A wedding serves as the beginning marker of a marriage; if a couple is to manage cultural differences throughout their relationship, they must first pass the hurdle of designing a wedding ceremony that accommodates those differences. In this volume, author Wendy Leeds-Hurwitz documents the weddings of 112 couples from across the United States, studied over a 10-year period. She focuses on intercultural weddings--interracial, interethnic, interfaith, international, and interclass--looking at how real people are coping with cultural differences in their lives.
Through detailed case studies, the book explores how couples display different identities simultaneously. The concepts of community, ritual, identity, and meaning are given extensive consideration. Because material culture plays a particularly important role in weddings as in other examples of ritual, food, clothing, and objects are given special attention here.
Focusing on how couples design a wedding ritual to simultaneously meet multiple--and different--requirements, this book provides:
*extensive details of actual behavior by couples;
*an innovative format: six traditional theoretical chapters, with examples integrated into the discussion, are matched to six "interludes" providing detailed descriptions of the most successful examples of resolving intercultural differences;
*a methodological appendix detailing what was done and why these decisions were made; and
*a theoretical appendix outlining the study's assumptions in detail.
"Wedding as Text: Communicating Cultural Identities Through Ritual" is a distinctive study of those who have accepted cultural difference into their daily lives and how they have managed to do so successfully. As such, it is suitable for students and scholars in semiotics, intercultural communication, ritual, material culture, family communication, and family studies, and will be valuable reading for anyone facing the issue of cultural difference.

This book presents the struggle for dialogue and understanding between teachers and refugee and immigrant families, in their own words. Forging a stronger connection between teachers, newcomers, and their families is one of the greatest challenges facing schools in the United States. Teachers need to become familiar with the political, economic, and sociocultural contexts of these newcomers' lives, and the role of the U.S. in influencing these contexts in positive and negative ways.
The important contribution of "American Dreams, Global Visions" is to bring together global issues of international politics and economics and their effects on migration and refugee situations, national issues of language and social policy, and local issues of education and finding ways to live together in an increasingly diverse society.
Narratives of four immigrant families in the United States (Hmong, Mexican, Assyrian/Kurdish, Kosovar) and the teacher-researchers who are coming to know them form the heart of this work. The narratives are interwoven with data from the research and critical analysis of how the narratives reflect and embody local, national, and global contexts of power. The themes that are developed set the stage for critical dialogues about culture, language, history, and power.
Central to the book is a rationale and methodology for teachers to conduct "dialogic research" with refugees and immigrants--research encompassing methods as once ethnographic, participatory, and narrative--which seeks to engage researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships; to represent these relationships in texts; and to extend these dialogues to promote broader understanding and social justice in schools and communities.
"American Dreams, Global Visions" will interest teachers, social workers, and others who work with immigrants and refugees; researchers, professionals, and students across the fields of education, language and culture, ethnic studies, American studies, and anthropology; and members of the general public interested in learning more about America's most recent newcomers. It is particularly appropriate for courses in foundations of education, multicultural education, comparative education, language and culture, and qualitative research.

She was born the 20th child in a family that had lived in the Mississippi Delta for generations, first as enslaved people and then as sharecroppers. She left school at 12 to pick cotton, as those before her had done, in a world in which white supremacy was an unassailable citadel. She was subjected without her consent to an operation that deprived her of children. And she was denied the most basic of all rights in America-the right to cast a ballot-in a state in which Blacks constituted nearly half the population. And so Fannie Lou Hamer lifted up her voice. Starting in the early 1960s and until her death in 1977, she was an irresistible force, not merely joining the swelling wave of change brought by civil rights but keeping it in motion. Working with the Student Non-Violent Coordinating Committee (SNCC), which recruited her to help with voter-registration drives, Hamer became a community organizer, women's rights activist, and co-founder of the Mississippi Freedom Democratic Party. She summoned and used what she had against the citadel-her anger, her courage, her faith in the Bible, and her conviction that hearts could be won over and injustice overcome. She used her brutal beating at the hands of Mississippi police, an ordeal from which she never fully recovered, as the basis of a televised speech at the 1964 Democratic Convention, a speech that the mainstream party-including its standard-bearer, President Lyndon Johnson-tried to contain. But Fannie Lou Hamer would not be held back. For those whose lives she touched and transformed, for those who heard and followed her voice, she was the embodiment of protest, perseverance, and, most of all, the potential for revolutionary change. Kate Clifford Larson's biography of Fannie Lou Hamer is the most complete ever written, drawing on recently declassified sources on both Hamer and the civil rights movement, including unredacted FBI and Department of Justice files. It also makes full use of interviews with Civil Rights activists conducted by the Smithsonian and the Library of Congress, and Democratic National Committee archives, in addition to extensive conversations with Hamer's family and with those with whom she worked most closely. Stirring, immersive, and authoritative, Walk with Me does justice to Fannie Lou Hamer's life, capturing in full the spirit, and the voice, that led the fight for freedom and equality in America at its critical moment.

