In this article we outline the 'walls of whiteness' that make it difficult to teach the sociology of race and racism and make it difficult for students at historically white colleges and universities (HCWUs) to wrestle with these important issues. Most white students enter HWCUs surrounded by these walls -protecting them from attacks on white supremacy -that have multiple layers and therefore are even more difficult to penetrate; yet they must be penetrated. With a few exceptions, the institution of American higher education does not threaten those walls. Instead, college education often bolsters them through curricular and extracurricular experiences, residential and disciplinary isolation, institutional symbols, cultural reproduction, and everyday practices such as grading and classroom interactions. We identify these walls in this article and make suggestions regarding strategies to begin their dismantling.

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This qualitative study aimed to identify challenges of educators faced with education reform and violent unrest that has taken place in five Southern provinces of Thailand, as well as leadership characteristics that emerged in this context. Participants were 21 educators from primary schools in Pattani, Yala, Narathiwat, Songkhla and Satun provinces. A purposeful selection was employed for participant recruitment of the study. Data collection methods were semi-structured interviews and related official document analysis. The study revealed that challenges of educators related to education reform were managing curriculum, increasing students' reading competency, coping with work overloads, and managing limited budgets. Challenges related to social unrest were dealing with instructional management, coping with feelings, and ensuring safety. Leadership characteristics that emerged in response to these challenges were becoming patient, dedicated, and adaptive; guiding changes in instructional methods; and building collaborations with related stakeholders.

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This study documented the experiences of Chinese rural-urban migrant children and their parents living in the host city of Chengdu, China. It was informed by previous studies but applied a theoretical lens cultural reproduction theory-to reveal deeper understanding of rural-urban migrant families' lives in the city of Chengdu. Participants in this study were 10 families-10 migrant parents, 10 local Chengdu resident parents, 5 local Chengdu children, and 5 migrant children. Through qualitative interviews and observations the researchers created 5 family case studies, documenting differences and similarities in the lives of migrant and local resident families in Chengdu. Results indicated that children in the two groups experienced unequal childhoods. Although the Chinese central government has issued a number of proactive policies to allow migrant children to attend local urban public schools since 2003, the negative effect of the longstanding Hukou residency policy still impacts migrant families' lives in Chengdu. In this article we discuss an entrenched urban-rural divide between urban residents and rural-urban migrant families, in work, community, and schooling.

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What are the advantages and drawbacks of using inter‐active theater for faculty development on multicultural issues?