Discrimination, stigmatization, xenophobia, heightened securitization - fear and blaming of "aliens within" - characterize the world infected by COVID-19. Such fears have a long cultural history, however, particularly in connecting pathology with race, poverty, and migration. This volume explores theory and narratives of disease, danger, and displacement through the lenses of cultural, literary, and film studies, historical representation, ethnics studies, sociology and cultural geography, classics, music, and linguistics. Investigations range from, for example, illness discourse in the ancient classics to images of perilous intruders in the Age of Trump, from the Haitian Revolution and subsequent zombie stereotypes to current, problematic refugee resettlement in the US South and Greek islands, from the urban underworld in nineteenth-century sensation novels to ethnic women "on the stroll" in coronavirus times. The collection is organized into three thematically intertwined parts: Stigmatizing the Racialized Underclass; Pathologizing the Other; Constructing and Countering Collapse. It examines changing or recurrent aporias in tropes of belonging and exclusion, as well as the birthing of new forms of identity, agency, and countercultural expression.

Migration is the most volatile sociopolitical issue of our time, as the current escalation of discourse and action in the United States and Europe concerning walls, border security, refugee camps, and deportations indicates. The essays by the international and interdisciplinary group of scholars assembled in this volume offer critical filters suggesting that this escalation and its historical precedents do not preclude redemptive counterstrategies. Encoded in narratives of affiliation and escape, these counterstrategies are variously launched as literary, cinematic, and civic interventions in past and present constructions of diasporic, migratory, or exilic identities. The essays trace these narratives through the figure of the "exile" as it moves across times, borders, and genres, transmogrifying into the fugitive, the escapee, the refugee, the nomad, the Other. Arguing that narratives and figures of migration to and in Europe and the Americas share tropes that link migration to kinship, community, refuge, and hegemony, the volume identifies a transhistorical, transcultural, and transnational common ground for experiences of mediated diaspora, migration, and exile at a time when public discourse and policy-making emphasize borders, divisions, and violent confrontations.

This volume seeks to weave applications of the dynamic concept of resonance to ethnic studies. Resonance refers to the ever broadening, multidirectional effects of movement or action, a concept significant for many disciplines. The individual chapters exchange the concept of static "intertextuality" for that of interactive "resonance," which encourages consideration of the mutual and processual influences among readings, paradigms, and social engagement in cultural analysis. International scholars of literary and cultural studies, linguistics, history, politics, or ethno-environmental studies contribute their work in this volume. Each chapter examines a specific ethnic phenomenon in terms of relevant literature, lived experience and theoretical approaches, or historical intervention, relating the given case study to parameters of resonance. The book offers dialogic transnational interchange, a play of eclectic ethnic voices, inquiries, perspectives, and differences. The studies in this interdisciplinary volume show that - through resonant engagement with(in) and between works - literary production can both enhance and disturb cultural narratives of ethnicity.

This volume seeks to weave applications of the dynamic concept of resonance to ethnic studies. Resonance refers to the ever broadening, multidirectional effects of movement or action, a concept significant for many disciplines. The individual chapters exchange the concept of static "intertextuality" for that of interactive "resonance," which encourages consideration of the mutual and processual influences among readings, paradigms, and social engagement in cultural analysis. International scholars of literary and cultural studies, linguistics, history, politics, or ethno-environmental studies contribute their work in this volume. Each chapter examines a specific ethnic phenomenon in terms of relevant literature, lived experience and theoretical approaches, or historical intervention, relating the given case study to parameters of resonance. The book offers dialogic transnational interchange, a play of eclectic ethnic voices, inquiries, perspectives, and differences. The studies in this interdisciplinary volume show that - through resonant engagement with(in) and between works - literary production can both enhance and disturb cultural narratives of ethnicity.

Creating Equitable Classrooms Through Action Research looks at the issue of educational equity and illustrates how action research can be used schoolwide or districtwide to address this challenge. The editors have been involved in a highly successful and much studied action research that is used districtwide with a focus on the particular demographics and challenges of their district. The results of the action research study have created a deep knowledge base and capacity. The text provides an overview of the key conceptual and structural features for implementing a schoolwide or districtwide action research program and includes ten studies on narrowing the achievement gap between racial and ethnic groups. The findings of the action research study are connected to the broader body of knowledge on equity in schools. The action research studies illustrate varied approaches to help educators planning an action research project or currently working on an action research project. Real stories and studies from classroom teachers serve as examples of authentic professional development and as springboards for discussion and reflection on the process of inquiry and the issues of equity. The book includes: - 10 action research studies that focus on equity, race, and the achievement gap - how to implement a school-wide or district wide action research program that will promote equity and help close the achievement gap This is an ideal resource for school district leaders, teachers, and preservice teachers, and is also suited for professional development schools.

Migration is the most volatile sociopolitical issue of our time, as the current escalation of discourse and action in the United States and Europe concerning walls, border security, refugee camps, and deportations indicates. The essays by the international and interdisciplinary group of scholars assembled in this volume offer critical filters suggesting that this escalation and its historical precedents do not preclude redemptive counterstrategies. Encoded in narratives of affiliation and escape, these counterstrategies are variously launched as literary, cinematic, and civic interventions in past and present constructions of diasporic, migratory, or exilic identities. The essays trace these narratives through the figure of the "exile" as it moves across times, borders, and genres, transmogrifying into the fugitive, the escapee, the refugee, the nomad, the Other. Arguing that narratives and figures of migration to and in Europe and the Americas share tropes that link migration to kinship, community, refuge, and hegemony, the volume identifies a transhistorical, transcultural, and transnational common ground for experiences of mediated diaspora, migration, and exile at a time when public discourse and policy-making emphasize borders, divisions, and violent confrontations.

Creating Equitable Classrooms Through Action Research looks at the issue of educational equity and illustrates how action research can be used schoolwide or districtwide to address this challenge. The editors have been involved in a highly successful and much studied action research that is used districtwide with a focus on the particular demographics and challenges of their district. The results of the action research study have created a deep knowledge base and capacity. The text provides an overview of the key conceptual and structural features for implementing a schoolwide or districtwide action research program and includes ten studies on narrowing the achievement gap between racial and ethnic groups. The findings of the action research study are connected to the broader body of knowledge on equity in schools. The action research studies illustrate varied approaches to help educators planning an action research project or currently working on an action research project. Real stories and studies from classroom teachers serve as examples of authentic professional development and as springboards for discussion and reflection on the process of inquiry and the issues of equity. The book includes: - 10 action research studies that focus on equity, race, and the achievement gap - how to implement a school-wide or district wide action research program that will promote equity and help close the achievement gap This is an ideal resource for school district leaders, teachers, and preservice teachers, and is also suited for professional development schools.