Prominent sociologist Charles Lemert compellingly argues that race is the central feature of modern culture; this was true for the twentieth century and it will be true for the twenty-first. If we want to understand how the world works, Lemert explains, we must understand the centrality of race in our lives and in the foundation of our society. We must also be able to face up to what we've done to one another in the name of race.

Published in 1997. The Urban Institute has been studying immigration for almost a decade and a half. In recent years, the Institute's focus has widened to include immigration integration. Unlike immigration policy, which is a federal responsibility, policies regarding immigrant integration have been left in the hands of states and localities and vary widely by region. This book focuses on the 1980-1990 experience of a high-immigrant state whose immigrant population matches the race and ethnic composition of the US population as a whole more closely than any other state. 'New Jersey's experience with immigration is not necessarily typical of outcomes in other high-immigration states, but it may be replicable on a broader scale. As a new century approaches and as debate over immigration legislation reaches a fever pitch, it is important to analyze, in the fashion of this volume, instances of successful immigration that can serve as examples for other states, the United States as a whole and other nations...' (Thomas Espenshade).

This classic book is a powerful indictment of contemporary attitudes to race. By accusing British intellectuals and politicians on both sides of the political divide of refusing to take race seriously, Paul Gilroy caused immediate uproar when this book was first published in 1987. A brilliant and explosive exploration of racial discourses, There Ain't No Black in the Union Jack provided a powerful new direction for race relations in Britain. Still dynamite today and as relevant as ever, this Routledge Classics edition includes a new introduction by the author.

This book examines the intersections of representations of race and gender identity in writings by contemporary US men. The author seeks strategies for approaching ostensibly sexist or homophobic texts by men of colour in ways which grasp how homophobia or sexism coexist or are engendered by certain articulations of anti-racism, or conversely, how certain articulations of gender concerns help produce reactionary ideas about race.

"Race-ing Art History" is the first comprehensive anthology to place issues of racial representation squarely on the canvas. Within these pages are representations of Nubians in ancient art, the great tradition of Western masters such as Manet and Picasso, and contemporary work by lesser known artists of color.
Assembled chronologically, these essays draw upon multiculturalism, postcolonialism, and critical race theory to confront the longstanding tradition of art as a means of looking at "the other." The essays address important questions about racial visibility and racial politics, asking whether modern concepts of race can be imposed upon ancient art, whether there is a link between pictorial realism and Orientalism, and how today's artists and critics can engage our visual culture's inherent racialized dimension.
Richly illustrated, this pioneering volume lays the groundwork for a better understanding of the complex and shifting category of race and its significance in our visual culture and everyday lives. Unmatched in historical scope and presentation, "Race-ing Art History" will be the essential guide to the opportunities and challenges involved in integrating race into the study of art. A discussion guide is available at www.routledge-ny.com/pinderguide. Also includes an 8-page color insert.

Cybertypes looks at the impact of the web and its discourses upon our ideas about race, and vice versa. Examining internet advertising, role-playing games, chat rooms, cyberpunk fiction from Neuromancer to The Matrix and web design, Nakamura traces the real-life consequences that follow when we attempt to push issues of race and identity on-line.

Cybertypes looks at the impact of the web and its discourses upon our ideas about race, and vice versa. Examining internet advertising, role-playing games, chat rooms, cyberpunk fiction from Neuromancer to The Matrix and web design, Nakamura traces the real-life consequences that follow when we attempt to push issues of race and identity on-line.

In the Hebrew Bible, various aspects of theism exist though monotheistic faith stands out, and the New Testament largely continues with Jewish monotheism. This Element examines diverse aspects of monotheism in the Hebrew Bible and their implications to others or race relations. Also, it investigates monotheistic faith in the New Testament writings and its impact on race relations, including the work of Jesus and Paul's apostolic mission. While inclusive monotheism fosters race relations, exclusive monotheism harms race relations. This Element also engages contemporary biblical interpretations about the Bible, monotheistic faith, and race/ethnicity.

