This book addresses educational equity for immigrants and refugees, highlighting approaches that leverage experiential knowledge, multiple languages, and cultural strengths. It emphasizes hope and potential, offering suggestions for reform across various contexts, from individual teachers to broader systems.

The chapters in this volume illustrate how teachers are bringing creativity, higher-order thinking, and meaningful learning activities into particular school settings despite pressures of standards and testing. The word wise has been chosen for the title of the book, and is frequently used to describe the pedagogical practices that are identified.