This book examines equity issues in school and society, drawing on history, sociology, literature, cultural expressions, films, and theory. The main objectives of the text are:

• to increase critical awareness of issues concerning equity in schools and society for students and teachers;
• to discuss the complexities of both school and society as institutions and search for paradigms which can highlight the dilemmas and lived experiences of teachers as they grapple with the interpretation and implementation of goals, policies and work to address students' needs;
• to generate greater awareness of the political economy of schools and societies;
• to increase understanding of hidden biases such as racism, classism and sexism in order to develop practical strategies of delaing with these forms of oppression;
• to enhance the acquisition of critical intellectual skills related to both comprehension and analysis of teaching and learning in a culturally diverse context; and
• to generate and reformulate teachers' roles in relation of the multiple demands of teaching and learning in complex environments.

Judy M. Iseke-Barnes is an Assistant Professor in Sociology and Equity Studies in Education at OISE/University of Toronto.

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Njoki Nathani Wane has published widely in the areas of Black Canadian feminisms; women and spirituality; African women and Indigenous knowledge production. Her latest publications include Claiming, Writing, Storing, Sharing African Indigenous Knowledge (2005) and a co-edited book: Back to the Drawing Board: African Canadian Feminisms (2002).

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