Whiteness is not innate - it is learned. The systems of white domination that prevail across the world are not pregiven or natural. Rather, they are forged and sustained in social and political life. Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project - taught within education institutions and through public discourse - in active service of the settler colonial state. To see whiteness as learned is to recognise that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism.

The question of covert racism has been splashed across the headlines in recent times through incidents in football, with John Terry, Stan Collymore and Luis Suarez all involved; politics, with Dianne Abbott accused of racism; and the metropolitan police with two of Stephen Lawrence's killers put behind bars and allegations of `institutional racism' resurging. Covert Racism tackles our cultural norms and acceptances in a 'post-racial' society.

This book explores how writers from several different cultures learn to write in their academic settings, and how their writing practices interact with and contribute to their evolving identities as students and professionals in academic environments in higher education.
Embedded in a theoretical framework of situated practice, the naturalistic case studies and literacy autobiographies include portrayals of undergraduate students and teachers, master's level students, doctoral students, young bilingual faculty, and established scholars, all of whom are struggling to understand their roles in ambiguously defined communities of academic writers.
In addition to the notion of situated practice, the other powerful concept used as an interpretive framework is captured by the metaphor of "games"--a metaphor designed to emphasize that the practice of academic writing is shaped but not dictated by rules and conventions; that writing games consist of the practice of playing, not the rules themselves; and that writers have choices about whether and how to play.
Focusing on people rather than experiments, numbers, and abstractions, this interdisciplinary work draws on concepts and methods from narrative inquiry, qualitative anthropology and sociology, and case studies of academic literacy in the field of composition and rhetoric. The style of the book is accessible and reader friendly, eschewing highly technical insider language without dismissing complex issues. It has a multicultural focus in the sense that the people portrayed are from a number of different cultures within and outside North America. It is also a multivocal work: the author positions herself as both an insider and outsider and takes on the different voices of each; other voices that appear are those of her case study participants, and published authors and their case study participants. It is the author's hope that readers will find multiple ways to connect their own experiences with those of the writers the book portrays.

"A Place To Be Navajo" is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called "Dine Bi'olta', " The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo people. These innovations have positioned the school as a leader in American Indian and bilingual/bicultural education and have enabled school participants to wield considerable influence on national policy. This book is a critical life history of this singular school and community.
McCarty's account grows out of 20 years of ethnographic work by the author with the "Dine" (Navajo) community of Rough Rock. The story is told primarily through written text, but also through the striking black-and-white images of photographer Fred Bia, a member of the Rough Rock community. Unlike most accounts of Indigenous schooling, this study involves the active participation of Navajo community members. Their oral testimony and that of other leaders in Indigenous/Navajo education frame and texture the account.
Informed by critical theories of education, this book is not just the story of a single school and community. It is also an inquiry into the larger struggle for self-determination by Indigenous and other minoritized communities, raising issues of identity, voice, and community empowerment. "A Place To Be Navajo" asks whether school can be a place where children learn, question, and grow in an environment that values and builds upon who they are. The author argues that the questions Rough Rock raises, and the responses they summon, implicate us all.

Stereotypes of Mexican American women and the lack of their representation in research literature contribute to misrepresentations of Mexican American culture and their invisibility. In this qualitative study, Mexican American women were interviewed and their life histories examined using an ethnographic and hermeneutical phenomenological approach.

This volume explores the fascinating phenomenon of noble death through pagan, Jewish and Christian sources. Today's society is uncomfortable with death, and willingly submitting to a violent and ostentatious death in public is seen as particularly shocking and unusual. Yet classical sources give a different view, with public self-sacrifice often being applauded. The Romans admired a heroic end in the battlefield or the arena, suicide in the tradition of Socrates was something laudable, and Christians and Jews alike faithfully commemorated their heroes who died during religious persecutions. The cross-cultural approach and wide chronological range of this study make it valuable for students and scholars of ancient history, religion and literature.

Through new research and materials, Edward T. Chang proves in Pachappa Camp: The First Koreatown in the United States that Dosan Ahn Chang Ho established the first Koreatown in Riverside, California in early 1905. Chang reveals the story of Pachappa Camp and its roots in the diasporic Korean community's independence movement efforts for their homeland during the early 1900s and in the lives of the residents. Long overlooked by historians, Pachappa Camp studies the creation of Pachappa Camp and its place in Korean and Korean American history, placing Korean Americans in Riverside at the forefront of the Korean American community's history.

