Christine E. Sleeter is professor emerita in the College of Education at California State University, Monterey Bay. Her books include Critical Race Theory and Its Critics, Transformative Ethnic Studies in Schools, and Un-Standardizing Curriculum.

“Sleeter effortlessly weaves together analyses of personal narratives, anecdotes, history, case studies, and political events and social movements to argue for a reanimated critical multicultural education theory and practice; and in doing so, Sleeter shows just how deep the roots of the multicultural education tree lie.”—Teachers College Record

• ContentsSeries Foreword James A. Banks  ixIntroduction  1Pivot Points in My Biographical Journey  1Why Critical?  5Part I: Defining Critical Multicultural Education1.  Critical Multiculturalism: An Introduction  13With Stephen MayThe Limits of Liberal Multiculturalism  15Critical Responses to Multiculturalism  19Critical Multiculturalism  222.  Critical Pedagogy, Critical Race Theory, and Antiracist Education: Implications for Multicultural Education  25With Dolores Delgado BernalCritical Pedagogy and Multicultural Education  27Critical Race Theory and Multicultural Education  33AntiRacist Education  41Discussion  463.  Capitalism and Caste  50Roots of Caste and Capitalism  50Racial Capitalism  52Marxism as a Western European Totalizing Theory  53School Reform, Curriculum, and Public Consciousness  55Conclusion  57Part II: Critical Multicultural Education and School Reform4.  Challenging Racism and Colonialism Through Ethnic Studies  61Minoritized Youth and Historical Amnesia  62What Happened to Multicultural Education?  63Curriculum: Still Through White Points of View  65Ethnic Studies as a Decolonial Project  67Ethnic Studies Praxis  70Implications  735.  Critical Race Theory as the New Villain  75With Francesca A. LópezThe Bastardization of Critical Race Theory  75Efforts to Make Curriculum More Inclusive  77Reactions to Equitable Education Endeavors  79What the Critics Are Saying  81How We Respond to the Critics  83CRT as the Villain  85Conclusion  896.  Diversity, Social Justice, and Resistance to Disempowerment  90Diversity, Social Justice, and School Reform Under Neoliberalism  91Curriculum That Disempowers  93Curriculum That Empowers  95Confronting the Education Reform Paradigm  977.  Equity and Race-Visible Urban School Reform  98The Problem With Color-Blind Solutions to Urban School Challenges  99Race-Visible Pedagogy in the Classroom  101Race-Visible Teachers  105Race and Class Visible Equity in Access  107Conclusion  1098.  Teaching for Social Justice in Multicultural Classrooms  111Four Hallmarks of Teaching for Social Justice in Multicultural Classrooms  111Framework for Designing Classroom Teaching  114Conclusion  120Part III: Personalizing Critical Multicultural Education9.  Situating Oneself in a Critical Multicultural History  123Family History as an Entrée into History  124Benefiting From Colonization  125Implications  12710.  Multicultural Curriculum and Critical Family History  129Approaches to Family History Research  129Theoretical Lenses for Critical Family History  130Tools for Researching Critical Family History  133Teaching Multicultural Curriculum With Critical Family History  136Conclusion  139References  141Index  167About the Author  178

Christine E. Sleeter is professor emerita in the College of Education at California State University, Monterey Bay. Her books include Critical Race Theory and Its Critics, Transformative Ethnic Studies in Schools, and Un-Standardizing Curriculum.

“Sleeter effortlessly weaves together analyses of personal narratives, anecdotes, history, case studies, and political events and social movements to argue for a reanimated critical multicultural education theory and practice; and in doing so, Sleeter shows just how deep the roots of the multicultural education tree lie.”—Teachers College Record

