Ethnic studies / Ethnicity Books

Book SynopsisWhat does it mean to be a civic actor who is Black + Young + Female in the United States? Do African American girls take up the civic mantle in the same way that their male or non-Black peers do? What media, educational, or social platforms do Black girls leverage to gain access to the political arena, and why? How do Black girls negotiate civic identity within the context of their racialized, gendered, and age specific identities? There are scholars doing powerful work on Black youth and civics; scholars focused on girls and civics; and scholars focused on Black girls in education. But the intersections of African American girlhood and civics have not received adequate attention. This book begins the journey of understanding and communicating the varied forms of civics in the Black Girl experience. Black Girl Civics: Expanding and Navigating the Boundaries of Civic Engagement brings together a range of works that grapple with the question of what it means for African American girls to engage in civic identity development and expression. The chapters collected within this volume openly grapple with, and disclose the ways in which Black girls engage with and navigate the spectrum of civics. This collection of 11 chapters features a range of research from empirical to theoretical and is forwarded by Black Girlhood scholar Dr. Venus Evans-Winters. The intended audience for this volume includes Black girlhood scholars, scholars of race and gender, teachers, civic advocacy organizations, civic engagement researchers, and youth development providers.Table of Contents Foreword Introduction: Towards an Emergent Theory of Black Girl Civics SECTION I: KINSHIP REFLECTIONS Generation to Generation: Learning to Othermother ATale of Two Black Girl Civic Identities: A Mother/Daughter Critical Autoethnography on Language, Literacy, and the Black Lives Matter Movement Hood Civics: Intergenerational Healing and the Quest for Educational Justice for/With Black Girl Artivists Sisters, Friends, and Kin: Critical Pedagogies and Black Girl Civics SECTION II: TOWARD EDUCATIONAL JUSTICE. Standing Up and Speaking Out: Black Girls’ Agency and Activism in Elite Independent Schools #Blackgirlmagic in the Everyday: Black Women and Civic Identity in Post Secondary Education Black Women’s Activism in Graduate School Black Femme Youth Organizing for Transformation SECTION III: MEDIA INTERSECTIONS. Claiming a Seat at the Table: Highlighting the Civic Engagement of Young Black Girls The Clapback: Black Girls Responding to Injustice Through National Civic Engagement Texting, Tweeting, and Talking Back to Power: How Black Girls Leverage Social Media as a Platform for Civic Engagement About the Editors. About the Contributors.

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Book SynopsisThis edited volume seeks to interrogate the structures that affect the perceptions, experiences, performance and practices of Black women administrators. The chapters examine the nature and dynamics of the conflict within that space and the ways in which they transcend or confront the intersecting structures of power in academe. A related expectation is for interrogations of the ways in which their institutional contexts and, marginalized status inform their navigational strategies and leadership practices. More specifically, this work explores mentorship as critical praxis; that being, the ways in which Black women’s thinking and practices around mentoring affect their institutional contexts or environment, and, that of other marginalized groups within academe. A discussion of Black women in higher education administration as critically engaged mentors will ultimately diversify thought, approaches, and solutions to larger social and structural challenges embedded within academic climates.

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Book SynopsisThe lives of African American gay men have greatly gone unnoticed in the American consciousness. Despite the fact that Black gay men have made great contributions to our global society. For example, James Baldwin served as a literature giant. Bayard Rustin was one of the key organizers of the 1963 March on Washington. Alphonso David is the first person of color to lead the HRC (Human Rights Campaign).The purpose of this book is to discuss the narratives of Black gay men. There is no doubt that American history has done a nonexistent job of portraying the lives of these Black gay men. Most of these lives have been relegated to the background of society. This book purposes to change that narrative by having 10 to 12 gentlemen discuss their background and how it brought them to where they are in life now. The goal of this book is to also discuss the victory for each of the authors.

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Book SynopsisThe lives of African American gay men have greatly gone unnoticed in the American consciousness. Despite the fact that Black gay men have made great contributions to our global society. For example, James Baldwin served as a literature giant. Bayard Rustin was one of the key organizers of the 1963 March on Washington. Alphonso David is the first person of color to lead the HRC (Human Rights Campaign).The purpose of this book is to discuss the narratives of Black gay men. There is no doubt that American history has done a nonexistent job of portraying the lives of these Black gay men. Most of these lives have been relegated to the background of society. This book purposes to change that narrative by having 10 to 12 gentlemen discuss their background and how it brought them to where they are in life now. The goal of this book is to also discuss the victory for each of the authors.

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Book SynopsisRacism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.

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Book SynopsisRacism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.

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Book SynopsisIt is said that crisis is the true test of a leader. The leaders who contributed to this volume and their peers at HBCUs nationwide were tested in unprecedented ways by the events of 2020 and 2021. The crisis caused by COVID-19 was unique in its wide-ranging effects, its duration, and the need for a multi-pronged and comprehensive response. This was a test to challenge even the strongest leaders. Accustomed to challenges and to adversity, the leaders of our nation's HBCUs stepped up, marshalled their forces, and developed and implemented plans to mitigate and to combat the impact of COVID-19 on their institutions and on African American higher education.While each president who contributed to this volume brought their own unique perspective, skills, and experience to the crisis on their particular campus, they confronted common challenges. Racial disparities in the United States affect every aspect of life, and the pandemic magnified and exacerbated those disparities. The racial disparities that we see in our health and health care in this country are evident in the numbers of African Americans, including college students, who contracted the virus and who suffered significant health ramifications and even death. At the same time, COVID-19 forced our nation online and the racial and economic digital divide which some thought had been bridged turned out to be wider than ever. As jobs were lost, particularly in service industries and other key sectors, people of color, especially Black and Brown people, took a disproportionate economic hit.Not only did HBCU leaders have to develop and implement plans to mitigate COVID's deadly threat to the health and safety of their students, faculty, and staff, they also had to address the challenges associated with trying to provide remote learning for students who lacked computers and internet access at home; transporting students back home who didn't have the resources to pay for transportation; and in some cases finding housing for students who could not return home or didn't have a home or sufficient food, among other issues.

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Book SynopsisIt is said that crisis is the true test of a leader. The leaders who contributed to this volume and their peers at HBCUs nationwide were tested in unprecedented ways by the events of 2020 and 2021. The crisis caused by COVID-19 was unique in its wide-ranging effects, its duration, and the need for a multi-pronged and comprehensive response. This was a test to challenge even the strongest leaders. Accustomed to challenges and to adversity, the leaders of our nation's HBCUs stepped up, marshalled their forces, and developed and implemented plans to mitigate and to combat the impact of COVID-19 on their institutions and on African American higher education.While each president who contributed to this volume brought their own unique perspective, skills, and experience to the crisis on their particular campus, they confronted common challenges. Racial disparities in the United States affect every aspect of life, and the pandemic magnified and exacerbated those disparities. The racial disparities that we see in our health and health care in this country are evident in the numbers of African Americans, including college students, who contracted the virus and who suffered significant health ramifications and even death. At the same time, COVID-19 forced our nation online and the racial and economic digital divide which some thought had been bridged turned out to be wider than ever. As jobs were lost, particularly in service industries and other key sectors, people of color, especially Black and Brown people, took a disproportionate economic hit.Not only did HBCU leaders have to develop and implement plans to mitigate COVID's deadly threat to the health and safety of their students, faculty, and staff, they also had to address the challenges associated with trying to provide remote learning for students who lacked computers and internet access at home; transporting students back home who didn't have the resources to pay for transportation; and in some cases finding housing for students who could not return home or didn't have a home or sufficient food, among other issues.

