There are over 1.5 million homeless students in U.S. schools, a number expected to rise as a result of Covid-19. Research on this population has existed since the 1980s, but most teachers are unaware of the unique needs of these highly vulnerable students or the laws that exist to protect them. Although they primarily need housing, students experiencing homelessness also need responsive school environments. In language accessible to busy practitioners, this book presents research on homelessness as it impacts children in school and lays out for teachers what is known, and as yet unknown, about how best to serve these students in K-12 and as they prepare for what comes next. Perfect for courses that aim to provide pre-service teachers with proven strategies for reaching underserved student populations.

Based on a large pool of oral material as well as multiple Sámi museum collections, this book examines the connection between Sámi identities, duodji, sovereignty and Sámi heritage objects in museums.

Traditionally, duodji has been defined as Sámi craft, but in her work Finbog demonstrates how this definition is the result of a historical devaluation caused by multiple colonial strategies. She goes on to redefine the practice of duodji as an important Sámi epistemology of aesthetics and muitalusat [stories] centered within a system of relations that are expressed as bonds of kinship.

Drawing on the concepts, paradigms and analytical tools created from this system of knowledge, Finbog engages with multiple processes and expressions of Sámi Indigenous identity and sovereignty within the context of museums and cultural heritage institutions. Using the practices, materials, and relations of Sámi duodji as a lens, she thus provides new insights into the role of Sámi museums as Indigenous institutions, and furthermore how such institutions have come to provide an important component of Sámi epistemologies.

By way of multiple conversations as well as museum visits with duojárat, or practitioners of duodji, Finbog also investigates the relation between museums, duodji, and Sámi source communities, showing how the formation of these relations have a massive impact on both Sámi identities and perceptions of sovereignty. As such, the book provides a far more complex picture and understanding of museum collections, Sámi museums as cultural heritage institutions, and the multiple and diverse processes that are initiated in the negotiation of Sámi identities and expressions of sovereignty, than has been historically assumed.

For decades, the United States has focused on recruiting and retaining teachers of color with an emphasis on employing them in urban schools. This need is persistent for myriad reasons not the least of which is the lack of support that these teachers face through their teacher preparation programs and in their early years in the profession. The history of now: Urban education, alternative routes to licensure, and the oral histories of Black and Latinx educators is a book that speaks to preparing and supporting teachers in a specific urban education context, Las Vegas, Nevada. By describing the historical context of the city in relation to the development and maintenance of urban schools, we situate this book in a place based examination of learning to teach. While place-based or context-specific approaches to teacher preparation exist in academic literature, there is a need to better understand the impact of those approaches on the development of pre- and in-service teachers. Our book addresses that need by providing narratives of Black and Latinx in-service teachers who were certified through an alternative route to licensure (ARL) as well as a Latina principal and a Latina academic teacher education professor. A growing segment of the teacher workforce is certified via alternative pathways, yet relatively little is known about their experiences, specifically through oral history and narrative inquiry as means to connect their pasts with their process of becoming and preparing secondary educators in urban schools. Therefore, the heart of this edited volume presents author's detailed narratives of experience that connect their life history with their current realities as educators of color.

Before becoming licensed educators, student teachers often demonstrate a license to transform the lives of others. A recent cohort of teacher candidates created this student teaching alphabet highlighting their personal, philosophical, and ethical license to transform. Original artifacts (i.e., poems, letters, artwork) serve as entry-points through which to consider how life events, aspirations, challenges, and beliefs contribute to one's emerging and evolving personal and professional identities. Readers are invited to contemplate their experiences, interactions, and lives in original and provocative ways.

In educational psychology and teacher education/preparation courses, this book is meaningful for pre-service, early, mid-career, and veteran teachers as well as those considering a career in education. More than a curriculum of student teaching, it challenges us to imagine a curriculum of transformation that reflects the gestalt of all dimensions of life. More broadly, it can be useful for coursework in areas of the humanities, liberal arts, sociology, and curriculum studies. Individuals from a variety of backgrounds can reflect on their work and their lives through phenomenological lenses that validate the richness and complexities of their lived experiences.

As a teacher's curriculum-as a curriculum of life-readers can ponder the ways they are being and becoming the educators-and the human beings-they've aspired to be. These teacher candidates are teaching for more than a license; they are teaching for better, more equitable futures. With the strength of their commitment and the audacity of their passion for change, these student teachers have much to teach us.

