Overview

Division and acrimony have reached new heights that demand far-reaching structural solutions for White teachers committed to creating classrooms where all students thrive. The second edition of this inciteful and motivating book explores the Caring Solidarity framework with new, updated examples and, aspirational, descriptive guides for teachers and researchers. Plus, there are extensive revisions based on newly available research. This new edition includes new chapters on solidarity in the digital age and how to be in solidarity with communities when districts across the country are banning books and working to erase the identities of our students.

Full Product Details

Author:   Michael L. Boucher Jr.
Publisher:   Bloomsbury Publishing Plc
Imprint:   Rowman & Littlefield
Edition:   2nd edition
Dimensions:   Width: 15.20cm , Height: 1.80cm , Length: 22.60cm
Weight:   0.380kg
ISBN:  

9781475875324

ISBN 10:   1475875320
Pages:   256
Publication Date:   25 June 2026
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Manufactured on demand  

Table of Contents

Acknowledgments Preface to the Second Edition Chapter 1: Great Teachers Need a Framework to Talk About Race Chapter 2: Race, White Supremacy, Whiteness, and Schools Chapter 3: Gaps and the School-to-Prison Pipeline Chapter 4: The Inadequacy of Multicultural Education as Implemented Chapter 5: The Asset Pedagogies: Caring, Allyship, and Solidarity Chapter 6: A New Framework: Caring Solidarity Chapter 7: Crossing the First Boundary, Entering Solidarity Chapter 8: Transference of Solidarity and Entering New Territories Chapter 9: Caring Solidarity as an Advocate and Accomplice Chapter 10: Teachers as Public Intellectuals in Solidarity With Students Chapter 11: Refusing to Give In To Banning and Bullying Chapter 12: Conclusion References

Reviews

Author Information

Michael L. Boucher, Jr. is Associate Professor of Curriculum and Instruction at Texas A&M University–San Antonio, and with 36 years of experience as a teacher, coordinator, and teacher educator, he has consistently worked at the intersection of race, power, and curriculum, with solidarity as a guiding principle. Whether writing about qualitative methods, preparing future teachers, or rethinking classroom practice, across his scholarship and teaching, he bridges theory and practice by offering educators and researchers ways to reflect on themselves, engage more fully with their students and communities, and envision schools rooted in equity, care, and shared purpose.

Tab Content 6

Author Website:  

Countries Available

All regions