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Book SynopsisEstablished in 2006, the American Association of Blacks in Higher Education (AABHE), formerly constituted as the Black Caucus (American Association of Higher Education), has been the consistent voice of Black issues in academe. According to the stated mission, the AABHE pursues the educational and professional needs of Blacks in higher education with a focus on leadership, equity, access, achievement and other vital issues impacting students, faculty, staff, and administrators. AABHE also facilitates and provides opportunities for collaborating and networking among individuals, institutions, groups and agencies in higher education in the United States and internationally. This 2012 year will mark the beginning of the AABHE research consortium, an arm of the organization that will advance scholarly research and publications to highlight critical issues pertinent to the success and uplift of Black populations across the higher education diaspora.This book will explore important issues across multiple fields—fields represented by the scholars/members of AABHE. AABHE scholars will contribute chapters based on their disciplinary expertise. The work of Earnest Boyer as articulated in the book Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship will be used as the conceptual foundation to ground this important work. A particular focus on the elements of Boyer’s seminal work will include chapters devoted to the Scholarship of Teaching and Learning; Scholarship of Engagement; Scholarship of Discovery; and Scholarship of Integration. This scholarly book is unique in that it provides essential insight on how not only faculty, but also administrators who are invested in insuring that the priorities of the professoriate are aligned with the mission and vision of urban postsecondary institutions.

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Book SynopsisEstablished in 2006, the American Association of Blacks in Higher Education (AABHE), formerly constituted as the Black Caucus (American Association of Higher Education), has been the consistent voice of Black issues in academe. According to the stated mission, the AABHE pursues the educational and professional needs of Blacks in higher education with a focus on leadership, equity, access, achievement and other vital issues impacting students, faculty, staff, and administrators. AABHE also facilitates and provides opportunities for collaborating and networking among individuals, institutions, groups and agencies in higher education in the United States and internationally. This 2012 year will mark the beginning of the AABHE research consortium, an arm of the organization that will advance scholarly research and publications to highlight critical issues pertinent to the success and uplift of Black populations across the higher education diaspora.This book will explore important issues across multiple fields—fields represented by the scholars/members of AABHE. AABHE scholars will contribute chapters based on their disciplinary expertise. The work of Earnest Boyer as articulated in the book Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship will be used as the conceptual foundation to ground this important work. A particular focus on the elements of Boyer’s seminal work will include chapters devoted to the Scholarship of Teaching and Learning; Scholarship of Engagement; Scholarship of Discovery; and Scholarship of Integration. This scholarly book is unique in that it provides essential insight on how not only faculty, but also administrators who are invested in insuring that the priorities of the professoriate are aligned with the mission and vision of urban postsecondary institutions.

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Book SynopsisKilling the Model Minority Stereotype comprehensively explores the complex permutations of the Asian model minority myth, exposing the ways in which stereotypes of Asian/Americans operate in the service of racism. Chapters include counter-narratives, critical analyses, and transnational perspectives. This volume connects to overarching projects of decolonization, which social justice educators and practitioners will find useful for understanding how the model minority myth functions to uphold white supremacy and how complicity has a damaging impact in its perpetuation. The book adds a timely contribution to the model minority discourse.

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Book SynopsisKilling the Model Minority Stereotype comprehensively explores the complex permutations of the Asian model minority myth, exposing the ways in which stereotypes of Asian/Americans operate in the service of racism. Chapters include counter-narratives, critical analyses, and transnational perspectives. This volume connects to overarching projects of decolonization, which social justice educators and practitioners will find useful for understanding how the model minority myth functions to uphold white supremacy and how complicity has a damaging impact in its perpetuation. The book adds a timely contribution to the model minority discourse.

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Book SynopsisIn 1978, V. P. Franklin and James D. Anderson co-edited New Perspectives on Black Educational History. For Franklin, Anderson, and their contributors, there were glaring gaps in the historiography of Black education that each of the essays began to fill with new information or fresh perspectives. There have been a number of important studies on the history of African American education in the more than three decades since Franklin and Anderson published their volume that has pushed the field forward.Scholars have redefined the views of Black southern schools as simply inferior, demonstrated the active role Blacks had in creating and sustaining their schools, sharpened our understanding of Black teachers’ and educational leaders’ role in educating Black students and themselves with professional development, provided a better understanding and recognition of the struggles in the North (particularly in urban and metropolitan areas), expanded our thinking about school desegregation and community control, and broadened our understanding of Black experiences and activism in higher education and private schools.Our volume will highlight and expand upon the changes to the field over the last three and a half decades. In the shadow of 60th anniversary of Brown v. Board of Education and the 50th anniversary of the 1964 Civil Rights Act, contributors expand on the way African Americans viewed and experienced a variety of educational policies including segregation and desegregation, and the varied options they chose beyond desegregation. The volume covers both the North and South in the 19th and 20th centuries. Contributors explore how educators, administrators, students, and communities responded to educational policies in various settings including K-12 public and private schooling and higher education. A significant contribution of the book is showcasing the growing and concentrated work in the era immediately following the Brown decision. Finally, scholars consider the historian’s engagement with recenthistory, contemporary issues, future directions, methodology, and teaching.

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Book SynopsisDiscussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs.School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals:1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends.2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.

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Book SynopsisDiscussions and research related to the salience of Black male student needs and development in relation to their general success and well?being is well?documented in many fields. Indeed, many studies have found that healthy masculine identity development is associated with a number of positive outcomes for males in general, including Black males. In school counseling literature, however, this discussion has been relatively absent—particularly regarding those students living in urban contexts. Indeed, research devoted to the study of Black males in the school counseling literature focuses almost exclusively on race and issues associated with its social construction with only cursory, if any, attention given to their masculine identity development as a function of living in urban communities and attending urban schools. Based on this lack of information, it is probably a safe assumption that intentional, systematic, culturally relevant efforts to assist Black males in developing healthy achievement and masculine identities based on their unique personal, social, academic experiences and future career goals are not being applied by school counselors concerned with meeting students’ needs.School counselors are in a unique position, nonetheless, to lend their considerable expertise—insights, training and skills—to improving life outcomes among Black males—a population who are consistently in positions of risk according to a number of quality of life indicators. Without knowledge and awareness of Black males’ masculine identity development in urban areas, coupled with the requisite skills to influence the myriad factors that enhance and impede healthy development in such environments, they are missing out on tremendous opportunities which other professions appear to understand and, quite frankly, seem to take more seriously. As such, this book proposes to accomplish two specific goals:1. Highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends.2. Encourage school counselors to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.The first rationale for this book, then, is to highlight the plight of Black males with specific emphasis on the ecological components of their lives in relation to current school culture and trends (e.g., standards?based accountability practices) in urban environments. However, I recognize the role of school counselors has never been fully integrated into educational reform programs. As such, their positions are often unregulated and determined by people in positions of power who do not understand their training, job?specific standards and, thus, potential impact on the lives of Black male students. As a result, their vast potential to develop strong interventions designed to address the myriad racial and masculine factors that serve to enhance and impede Black males’ academic achievement is often unrealized. Therefore, the second reason for this special issue is to include the scholarship of professional school counselors and counselor educators with policy change in mind. Scholars will be invited to contribute manuscripts that explore race, masculinity and academic achievement in relation to the role of school counselors. This is designed to encourage school counselors and counselor educators to give more thought to Black male identity development that takes into consideration differential experiences in society as a whole, and schools in particular, as a function of the intersection of their race, as well as their gender.

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Book Synopsis“Segregation now, Segregation tomorrow, Segregation forever”. Was there some truth behind this famous speech given by George Wallace? Did African Americans truly benefit from the results of Brown v. the Board of Education or did they get the short end of the stick? Over the years, the Black community has suffered major loses in the areas of education, business and gender identity due to integration.The founders of the NAACP objectives were to unite and educate a suppressed race that would fight against social injustice and bring capital into the Black community. Initially, these ideologies were well represented by this noble organization; however during and after the decision of the Brown versus the Board of Education case things drastically changed.The once unified organization began to have major conflicts with Black educators. Some rejoiced over this landmark victory, citing that justice had finally prevailed, while other embraced for the worst, believing that the outcome from the case was only a Pyrrhic victory. This book aims to understand the effects of integration on the African American community and offers inspiration to those who want to change and build a better and strong Black community.Table of Contents A Mississippi Memory. Acknowledgments. Introduction. Separate but Equal: Plessy v. Ferguson and the Push Toward Integration. No Child Left Behind. The Black Wall Street. Identity Crisis. Being Hard: Black Males and Emotional Invulnerability. The War on Poverty: The Great Society. Epigenetics and The Generational Curse. Help-Hurt Relationship Theory. Revitalizing the Black Community. Interviews. About the Author.

