This book offers an in-depth engagement with the growing body of Anglophone Arab fiction in the context of theoretical debates around memory and identity. Against the critical tendency to dismiss nostalgia as a sentimental trope of immigrant narratives, Qutait sheds light on the creative uses to which it is put in the works of Rabih Alameddine, Ahdaf Soueif, Hisham Matar, Leila Aboulela, Randa Jarrar, Rawi Hage, and others. Arguing for the necessity of theorising cultural memory beyond Eurocentric frameworks, the book demonstrates how Arab novelists writing in English draw on nostalgia as a touchstone of Arabic literary tradition from pre-Islamic poetry to the present. Qutait situates Anglophone Arab fiction within contentious debates about the place of the past in the Arab world, tracing how writers have deployed nostalgia as an aesthetic strategy to deal with subject matter ranging from the Islamic golden age, the era of anti-colonial struggle, the failures of the postcolonial state and of pan-Arabism, and the perennial issue of the diaspora's relationship to the homeland. Making a contribution to the transnational turn in memory studies while focusing on a region underrepresented in this field, this book will be of interest for researchers interested in cultural memory, postcolonial studies and the literatures of the Middle East.

Gender, Continuity, and the Shaping of Modernity in the Arts of East Asia, 16th-20th Centuries explores women's and men's contributions to the arts and gendered visual representations in China, Korea, and Japan from the premodern through modern eras. A critical introduction and nine essays consider how threads of continuity and exchanges between the cultures of East Asia, Europe, and the United States helped to shape modernity in this region, in the process revealing East Asia as a vital component of the trans-Pacific world. The essays are organized into three themes: representations of femininity, women as makers, and constructions of gender, and they consider examples of architecture, painting, woodblock prints and illustrated books, photography, and textiles. Contributors are: Lara C. W. Blanchard, Kristen L. Chiem, Charlotte Horlyck, Ikumi Kaminishi, Nayeon Kim, Sunglim Kim, Radu Leca, Elizabeth Lillehoj, Ying-chen Peng, and Christina M. Spiker. Gender, Continuity, and the Shaping of Modernity in the Arts of East Asia, 16th-20th Centuries is now available in paperback for individual customers.

The period between the Roman take-over of Egypt (30 BCE) and the failure of the Jewish diaspora revolt (115-117 CE) witnessed the continual devaluation in the status of the Jews in Egypt, and culminated in the destruction of its Jewish community. This volume collects and presents all papyri, ostraca, amulets and inscriptions from this early Roman period connected to Jews and Judaism, published since 1957. It is a follow-up of the 1960 volume 2 of the Corpus Papyrorum Judaicarum. It includes over 80 documents in Greek, Demotic, and Hebrew, both documentary and literary. The expansion of the scope of documents, to include languages other than Greek and genres beyond the documentary, allows for a better understanding of the life of the Jews in Egypt. The documents published in this volume shed new light on aspects discussed previously: The Demotic papyri better explain the Jewish settlement in Edfu, new papyri reveal more about Jewish tax, about the Acta papyri, and about the developments of the Jewish revolt. The magical papyri help explain cultural developments in the Jewish community of Egypt. This volume is thus a major contribution to the study of the decline of the greatest diaspora Jewish community in antiquity.

Conflict and cooperation have shaped the American Southwest since prehistoric times. For centuries indigenous groups and, later, Spaniards, French, and Anglo-Americans met, fought, and collaborated with one another in this border area stretching from Texas through southern California. To explore the region's complex past from prehistory to the U.S. takeover, this book uses an unusual multidisciplinary approach. In interviews with ten experts, Deborah and Jon Lawrence discuss subjects ranging from warfare among the earliest ancestral Puebloans to intermarriage and peonage among Spanish settlers and the Indians they encountered. The scholars interviewed form a distinguished array of archaeologists, anthropologists, ethnohistorians, and historians: Juliana Barr, Brian DeLay, Richard and Shirley Flint, John Kessell, Steven LeBlanc, Mark Santiago, Polly Schaafsma, David J. Weber, and Michael Wilcox. All speak forthrightly about complex and controversial issues, and they do so with minimal academic jargon and temporizing, bringing the most reliable information to bear on every subject they discuss. Themes the authors address include the origin and scope of conflicts between ethnic groups and the extent of accommodation, cooperation, and cross-cultural adaptation that also ensued. Seven interviews explore how Indians forced colonizers to modify their behavior. All of the experts explain how they deal with incomplete or biased sources to achieve balanced interpretations. As the authors point out, no single discipline provides a complete, accurate historical picture. Spanish documents must be sifted for political and ideological distortion, the archaeological record is incomplete, and oral traditions erode and become corrupted over time. By assembling the most articulate practitioners of all three approaches, the authors have produced a book that will speak to general readers as well as scholars and students in a variety of fields.

