about others within their communities, their country, and around the world" (p. 208).
The chapters that follow provide varied perspectives into the benefits and challenges of integrating multicultural education and service learning. Although each of the authors included in this text approach service learning and multicultural education from slightly different perspectives, they all are committed to a vision of education that synthesizes both action and reflection. Chapter I provides an introduction to the fields of service learning and multicultural education and a rationale for their integration in higher education. This chapter introduces several themes with which practitioners of service learning and multicultural education must grapple, including the meaning of "community" within the context of a social justice service learning pedagogy, the politics of service learning and multicultural education, the implications of these approaches in a democratic nation, and the moral imperative of educating for social justice. In chapters 2 through 6, the authors expand on these themes in order to lay the theoretical groundwork for the specific models described in Part II. Chapters 7 through 13 present reports from the field, actual ways in which the integration of service learning and multicultural education has or has not been successful. These chapters provide rich material for considering both the strengths and challenges of multicultural service learning in education. Finally, in Part III, chapters 14 and 15 consider from two perspectives the imperative need for the integration of service learning and multicultural education.
None of the authors in this book pretend to have all the answers for what this integration should look like, nor do they believe that today's social problems are easily ameliorated through education. Rather, these authors share theories, practices, failures, and triumphs in order to further our conversation about the importance of aligning what educators say about the world with how we act in and on it. These authors share the view that multicultural education is truly transformative for students only when it includes a community action component, and likewise, service learning is truly a catalyst for change only when it is done from a multicultural and socially just perspective. It is our hope that the ideas explored in this book will further the work of those who share a commitment to the integration of action and reflection.
I am indebted to the individuals who contributed to this book, both for engaging in this conversation with me on a public front, and for their commitment to enacting their vision for education against all the odds. Special thanks go to friends and colleagues who encouraged this pro-