N. Ken Shimahara, Ivan Z. Holowinsky, Saundra Tomlinson-Clarke

• Contents: Series Foreword. Preface. N.K. Shimahara, Introduction. Part I: Ethnicity, Race, and Academic Achievement.D.E. Foley, Reconceptualizing Ethnicity and Educational Achievement. V.O. Wang, Confucianism and the Educational Process: A Comparative Analysis of Chinese and Chinese American Identity Development in Education. Part II: Ethnic and Racial Identities in National Contexts.G. Horenczyk, U. Ben-Shalom, Multicultural Identities and Adaptation of Young Immigrants in Israel. H. Ikeda, Buraku Students and Cultural Identity: The Case of a Japanese Minority. C. Soudien, Culture, Race, and Ethnicity in Education in South Africa. Part III: Changing Ethnic and Racial Maps and Education.V.R. Wedekind, Teachers, the South African State, and the Desegregation of Schools in the 1990s. J.B. Stewart, F. Abrahams, Demographic Diversity and Higher Education Reorganization in South Africa: The Applicability of U.S. Models. S. Tomlinson-Clarke, Education and Identity Within a Psychological and Sociocultural Context. Part IV: Language and National Identity.P.P. Kononenko, I.Z. Holowinsky, Educational Reform and the Language Issue in Ukraine. J. Fitz, Local Identity and National Systems: The Case of Wales. T. Xing, W. Yanheng, Bilingualism and Bilingual Education in China.

"The strength of this volume are the authors' use of a sociocultural lens to understand further the complexities in studying identity in the context of education....the authors and editors warrant recognition for providing diverse global perspectives on the issues of ethnic and national identity development and educational policy reform. Indeed, in an era of globalization, research on ethnicity, race, and culture will continue to require diverse perspectives on both a macro (global and national) and micro (local) scale.—TCRecord.org"...this book is a worthwhile addition to readers' libraries and certainly a worthwhile resource in comparative and international education courses. I was especially pleased to see that the authors assert the importance of understanding cultural context in order to understand global educational issues."—Comparative Education Review