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Discusses the biggest issues facing Arizona--including immigration, guns, health care, the Tea Party and vigilantism--and how a radicalized Arizona has become a national bellwether.
In his books The Great Plains, The Great Frontier, and The Texas Rangers, historian Walter Prescott Webb created an enduring image of fearless, white, Anglo male settlers and lawmen bringing civilization to an American Southwest plagued with "savage" Indians and Mexicans. So popular was Webb's vision that it influenced generations of historians and artists in all media and effectively silenced the counter-narratives that Mexican American writers and historians were concurrently producing to claim their standing as "gente decente," people of worth. These counter-narratives form the subject of Leticia M. Garza-Falcón's study. She explores how prominent writers of Mexican descent-such as Jovita González, Américo Paredes, María Cristina Mena, Fermina Guerra, Beatriz de la Garza, and Helena María Viramontes -have used literature to respond to the dominative history of the United States, which offered retrospective justification for expansionist policies in the Southwest and South Texas. Garza-Falcón shows how these counter-narratives capture a body of knowledge and experience excluded from "official" histories, whose "facts" often emerged more from literary techniques than from objective analysis of historical data.
We are living in the great age of human migration. Some 200 million people alive today have moved from their countries of origin and, according to a recent international survey, as many as 700 million more would migrate if they could. The political reaction—in Europe no less than in the United States—has been to batten down the hatches. More than a million migrants have been expelled from the US during Barack Obama's administration, a record rate. Jeremy Harding's evocative reporting across Europe and on the US–Mexican border provides fascinating, haunting portraits of migrants, as well as the less inspiring and sometimes frightening profiles of the anti-immigrant zealots who oppose them. Equally unparalleled is Harding's comparative analysis of the failure, indeed, mirage of exclusionary policy in both Europe and the US.
With contributions by: Rosa M. Banda, Michael L. Clemons, Lakeyta M. Bonnette-Bailey, Donathan L. Brown, Hannah Firdyiwek, Alonzo M. Flowers III, Helen Taylor Greene, William G. Jones, Athena M. King, Taj�ullah Sky Lark, Jamela M. Martin, Marcus L. Martin, Byron D�Andra Orey, Amardo Rodriguez, Audrey E. Snyder, James L. Taylor, Leslie U. Walker, and Jason M. Williams This book examines how Martin Luther King�s life and work had a profound, if unpredictable, impact on the course of the United States since the civil rights era. A global icon of freedom, justice, and equality, King is recognized worldwide as a beacon in the struggles of peoples seeking to eradicate oppression, entrenched poverty, social deprivation, as well as political and economic disfranchisement. While Dr. King�s work and ideas have gained broad traction, some powerful people misappropriate the symbol of King, skewing his legacy. With unique, multidisciplinary works by scholars from around the country, this anthology focuses on contemporary social policies and issues in America. Collectively, these pieces explore wide-ranging issues and contemporary social developments through the lens of Dr. King�s perceptions, analysis, and prescriptions. Essayists bring a multidisciplinary and interdisciplinary approach to social policies and current issues in light of his ideals. They strive to glean new approaches and solutions that comport with Dr. King�s vision. Organized into three sections, the book focuses on selected issues in contemporary domestic politics and policy, foreign policy and foreign affairs, and social developments that impinge upon African Americans and Americans in general. Essays shed light on Dr. King�s perspective related to crime and justice, the right to vote, the hip hop movement, American foreign policy in the Middle East and Africa, healthcare, and other pressing issues. This book infers what Dr. King�s response and actions might be on important and problematic contemporary policy and social issues that have arisen in the post�civil rights era.
Latinos in the United States encompass a broad range of racial, socioeconomic, and sociopolitical identities. Originating from the Caribbean, Spain, Central and South America, and Mexico, they have unique justice concerns. The ethnic group includes U.S. citizens, authorized resident aliens, and undocumented aliens, a group that has been a constant partner in the Latino legal landscape for over a century. This book addresses the development and rapid growth of the Latino population in the United States and how race-based discrimination, hate crimes, and other prejudicial attitudes, some of which have been codified via public policy, have grown in response. Salinas explores the degrading practice of racial profiling, an approach used by both federal and state law enforcement agents; the abuse in immigration enforcement; and the use of deadly force against immigrants. The author also discusses the barriers Latinos encounter as they wend their way through the court system. While all minorities face the barrier of racially based jury strikes, bilingual Latinos deal with additional concerns, since limited-English-proficient defendants depend on interpreters to understand the trial process. As a nation rich in ethnic and racial backgrounds, the United States, Salinas argues, should better strive to serve its principles of justice.
