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Fighting Structural and Power Inequities: Two Perspectives

These are tough times in sectors of North American society, with official American agencies reporting homelessness, addictions, and poverty affecting increasingly more citizens, including children (Proctor & Dalaker, 2003). Using schooling to reconstruct less dysfunctional and more socially just communities has been a preoccupation of many educators globally for a long time, and the books reviewed here-Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms by Gloria Ladson-Billings and Parallel Practices: Social Justice-Focused Teacher Education and the Elementary School Classroom by Barbara Regenspan-reflect this interest. Both advocate particular practices in children's classrooms, but their central focus is the education of student teachers to address issues of social justice in ethnically, racially, financially, and linguistically diverse classrooms. We begin with summaries of the texts.