The phrase "multicultural education" is used by a wide variety of educators and researchers in an equally wide variety of ways. In this article, Christine Sleeter and Carl Grant review literature which claims "multicultural education" as its subject; they argue that much of the existing literature addresses only limited aspects of multicultural education. The authors have developed a taxonomy by which to define the term, examine how it is used, and criticize various approaches for their shortcomings and oversights. This framework is particularly helpful for educators who are concerned with articulating issues of multicultural education,whether their concerns focus on advocacy for, or implementation of, education that is truly"multicultural."

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This article focuses on characteristics necessary to be an effective teacher for all children, regardless of their academic ability, ethnicity, socioeconomic status, family structure, sexual orientation, and ability to speak English. The article gives attention to the issues of equity and social justice as it addresses the knowledge and skill base of effective teachers.

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In this article the authors consider NAME's focus on intersectionality as a tool for theorizing, researching, and employing in pre-K through college practice at preservice and inservice levels. A review of research using three or more identity axes to investigate student outcomes is included. The authors also discuss the benefits of analyzing educational questions intersectionally, noting cautions.The most general statement of our politics at the present time would be that we are actively committed to struggling against racial, sexual, heterosexual, and class oppression, and see as our particular task the development of integrated analysis and practice based upon the fact that the major systems of oppression are interlocking. The synthesis of these oppressions creates the conditions of our lives.-The Combahee River Collective Statement, 1977

Almost 40 years after the landmark Brown vs. Board of Education decision, African-Americans are still attempting to understand its meaning and significance in their daily lives. Unaware of the potential for divergent constructions of equality, citizens who were barred from equal access to schooling continue to struggle with poor-quality schooling. This article argues that a restrictive form of equality, rather than an expansive one, limits the ability of African-Americans to benefit equally from schooling in the nation `public schools. The article also suggests that the Brown decision represents the Supreme Court's attempt to apply a largely mathematical solution to a social problem. The failure of the court to provide a verbal interpretation of the mathematical model it constructed left individual school districts free to develop educational responses that failed to address the needs of African-American students. The article concludes with an expansive vision of a desegregated/integrated school that reconsiders student diversity, curriculum, instruction, and parent-community involvement.

Pupils from a multiracial, multicultural community were relatively knowledgeable and accepting of differences. The school did little to increase either.