Brave New Teachers is a timely investigation of democratic teacher practice in culturally diverse school systems. Based on an original study of the Urban Diversity Teacher Education Program at York University, it investigates the extent to which graduates of a teacher education program grounded in the democratic principles of equity, diversity, and social justice can hold true to these principles in a climate of conservative school culture and state-mandated educational reform that focuses on standardization and accountability. The result is a critical Canadian perspective on both the challenges and the possibilities of working for social justice in the classroom.

The late R. Patrick Solomon was Associate Professor in the Faculty of Education, York University. He was also the first recipient of the Exemplary Multicultural Educator's Award, presented by the Canada Council for Multicultural/Intercultural Education.

R. Patrick Solomon's profile page

Jordan Singer, a former elementary teacher and art therapist, is currently completing his PhD in Education.

Jordan Singer's profile page

A lifelong learner, Dr. Arlene Smith-Campbell is an Assistant Professor, at Prince Sultan University, KSA. Her research passions focus on the life history of women in the African Canadian Diaspora, teacher education and diversity/social justice issues.

Arlene Campbell's profile page

Andrew Allen, a former elementary classroom teacher, is currently Associate Professor in the Faculty of Education, University of Windsor.

Andrew Allen's profile page

John P. Portelli, PhD, is a professor of education and co-director of the Centre for Leadership and Diversity at the Ontario Institute for Studies in Education, University of Toronto. He received his PhD from McGill University. Frequently invited to give keynote addresses and do workshops both nationally and internationally, Professor Portelli is also actively involved in higher-education policy work in Europe.

John P. Portelli's profile page

"Brave New Teachers offers a series of thought-provoking testimonials from young teachers committed to practicing diversity in education. These teachers’ testimonies illustrate what it means to foster transformative practices that lead to engaging the ever-changing Canadian student population. This is a serious and compelling contribution to the praxis of education in new urban environments."— “S. Nombuso Dlamini, Jean Augustine Chair in Education in the New Urban Environment, York University