Founded by Mexican American men in 1929, the League of United Latin-American Citizens (LULAC) has usually been judged according to Chicano nationalist standards of the late 1960s and 1970s. Drawing on extensive archival research, including the personal papers of Alonso S. Perales and Adela Sloss-Vento, No Mexicans, Women, or Dogs Allowed presents the history of LULAC in a new light, restoring its early twentieth-century context. Cynthia Orozco also provides evidence that perceptions of LULAC as a petite bourgeoisie, assimilationist, conservative, anti-Mexican, anti-working class organization belie the realities of the group's early activism. Supplemented by oral history, this sweeping study probes LULAC's predecessors, such as the Order Sons of America, blending historiography and cultural studies. Against a backdrop of the Mexican Revolution, World War I, gender discrimination, and racial segregation, No Mexicans, Women, or Dogs Allowed recasts LULAC at the forefront of civil rights movements in America.
Winner of the 2000 Outstanding Book Award presented by the American Educational Research Association Winner of the 2001 American Educational Studies Association Critics' Choice Award Honorable Mention, 2000 Gustavus Myers Outstanding Book Awards Subtractive Schooling provides a framework for understanding the patterns of immigrant achievement and U.S.-born underachievement frequently noted in the literature and observed by the author in her ethnographic account of regular-track youth attending a comprehensive, virtually all-Mexican, inner-city high school in Houston. Valenzuela argues that schools subtract resources from youth in two major ways: firstly by dismissing their definition of education and secondly, through assimilationist policies and practices that minimize their culture and language. A key consequence is the erosion of students' social capital evident in the absence of academically oriented networks among acculturated, U.S.-born youth.
Since the 1980s Chicana writers including Gloria Anzaldúa, Cherríe Moraga, Sandra Cisneros, Ana Castillo, and Alma Luz Villanueva have reworked iconic Mexican cultural symbols such as mother earth goddesses and La Llorona (the Wailing Woman of Mexican folklore), re-imagining them as powerful female figures. After reading the works of Chicana writers who created bold, powerful, and openly sexual female characters, Debra J. Blake wondered how everyday Mexican American women would characterize their own lives in relation to the writers’ radical reconfigurations of female sexuality and gender roles. To find out, Blake gathered oral histories from working-class and semiprofessional U.S. Mexicanas. In Chicana Sexuality and Gender, she compares the self-representations of these women with fictional and artistic representations by academic-affiliated, professional intellectual Chicana writers and visual artists, including Alma M. López and Yolanda López. Blake looks at how the Chicana professional intellectuals and the U.S. Mexicana women refigure confining and demeaning constructions of female gender roles and racial, ethnic, and sexual identities. She organizes her analysis around re-imaginings of La Virgen de Guadalupe, La Llorona, indigenous Mexica goddesses, and La Malinche, the indigenous interpreter for Hernán Cortés during the Spanish conquest. In doing so, Blake reveals how the professional intellectuals and the working-class and semiprofessional women rework or invoke the female icons to confront the repression of female sexuality, limiting gender roles, inequality in male and female relationships, and violence against women. While the representational strategies of the two groups of women are significantly different and the U.S. Mexicanas would not necessarily call themselves feminists, Blake nonetheless illuminates a continuum of Chicana feminist thinking, showing how both groups of women expand lifestyle choices and promote the health and well-being of women of Mexican origin or descent.
NATIONAL BESTSELLER • For anyone who wants to learn a foreign language, this is the method that will finally make the words stick. “A brilliant and thoroughly modern guide to learning new languages.”—Gary Marcus, cognitive psychologist and author of the New York Times bestseller Guitar Zero At thirty years old, Gabriel Wyner speaks six languages fluently. He didn’t learn them in school—who does? Rather, he learned them in the past few years, working on his own and practicing on the subway, using simple techniques and free online resources—and here he wants to show others what he’s discovered. Starting with pronunciation, you’ll learn how to rewire your ears and turn foreign sounds into familiar sounds. You’ll retrain your tongue to produce those sounds accurately, using tricks from opera singers and actors. Next, you’ll begin to tackle words, and connect sounds and spellings to imagery rather than translations, which will enable you to think in a foreign language. And with the help of sophisticated spaced-repetition techniques, you’ll be able to memorize hundreds of words a month in minutes every day. This is brain hacking at its most exciting, taking what we know about neuroscience and linguistics and using it to create the most efficient and enjoyable way to learn a foreign language in the spare minutes of your day.