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Book Synopsis“Segregation now, Segregation tomorrow, Segregation forever”. Was there some truth behind this famous speech given by George Wallace? Did African Americans truly benefit from the results of Brown v. the Board of Education or did they get the short end of the stick? Over the years, the Black community has suffered major loses in the areas of education, business and gender identity due to integration.The founders of the NAACP objectives were to unite and educate a suppressed race that would fight against social injustice and bring capital into the Black community. Initially, these ideologies were well represented by this noble organization; however during and after the decision of the Brown versus the Board of Education case things drastically changed.The once unified organization began to have major conflicts with Black educators. Some rejoiced over this landmark victory, citing that justice had finally prevailed, while other embraced for the worst, believing that the outcome from the case was only a Pyrrhic victory. This book aims to understand the effects of integration on the African American community and offers inspiration to those who want to change and build a better and strong Black community.Table of Contents A Mississippi Memory. Acknowledgments. Introduction. Separate but Equal: Plessy v. Ferguson and the Push Toward Integration. No Child Left Behind. The Black Wall Street. Identity Crisis. Being Hard: Black Males and Emotional Invulnerability. The War on Poverty: The Great Society. Epigenetics and The Generational Curse. Help-Hurt Relationship Theory. Revitalizing the Black Community. Interviews. About the Author.

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Book SynopsisIn Are You Mixed?, Sonia Janis explores the spaces in-between race and place from the perspective of an educator who is multi-racial. As she reflects on her own experiences as a seventh grade student up to her eventual appointment as a school administrator, she learns of the complexity of situating oneself in predetermined demographic categories. She shares how she explores the intricacies of undefined spaces that teach her to embrace differences, contradictions, and complexities in schools, neighborhoods and communities.Exploring the in-betweenness (Anzaldua & Keating, 2002; He, 2003, 2010) of her life as a multi-race person problematizes imbedded notions of race, gender, class, and power. The power of this memoir lies in its narrative possibilities to capture the contradictions and paradoxes of lives in-between race and place, “to honor the subtleties, fluidities, and complexities of such experience, and to cultivate understanding towards individual ... experience and the multicultural/multiracial contexts that shape and are shaped by such experience” (He, 2003, p. xvii). This memoir creates new ways to think about and write about in-between experience and their relevance to multicultural and multiracial education.Janis challenges educators, teachers, administrators, and policy makers to view the educational experience of students with multiracial, multicultural, and multilingual backgrounds by shattering predetermined categories and stereotyped classifications and looking into unknown and fluid realms of the in-betweenness of their lives. This challenge helps create equitable and just opportunities and engender culturally responsive and inspiring curricular and learning environments to bring out the best potential in all diverse schools, communities, neighborhoods, tribes and societies.Table of Contents Acknowledgments. Prologue. Chapter I: One-Half Polish, One-Quarter Russian, One-Quarter Japanese. Chapter II: My (Non-White or White?) Friends. Chapter III: Three States and Six Schools. Chapter IV: Relocating to the Segregated South. Chapter V: Culturally Clueless. Chapter VI: Multirace Stories as Curriculum. Epilogue. Reference. About the Author.

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Book SynopsisIn Are You Mixed?, Sonia Janis explores the spaces in-between race and place from the perspective of an educator who is multi-racial. As she reflects on her own experiences as a seventh grade student up to her eventual appointment as a school administrator, she learns of the complexity of situating oneself in predetermined demographic categories. She shares how she explores the intricacies of undefined spaces that teach her to embrace differences, contradictions, and complexities in schools, neighborhoods and communities.Exploring the in-betweenness (Anzaldua & Keating, 2002; He, 2003, 2010) of her life as a multi-race person problematizes imbedded notions of race, gender, class, and power. The power of this memoir lies in its narrative possibilities to capture the contradictions and paradoxes of lives in-between race and place, “to honor the subtleties, fluidities, and complexities of such experience, and to cultivate understanding towards individual ... experience and the multicultural/multiracial contexts that shape and are shaped by such experience” (He, 2003, p. xvii). This memoir creates new ways to think about and write about in-between experience and their relevance to multicultural and multiracial education.Janis challenges educators, teachers, administrators, and policy makers to view the educational experience of students with multiracial, multicultural, and multilingual backgrounds by shattering predetermined categories and stereotyped classifications and looking into unknown and fluid realms of the in-betweenness of their lives. This challenge helps create equitable and just opportunities and engender culturally responsive and inspiring curricular and learning environments to bring out the best potential in all diverse schools, communities, neighborhoods, tribes and societies.Table of Contents Acknowledgments. Prologue. Chapter I: One-Half Polish, One-Quarter Russian, One-Quarter Japanese. Chapter II: My (Non-White or White?) Friends. Chapter III: Three States and Six Schools. Chapter IV: Relocating to the Segregated South. Chapter V: Culturally Clueless. Chapter VI: Multirace Stories as Curriculum. Epilogue. Reference. About the Author.

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Book SynopsisIn Beyond Retention: Cultivating Spaces of Equity, Fairness, and Justice for Women of Color in U.S. Higher Education, Brenda Marina and Sabrina N. Ross address the continued underrepresentation of women faculty of color at predominantly White colleges and universities through a creative convergence of scholarship focused on intellectual activism and structural change. Inspired by the African American oral tradition of call and response, this text illuminates the calls, or personal narratives of women faculty of color who identify racialized, gendered, sexualized, and class-based challenges associated with work in predominantly White institutions. Accounts of social justice-oriented strategies, policies, and practices that support women faculty of color and reflections by women of color who are senior faculty members serve as literal and metaphorical responses. The convergence of calls for social justice and equity-minded responses and reflections in this text provide intellectual foundations for the development of higher education spaces where women faculty of color can thrive.Beyond Retention is a critical geographic project intended to identify and mitigate structures of oppression that act as barriers to the full incorporation of women of color in predominantly White academic contexts. This text will be of interest to scholars interested in curriculum topics of race, gender, sexuality, and place. The text offers strategies for coping and success for women of color in doctoral programs, faculty positions, and mid-level administration positions within the academy; as such, Beyond Retention will be a valuable addition to the reading libraries of each of these groups. Men and women with interests in the experiences of educators of color within predominantly White contexts will also gain valuable insights from this book, as will individuals interested in various areas of women studies, multicultural education, and diversity.Beyond Retention also provides accounts of practices and policies that have been successful in supporting the needs of women faculty of color; knowledge gained from this text will be useful for higher education administrators seeking to improve the campus climate for faculty of color. Additionally, human resource directors, equal opportunity specialists and diversity trainers will find this text helpful when considering strategies for managing diversity.

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Book SynopsisIn Beyond Retention: Cultivating Spaces of Equity, Fairness, and Justice for Women of Color in U.S. Higher Education, Brenda Marina and Sabrina N. Ross address the continued underrepresentation of women faculty of color at predominantly White colleges and universities through a creative convergence of scholarship focused on intellectual activism and structural change. Inspired by the African American oral tradition of call and response, this text illuminates the calls, or personal narratives of women faculty of color who identify racialized, gendered, sexualized, and class-based challenges associated with work in predominantly White institutions. Accounts of social justice-oriented strategies, policies, and practices that support women faculty of color and reflections by women of color who are senior faculty members serve as literal and metaphorical responses. The convergence of calls for social justice and equity-minded responses and reflections in this text provide intellectual foundations for the development of higher education spaces where women faculty of color can thrive.Beyond Retention is a critical geographic project intended to identify and mitigate structures of oppression that act as barriers to the full incorporation of women of color in predominantly White academic contexts. This text will be of interest to scholars interested in curriculum topics of race, gender, sexuality, and place. The text offers strategies for coping and success for women of color in doctoral programs, faculty positions, and mid-level administration positions within the academy; as such, Beyond Retention will be a valuable addition to the reading libraries of each of these groups. Men and women with interests in the experiences of educators of color within predominantly White contexts will also gain valuable insights from this book, as will individuals interested in various areas of women studies, multicultural education, and diversity.Beyond Retention also provides accounts of practices and policies that have been successful in supporting the needs of women faculty of color; knowledge gained from this text will be useful for higher education administrators seeking to improve the campus climate for faculty of color. Additionally, human resource directors, equal opportunity specialists and diversity trainers will find this text helpful when considering strategies for managing diversity.

