Part One: Race, Knowledge Construction, and Transformative Curriculum Reform; Introduction;

1. The Canon Debate, Knowledge Construction, and Multicultural Education; 2. The Historical Reconstruction of Knowledge About Race: Implications for Transformative Teaching; 3. The Lives and Values of Researchers: Implications for Educating Citizens in a Multicultural Society; Part Two: Cultural Democracy and Civic Education in Diverse Nations; 4. Cultural Democracy, Citizenship Education, and the American Dream; 5. Diversity and Citizenship Education in Multicultural Nations; Part Three: Diversity, Global Migration, and Civic Education; 6. Diversity, Group Identity, and Citizenship Education in a Global Context; 7. Failed Citizenship and Transformative Civic Education; 8. Civic Education for Non-Citizen and Citizen Students; Selected Publications of James A. Banks

James A. Banks is the Kerry and Linda Killinger Endowed Chair in Diversity Studies Emeritus. He was the Founding Director of the Center for Multicultural Education at the University of Washington, Seattle, which is now the Banks Center for Educational Justice. Banks is a member of the American Academy of Arts & Sciences, past president of the American Educational Research Association (AERA) and the National Council for the Social Studies (NCSS), a fellow of AERA, a member of the National Academy of Education, and a recipient of the Lifetime Achievement Award from the National Association for Multicultural Education (NAME).

WINNER 2021 Society of Professors of Education Outstanding Book Award
The essays collected in this book, by James A. Banks, a foundational figure in the field of multicultural education, illuminate the interconnection between the author's work on knowledge construction and civic education. In pieces both poignant and personal, Banks shares some of his most groundbreaking and innovative work. Diversity, Transformative Knowledge, and Civic Education aims to unpack the "citizenship-education dilemma," whereby education programs strive to teach students democratic ideals and values within social, economic, political, and educational contexts that contradict justice, equality, and human rights. For change to take place, students need to internalize democratic values, by directly experiencing them in transformative classrooms and schools that are envisioned and described in this book.
Drawn from Banks' formidable canon, this collection highlights the conceptual, curricular, and pedagogical issues related to this dilemma, and signals a fundamental shift toward transformative citizenship education. Students, scholars and educators in the fields of multicultural education, civic education, social studies education, comparative education, and the foundations of education will find this book to be a valuable resource for discussion and discovery.