In 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.

More than one million people from all walks of life have been uplifted and entertained by Heaven Bound, the folk drama that follows, through song and verse, the struggles between Satan and a band of pilgrims on their way down the path of glory that leads to the golden gates. Staged annually and without interruption for more than seventy years at Big Bethel African Methodist Episcopal Church in Atlanta, Heaven Bound is perhaps the longest running black theater production. Here, a lifelong member of Big Bethel with many close ties to Heaven Bound recounts its lively history and conveys the enduring power and appeal of an Atlanta tradition that is as much a part of the city as Coca-Cola or Gone with the Wind.

A volume in Contemporary Perspectives on Access, Equity and Achievement Series Editor Chance W. Lewis, University of North Carolina at Charlotte, The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America's classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise- currently over 16% of students in America's schools are Black (NCES, 2010)-there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation's schools, and to provide evidence-based strategies to expand our nation's pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

Race and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted. The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race-how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.

Winner, Lois P. Rudnick Book Prize presented by the New England American Studies Association Across the twentieth century, national controversies involving Asian Americans have drawn attention to such seemingly unremarkable activities as eating rice, greeting customers, and studying for exams. While public debates about Asian Americans have invoked quotidian practices to support inconsistent claims about racial difference, diverse aesthetic projects have tested these claims by experimenting with the relationships among habit, body, and identity. In The Racial Mundane, Ju Yon Kim argues that the ambiguous relationship between behavioral tendencies and the body has sustained paradoxical characterizations of Asian Americans as ideal and impossible Americans. The body's uncertain attachment to its routine motions promises alternately to materialize racial distinctions and to dissolve them. Kim's study focuses on works of theater, fiction, and film that explore the interface between racialized bodies and everyday enactments to reveal new and latent affiliations. The various modes of performance developed in these works not only encourage audiences to see habitual behaviors differently, but also reveal the stakes of noticing such behaviors at all. Integrating studies of race, performance, and the everyday, The Racial Mundane invites readers to reflect on how and to what effect perfunctory behaviors become objects of public scrutiny.

At a time in which many in the United States see Spanish America as a distinct and, for some, threatening culture clearly differentiated from that of Europe and the US, it may be of use to look at the works of some of the most representative and celebrated writers from the region to see how they imagined their relationship to Western culture and literature. In fact, while authors across stylistic and political divides-like Gabriela Mistral, Jorge Luis Borges, or Gabriel Garcia Marquez-see their work as being framed within the confines of a globalized Western literary tradition, their relationship, rather than epigonal, is often subversive. Borges and Kafka, Bolano and Bloom is a parsing not simply of these authors' reactions to a canon, but of the notion of canon writ large and the inequities and erasures therein. It concludes with a look at the testimonial and autobiographical writings of Rigoberta Menchu and Lurgio Gavilan, who arguably represent the trajectory of Indigenous testimonial and autobiographical writing during the last forty years, noting how their texts represent alternative ways of relating to national and, on occasion, Western cultures. This study is a new attempt to map writers' diverse ways of thinking about locality and universality from within and without what is known as the canon.

One of the most relevant social problems in contemporary American life is the continuing HIV epidemic in the Black population. With vivid ethnographic detail, this book brings together scholarship on the structural dimensions of the AIDS epidemic and the social construction of sexuality to assert that shifting forms of sexual stories--structural intimacies--are emerging, produced by the meeting of intimate lives and social structural patterns. These stories render such inequalities as racism, poverty, gender power disparities, sexual stigma, and discrimination as central not just to the dramatic, disproportionate spread of HIV in Black communities in the United States, but to the formation of Black sexualities.
Sonja Mackenzie elegantly argues that structural vulnerability is felt--quite literally--in the blood, in the possibilities and constraints on sexual lives, and in the rhetorics of their telling. The circulation of structural intimacies in daily life and in the political domain reflects possibilities for seeking what Mackenzie calls "intimate justice" at the nexus of cultural, economic, political, and moral spheres. "Structural Intimacies" presents a compelling case: in an era of deepening medicalization of HIV/AIDS, public health must move beyond individual-level interventions to community-level health equity frames and policy changes

A retelling of U.S., Latin American, and Latino/a literary history through writing by Latinos/as who lived in the United States during the long nineteenth century Written by both established and emerging scholars, the essays in The Latino Nineteenth Century engage materials in Spanish and English and genres ranging from the newspaper to the novel, delving into new texts and areas of research as they shed light on well-known writers. This volume situates nineteenth-century Latino intellectuals and writers within crucial national, hemispheric, and regional debates. The Latino Nineteenth Century offers a long-overdue corrective to the Anglophone and nation-based emphasis of American literary history. Contributors track Latino/a lives and writing through routes that span Philadelphia to San Francisco and roots that extend deeply into Mexico, the Caribbean, Central and South Americas, and Spain. Readers will find in the rich heterogeneity of texts and authors discussed fertile ground for discussion and will discover the depth, diversity, and long-standing presence of Latinos/as and their literature in the United States.

In this volume amulets and talismans are studied within a broader system of meaning that shapes how they were manufactured, activated and used in different networks. Text, material features and the environments in which these artifacts circulated, are studied alongside each other, resulting in an innovative approach to understand the many different functions these objects could fulfil in pre-modern times. Produced and used by Muslims and non-Muslims alike, the case studies presented here include objects that differ in size, material, language and shape. What the articles share is an all-round, in-depth approach that helps the reader understand the complexity of the objects discussed and will improve one's understanding of the role they played within pre-modern societies. Contributors Hazem Hussein Abbas Ali, Gideon Bohak, Ursula Hammed, Juan Campo, Jean-Charles Coulon, Venetia Porter, Marcela Garcia Probert, Anne Regourd, Yasmine al-Saleh, Karl Schaefer and Petra M. Sijpesteijn.