This article presents a review of five chapters in "Part II, Section C: Diversifying Curriculum" of "The SAGE Handbook of Curriculum and Instruction" (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). The reviewers suggest that in these chapters ["Curriculum and Cultural Diversity" (Gloria Ladson-Billings, Keffrelyn D. Brown. Chapter 8, pp. 153-175); "Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era" (Sonia Nieto, Patty Bode, Eugenie Kang, John Raible. Chapter 9, pp. 176-197); "Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn" (Frederick Erickson, with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, Joi Spencer. Chapter 10, pp. 198-218); "Immigrant Students' Experience of Curriculum: The Changing Multicultural and Multilingual World Landscape" (Ming Fang He, JoAnn Phillion, Elaine Chan, Shijing Xu. Chapter 11, pp. 219-239); and "Teaching for Diversity: The Next Big Challenge" (Mel Ainscow. Chapter 12, pp. 240-259)], the authors seek collectively to make sense of the extraordinary changes now bearing down on 21st-century society, particularly the implications of these these developments for diversity and inclusion approaches in education. The authors identify various markers of diversity, such as immigration, trends in popular culture and the mass media, and the significant demographic changes now being registered in urban classrooms in North America as precipitating a necessary response from educators to the challenge posed by this new heterogeneity in schooling. The chapters reflect a plurality of theoretical and methodological orientations that together make the insistent case that, by and large, and despite projects of educational expansion, addressing diversity in the school environment and classroom remains underdeveloped. The authors broadly recognize profound changes taking place in the social, economic, and cultural contexts of postmodern societies. These changes, they agree, are precipitating the accentuated presence of diversity in educational settings and the community environments in which they are embedded. (Contains 2 notes.