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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 put together 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 included in the
volume feature dimensions of traditions such as Islam, Hinduism,
Sikhism as well as how religion engages with topics such as
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 in fields such as ethnic
and Asian American studies, religious studies, American studies,
and related fields that focus on immigration and race.
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.
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