This comprehensive look at the Jewish American community at the turn of the 21st century explores the many issues emerican Jews and their organizations are confronting, and shows how the Jewish community responds so as to remain a distinct entity while also becoming a part of the larger American culture. The contributors investigate the complex issues facing the American Jewish community in 12 areas that are at the heart of the Jewish communal enterprise. This work will be of interest to students and scholars of Jewish studies and interfaith studies, to professionals in social work and social services, and to anyone interested in American communal dynamics.

The impetus behind California's Proposition 187 clearly reflects the growing anti-immigrant sentiment in this country. Many Americans regard today's new immigrants as not truly American, as somehow less committed to the ideals on which the country was founded. In clear, precise terms, Bill Ong Hing considers immigration in the context of the global economy, a sluggish national economy, and the hard facts about downsizing. Importantly, he also confronts the emphatic claims of immigrant supporters that immigrants do assimilate, take jobs that native workers don't want, and contribute more to the tax coffers than they take out of the system.

A major contribution of Hing's book is its emphasis on such often-overlooked issues as the competition between immigrants and African Americans, inter-group tension, and ethnic separatism, issues constantly brushed aside both by immigrant rights groups and the anti-immigrant right. Drawing on Hing's work as a lawyer deeply involved in the day-to-day life of his immigrant clients, To Be An American is a unique blend of substantive analysis, policy, and personal experience.

In both Europe and North America during the past 20 years, controversy has surrounded the education of children from linguistic minority backgrounds. An increasing number of minority children are experiencing difficulties at school and many leave school with no formal qualifications. There are fears among many educators and policy-makers that an entire generation of alienated youth with no future prospects is being produced by western educational systems. This book analyses policy issues regarding the education of minority students in western industrialised societies and presents a number of case studies of programs that have been successful in reversing the pattern of minority students' academic failure. A central theme throughout the volume is that the causes of minority students' academic difficulties are rooted in the power relations between the dominant and subordinate groups in society. Schools have typically reflected and reinforced these power relations through strategies such as punishment of children for speaking their mother tongue at school with the result that minority students have not developed confidence in their own cultural identity or academic abilities. Reversal of minority students' school failure requires that educators set out to enable both minority students and communities to empower themselves. The presentation of case studies in which this empowerment has been successfully achieved is complemented by the perspectives of individuals and minority communities who have been involved in the struggle for educational and linguistic rights of minority children.

Studies of the Jewish experience among peoples with whom they live share some similarities with the usual histories of anti-Semitism, but also some differences. When the focus is on anti-Semitism, Jewish history appears as a record of unmitigated hostility against the Jewish people and of passivity on their part. However, as Werner J. Cahnman demonstrates in this posthumous volume, Jewish-Gentile relations are far more complex. There is a long history of mutual contacts, positive as well as antagonistic, even if conflict continues to require particular attention.

Cahnman's approach, while following a historical sequence, is sociological in conception. From Roman antiquity through the Middle Ages, into the era of emancipation and the Holocaust, and finally to the present American and Israeli scene, there are basic similarities and various dissimilarities, all of which are described and analyzed. Cahnman tests the theses of classical sociology implicitly, yet unobtrusively. He traces the socio-economic basis of human relations, which Marx and others have emphasized, and considers Jews a "marginal trading people" in the Park-Becker sense. Simmel and Toennies, he shows, understood Jews as "strangers" and "intermediaries." While Cahnman shows that Jews were not "pariahs," as Max Weber thought, he finds a remarkable affinity to Weber's Protestantism-capitalism argument in the tension of Jewish-Christian relations emerging from the bitter theological argument over usury.

The primacy of Jewish-Gentile relations in all their complexity and variability is essential for the understanding of Jewish social and political history. This volume is a valuable contribution to that understanding.

Economic disparity between ethnic and racial groups is a ubiquitous and pervasive phenomenon internationally. Gaps between groups encompass employment, wage, occupational status and wealth differentials. Virtually every nation is comprised of a group whose material well-being is sharply depressed in comparison with another, socially dominant group.
This collection is a cross-national, comparative investigation of the patterns and dynamics of inter-group economic inequality. A wide range of respected experts discuss such issues as:
*a wide range of groups from the Burakumin in Japan to the scheduled castes and tribes in India
*policy attempts to remedy intergroup inequality
*race and labor market outcomes in Brazil.