This biographical memoir takes an in-depth look into the life of Mutah Beale, formerly known as Napoleon of the legendary Outlawz rap group who was affiliated with the late Tupac Shakur. It examines his life starting from birth after the murder of his parents and growing up in an unforgiving environment where he encountered insurmountable obstacles at a young age. Becoming intimately acquainted with Tupac Shakur, Napoleon rises to stardom as a member of rap's most recognizable groups only to suffer tragedy after tragedy. He becomes embroiled in one of hip hop's fiercest rivalries, trying to navigate life at the height of the East Coast vs. West Coast saga. Throughout the turmoil and tumult, Mutah looks for guidance and ultimately finds his inner peace when he accepts Islam. His life is a vivid walking example of the complexity of America as the book examines timely issues that plague American society such as police brutality, mental health, gang politics/violence, and spirituality. Life is ЯAW features intriguing stories involving hip hop's most recognizable legends including The Notorious B.I.G., Ice Cube, Nas, Fat Joe, Kurupt and many others. The book presents an authentic, well-documented narrative that includes over 150 research sources and features exclusive interviews from countless friends, family members and industry icons such as Steve Lobel, Young Noble (Outlawz), Storm (Outlawz), H-Ryda (Outlawz), Wack Deuce (Outlawz), Trey Lane, Gonzoe, and many more. The book will undoubtedly serve as an important relic for hip hop history and culture. A powerfully meaningful foreword from Professor Awad Ibrahim (with an insightful and comprehensive Afterword by Dr. Othman Barnawi) sets the stage to prepare for the incredible journey of the life of Mutah Beale. With reflection and introspection, Life is ЯAW is sure to change your perspective on life forever.

Peter Gourevitch had a remarkable set of parents, grandparents, uncles and aunts, and his account of their lives across the 20th century is also a history of those years-and a reflection on the experience of men and women who lived in hard times and made fateful choices. They were revolutionaries in czarist Russia, Menshevik oppositionists in Bolshevik Russia, Jewish socialists in Berlin who fled the Nazis to Paris and then to Toulouse and Nice in Vichy France. Some of them died in Russia, Stalin's victims; some of them died in Auschwitz; some of them escaped to America, with the help of the American Federation of Labor and the Jewish Labor Committee-a largely untold story. Peter has reconstructed their lives from family legends, the archives of brutal regimes, personal letters, official documents, and his own memories. He tells an extraordinarily engaging and moving tale, and concludes with an incisive argument about what we can learn from it about history and politics.

Michael Walzer, Professor Emeritus, Institute for Advanced Study, Princeton

This gem of a book by a distinguished political scientist records the absorbing history of his family. Profoundly uplifting and sad, these stories search for family roots in the escape routes from the revolutionary vengeance of the Bolsheviks, the Holocaust of the Nazis, and Stalin' Gulag. Contingency, context, complexity and causality bring to light different circumstances and choices marked by survival and death, resilience and courage. Peter Gourevitch's curiosity and passion makes a cruel past part of our unsettled present.

Peter Joachim Katzenstein FBA is a German-American political scientist. He is the Walter S. Carpenter, Jr. Professor of International Studies at Cornell University. Former President of the American Political Science Association.

When do we choose to flee from an increasingly precarious fate? How do you know when it's time to go? Through the lens of his fascinating family history, Peter Gourevitch explores how circumstance and happenstance combine to determine how we answer such questions. Some family chose to leave revolutionary Russia for the safety of Germany. Some fled Hitler's Germany for the safety of France. Some took the last train from Paris as the city fell to the Nazis, eventually making it to the United States because they were Socialists rather than because they were Jews. An epic family journey that focuses on the choices that took members down different and sometimes tragic paths.

David A. Lake, Gerri-Ann and Gary E. Jacobs Professor of Social Sciences, Distinguished Professor of Political Science, University of California, San Diego. Webpage: https: //quote.ucsd.edu/lake/

You are destroying my productivity. I literally could not put this down. Bravo!

Robert Kuttner, co-Editor The American Prospect

In Walking Together in Indigenous Research, the editors have assembled powerful texts that reflect where Indigeneity is today, where it has come from, and where it will move in the years ahead. The sheer variety of topics in this collection-from poetry to policy analyses, from research paradigms to the many faces of reconciliation-is testimony to the vibrancy of Indigenous Studies and to the energy of its many practitioners.

The contributors selected by Forsythe and Markides seek neither to comfort nor to confront the reader; rather, they ask us to consider thoughtfully and converse honestly. The epidemic of Indigenous youth suicide, still far too widespread, is examined from the powerful viewpoint of parents rather than sociologists or social workers. A decolonized future beckons, whether in law enforcement or the natural environment, even as we are forced to acknowledge its continuing power in legislation and school curricula.

