Allen, JoBeth. Class Actions: Teaching for Social Justice in Elementary and Middle School. New York: Teachers College Press, 1999.
This book describes strategies that teachers can use to make issues of social justice the focus of their curricula.
Barton, David, and Mary Hamilton, eds. Situated Literacies: Reading and Writing in Context. New York: Routledge, 1999.
Key scholars remark on literacies in specific contexts as well as broad practices.
Carey-Webb, Allen. Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English. Urbana, IL: NCTE, 2001.
This book uses classroom anecdotes to illustrate reader response and cultural studies methods, making numerous connections between canonical works and multicultural writers, popular culture, politics, history, and contemporary youth issues. It is full of useful information about literary scholarship and theory, and provides extensive annotated bibliographies for multicultural literature.
Christensen, Linda. Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word. Milwaukee, WI: Rethinking Schools, 2000.
The author offers lesson plans, essays, student work, and strategies for teaching political and social issues in the language arts classroom.
Close, Elizabeth, and Katherine Ramsey, eds. A Middle Mosaic: A Celebration of Reading, Writing, and Reflective Practice at the Middle Level. Urbana, IL: NCTE, 2000.
In this collection of 15 essays, the editors connect literacy, reflection, and other themes of middle school teaching, to provide ideas for teachers to use in their classrooms.
Cook, Lenora, and Helen C. Lodge, eds. Voices in English Classrooms: Honoring Diversity and Change. Urbana, IL: NCTE, 1995.
This collection of essays explores the need for new content and procedures in the language arts classroom based on the notion that "diversity connotes the challenge and reward of providing quality programs and instruction that tap into the experiences that students bring to their learning."
Derman-Sparks, Louise. Anti-Bias Curriculum: Tools for Empowering Young Children. Washington, D.C.: National Association for the Education of Youth, 1989.
This book gives the rationale for creating an antibias curriculum and discusses ways to create an antibias environment, learn about differences, teach about differences, and resist stereotyping students.
Edelsky, Carole, ed. Making Justice Our Project. Urbana, IL: NCTE, 1999.
This book considers the political implications of whole language classrooms, with particular attention to inquiry teaching.
Fox, Dana L., and Kathy G. Short, eds. Stories Matter: The Complexity of Cultural Authenticity in Children's Literature. Urbana, IL: NCTE, 2003.
This collection of essays by authors, illustrators, editors, publishers, educators, librarians, and scholars highlights key issues, debates, and new questions and critiques related to the issue of cultural authenticity in children's literature.
Golub, Jefferey N. Making Learning Happen: Strategies for an Interactive Classroom. Urbana, IL: NCTE, 2000.
Golub shows how to create classroom activities that include every student in the classroom and allow students to work on interactive projects in groups.
Hansen-Krening, Nancy, Elaine M. Aoki, and Donald T. Mizokawa, eds. Kaleidoscope: A Multicultural Booklist for Grades K-8. 4th ed. Urbana, IL: NCTE: 2003.
This fourth edition of Kaleidoscope focuses on stories by and about people of color living in the United States. It provides an annotated bibliography of books published from 1999 to 2001, and is meant to serve as a guide to selecting books to incorporate into the general canon of literature used in schools.
Lee, Enid, Deborah Menkart, and Margo Okazawa-Rey. Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. Washington, D.C.: Network of Educators on the Americas, 1998.
This guide includes practical ideas for transforming classroom instruction and school culture.
Muse, Daphne, ed. The New Press Guide to Multicultural Resources for Young Readers. New York: New Press, 1997.
This guide to multicultural literature for young people brings together more than 1,000 reviews of picture books, novels, poetry, biographies, and other resources, which cover more than 20 different multicultural communities.
Nieto, Sonia. Affirming Diversity: The Sociopolitical Context of Multicultural Education. New York: Longman, 2004.
In this text, Nieto examines the necessity for and benefits of multicultural education for students of all backgrounds.
---. Language, Culture, and Teaching: Critical Perspectives for a New Century. Mahwah, N.J.: Lawrence Erlbaum Associates, 2002.
Nieto addresses the issues of bilingual education and multicultural education together, focusing on effective ways to integrate multicultural education into curricula.
---. The Light in Their Eyes: Creating Multicultural Learning Communities. New York: Teachers College Press, 1999.
Nieto demonstrates how educators can change their methods and attitudes toward learning to ensure that students receive affirmation and a strong education.
Oliver, Eileen. Crossing the Mainstream: Multicultural Perspectives in Teaching Literature. Urbana, IL: NCTE, 1994.
This book focuses on curriculum development and teaching strategies for multicultural texts.
Rogers, Theresa, and Anna O. Soter, eds. Reading Across Cultures: Teaching Literature in a Diverse Society. New York: NCTE and Teachers College Press, 1997.
This collection of stories, observations, and discussions about teaching multicultural literature, from a range of students, teachers, and classrooms, also provides a list of multicultural texts and films for children and young adults.
Short, Kathy G., and Carolyn Burke. Creating Curriculum: Teachers and Students as a Community of Learners. Portsmouth, N.H.: Heinemann, 1991.
This book helps teachers in defining curricular goals and making changes in curricula in order to focus education on the learning process.
Strickland, Dorothy S., Kathy Ganske, and Joanne K. Monroe. Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3-6. Portland, ME: Stenhouse, 2002.
Strickland, Ganske, and Monroe stress the importance of individualized and tailored teaching methods in helping children overcome problems with reading and writing.
Unsworth, Len. Teaching Multiliteracies Across the Curriculum: Changing Contexts of Text and Image in Classroom Practice. Berkshire, U.K.: Open University Press, 2002.
This book outlines visual and verbal language necessary for students in technology-rich classrooms.
American Book Awards
The American Book Awards, established by the Before Columbus Foundation, acknowledge the excellence and multicultural diversity of American writing. The awards recognize outstanding literary achievement by contemporary American authors, regardless of race, sex, ethnic background, or genre.
This quarterly journal, published by the National Association for Multicultural Education, includes literature and articles written by and for multicultural educators and activists worldwide.
This quarterly journal is dedicated to better understanding of ethnic, racial, and religious diversity.
The National Council of Teachers of English
This organization for teachers offers information about workshops, publications, and other resources for teachers. The NCTE site also offers articles and information about their activities and programs.
This nonprofit organization publishes articles and offers Web resources that address issues of equity in education.
Teaching for Change
This nonprofit organization's Web site offers information, workshops, and resources about equity in education for teachers and parents.
This site offers information for teachers about various resources and activities that can be used in the classroom to teach diversity and tolerance, as well as information about the organization's magazine, Teaching Tolerance.