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State Out of the Union is award-winning journalist and historian Jeff Biggers’ riveting account of Arizona, the famed frontier state whose conflict over immigration and state’s rights has become a national bellwether. Biggers shows how Arizona’s long history of labor and civil rights battles, its contentious entry into the union, as well as cyclical upheavals over immigration rights, place the state front and center in a greater American story playing out across the United States. From President Eisenhower’s Operation Wetback to the legacy of Arizona native son César Chávez to the powerful influence of the state’s politicians, like Sen. Barry Goldwater and Tea Party President Russell Pearce, Biggers reveals how Arizona has played a pivotal role in determining the nation’s conservative and liberal agendas. Today, more than 25 state legislatures have introduced anti-immigration bills that are virtual copies of Arizona’s controversial SB 1070 “papers please” law. The state is ground zero in the clash over a historic demographic shift taking place across the country with the rise of a newly empowered Latino electorate. But Arizona is not only home to some of the most virulent anti-immigration legislation in the country—it is also the birthplace of a new movement of young Latino activists and allies who have not only challenged the self-proclaimed architect of SB 1070 in a historic recall election, but are also mobilizing to defend the state’s education system from censorship. A lasting and important work of cultural history, State Out of the Union vividly unveils the showdown over the American Dream in Arizona—and its impact on the future of the nation.
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.
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.
In his new book, Michael Vavrus helps readers better understand why issues of diversity and difference are so highly contested in the United States and across the globe. Vavrus incorporates specific education examples throughout the text to examine six contested areas: race and ethnicity; socioeconomic class and culture; multicultural and ethnic studies; language; religion; and sexuality and gender. In each of these areas, the author explores how contrasting worldviews found in social conservatism, liberal multiculturalism, and critical multiculturalism influence our understandings about difference and diversity and the education policies we develop as a result. Diversity and Education is designed to help educators move beyond the “how can they believe that?” knee-jerk reaction toward a more informed, strategic understanding of belief systems and political affiliations. Book Features: Brings a contemporary, 21st–century perspective to differing political orientations toward diversity and education. Examines outcomes of diversity debates on children of color, the poor, immigrants, women, and sexual and religious minorities. Uses critical pedagogy with a historical and political economy lens to explain current diversity issues in education. Critiques the diversity stance of new national teacher education standards from the Council for Accreditation of Educator Preparation. “Diversity and Education can not only help us have conversations about racism, institutionalizedoppression, and cultural fear, it can also offer an intervention that can movereaders towards a deeper critical consciousness about diversity and multicultural education in their own lives.” —From the Foreword by Wayne Au, associate professor at the University of Washington, Bothell, and an editor for Rethinking Schools “Few education scholars have offered as potent and cogent a political and economic analysis of multicultural education and diversity as Professor Michael Vavrus has in his new book. His critique of neoliberalism via critical pedagogy and his advocacy of social justice education are timely and praiseworthy.” —Ramin Farahmandpur, professor, Graduate School of Education, Portland State University “Diversity and Education is a must-read for anyone concerned about why so many policies claiming to ‘help’ diverse students fail, and what alternatives exist. Vavrus clearly believes in the power of teachers who are well-educated critical thinkers. In this lucid and compelling text, he skillfully applies a highly useful framework to unpack historical and contemporary debates about core concepts underlying multiple struggles for education and rights.” —Christine Sleeter, professor emerita, California State University, Monterey Bay
This ethnography documents and explores the social, political, and material consequences of militarization in the borderlands of Arizona. Based on two years of fieldwork in Phoenix, Tucson, and other communities along the US-Mexico border, the author identifies militarization as a social and political phenomenon that gradually reconfigures both individuals and communities. Through ethnographic instances, she explores how the vocabularies of race, nationalism, and patriotism decrease political engagement and simultaneously increase conflict within the borderland communities.
This essay reviews three books that examine Arizona's political actions contextualized within an ongoing national debate over the how to deal with the mass migration, particularly undocumented migration, from Mexico, Central America and other regions of Latin America. The book titles tell much of Arizona's political culture and actions propelled by the measures:Biggers (2012) State out of the Union: Arizona and the Final Showdown Over the American Dream ; Magana and Lee eds. (2013) Latino Politics and Arizona's Immigration Law SB 1970 ; and Santa Ana and Gonzalez de Bustamante eds. (2012) Alto Arizona! Veto SB 1070: Arizona Firestorm. Global Immigration Realities, National Media and Provincial Politics .
" 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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