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Multicultural education in teacher training that focuses merely on describing "other" cultures leaves untouched the privileged site of the self within racial, gendered, and class hierarchies, note Wang (curriculum studies, Oklahoma State U.) and Olson (foreign language education, Oklahoma State U.), as they present 28 writings by students of teaching in which they reflect on their own personal journeys of unlearning assumptions of race, gender, class, sexuality, and global hierarchies. The contributions are organized into sections that focus on the process of reading and writing autobiography, student encounters with the Tulsa Race Riots of 1921, minority students engaging their own heritages, American and international perspectives on global issues, understandings of White identity development, and student understandings of proper multicultural praxis in education. Annotation c2009 Book News, Inc., Portland, OR (booknews.com)
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