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Notes on Contributors

Steven Z. Athanases is Acting Assistant Professor at the Stanford University School of Education. His work centers around research/teaching partnerships and using ethnographic inquiry to examine how classrooms of ethnically diverse students respond to literature that reflects culturally diverse experiences. His publications include "Ethnography in the Study of the Teaching and Learning of English" in Research in the Teaching of English (with S. B. Heath, 1995) and "The Promise and Challenges of Educational Portfolios: Themes of the Book Chapters" in Portfolio Assessment: A Handbook for Educators, edited by J. Barton and A. Collins (1996).

Jackie M. Blount, Assistant Professor in the Iowa State University Department of Curriculum and Instruction, is interested in the history of education and the social analysis of digital technology in education. She is author of "Caring and the Open Moment in Educational Leadership: A Historical Perspective" in Caring in Context: Negotiating Borders and Barriers in Schools, edited by J. Van Galen and D. Eaker (1996) and Destined to Rule the Schools: Women and the Superintendency, 1830–1990 (forthcoming).

Virginia Casper is a member of the Graduate Faculty at Bank Street College of Education in New York City, where she is also an advisor for teachers in training. Her professional interests center around issues of infancy and early childhood development. Her published works include "Breaking the Silences: Communication between Lesbian and Gay Parents and Educators" in Teachers College Record (with S. B. Schultz and E. Wickens, 1992) and "Making the Familiar Unfamiliar and the Unfamiliar Familiar" in Zero to Three (1996).

Paul H. Cottell Jr., a secondary school student in Weymouth, Massachusetts, is currently studying for the entrance exam to Trinity College in Dublin, Ireland. He has served on the Governor's Peer Leadership Council and as cochair of the Youth Committee of the Governor's Commission on Gay and Lesbian Youth.

Harriet K. Cuffaro is a member of the Graduate Faculty of Bank Street College of Education in New York City. Her professional interests include the history of early education, John Dewey's philosophy, and issues of equity. She is author of "A View of Materials as the Texts of Early Childhood Curriculum" in Issues in Early Childhood Curriculum, edited by B. Spodek and O. Saracho (1991) and Experimenting with the World: John Dewey and the Early Childhood Classroom (1995).

Kenn Gardner Honeychurch is a Sessional Instructor on the Faculty of Education at the University of British Columbia in Vancouver. His professional interests include visual art, queer theory, postmodern pedagogies, and visual art and technology. He is author of "Extending the Dialogues of Diversity: Sexual Subjectivities and Education in the Visual Arts" in Studies in Art Education (1995).

Mary-Ellen Jacobs is Adjunct Instructor in the Palo Alto College Department of English, San Antonio, Texas. She is interested in feminist pedagogy and curriculum theory. She is coauthor of "Transforming Habits of Mind: Journal Reflections of Middle School Science Teachers" in Teaching and Learning: The Journal of Natural Inquiry (with S. Pirkle, 1994) and "Palimpsest: (Re)Reading Women's Lives" in Qualitative Inquiry (with P. Munro and N. Adams, 1995).

Joy C. is a high school senior in the state of Hawaii.

Tony Leuzzi is an Adjunct Instructor in Literature and Composition at Monroe Community College in Rochester, New York, as well as coeditor of Gerbil: Queer Culture Magazine. He is interested in Queer theory, AIDS dissidents, poststructuralist fiction, poetry, and publishing the work of other writers. His published works include a review of Margery Kempe by R. Gluck in The Lavender Salon Reader (1995), "Something Wicked This Way Has Come: Ian Young Talks About the Psychic Origins of AIDS" in Gerbil: Queer Culture Magazine (1995), and The Joey Poems (forthcoming).

Mandy is a ninth-grade student at a private school.

Patricia M. McDonough, Assistant Professor in the Graduate School of Education and Information Studies at UCLA, is interested in higher education, organizational analysis, and social theory. Her publications include "Buying and Selling Higher Education: The Social Construction of the College Applicant" in Journal of Higher Education (1994), Choosing Colleges: How Social Class and Schools Structure Opportunity (in press), and "Structuring Opportunity: A Cross-Case Analysis of Organizational Cultures, Climates, and Habits" in Emerging Issues in Sociology of Education: Comparative Perspectives, edited by C. Torres (in press).

Megan McGuire is a high school senior in Cambridge, Massachusetts.

