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The Routledge International Companion to Multicultural Education

reviewed by Michael Vavrus - November 09, 2009

Title: The Routledge International Companion to Multicultural Education
Author(s): James A. Banks
Publisher: Routledge, New York
ISBN: 0415962307, Pages: 571, Year: 2009
Search for book at Amazon.com

At the beginning of this century James Banks (2001) confronted the multifaceted challenge to incorporate international perspectives of multicultural education into a globally representative conception. �At that time Banks wrote, �My work on global identification and issues is incomplete and episodic�Global issues remain mostly an unrealized and hoped-for goal� (p. 14). �In regards to the second edition of the Handbook of Research on Multicultural Education (Banks & Banks, 2004), I had observed that international topics overall were generally limited (Vavrus, 2006). �In the same year as the publication of the Handbook, however, Banks (2004) published edited papers from the 2002 Bellagio (Italy) Citizenship Education and Diversity Conference, chapters from which a few appear in revised form in the text under review. �In his introduction to Race, Culture and Education, Banks (2001) also signaled that issues of citizenship and multicultural education in a global context would continue to be a focus... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: November 09, 2009
https://www.tcrecord.org ID Number: 15823, Date Accessed: 12/7/2019 5:18:14 PM

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About the Author
Michael Vavrus Evergreen State College E-mail Author MICHAEL VAVRUS is a Professor of Teacher Education and Political Economy at the Evergreen State College in Olympia, Washington, and is the author of Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Most recently, he has authored chapters and articles on culturally responsive teaching and on teacher identity formation as related to issues of race, sexuality, and gender. His current research focuses on a multicultural critical pedagogy that incorporates teacher candidate autoethnographies. He is a past president of the Association of Independent Liberal Arts Colleges for Teacher Education and the Washington state chapter of American Association of Colleges for Teacher Education.

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