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Book SynopsisThis volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.Table of Contents Preface, Velma Villegas. Introduction: the Latina/o Leadership Imperative. PART I: WHAT’S IN A NAME? Understanding the Latina/o Landscape. Racial and Ethnic Identity of Latinas/os. Latinas/os and School Leadership Research. PART II: LATINA/O SCHOOL LEADERS. Portrait of a Latina/o Leader, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. School Contexts and Students Latina/o Leaders Serve, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. Gender and Race Considerations in Latina Leadership. PART III: DIRECT EXPERIENCES OF LATINA/O PRINCIPALS. Being a Principal in Inner City Schools: Authentic Connections with the Community, Joseph Cerna. Challenges and Aspirations Within Gender and Race, Venus R. Vela, Gloria Martinez, Mariela Rodriguez. An Agenda for the Future. Epilogue: What Latina/o Leadership is Up Against, Rubén O. Martinez. About the Authors. Appendix: Methods. Index.

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Book SynopsisThis volume focuses on the important relationship between racial and ethnic identity and requirements for Latino/a educational leaders today. As the racial and ethnic diversity of communities continues to rise, there is an increasing need for the diversification of school leaders who can improve student success, retention, engagement, and successful academic achievement. This entails a deeper understanding about the role/definitions of leadership among communities of color, leadership succession, the importance of gender/ethnic differences, as well as methods for recruitment, retention and development of school administrators and other school leaders of color in education. Latina/o school leaders, their personal histories, leadership challenges related to gender and race, contributions, roles, responsibilities, and career aspirations, both personal and organizational, are undocumented in the school leadership research. A study of Latina/o leaders that examines leadership experiences, the relationship between leadership and identity, and career aspiration offers important dimensions for the field of educational leadership. For these reasons, examining Latina/os and school leadership is both timely and relevant to our K-12 schools, educational leadership programs, and changing demographics. The secondary purpose of this publication is to enrich the preparation of school administrators of color, as to the skills and knowledge necessary to serve the needs of students in contemporary times.Table of Contents Preface, Velma Villegas. Introduction: the Latina/o Leadership Imperative. PART I: WHAT’S IN A NAME? Understanding the Latina/o Landscape. Racial and Ethnic Identity of Latinas/os. Latinas/os and School Leadership Research. PART II: LATINA/O SCHOOL LEADERS. Portrait of a Latina/o Leader, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. School Contexts and Students Latina/o Leaders Serve, with Monica Byrne-Jimenez and Sylvia Mendez-Morse. Gender and Race Considerations in Latina Leadership. PART III: DIRECT EXPERIENCES OF LATINA/O PRINCIPALS. Being a Principal in Inner City Schools: Authentic Connections with the Community, Joseph Cerna. Challenges and Aspirations Within Gender and Race, Venus R. Vela, Gloria Martinez, Mariela Rodriguez. An Agenda for the Future. Epilogue: What Latina/o Leadership is Up Against, Rubén O. Martinez. About the Authors. Appendix: Methods. Index.

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Book SynopsisThere is no one method for doing culturally alert counseling. Instead, culturally alert counseling consists of intentionally adapting existing ways to help clients (1) understand their socially constructed worldviews through culture, (2) appreciate their various cultures, (3) to make choices about adherence to cultural norms, and (4) to recognize and respond to external bias relating to their cultural group membership.

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Book SynopsisAnalyzing experiences of White mothers of daughters and sons of color across the U. S., Chandler provides an insider’s view of the complex ways in which Whiteness norms appear and operate. Through uncovering and analyzing Whitenessnorms occurring across motherhood stages, Chandler has developed a model of three common ways of interacting with the norms of Whiteness: colluding, colliding, and contending. Chandler’s results suggest that collisions with Whiteness norms are a necessary step to increasing one’s racial literacy which is essential for effective contentions with norms of Whiteness. She proposes steps for applying her model in education settings, which can also be applied in other organizational contexts.

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Book SynopsisAnalyzing experiences of White mothers of daughters and sons of color across the U. S., Chandler provides an insider’s view of the complex ways in which Whiteness norms appear and operate. Through uncovering and analyzing Whitenessnorms occurring across motherhood stages, Chandler has developed a model of three common ways of interacting with the norms of Whiteness: colluding, colliding, and contending. Chandler’s results suggest that collisions with Whiteness norms are a necessary step to increasing one’s racial literacy which is essential for effective contentions with norms of Whiteness. She proposes steps for applying her model in education settings, which can also be applied in other organizational contexts.

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Book SynopsisArgentina’s Partisan Past is a challenging new study about the production, the spread and the use of understandings of national history and identity for political purposes in twentieth-century Argentina. Based on extensive research of primary and published sources, it analyses how nationalist views about what it meant to be Argentine were built into the country’s long drawn-out crisis of liberal democracy from the 1930s to the 1980s. Eschewing the notion of any straightforward relationship between cultural customs, ideas and political practices, the study seeks to provide a more nuanced framework for understanding the interplay between popular culture, intellectuals and the state in the promotion, co-option and repression of conflicting narratives about the nation’s history. Particular attention is given to the conditions for the production and the political use of cultural goods, especially the writings of historians. The intimate linkage between history and politics, it is argued, helped Argentina’s partisan past of the period following independence to cast its shadow onto the middle decades of the twentieth century. This process is scrutinised within the framework of recent approaches to the study of nationalism, in an attempt to communicate the major scholarly debates of this field with the case of Argentina. The book is a valuable resource to both students of Argentine history and those interested in the ways in which nationalism has shaped our contemporary world.Trade Review'An original and excellent piece of work.' David Rock, University of California, Santa BarbaraTable of ContentsList of acronyms Glossary Introduction I. Argentina’s two pantheons: from mitrismo to revisionism 1. Mitrismo, Argentina’s “official” history 2. The Nueva Escuela and the Centenary Generation 3. Nacionalismo, populist nationalists and the emergence of historical revisionism II. Between co-optation and opposition: Peronism, nationalism and the politics of history, 1946–55 1. Prelude to Perón: nacionalismo and the military, 1943–46 2. Intellectuals, nationalism and the Peronist state 3. Peronism and the pantheon of national heroes 4. The effects of Peronist nationalism III. The deepening polarisation: the proscription of Peronism and its politics of history, 1955–66 1. Intellectuals and the rise of left-wing revisionism 2. The politics of history under the Liberating Revolution 3. Frondizi’s “integrationism” and the emergence of Peronist-nationalist youth groups IV. The apogee of revisionism: nationalism, political violence and the politics of history, 1966–76 1. Nationalism and history in the Onganía regime 2. History narratives and the rise of middle-class student Peronism 3. The return of Peronism: revisionism’s victory? V. New narratives for a new era? Shifts, decline and resurgence of nationalist constructions of the past since 1976 1. Nationalism and the proceso 2. The rise of irredentism and the decline of partisan nationalism 3. Nationalism and democratisation: laying revisionism to rest? 4. The accommodation and resurgence of revisionism under Menem and the Kirchners Conclusion Bibliography Index

