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An activist group works to bring a multicultural education program to an urban public school system.
Just outside a major urban center on the east coast of the United States an activist group struggled to create a system-wide multicultural education program. Through a seven-year qualitative study, Pepi Leistyna documents and interprets-via a critical pedagogical lens-this group's work with professional development, curriculum and instruction, faculty and staff, and community outreach. Through engaging examples, stories, and participant voices, Leistyna offers a comprehensive, accessible ethnography with implications for others who might attempt similar sorts of systemic change.
"An active engagement with Leistyna's work will help educators, administrators, and community activists to break ranks with the misleading conceptions of mainstream multiculturalism, and to lay the groundwork for the development of a critical multiculturalism." — from the Foreword by Peter L. McLaren
"What does it take to make a school system truly multicultural, in reality as well as in name? Few scholars have taken on this difficult problem, and Leistyna is one of a handful we can turn to for direction. With both insight and generosity, Leistyna points to the tensions and possibilities inherent in designing a school system that affirms all students and their families at the same time that it confronts difficult and troubling questions of structural inequality and deep-seated biases." — Sonia Nieto, author of Affirming Diversity: The Sociopolitical Context of Multicultural Education, Third Edition and Language, Culture, and Teaching: Critical Perspectives for a New Century
Foreword
Multiculturalism Revisited: Pepi Leistyna's Politics of the Concrete
Peter McLaren
Introduction
Part One: Theoretically and Historically Contextualizing the Study
1. Critical Mulicultural Education: What is It?
2. A History of Changeton and its Public Schools
3. Facing Oppression: Youth Voices from the Front
4. The Formation of the Multicultural Central Steering Committee (CSC): Its Basic Processes, Functions, and Structures
Part Two: The Work of the Multicultural Central Steering Committee
5. The Development of the Multicultural Central Steering Committee's Mission Statement
6. Professional Development: Raising Consciousness among the Faculty and Staff
7. Curriculum Development and Instruction
8. Diversifying the Faculty and Staff
9. Creating a Partnership between the School and the Public
Part Three: The Impact of Multicultural Education in Changeton over the Years
10. In the Aftermath: A Dialogue with Three Changeton Teachers
11. Two Letters to Changeton Educators
12. Challenges for the Future
Appendix / Research Methodology
Notes
Bibiliography