Peter McLaren is Associate Professor in the Graduate School of Education and Information Studies at UCLA. His research interests include multicultural education, critical pedagogy, cultural studies, and critical social theory. His most recent publications include Critical Pedagogy and Predatory Culture: Oppositional Politics in a Postmodern Age (1995), Critical Multiculturalism (coedited with B. Kanpol, 1995), and Pedagogies of Dissent: Radical Hope in an Age of Despair (forthcoming).

Wendy Ormiston is a freelance writer and activist living in Sunnyvale, California. Her professional interests center around communications to promote radical social transformation. She is the recipient of the Mary C. Barrett Essay Prize and the William B. Plumer Award in Humanities.

Schuyler Pisha is a student at Cambridge Rindge and Latin high school in Cambridge, Massachusetts. He is a recipient of a Boston Globe Scholastic Art Award and is interested in photography.

Townsand Price-Spratlen is an Assistant Professor in the Department of Sociology at Ohio State University. His major professional interests include urban sociology, internal migration, and criminology. He is coauthor of "At Risk in the Spiral Toward the 21st Century: Demographic Change, Metropolitan Areas and Crime" in National Institute of Justice Advisory Group Research Report (with B. A. Lee, 1994) and author of "Leaps of an Unjust Faith: Missing Links in the Causes of Labor Force Participation" in Measured Lies: The Bell Curve Examined, edited by J. L. Kincheloe, S. R. Steinberg, and A. D. Gresson (1996).

Rachel is a high school student in Albuquerque, New Mexico, where she is an editor and writer for the school newspaper. Her poem "The River" appeared in The Twelfth Annual High School Poetry Anthology; she is considering an English education major in college.

Carla Washburne Rensenbrink is a Lecturer in Education in the Department of Education at the University of New Hampshire, Durham. Her research interests focus on feminist analysis of elementary schooling and teacher education. She is author of "Writing as Play" in Language Arts (1987).

Steven Schultz is a Member of the Graduate Faculty of Bank Street College of Education in New York City. His current research centers around lesbian and gay issues as they relate to early childhood education and children's own perceptions. His publications include "I Will Have a Child in My Class with Two Moms, Two Lesbians: What Do You Know about This?" in Experiencing Diversity: Toward Educational Equity (with E. Wickens, 1994) and "Lesbian and Gay Parents Encounter Educators: Initiating Conversations" in The Lives of Lesbians, Gays and Bisexuals, edited by R. Savin-Williams and K. M. Cohen (with V. Casper, 1995).

Jonathan G. Silin is a Faculty Member of Bank Street College of Education in New York City. He is interested in early childhood education, lesbian/gay studies, and curriculum theory. He is author of Sex, Death and the Education of Children: Our Passion for Ignorance in the Age of AIDS (1995), and coauthor of "Prevention of HIV Transmission in Primary Care: Current Practices, Future Possibilities" in The Annals of Internal Medicine (with H. Makadon, 1995).

Kathryn Snider is a doctoral student at the Ontario Institute for Studies in Education in Toronto, Canada. Her research focuses on performativity and the media, in particular television. Her review of Resist! Essays Against a Homophobic Culture appeared in Resources for Feminist Research (1996).

Cornel West is Professor of Afro-American Studies on the Harvard University Faculty of Arts and Sciences and Professor of the Philosophy of Religion at Harvard Divinity School. His current topics of academic interest include problems facing the Black urban underclass in the United States, and creating and maintaining an ongoing dialogue between African Americans and Jews. His most recent books include The Ethical Dimensions of Marxist Thought (1991) and Race Matters (1993).

Elaine Wickens is Director of Bank Street/Parson School of Design Masters in Supervision and Adminstration in the Visual Arts, at Bank Street College of Education in New York City. Her professional interests include art education, equity issues, and still photography. Her published works include "Breaking the Silence: Lesbian and Gay Parents and the Schools" in Teachers College Record (with V. Casper and S. Schultz, 1992), "Penny's Question: `I Will Have a Child in My Class with Two Moms — What Do You Know about This?'" in Young Children (1993), and Anna Day and the O-Ring (1994).

Alex Wilson is a doctoral candidate in Human Development and Psychology at the Harvard Graduate School of Education. Her research centers around indigenous psychologies, and strength and resistance strategies.

Kathryn Zamora-Benson is a high school student in Albuquerque, New Mexico.

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