It comes as something ofa surprise to reflect that the New York Review ofBooks is now over twenty years old. Even people of my generation (that is, old enough to remember the revolutionary 196os but not young enough to have taken a very exciting part in them) think of the paper as eternally youthful. In fact, it has gone through years of relatively quiet life, yet, as always in a competitive journalistic market, it is the controversies that attract the interest of the reader and to which the history (especially an admittedly impressionistic survey that tries to include something of the intellectual context in which a journal has operated) must give some attention. Not all the attacks which the New York Review has attracted, both early in its career and more recently, are worth more than a brief summary. What do we now make, for example, of Richard Kostelanetz's forthright accusation that 'The New York Review was from its origins destined to publicize Random House's (and especially [Jason] Epstein's) books and writers'?1 Well, simply that, even if the statistics bear out the charge (and Kostelanetz provides some suggestive evidence to support it, at least with respect to some early issues), there is nothing surprising in a market economy about a publisher trying to push his books through the pages of a journal edited by his friends. True, the New York Review has not had room to review more than around fifteen books in each issue and there could be a bias in the selection of

http://www.jstor.org/stable/pdfplus/3507774.pdf

The New York Review of Books

Affirming Diversity: The Sociopolitical Context of Multicultural Education

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

Race and Racism w “Why Are All the Black Kids Sitting Together in the Cafeteria?” featuring Dr. Beverly Tatum’s book. w “Recovering from Racism: Redefining What it Means to be White.” w “50th Anniversary of Brown vs. Board of Education.” w “The Mis-Education of the Negro” featuring Dr. Carter Woodson’s book. w “Moving Past the Margins: Creating successful strategies for Black males on campus,” presenting the Black Male Development Initiative (BMDI). w “He had a Dream... What is Yours?” Addressing Dr. King’s “I Have a Dream” speech and its current relevance in our society. w “Demystifying Malcolm X.” w “Racial Stereotyping and Responses to Terrorism.” w “Racial Stereotyping – Responding to Fear.” w “Free, White and (over) 21: Being White in a Multicultural World.” w “Constructing Race and Ethnicity in the 21st Century.” w “How did I Learn about Culture and Race?” Sharing your personal experiences and memories of moments where you become aware of similarities and differences among people. w “ABC: American-Born... and Confused?” w “The Invisible Asian: Where are the Asians in Diversity?” w “100 Years of Race Talk: Is It Enough?”

Why Are All the Black Kids Sitting Together in the Cafeteria

http://jah.oxfordjournals.org/content/89/4/1625.full.pdf

Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past

This article details the “journey box” project process enacted by two elementary preservice teacher cohorts. Engaging in activities and projects that promote a sense of investment in not only consuming but producing historical narratives, preservice teachers potentially become interested in sharing this type of learning with their students.

Historical Thinking Inside the Box: Preservice Elementary Teachers Use Journey Boxes to Craft Counter Narratives

“Estamos aquí pero no soy de aqui”: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico

This article, based on the testimonio of a Latino DACAmented teacher, underscores the impacts and benefits of immigration policies for individuals and their communities. Deferred Action for Childhood Arrivals (DACA) has benefitted about 750,000 people; most have used the benefits to pursue higher education and to enter public service careers, including teaching and nursing. Mr. Juarez’s testimonio walks us through his educational trajectory and current role as an educator. This testimonio contributes to current debates and struggles demanding the new U.S. presidential administration to maintain DACA. As researchers, we urge students, educators, policymakers, and the incoming administration to listen to the testimonios of DACA beneficiaries prior to making hasty decisions that will have dire consequences for individuals, families, and the nation, as a whole.

“The Day That Changed My Life, Again”: The Testimonio of a Latino DACAmented Teacher

This reflexive inquiry explores a teacher educator’s efforts to design opportunities for students to use their knowledge of social media and the Internet to contribute content to their online criti...

Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course

This literature review examines the research on the development of “cultural knowledge” for preservice teachers in Teach for America program. “Cultural knowledge” refers to a teacher’s awareness of the sociopolitical contexts of education and the development of critical consciousness about issues of educational equity. After a brief introduction to the organizational structure of TFA, I will discuss some of the recent research on the organization--much of which has focused on achievement, teacher preparation, and the public policy implications of the program. Then, I will examine themes in the research on the cultural knowledge of preservice teachers’ in traditional preparation programs, which I will contrast with an overview of the literature TFA’s evolving diversity training. Finally, I will consider possible avenues for research on the cultural knowledge of TFA teachers and discuss programmatic changes that will prepare corps members with the cultural competence necessary to work in communities of color.

/pdf/an-issue-of-equity-assessing-the-cultural-knowledge-of-2c6tobftbz.pdf

Eric Ruiz Bybee

Papers

Historical Thinking Inside the Box: Preservice Elementary Teachers Use Journey Boxes to Craft Counter Narratives

“Estamos aquí pero no soy de aqui”: American Mexican Youth, Belonging and Schooling in Rural, Central Mexico

“The Day That Changed My Life, Again”: The Testimonio of a Latino DACAmented Teacher

Knowledge Production and Power in an Online Critical Multicultural Teacher Education Course

An Issue of Equity: Assessing the Cultural Knowledge of Preservice Teachers in Teach for America