Walking Together in Indigenous Research offers students, scholars, and citizens a multifaceted, powerful account of Indigeneity past, present, and future.

Moving backwards into the future, Four Arrows uses Sitting Bull's words to begin a transformative journey for the reader in behalf of future generations.

Using the meta-cognitive dehypnotizing strategy he calls the CAT-FAWN Connection, Four Arrows combines scientific information, clinical knowledge and Indigenous wisdom.

An extraordinary way to access Indigenous worldview. Four Arrows uses contextualized statements from Sitting Bull to understand a way of thinking that can help with our own survival and healing.-Cristina Gallego, award-winning Colombian filmmaker, Director of Birds of Passage, Embrace of the Serpent

This book packs a lot of wisdom into a small package. Four Arrows creatively outlines the key tenets of an integral Indigenous worldview that highlights for all of us who hope to move beyond today's crises how we might leave a better world for our grandchildren.- Sandra Waddock, Galligan Chair of Strategy, Boston College Carroll School of Management. Author of Intellectual Shamans

Mental Health for Educators opens the heart of teaching and learning with a generous regard for the complexities of education as psychological phenomenon, emotional situation, and as an expression of life. Britzman and Güzel introduce a psychoanalytic vocabulary that touches the educator's affective experiences of teaching in crowds, online, in one's memories of schooling, in dreams, in anxieties over burnout and rage, in disappointment and victory, in matters of belief and disagreement, and in trying to get to know the lives of others. While most literature on mental health is dedicated to helping students and giving advice to parents, this book speaks directly to university professors, teachers, those learning to teach, those involved in the helping professions, those involved in the learning lives of others, and university administrators. With wit and clear analysis, selected topics bring into conversation matters of love and hate in pedagogy, problems of misunderstanding and loss of meaning, the handling of anxiety and inhibitions in university life, the dilemmas of helping and dependency, and pictures of mental life as our emotional situations. The book is written with style of inquiry that emerges from a view of education as a state of mind and a social bond.

The death of a loved one alters our lives and our core selves. We also experience secondary losses that pierce us-a surprising element of this can be a drastic decline in our long-term social support system. Our lack of education on death and grief represents the alarming reality of grief illiteracy in modern North American societies. Few people are therefore prepared to accompany another's grief for the length of their bereavement. Instead, we are prone to sweep the sorrows of others out of sight, away from us, when they most need to be seen and heard in their pain. An authentic witnessing of each other's grief has diminished.

In The Revelations of Eapen, Linita Eapen Mathew's moving memoir, she uses evocative autoethnography to delve deeply into the human psyche through a collection of 41 stories, uncovering the cultural interactions that occurred before, during, and after her father's death. Her narration as protagonist, hoping to reconcile with her father's loss, discloses her struggle with chronic, complicated grief, simultaneously exposing the grief-illiterate nature of modern North American culture. Although her suffering does not recede easily, her support in Canada quickly vanishes following the conclusion of her father's funeral. As she travels to Kerala, India, to perform the traditional Indian-Christian death rituals, she learns of the potent healing power of ritualistic ceremonies on her prolonged grief and the positive result of communal grieving on reconciliation. Throughout these Revelations, she divulges the spiritual intricacies that can coincide with death, such as sensing her father's presence, hearing his voice, meeting him in dreams, and feeling guided by him internally. At last, she learns how to continue her bond with her father, sealing her successful transition into life after loss.

This book is a voice, a companion, and a tribute to all who have lost a loved one.

Arts Creation: A Curriculum of Relationality, Resurgence, and Renewal is a curated collection of arts-informed, creation-centred, and storying practices in research and education. The ceremonies, and their resurgence, is a curriculum of relationality and one that must be renewed continually. This, too, can be challenging. Difficult but necessary work. - Cynthia Chambers & Erika Hasebe-Ludt

AuthorArtists' weave threads of imagery, poetry, narrative, and verse, with sound and story that evoke our capacity to re-imagine our world differently. Their diverse and distinct voices and expressions remind us of the powerful sustenance our creative spirit can manifest. They show us how the arts can actively decolonize, heal, build relationships, return, reclaim, and honour our relational connections. These lessons teach us how we can lift-up voices, resist colonial narratives, strengthen our resolve to respect and honour each other, and celebrate life. These writers and artists have gifted their audience with the radiant hope of a curriculum that will enable our children, and our children's children, to find their place in the family of things. - Cynthia Chambers & Erika Hasebe-Ludt



It is our hope that this inspirited collection provides a relational and creation-centred approach for artists, artist-researchers, educators, and those engaged in reconciliatory work.