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Book SynopsisThe Ghost in the Constitution offers a reflection on the political use of the concept of historical memory foregrounding the case of Spain. The book analyses the philosophical implications of the transference of the notion of memory from the individual consciousness to the collective subject and considers the conflation of epistemology with ethics. A subtheme is the origins and transmission of political violence, and its endurance in the form of symbolic violence and “negationism” in the post-Franco era. Some chapters treat of specific “traumatic” phenomena such as the bombing of Guernica and the Holocaust.Trade ReviewReviews 'Intellectually engaging, thoughtful, coherent, and logically developed. Resina writes with an elegance of style uncommon among scholars ...the most apt synthesis and expansion of ideas on memory and latency that I have read in recent years.' David Herzberger, University of California Riverside‘There is ample thought-provoking material and some stimulating insight in The Ghost in the Constitution, resulting from extensive research presented in polished writing.’José Colmeiro, Journal of Spanish Cultural StudiesTable of ContentsAcknowledgments ix Introduction 1 1 Historical Memory and the Limits of Retrospection 9 2 Why Memory? Reflections on a Politics of Mourning 22 3 Memory and Imputation 39 4 Denial and the Ethics of Memory 58 5 Warming Up for the War: The Cultural Transmission of Violence in Spain since the Early Twentieth Century 72 6 Guernica as a Sign of History 103 7 Delenda est Catalonia: The Unwelcome Memory 114 8 Allez, Allez! The 1939 Exodus from Catalonia and Internment in French Concentration Camps 135 9 The Corpse in One’s Bed: Mercè Rodoreda and the Concentrationary Universe 147 10 Transatlantic Reversals: Exile and Anti-History 155 11 The Weight of Memory and the Lightness of Oblivion: The Dead of the Spanish Civil War 168 12 Between Testimony and Fiction: Jorge Semprún’s Autobiographical Memory 184 13 It Wasn’t This: Latency and Epiphenomenon of the Transition 224 14 Window of Opportunity: The Television Documentary as After-Image of the War 243 15 Anachronism and Latency in Spanish Democracy 260 16 Negationism and Freedom of Speech 276 17 Exhaustion of the Transition Pact: Revisionism and Symbolic Violence 292 Bibliography 307 Index 323

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Book SynopsisExporting Japanese Aesthetics brings together historical and contemporary case studies addressing the evolution of international impacts and influences of Japanese culture and aesthetics. The volume draws on a wide range of examples from a multidisciplinary team of scholars exploring transnational, regional and global contexts. Studies include the impact of traditional Japanese theatre and art through to the global popularity of contemporary anime and manga. Under the banner of soft power or Cool Japan, cultural commodities that originate in Japan have manifested new meanings outside Japan. By (re)mapping meanings of selected Japanese cultural forms, this volume offers an in-depth examination of how various aspects of Japanese aesthetics have evolved as exportable commodities, the motivations behind this diffusion, and the extent to which the process of diffusion has been the result of strategic planning. Each chapter presents a case study that explores perspectives that situate Japanese aesthetics within a wide-ranging field of inquiry including performance, tourism, and visual arts, as well as providing historical contexts. The importance of interrogating the export of Japanese aesthetics is validated at the highest levels of government, which formed the Office of Cool Japan in 2010, and which perhaps originated in the 19th Century at governmentally endorsed cultural courts at worlds fairs. Increased international consumption of contemporary Japanese culture provides a much needed boost to Japans weakening economy. The case studies are timely and topical. As host of the 2020 Tokyo Olympic Games and the 2025 Osaka Expo, Cool Japan will be under special scrutiny.

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Book SynopsisPakistan at Seventy-Five investigates the countrys multi-layered issues in the context of a post-colonial polity marked by diversity, heterogeneity, stratification and volatility. This wide-ranging discourse engages with diverse formal and informal actors as markers of identity, historical events and social conditions, as well as global geo-political and neo-colonial centreperiphery relations that shape narratives about the nation and the constructions of a sense of belonging. The editors and contributors utilise multi-faceted and multi-layered approaches, focusing on (1) identities, and questions of diversity and pluralism; (2) horizontal and vertical technologies and geographies of power related to questions of trust, legitimacy, participation, and governance; and (3) the distribution, deprivation and vulnerability of sociocultural, political, and human resources. Studying Pakistan has been subject to different approaches, including decolonial, indigenous, and feminist perspectives. This volume draws out alternative epistemological and methodological viewpoints: the insideroutsider conundrum, centreperiphery asymmetries, hegemonic discourses, and practices within Pakistans national/international academy. The chapter contributions are the outcome of a unique interdisciplinary research cooperation at Quaid-i-Azam University, focussing on early career researchers. Presenting a multiplicity of voices and trajectories, Pakistan at Seventy-Five provides new input to existing debates and directions for future scholarly endeavour. Contributors: Aftab Nasir, Andrea Fleschenberg, Arslan Waheed, Salman Rafi Sheikh, Sanaa Alimia, Sarah Holz, Sohaib Bodla, Wajeeha Tahir.Trade Review‘One of the world’s most inegalitarian and unevenly developed societies, Pakistan remains in search of a viable nation-building project more than seven decades after coming into existence. This volume incisively captures logics of statecraft and accumulation in both centres and peripheries as well as the struggles of youth, working classes and academic-activists to forge a viable social contract and with it, a more just future.’ Aasim Sajjad Akhtar, Assistant Professor, Quaid-i-Azam University, Islamabad, Pakistan‘This is a fascinating and brilliant collection of essays decentring knowledge production of the nation and state building in Pakistan. Illustrating a multi-level, multilayer matrix of knowledge production opening a multiplicity of voices and transversal and intersecting identities that are rarely heard in Pakistan. This is even more remarkable given the difficult research terrain that Pakistani social sciences finds itself in.’ Yunas Samad, Professor South Asian Studies / Director Political Science LUMS, Lahore, Pakistan, Emeritus Professor University of Bradford, UKTable of ContentsSeries Editor’s Preface Acknowledgments Introduction. Nation-building in Pakistan: An Outline of Narratives and Academic Discussions - Sarah Holz Development Discourses and Urban Poor: A Case Study of the Capital Development Authority (CDA) and Katchi Abadis of Islamabad - Arslan Waheed English: An Advantage or a Barrier? Reproduction of Discourses of Inequality through Education - Aftab Nasir ‘Afghan, Pakistani, or Both?’ How Afghan Migrants Are Reshaping Identity in Pakistan and the Diaspora - Sanaa Alimia Exploring Identity through Episodic Interviews: Conceptions, Perceptions and Negotiations among Students of Quaid-i-Azam University Islamabad - Wajeeha Tahir Contestation, Cooperation and Consensus: The Council of Islamic Ideology as a Platform for Consensus Building? - Sarah Holz Ideology and Identity: Pakistan’s Ideological Engineering and Baloch Nationalism - Salman Rafi Sheikh Experiencing Control of a Post-Colonial Garrison State: An Appraisal of Nation Building and Resistance in Gilgit-Baltistan - Sohaib Bodla Conclusion. Reflecting Critical Knowledge Production and Social Sciences within an (Inter-) National, Decentred Research Cooperation on ‘Ideas, Issues and Questions of Nation-building in Pakistan’ - Andrea Fleschenberg The Editors and Contributors Index

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Book SynopsisThis book examines how the political period in Spain following Franco's death, known as the Transición, is being remembered by a group of writers, filmmakers and TV producers born in the sixties and early seventies. Reading against the dominant historical account that celebrates Spain’s successful democratisation, this study reveals how recent television, film and fiction recreate this past from a generational perspective, linking the experience of the Transición to the country’s present political and financial crises. Privileging above all an emotional connection, these artists use personal feelings about the past to analyse and revisit the history of their coming-of-age years. Lost in Transition considers the implications of adopting such a subjective positioning towards history that encourages an unending narrative, always in search of more meaningful and intimate connections with the past. Taking into account recent theoretical approaches to memory studies, this book proposes a new look at the production of memory in contemporary Spain and its close relationship to popular culture, shifting the focus from what is remembered to how the past is recalled affectively to be made part of an ongoing and enduring everyday experience.Trade Review‘Lost in Transition represents another valuable addition to the burgeoning area of studies on memory in contemporary Spain…The author shows awareness and understanding of the existing research on the topic and departs from the existing bibliography by trying new critical approaches and expanding the corpus of recent works, which represents an important contribution to the field.’José Colmeiro, Journal of Spanish Cultural Studies Table of Contents[Acknowledgments] [List of Illustrations] 1. Introduction 2. Ordinary Memories: Feeling the Past 3. The Moment of Memory 4. Mediating Memory (or Telling How It Happened) 5. Transitional Stories 6. Conclusion Filmography Bibliography [Index]

