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Making Multiculturalism: Boundaries and Meaning in U. S. English Departments

reviewed by Howard Miller - 2006

Title: Making Multiculturalism: Boundaries and Meaning in U. S. English Departments
Author(s): Bethany Bryson
Publisher: Stanford University Press, Stanford, CA
ISBN: 0804751641, Pages: 215, Year: 2005
Search for book at Amazon.com

For those of us in the field of education, multiculturalism has always felt as if it were an exclusive part of our domain. Multiculturalism, we would argue, has to do with working closely with schools and teachers and K–12 students to promote respect, understanding, and empathy as a means of preparing children to live and work successfully in an increasingly diverse society (Miller, 2000, 2000/2001, 2001/2002). Ranked high among our heroes are Sonia Nieto (1999, 2003), Vivian Gussin Paley (1996, 2000), and James Banks (2000, 2003)—people who have made it their life's work to bring the message of cross-cultural understanding and a strong sense of equity and social justice to the classrooms and school children of the United States. Thus, it was somewhat disconcerting to read the opening paragraph of Bethany Bryson's book, Making Multiculturalism: Boundaries and Meaning in U. S. English Departments: Hope for the future is routinely left at... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 5, 2006, p. 811-814
https://www.tcrecord.org ID Number: 12174, Date Accessed: 12/8/2019 3:11:34 AM

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About the Author
Howard Miller Mercy College E-mail Author HOWARD MILLER is Associate Professor of Literacy Education at Mercy College, Dobbs Ferry, New York, and serves on the Executive Committee of the National Council of Teachers of English. Recent publications include a series of articles on multicultural education for the journal, The Reading Teacher. Representative titles are "Becoming A Multicultural Teacher," "Victims, Heroes, and Just Plain Folks," "Who Owns History?" and "Including 'The Included.'" Currently, he is completing the writing of a book on the impact of the No Child Left Behind legislation on teachers and school children.

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