In 1849, Horace Webster, the first president of the Free Academy said of the radical social experiment that would eventually become the City University of New York (CUNY): The experiment is to be tried, whether the children of the people, the children of the whole people, can be educated, and whether an institution of the highest grade, can be controlled by the popular will, not by the privileged few, but by the privileged many. More than 170 years after the founding of the Free Academy, we revisit Horace Webster's statement to question the outcome of the experiment from the perspective of the students.

This volume is a pause, an attempt to create a cartography of the ever-shifting and ever-changing process of m tissagebetween Blackness, Indigeneity and Hip-Hop. In essence, the volume is an ode to Hip-Hop, a gesture of love and an acknowledgement of that beautiful circle in and around which Blackness and Indigeneity meet by the grace of Hip-Hop. In and around that circle, Hip-Hop emerges as a site of identification and investment; that is, how and why Indigenous and Black youth are investing so heavily in Hip-Hop. As forms of worlding, Hip-Hop encodes processes and practices within the spoken words, the arrangement of bodies and beats- to choreograph consent- a practice inherent in the cypher. The volume brings innovative criticality to the intersections of Hip-Hop, Blackness and Indigeneity. These intersections are rarely explored and this volume is a rare attempt to explore how and why Hip-Hop emerges as a site of identification and investment for Black and Indigenous people, especially the young, as they journey in their social, historical and political struggle. WORD

To age is human; we reach majority, come into maturity, celebrate milestones, light candles for every passing year, until we get old. And then we turn away and deny it, decry it. Why? This narrative study explores the incomprehensible fact of ageism and what it feels like to live through it.

***

Finishing Up: On Aging and Ageism is a call to action, for all of us to reckon with our own aging by continuing to be in the world, to continue doing what we love, and to continue doing what we can to break down the bars of the cultural cages of ageism. To me, that also means to be on the look-out for Moskowitz's next book.

From foreword by Judith Pearl Summerfield

The crisis of capitalism, the ascendency of a post-truth politics, the expansive reach of an increasingly militarized surveillance state and the rampant consolidation of the Fourth Industrial Revolution characterized by a fusion of technologies have blurred the lines between the physical, digital, ideological and biological spheres. The historically generated social relations that have legitimized racism, homophobia, misogyny, misanthropy and misology have spawned a new generation of white supremacist, neo-Nazi militias and have led to a murderous assault on Black men by police and a generalized assault on people of color. The information ecosphere and the current infodemic which is promulgating the conspiracy theories that are both prolonging and intensifying the damage done by the pandemic and climate change by suggesting that the pandemic and climate change are not real, that they were created by the deep state solely for the purpose of providing cover for a further consolidation and intensification of the surveillance state, has led to a massive attack on progressive and critical educators. Bills are being created to ban the teaching of divisive concepts in public schools such as those related to race and gender. The teaching of the history of slavery is deemed an act of racism against white people. QAnon mythology that fabricates lies about a stolen 2020 election, and that Satan-worshipping pedaophiles are in control of the government, media and financial institutions, is fast becoming normalized within the US Republican Party and spreading to other countries. The world's masses are increasingly being transformed into 21st century compliant and self-censoring human beings who appear defenseless in the face of nationalist calls for military solutions to global problems, of white supremacist chauvinistic attacks on people of color and of narratives championing nationalism, isolationism, and fascism. For four decades Peter McLaren has been writing about these world-historical developments and urging educators to seek a socialist alternative. In the performative style that has been the signature of McLaren's work, The Critic Pedagogy Manifesto is meant to remind readers what is at stake in these precarious and dangerous times and to offer armed hope in the struggle ahead.

This is vintage McLaren making use of his creative talents with humor and irony. We need more of this alternative literary presentation of ideas to make the arguments that bland statements in articles present with a straight face. McLaren leads the way.

--Michael A Peters

Distinguished Professor of Education

Beijing Normal University, PR China

For years, Professor Peter McLaren has followed his radical cosmopolitan path and invented an original language of critical theory and pedagogical critique, which, fundamentally, culminates in his artistic expression.....capturing the absurd days of chaos in the world's leading rogue state.

- Juha Suoranta, Professor of Adult Education, Tampere University, Finland

'The poet laureate of the left' writes with characteristic aplomb to expose the realities of Trump and the very real danger of the consolidation of fascism in the US.

--Mike Cole, author of Trump, the Alt-Right and Public Pedagogies of Hate and for Fascism: What Is To Be Done?

