Book Reviews T. M. Singelis, ed. Te aching about Culture, Ethnicity, and Diversity: Exercises and Planned Activities. (Thousands Oaks, CA: Sage, 1998). 254, pp., $29.95 paper. Professors and students of teacher education can always appreciate theoretical discussions of multicultural edu cation in books and journal articles. Even more useful are concrete examples such as the multicultural lesson plans in Sleeter ' s Tu rning on Learning (1 998) and the case studiesin Nieto's Affirming Di versity

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... (2000). Te acher-credential stu dents find the lesson plans illustrative and relate to the stu dents' stories in the case studies. Singelis' book Te aching about Culture, Ethnicity, and Diversity goes a step further in providing professors and students with experiences and hands-on activities that should help to enhance the sensitivity of teacher-credential students towards cross-cultural differ ences and help them to work towards equity and equality. Nevertheless, I think it would be beneficial to complement the text with the following: 1. An overview of various definitions of culture, ethnicity, and diversity, since these are often misunderstood terms. (1 988) gives the most comprehensive overview of what multicultural education could mean. I would suggest a brief presentation of their five approaches to multicultural education in an effort to provide teacher credential students with a theoretical framework. In addition, I would include examples of how common certain approaches to multicultural education are (for example, Baltes, 1996). 3. Even though the book provides excellent activities to learn about culture, ethnicity, and diversity, it disregards the inter connectedness of culture, ethnicity, and diversity with social class, exceptionality (except the wheelchair activity in Chapter Six), gender, race, and life-style. Especially in the first part, I was very concerned that students might develop stereotypes for certain groups through the activities recommended. For Even though Chapter One talks about the significance of multicultural education, the book is missing a brief overview of what multicultural education is-or could be. In my opinion, the theoretical framework of Sleeter and Grant