We are pleased to announce that the article "Seeking Accurate Cultural Representation: Mahjong, World War II, and Ethnic Chinese in Multicultural Youth Literature" by Minjie Chen that appeared in the Spring 2009 issue of Multicultural Education magazine (Volume 16, Number 3) is the recipient of the 2010 Virginia Hamilton Essay Award.

Established in 1991, the Virginia Hamilton Essay Award each year recognizes a journal article published during the previous year which makes a significant contribution to professional literature concerning multicultural literacy experiences for youth. The award is presented annually at the Virginia Hamilton Conference on Multicultural Literature at Kent State University (for additional information on the conference see http://virginia-hamilton.slis.kent.edu.2010.html). Chen will receive her award at the 2011 conference.

Again this year Caddo Gap Press participated in the exhibits at the annual meeting of the American Educational Research Association in San Diego in March. It is always a great opportunity to meet attendees at AERA, display our periodicals and books, and talk about the latest in educational publishing. This year was no less inspiring as we learned more about the essential work that everyone is undertaking and considered ways in which we can work together for educational advancement. Look for us next year and be sure to check back here for announcements of future conferences and exhibits we will attend.

The Winter 2007 (Volume 15, Number 2) special issue of Multicultural Education, "Hurricane Katrina: Schools, Culture, & Trauma" is out now and focuses on the impact of Hurricane Katrina on schools and education in the New Orleans area, taking into consideration overlooked matters of race, class and culture that became clear in the response and rebuilding. The issue features articles by Brian Beabout, Hansel Burley, Lawson Bush, V., John Fulwiler, Geneva Gay, Robert Hancock, Aretha Faye Marbley, Alicia L. Moore, Anne Naumann, Bolanle A. Olaniran, Clyde Winters, Penelope Wong, and Joan T. Wynne, poetry by Maria Crosby, photographs by John Fulwiler, and a five-page feature on sculpture by Eddie Dixon. The special issue was co-guest-edited by Aretha Faye Marbley, Alice Denham, and Douglas J. Simpson of Texas Tech University.

From the editor's introduction:
The aim of this issue is to use the lessons learned from Hurricane Katrina to address the multicultural and ethical considerations inherent in any trauma situations and to develop multiculturally competent guidelines and culturally responsive strategies for schools and educators to use in future disasters.

The Winter 2006 special issue (Volume 14, Number 2) of Multicultural Education, "Innovative Practices" has proven particularly popular and is still available. The issue features articles by Herbert Kohn, Gerald T. Reyes, Julio Cammarota, Augustine Romero, Patty Yancey, Korina Jocson, Sherdren Burnside, Mualimo Collins, Judith Reed, Deborah J. Black, Lori Czop Assaf, Caitlin McMunn Dooley, Marci Nuñez, Mary Rose Fernandez, James S. Cantor, Pauline Kayes, Elizabeth Denevi, Nicholas Pastan, Anna Trevino, and Clifford Mayes, with an introduction by Heather L. Hazuka.

From the editor's introduction:
The exciting theme that has bubbled to the surface while working with this special issue has been that of not only preparing students to reach their full potential, but also ensuring that their learning include the opportunity to become agents for positive social change in our multicultural society.

The War Schools of Dobrinja: Reading, Writing, and Resistance during the Siege of Sarajevo is described in the Preface by author David M. Berman of the University of Pittsburgh in this way:

"This book... is difficult to write... perhaps a schizophrenic attempt at best to write an academic analysis of an intensely human experience, of a struggle for survival under the most desperate of conditions, of a struggle to save the children of Dobrinja. In academic terms, this book is a case study of the war schools of Dobrinja set within the background of schooling throughout the besieged city of Sarajevo. In more human terms, this is the story of the teachers and students of Dobrinja, the students who asserted their right to their education and the teachers who answered their call...

This is a book that will grip an audience of educators and non-educators alike.

Key Questions for Educators, edited by William Hare and John P. Portelli, brings together 40 original essays by well-known educational thinkers aimed at exploring and discussing major issues and central concepts in education. The result is a network of ideas that will be valuable to theoreticians and practitioners alike.

The Judicious Professor: A Learner-Centered Philosophy for Teaching and Learning in Higher Education by Paul Gathercoal and Forrest Gathercoal examines the role and responsibilities of college and university teachers, with the conclusion that when students perceive the professor as a person who is sharing responsibility for student academic achievement, the number of successful students will increase greatly and the knowledge-base will be widely distributed throughout society.