Movements such as the Women's March on Washington and #MeToo have created a national dialogue about the sexual harassment of women that is still prevalent in the 21st century in the United States. While there are many factors that play into how girls are socialized to conform to traditional gender roles, school plays a significant part in this process. For instance, every fall, there are news stories about dress code standards for girls and young women in schools throughout the country, with district spokespersons often citing that girls create a distraction to the boys in their classes. The problem, therefore, is framed in terms of a higher value placed on the learning of boys than the agency that girls have over their own bodies. This book, which takes an intersectionality approach to the topic, seeks to explore the ways in which girls are sexualized through school practices, beginning as early as pre-school and continuing through all levels of education into their adult lives. The book will examine how schools serve as gendered spaces and genderizing spaces that reinforce societal norms and expectations for girls and young women. Distraction: Girls, School, and Sexuality is suitable for undergraduate and graduate course in women's and gender studies.

A valuable book for parents, educators, and policymakers.

William Deresiewicz, author of Excellent Sheep

As an educational researcher, Denise Bressler has spent a lot of time in today's classrooms, and she is deeply concerned. Students are largely disengaged and unmotivated. How can that be? Learning should be a thrilling adventure, not drudgery. Drawing on established learning theories and contemporary educational research, Unlearning the Ropes demonstrates that what people are tacitly taught by school is basically backwards. For example, school teaches that good grades matter, yet good grades don't guarantee learning. In Unlearning the Ropes, Bressler reveals the moments that changed her beliefs about education. Through relatable anecdotes, she helps readers reframe the way they think about school, education, and learning. Rethinking what school teaches is the first step towards helping young people become enthusiastic learners.

Becoming: Transformative Storytelling for Education's Future is a collection of powerful stories about teaching and learning. The book illuminates an inquiry process for educators to reflect on and tell their own stories of teaching and learning, in order to fuel personal, professional, and organizational transformation. The inquiry and storytelling process is modeled throughout the book by the author chapters. Through their educational autobiographies, the authors uncover opportunities for making changes in their own educational practices as well as those of the organizations in which they work and teach. The stories also surface challenges in the broader education system and the authors consider the ways to create more equitable, culturally sustaining, and transformative educational experiences for all students. Readers can engage with the stories in the volume to inspire their own personal and professional growth, and perhaps even more powerfully, readers can dive into the process themselves. This book provides readers with the structure and motivation to surface, share, and engage with their own stories of teaching and learning, and to invite their colleagues into the process, to collectively consider the possibilities for transformation within their own educational contexts.

In response to significant Indigenous rights and solidarity movements, and to the Truth and Reconciliation Commission of Canada's Calls to Action, all people are being asked to redress the wrongdoings of our shared past and to forge ethical relations anew. While decolonizing processes in Indigenous education can be different for everyone, all journeys are important. Scholars and practitioners are negotiating difficult and contentious terrain as they seek truths and disrupt deeply entrenched colonial ideologies. These educators are leading the way in reconciliatory practices and engaging Brave Work in Indigenous Education.

This edited-collection offers insights into the myriad ways both Indigenous and non-Indigenous educators are enacting Indigenous education in a variety of settings-in classrooms, on the land, in ceremony, with community, and more. The chapters are exemplars of the urgent work being done to decenter longstanding colonial narratives and to honour Indigenous Knowledges. Together, Elders, Knowledge Keepers, scholars, students, community members and other change-makers are creating opportunities to share, listen, learn, and heal the legacies of intergenerational traumas through education and action.

The concept for this book is inspired by the late Maxine Greene (2000), who described her enduring philosophical focus and legacy of social imagination as the capacity to invent visions of what should be and what might be in our deficient society, on the streets where we live, in our schools (p. 5). The purpose of this volume is to examine and illuminate the roles of community organizers and educators who are changing lives through public art and community arts projects. This research originally emerged from a well-attended 2018 conference presentation and exhibition at Columbia University, engaging with the local and international community of arts education and arts administration.

Greene (2000) reminds us that we want our students to achieve friendship as each one stirs to wide-awareness, to imaginative action, and to renewed consciousness of possibility (p. 43). In this spirit, our book surveys collaborative, community arts projects. This book is intended to center on contributions and collaborations of artists and educators to and with their local communities with local knowledge . . . the immediacies of our own institution: neighborhood; surrounding streets, doors, and windows; and people on the street (Greene, 2000, p. 68).

Visions from the social imagination center on a range of creative concepts in today's society, expressed through authors' unique, collaborative voices. Chapters focus on visual arts education, craft and wearables in communities, museum education outreach, arts education research, and community arts projects in music. The editors come from diverse backgrounds in arts education, craft, sociology, poetry, and arts administration. Coursework in art education, arts research, arts administration, and educational philosophy may be particularly suited to adopting this text.