"High school was like a penance imposed for some unknown sin. Everything I ever learned that was important was learned outside of school. So I never thought to associate schools with learning." (Amy, UMass Boston student)

Today's diverse and financially burdened students enter  higher education eager to succeed at institutions originally designed for culturally homogenous and predominantly white middle-class populations. They are expected to learn from faculty trained primarily as researchers. Unsurprisingly, student dropout and faculty burnout rates are high, leading some conservatives to demand that higher education purge itself of "unqualified" students and teachers. But, as Achieving Against the Odds demonstrates, new and better solutions emerge once we assume that both faculty and students still possess a mutual potential for learning when they meet in the college classroom.

This collection -- drawing on the experiences of faculty at the University of Massachusetts-Boston -- documents a complex and  challenging process of pedagogical transformation. The contributors come from a wide range of disciplines -- American studies, anthropology, Asian American studies, English, ESL, history, language, political science, psychology, sociology, and theology. Like their students, they bring a variety of backgrounds into the classroom -- as people of color, women, gays, working class people, and "foreigners" of one sort or another. Together they have engaged in an exciting struggle to devise pedagogies which respond to the needs  and life experiences of their students and to draw each of them into a dialogue with the content and methodology of their disciplines. Courageously airing their own mistakes and weaknesses alongside their breakthroughs, they illuminate for the reader a process of teaching transformation by which discipline-trained scholars discover how to promote the learning of diverse students.

As one reads their essays, one is struck by how much these faculty have benefited from the insights they have gleaned from colleagues as well as students. Through argument and examples, personal revelation and references as well as students. Through argument and examples, personal revelation and references to authority, they draw the reader into their  community. This is a book to inspire and enlighten everyone interested in making higher education more truly democratic, inclusive and intellectually challenging for today's students.

To think in terms of “alternative modernities” is to admit that modernity is inescapable and to desist from speculations about modernity’s end. Modernity today is global and multiple and no longer has a Western “governing center” to accompany it. The essays in this collection, therefore, approach the dilemmas of modernity from transnational and transcultural perspectives.

The idea of “alternative modernities” holds that modernity always unfolds within specific cultures or civilizations and that different starting points of the transition to modernity lead to different outcomes. Without abandoning the Western discourse on the subject, the contributors to this volume write from the standpoint that modernity is in truth a richly mulitiplicitous concept. Believing that the language and lessons of Western modernity must be submitted to comparative study of its global receptions, they focus on such sites as China, Russia, India, Trinidad, and Mexico. Other essays treat more theoretical aspects of modernity, such as its self-understanding and the potential reconcilability of cosmopolitanism and diversity.

Contributors. Homi Bhabha, William Cunningham Bissell, Dipesh Chakrabarty, Dilip Parameshwar Gaonkar, Michael Hanchard, Beatriz Jaguaribe, Leo Ou-fan Lee, Claudio Lomnitz, Thomas McCarthy, Tejaswini Niranjana, Elizabeth A. Povinelli, Shahzia Sikander, Charles Taylor, Andrew Wachtel