has taught in Minneapolis Public Schools for 25 years. She has also been a visiting Professor at Carleton College in Northfield Minnesota, and an adjunct professor at Hamline University and Metro State University in St. Paul. She has published numerous articles in journals such as Educational Leadership and Teachers and Writers Collaborative. She is the author of Basic Needs: A Year With Street Kids in a City School; A White Teacher Talks About Race; and Growing Up White: A Veteran Teacher Reflects on Racism, all three published by Rowman Education.
She has also published behavior guide called Tips For Creating a Manageable Classroom with Milkweed Editions. Julie Landsman authored Welcome To Your Life: Writings for the Heart of Young America, with David Haynes also with Milkweed. She also edited From Darkness to Light, Teens Write About Overcoming Trouble, with Fairview Press. Julie writes poetry and fiction and recently won the New Letters Prize for her short story, “Suspension”. She is currently co-editing a new book for Stylus with Robert Simmons and Steven Grineski entitled Going Deeper: Ideas From The Field For Having Open and Honest Conversations About Race. (tentative title) Julie is a frequent speaker and consultant around the country and abroad. She can be reached by email at jlandsman@goldengate.net or through her website at jlandsman.com

is the Houston Endowment Inc., Endowed Chair and Associate Professor of Urban Education and the Co-Director of the urban education graduate program in the College of Education at Texas A&M University. Additionally, Dr. Lewis is the Co-Director of the Center for Urban School Partnerships at Texas A&M University. Dr. Lewis also serves as the Deputy Director for the Center of African American Research and Policy (CAARP) at the University of Wisconsin-Madison. During his career, Dr. Lewis has over 100 publications include over 50 refereed journal articles in some of the leading academic journals in the field of urban education and teacher education. Additionally, he has received over $4 million in external research funds to support his research. To date, Dr. Lewis has author/co-authored/co-edited 4 books: White Teachers/Diverse Classrooms: A Guide for Building Inclusive Schools, Eliminating Racism and Promoting High Expectations (Stylus, 2006), The Dilemmas of Being an African American Male in the New Millennium: Solutions for Life Transformation; An Educator’s Guide to Working with African American Students: Strategies for Promoting Academic Success (Infinity, 2008); and Transforming Teacher Education: What Went Wrong with Teacher Training and How We Can Fix It (Stylus, 2010). Finally, Dr. Lewis has provided consultative services (i.e., professional development and research services) to over 100 school districts and universities across the United States and Canada. Dr. Lewis can be reached by e-mail at chance.lewis@tamu.edu or via his website at http://www.chancewlewis.com

“The preparation of a highly qualified teacher workforce has become a national priority. In an unusual turn, the discussion of ‘quality’ has centered solely on forms of knowledge and the ability to show the acquisition and demonstration of content and competencies. The place and importance of dispositions and clinical skill in teacher practice are largely absent from the national discourse. White Teachers/Diverse Classrooms is an intellectually rich conversation starter. This book explores the myriad considerations needed to create schools that serve all learners. Chief among the requirements is highly qualified teachers – those who are committed to advancing the intellectual development of all learners because each one has the potential to do great things.”—Sharon P. Robinson, President and CEO, American Association of Colleges for Teacher Education

“When people read the title of this book, their initial reaction might be that this is another ‘blame game.’ However, this book is about one of the most persistent and well documented fault lines in our schools: the educational achievement gap between minority and non-minority students and the critical role of all teachers, particularly white teachers, in eliminating it. White Teachers / Diverse Classrooms is both a practical road map and an appeal to all teachers to re-dedicate themselves to ensuring that all students are prepared and can meet high educational standards--not simply for their sake, but for the future of America and all of her citizens.”—Mary H. Futrell, Dean of the Graduate School of Education & Human Development, The George Washington University and former president of the National Education Association

"Landsman and Lewis have culled together a rich, fresh look at schools and teachers, researchers, and professors from young and old, veteran and new, Black and White from all over the country…Black and White teachers in White Teachers / Diverse Classrooms provide an insightful approach to inclusive and equitable teaching and illustrate its transformative power to bring about success. The book is replete with examples of practice, telling insights, and practical models that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education. Its empowering message applies not just to teachers of Black students, but illuminates teaching in every racially diverse setting. White Teachers / Diverse Classrooms will give its readers pause; it will, hopefully, energize White teachers to look at their classrooms, reflect on their inteactions with students of color and even their school building policies and opt for true change and equity."--Sir Readsalot

