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In this work, Antonia Darder draws upon the writings of Brazilian philosopher Paulo Freire and American theorist Henry Giroux to provide a detailed look at the education of subordinate cultural groups in the United States, and the impact of dominant cultural forces on the lives of students from disenfranchised communities. Darder confronts the cultural values and practices that serve to marginalize black, Latino, Asian, and other bicultural students, and offers a set of theoretical principles from which to develop a critical practice of bicultural education.

By expanding the dialogue with respect to bicultural education, Darder provides classroom teachers with a critical theoretical perspective by which they can evaluate their current practices with bicultural students. The book introduces the principles of a culturally democratic vision of schooling that both challenges the pluralistic notions of multicultural approaches, and also represents something of a political project, dedicated to securing the societal participation of communities and groups that historically have been excluded from the mainstream of American life. The work concludes with a practical study of bicultural education. This unique work will be an important resource for teachers, education students, and educational researchers, as well as a valuable addition to college and university libraries.

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Demographic evidence indicates that by the turn of the century the majority of the student population occupying the public schools of this nation will be bicultural. Darder develops the thesis that America's schools are designed to educate Euroamerican students and that bicultural students are not being served by the current system of education. She contends that the attempts that have been made to adjust the process of schooling for a culturally diverse population have been mere window dressing that has not reached the crux of the problem. Instead of providing a prescription for change, Darder develops theoretical principles that practitioners can utilize to allow bicultural students to "retain an identification with her or his culture or origin while simultaneously adopting American values and lifestyle." Chapters 4 and 5 develop a critical pedagogy as a foundation for change to allow cultural democracy to occur in the classroom. Finally, a model is presented of one school's attempt to modify its teaching strategy and curriculum to allow perspective teachers to adapt to a bicultural classroom and society. Recommended for graduate courses. F. C. Brocato; Georgia Southern College

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ANTONIA DARDER is Assistant Professor of Education at Claremont Graduate School, Claremont, California. She has also been a guest lecturer at the Massachusetts Institute of Technology and an associate professor at Lesley College in Massachusetts. She established the first graduate program in bicultural development in the country when she taught at Pacific Oaks College in Pasadena.