Deleuze's concept of 'becoming' provides the key to his notoriously complex metaphysics, yet it has not been systematized until now. Bankston tracks the concept of becoming and its underlying temporal processes across Deleuze's writings, arguing that expressions of becoming(s) appear in two modes of temporality: an appropriation of Nietzsche's eternal return (the becoming of the event), and Bergsonian duration (the becoming of sensation). Overturning the criticisms launched by Zizek and Badiou, with conceptual encounters between Bergson, Nietzsche, Leibniz, Borges, Klossowski, and Proust, the newly charted concept of double becoming provides a roadmap to the totality of Deleuze's philosophy. Bankston systematizes Deleuze's multi-mirrored universe where form and content infinitely refract in a vital kaleidoscope of becoming.

Caldas and Bankston provide a critical, dispassionate analysis of why desegregation in the United States has failed to achieve the goal of providing equal educational opportunities for all students. They offer case histories through dozens of examples of failed desegregation plans from all over the country. The book takes a very broad perspective on race and education, situated in the larger context of the development of individual rights in Western civiliztion. The book traces the long legal history of first racial segregation, and then racial desegregation in America. The authors explain how rapidly changing demographics and family structure in the United States have greatly complicated the project of top-down government efforts to achieve an ideal racial balance in schools. It describes how social capital—a positive outcome of social interaction between and among parents, children, and teachers—creates strong bonds that lead to high academic achievement. The authors show how coercive desegregation weakens bonds and hurts not only students and schools, but also entire communities. Examples from all parts of the United States show how parents undermined desegregation plans by seeking better educational alternatives for their children rather than supporting the public schools to which their children were assigned. Most important, this book offers an alternative, more realistic viewpoint on class, race, and education in America.

Still Failing: The Continuing Paradox of School Desegregation is a significantly updated and revised version of Caldas and Bankston's previous book Forced to Fail: The Paradox of School Desegregation. The book includes an analysis of the most significant Supreme Court cases that have been decided in the ten years since the first edition of the book appeared. The authors consider the important implications of these recent rulings for the future of school desegregation in America's schools. Social capital theory is used to explain why schools and communities continue to be segregated along racial and ethnic lines. Still Failing also provides the most recent U.S. census and Department of Education statistics documenting the continuing segregation of American schools and districts. The book also continues to track the persistent racial achievement gap, using the newest ACT, SAT, and NAEP testing figures. Finally, the book considers what present segregation trends portend for future efforts to racially and ethnically integrate schools, and close achievement gaps. Additional key features of this book include: *Historical antecedents showing how and why American schooling became racially segregated *Social capital theory to explain school and community segregation *The legal history of all important supreme court cases, congressional laws and presidential executive orders related to school segregation and desegregation *Easy-to-read and interpret graphs and figures *The most up-to-date school population and census information

Although the French language and the traditional rural way of life are disappearing among Louisiana Cajuns, identification with Cajun ethnicity is flourishing. Henry and Bankston draw on historical documents, ethnographic observations and interviews, and statistical sources to investigate and explain this phenomenon. They argue that while Cajun ethnicity developed from and consisted of the French-speaking, rural poor of the region, it has been transformed, during the 20th century, into a regional class with common interests and outlooks. A substantial minority of Cajuns have risen out of the blue collar niche and into the middle class, creating more complicated problems of adjustment, role redefinition, and the changing nature of relationships with friends and family who remain part of the working class. The authors detail and describe the way the working class Cajun majority and the white collar Cajun minority draw on images and ideas from a reconstructed past to make sense of their present conditions and changes in their community. This comprehensive structural analysis of Cajun ethnicity suggests a new emphasis on structural conditions in understanding ethnic phenomena and introduces the concept of an economy of ethnicity.

In analyzing and exploring the creation and maintenance of Cajun ethnicity, Henry and Bankston also point toward a general theory of contemporary ethnic groups. Why, for instance, have more and more people claimed to be of Native American ancestry? How did the population of people calling themselves Irish soar over the course of a very brief period of time? Arguing that as the cultural basis of difference subsides, ethnic claims increase, and that such claims are based on a number of factors including socioeconomic and regional concerns, the authors contend that the same factors at play in the maintenance of the Cajun ethnicity are also at play in other ethnic communities and subcultures within the United States. They conclude that in claiming an ethnic identity, group members rework ideas of history and ancestry in order to apply these ideas to modern life.

Choice Outstanding Academic Title for 2015 In recent years, immigration researchers have increasingly drawn on the concept of social capital and the role of social networks to understand the dynamics of immigrant experiences. How can they help to explain what brings migrants from some countries to others, or why members of different immigrant groups experience widely varying outcomes in their community settings, occupational opportunities, and educational outcomes? This timely book examines the major issues in social capital research, showing how economic and social contexts shape networks in the process of migration, and assesses the strengths and weaknesses of this approach to the study of international migration. By drawing on a broad range of examples from major immigrant groups, the book takes network-based social capital theory out of the realm of abstraction and reveals the insights it offers. Written in a readily comprehensible, jargon-free style, Immigrant Networks and Social Capital is appropriate for undergraduate and graduate classes in international migration, networks, and political and social theory in general. It provides both a theoretical synthesis for professional social scientists and a clear introduction to network approaches to social capital for students, policy-makers, and anyone interested in contemporary social trends and issues.