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Book SynopsisIn the last quarter of the twentieth century a considerable number of Spanish films were involved in the task of essaying the nation, that is, of attempting to make it or make it over, of trying to reshape a national identity inexorably dictated by General Francisco Franco up to his death. The book explores four major issues in this regard: 1) the filmic negotiations of the borders of the nation, focusing particularly on the debated and controversial development of Basque cinema vis-à-vis the films produced in the rest of Spain; 2) the persistence of the old obsession with violence, thought of as an inescapable native trait, in a large amount of post-dictatorial films; 3) the newfound insatiable appetite for cinematic travelling, for going out and coming in through all possible variations of the road and travel movie genres; 4) and the vindication of the mother qua a benign emblem of the land and its people, of the nation. There is a narrative in Spanish cinema, taken as a collective discourse, which ties together these four cinematic topoi and proposes a nation whose specificity must be precisely its impurity—difference within as essence—a hybrid nation located in temporal and spatial rendezvous of past and present, tradition and novelty, centre and margin, inside and outside, on and beyond.Trade ReviewReviews 'Zamora's insightful observations and reflections, bolstered by illustrations, further understanding of how many recent Spanish fiction and nonfiction features have fruitfully undertaken the task of “essaying”—his term—the post-Franco nation. The thorough scholarly apparatus includes an extensive bibliography, and the volume was meticulously produced.' D West, CHOICE'Expansive in scope and analytically incisive, Featuring Post-National Spain makes a valuable and dynamic contribution to the fields of Hispanic Studies and Film and Visual Culture.' Fiona Noble, Bulletin of Spanish Visual StudiesTable of ContentsList of FiguresAcknowledgementsPrologue1. Borders (The Exemplary Basque Case)2. Violence (Spanish Eyes)3. Travel (The Transhumant Model)4. Mothers5. Final Remarks (For an Impure Nation)Works CitedIndex of NamesIndex of Film Titles and Directors

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Book SynopsisGalician audio/visual culture has experienced an unprecedented period of growth following the process of political and cultural devolution in post-Franco Spain. This creative explosion has occurred in a productive dialogue with global currents and with considerable projection beyond the geopolitical boundaries of the nation and the state, but these seismic changes are only beginning to be the subject of attention of cultural and media studies. This book examines contemporary audio/visual production in Galicia as privileged channels through which modern Galician cultural identities have been imagined, constructed and consumed, both at home and abroad. The cultural redefinition of Galicia in the global age is explored through different media texts (popular music, cinema, video) which cross established boundaries and deterritorialise new border zones where tradition and modernity dissolve, generating creative tensions between the urban and the rural, the local and the global, the real and the imagined. The book aims for the deperipheralization and deterritorialization of the Galician cultural map by overcoming long-established hegemonic exclusions, whether based on language, discipline, genre, gender, origins, or territorial demarcation, while aiming to disjoint the center/periphery dichotomy that has relegated Galician culture to the margins. In essence, it is an attempt to resituate Galicia and Galician studies out of the periphery and open them to the world.Table of ContentsList of Illustrations viiIntroduction: Peripheries are not what they used to be 1Part 1 Roots and Routes: Remapping Galician Culture in the Global Age1 Peripheral Visions, Global Positions 192 Deterritorialization and Deperipheralization: Galician Studies atthe Global Crossroads 443 Sound and Vision: All Roads Lead to Santiago 74Part 2 Peripheral Visions4 Made in Galicia: Making the Invisible Visible 1035 Reimagining Galician Cinema: Utopian Visions? 1206 The Galician Magic Kingdom: Nation and Animation from theGlocal Forest 1427 A Peripheral Focus: The Rebirth of the Novo Cinema Galego 168Part 3 Global Sounds8 Peripheral Movidas: Cannibalizing Galicia 2099 Smells Like Wild Spirit: Galician Rock Bravú, Between theRurban and the Glocal 23910 Bagpipes, Bouzoukis, and Bodhráns: The Reinvention ofGalician Folk Music 266Coda: Leaving the Periphery Behind 294Works Cited 309Index 321

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Book SynopsisOver the last decade Spain and Mexico have both produced an extraordinary wealth of television drama. Drawing on both national practices of production and reception and international theories of textual analysis this book offers the first study of contemporary quality TV drama in two countries where television has displaced cinema as the creative medium that shapes the national narrative. As dramatized societies, Spain and Mexico are thus at once reflected and refracted by the new series on the small screen.Trade ReviewReviews ‘A groundbreaking contribution to Hispanic cultural and media studies. Highly readable and well structured, the volume is a unique comparative transnational study of the two principal Spanish-language television markets/industries/cultures. Such comparative scholarship requires expertise on many levels in the two media cultures as well as a grasp of conceptual and theoretic underpinnings of mass media in the context of cultural studies, all of which Smith has in abundance and he uses his knowledge to provide a richly detailed and stimulating reading.’ Professor Marvin D'Lugo, Clark University'Dramatized Societies is an extremely valuable contribution to cultural studies. The balanced combination of introductory critical discourses on relevant issues and close readings of individual works offers a very useful and fertile grounding for seminars and classes on contemporary Spanish and Latin-American television.'Mario Santana, Bulletin of Spanish Visual Studies‘Clear, yet erudite and peppered with witty asides, this book is as informative as it is pleasurable … This book works on multiple levels. Not only does it shed light upon little-known quality TV series, but on a meta-critical level, it is a model for successfully approaching the challenges of television studies.’ Olivia Cosentino, Revista de Estudios HispánicosTable of ContentsIntroduction: Cold Opens Part I: Spain 1 The TV Mini-series as historical memory: from the 23-F (TVE-1, 2009) to Marisol (Antena 3, 2009) (6803) 2 Transnational telenovela redux: Sin tetas no hay paraíso(Telecinco, 2008-9) (11162) 3 Youth culture in television: El internado (Antena 3, 2007-10), Física o química (Antena 3, 2008-11) (10513) 4 Post-colonial TV: El tiempo entre costuras (Antena 3, 2013-14) and El Príncipe (Telecinco, 2014) (13552) Part II: Mexico 5 Educational TV: XY (Canal 11, 2009-12) (11448) 6 Aesthetic TV: Soy tu fan (Canal 11, 2010-12), Pacientes(Canal 11, 2012-13) (9106) 7 Race on TV: Crónica de castas (Canal 11, 2014) (9876) 8 HBO Latino Effect: Capadocia (HBO Latino, 2008-12)(11442) Conclusion: Love Bites

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Book SynopsisThe ultimate guide to understanding politics from multi-award-winning children's magazine The Week Junior, perfect for helping children make sense of the world around them.

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Book SynopsisDuring Suharto's New Order (1966-1998), the ethnic Chinese expanded Indonesia's economy (and their own wealth) but, paradoxically, were marginalized and discriminated against in all social spheres - culture, language, politics, entrance to state-owned universities, and public service and public employment. Following the fall of Suharto, and the anti-Chinese riots in May 1998, Indonesia underwent a process of "Reformasi" and democratization, whereby for the first time in several decades Chinese culture became more visible. Many ethnic Chinese took advantage of the new democratic space to establish political parties, non-governmental organizations, and action groups in order to fight for the abolition of discriminatory laws, to defend their rights, and to promote solidarity between ethnic groups in Indonesia. They utilized the Reformasi atmosphere to promote pluralism and multiculturalism, and to liberate their long-suppressed identity and cultural heritage. This book dissects the complex meanings of "Chineseness" in post-1998 Indonesia, including the ways in which the policy of multiculturalism enabled such a resurgence, the forces that shaped it, and the possibilities for resinicisation. The author examines the ethnic Chinese self-identify, and investigates how the pribumi "Other" has contributed to identifying the ethnic boundary in terms of race and class. A unique aspect of the study is its discussion of the complexities of the cultural crossing, borrowing, and mixing experience of Chinese-Indonesians through localization and globalization.Table of ContentsIntroduction: A Problematic Identity; Approaches to Accommodating Chineseness; Historical Constructions of Chinese Identity; Chinese "Culture" and Self-Identity; Heterogeneity and Internal Dynamics of Chinese Politics; Re-Emergence of the Chinese Press; "Race", Class and Stereotyping: Pribumi Perceptions of Chineseness; Preserving Ethnicity: Negotiating Boundary Maintenance and Border-Crossing; Conclusion: Reconceptualising Chineseness.

