This book offers educators new understandings of 21st century diversity emerging from
contemporary national events within the U.S. global movements and changes in the world
political order that have long-lasting impact on local education and call for rethinking
traditional generalizations and empirical prescriptions for inclusivity in teaching and
learning. The book expands the literature on teacher preparation and intercultural education by
providing the educational community with critical perspectives theoretical approaches and
research methodologies for educational inquiry responsive to diversity. Driven by changes in
classroom diversity this book offers educators researchers and policy makers a language for
articulating complex differences in educational reform policy and practice.
