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Book Reviews: Advancing the Field or Taking Center Stage: The White Movement in Multicultural Education

Although scholars generally agree that teachers and the ways in which they are prepared are major factors in school improvement (Holmes Group, 1986; King, Hollins, & Hayman, 1997; Melnick & Zeichner, 1997), some educators presume that the U.S. race dilemma can be solved in teacher preparation foundation courses, such as multicultural education. The current White movement in teacher preparation, positioned in multicultural education courses, clearly indicates that the pedagogical insights of basic teacher preparation components and the content-purpose of multicultural education can be conceptualized differently when analyzed through diverse racial, ethnic, and cultural orientations. Since this growing trend, attempting to link White race consciousness to effective multicultural pedagogy, appears to be either embraced or ignored by multicultural proponents, a purpose of this review is to explicitly address whether this discourse advances the field or promotes individuals speaking exclusively to White educators about teaching the "other." An overview of the White movement and its incorporation in multicultural education is followed by an analysis of three multicultural books, viewed as representative of this faction. Two books are part of the Teachers College Press Multicultural Education Series: We Can't Teach What We Don't Know: White Teachers, Multiracial Schools (Gary Howard, 1999) and Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education (Mary A. Dilg, 1999). The third book, Making Meaning of Whiteness: Exploring the Racial Identity of White Teachers (Alice Mclntyre, 1997) is in the SUNY Social Context of Education series. This essay points out how the White movement affects the conceptualization of multicultural education, its subsequent translation to practice, and its vision of educating all children equitably. It asks the reader to consider if multicultural integrationist assumptions lead to pluralism or add to the perception of people of color as inherently inferior by promoting White liberal literature that often uses a subjective construction of knowledge and exposure of mental health issues to promote the psychological well-being of Whites (Scott, 1997).