Many activists and writers have ascribed continuing racial segregation in American schools to a failure of will. In this view, forced transfers of students and other aggressive judicially mandated policies would lead to greater equality in education if only legislators and judges had the will to continue trying to make school districts conform to plans for redesigning schools and even American society. Controls and Choices: The Educational Marketplace and the Failure of School Desegregation provides a detailed examination of the nature of the educational marketplace, supported by historical evidence, to argue that school desegregation failed because it involved monopolistic efforts at redistributing opportunities. These efforts were fundamentally at odds with the self-interest of the families who had the greatest ability to make choices in the educational marketplace. The authors use the concept of the educational marketplace to explain how market-based attempts at school reform, notably vouchers and charter schools, have grown out of the failure of desegregation and remain hampered by lack of recognition of how the schools really function as markets. Some additional key features of this book include: *Gives a clear understanding of how schools function as markets *Illustrates the argument with histories of specific school districts *Links the history of school desegregation to school vouchers and charter schools *Includes easy to read and interpret graphs and figures *Includes most up-to-date school population and census information

The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new to the field of Asian American studies will appreciate the background information on issues that concern Asian Pacific Americans, while experts in the field will find powerful, innovative teaching activities that clearly convey established and new ideas. The activities in this book have been used effectively in classrooms, workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. Teaching About Asian Pacific Americans serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities.

The Romance of Regionalism in the Work of F. Scott and Zelda Fitzgerald: The South Side of Paradise explores resonances of "Southernness" in works by American culture's leading literary couple. At the height of their fame, F. Scott and Zelda Fitzgerald dramatized their relationship as a romance of regionalism, as the charming tale of a Northern man wooing a Southern belle. Their writing exposes deeper sectional conflicts, however: from the seemingly unexorcisable fixation with the Civil War and the historical revisionism of the Lost Cause to popular culture's depiction of the South as an artistically deprived, economically broken backwater, the couple challenged early twentieth-century stereotypes of life below the Mason-Dixon line. From their most famous efforts (The Great Gatsby and Save Me the Waltz) to their more overlooked and obscure (Scott's 1932 story "Family in the Wind," Zelda's "The Iceberg," published in 1918 before she even met her husband), Scott and Zelda returned obsessively to the challenges of defining Southern identity in a country in which "going south" meant decay and dissolution. Contributors to this volume tackle a range of Southern topics, including belle culture, the picturesque and the Gothic, Confederate commemoration and race relations, and regional reconciliation. As the collection demonstrates, the Fitzgeralds' fortuitous meeting in Montgomery, Alabama, in 1918 sparked a Southern renascence in miniature.

The second edition of The Sociology of Katrina brings together the nation's top sociological researchers in an effort to deepen our understanding of the modern catastrophe that is Hurricane Katrina. Five years after the storm, its profound impact continues to be felt. This new edition explores emerging themes, as well as ongoing issues that continue to besiege survivors. The book has been updated and revised throughout--from data about recovery efforts and environmental conditions, to discussions of major social issues in education, health care, the economy, and crime. The authors thoroughly review the important topic of recovery, both in New Orleans and in the wider area of the Mississippi Gulf Coast. This new edition features a new chapter focused on the Katrina experience for people in the primary impact area, or "ground zero," five years after the storm. This chapter uncovers many challenges in overcoming the critical problems caused by the storm of the century. From this important update of the acclaimed first edition, it is apparent that "the storm is not over," as Katrina continues to generate political, economic, community, and personal controversy.

In Deleuze and Art Anne Sauvagnargues, one of the world's most renowned Deleuze scholars, offers a unique insight into the constitutive role played by art in the formation of Deleuze's thought. By reproducing Deleuze's social and intellectual references, Sauvagnargues is able to construct a precise map of the totality of Deleuze's work, pinpointing where key Deleuzian concepts first emerge and eventually disappear. This innovative methodology, which Sauvagnargues calls "periodization", provides a systematic historiography of Deleuze's philosophy that remains faithful to his affirmation of the principle of exteriority. By analyzing the external relations between Deleuze's self-proclaimed three philosophical periods, Sauvagnargues gives the reader an inside look into the conceptual and artistic landscape that surrounded Deleuze and the creation of his philosophy. With extreme clarity and precision, Sauvagnargues provides an important glimpse into Deleuze's philosophy by reconstructing the social and intellectual contexts that contributed to the trajectory of his thought. This book is the product of insightful and careful research, which has not been made available to English readers of Deleuze before now.

The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new to the field of Asian American studies will appreciate the background information on issues that concern Asian Pacific Americans, while experts in the field will find powerful, innovative teaching activities that clearly convey established and new ideas. The activities in this book have been used effectively in classrooms, workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. Teaching About Asian Pacific Americans serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities.