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Immigration reform. Bilingual education. Affirmative action. Such issues trigger knee-jerk reactions from many people, and in California those reactions are likely to fall along strict ethnic lines. A white majority has long called the shots in voter initiatives, but with Mexican Americans becoming the majority population in southern California, their views on these matters can no longer be ignored. In Moving from the Margins, an outspoken member of the Mexican American community explores issues that have molded politics over the past decade in a state where division seems more common than unity. Addressing immigration, education, health care, and economic and political concerns, Adela de la Torre provides a distinctly Chicana perspective that often differs from that of mainstream readers and voters. Drawn from the author's syndicated column in the Los Angeles Times along with writings from other publications, Moving from the Margins includes incisive and often provocative commentaries that provide insights into the roots of ethnic tensions in the Golden State. The book also includes readers' reactions to the articles, creating a dialogue of ideas while confronting fears of what many Americans view as an alien culture. Whether addressing entitlements granted to noncitizens, the future of public schools, or access to health care, de la Torre challenges readers to move beyond their own frame of reference and consider new points of view. The issues she faces have shaped today's California—and they also lie at the heart of urban public policy in America for the twenty-first century.
Working at the Margins describes and analyzes the move, from welfare rolls to paid employment, of adults who were marginalized from the mainstream by race, ethnicity, language, and economic status. Frances Julia Riemer utilizes ethnographic data gathered over two years from four workplaces that employed thirty seven former welfare recipients. She examines how the private sector accommodates these workers and their differences and how the workers themselves negotiate the barriers they experience. The book illustrates how government policies and adult-education initiatives, designed ostensibly to create opportunities, often reify existing inequalities.
Documents the rich allusiveness and intellectual probity of experimental filmmaking-a form that thrived despite having been officially banned-in East German socialism's final years
Central Asia has been perceived as a landscape of connections, of Silk Roads; an endless plain across which waves of conquerors swiftly rode on horseback. In reality the region is highly fragmented and difficult to traverse, and overcoming these obstacles led to routes becoming associated with epic travel and high-value trade. Put simply, the inhabitants of these lands became experts in the art of travelling the margins. This volume seeks to unravel some of the myths of long-distance roads in Central Asia, using a desert case-study to put forward a new hypothesis for how medieval landscapes were controlled and manipulated.
The essays in Globalization on the Margins explore the continuities and changes in Central Asian education development since the collapse of the Soviet Union in 1991. Reflecting on two decades of post-socialist transformations, they reveal that education systems in Central Asia responded to the rapidly changing political, economic, and social environment in profoundly new and unique ways. Some countries moved towards Western models, others went backwards, and still others followed entirely new trajectories. Yet, elements of the “old” system remain. Rather than viewing these post-Soviet transformations in isolation, Globalization on the Margins places its analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Instead of portraying the transition process as the influx of Western ideas into the region, the authors provide new lenses to critically examine the multidirectional flow of ideas, concepts, and reform models within Central Asia. Notwithstanding the variety of theoretical perspectives, methodological approaches, and conceptual lenses, the authors have one thing in common: both individually and collectively, they reveal the complexity and uncertainty of the post-Soviet transformations. By highlighting the political nature of the transformation processes and the uniqueness of historical, political, social, and cultural contexts of each particular country, Globalization on the Margins portrays post-Soviet education transformations as complex, multidimensional, and uncertain processes.
Once again, the Horn of Africa has been in the headlines. And once again the news has been bad: drought, famine, conflict, hunger, suffering and death. The finger of blame has been pointed in numerous directions: to the changing climate, to environmental degradation, to overpopulation, to geopolitics and conflict, to aid agency failures, and more. But it is not all disaster and catastrophe. Many successful development efforts at ‘the margins’ often remain hidden, informal, sometimes illegal; and rarely in line with standard development prescriptions. If we shift our gaze from the capital cities to the regional centres and their hinterlands, then a very different perspective emerges. These are the places where pastoralists live. They have for centuries struggled with drought, conflict and famine. They are resourceful, entrepreneurial and innovative peoples. Yet they have been ignored and marginalised by the states that control their territory and the development agencies who are supposed to help them. This book argues that, while we should not ignore the profound difficulties of creating secure livelihoods in the Greater Horn of Africa, there is much to be learned from development successes, large and small. This book will be of great interest to students and scholars with an interest in development studies and human geography, with a particular emphasis on Africa. It will also appeal to development policy-makers and practitioners.
When Feminist Theory: From Margin to Center was first published in 1984, it was welcomed and praised by feminist thinkers who wanted a new vision. Even so, individual readers frequently found the theory "unsettling" or "provocative." Today, the blueprint for feminist movement presented in the book remains as provocative and relevant as ever. Written in hooks's characteristic direct style, Feminist Theory embodies the hope that feminists can find a common language to spread the word and create a mass, global feminist movement.
Going from the margins of society as an immigrant child in the United States to becoming a First-Generation physician in his family's history, William Mundo describes his path to medicine while at the same time overcoming the adversity of being a minority student in medicine and higher education. In Margins to Medicine: A First-Generation Student's Health Equity Guide on Overcoming Adversity with Diversity, Mundo delivers a health equity guide that discusses the intersections of medicine with ethnic and racial studies alongside public health and the social determinants of health. In this memoir-style reference book, you will acquire an introduction to the health sciences combined with readings for diversity and social justice through compelling life narratives rooted in theory and practice.In this in-depth exploration, Mundo explains how the understanding of critical race theory and ethnic studies and their interrelationship with health equity - a vital framework utilized to overcome health inequities in our country. Understanding the complex interactions of how racism makes us sick is essential for any public health and health practitioners, as well as for a wide range of other allied health and social welfare professionals, including researchers concerned with combating health inequity while at the same time promoting racial justice. At the very heart of this book is a valuable reading for any diverse First-Generation student who dreams of becoming a doctor amid the historical disadvantages and adversities we face in our daily lives.
Appropriate for those new to the topic and established scholars, this holistic text examines the nexus of advocacy and English-language teaching, beginning with theories of advocacy, covering constraints and challenges in practice, and offering a range of hands-on perspectives in different contexts and with different populations. Bringing together wide-ranging and diverse viewpoints in TESOL, this volume examines the role of advocacy through a social justice lens in a range of contexts, including K-12 classrooms and schools, adult and higher education settings, families and communities, and teacher-education programs and professional organizations. Advocacy in English Language Teaching and Learning offers readers a deeper understanding of what advocacy is and can be, and gives teacher candidates and educators the tools to advocate for their students, their families and communities, and their profession.