The 1830s forced removal of Cherokees from their southeastern homeland became the most famous event in the Indian history of the American South, an episode taken to exemplify a broader experience of injustice suffered by Native peoples. In this book, Andrew Denson explores the public memory of Cherokee removal through an examination of memorials, historic sites, and tourist attractions dating from the early twentieth century to the present. White southerners, Denson argues, embraced the Trail of Tears as a story of Indian disappearance. Commemorating Cherokee removal affirmed white possession of southern places, while granting them the moral satisfaction of acknowledging past wrongs. During segregation and the struggle over black civil rights, removal memorials reinforced whites' authority to define the South's past and present. Cherokees, however, proved capable of repossessing the removal memory, using it for their own purposes during a time of crucial transformation in tribal politics and U. S. Indian policy. In considering these representations of removal, Denson brings commemoration of the Indian past into the broader discussion of race and memory in the South.

"Winner of the 2011 New Mexico Book Award in the multi-cultural catagory"

Jlin-tay-i-tith, better known as Loco, was the only Apache leader to make a lasting peace with both Americans and Mexicans. Yet most historians have ignored his efforts, and some Chiricahua descendants have branded him as fainthearted despite his well-known valor in combat. In this engaging biography, Bud Shapard tells the story of this important but overlooked chief against the backdrop of the harrowing Apache wars and eventual removal of the tribe from its homeland to prison camps in Florida, Alabama, and Oklahoma.

Tracing the events of Loco's long tenure as a leader of the Warm Springs Chiricahua band, Shapard tells how Loco steered his followers along a treacherous path of unforeseeable circumstances and tragic developments in the mid-to-late 1800s. While recognizing the near-impossibility of Apache-American coexistence, Loco persevered in his quest for peace against frustrating odds and often treacherous U.S. government policy. Even as Geronimo, Naiche, and others continued their raiding and sought to undermine Loco's efforts, this visionary chief, motivated by his love for children, maintained his commitment to keep Apache families safe from wartime dangers.

Based on extensive research, including interviews with Loco's grandsons and other descendants, Shapard's biography is an important counterview for historians and buffs interested in Apache history and a moving account of a leader ahead of his time.

Illuminates how religion has shaped Latino politics and community building Too often religious politics are considered peripheral to social movements, not central to them. Faith and Power: Latino Religious Politics Since 1945 seeks to correct this misinterpretation, focusing on the post-World War II era. It shows that the religious politics of this period were central to secular community-building and resistance efforts. The volume traces the interplay between Latino religions and a variety of pivotal movements, from the farm worker movement to the sanctuary movement, offering breadth and nuance to this history. This illuminates how broader currents involving immigration, refugee policies, de-industrialization, the rise of the religious left and right, and the Chicana/o, immigrant, and Puerto Rican civil rights movements helped to give rise to political engagement among Latino religious actors. By addressing both the influence of these larger trends on religious movements and how the religious movements in turn helped to shape larger political currents, the volume offers a compelling look at the twentieth-century struggle for justice.