Introduction: A Call to Action for White Teachers in Diverse Classrooms—Julie Landsmen and Chance W. Lewis; PART ONE: FOUNDATIONS OF OUR WORK: RECOGNIZING POWER AND PRIVILEGE: 1 Being White: Invisible Privileges of a New England Prep School Girl—Julie Landsman; PART TWO: CULTURALLY RELEVANT PEDAGOGY: HOW DO WE DO IT? 2 Yes, But How Do We Do It? Practicing Culturally Relevant Pedagogy—Gloria-Ladson Billings; 3 The Empty Desk In The Third Row: Experiences Of An African American Male Teacher—Robert W. Simmons Iii; 4 Educating Black Males: Interview With Professor Emeritus Joseph White, Ph.D., Author Of Black Man Emerging—Julie Landsman; 5 The Unintentional Undermining Of Multicultural Education: Educators At The Equity Crossroads—Paul C. Gorski; 6 But Good Intentions Are Not Enough: Theoretical and Philosophical Relevance in Teaching Students of Color—H. Richard Milner; PART THREE: EXPECTING THE MOST: HOW WHITE TEACHERS CAN ENSURE AFRICAN AMERICAN ACHIEVEMENT: 7 WHITE WOMEN’S WORK: On The Front Land Of Urban Education—Stephen D. Hancock; 8 LOW EXPECTATIONS ARE THE WORST FORM OF RACISM—Carolyn L. Holbrook; 9 I DON’T UNDERSTAND WHY MY AFRICAN AMERICAN STUDENTS ARE NOT ACHIEVING: An Exploration Of The Connection Among Personal Power, Teachers’ Perceptions And The Academic Engagement Of African American Students—Verna Cornelia Price; 10 AFRICAN AMERICAN STUDENT-ATHLETES AND WHITE TEACHERS’ CLASSROOM INTERACTIONS: Implications For Teachers, Coaches, Counselors, And Administrators—Bruce B. Douglas, Esrom Dubois Pitre, And Chance W. Lewis; 11 TIPS FOR SCHOOL PRINCIPALS AND TEACHERS: Helping Black Students Achieve—Dorothy F. Garrison-Wade And Chance W. Lewis; 12 BLACK/AFRICAN AMERICAN FAMILIES: Coming Of Age In Predominately White Communities—Val Middleton, Kieran Coleman, And Chance W. Lewis; PART FOUR: THE TRULY REFLECTIVE TEACHER: 13 CONNECTING TO THE COMMUNITY: Speaking The Truth Without Hesitation—Ann B. Miser; 14 Practicing What We Teach: Experiences With Reflective Practice And Critical Engagement—Miles Anthony Irving; 15 CONVERSATION—A NECESSARY STEP IN UNDERSTANDING DIVERSITY: A New Teacher Plans For Competency—Jane Nicolet; PART FIVE: CREATING ACTIVIST CLASSROOM COMMUNITIES: 16 When Truth And Joy Are At Stake: Challenging The Status Quo In The High School English Class—Julie Landsmen; 17 Incorporation Of Multiculturalism Into Art Education—Susan Leverett Dodd And Miles Anthony Irving; 18 Preparing Teachers To Develop Inclusive Communities—Sharon R. Ishii-Jordan; 19 How Can Service-Learning Increase The Academic Achievement Of Urban African American Students?—Verna Cornelia Price; 20 Culturally Responsive School-Community Partnerships: Strategy For Success—Bridgie A. Ford; About the Editors; About the Authors.

Contributors: Ann Miser, Academic Assistant to the Vice Chancellor for Academic Affairs, University of Hawaii; Miles Anthony Irving, Professor, Educational Psychology and Special Education, Georgia State University; Jane Nicolet, School of Education faculty, Colorado State University; Bridgie A. Ford, Dept of Curricular and Instructional Studies, University of Akron, Akron Ohio; Sharon Ishii Jordan, Professor, Creighton University; Verna Cornelia Price, University of Minnesota, Consultant, Service Learning; Julie Landsman, Consultant, teacher, Minneapolis Schools; Gloria Ladson Billings, Kellner Family Chair in Urban Education; President-Elect, AERA, University of Wisconsin-Madison; Paul Gorski, Assistant Professor, Hamline University;
Joseph L. White, Professor Emeritus of Psychology and Psychiatry, University of California, Irvine; Robert Simmons, Teacher, Riverside Elementary School, Rochester, MN; Verna Cornelia Price, President / Principal Consultant, J. Cameron & Associates; Bruce B. Douglas, Esrom Pitre and Chance Lewis, Colorado State University; Dorothy Garrison-Wade, University of Colorado at Denver; Stephen Hancock, Professor, University of North Carolina, Charlotte; Carolyn Holbrook, Parent, Writer, Professor, Hamline University St. Paul, MN