Overall, previous scholars' discussion of multiculturalism in the classroom seems to privilege "cross-cultural interactions" and valuing students' home languages as well as their cultural ideologies. However, in Donald Lazere's Political Literacy in Composition and Rhetoric, Lazere criticizes Hairston, Daniell, Schutz, Gere, and other scholars for their approaches because of their singular focus on localism in lieu of more "global" and critical approaches to the study of culture in the composition classroom (152-153).[28] In addition, Lazere was critical of scholars' tendency to diminish the power of Edited American English (EAE) and misrepresent the power of the students' regional code (116).[28] While Lazere supports Shor's approach to multicultural critical pedagogy, he admits some level of discomfort with applying it in his own classroom especially with respect to how much responsibility and stock Shor places in students (39).[28]