"One of the most realistic descriptions I’ve seen of an ongoing teachers’ study group, and a wonderful resource for teachers and teacher educators struggling to integrate their concerns about societal inequity and oppression into their classroom practices."

–Lisa Delpit, Georgia State University

"Bravo for this wonderful book filled with those daily details of how one goes about uncovering the mysteries of life, not just covering the curriculum for the next of an endless succession of tests."


–Deborah Meier, Principal, Mission Hill School, Boston

This volume provides vivid pictures of classrooms whose teachers have made education for social justice central to their curriculum. While the goal may be idealistic, these class actions are profoundly practical. Readers will see familiar structures used in innovative ways, such as:

• An integrated thematic study of discrimination in U.S. history that helps children examine their own prejudices
  
• The involvement of students with learning difficulties in developing their own IEPs
  
• The use of journals, class discussions, and team meetings to prompt self-examination and challenge assumptions
  
• The study of a "poor" character in a novel that helps students examine their own class privilege.