In lieu of an abstract, here is a brief excerpt of the content:

  • List of Contributors

Cynthia B. Dillard is Professor of Multicultural Education in the School of Teaching and Learning at The Ohio State University. Her major research interests include critical multicultural education, spirituality in teaching and learning, and African American feminist studies. She has published numerous chapters and articles which have appeared in, among others, The Journal of Teacher Education, The International Journal of Qualitative Studies in Education and Urban Education. Her first book, On Spiritual Strivings: Transforming an African American Woman’s Academic Life was published in 2006 by SUNY Press. Most recently, her research and service has focused on Ghana, West Africa, where she established a preschool, is building a new elementary school, and has been granted the title of Nana Mansa II, Queen Mother of Development, in the village of Mpeasem. Dr. Dillard is keenly interested in exploring the relation of creativity to spiritual practice and pedagogy.

Tiffany Eggelston received her doctorate in school psychology from The Ohio State University. This article is based on the results of her dissertation. She is currently a school psychologist in the Columbus city schools.

Antoinette Miranda is an associate professor and coordinator of the school psychology program at The Ohio State University. Dr. Miranda has worked with severe and profoundly retarded, preschool-age, and culturally diverse K–12 populations. She has gained extensive experience working in urban areas during her tenure at OSU, where she teaches a variety of courses including on diversity, urban issues in education, and behavioral interventions. Her research is focused on issues of diversity such as developing effective interventions with at-risk children in urban settings, providing consultation services in urban settings, and the development of racial identity and its relationship to academic achievement.

Debora Hinderliter Ortloff is associate director for research at the Center for Urban and Multicultural Education at Indiana University, School of Education, in Indianapolis. She is the principal investigator for a number of research projects aimed at reforming Indiana schools. Her research interests include comparative multicultural education, socio-cultural methodology, and internationalization in schools.

Gerard A. Postiglione is Professor and Head, Division of Policy, Administration and Social Sciences at the Faculty of Education of the University of Hong Kong. He is editor of [End Page 311] the journal Chinese Education and Society, and two book series on education in China. He has written more than 100 journal articles and book chapters, edited 10 books, and guest edited journals. He was senior consultant to the Ford Foundation in Beijing, Director of the Centre of Research on Education in China, and president of the Comparative Education Society of Hong Kong.

Lizbet Simmons is an assistant professor of Criminal Justice Studies at San Francisco State University. Her work examines the coordination of educational and correctional institutions and their role in extending the social, economic, and political disenfranchisement of minority youth in urban America. In her current book project, Public Schooling and Punishment, which is based on three years of interpretive research in New Orleans, she charts the institutional processes that spur the movement of minority students, particularly African American males, away from school and toward prison. The work contributes to a structural understanding of minority school failure, crime, incarceration, and prison expansion in the era of “tough-oncrime” legislation.

Chen Yangbin has held positions as a lecturer and program officer at the UNESCO International Research and Training Centre for Rural Education, Faculty of Education, Nanjing Normal University, China; program officer in Chinese National Commission for UNESCO, Ministry of Education, China; and visiting research fellow in Youth Research Centre, Faculty of Education, The University of Melbourne, and China Education Centre, Faculty of Education and Social Work, The University of Sydney. Currently, he teaches Chinese sociolinguistics and related courses The University of New South Wales, Australia. His main interests focus on the research and teaching in the field of sociology of education, race and ethnicity studies, China studies and Asia studies, as well as teaching Chinese as a second language. [End Page 312]



Additional Information

Print ISSN
pp. 311-312
Launched on MUSE
Open Access
Archive Status
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.