Suggested Reading List
Prepared by Professor Sonia Nieto
University of Massachusetts, Amherst
Banks, J. A. (Ed.) (1996). Multicultural education, transformative knowledge, and action: Historical and contemporary perspectives. New York: Teachers College Press.
Barber, B. R. (1992). An aristocracy of everyone: The politics of education and the future of America. New York: Oxford University Press.
Bartolomé, L. I. (1994). Beyond the methods fetish: Toward a humanizing pedagogy. Harvard Educational Review, 64 (2), 173-194.
Bigelow, B., Christensen, L., Karp, S., Miner, B., & Peterson, B. (Eds.) (1994). Rethinking our classrooms: Teaching for equity and justice. Milwaukee: Rethinking Schools.
Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society. Ontario, CA: California Association for Bilingual Education.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey-Bass.
Delpit, L. D. (1995). Other people’s children. New York: The New Press.
Derman-Sparks, L. & the A.B.C. Task Force (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.
Dewey, J. (1916). Democracy and education. New York: The Free Press.
Dickeman, M. (1973). Teaching cultural pluralism. In J. A. Banks (Ed.). Teaching ethnic studies: Concepts and strategies (pp. 4-25). 43rd Yearbook. Washington, DC: National Council for the Social Studies.
Donaldson, K. (1996). Through students’ eyes. New York: Bergin & Garvey.
Erickson, F. (1997). Culture in society and in educational practices. In J. A. Banks & C. A. M. Banks (Eds.). Multicultural education: Issues and perspectives, 3rd ed. (pp. 32-60). Boston: Allyn & Bacon.
Fine, M. (1991). Framing dropouts: Notes on the politics of an urban high school. Albany: State University of New York Press.
Freire, P. (1970b). Pedagogy of the oppressed. New York: Seabury Press.
García, E. E. (1993). Language, culture, and education. In L. Darling-Hammond (Ed.), Review of research in education (pp. 51-98). 19th Yearbook of the American Educational Research Association. Washington, DC: AERA.
Gibson, M. A., & Ogbu, J. U. (Eds.) (1991). Minority status and schooling: A comparative study of immigrant and involuntary minorities. New York: Garland Publishing.
Heath, S. B. (1995). Race, ethnicity, and the defiance of categories. In W. D. Hawley & A. W. Jackson (Eds.), Toward a common destiny: Improving race and ethnic relations in America (pp. 39-70). San Francisco: Jossey-Bass Publishers.
hooks, bell (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
Howard, G. R. (1999). ‘We can’t teach what we don’t know’: White teachers, multiracial schools. New York: Teachers College Press.
Igoa, C. (1995). The inner world of the immigrant child. New York: St. Martins Press.
Irvine, J. J. (Ed.) (1997). Critical knowledge for diverse teachers and learners. Washington, DC: American Association of College for Teacher Education.
Kohl, H. (1994). "I won’t learn from you" and other thoughts on creative maladjustment. New York: The New Press.
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass.
Lee, E., Menkart, D., Okazawa-Rey, M. (1998). Beyond heroes and holidays: A practical guide to K-12 anti-racist, multicultural education and staff development. Washington, DC: Network of Educators on the Americas [NECA].
Lee, S. J. (1996). Unraveling the "model minority" stereotype: Listening to Asian American youth. New York: Teachers College Press.
Lipman, P. (1998). Race, class, and power in school restructuring. Albany: State University of New York Press.
Loewen, J. W. (1995). Lies my teacher told me: Everything your American history textbook got wrong. New York: New Press.
Macintosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies. Work paper no. 189. Wellesley, MA: Wellesley College Center for Research on Women.
Meier, D. (1995). The power of their ideas: Lessons from a small school in Harlem. Boston: Beacon.
Mercado, C. I. (1993). Caring as empowerment: School collaboration and community agency. Urban Review, 25 (1), 79-104.
Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education, 2nd. ed. White Plains, NY: Longman.
Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
O’Donnell, J. & Clark, C. (1999). Becoming and unbecoming White: Owning and disowning a racial identity. Westport: Bergin & Garvey.
Olsen, L. (1998). Made in America: Immigrant students in our public schools. New York: The New Press.
Ramsey, P. G. (1998). Teaching and learning in a diverse world: Multicultural education for young children (2nd. ed.). New York: Teachers College Press.
Sheets, R. H. (1995). From remedial to gifted: Effects of culturally centered pedagogy. Theory into Practice, 34 (3), 186-193.
Shor, I. (1992). Empowering education: Critical teaching for social change. Chicago: University of Chicago Press.
Sleeter, C. E. (1996). Multicultural education as social activism. Albany: State University of New York Press.
Spring, Joel (1997). Deculturalization and the struggle for equality: A brief history of the education of dominated cultures in the United States. New York: McGraw-Hill.
Tatum, B. D. (1997). ‘Why are all the Black kids sitting together in the cafeteria?’ and other conversations about race. New York: Harper/Collins.
Torres-Guzmán, M. (1992). Stories of hope in the midst of despair: Culturally responsive education for Latino students in an alternative high school in New York City. In M. Saravia-Shore & S. F. Arvizu (Eds.), Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms (pp. 477-490). New York: Garland Publishers.
Walsh, C. E. (Ed.) (1991). Literacy as praxis: Culture, language, and pedagogy. Norwood, NJ: Ablex Publishing Corporation.
Weinberg, M. (1994). Diversity without equality = oppression. Multicultural Education, 1 (4), 13-16.
Wheelock, A. (1992). Crossing the tracks: How "untracking" can save America’s schools. New York: New Press.