The controversies of redistricting have challenged America's commitment to participatory democracy and America's ability to account for its historical record of voting and racial discrimination. This three-volume set brings together all the major legal cases and the most influential articles on the legal and historical arguments of this issue. Available as a set or as single volumes.

Contents:
Hearings on The Enforcement of the Voting Rights Act:

Hearings Before the Civil Rights Oversight Subcommittee (Subcommittee No. 4) of the Committee on the Judiciary, House of Representatives, 92nd Congress, First Session on the Enforcement and Administration of the Voting Rights Act of 1965, As Amended, May 26; June 2 & 10, 1971, Serial No. 8, GPO (1971):

Testimony of:

* Henry, Dr. Aaron, president, Mississippi State Conference of Branches, NAACP, accompanied by Clarence Mitchell, director, Washington bureau, NAACP, and Frank Polhaus, counsel, Washington bureau, NAACP.
* Lewis, John, director, Voter Education Project.
* Derfner, Armand, attorney, Lawyer's Committee for Civil Rights Under Law, accompanied by Stanley Halpin, attorney, Lawyer's Constitutional Defense Committee, New Orleans, Louisiana

Testimony of and Brief Submitted by the Mississippi Freedom Democratic Party (Prepared by Joseph L. Rauh, Jr., Assisted by Eleanor K. Holmes and H. Miles Jaffe):

* Raugh, Joseph L., Jr., general counsel, Leadership Conference on Civil Rights, Accompanied by Clarence Mitchell, director, Washington bureau, NAACP, and Frank Polhaus, counsel, Washington bureau, NAACP

Correspondence:

* Parker, Frank, R., attorney, Lawyer's Committee for Civil Rights Under Law, to Hon. Don Edwards, May 19, 1971.

* Edwards, Hon. Don, a Representative in Congress from the State of California, and Chairman, Civil Rights Oversight Subcommittee, to David L. Norman, Acting Assistant Attorney General, Civil Rights Division, June 1, 1971.

* Norman, David L., Acting Assistant Attorney General, Civil Rights Division, Reply to Edwards, Hon. Don, a Representative in Congress from the State of California, and Chairman, Civil Rights Oversight Subcommittee and 'Current Registration in Mississippi Counties.'

Hearings on Amendments to the Voting Rights Act of 1965:

Hearings Before the Subcommittee on Constitutional Rights of the Committee on the Judiciary United States Senate, 91st Congress, First and Second Sessions on S. 818, S. 2456, S. 2507, and Title IV of S. 2029, Bills to Amend the Voting Rights Act of 1965, July 9, 10, 11, and 30, 1969 and February 18, 19, 24, 25, 26, 1970, GPO (1970).

Statement of Honorable Barry Goldwater, US Senator from Arizona on Voter Residency Requirements I the Nation, Thurs., February 19, 1970.

Voting Rights Act Extension, House of Representatives, 94th Congress, 1st Session, Report No. 94-196, May 8,1975:

* 'Report, together with Additional, Supplemental, Separate, Additional Supplemental, and Views Concurring in Part and Dissenting (to accompany H.R. 6219) B. Title II: Expansion of the Voting Rights Act.'

* Mc Donald, Laughlin. A Special Report from the American Civil Liberties Union, 'Voting Rights in the South.' Laughlin McDonald (January, 1982).

* Ortiz, Daniel 'Note: Alternative Voting Systems as Remedies or Unlawful At-Large Systems.' Yale Law Journal (1982).

Voting Rights Act Extension. Report of the Committee on the Judiciary, United States Senate, 97th Congress, 2nd Session, Report no. 97-417, Calendar No. 598 May 25, 1982: 'Report of the Committee on the Judiciary on S. 1992 with Additional Minority ad Supplemental Views VI. Amendment to Section 2 of the Voting Rights Act,' and 'Additional Views of Senator Strom Thurmond.'

* Low-Beer, John R. 'The Constitutional Imperative of Proportional Representation.' Yale Law Journal 94 (1984).

Shapiro, Howard. 'Geometry and Geography: Racial Gerrymandering and the Voting Rights Act.' Yale Law Journal 94 (1984).

* Note: The Disenfranchisement of Ex-Felons: Citizenship, Criminality and the 'Purity of the Ballot Box', ' Harvard Law Review (102) (1989).