Under the impressive editorship of William Darity Jr and Ashwini Deshpande, this collection forms an important book. It will be of interest to students and academics involved in racial studies, the economics of discrimination and labor economics as well as policy makers around the world.

Tesya has reasons to feel hopeful after leaving her last job, where she was subjected to a series of anonymous hate crimes. Now she is back home in London to start a new lecturing position, and has begun an exciting, if tumultuous, love affair with the enigmatic Holly. But this idyllic new start quickly sours. Tesya finds herself victimized again at work by an unknown assailant, who subjects her to an insidious, sustained race hate crime. As her paranoia mounts, Tesya finds herself yearning for the most elemental desires: love, acceptance, and sanctuary. Her assailant, meanwhile, is recording his manifesto, and plotting his next steps. Inspired by the author's personal experiences of hate crime and bookended with essays which contextualise the story within a lifetime of microaggressions, Lessons in Love and Other Crimes is a heart-breaking, hopeful, and compulsively readable novel about the most quotidian of crimes.

When southern Italians began emigrating to the U.S. in large numbers in the 1870s-part of the "new immigration" from southern and eastern rather than northern Europe-they were seen as racially inferior, what David A. J. Richards terms "nonvisibly" black.

The first study of its kind, Italian American explores the acculturation process of Italian immigrants in terms of then-current patterns of European and American racism. Delving into the political and legal context of flawed liberal nationalism both in Italy (the Risorgimento) and the United States (Reconstruction Amendments), Richards examines why Italian Americans were so reluctant to influence depictions of themselves and their own collective identity. He argues that American racism could not have had the durability or political power it has had either in the popular understanding or in the corruption of constitutional ideals unless many new immigrants, themselves often regarded as racially inferior, had been drawn into accepting and supporting many of the terms of American racism.

With its unprecedented focus on Italian American identity and an interdisciplinary approach to comparative culture and law, this timely study sheds important light on the history and contemporary importance of identity and multicultural politics in American political and constitutional debate.

Reimagines how race, ethnicity, imperialism, and colonialism can be central to social science research and methods There is a growing consensus that the discipline of sociology and the social sciences broadly need to engage more thoroughly with the legacy and the present day of colonialism, Indigenous/settler colonialism, imperialism, and racial capitalism in the United States and globally. In Disciplinary Futures, a cross-section of scholars comes together to engage sociology and the social sciences by way of these paradigms, particularly from the influence of disciplines of American, Ethnic, and Indigenous Studies. With original essays from scholars such as Yen Le Espiritu, Sunaina Maira, Hokulani K. Aikau, Salvador Vidal-Ortiz, Ben Carrington, Yvonne Sherwood, and Gilda L. Ochoa, among others, Disciplinary Futures offers concrete pathways for how the social sciences can expand from the limiting frameworks they traditionally use to study race and racism, namely: the black-white binary, the privileging of the nation-state, the fixation on the US mainland, the underappreciation of post- and settler-colonial studies, the liberal assumptions, and the limited conception of what constitutes data. In turn, the contributors reveal that sociology has many useful questions, methodologies, and approaches to offer scholars of American, Ethnic, and Indigenous Studies. Disciplinary Futuresis an important work, one which renders these disciplines more intellectually expansive and thus better able to tackle urgent issues of injustice.

