Lucinda Pease-Alvarez (University of California, Santa Cruz) (Author), Sandra R. Schecter (Edited by)

• Content: C. Sleeter, Foreword. Preface. Part I: Linking Pedagogy to Communities.K.A. Davis, S. Bazzi, H-s. Cho, M. Ishida, J. Soria, "It's Our Kuleana": A Critical Participatory Approach to Language-Minority Education. C. Ballenger, "I Would Sing Every Day": Skepticism and the Imagination. M.A. Gibson, It's All About Relationships: Growing a Community of College-Oriented Migrant Youth. A. Henry, Writing in the Margins of Classroom Life: A Teacher/Researcher Partnership Using Dialogue Journals. C. Haig-Brown, Toward a Pedagogy of the Land: The Indigenous Knowledge Instructors' Program. Part II: Professional Learning for Diversity.S.W. Freedman, Teacher Research, Professional Growth, and School Reform. L. Pease-Alvarez, C. Angelillo, P. Chavajay, Working Through Dilemmas About Homework in an After-School Program: Integrating Theory, Research, and Practice. P. Chavajay, C. Angelillo, L. Pease-Alvarez, Teachers, Mentors, Friends?: Undergraduates' Engagements With Latino Children in an After-School Program. R.P. Solomon, R.K. Manoukian, J. Clarke, From an Ethnic of Altruism to Possibilities of Transformation in Teacher Candidates' Community Involvement. J. Willet, C. Rosenberger, Critical Dialogue: Transforming the Discourses of Educational Reform. Part III: Learning in Community (and Community in Learning).C.E. James, Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants. K.P. Jiménez, Lengua Latina: Latina Canadians (Re)constructing Identity Through a Community of Practice. R.C. Henze, Veronica's Story: Reflections on the Limitations of "Support Systems." S. Roy, Who's Got the Norm?: Community and the New Work Order.

"...offers a rich set of ethnographic portraits that illustrate community-referenced education 'in action' in various contexts, both in and out of schools. By reading these vivid portraits...educators can see possibilities for improving education in their own local spaces."—Christine SleeterCalifornia State University, Monterey Bay

Lucinda Pease-Alvarez (University of California, Santa Cruz) (Author), Sandra R. Schecter (Edited by)

• Content: C. Sleeter, Foreword. Preface. Part I: Linking Pedagogy to Communities.K.A. Davis, S. Bazzi, H-s. Cho, M. Ishida, J. Soria, "It's Our Kuleana": A Critical Participatory Approach to Language-Minority Education. C. Ballenger, "I Would Sing Every Day": Skepticism and the Imagination. M.A. Gibson, It's All About Relationships: Growing a Community of College-Oriented Migrant Youth. A. Henry, Writing in the Margins of Classroom Life: A Teacher/Researcher Partnership Using Dialogue Journals. C. Haig-Brown, Toward a Pedagogy of the Land: The Indigenous Knowledge Instructors' Program. Part II: Professional Learning for Diversity.S.W. Freedman, Teacher Research, Professional Growth, and School Reform. L. Pease-Alvarez, C. Angelillo, P. Chavajay, Working Through Dilemmas About Homework in an After-School Program: Integrating Theory, Research, and Practice. P. Chavajay, C. Angelillo, L. Pease-Alvarez, Teachers, Mentors, Friends?: Undergraduates' Engagements With Latino Children in an After-School Program. R.P. Solomon, R.K. Manoukian, J. Clarke, From an Ethnic of Altruism to Possibilities of Transformation in Teacher Candidates' Community Involvement. J. Willet, C. Rosenberger, Critical Dialogue: Transforming the Discourses of Educational Reform. Part III: Learning in Community (and Community in Learning).C.E. James, Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants. K.P. Jiménez, Lengua Latina: Latina Canadians (Re)constructing Identity Through a Community of Practice. R.C. Henze, Veronica's Story: Reflections on the Limitations of "Support Systems." S. Roy, Who's Got the Norm?: Community and the New Work Order.

"...offers a rich set of ethnographic portraits that illustrate community-referenced education 'in action' in various contexts, both in and out of schools. By reading these vivid portraits...educators can see possibilities for improving education in their own local spaces."—Christine SleeterCalifornia State University, Monterey Bay

Lucinda Pease-Alvarez (University of California, Santa Cruz) (Author), Sandra R. Schecter (Edited by)

• Content: C. Sleeter, Foreword. Preface. Part I: Linking Pedagogy to Communities.K.A. Davis, S. Bazzi, H-s. Cho, M. Ishida, J. Soria, "It's Our Kuleana": A Critical Participatory Approach to Language-Minority Education. C. Ballenger, "I Would Sing Every Day": Skepticism and the Imagination. M.A. Gibson, It's All About Relationships: Growing a Community of College-Oriented Migrant Youth. A. Henry, Writing in the Margins of Classroom Life: A Teacher/Researcher Partnership Using Dialogue Journals. C. Haig-Brown, Toward a Pedagogy of the Land: The Indigenous Knowledge Instructors' Program. Part II: Professional Learning for Diversity.S.W. Freedman, Teacher Research, Professional Growth, and School Reform. L. Pease-Alvarez, C. Angelillo, P. Chavajay, Working Through Dilemmas About Homework in an After-School Program: Integrating Theory, Research, and Practice. P. Chavajay, C. Angelillo, L. Pease-Alvarez, Teachers, Mentors, Friends?: Undergraduates' Engagements With Latino Children in an After-School Program. R.P. Solomon, R.K. Manoukian, J. Clarke, From an Ethnic of Altruism to Possibilities of Transformation in Teacher Candidates' Community Involvement. J. Willet, C. Rosenberger, Critical Dialogue: Transforming the Discourses of Educational Reform. Part III: Learning in Community (and Community in Learning).C.E. James, Constructing Aspirations: The Significance of Community in the Schooling Lives of Children of Immigrants. K.P. Jiménez, Lengua Latina: Latina Canadians (Re)constructing Identity Through a Community of Practice. R.C. Henze, Veronica's Story: Reflections on the Limitations of "Support Systems." S. Roy, Who's Got the Norm?: Community and the New Work Order.

"...offers a rich set of ethnographic portraits that illustrate community-referenced education 'in action' in various contexts, both in and out of schools. By reading these vivid portraits...educators can see possibilities for improving education in their own local spaces."—Christine SleeterCalifornia State University, Monterey Bay