Patrick M. Jenlink is professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University.Faye Hicks Townes is an associate professor of education in the Department of Teacher Education, School of Education, Health and Human Performance, College of Charleston.

This book provides for a broad and balanced base of considering diversity, culture and identity development in relationship to curriculum development with "recognition" being the pivotal concept in all of the writings. The identity and cultural diversity curriculum dimension will help scholar-practitioner leaders guide teachers and students through a broad understanding of themselves as they interact with one another. This is a very timely collection of writings.

• Part 1 Cultural Identity—Discovering Authentic VoicePart 2 Introduction: Cultural Identity and the Struggle for RecognitionChapter 3 Affirming Diversity, Politics of Recognition, and the Cultural Work of SchoolsChapter 4 Dialoguing Toward a Racialized Identity: A Necessary First Step in a Politics of RecognitionChapter 5 Misrecognition CompoundedPart 6 Struggle for Recognition—Embracing Cultural PoliticsChapter 7 Recognition, Identity Politics, and English Language LearnersChapter 8 Identity Formation and Recognition in Asian-American StudentsChapter 9 Curriculum and RecognitionChapter 10 Extracurricular Activities and Student IdentityChapter 11 Recognition, Identity Politics, and the Special Needs StudentChapter 12 Athletes, Recognition, and the Formation of IdentityChapter 13 Administrator to Parent Recognition: Treat Me with RespectChapter 14 Recognition and Parent InvolvementChapter 15 Student Identity and Cultural CommunicationChapter 16 Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of IdentityChapter 17 Coda: Recognition, Difference, and the Future of America's Schools

Patrick M. Jenlink is professor of doctoral studies in the Department of Secondary Education and Educational Leadership and Director of the Educational Research Center at Stephen F. Austin State University.Faye Hicks Townes is an associate professor of education in the Department of Teacher Education, School of Education, Health and Human Performance, College of Charleston.

This book provides for a broad and balanced base of considering diversity, culture and identity development in relationship to curriculum development with "recognition" being the pivotal concept in all of the writings. The identity and cultural diversity curriculum dimension will help scholar-practitioner leaders guide teachers and students through a broad understanding of themselves as they interact with one another. This is a very timely collection of writings.

• Part 1 Cultural Identity—Discovering Authentic VoicePart 2 Introduction: Cultural Identity and the Struggle for RecognitionChapter 3 Affirming Diversity, Politics of Recognition, and the Cultural Work of SchoolsChapter 4 Dialoguing Toward a Racialized Identity: A Necessary First Step in a Politics of RecognitionChapter 5 Misrecognition CompoundedPart 6 Struggle for Recognition—Embracing Cultural PoliticsChapter 7 Recognition, Identity Politics, and English Language LearnersChapter 8 Identity Formation and Recognition in Asian-American StudentsChapter 9 Curriculum and RecognitionChapter 10 Extracurricular Activities and Student IdentityChapter 11 Recognition, Identity Politics, and the Special Needs StudentChapter 12 Athletes, Recognition, and the Formation of IdentityChapter 13 Administrator to Parent Recognition: Treat Me with RespectChapter 14 Recognition and Parent InvolvementChapter 15 Student Identity and Cultural CommunicationChapter 16 Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of IdentityChapter 17 Coda: Recognition, Difference, and the Future of America's Schools