"The strongest merit of this collective book is that readers are inspired from the variety of solutions described, which has transformed education for multilingual students."
—International Journal of Bilingual Education and Bilingualism
“…confirms the authors’ and editors’ commitment to humanizing pedagogy, relationships, and care by illuminating the often-overlooked work of educators who affirm diversity and who seek to build a better world for and with their students and families. What this volume ultimately offers are multiple examples of school programs and models that other educators, scholars, and teacher educators can adapt, leaving readers with a message much like that of a student’s poster referenced in Chapter Ten: ¡Sí Se Puede!—You Can Do It!”
—Teachers College Record
“This book is a powerful resource for pre- and inservice teachers, educators, school leaders, and researchers who are seeking to change the status quo in today’s schools…With a rich collection of powerful cases and best practices, this book offers hope and possibilities for everyone to reimagine different ways of doing school for the most disadvantaged.”
—From the Foreword by Guofang Li, professor and Canada research chair, The University of British Columbia, Vancouver
"This is a meaningful and worthwhile book that offers multiple pathways to educational success with children often labeled as 'at risk.' The authors insist, however, that it is not the students or the teachers but a stagnant pedagogy, often mandated by the state, that places them at risk. Readers are provided with considerable details of additive and transformative practices that lead to educational success in or out of classrooms, which is what all students deserve."
—Luis C. Moll, professor emeritus, University of Arizona
“Lazar and Schmidt have brought together an important collection of chapters that show the human faces of the students, teachers, administrators, and community members who have created schools meeting the needs of minoritized students in underserved communities. Readers will find inspiration from the variety of solutions described in this volume, which has transformed education for multilingual students.”
—David and Yvonne Freeman, professors emeriti, University of Texas Rio Grande Valley
“How do you transform the view that multilingual students are the Other? How can educators assist in this transformation? What role does the inclusion and teaching of students’ language and literacy practices play? Lazar and Schmidt give us answers in this book. The case studies describe how educators have changed their practices to humanize the education that multilingual students receive.”
—Ofelia García, The Graduate Center, CUNY
“This book is a moral imperative, given the dehumanization that is rampant in U.S. society and schools. We all need the regenerative spaces that come to life in this book. We need the promise of schools that foster language and literacy development in a manner that sustains our individual, cultural, and collective humanity. This book offers hope for what can be, what is, what will be.”
—Maria del Carmen Salazar, University of Denver
"This volume made me reflect upon the fact that the essence of humanity is forging connections. While we sometimes carve up the world and study small pieces, we must also put the pieces back together into a coherent and meaningful whole—as this book does—that helps us create successful school communities."
—Claude Goldenberg, Stanford University
