Studying Diversity in Teacher Education is a collaborative effort by experts seeking to elucidate one of the most important issues facing education today. First, the volume examines historically persistent, yet unresolved issues in teacher education and presents research that is currently being done to address these issues. Second, it centers on research on diverse populations, bringing together both research on diversity and research on diversity in teacher education. The contributors present frameworks, perspectives and paradigms that have implications for reframing research on complex issues that are often ignored or treated too simplistically in teacher education literature. Concluding the volume with an agenda for future research and a guide for preparing teachers for diversity education in a global context, the contributors provide a solid foundation for all educators. Studying Diversity in Teacher Education is a vital resource for all those interested in diversity and education research.

Contributions by: Arnetha F. Ball, Gloria Ladson-Billings, Patricia D. Quijada Cerecer, Thandeka K. Chapman, Marilyn Cochran-Smith, Jeffrey M. R. Duncan-Andrade, Donna Y. Ford, Kim Fries, Melissa Gibson, Carl A. Grant, Etta R. Hollins, Kotie Kaiser, Valerie Kinloch, David E.Kirkland, Tiffany S. Lee, Kathy McDonough, Erica R. Meiners, H. Richard Milner IV, Sonia Nieto, Brad Olsen, Valerie Ooka Pang, Cynthia D. Park, Therese Quinn, Maryna Reyneke, Michelle Frazier Trotman Scott, Christine E. Sleeter, Joseph R. Ubiles, Mandie Uys, Maisha T. Winn, Kenneth Zeichner