Culture or Chaos in the Village: The Journey to Cultural Fluency

“Culture or Chaos has the uncanny ability to speak passionately and directly to those who study the teaching of children and those who actually teach children. From the first, to the last chapter the text bridges the often-gaping chasm between educational theory and teacher practice in an eloquent way that leads the reader to ask both researchers and teachers hard questions about establishing more socially just schools. The mix of the straightforward commentary, thorough engagement of relevant pedagogical literature and meaningful activities at the conclusion of each chapter makes this an excellent text for aspiring teacher leaders, educational researchers and administrators.” ―Roland W. Mitchell, Louisiana State University

“This is a unique text that provides educators and scholars with a comprehensive framework for understanding the interconnectedness of race, culture, and student performance. Ursula Thomas and the contributors ask critical questions for readers to consider and are unabashed in their desire to move the field forward in meeting the needs of all learners.” ―Monika Williams-Shealey, Ph.D., special education, Florida International University

“As an educator of pre-service teachers, it is my goal, my responsibility, my personal and moral obligation to lift the veil of ignorance -to expose my students to the reality of our ever-changing United States. While having the desire and the necessity may be one thing, having the curriculum is another. Each semester I am forced to create my own curriculum, blending a variety of resources to best inform my students. Culture or Chaos in the Village: The Journey to Cultural Fluency is a long, overdue anthology providing the fodder necessary to stimulate a critical reflection and dialogue in the pre-service teacher classroom. For the sake of future generations, we must indeed ‘prepare teachers for real world experiences that will manifest into maximized triumphs and minimized tragedies.’” ―Samantha Elliott Briggs, Ph.D, The University of Alabama