At the beginning of this century James Banks (2001) confronted the multifaceted challenge to incorporate international perspectives of multicultural education into a globally representative conception. At that time Banks wrote, “My work on global identification and issues is incomplete and episodic…Global issues remain mostly an unrealized and hoped-for goal ” (p. 14). In regards to the second edition of the Handbook of Research on Multicultural Education (Banks & Banks, 2004), I had observed that international topics overall were generally limited (Vavrus, 2006). In the same year as the publication of the Handbook, however, Banks (2004) published edited papers from the 2002 Bellagio (Italy) Citizenship Education and Diversity Conference, a few chapters from which appear in revised form in the text under review. In his introduction to Race, Culture and Education, Banks (2006) also signaled that issues of citizenship and multicultural education in a global context would continue to be a focus of his scholarship in the coming years. With The Routledge International Companion to Multicultural Education, Banks emphatically brings forth this important missing perspective by not only advancing his own work on this topic, but by surfacing for an international audience a treasure-trove of 40 peer-reviewed, accessible chapters under the authorship of 48 well-chosen scholars. Guided by an international editorial board, the International Companion is effectively organized “around key concepts and…case studies from various nations to exemplify and illustrate the concepts ” (p. 2). A striking aspect of this collection is its pragmatic approach. Efforts throughout are made to connect theory and the discourse of public policies to actual practices.
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