This book is a collection of digital narratives and personal essays written by twenty-one immigrant and refugee high school students from thirteen countries who reside in Atlanta.

This book is a collection of digital narratives and personal essays written by twenty-one immigrant and refugee high school students from thirteen countries who reside in Atlanta.

This book is a collection of digital narratives and personal essays written by thirty immigrant and refugee high school students from thirteen countries who reside in Minneapolis.

This book is a collection of digital narratives and personal essays written by thirty immigrant and refugee high school students from thirteen countries who reside in Minneapolis.

This book is a collection of digital narratives and personal essays written by thirty immigrant and refugee high school students from twenty two countries who reside in Madison and Milwaukee.

Despite the velocity and scale of the cumulative changes of immigrant integration and receptivity infrastructures in fast growing regions of the United States, less research has focused on the new and evolving experiences in these regions in recent years. Editors Paul N. McDaniel and Darlene Xiomara Rodriguez and the contributors in Integration and Receptivity in Immigrant Gateway Metro Regions in the United States fill this gap through case studies of different types of immigrant gateway metro areas. They provide insight into how immigrant settlement, integration, and receptivity processes and practices within each metro area have continued to evolve beyond the nascent experiences documented in the early 2000s. This interdisciplinary volume examines ongoing processes in not only well-established immigrant gateways, but also in previously overlooked regions. This book is a resource for researchers, students, and practitioners to contextualize the ongoing changes in new destination metropolitan regions in the United States and to learn from the challenges, opportunities, and best practices emerging from different metropolitan regional contexts.

An insider’s account of the infamous Atlanta Public Schools cheating scandal that scapegoated black employees for problems rooted in the education reform movement. In March of 2013, 35 educators in the Atlanta Public Schools were charged with racketeering and conspiracy—the same charges used to bring down the American mafia—for allegedly changing students’ answers on standardized tests. All but one was black. The youngest of the accused, Shani Robinson, had taught for only 3 years and was a new mother when she was wrongfully convicted and faced up to 25 years in prison. She and her coauthor, journalist Anna Simonton, look back to show how black children in Atlanta were being deprived long before some teachers allegedly changed the answers on their students’ tests. Stretching all the way back to Brown v. Board of Education, the landmark 1954 Supreme Court ruling that outlawed segregation in public schools, to examining the corporate-led education reform movement, the policing of black and brown citizens, and widening racial and economic disparities in Atlanta, Robinson and Simonton reveal how real estate moguls and financiers were lining their pockets with the education dollars that should have been going to the classroom.

A chef’s gripping quest to reconcile his childhood experiences as a migrant farmworker with the rarefied world of fine dining. Born in rural Mexico, Eduardo “Lalo” García Guzmán and his family left for the United States when he was a child, picking fruits and vegetables on the migrant route from Florida to Michigan. He worked in Atlanta restaurants as a teenager before being convicted of a robbery, incarcerated, and eventually deported. Lalo landed in Mexico City as a new generation of chefs was questioning the hierarchies that had historically privileged European cuisine in elite spaces. At his acclaimed restaurant, Máximo Bistrot, he began to craft food that narrated his memories and hopes. Mexico City–based journalist Laura Tillman spent five years immersively reporting on Lalo’s story: from Máximo’s kitchen to the onion fields of Vidalia, Georgia, to Dubai’s first high-end Mexican restaurant, to Lalo’s hometown of San José de las Pilas. What emerges is a moving portrait of Lalo’s struggle to find authenticity in an industry built on the very inequalities that drove his family to leave their home, and of the artistic process as Lalo calls on the experiences of his life to create transcendent cuisine. The Migrant Chef offers an unforgettable window into a family’s border-eclipsing dreams, Mexico’s culinary heritage, and the making of a chef.

A bold and unconventional collection of first-person stories told and illustrated by immigrants and refugees living across the United States. Stanford scientist, deaf student, indigenous activist, Black entrepreneur-all immigrants and refugees-recount journeys from their home countries in ten vibrantly illustrated stories. Faced by unfamiliar vistas, they are welcomed with possibilities, and confronted by challenges and prejudice. Timely, sobering, and insightful, Our Stories Carried Us Here acts as a mirror and a light to connect us all with immigrant and refugee experiences. Green Card Voices works to educate and empower communities by amplifying first-person stories of America's immigrants. Edited by Tea Rozman, Julie Vang, and Tom Kaczynski. Cover by Nate Powell. Foreword by Thi Bui

NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.