Education at War: The Fight for Students of Color in America's Public Schools, attempts to shape educational research and practice to more explicitly consider the relationship between education, capitalism and war, and more specifically, its' impact on students of color. The authors, as a whole, contend that the contemporary specter of war has become a central way that racism and materialism become manifested and practiced within education. In particular, this collection asserts that the contemporary neoliberal characterization of education and school-based reform is situated within the global political economy that has facilitated a growth in the prison and military industrial complex, and simultaneous divestment in education domestically within the U.S. Education at War attempts to make research relevant by bringing the tensions within young people's lives to the fore. The heavy shadow cast by recent U.S. led wars re-organizes the sites of learning and teaching nationally, as well as differentially, within specific sites and upon particular communities. Nonetheless, the examination of this context is not enough. Rather, we consider how such a contemporary context can facilitate educational spaces for communities and youth to grow their vision for a different, and hopefully a more humanizing future. Thus, the book contributors will collectively explore how resistance can produce the opportunity for rich, diverse and transformative learning for marginalized students and communities. The lives of People of Color are the forefront of Education at War: The Fight for Students of Color in America's Public Schools. Whereas there are many attempts to theorize about the global implications of war, less attention is paid to the ways that war shapes young lives in the U.S., particularly in an educational context. The book addresses the absence of youth-centered discussions regarding education during a political context of neoliberalism and war, and provides important perspectives on which to ground critical discussions among students and families, education scholars and practitioners, and policymakers.

California Dreaming is a multi-genre collection featuring works by Asian American artists based in California. Exploring the places of "Asian America" through the migration and circulation of the arts, this volume highlights creative processes and the flow of objects to understand the rendering of California's imaginary. Here, "California" is interpreted as both a specific locale and an identity marker that moves, linking the state's cultural imaginary, labor, and economy with Asia Pacific, the Americas, and the world. Together, the works in this collection shift previous models and studies of the "Golden State" as the embodiment of "frontier mentality" and the discourse of exceptionality to a translocal, regional, and archipelagic understanding of place and cultural production. The poems, visual essays, short stories, critical essays, interviews, artist statements, and performance text excerpts featured in this collection expand notions of where knowledge is produced, directing our attention to the particularity of California's landscape and labor in the production of arts and culture. An interdisciplinary collection, California Dreaming foregrounds "sensing" and "imagining" place, vividly, as it hopes to inspire further creative responses to the notion of emplacement. In doing so, California Dreaming explores the possibilities imagined by and through Asian American arts and culture today, paving the way for what is yet to be.

On April 4, 1967, Dr. Martin Luther King, Jr. delivered the anti-war speech, "Beyond Vietnam: A Time to Break Silence," in New York City at the Riverside Church. At the time, the United States framed its intervention in Vietnam as a mechanism to protect democracy worldwide. While this supposed defense of democracy raged on thousands of miles away, social protests for racial equity, political representation, and an economic livelihood for its most disenfranchised communities spread across the United States. Highlighting this contradiction in his anti-war speech, King presented his doubts regarding the government's ability to eliminate the materialism, militarism, and racism that built the nation, a plight that continues today. Written from the perspectives of education practitioners and scholars who have personal histories with global war via (settler) colonialism, immigration, and subsequent disenfranchisement in the United States, Education at War addresses the vestiges of war that shape the lives of youth of color. This thought-provoking collection of essays reveals how the contemporary specter of war has become a central way that racism and materialism are manifested and practiced within education. Education at War asserts that the contemporary neoliberal characterization of education and school-based reform is situated within the global political economy that has facilitated growth in the prison and military industrial complex, and simultaneous divestment from education domestically. Essays examine anti-war projects across the K-20 education continuum with chapters from educators who are from and/or work directly with the communities often pathologized in "damage-centered" educational discourse. The authors do not just frame the conditions faced by our communities as state-mediated but also as collectively resisted. They place war, surveillance, and carcerality at the center of critical race analysis in education. Each of the chapters include a pedagogical component, including lessons and comments for educators and youth workers. In cultivating this text, the editors have contributed to building a community of educators, activists, teachers, and scholars who collectively explore how resistance can produce the opportunity for rich, diverse, and transformative learning for marginalized students and communities. Contributors: Suzie M. Abajian, Yousef K. Baker, Dolores Calderon, Edward R. Curammeng, Chandni Desai, Maryam S. Griffin, Heather L. Horsley, David Stovall, Clayton Pierce, Allyson Tintiangco-Cubales, Sepehr Vakil, Shirin Vossoughi,, Connie Wun, Miguel Zavala

Recent attacks on Ethnic Studies, revisionist actions in curriculum content, and anti-immigrant policies are creating a new culture war in America. This important work lays out the current debates-both in K-12 and higher education-to uncover the dangers and to offer solutions. In 2010, HB 2281-a law that bans ethnic studies in Arizona-was passed; in the same year, Texas whitewashed curriculum and textbook changes at the K-12 level. Since then, the nation has seen a rise in the legal and political war on Ethnic Studies, revisionist actions in curriculum content, and anti-immigrant policies, creating a new culture war in America. "White" Washing American Education demonstrates the value and necessity of Ethnic Studies in the 21st century by sharing the voices of those in the trenches-educators, students, community activists, and cultural workers-who are effectively using multidisciplinary approaches to education. This two-volume set of contributed essays provides readers with a historical context to the current struggles and attacks on Ethnic Studies by examining the various cultural and political "wars" that are making an impact on American educational systems, and how students, faculty, and communities are impacted as a result. It investigates specific cases of educational whitewashing and challenges to that whitewashing, such as Tom Horne's attack along with the State Board of Education against the Mexican American studies in the Tucson School District, the experiences of professors of color teaching Ethnic Studies in primarily white universities across the United States, and the role that student activists play in the movements for Ethnic Studies in their high schools, universities, and communities. Readers will come away with an understanding of the history of Ethnic Studies in the United States, the challenges and barriers that Ethnic Studies scholars and practitioners currently face, and the ways to advocate for the development of Ethnic Studies within formal and community-based spaces. Presents an innovative exploration of the new culture wars that address the various debates and views on Ethnic Studies that are under attack in American education, both in grades K-12 and in higher education Provides information and insights presented by outstanding editors and contributors who are influential in the field Includes case studies of Ethnic Studies at risk in higher education as well as personal narratives regarding the challenges and struggles of Ethnic Studies scholars and practitioners Suggests solutions for strengthening diverse curricula in K-12 classrooms and in higher education classrooms

California Dreaming is a multi-genre collection featuring works by Asian American artists based in California. Exploring the places of "Asian America" through the migration and circulation of the arts, this volume highlights creative processes and the flow of objects to understand the rendering of California's imaginary. Here, "California" is interpreted as both a specific locale and an identity marker that moves, linking the state's cultural imaginary, labor, and economy with Asia Pacific, the Americas, and the world. Together, the works in this collection shift previous models and studies of the "Golden State" as the embodiment of "frontier mentality" and the discourse of exceptionality to a translocal, regional, and archipelagic understanding of place and cultural production. The poems, visual essays, short stories, critical essays, interviews, artist statements, and performance text excerpts featured in this collection expand notions of where knowledge is produced, directing our attention to the particularity of California's landscape and labor in the production of arts and culture. An interdisciplinary collection, California Dreaming foregrounds "sensing" and "imagining" place, vividly, as it hopes to inspire further creative responses to the notion of emplacement. In doing so, California Dreaming explores the possibilities imagined by and through Asian American arts and culture today, paving the way for what is yet to be.