This book provides for a broad and balanced base of considering diversity, culture and identity development in relationship to curriculum development with "recognition" being the pivotal concept in all of the writings. The identity and cultural diversity curriculum dimension will help scholar-practitioner leaders guide teachers and students through a broad understanding of themselves as they interact with one another. This is a very timely collection of writings.

Georgia A. King, associate superintendent, Beckville Independent School District

This fascinating collection offers a much-needed alternative perspective on usual understandings of what needs to happen in schools that are increasingly populated by diverse students and homogenous faculty. The book's juxtaposition of cultural recognition and identity politics within the contexts of contemporary schooling provides educators with frameworks for thinking more carefully about what they do and say every day in interactions with students, parents, and others in the community.

J. Amos Hatch, Professor of Urban-Multicultural Teacher Education, University of Tennessee, Professor of Urban-Multicultural Teacher Education, University of Tennessee

By bringing together an eclectic group of studies and perspectives, Jenlink and Hicks-Townes gives us fresh and innovative insights into the examination of cultural recognition and the struggle for identity in schools in the United States. The focus on the cultural components gives the chapters connection and relevance in our changing society. This book is well-designed to help those who seek new perspectives on their own identities and those they guide.

Jean Moule, associate rofessor of teacher education, Oregon State University, and president, Oregon Chapter of National Association of Multi

The authors have produced a thoughtful piece of work. They speak strongly to a form of school leadership that recognizes the value of cultural differences and how the identity of a school and its leadership impact the formation of the individual identities of students, teachers, and parents.

Perry Daniel, principal, Bethune Middle Academy, Shreveport, Louisiana

Jenlink and Hicks-Townes have recognized the need to explore the perspectives that educators and students bring to the schoolhouse based on their cultural experiences. This collection is a must-read for educational leaders who work with adults and children of varied cultural backgrounds.

Katie Chretien, Assistant Principal of Instruction, Vivian Elementary Middle/Magnet School, Caddo Parish Public Schools, LA