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This article maintains that knowledge of the literature on multicultural education and social justice pedagogy is indispensable for white college professors who desire to teach effectively about racial justice concerns. In exploring this literature, I have noticed that many publications either articulate theory or reflect on concrete classroom strategies, while relatively few deploy theory to evaluate specific attempts at teaching for justice. This seems to me a gap worth filling. Speaking as a white, conventionally trained, Catholic theologian, I begin by explaining why I deem it appropriate to employ antiracist pedagogy. I then demonstrate that the literature on multicultural education and social justice pedagogy is essential to this effort by utilizing both types of literature, theoretical and practical, to analyze my own strategies and goals to date. Throughout, I discuss white antiracist theological pedagogy not as an accomplished fact, but as an emerging endeavor. See a companion essay in this issue of the journal (Anna Floerke Scheid and Elisabeth T. Vasko, "Teaching Race: Pedagogical Challenges in Predominantly White Undergraduate Theology Classrooms"), and responses by the authors of both essays, also published in this issue of the journal ("Responses: Toward an Antiracist Pedagogy").

Describes a school-university collaboration that developed alternative teaching strategies for motivating inner-city, African-American middle school students (effort-based grading, multiple performance opportunities, increased student responsibility/choice, and validation of cultural differences). Observations, teacher journals, and student surveys indicated that, under these conditions, most students who initially lacked motivation exhibited higher levels of engagement, interest, and confidence. (Author/SM)

Examines the impact of a secondary reading course on two preservice teachers' beliefs about reading instruction and on their actual classroom practices. Finds that, although both students understood central course messages, there was little actual application of these theories in classroom settings. Suggests ideas for change. (SR)

This is Leslie Minarik's story of learning to teach Aaron, an African-American second-grader. In the third year of her teaching career, Leslie was concerned because Aaron could not read and write. The narrative unfolds a longitudinal study of Leslie's learning to teach culturally diverse children that began with her graduate level preservice teacher education program. Through data collected during bimonthly classroom visits and monthly meetings with other program graduates, Leslie's story illustrates important influences upon her learning to teach. Her success in learning to resist norms that excluded attention to children's diverse needs eventually helped Aaron learn to read and write. The process of her learning challenges us to think about improved attention to diversity in teacher education programs.

STANDING IN THE SHOES MY MOTHER MADE: A WOMANIST THEOLOGY. By Diana L. Hayes. Minneapolis: Fortress, 2011. Pp. xi + 219. $22. Hayes has been developing her Catholic womanist theology [...]

A literary criticism of the book "Look a White! Philosophical Essays on Whiteness" by George Yancy is presented. It emphasizes Yancy's appeal to whites for their analysis and supremacy of whites in contexts such as social, historical and existential. It explores Yancy's views regarding white students and describes the different concepts of racists among the whites and appreciates the personal experience used in the book.