TABLE OF CONTENTS; FOREWORD; DEDICATION; CHAPTER 1: INTRODUCTION; THE DETACHED TEACHER; Appeal to Numbers; A Case of Racist Teachers; THE DEFICIT THINKER; THE RUGGED MULTICULTURAL TEACHER; THE (IM)POSSIBLE MULTICULTURAL TEACHER; MR. POTTS; MS. DEGRAW; MEGAN; NOTE; CHAPTER 2: MR. POTTS'; DUAL LANGUAGE CLASSROOM; VIEWPOINT ELEMENTARY; Sociopolitical Context; District; Viewpoint Elementary Teachers; Dual Language up for a Vote; MR. POTTS'; DUAL LANGUAGE CLASSROOM; Placement Strategies.

MR. POTTS'; PROMISING PRACTICES; Poetry Contests; Multiplying by Eleven; Stop the Stigma; Parent-Teacher Conferences; LATINX ADVOCACY IN PERIL; Translation Sheets; English Reigns; Sheltered Spanish; Spanish as a Tool for Instruction; CONCLUDING REMARKS; CHAPTER 3: MS. DEGRAW'S ESL CLASSROOM; MS. DEGRAW'S CRITICAL PERSPECTIVE; DREW MIDDLE SCHOOL; SOCIOPOLITICAL CONTEXT; Teachers; Community; Mrs. Richardson (The Principal); School District; MS. DEGRAW'S CLASS; Inclusive Assignments; CONCLUDING REMARKS.

CHAPTER 4: MEGAN'S SCHOOL SUCCESS CLASS; MEGAN; ESPLANADE; SOCIOPOLITICAL CONTEXT; TEACHER AS SAVIOR; MEGAN AS HUMBLE LEARNER; SCHOOL SUCCESS CLASS; I'm Only Really Happy When I'm Miserable; Reframing Personalities; Final Exam: Reframing for Power; THE (IM)POSSIBILITIES OF SCHOOL SUCCESS; CHAPTER 5: CONCLUSION; WHAT CAN WE LEARN FROM CASE STUDIES?; WHAT BROUGHT THE TEACHERS TO MULTICULTURAL EDUCATION?; HOW DID THE TEACHERS APPROACH MULTICULTURAL EDUCATION?

WHAT (IM)POSSIBILITIES EMERGED FROM THE TEACHERS' MULTICULTURAL PRACTICES?; WHAT ARE THE BEST MULTICULTURAL PRACTICES?; WHAT IS THE SIGNIFICANCE OF THIS STUDY?; IS IT ALL WORTH IT?; APPENDIX: METHODOLOGY; SELECTION OF PARTICIPANTS; PARTICIPANT OBSERVATION; FORMAL INTERVIEWS; INFORMAL INTERVIEWS; DATA ANALYSIS; REFERENCES.