This book offers a research and comparison-driven look at the school-to-prison pipeline, its racial dynamics, the connections to mass incarceration, and our flawed educational climate-and suggests practical remedies for change. How is racism perpetuated by the education system, particularly via the "school-to-prison pipeline?" How is the school to prison pipeline intrinsically connected to the larger context of the prison industrial complex as well as the extensive and ongoing criminalization of youth of color? This book uniquely describes the system of policies and practices that racialize criminalization by routing youth of color out of school and towards prison via the school-to-prison pipeline while simultaneously medicalizing white youth for comparable behaviors. This work is the first to consider and link all of the research and data from a sociological perspective, using this information to locate racism in our educational systems; describe the rise of the so-called prison industrial complex; spotlight the concomitant expansion of the "medical-industrial complex" as an alternative for controlling the white and well-off, both adult and juveniles; and explore the significance of media in furthering the white racial frame that typically views people of color as "criminals" as an automatic response. The author also examines the racial dynamics of the school to prison pipeline as documented by rates of suspension, expulsion, and referrals to legal systems and sheds light on the comparative dynamics of the related educational social control of white and middle-class youth in the larger context of society as a whole. Provides readers with an understanding of the realities of the school-to-prison pipeline-its history, development, and racialized context and meaning-as well as the continued significance of race and other socially differentiating factors in shaping public policy and everyday decisions regarding "deviance," "discipline," and social control Examines the under-explored dynamic that places a predominantly white teaching staff in schools that are predominantly schools of color, and considers the roles that stereotypes and cultural conflicts play in the labeling of students Suggests viable options for action towards dismantling the institutionalized racism revealed by the school-to-prison pipeline via both policy reforms and transformational alternatives Presents information relevant to a range of college courses, such as education, sociology of deviance, sociology of education, youth studies, legal studies, criminal justice, and racial/ethnic studies

This volume considers African-American education in the 21st century through the lens of the Chicago School Tradition, at the University of Chicago. The Chicago School Tradition, among other emphases, stressed the optimistic view that all children who do not have serious physical or emotional impairments can do well in school, if provided access to effective teachers, sufficient resources and adequate opportunities to learn. On the occasion of Professor Edgar G. Epps' retirement from the University of Chicago, as Marshall Field IV Professor of Urban Education, this volume includes contributions from several generations of scholars influenced by his work to celebrate his career and contributions to educational research, policy and practice. More broadly, the volume adopts a holistic approach to examine the persistent challenges of deteriorating urban schools and poor educational outcomes for African American students. The volume seeks to demonstrate how solutions may flow from educational research, theory, policy and practices conducted in the Chicago School Tradition.

Author Biography:
Coco Fusco is the author of English is Broken Here: Notes on Cultural Fusion in the Americas (1995) and the editor of Corpus Delecti: Performance Art of the Americas (1999). She is an associate professor at the Tyler School of Art of Temple University.

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.

Mobile Childhoods in Filipino Transnational Families focuses on the lived experiences of '1.5-generation' migrants with similar 'roots' (the Philippines), traversing different 'routes' (receiving countries). By shedding light on the diversified paths of their migratory lives, it revisits the relationships between mobility, sociality and identity.

This volume explores contemporary issues of ethnic, cultural, and national identities and their influence on the social construction of identity. These issues are analyzed from the perspective of seven nations: China, Israel, Japan, South Africa, Ukraine, Wales, and the United States. While different, these perspectives are not mutually exclusive lenses through which to review the discourse between ethnic and educational dynamics. The chapters in this book illustrate how these seven perspectives differ, as well as overlap.
*Part I explores ethnicity and race as important variables in explaining minority students' academic performance and schooling in the United States and China.
*Part II focuses on ethnic and racial identity issues in Israel, Japan, and South Africa.
*Part III addresses ethnic and racial identity as it affects racial integration at different levels of education in post-apartheid South Africa, and the effects on schooling of a rapidly changing ethnic map in the United States.
*Part IV focuses on issues of language and national identity in three countries: Ukraine and Wales, where a national language is central to nation-building, and China, where 61 languages are in use and bilingual education is essential in enhancing national literacy and communication.
The questions this book addresses are highly significant in today's global economy and culture. Scholars and professionals in the fields of comparative, international, and multicultural education and educational policy will find the volume particularly pertinent.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