In its totality, this book explores subjects that are rarely available in primary literature publications and brings diverging fields together that are generally addressed separately in specialty journals. The book argues that past school failures are instructive. The author identifies the structural and emotional triggers that make it difficult for educators' to overcome the social constructs that control the progress of Black students, reproduce inequities, subvert the socio-economic progress of the nation, and threaten the legitimacy of the U.S. public school system. One failure is informative; successive school failures are chock-full of must avoid school policies and instructional practices. The book analyzes the lessons learned from a list of school-imposed policies that have molded and determined the academic progress of Black students. The author argues that much can be discerned from that which undermined the performance of schoolteachers' and public school systems. The quantifiable outcomes of past school practices can better inform educators and future teachers and school leaders. The book carefully analyzes the organic evolution of educators' social constructs that regenerated inequities to reveal the road map for rebuilding genuinely inclusive and equitable public school systems that serve the interests of students and society. The book also provides in-depth analysis of various disciplines that identify the best methodologies to improve the teaching and learning of Black students, homeless students, and all other students. The book aims to offer a unique perspective by carefully unfolding the built in school structures that obstruct the abilities of school administrators and teachers to bridge the student achievement gaps and meet the objectives of consecutive school reform initiatives. The author's distinctive approach stimulates the thinking of the entire field of education, and challenges accepted propositions commonly assumed about African American students. In short, this book offers a perspective that is rarely shared or understood by educators and practitioners in the field of education.

What's your name? Asian Americans know the pain of being called names that deny our humanity. We may toggle back and forth between different names as a survival strategy. But it's a challenge to discern what names reflect our true identities as Asian Americans and as Christians. In an era when Asians face ongoing discrimination and marginalization, it can be hard to live into God's calling for our lives. Asian American Christians need to hear and own our diverse stories beyond the cultural expectations of the model minority or perpetual foreigner. A team from East Asian, Southeast Asian, and South Asian backgrounds explores what it means to learn our names and be seen by God. They encourage us to know our history, telling diverse stories of the Asian diaspora in America who have been shaped and misshaped by migration, culture, and faith. As we live in the multiple tensions of being Asian American Christians, we can discover who we are and what God may have in store for us and our communities.

In this ethnography of Navajo (Dine) popular music culture, Kristina M. Jacobsen examines questions of Indigenous identity and performance by focusing on the surprising and vibrant Navajo country music scene. Through multiple first-person accounts, Jacobsen illuminates country music's connections to the Indigenous politics of language and belonging, examining through the lens of music both the politics of difference and many internal distinctions Dine make among themselves and their fellow Navajo citizens. As the second largest tribe in the United States, the Navajo have often been portrayed as a singular and monolithic entity. Using her experience as a singer, lap steel player, and Navajo language learner, Jacobsen challenges this notion, showing the ways Navajos distinguish themselves from one another through musical taste, linguistic abilities, geographic location, physical appearance, degree of Navajo or Indian blood, and class affiliations. By linking cultural anthropology to ethnomusicology, linguistic anthropology, and critical Indigenous studies, Jacobsen shows how Navajo poetics and politics offer important insights into the politics of Indigeneity in Native North America, highlighting the complex ways that identities are negotiated in multiple, often contradictory, spheres.

This valuable book provides a succinct, readable account of an oft-neglected topic in the historiography of the American Revolution: the role of Native Americans in the Revolution's outbreak, progress, and conclusion. There has not been an all-encompassing narrative of the Native American experience during the American Revolutionary War period-until now. Native Americans in the American Revolution: How the War Divided, Devastated, and Transformed the Early American Indian World fills that gap in the literature, provides full coverage of the Revolution's effects on Native Americans, and details how Native Americans were critical to the Revolution's outbreak, its progress, and its conclusion. The work covers the experiences of specific Native American groups such as the Abenaki, Cherokee, Chickasaw, Choctaw, Creek, Delaware, Iroquois, Seminole, and Shawnee peoples with information presented by chronological period and geographic area. The first part of the book examines the effects of the Imperial Crisis of the 1760s and early 1770s on Native peoples in the Northern colonies, Southern colonies, and Ohio Valley respectively. The second section focuses on the effects of the Revolutionary War itself on these three regions during the years of ongoing conflict, and the final section concentrates on the postwar years. Adds the Native American perspective to the reader's understanding of the American Revolution, a critical aspect of this period in history that is rarely covered Supplies a synthesis of the best current and past work on the topic of Native Americans in the American Revolution that will be accessible to general readers as well as undergraduate and graduate-level students Shows how the struggle over the definition and utilization of Native American identity-an issue that was initiated with the American Revolution-is still ongoing for American Indians

Discussions 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.