• ContentsSeries Foreword James A. Banks  ixIntroduction  1Pivot Points in My Biographical Journey  1Why Critical?  5Part I: Defining Critical Multicultural Education1.  Critical Multiculturalism: An Introduction  13With Stephen MayThe Limits of Liberal Multiculturalism  15Critical Responses to Multiculturalism  19Critical Multiculturalism  222.  Critical Pedagogy, Critical Race Theory, and Antiracist Education: Implications for Multicultural Education  25With Dolores Delgado BernalCritical Pedagogy and Multicultural Education  27Critical Race Theory and Multicultural Education  33AntiRacist Education  41Discussion  463.  Capitalism and Caste  50Roots of Caste and Capitalism  50Racial Capitalism  52Marxism as a Western European Totalizing Theory  53School Reform, Curriculum, and Public Consciousness  55Conclusion  57Part II: Critical Multicultural Education and School Reform4.  Challenging Racism and Colonialism Through Ethnic Studies  61Minoritized Youth and Historical Amnesia  62What Happened to Multicultural Education?  63Curriculum: Still Through White Points of View  65Ethnic Studies as a Decolonial Project  67Ethnic Studies Praxis  70Implications  735.  Critical Race Theory as the New Villain  75With Francesca A. LópezThe Bastardization of Critical Race Theory  75Efforts to Make Curriculum More Inclusive  77Reactions to Equitable Education Endeavors  79What the Critics Are Saying  81How We Respond to the Critics  83CRT as the Villain  85Conclusion  896.  Diversity, Social Justice, and Resistance to Disempowerment  90Diversity, Social Justice, and School Reform Under Neoliberalism  91Curriculum That Disempowers  93Curriculum That Empowers  95Confronting the Education Reform Paradigm  977.  Equity and Race-Visible Urban School Reform  98The Problem With Color-Blind Solutions to Urban School Challenges  99Race-Visible Pedagogy in the Classroom  101Race-Visible Teachers  105Race and Class Visible Equity in Access  107Conclusion  1098.  Teaching for Social Justice in Multicultural Classrooms  111Four Hallmarks of Teaching for Social Justice in Multicultural Classrooms  111Framework for Designing Classroom Teaching  114Conclusion  120Part III: Personalizing Critical Multicultural Education9.  Situating Oneself in a Critical Multicultural History  123Family History as an Entrée into History  124Benefiting From Colonization  125Implications  12710.  Multicultural Curriculum and Critical Family History  129Approaches to Family History Research  129Theoretical Lenses for Critical Family History  130Tools for Researching Critical Family History  133Teaching Multicultural Curriculum With Critical Family History  136Conclusion  139References  141Index  167About the Author  178

Christine E. Sleeter is professor emerita in the College of Education at California State University, Monterey Bay. Her books include Critical Race Theory and Its Critics, Transformative Ethnic Studies in Schools, and Un-Standardizing Curriculum.

“Sleeter effortlessly weaves together analyses of personal narratives, anecdotes, history, case studies, and political events and social movements to argue for a reanimated critical multicultural education theory and practice; and in doing so, Sleeter shows just how deep the roots of the multicultural education tree lie.”—Teachers College Record

• ContentsSeries Foreword James A. Banks  ixIntroduction  1Pivot Points in My Biographical Journey  1Why Critical?  5Part I: Defining Critical Multicultural Education1.  Critical Multiculturalism: An Introduction  13With Stephen MayThe Limits of Liberal Multiculturalism  15Critical Responses to Multiculturalism  19Critical Multiculturalism  222.  Critical Pedagogy, Critical Race Theory, and Antiracist Education: Implications for Multicultural Education  25With Dolores Delgado BernalCritical Pedagogy and Multicultural Education  27Critical Race Theory and Multicultural Education  33AntiRacist Education  41Discussion  463.  Capitalism and Caste  50Roots of Caste and Capitalism  50Racial Capitalism  52Marxism as a Western European Totalizing Theory  53School Reform, Curriculum, and Public Consciousness  55Conclusion  57Part II: Critical Multicultural Education and School Reform4.  Challenging Racism and Colonialism Through Ethnic Studies  61Minoritized Youth and Historical Amnesia  62What Happened to Multicultural Education?  63Curriculum: Still Through White Points of View  65Ethnic Studies as a Decolonial Project  67Ethnic Studies Praxis  70Implications  735.  Critical Race Theory as the New Villain  75With Francesca A. LópezThe Bastardization of Critical Race Theory  75Efforts to Make Curriculum More Inclusive  77Reactions to Equitable Education Endeavors  79What the Critics Are Saying  81How We Respond to the Critics  83CRT as the Villain  85Conclusion  896.  Diversity, Social Justice, and Resistance to Disempowerment  90Diversity, Social Justice, and School Reform Under Neoliberalism  91Curriculum That Disempowers  93Curriculum That Empowers  95Confronting the Education Reform Paradigm  977.  Equity and Race-Visible Urban School Reform  98The Problem With Color-Blind Solutions to Urban School Challenges  99Race-Visible Pedagogy in the Classroom  101Race-Visible Teachers  105Race and Class Visible Equity in Access  107Conclusion  1098.  Teaching for Social Justice in Multicultural Classrooms  111Four Hallmarks of Teaching for Social Justice in Multicultural Classrooms  111Framework for Designing Classroom Teaching  114Conclusion  120Part III: Personalizing Critical Multicultural Education9.  Situating Oneself in a Critical Multicultural History  123Family History as an Entrée into History  124Benefiting From Colonization  125Implications  12710.  Multicultural Curriculum and Critical Family History  129Approaches to Family History Research  129Theoretical Lenses for Critical Family History  130Tools for Researching Critical Family History  133Teaching Multicultural Curriculum With Critical Family History  136Conclusion  139References  141Index  167About the Author  178