This book extends the current discourse on the role of cultural knowledge in qualitative research, especially research conducted by women of color within their own community. Each author reports on her attempts to conceptualize herself as a researcher while simultaneously trying to honor her cultural connectedness and knowledge.
As women researchers analyzing the personal and professional contexts in which their research was conducted, the authors argue that their gender, race, religion, and status have played critical roles in their research agendas. They offer a female perspective, though not a feminist critique per se, for they believe that gender does play a significant role in their research efforts. Equally important, they explore the role that race has played in their research, whether as women of color or white women conducting research among people of color.
In reflecting on how their unique positionality allows them to understand relationships across many boundaries, the authors observe how, in most cases, because of their position as women and/or people of color, they have not had some of the traditional problems associated with access to multicultural sites. However, they have encountered other issues and they share how, as researchers, they met and resolved these issues for their particular settings. Each author also discusses how, in addressing these issues, she labored to meet the standards of academia, often at a personal cost.
This book challenges existing paradigms by questioning the assumption of objectivity in research. It is essential reading--informative, provocative, and engaging--for researchers and students in research methods, women's studies, critical theory, and cross-cultural studies.

'Raw. Vulnerable. Open. Truthful . . . This is a book that will open up the floor for even more honest conversations about the side of yoga we don't often see.' - Angie Tiwari @tiwariyoga How did an ancient spiritual practice become the preserve of the privileged? Nadia Gilani has been practising yoga for twenty-five years. She has also worked as a yoga teacher. Yoga has saved her life and seen her through many highs and lows; it has been a faith, a discipline, and a friend, and she believes wholeheartedly in its radical potential. However, over her years in the wellness industry, Nadia has noticed not only yoga's rising popularity, but also how its modern incarnation no longer serves people of colour, working class people, or many other groups who originally pioneered its creation. Combining her own memories of how the practice has helped her with an account of its history and transformation in the modern west, Nadia creates a love letter to yoga and a passionate critique of the billion-dollar industry whose cost and inaccessibility has shut out many of those it should be helping. By turns poignant, funny, and shocking, The Yoga Manifesto excavates where the industry has gone wrong, and what can be done to save the practice from its own success.

For worldwide intercultural services, here is one-stop shopping at its best. This easy-to-use guide gives you practical advice to locate, evaluate, purchase, and oversee intercultural services. It describes and provides easy access (including websites and e-mail addresses) to the world's leading intercultural services. These high-impact, productive, and cost-effective service providers are critical to your operation's growth strategy and global success.
This handy guide covers the gamut of intercultural services. Whether you are managing a multi-cultural workplace, preparing to enter the global business arena, or are already competing internationally, you'll find valuable, practical insights and information on:
* exploring intercultural services
* key intercultural concept
* cross-border roles and organizations
* choosing service providers
* working with suppliers
* types and qualities of products
Based on the author's 30+ years of being a user, purchaser, manager, evaluator, designer, and provider of intercultural services, this book presents a helpful, in-depth review of all you must know to make the right decisions about intercultural services. Clear examples and checklists lead managers step-by-step through virtually all aspects of understanding, assessing, and acquiring intercultural services.
This handy guide covers the gamut of intercultural services. Whether you are managing a multi-cultural workplace, preparing to enter the global business arena, or are already competing internationally, you'll find valuable, practical insights and information on: * exploring intercultural services* key intercultural concept* cross-border roles and organizations*choosing service providers* working with suppliers* types and qualities of productsBased on the author's 30+ years of being a user, purchaser, manager, evaluator, designer, and provider of intercultural services, this book presents a helpful, in-depth review of all you must know to make the right decisions about intercultural services. Clear examples and checklists lead managers step-by-step through virtually all aspects of understanding, assessing, and acquiring intercultural services.

The focus of this book is on the ways in which service learning and multicultural education can and should be integrated so that each may be strengthened and consequently have greater effect on educational and social conditions. It offers a significant attempt to forge a dialogue among practitioners of service learning and multicultural education. The overriding theme is that service learning without a focused attention to the complexity of racial and cultural differences can reinforce the dominant cultural ideology, but academic work that seeks to deconstruct these norms without providing a community-based touchstone isolates students and schools from the realities of the larger communities of which they are part.
Although the chapter authors provide varied perspectives on the benefits and challenges of integrating multicultural education and service learning, they all are committed to a vision of education that synthesizes both action and reflection. None of the authors pretend to have all the answers to what this integration should look like, nor do they believe that today's social problems are easily ameliorated through education. Rather, they share theories, practices, failures, and triumphs in order to further the conversation about the importance of aligning what educators say about the world and how they act in and on it. These authors share the view that multicultural education is truly transformative for students only when it includes a community action component, and likewise, service learning is truly a catalyst for change only when it is done from a multicultural and socially just perspective. It is their hope that the ideas explored in this book will further the work of those who share a commitment to the integration of action and reflection.

