At the time of Obama's draconian anti-immigrant policies leading to massive deportation of undocumented, poor immigrants of colour, there could not be a more timely and important book than this edited volume, which critically examines ways in which immigration, race, class, language, and gender issues intersect and impact the life of many immigrants, including immigrant students. This book documents the journey, many success-stories, as well as stories that expose social inequity in schools and U.S. society. Further, this book examines issues of social inequity and resource gaps shaping the relations between affluent and poor-working class students, including students of colour. Authors in this volume also critically unpack anti-immigrant policies leading to the separation of families and children. Equally important, contributors to this book unveil ways and degree to which xenophobia and linguicism have affected immigrants, including immigrant students and faculty of colour, in both subtle and overt ways, and the manner in which many have resisted these forms of oppression and affirmed their humanity. Lastly, chapters in this much-needed and well-timed volume have pointed out the way racism has limited life chances of people of colour, including students of colour, preventing many of them from fulfilling their potential succeeding in schools and society at large.

Drawing on critical race theory, this book critically examines race through a mosaic lens pointing out various issues directly connected to it, such as racial identity politics, racism, multiracialism, interracial relationships, and the hegemony of whiteness. This book goes further to analyze the manner in which socially constructed racial stereotypes contribute to and are used to justify the poor socio-economic situation and marginalization of People of Color, particularly the poor ones. Designed for a broad range of readers, this book aims to open up democratic spaces for genuine discussions about racial issues.

Every century has witnessed the birth of a few world-transcending intellectuals as well as talented emerging scholars. Noam Chomsky and Pierre W. Orelus are no exception. Using dialogues exchanged over the course of nine years, combined with heartfelt critical essays, Chomsky and Orelus analytically examine social justice issues, such as unbalanced relationships between dominant and subjugated languages, democratic schooling, neoliberalism, colonization, and the harmful effect of Western globalization on developing countries, particularly on the poor living in those countries. On Language, Democracy, and Social Justice offers a unique perspective on these issues. Educators and scholar-activists interested in challenging the long-standing status quo to inspire transformative social, educational, and political change must read this book.

Every century has witnessed the birth of a few world-transcending intellectuals as well as talented emerging scholars. Noam Chomsky and Pierre W. Orelus are no exception. Using dialogues exchanged over the course of nine years, combined with heartfelt critical essays, Chomsky and Orelus analytically examine social justice issues, such as unbalanced relationships between dominant and subjugated languages, democratic schooling, neoliberalism, colonization, and the harmful effect of Western globalization on developing countries, particularly on the poor living in those countries. On Language, Democracy, and Social Justice offers a unique perspective on these issues. Educators and scholar-activists interested in challenging the long-standing status quo to inspire transformative social, educational, and political change must read this book.

A Decolonizing Encounter examines the effects of western colonialism on historically marginalized and colonized populations living both in the West and the "third world". Specifically, it explores crucial issues such as the decolonizing of schools and communities of color; the decentralization of power of the capitalist and colonial state; globalization; democracy; and struggle for political and economic justice for all peoples. This book holds appeal particularly to committed social justice educators, as well as scholars and community activists concerned with the important issues of schooling, colonization, democracy, and the right of all students to have access to quality and democratic education. Given its interdisciplinary scope, undergraduate and graduate students majoring in or interested in disciplines such as education, colonial and postcolonial studies, history, anthropology, sociology, and ethnic studies will find this book deeply relevant to their intellectual formation and scholarly interests.

Drawing on critical race theory and empirical data from case studies involving fifty men of African descent, this book presents a new perspective on black masculinity, maleness, sexism, and institutional racism. The book situates black masculinity in a racial, socio-historical, and postcolonial context to provide innovative ways of understanding the profound effects of institutional racism. Although its focus is primarily on people of African descent, the book addresses issues concerning all races and ethnicities, explores the harmful effects of sexism and homophobia on women and queer people, and proposes practical steps that can be taken to fight against socio-economic inequality and injustice that is racially-, gender-, and sexually-based. Given the practical nature and interdisciplinary dimension of this book, readers and educators studying race, racism, sexism, and gender issues will find it germane to their needs and their classes.

This book draws on critical race theories and teachers' testimonials grounded in 20 years of teaching experiences to reveal the ways in which racial and cultural biases are embedded in school curricula, and both their intended and unintended consequences on the learning and well being of students of color. More specifically, this book examines how these biases have played a significant role in the mis-education, misrepresentation, and marginalization of African American, Native American, Latino and Asian students. But the analysis doesn't stop there. The author goes beyond the school walls to underscore how systemic racism, paired with colonialism, has impacted the lives of racially marginalized groups in both the United States and developing countries. This book uncovers these injustices and proposes alternative ways in which racism can be unschooled.

At the time of Obama's draconian anti-immigrant policies leading to massive deportation of undocumented, poor immigrants of colour, there could not be a more timely and important book than this edited volume, which critically examines ways in which immigration, race, class, language, and gender issues intersect and impact the life of many immigrants, including immigrant students. This book documents the journey, many success-stories, as well as stories that expose social inequity in schools and U.S. society. Further, this book examines issues of social inequity and resource gaps shaping the relations between affluent and poor-working class students, including students of colour. Authors in this volume also critically unpack anti-immigrant policies leading to the separation of families and children. Equally important, contributors to this book unveil ways and degree to which xenophobia and linguicism have affected immigrants, including immigrant students and faculty of colour, in both subtle and overt ways, and the manner in which many have resisted these forms of oppression and affirmed their humanity. Lastly, chapters in this much-needed and well-timed volume have pointed out the way racism has limited life chances of people of colour, including students of colour, preventing many of them from fulfilling their potential succeeding in schools and society at large.

