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  • Caddo Gap Press has supported the voices of progressive and radical change in American and international education
    since 1989.


Special Issues of Multicultural Education Still Available:
The Winter 2011 (Volume 19, Number 1) special issue of Multicultural Education on “Linguistically Diverse Students & Their Families” presents eleven articles on bilingual impacts, teaching language learning, family literacy, and researching bias. The guest editor for the issue is A. Y. “Fred” Ramirez of Biola University.

From the editor's introduction:
It is then my hope, and clearly the hope of the authors in this issue of Multicultural Education, that as educators and non-educators we may be better able to not only embrace, understand, and appreciate the diverse make-up of others, but also to embrace our own. We desire to see with clearer eyes that diversity is made up of more than a single aspect, whether it be language, skin color, or other factors, in any person’s life.

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.

Three recent book releases:
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.


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