Mexican American women have endured several layers of discrimination deriving from a strong patriarchal tradition and a difficult socioeconomic and cultural situation within the US ethnic and class organization. However, there have been groups of women who have defied their fates at different times and in diverse forms. Mexican American Women, Dress, and Gender observes how Pachucas, Chicanas, and Cholas have used their body image (dress, hairstyle, and body language) as a political tool of deviation and attempts to measure the degree of intentionality in said oppositional stance. For this purpose and, claiming the sociological power of photographs as a representation of precise sociohistorical moments, this work analyzes several photographs of women of said groups; with the aim of proving the relevance of "other" body images in expressing gender and ethnic identification, or disidentification from the mainstream norm. Proposing a diachronic, comparative approach to young Mexican American women, this monograph will appeal to students and researchers interested in Chicano History, Race and Ethnic Studies, American History, Feminism, and Gender Studies.
A comprehensive history of the struggle to define womanhood in America, from the seventeenth to the twenty-first century “An intelligently provocative, vital reading experience. . . . This highly readable, inclusive, and deeply researched book will appeal to scholars of women and gender studies as well as anyone seeking to understand the historical patterns that misogyny has etched across every era of American culture.”—Kirkus Reviews “A comprehensive and lucid overview of the ongoing campaign to free women from ‘the tyranny of old notions.’”—Publishers Weekly What does it mean to be a “woman” in America? Award-winning gender and sexuality scholar Lillian Faderman traces the evolution of the meaning from Puritan ideas of God’s plan for women to the sexual revolution of the 1960s and its reversals to the impact of such recent events as #metoo, the appointment of Amy Coney Barrett to the Supreme Court, the election of Kamala Harris as vice president, and the transgender movement. This wide-ranging 400-year history chronicles conflicts, retreats, defeats, and hard-won victories in both the private and the public sectors and shines a light on the often-overlooked battles of enslaved women and women leaders in tribal nations. Noting that every attempt to cement a particular definition of “woman” has been met with resistance, Faderman also shows that successful challenges to the status quo are often short-lived. As she underlines, the idea of womanhood in America continues to be contested.
This volume brings together diverse, cross-disciplinary scholarly voices to examine gender construction in children's and young adult literature. It complements and updates the scholarship in the field by creating a rich, cohesive examination of core questions around gender and sexuality in classic and contemporary texts. By providing an expansive treatment of gender and sexuality across genres, eras, and national literature, the collection explores how readers encounter unorthodox as well as traditional notions of gender. It begins with essays exploring how children's and YA literature construct communities formed by gender, ethnicity, sexuality, and in face-to-face and virtual spaces. Section II's central focus is how gendered identities are formed, unpacking how texts for young readers ranging from Amish youth periodicals to the blockbuster Divergent series trace, reproduce, and shape gendered identity socialization. In section III, the essential literary function of translating trauma into narrative is addressed in classics like Anne of Green Gables and Pollyanna, as well as more recent works. Section IV's focus on sexuality and romance encompasses fiction and nonfiction works, examining how children's and young adult literature can serve as a regressive, progressive, and transgressive site for construction meaning about sex and romance. Last, Section IV offers new readings of paratextual features in literature for children -- from the classic tale of Cinderella to contemporary illustrated novels. The key achievement of this volume is providing an updated range of multidisciplinary and methodologically diverse analyses of critically and commercially successful texts, contributing to the scholarship on children's and YA literature; gender, sexuality, and women's studies; and a range of other disciplines.
