Table of Contents

Contents: Lilia I. Bartolomé: Introduction: Beyond the Fog of Ideology – Ricardo E. Gonsalves: Hysterical Blindness and the Ideology of Denial: Preservice Teachers’ Resistance to Multicultural Education – María V. Balderrama: Shooting the Messenger: The Consequences of Practicing an Ideology of Social Justice – Felicity A. Crawford: Underprepared «Veteran» Special Education Teachers’ Reliance on Racist and Classist Ideologies – Guadalupe López Bonilla: Teachers’ D/discourses and Socially Situated Identities: Literacy Practices in a Mexican High School – Panayota Gounari: Unlearning the Official History: Agency and Pedagogies of Possibility – Karen Cadiero-Kaplan: Critically Examining Beliefs, Orientations, Ideologies, and Practices Toward Literacy Instruction: A Process of Praxis – Stephanie Cox Suárez: Sharing the Wealth: Guiding All Students Into the Professional Discourse – Paula S. Martin: «I’m White, Now What?» Setting a Context for Change in Teachers’ Pedagogy – Nelda L. Barrón: Reflections from Beneath the Veil: Mainstream Preservice Teachers (Dis)Covering Their Cultural Identities – Paula Elliott: Mapping the Terrain(s) of Ideology in New Urban Teachers’ Professional Development Experiences – Cristina Alfaro: Developing Ideological Clarity: One Teacher’s Journey – Tamara Beauboeuf-Lafontant: Politicized Mothering: Authentic Caring Among African American Women Teachers – Joe L. Kincheloe: Afterword: The Importance of Ideology in Contemporary Education.