This book vividly recreates the lives and identities of the children born of relationships between French men and African women in colonial French West Africa. The book shows how colonial policies and attitudes influenced the lives of this mixed-race population, and analyses their responses to living in a racially divided society.

Contents:
Acknowledgements Tables 1.Introduction 2.History of Asian American Publications 3.Related Studies 4.Method 5.Results and Discussion

Heightened interest in multicultural issues in psychology and an understanding of culture as a critical aspect of human behavior has moved the topic of multiculturalism into the forefront of research and to required coursework in the helping professions. However, this is not without the backlash of resistance.
Resistance to Multiculturalism: Issues and Interventions examines the subtle forms of racism and resistance to the multicultural movement in psychology and society. The authors use their vast experience in the arena of multiculturalism, both from the perspective of teaching and administration, to detail accounts, experiences, and challenges of resistance. Therapy and research is interwoven throughout this text that begins by placing multiculturalism at the heart of the best traditions of scholarship as proposed by the highly regarded Ernest Boyer of The Carnegie Foundation for the Advancement of Teaching.
In a conversational style and through chapters addressing what includes modern resistance, the classroom, stereotypes, resistance at the administrative level, and groups, this book offers techniques and interventions to overcoming resistance. Readers who teach multiculturalism, students, researchers, and those advocating for multiculturalism on on the broader community level will find "Resistance to Multiculturalism" an informative guide to combating the challenges of resistance.

Black British Culture and Society brings together in one indispensable volume key writings on the Black community in Britain, from the 'Windrush' immigrations of the late 1940s and 1950s to contemporary multicultural Britain. Combining classic writings on Black British life with new, specially commissioned articles, Black British Culture and Society records the history of the post-war African and Caribbean diaspora, tracing the transformations of Black culture in British society.
Black British Culture and Society explores key facets of the Black experience, charting Black Britons' struggles to carve out their own identity and place in an often hostile society. The articles reflect the rich diversity of the Black British experience, addressing economic and social issues such as health, religion, education, feminism, old age, community and race relations, as well as Black culture and the arts, with discussions of performance, carnival, sport, style, literature, theatre, art and film-making. The contributors examine the often tense relationship between successful Black public figures and the media, and address the role of the Black intellectual in public life. Featuring interviews with noted Black artists and writers such as Aubrey Williams, Mustapha Matura and Caryl Phillips, and including articles from key contemporary thinkers, such as Stuart Hall, A. Sivanandan, Paul Gilroy and Henry Louis Gates, Black British Culture and Society provides a rich resource of analysis, critique and comment on the Black community's distinctive contribution to cultural life in Britain today.

Black British Culture and Society brings together in one indispensable volume key writings on the Black community in Britain, from the 'Windrush' immigrations of the late 1940s and 1950s to contemporary multicultural Britain. Combining classic writings on Black British life with new, specially commissioned articles, Black British Culture and Society records the history of the post-war African and Caribbean diaspora, tracing the transformations of Black culture in British society.
Black British Culture and Society explores key facets of the Black experience, charting Black Britons' struggles to carve out their own identity and place in an often hostile society. The articles reflect the rich diversity of the Black British experience, addressing economic and social issues such as health, religion, education, feminism, old age, community and race relations, as well as Black culture and the arts, with discussions of performance, carnival, sport, style, literature, theatre, art and film-making. The contributors examine the often tense relationship between successful Black public figures and the media, and address the role of the Black intellectual in public life. Featuring interviews with noted Black artists and writers such as Aubrey Williams, Mustapha Matura and Caryl Phillips, and including articles from key contemporary thinkers, such as Stuart Hall, A. Sivanandan, Paul Gilroy and Henry Louis Gates, Black British Culture and Society provides a rich resource of analysis, critique and comment on the Black community's distinctive contribution to cultural life in Britain today.