is a consultant and teacher in the Minneapolis Schools, and the author of "A White Teacher Talks about Race" (Scarecrow Education, 2001), acclaimed by Publisher’s Weekly as "impressive" and "impassioned."

is the Houston Endowment Inc., Endowed Chair in Urban Education, and associate professor of Urban Education in the Department of Teaching, Learning and Culture in the College of Education at Texas A&M University.

“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