Critical studies of youth play an increasingly important role in educational research. This volume adds to that ongoing conversation by addressing the methodological lessons learned from key scholars in the field. With a focus on "the doing" of critical youth studies in ways that center praxis and relational care in work with youth and their communities, the volume showcases scholars discussing their research and reflecting on the practical strategies they have used to operationalize their conceptions of knowledge in youth-centered research projects. Each chapter addresses the research features, challenges, tensions, and debates of the project; engagement with communities; and relationality, reciprocity, and responsibility to participants. The focus throughout is on qualitative approaches that are humanizing, anti-colonial, and transformative.

Critical studies of youth play an increasingly important role in educational research. This volume adds to that ongoing conversation by addressing the methodological lessons learned from key scholars in the field. With a focus on "the doing" of critical youth studies in ways that center praxis and relational care in work with youth and their communities, the volume showcases scholars discussing their research and reflecting on the practical strategies they have used to operationalize their conceptions of knowledge in youth-centered research projects. Each chapter addresses the research features, challenges, tensions, and debates of the project; engagement with communities; and relationality, reciprocity, and responsibility to participants. The focus throughout is on qualitative approaches that are humanizing, anti-colonial, and transformative.

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.

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

In Envisioning Religion, Race, and Asian Americans, David K. Yoo and Khyati Y. Joshi assemble a wide-ranging and important collection of essays documenting the intersections of race and religion and Asian American communities - a combination so often missing both in the scholarly literature and in public discourse. Issues of religion and race/ethnicity undergird current national debates around immigration, racial profiling, and democratic freedoms, but these issues, as the contributors document, are longstanding ones in the United States. The essays feature dimensions of traditions such as Islam, Hinduism, and Sikhism, as well as how religion engages with topics that include religious affiliation (or lack thereof), the legacy of the Vietnam War, and popular culture. The contributors also address the role of survey data, pedagogy, methodology, and literature that is richly complementary and necessary for understanding the scope and range of the subject of Asian American religions. These essays attest to the vibrancy and diversity of Asian American religions, while at the same time situating these conversations in a scholarly lineage and discourse. This collection will certainly serve as an invaluable resource for scholars, students, and general readers with interests in Asian American religions, ethnic and Asian American studies, religious studies, American studies, and related fields that focus on immigration and race.