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Book SynopsisThis book examines life trajectories among three categories of women living beyond the bounds of heteronormativity in Jakarta and Delhi, two major cities with substantively different religious and social values: women who have lost their husbands, either through divorce or death; sex workers; and young, urban lesbians. Delhi has a large Hindu majority and a sizeable Muslim minority, amongst other religious and cultural pluralities. The Indian state is constitutionally committed to secularism and equal respect to all regions despite right-wing Hindu fundamentalism. Jakarta is the capital of a sprawling archipelago with a large variety of ethnic cultures, Indonesia having the largest Muslim population of the world, as well as sizeable ethnic and religious minorities comprising Christians, Hindus, Buddhists and others. The Indonesian state is constitutionally secular, but religion plays a large role in public life and is embedded in regulations that strongly impact people's private lives. Recently, there have been strong political currents to impose stricter Islamic codes. The public arena of sexual politics, in which the media play an important role, is explored in both cities. Hot sex is a major media selling point, particularly in Indonesia. Heteronormativity entails a system of symbolic violence in the sense that it punishes those that it excludes and polices those that it includes; the ways its powers are subverted are likewise symbolic. Passionate aesthetics refers to the dynamics, motivations, codes of behavior and presentation, subjectivities and identities that together make up the complex workings of erotic attraction, sexual relations and partnerships patterns. By charting the lives of women who live beyond the boundaries of the heteronormative, commonalities are revealed; boundaries and regulatory mechanisms in the context of symbolic violence are delineated; and the issue of the struggle for sexual rights for marginalised groups, and their open rebellion, brought to the fore. At the heart of the book lies elaboration of the ways Asian families are constructed -- their social, economic, sexual and religious agency, and how these engage with state-led values.Table of ContentsThe Essays; Apparatus; Translations into English; Style, notes, & chronology; Using the Works Cited; A Biography of Laura Esquivel; An Introduction to Esquivel Criticism; Like Water for Chocolate Like Water for Chocolate: The novels early critical reception; Like Water for Chocolate: The novel & the critics; Like Water for Chocolate: The film & the critics; The Law of Love; Swift as Desire; Malinche: A Novel; Future directions in Esquivel criticism; Laura Esquivels Mexican Chocolate; El chocolate mexicano de Laura Esquivel; Crossing Gender Borders: Subversion of Cinematic Melodrama in Like Water for Chocolate; Unmasked Men: Sex Roles in Like Water for Chocolate; The Absence of God & the Presence of Ancestors in Laura Esquivels Like Water for Chocolate; Gendered Spaces, Gendered Knowledge: A Cultural Geography of Kitchenspace in Central Mexico; Transformation, Code, & Mimesis: Healing the Family in Like Water for Chocolate; Cultural Identity & the Cosmos: Laura Esquivels Predictions for a New Millennium in The Law of Love; Laura Esquivels Quantum Leap in The Law of Love; The Two Mexicos of Swift as Desire; Malinche: Fleshing out the Foundational Fictions of the Conquest of Mexico; Esquivels Malinalli: Refusing the Last Word on La Malinche; Esquivels Fiction in the Context of Latin American Womens Writing; Glossary of Spanish & Nahuatl Words & Phrases; Index.

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Book SynopsisThis pioneering book is the first to argue that cinema and television in Spain only make sense when considered together as twin vehicles for screen fiction. The Spanish audiovisual sector is now one of the most successful in the world, with feature films achieving wider distribution in foreign markets than nations with better known cinematic traditions and newly innovative TV formats, already dominant at home, now widely exported. Beyond the industrial context, which has seen close convergence of the two media, this book also examines the textual evidence for crossover between cinema and television at the level of narrative and form. The book, which is of interest to both Hispanic and media studies, gives new readings of some well-known texts and discovers new or forgotten ones. For example it compares Almodóvar’s classic feature Mujeres al borde de un ataque de nervios (‘Women on the Verge of a Nervous Breakdown’) with his production company El Deseo’s first venture into TV production, the 2006 series also known as Mujeres (‘Women’). It also reclaims the lost history of female flat share comedy on Spanish TV from the 1960s to the present day. It examines a wide range of prize winning workplace drama on TV, from police shows, to hospital and legal series. Amenábar’s Mar adentro (‘The Sea Inside’) an Oscar-winning film on the theme of euthanasia, is contrasted with its antecedent, an episode of national network Tele5’s top-rated drama Periodistas. The book also traces the attempt to establish a Latin American genre, the telenovela, in the very different context of Spanish scheduling. Finally it proposes two new terms: ‘Auteur TV’ charts the careers of creators who have established distinctive profiles in television over decades; ‘sitcom cinema’ charts, conversely, the incursion of television aesthetics and economics into the film comedies that have proved amongst the most popular features at the Spanish box office in the last decade.Trade ReviewSmith is a passionate critic, an original and thorough cultural historian and a completely engaging writer (qualities that don’t often come together). Readers of all stripes will come away richly rewarded by this book. Kathleen VernonTable of Contents List of Illustrations Acknowledgements Introduction: Between Cinema and Television City Girls I: Almodóvar’s Women on Film and Television City Girls II: Television’s Urban Women, Pre- and Post-Almodóvar Crime Scenes: Police Drama on Television Dramatic Professions: Workplace Fiction on Television Two Suicides and a Funeral: The Euthanasia Debate on Film and Television Transnational Telenovela: From Mexico to Madrid, via Barcelona Auteur TV: Case Studies in Creativity Sitcom Cinema: Case Studies in Convergence Index

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Book SynopsisIn the context of renewed debates about diversity and cohesion, this book interrogates contemporary claims about race and migration. It demonstrates that many of the claims are myths, presenting evidence in support of and in opposition to them in an accessible yet academically rigorous manner. The book combines an easy-to-read overview of the subject with innovative new research. It tackles head-on questions about levels of immigration, the contribution of immigrants, minority self-segregation, ghettoisation and the future diversity of the population. The authors argue that the myths of race and migration are the real threat to an integrated society and recommend that focus should return to problems of inequality and prejudice.Trade Review"..a very accessible, easy-to-read counter-argument to the many ill-informed headline-grabbing race and immigration 'factoids'..." Joy Thompson, LariaNews 'sleepwalking to segregation'? is a valuable tool, which combats the untruths and misinformation that pervade current policies on 'race relations' and race.' - Jon Burnett in Race & Class"Very useful for those researching multicultural Britain...[providing] myth-breaking that is urgent and necessary in challenging the current climate" Sociological Imagination"Nissa Finney and Ludi Simpson have produced an authoritative guide to evidence on immigration and segregation, in plain language. This book will help journalists and politicians to treat these issues with the seriousness they deserve, and hesitate before making alarmist claims that have no basis in fact." Jon Cruddas, MP"In an area where unwarranted generalisations and myths are all too common, and derive their plausibility from the current climate of moral panic, this well-researched and carefully argued book represents a welcome contribution. Based on a consistent line of thought, it should do much to improve the quality of public discourse on this vexed subject. It might provoke disagreement from time to time, and that reinforces its value." Lord Bhikhu Parekh, Professor of Political Philosophy, University of Westminster"If you want to know what has really been happening in Britain in terms of ethnic segregation, how many ghettos exist, or whether immigration is a threat to social solidarity, this is the book to read." Danny Dorling, Professor of Human Geography, University of Sheffield"An accessible and authoritative book which is much needed and hits the spot admirably." Chris Gaine, Professor of Applied Social Policy, University of ChichesterTable of ContentsIntroduction; Making sense of race statistics; Challenging the myth that "Britain takes too many immigrants"; Challenging the myth that "so many minorities can't be integrated"; Challenging the myth that "minorities don't want to integrate"; Challenging the myth that "Britain is becoming a country of ghettos"; Challenging the myth of "minority white cities"; Conclusion; Myths and counterarguments: a quick reference summary.

