which she was forced to
uphold a policy of linguistic coercion, with negative or opposite
effects. Later, she adds excerpts of interviews with English teachers
involved in the Ebonics debate as a means of fostering discussion. In
the section ''For Further Reflection and Discussion'' Goldstein
integrates her analysis with activities based on the play. She brings
together ideas and remarks by antiracist thinker Beverly Daniel Tatum.
CHAPTER 4: Responding to Silence. This chapter, written by Goldstein
and research assistant Gordon Pon, deals with the issue of silence in
the multilingual classroom. It integrates interviews with a Cantonese-
speaking student and a Canadian-born student of Indo-Caribbean
ancestry. It focuses on the ways in which students in Mrs. Yee's
English class dealt with silence and the concept of the stereotype of
''model minority'' assigned to Asians. The text provides insight into
the Canadian-born students'the idea of standard versus non-standard,
dialectal variation, and linguistic discrimination.
CHAPTER 5: Resisting the Anti-Immigrant Discourses and Linguicism. In
this chapter Goldstein recounts the journey of a young
Chinese-Canadian artist named Evelyn Yeung, who participated in a
transforming art class at Northside. The art teacher, Ms. Edgars, had
required that students produce journal entries about their visual
work. Evelyn decided to produce a work called ''Journey to
Acceptance'', and this chapter traces her self-discovery by presenting
excerpts of interviews, journal entries and artistic texts. In the
commentary section, Goldstein analyzes the student's final reflection
piece as a pedagogical project. She brings to the fore ideas by
Cummings (1996), who argues that the negotiation of identities at
school is central to student learning. In her critical analysis,
Goldstein draws not only from Cummings' work on language and power but
also from Lippi-Green's (1997)