This book explores the promising practices for teaching linguistically and culturally diverse international students within post-secondary educational institutions. In particular, we plan to focus on the student's voice with this book. First, it explores the promising practices for teaching culturally and diverse international students. Second, it presents the student voice as it relates to student satisfaction and student perceptions of learning. It will do this by examining differences at the academic discipline level, in-person vs. online/open environments, and academic level. It also addresses student supervision of international graduate students, writing support, and related support services needed by international students. The book will also address differences between international students who come from various educational systems. It should lead to a more complete understanding as to what teaching practices work best, and what international students prefer in the way of instructional practices, along with instructor characteristics. This book will be valuable for faculty members who teach courses regarding diversity, international and comparative education related to post-secondary instruction, faculty who teach pre-service education, educational developers who are looking at how best to support faculty development as it relates to teaching international students, academic administrators who are exploring the development of academic programs focused on the needs of prospective international students, professional associations and governmental bodies who are responsible for assessing the academic quality of international student-focused academic programs, and more.

Postsecondary language classrooms present a profound problem as they become breeding grounds for the perpetuation of racial discrimination and linguistic inequalities. Racialized students encounter numerous barriers, both institutional and individual, that hinder their language learning and overall educational experiences. The prevailing monolingual and monocultural norms marginalize and erase the linguistic and cultural identities of these students, reinforcing power imbalances and maintaining oppressive structures. Interrogating Race and Racism in Postsecondary Language Classrooms offers a much-needed solution to address the pervasive issues surrounding race and language within higher education. Edited by Xiangying Huo and Clayton Smith, this transformative book presents an opportunity for scholars, educators, and researchers to confront and challenge the deeply ingrained racism, linguicism, and neo-racism present in language classrooms. Through an intersectional lens, the book not only exposes the complex intersections between race and language but also provides practical strategies to combat these injustices and create inclusive learning environments. With a diverse range of topics, from power dynamics and native speakers to multilingualism and anti-oppressive pedagogies, the book equips readers with the necessary tools to effect meaningful change. It amplifies marginalized voices, highlights lived experiences, and emphasizes the importance of anti-racist and anti-colonial practices in language education. By offering research-based chapters and employing various methodologies, the book empowers educators, administrators, and policymakers to dismantle oppressive systems and cultivate environments that foster racial justice and liberation. Interrogating Race and Racism in Postsecondary Language Classrooms catalyzes the transformation of language education in higher institutions. It paves the way for a paradigm shift that prioritizes inclusivity, social justice, and equitable language learning. By engaging scholars, researchers, and educators across disciplines, this book has the potential to reshape language classrooms and dismantle systemic barriers that perpetuate racial discrimination. It is a vital resource for those invested in creating an educational landscape that values and celebrates the diverse linguistic and cultural backgrounds of all students, ultimately contributing to a more just and inclusive society.

That these treasures are available to us as writing is a miracle. . . . The writings here, while altogether modern in one sense, are based upon a literature, albeit oral, that has existed for thousands of years. They are the reflections of people who have lived long on the earth, on their own terms, in harmony with the powers of nature. They are invaluable to us who have so much to learn from them. These stories, poems, songs give us a way, a sacred way, into a world that we ought to know for its own sake. It is our own world, after all. --N. Scott Momaday, from the Foreword
The first anthology of Native Siberian literature in English, "The Way of Kinship" represents writers from regions extending from the Ob River in the west to the Chukotka peninsula, the easternmost point of the Siberian Russian Arctic. Drawn from seven distinct ethnic groups, this diverse body of work-prose fiction, poetry, drama, and creative nonfiction-chronicles ancient Siberian cultures and traditions threatened with extinction in the contemporary world.
Translated and edited by Alexander Vaschenko and Claude Clayton Smith, leading scholars in Native Siberian literature, The Way of Kinship is an essential collection that will introduce readers to new writers and new worlds.

A misplaced tramp, a castle of nitwits, some deadly mirrors, a crusade against hugs, a conversation with a very somber wheat farmer, and this pesky little thing called "the Rapture"; all these and more pepper the pages of Pants on Fire: A Collection of Lies. Welcome to a twisted, quirky, macabre world full of hilarious and chilling tales. Equal parts humor and horror, these seventeen surprising stories will leave you thrilled, thrown, and enthralled. Being lied to has never been so much fun

Three years have passed since the Jamaicans caused the apocalypse, and things in post-Armageddon Chicago have settled into a new kind of normal. Unfortunately, that "normal" includes collapsing skyscrapers, bands of bloodthirsty maniacs, and a dwindling cache of survival supplies. After watching his family, friends, and most of the non-sadistic elements of society crumble around him, Patrick decides it's time to cross one last item off his bucket list. He's going to Disney World. This hilarious, heartfelt, gut-wrenching odyssey through post-apocalyptic America is a pilgrimage peppered with peril, as fellow survivors Patrick and Ben encounter a slew of odd characters, from zombie politicians and deranged survivalists to a milky-eyed oracle who doesn't have a lot of good news. Plus, it looks like Patrick may be hiding the real reason for their mission to the Magic Kingdom...

When first proposed in this country during the 1970s, waste-to-energy (WTE) incinerators appeared to be ideal solutions to the growing mounds of trash in our "throw-away" society. Promising to convert useless garbage into electricity while saving precious landfill space, trash incinerators seemed perfectly timed to respond to a national need. Within a decade, however, a grassroots anti-incineration movement emerged as a vibrant offshoot of the environmental movement. In Don't Burn It Here, sociologists Edward Walsh, Rex Warland, and D. Clayton Smith examine this grassroots movement through detailed analyses of the struggles surrounding proposals to build eight municipal incinerators in Pennsylvania, New York, and New Jersey.

The eight case histories that form the heart of the book are comparable to hundreds of others across the U.S. The authors' research is based on interviews, focus group discussions, extensive newspaper files, and questionnaire responses from participants on both sides of the conflicts. A final chapter examines the similarities and differences between the three successful projects and the five defeated ones. An overview of the history of the modern incinerator in the U.S. and the emergence of a major national opposition movement provides the necessary context, and throughout the book, the authors make useful comparisons to other national movements seeking legal justice for deprived collectivities such as women and ethnic groups.

This project was supported by a grant from the Ford Foundation's Fund for Research in Dispute Resolution. Striving to maintain a balanced treatment of both sides of the incinerator battles, the authors provide fresh theoretical and methodological perspectives on a new type of collective action. They also help to close the gap between theory and empirical data in the social sciences.