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Book SynopsisThe long-awaited tenth collection of poetry from the Shelley Memorial Prize-winning poet Lucille Clifton.Trade ReviewFrom Publishers WeeklyIn a long career, Clifton has earned that rare combination of critical acclaim (including two Pulitzer Prize nominations) and a wide popular audience. Heir to Langston Hughes's deceptively ordinary voice, Clifton crafts brief lines and accessible metaphors into a profound and often humorous commentary on the rich survival skills of women, family love and contemporary American?particularly African American?life. Her cogent 10th collection charts a treacherous terrain of personal and historic tragedy. She confronts breast cancer with an impressive delicacy, as in "scar": "I will call you/ ribbon of hunger/ and desire/ empty pocket flap/ edge of before and after.// and you/ what will you call me?" A poetic sequence called "A Term in Memphis" penetrates Southern history, allowing the revelations of honest anger to operate as antidote?not comfort?for bigotry. Often drawn to religious themes, Clifton ambitiously explores contradictions of the Bible's King David, a poet and a soldier who "stands in the tents of history/ bloody skull in one hand, harp in the other...." With her sustaining ability to spin pain into beauty, Clifton redeems the human spirit from its dark moments. She is among our most trustworthy and gifted poets.

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Book SynopsisFernan Gonzalez lived from about AD 910 to 970. The popular image of him is of a fearsome warrior who gave his people protection from their enemies (both Muslim and Christian), and a wise and respected lord who enabled them to live in security and harmony. He was generally accepted to have played a strategic role in achieving independence for Castile and freeing it from dominance by the kingdom of Leon. The Poema de Fernan Gonzalez was composed (by an unknown author) in the mid-thirteenth century as an enduring celebration of his triumphs and account of his life and deeds. Fact and legend have become intertwined and there is much within its stanzas that is certainly not closely based on historic facts! This new translation is set against a detailed study of the historic context of the Castillian conflicts and a factual account of the life and achievements of Fernan Gonzalez. The political situation of the time in which the poem was composed is also considered, as is the manner in which the‘history' it espouses came to be handed down over three centuries, the possibility of a pre-existing rich oral tradition surrounding this iconic figure, and the possible sources employed by the poet in constructing the poem.Table of ContentsAcknowledgements Map of the county of Castile after 932 as depicted in the Poema de Fernán González Map of the Iberian Peninsula in 1252 From the Islamic invasion to the reign of Alfonso X: a chronology The dynasty of the counts of Castile in the early tenth century The rulers of Castile (House of Burgundy): 1126-1284 Illustrations Introduction 1. The tale of Fernán González (i) The figure of Fernán González: the intertwining of fact and legend (ii) The manuscript of the Poema de Fernán González and evidence of its missing content (iii) The account of the hero’s deeds in the Poema de Fernán González and its relationship with historical fact (iv) The epic,‘popular’ and ‘learned’ (v) The Poema de Fernán González and epic tradition 2. Inventing the past: a tenth-century hero in a thirteenth-century context (i) The recovery of Christian Spain, the rise of the kingdom of León and the emergence of the county of Castile (ii) The career and achievements of Fernán González (iii) After Fernán González: the age of al-Mansur, conflict among the Christian kingdoms and their eventual supremacy over the Muslims (iv) The twelfth century: the re-emergence of Navarre and rivalry between Castile and León (v) The Plantagenets, the Castilian monarchy and an age of triumph (vi) The Castilian court: a centre of learning and literary creation (vii) The invention of a historical tradition (viii) The monastery of San Pedro de Arlanza and its part in the development of a tradition (ix) The reign of Alfonso X, the crisis of 1253-1255 and the African crusade: the background to the composition of the Poema de Fernán González 3. Men of learning and juglares: the art of the mester de clerecía and the use of stylistic features associated with oral poetry (i) The Libro de Alexandre and the mester de clerecía (ii) Elements of oral narrative poetry incorporated in the work of the clerecía poets: direct speech, direct address and features of the spoken language (iii) Other features of oral-formulaic style:‘epic’ epithets, ‘pair phrases’ and ‘physical expressions’ (iv) The Poema de Fernán González and the world of learning (v) The construction of the Poema: features of folk narrative? (vi) The creation of the Poema: drawing together the materials 4. Kingship and the social order, conquest and crusade: the themes of the Poema de Fernán González (i) The portrait of the hero (ii) Sancha: a heroine in a masculine world of conflict (iii) Castile and the Castilians: a chosen people (iv) The Crown of Castile under Alfonso X: king and state, loyalty and treachery (v) Fernán González: a model and inspiration for a thirteenth-century monarch in a time of conflict (vi) Castile and León (vii) Christianity and Islam: the ruler’s duty (viii) Interpreting the Poema (ix) Binding the poem together: the image of the hunt 5. Note on the Spanish text 6. The translation Select bibliography The POEMA DE FERNÁN GONZÁLEZ: text, translation and notes

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Book Synopsis

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Book Synopsis

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Book SynopsisJüngste Entwicklungen in den Geisteswissenschaften (so auch in den Philologien) sind geprägt von der Aufmerksamkeit für kulturelle Pluralität und interkulturelle Konstellationen. Dabei arbeiten interdisziplinär bestimmte Forschungen häufig mit Begriffen des Raumes. Grenzräume' orientieren sich hin zu einer zentralen Achse: der Grenze, die trennen, zuordnen oder verbinden kann. Solche Abgrenzungen und Grenzüberschreitungen sind als lebensgeschichtliche Erfahrungen und literarische Darstellungen das Thema der Beiträge dieses Bandes. Das Spektrum reicht vom Alten Testament bis hin zur Literatur der jüngsten Gegenwart. Zum Paradigma für Leben und Erfahrungen in Grenz- und Konflikträumen wird dabei das jüdische Erbe unserer Geistes- und Kulturlandschaft.

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Book SynopsisIm Jahr 1782 wurde in Österreich das Toleranzpatent für Juden erlassen. Von dieser Zeit bis zum Ersten Weltkrieg traten in Wien an die 6000 Juden zum Protestantismus über. Viele heirateten gleich nach der Taufe, andere wieder änderten ihren Namen: Kaufleute, Akademiker, Studenten und einfache Leute. Aus den Gesuchen um Namensänderung erfahren wir auch von den Motiven, die zur Annahme der Taufe geführt haben. Die Darstellung basiert auf einer Gesamtaufnahme von evangelischen Taufmatriken in Wien, protestantische Konvertiten betreffend. Der 2. Teil, die Selektiven Edition, möge hilfreich sein für weiterführende sozialgeschichtliche, biographische und genealogische Studien. Die Konvertiten werden hier nach Familien zusammengefaßt: Ehepaare, Eltern mit ihren Kindern, Geschwister mit den in den Quellen überlieferten Eckdaten (Geburts- und Taufdatum), Angaben zur Herkunft, zu den Eltern, zum Beruf, mit weiterführenden Quellenverweisen und gegebenenfalls kurzbiographischen Notizen.

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Book SynopsisThe History of Education Series, presents historical analyses and interpretations of matters of concern to education. Each volume in the series is developed and edited in partnership with the Organization of Educational Historians, who, since 1965, has endeavored to promote the pursuit of educational history through opportunities for presentation and discussion of papers at annual meetings, to advance and improve the teaching of the history of education in institutions of higher education, to cultivate fruitful relationships between scholars in the history of education, and to encourage promising young scholars in the field of history of education.Trade ReviewWithout question, Breakthrough: From Pandemic Panic to Promising Practice, is a volume that will stand out as a major contribution to our understanding of COVID-19 and its unfolding impact on education and society. Under the guidance of Drs. McCarther and Davis, the contributing authors provide an excellent explication of the devastating impact of COVID-19 while at the same time presenting voices of hope and promise with its emphasis on human sacrifice, endurance, and resilience to survive. This is a must read!"" — Bruce A. Jones, Howard University

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