“An outstanding achievement.”
—Carl A. Grant, University of Wisconsin–Madison
“An important historical analysis…. Contemporary conversations about multicultural education will be greatly informed by this compelling depiction of the lessons of this previous era.”
—Vanessa Siddle Walker, Emory University
“Anyone who cares about America's progress toward a just and pluralistic society should read this book.”
—Linda Darling-Hammond, Stanford University
“There are many lessons to be learned here…this book is a treasure for researchers, policymakers, and others.”
—Sonia Nieto, University of Massachusetts, Amherst
Intergroup conflict has been a perennial problem in the United States since colonial times. This book describes how a group of educators, social activists, and scholars tried to reduce intergroup tensions and create schools where people of all groups could learn together and from each other. Demonstrating the link between the current multicultural education movement and the roots of intergroup education, this volume:
- Describes the debate over assimilation and Americanization in the 1930s and 1940s, helping us to better understand the complexities of curriculum reform in today’s pluralistic, democratic society.
- Extends our knowledge about educating students in a culturally diverse society by examining past efforts to respond to ethnic, racial, and religious diversity in schools.
- Includes descriptions of projects, approaches, processes, techniques, and materials used by intergroup educators such as John Granrud, Leonard Covello, and Hilda Taba.
- Provides an important departure point for educators to rethink why students segregate themselves at school and the role curriculum plays in this segregation.
Cherry A. McGee Banks is Professor of Education at the University of Washington–Bothell.