Review Symposium of Meira Levinson, No Citizen Left Behind Harvard University Press, 2012 Eduardo M. Duarte • Michele S. Moses • Sally J. Sayles-Hannon • Winston C. Thompson • Quentin Wheeler-Bell Published online: 19 June 2013 Ó Springer Science+Business Media Dordrecht 2013 Introduction At the 2013 annual meeting in Portland, Oregon, the Philosophy of Education Society’s standing committee on race and ethnicity (CORE) organized a symposium on Meira Levinson’s important book, No Citizen Left Behind. Along with author Levinson, the critics who took part in the symposium, Sally Sayles-Hannon, Michelle Moses, Winston Thompson and Quentin Wheeler-Bell, offered a compelling session. Indeed, the papers and the conversation it inspired were so powerful it demanded a wider audience, and the publication of the essays that were written for the symposium are presented here in order to fulfill that demand. It is my hope, as chair of CORE and the organizer of this symposium, that at least three outcomes will happens as a result of these essays receiving a careful reading by philosophers of education: first, that Levinson’s book will continue to receive the attention it deserves; second, that readers will connect with the work of the critics and, as a result, will follow-up with them to continue the conversation; third, that readers who have yet to attend a PES annual conference will consider doing so, and, further, connect with the ongoing work of CORE. Eduardo M. Duarte Responding to the World as It Is and as We Want It to Be Michele S. Moses, University of Colorado Boulder Meira Levinson’s thought-provoking book, No Citizen Left Behind, is a work in non-ideal theory, that is, in theory that is ‘‘relevant to the very non-ideal facts on the ground’’ (Levinson 2012, p. 20). Levinson opens the book with stories of her students at Walden Middle School in Atlanta, highlighting the teachers’ focus on African and African American history, culture, and current events within the curriculum. She struggled with the E. M. Duarte (&) Á M. S. Moses Á S. J. Sayles-Hannon Á W. C. Thompson Á Q. Wheeler-Bell Hofstra University, Hempstead NY, USA e-mail: eduardo.m.duarte@hofstra.edu 123 Stud Philos Educ (2013) 32:653–666 DOI 10.1007/s11217-013-9369-0