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Incommensurable Views on Multicultural Education

literacy instruction. Stotsky also maintains that a curriculum which includes stories that use languages other than English and various English dialects are part of an effort to “downgrade and degrade” the English language. Finally, she addresses an important topic in the chapter titled “Why There Is Little Research on the Effects of Multiculturalism on Academic Achievement,” a topic I will return to later in this review. Nieto’s goal is to “suggest how teachers’ practices, attitudes and values, and schools’ policies and practices, can promote student learning, especially for students who have not benefited from their schooling” (p. xvii, italics in original). Unlike Stotsky, Nieto has been writing in the area of multicultural education for many years; consequently, her first few chapters cover ground familiar to readers of Educational Researcher. She first directs the reader’s attention to the role of previous experiences and cultural backgrounds as they affect learning. While her book does not directly focus on the content of basal readers, Nieto agues that schools are failing bicultural children because they have failed to transform teaching. She does not hesitate to critique the current state of schooling by arguing that the school failure of bicultural children is the responsibility of those who work in schools. More specifically, she writes that there is a “curious refusal on the part of many educators to accept as valid the kinds of knowledge and experiences with which some students come to school, and this is particularly the case with students from low income and bicultural backgrounds” (p. 8). Subsequent chapters expose the vicious inequities that exist in contemporary U.S. schools, examine the role of culture in the learning process, and suggest ways in which schools can accomThe Light in Their Eyes: Creating Multi-