This book would be a good read for educators who are interested in incorporating a more diverse and inclusive perspective into their teaching. Susan Florio-Ruane's personal narrative and analysis provides a unique and insightful look into how conversations about ethnic literature can shape teachers' understanding of culture, literacy, and education. Through this exploration of autobiographies and conversation, Florio-Ruane encourages teachers to participate in the transformation of the teaching profession by becoming more culturally aware.

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Making culture a more central concept in the texts and contexts of teacher education is the focus of this book. It is a rich account of the author's investigation of teacher book club discussions of ethnic literature, specifically ethnic autobiography--as a genre from which teachers might learn about culture, literacy, and education in their own and others' lives, and as a form of conversation and literature-based work that might be sustainable and foster teachers' comprehension and critical thinking. Dr. Florio-Ruane's role in the book clubs merged participation and inquiry. For this reason, she blends personal narrative with analysis and description of ways she and the book club participants explored culture in the stories they told one another and in their responses to published autobiographies. She posits that autobiography and conversation may be useful for teachers not only in constructing their own learning about culture, but also, by doing so, in participating in the transformation of learning within the teaching profession.

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