Strauss, David, A. 'The Myth of Colorblindness.' Supreme Court Review (1986).

McCrary, Peyton and Pamela S. Karlan 'Book Review: Without Fear and Without Research: Abigail Thernstrom on the Voting Rights Act.' Journal of Law and Politics 4 (1988).

McCrary, Peyton and J. Gerald Hebert 'Keeping the Courts Honest: The Role of Historians as Expert Witnesses in Southern Voting Rights Cases.' Southern University Law Review 16 (1989).

One of the most heavily travelled migration routes from Old World to New was the trajectory of slave ships that left the coast of West Africa along the Bight of Benin and landed their human cargo in Brazil. An estimated two million persons over the course of some 250 years were forced migrants along this route, arriving mainly in the Brazilian province of Bahia. Earlier generations of scholars studied this southern portion of the slave trade simply as an east-west movement of enslaved persons stripped of identity and culture, or they looked for possible retentions of Africa among descendants of slaves in the Americas.

Is community possible within culturally diverse societies? As humanity becomes increasingly interconnected through globalisation, this question is once more of concern in contemporary thought. Simpson traces the debate thorough the works of Arnold, Herder, Adorno, Habermas and others and proposes an alternative that bridges cultural differences without erasing them. He argues that in order to achieve cross-cultural understanding we must establish common aesthetic and ethical standards which incorporate sensitivity to difference.

In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social sciences and education. What can be made of these test results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light.
Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines--psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics--the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, they put the experience of the United States--so frequently the only focus of attention--in global perspective. They also show that the human species has no races in the biological sense (though cultures have a variety of folk concepts of race), that there is no single form of intelligence, and that formal education helps individuals to develop a variety of cognitive abilities. "Race and Intelligence" offers the most comprehensive and definitive response thus far to claims of innate differences in intelligence among races.

This book tells us how various global regions are dealing with three major concerns within the field of multicultural education:
*the conceptualization and realization of "difference" and "diversity";
*the inclusion and exclusion of social groups within a definition of multicultural education; and
*the effects of power on relations between and among groups identified under the multicultural education umbrella.
All of the chapter authors pay attention to these themes, but, at the same time, they bring their particular interests and perspectives to the book, addressing issues, such as linguistic, racial, ethnic, and religious diversity; class; educational inequalities; teacher education; conceptualizations of citizenship; and questions of identity construction. In addition, the authors offer both historical and social contexts for their analytical discussion of the ideals and practices of multicultural education in a particular region.
This is not a book that tells us about multicultural education with an international "twist"; it provides readers with different ways to think, talk, and do research about issues of "diversity," "difference," and the effects of power as they relate to education.

This is the first book to explore the meaning of equality and freedom of education in a global context and their relationship to the universal right to education. It also proposes evaluating school systems according to their achievement of equality and freedom.
Education in the 21st century is widely viewed as a necessary condition for the promotion of human welfare, and thus identified as a basic human right. Educational rights are included in many national constitutions written since the global spread of human rights ideas after World War II. But as a global idea, the meaning of educational rights varies between civilizations. In this book, which builds on the concept of the universal right to education set forth in Spring's "The Universal Right to Education: Justification, Definition, and Guidelines, " his intercivilizational analysis of educational rights focuses on four of the world's major civilizations: Confucian, Islamic, Western, and Hindu.
Spring begins by considering educational rights as part of the global flow of ideas and the global culture of schooling. He also considers the tension this generates within different civilizational traditions. Next, he proceeds to:
*examine the meaning of educational rights in the Confucian tradition, in the recent history of China, and in the Chinese Constitution;
*look at educational rights in the context of Islamic civilization and as presented in the constitutions of Islamic countries, including an analysis of the sharp contrast between the religious orientation of Islamic educational rights and those of China and the West;
*explore the problems created by the Western natural rights tradition and the eventual acceptance of educational rights as represented in European constitutions, with a focus on the development and prominence given in the West to the relationship between schooling and equality of opportunity; and,
*investigate the effect of global culture on India and the blend of Western and Hindu ideas in the Indian constitution, highlighting the obstacles to fulfillment of educational rights created by centuries of discrimination against women and lower castes.
In his conclusion, Spring presents an educational rights statement based on his intercivilizational analysis and his examination of national constitutions. This statement is intended to serve as a model for the inclusion of educational rights in national constitutions.