Critical Pedagogy and Race argues that a rigorous engagement with race is a priority for educators concerned with equality in schools and in society.

• A landmark collection arguing that engaging with race at both conceptual and practical levels is a priority for educators.
• Builds a stronger engagement of race-based analysis in the field of critical pedagogy.
• Brings together a melange of theories on race, such as Afro-centric, Latino-based, and postcolonial perspectives.
• Includes historical studies, and social justice ideas on activism in education.
• Questions popular concepts, such as white privilege, color-blind perspectives, and race-neutral pedagogies.

In this text, critical race theory in education approaches its adolescence. It has moved from the dependency of infancy where it could only be made understandable in the context of legal scholarship, to the uncertain steps of childhood where it kept looking elsewhere for approval, to the exciting, brash, and even rebellious period of its teenaged years. In this text it seeks its identity, defines a new way of being, and makes adults pay attention. Gloria Ladson-Billings, Kellner Family Professor in Urban Education, University of Wisconsin-Madison

A book for all concerned about education for multiracial democracy. Critical pedagogy here meets critical race theory for the first time in a substantial framing. These pioneering scholars of education and communications go where few have gone before to develop a vital pedagogy taking institutionalized racism seriously. Formulating an educational perspective foregrounding white racism and privilege, these savvy educators press for a deep consideration of major anti-racist strategies in 21st century education. Joe R. Feagin, Texas University

Zeus Leonardo is Visiting Associate Professor at University of California, Berkley. He was previously Associate Professor in the College of Education at California State University, Long Beach and Visiting Professor and Acting Director of the Center for Multicultural Education at University of Washington, Seattle. His previous publications include Charting New Terrains of Chicano(a)/Latino(a) Education (2000) and Ideology, Discourse, and School Reform (2003).