But I am also motivated by hope, by the belief that social change is possible, that this work, teaching these kinds of courses, is crucial to building the kind of society I want to live in, and that there are, there must be, effective ways to do it.(p. 30)

To those of us who teach diversity courses or dare to integrate multicultural perspectives within our courses, the work of Peters-Davis and Shultz provides much needed validation to the arduousness of presenting differing ideological perspectives on race, class, gender, sexual orientation, and other areas of human difference. Both authors are professors of education at Arcadia University in Glenside, Pennsylvania, and are engaged in teaching On topics of diversity. Their edited book, Challenges of Multicultural Education: Teaching and Taking Diversity Courses, gives voice to the joys and pains experienced by faculty who teach similar courses and to the students who take these courses. The frustrations and transformations that students and faCUlty experience are discussed throughout the ten essays, written by multiple authors, which highlight successful pedagogical practices lor dis-CUssing sensitively salient issues. An elaborate introduction written by Sharon Ravitch, also a professor of education at Arcadia University, provides significant context for those who read the book but are not currently engaged in facilitating discussions on multicultural topics. Several authors acknowledge the dilemmas involved in teaching pluralistic ideologies that differ substantially from the worldviews with which students enter the course. For example, Acosta, a Latina doctoral student in sociology and an undergraduate diversity course instructor at the University of Nebraska, emphasized the notable predicament of intellectualizing