This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. The volumes reflect the tenets of multicultural education, its history, its present, and individuals whose work has contributed significantly to equity and social justice for all citizens. By collecting and providing a framework for key publications spanning the last 30-40 years, this set provides a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society.

The volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Conceptual Frameworks and Curricular Content; Foundations and Stratifications; Instruction and Assessment; Policy and Governance; Students and Student Achievement; Teachers and Teacher Education. The historical time line within each volume illustrates the progression of research and theory on its theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area.

Carl A. Grant is Hoefs-Bascom Professor of Teacher Education in the Department of Curriculum and Instruction at the University Wisconsin-Madison, and Professor in the Department of Afro American Studies. He served as President of the National Association for Multicultural Education (1993-1999), editor of Review of Educational Research (1996-1999), and member of the National Research Councils Committee on Assessment and Teacher Quality (1999-2001), has been a Fulbright Scholar in England researching and studying multicultural education, and is currently the chair of AERA Publication Committee. In 1991 Dr. Grant received the Angela Davis Race, Gender & Class Award from the Race, Gender & Class Project and the Multicultural Education Award from National Association For Mutlicultural Education; in 1997 he received the University of Wisconsin School of Education Distinguished Achievement Award. He has written or edited twenty-five books or monographs in multicultural education and/or teacher education and more than 135 articles, chapters in books, and reviews. Professor Grant In addition, he has researched and studied student achievement and multicultural education in numerous schools in the United States.

Thandeka K. Chapman is Assistant Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Milwaukee. Her research focuses primarily on the implementation and documentation of multicultural education practices, the effects of school desegregation policy on urban students and teachers, and tracking student success factors in urban high schools. Dr. Chapman's other scholarly interests include ethical issues concerning the roles of the researcher in field research and the applications of critical race theory in education. Dr. Chapman was a recipient of the University of Wisconsin, Madison Graduate School Academic Opportunity Fellowship and the Carrie Barton Scholarship from the Department of Curriculum and Instruction. She is also a founder of the FRONT program (Fearless Recruitment Of New Teachers) at University of Wisconsin, Madison.