America has always been a composite of racially blended peoples, never a purely white Anglo-Protestant nation. The Mexican American historian Neil Foley offers a sweeping view of the evolution of Mexican America, from a colonial outpost on Mexico’s northern frontier to a twenty-first-century people integral to the nation they have helped build.
" Teachers Without Borders?is the story of four Indian teachers who came to the United States in the face of tremendous personal and professional odds to teach in urban schools. Their experiences are brought to life in this groundbreaking empirical study through interviews with their principals, district representatives in charge of recruitment and orientation, recruitment agency personnel, and union representatives, as well as in-depth classroom observations and student commentary. This well-researched work raises an essential question: If international teachers face daily exploitation, a lack of personal and professional support, and a lack of pedagogical and cultural preparation, are they able to give urban students the high-quality multicultural education they need and deserve? Book Features: An engaging case study that tackles competing discourses about immigration, globalization, and teacher quality. The voices of international teachers highlighting the successes and challenges of their experience and comparisons to teachers in other cities across the country. An examination of the differences in student and teacher expectations and how these influence teaching and learning. Alyssa Hadley Dunnis an assistant professor of urban teacher education at Georgia State University. “Teachers Without Borders?underscores the need for teacher educators and district personnel to incorporate culturally relevant pedagogy into their programs and professional support.” —From the Foreword byJacqueline Jordan Irvine “Teachers Without Borders?documents the advent of hiring international teachers to fill shortages in urban schools. Dunn’s extraordinary analysis shows the lack of preparation of these teachers and, as important, she teaches us how to build the kind of support that will transform this kind of teacher recruitment into a system that matters for students, their schools, and their communities.” —Ann Lieberman, Senior Scholar, Stanford University, co-author ofTeachers in Professional CommunitiesandHow Teachers Become Leaders “Alyssa Hadley Dunn argues that both students and international teachers are being misled. This is an excellent and important study.” —Carl A. Grant, Hoefs-Bascom Professor, University Wisconsin-Madison “In this highly readable case study, Dunn exposes how the rhetoric of ‘cultural awareness’ used to justify hiring temporary international teachers masks a deeper devaluation of teachers, students of color, and pedagogical knowledge.” —Christine Sleeter, professor emerita, California State University, Monterey Bay, co-author ofTeaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms "Teachers Without Borders?will transport you through the local and the global, interweaving nuanced portraits of teachers from abroad with troubling unveilings of the bigger picture behind teacher recruitment and school reform. Insightful, passionate, and expansive, this book is a must-read.” —Kevin Kumashiro, University of Illinois at Chicago, author ofBad Teacher! How Blaming Teachers Distorts the Bigger Picture; “In this brilliantly rendered case, we see the human consequences when advocates adopt profit-driven strategies, assume quick-fix solutions, and embrace an arid view of teaching and learning. We can also glimpse pathways toward creating a system capable of educating all children in our wildly diverse democracy.” —William Ayers, educator and bestselling author ofTo Teach, Third EditionandTeaching the Taboo “Teachers Without Borders?opens a new window on the complex realities of cultural literacy in our schools, the challenges of culturally responsive pedagogy in our classrooms, and the still promising opportunities for reform today.” —Jeff Biggers, author ofState Out of the Union: Arizona and the Final Showdown Over the American Dream “This highly-readable and moving book couples compelling case studies with hard-hitting social and political critique. In a sensitive yet unflinching analysis, Alyssa Hadley Dunn exposes the complex economic, professional, and humanitarian issues involved in international teacher recruitment. Although many readers will not be aware of this problem before reading the book, they will never be able to forget it once they do.” —Marilyn Cochran-Smith, Cawthorne Professor of Teacher Education, Lynch School of Education, Boston College "

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