Explore sociology′s key concepts, theories, methods, and original voices--all in one innovative text. Imagining Society: An Introduction to Sociology is an versatile and economical resource for your introductory course. With this single text, you can: Teach the discipline’s history, key concepts, subfields, and contributions to social science. Expose students to the central building blocks of sociology—short excerpts from the original works of classical and contemporary sociologists. Explain sociology’s key theoretical insights by connecting them to specific issues. Describe and illustrate the methods used by sociologists—not just in the opening chapter, but throughout the entire text. Engage students in thoughtful, self-directed projects and activities. This title is accompanied by a complete teaching and learning package.
While many educators acknowledge the challenges of a curriculum shaped by test preparation, implementing meaningful new teaching strategies can be difficult. Active Learning presents an examination of innovative, interactive teaching strategies that were successful in engaging urban students who struggled with classroom learning. Drawing on rich ethnographic data, the book proposes participatory action research as a viable approach to teaching and learning that supports the development of multiple literacies in writing, reading, research and oral communication. As Wright argues, in connecting learning to authentic purposes and real world consequences, participatory action research can serve as a model for meaningful urban school reform. After an introduction to the history and demographics of the working-class West Coast neighborhood in which the described PAR project took place, the book discusses the "pedagogy of praxis" method and the project’s successful development of student voice, sociopolitical analysis capacities, leadership skills, empowerment and agency. Topics addressed include an analysis and discussion of the youth-driven PAR process, the reactions of student researchers, and the challenges for adults in maintaining youth and adult partnerships. A thought-provoking response to current educational challenges, Active Learning offers both timely implications for educational reform and recommendations to improve school policies and practices.
Secondary ELA teachers, be excited: here at last is that crash course in utilizing the best of what we already know about teaching reading, writing, and language to ensure our English learners thrive. Take Penny Kittle and Donalyn Miller’s reader’s workshops. Take Kylene Beers and Robert Probst’s "signposts." Take the best writing techniques advanced by the National Writing Project. Take Jim Burke’s essential questions for life. Award-winning EL authorities Mandy Stewart and Holly Genova describe immediate adaptations you can put in place to simultaneously build your ELs’ language and literacy, while affirming their languages, cultures, and unique lived experiences. A rare blend of the humane and practical, But Does This Work with English Learners? is a book on how to leverage our ELs’ full linguistic repertoires in the ELA classroom, while remaining sensitive to those barriers that could restrict learning. With this book as your guide, you’ll learn how to: Look beyond the labels, and better understand the diversity of ELs, English language proficiency levels, and sociopolitical influences Teach and assess through reader’s workshop, recognizing where comprehensible input fits in and adapting recurring features like support, choice, conferencing, and academic conversations Teach and assess through writer’s workshops, including modifications to quick-writes, minilessons, conferencing, sharing, and more Teach through structures and community with classroom schedules and behavior norms, and activities like All About Me Paragraphs and Six Things You Need to Know About Me Listicles Embrace identity in inquiry cycles via research and family interviews, mentor texts and essays, pictorial autobiographies, memory paragraphs, and more Answer your own FAQs such as How do I teach students if I don’t know their language? What about grammar? How do I teach the grade-level ELA standards while I teach the language? "As you read this book," Mandy and Holly write, "our hope is that you will begin to see your students as multilinguals—people who already have language as well as a wealth of knowledge and are just adding English to that great repertoire." If you have even a single English learner in your classroom, we urge you to read this book and institute its practices. Right away! "Mandy Stewart and Holly Genova have given us a primer for the evolving complexities of our classroom melting pots, a map for navigating the murky waters of regulations, and most importantly, a recipe for opening our arms to children from all over the world. They welcome them with thoughts like ‘A foreign accent is a sign of bravery.’" ~Gretchen Bernabei, Coauthor of Fun-Sized Academic Writing for Serious Learning "After reading this book, I was left with the feeling that I learned something new on every page--something that I had previously either wondered about or struggled to understand. Mandy Stewart and Holly Genova are the guides we all need to help us understand and better address the needs of our English learners." ~Jim Burke, Author of The English Teacher’s Companion
