In their respective chapters, they share their stories with veracity, acknowledge their remarkable contributions to their profession, and demonstrate that it is possible to be seen and heard in academic environments that have historically tried to silence their voices.

While their narratives expose different viewpoints and come from different personalities, institutions, and geographical locations, the complexities of their journeys have similar elements of true survival in unfamiliar Eurocentric terrains. These voices come as personal narratives of in the United States (US) higher education. In this unique, innovative, and visionary book, Voices in Multicultural Education: From Invisibility to Visibility in Higher Education, Obiakor and Martinez highlight the visible voices of teacher-scholars, professionals, and leaders. Drawing upon data ethnographically collected in New York City (NYC) between June 2005 and October 2010, we reveal education officials and politicians justifying accountability in terms of global competiveness-often to reap personal benefit and political support-while minimizing the ways in which racial disparities continue even a decade after the implementation of NCLB mandates. We demonstrate that this spectacle, when performed by politicians, city officials, school district administrators, educational support businesspersons, and the media, draws attention away from the ways in which NCLB negatively impacts poor, Black, and Latino youth who disproportionately attend вЂњfailingвЂќ public schools. Here, we reconsider NCLBвЂ™s accountabilities within вЂњpolitical spectacle,вЂќ a framework we use to highlight the purposeful and public enactment of the worldwide educational-economic crisis. This, we argue, undermines policy aims to reduce the persistent racial achievement gap. In this hegemonic script, implementing standardization and test-driven accountabilities across schools become not only the means, but also the goals of reform. It reveals how this school, caught within a political-policy matrix of centralized federal authority under No Child Left Behind and decentralized accountability under the City's Children First reforms, continues to emphasize second language acquisition as the ongoing work of building a bilingual speech community, even in the face of educational policies that increasingly narrow assessment of language acquisition and intensify the overall evaluation of academic achievement.ДЄ discourse placing schools in the service of the economy has become ubiquitous in the United States (US), and current educational policies, including No Child Left Behind (NCLB) and movements, such as the Common Core Learning Standards, have been positioned as necessary in an account of global competitiveness. Drawing on qualitative research conducted between September 2003 and May 2008, this article situates Gregorio LuperГіn High School, a successful bilingual school for Latino newcomers, within a web of politics and policies, grounded in the history of bilingual education in New York City. It is also to consider, and then interrogate, the вЂpolitical spectacleвЂ™ in which educational actors associated with schools вЂ“ teachers, counselors, parents, students, community members, activists, and administrators вЂ“ become dramaturgically cast into political-policy roles as they enact federal, state, and district policies with regard not only to issues of language acquisition and bilingualism but also to increased accountability, mandated high-stakes testing, and other sanctions-driven approaches. It is to position the circumstances of learning and teaching English in an American high school within the problems encountered and produced when multiple educational policies collide in local settings, such as individual schools.

To examine the ways in which high schools in New York City attend to second language acquisition is to consider everyday actions in schools, government dealings, localized policy responses, and disparate discourses on bilingualism.

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