If the authors have learned anything working with schools across the United States, they've learned this: When it comes to educational equity, the trouble is not a lack of multicultural programs or diversity initiatives in schools. Nor is it a lack of educators who appreciate and even champion diversity. The trouble lies in how so many diversity initiatives avoid or whitewash serious equity issues. At the heart of a curriculum that is meaningfully multicultural lie principles of equity and social justice--purposeful attention to issues like racism, homophobia, sexism, and economic inequality. "When we invest our multicultural energies in surface-level cultural exchanges, fantasies of colorblindness, or celebrations of whitewashed heroes while ignoring the actual inequities many of our students face in their own lives," they write, "we demonstrate an implicit complicity with those inequities." The authors suggest that schools use an equity literacy approach--that is, an approach to diversity or multiculturalism that relies more on teachers' understandings of equity and inequity and of justice and injustice than on their understanding of this or that culture. The idea is to place equity rather than culture at the center of the diversity conversation. The authors share five principles for developing curriculums that are meaningfully multicultural.