Drawing on critical race theory, this book critically examines race through a mosaic lens pointing out various issues directly connected to it, such as racial identity politics, racism, multiracialism, interracial relationships, and the hegemony of whiteness. This book goes further to analyze the manner in which socially constructed racial stereotypes contribute to and are used to justify the poor socio-economic situation and marginalization of People of Color, particularly the poor ones. Designed for a broad range of readers, this book aims to open up democratic spaces for genuine discussions about racial issues.

It is ironic that our ever-present preoccupation with closing the achievement gap is insufficiently articulated in current federal education policy. To this end, Pierre Orelus' study cogently underscores the fruitfulness of caring teachers' persistence in bridging the all-too-frequent gulf that exists between school and community together with an apprenticeship model that saturates youth in academic discourses. This is an encouraging and inspiring read. Angela Valenzuela, College of Education, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind. Orelus' book provides valuable insights into the resources, including teachers' teaching practices, students' level of motivation, their family values, and the students' academic background, that contribute to academic achievement for English language learners. The author's close examination of what enabled four middle school ELLs to succeed academically illustrates that even students who are labeled "at risk" can succeed with the right support. David Freeman, Ph.D. Professor of Reading and ESL Chair: Department of Language, Literacy, and Intercultural Studies The University of Texas at Brownsville Pierre Orelus draws on his personal experiences as an English-language learner to examine ELL's academic achievement and underachievement. Guadalupe Valdes, Ph.D. Bonnie Katz Tenenbaum Professor of Education Stanford University This book addresses one of the most pressing issues facing US education - how best to support the academic literacy of English Language Learners. Pierre Orelus looks closely at teaching practices that contribute to students' academic growth, and he adds to the mounting evidence of the negative impact of high stakes testing and accountability on teaching, especially for students who are learning English. This is a powerful call to reject the culturally and educationally reductive practices promoted by No Child Left Behind. Professor Pauline Lipman University of Illinois at Chicago Author of High Stakes Education; Inequality, Globalization, and Urban School Reform

In this book, the author critically analyzes the wide-ranging effects of western neo-colonial and neo-liberal economic and political policies on Haiti and other oppressed nations. The author's overarching argument is that western colonization of these countries has taken a different form with a disguised mask. Further, the author contends that this form of colonization and "new" occupation has been made possible through the control of the economic and political apparatus of these disfranchised nations and the ideological domination of people living there, often maintained through canonical texts and institutions such as schools, the army, the media, and churches. The author situates this new form of occupation of Haiti by western imperialist powers in the context of western neo-liberal economic and political policies. Finally, critically analyzing the Haiti's school system, which he argues is colonial-based, the author demonstrates how students living in this island have been mis-educated to internalize and reproduce western values, beliefs, and norms at the expense of their own. Interweaving the perspectives of subject and critical observer, Pierre Orelus reveals multiple dimensions of the material and psychological devastation left in the wake of Western imperial conquest. His ruminations focus on his native Haiti, once the world's richest colony, severely punished for daring to become the first free country of free men in the hemisphere, now its most deeply impoverished and brutalized society. But his thoughts and their implications reach well beyond, yielding valuable insight into the pain and suffering of the traditional victims, and their resilience and hope. Noam Chomsky, Emeritus Professor at Massachusetts Institute of Technology, author of Hegemony or Survival. The voices of those brutalized by the twin iniquities of neocolonialism and imperialism have for too long been silenced. In this personal narrative, Pierre Orelus, a Haitian immigrant and educator, shares his reflections, hopes, and dreams for the future. It is time for a voice such as Pierre's to be heard by teachers, teacher educators, and others concerned with social justice. Sonia Nieto Emeritus Professor at University of Massachusetts at Amherst, author of Affirming Diversity. In this age of the corporate university where academic trends shift as fast as youth fashion, it's a breath of fresh air to have a book like "The Occupier and the "New" Occupied -Haiti and Other Oppressed Nations Under Western Neocolonial, Neoliberal and Imperialist Dominations" that fearlessly grounds itself in a vast history of anti-colonial theory and research while expanding these horizons with a cutting critique of neoliberalism's imperialist agenda. Orelus' book is a must read for anyone interested in understanding the dark side of globalization. Pepi Leistyna Associate Professor of Applied Linguistics and Cultural Studies at University of Massachusetts-Boston, author of Cultural Studies: From Theory to Action. In this book a daring and caring teacher conceptualizes and considers a problem that escapes many: how do schools become sites of occupation? Thinking of ways to explain this problem to the reader, the author slowly builds an argument that children can learn best in schools that are liberated from occupation, and suggestions are made about how this could be accomplished. Anyone who wants to help students grow will want to reflect on arguments set forth in this book. Dr. Enoch Page Associate Professor at University of Massachusetts at Amherst.