Assumptions based on racial, class, and ethnic identities can undermine our best intentions as teachers, administrators, and scholars. The misguided strategy of colorblindness and the continuing racial segregation of American cities and schools leave teachers and students with little experience for addressing the touchy subject of racial identity in the classroom. This collection, pertinent for teacher preparation, undergraduate and graduate seminars, and reading discussion groups, focuses on new and experienced teachers who confront myths, who negotiate their own identities as well as identity politics in the classroom, and who design new projects, use new tools, and apply new practices. The chapters highlight the need to change how teachers respond to student work, manage classroom interactions, form collaborative partnerships, construct service-learning projects, and conduct research.