What happens when Chicanx students’ educational experiences are shaped by the activation of ancestral worlds? Born of songs like La Bamba, oral traditions, call and response practices, body as an instrument, and embodying ecologies, the authors posit son jarocho fandango (SJF) methodologies as a tool of convivencia/conviviality, communal healing, positive identity formation, and agency. Against the backdrop of white settler colonialism, members of the intergenerational Son Xinachtli Collective formed across two U.S.–Mexican border states and two ethnic studies university courses. The Collective follows the tradition of the SJF decolonial movement, positioning SJF as an ancestral elder of the African diasporic, Mexican Indigenous, Spanish, and Arabic traditions—whose threat of extinction sparked a cultural revitalization. The survival of SJF and its ancestral worlds supersedes the ruptures of colonialism. From ethnic studies classroom practices to organizing SJF in the community, this work highlights the possibilities of nurturing co-liberation. Book Features: Offers an historical and contemporary example of culturally sustaining practices embraced by Chicanx and Indigenous communities. á Focuses on son jarocho fandango as a pedagogy and methodology in schools, not just an art form. Shows how culturally sustaining pedagogy works in a postsecondary setting to center ethnic and cultural practices within the curriculum. Describes an action research project that can be used with high school students to meet ethnic studies and graduation requirements. Interweaves student learning, ethnic studies pedagogies, teacher education, curriculum development, and civic engagement. Includes visuals that provide the aesthetic of experiencing son jarocho fandango movement.

As the lead singer of the Grammy Award–winning rock band Quetzal and a scholar of Chicana/o and Latina/o studies, Martha Gonzalez is uniquely positioned to articulate the ways in which creative expression can serve the dual roles of political commentary and community building. Drawing on postcolonial, Chicana, black feminist, and performance theories, Chican@ Artivistas explores the visual, musical, and performance art produced in East Los Angeles since the inception of NAFTA and the subsequent anti-immigration rhetoric of the 1990s. Showcasing the social impact made by key artist-activists on their communities and on the mainstream art world and music industry, Gonzalez charts the evolution of a now-canonical body of work that took its inspiration from the Zapatista movement, particularly its masked indigenous participants, and that responded to efforts to impose systems of labor exploitation and social subjugation. Incorporating Gonzalez’s memories of the Mexican nationalist music of her childhood and her band’s journey to Chiapas, the book captures the mobilizing music, poetry, dance, and art that emerged in pre-gentrification corners of downtown Los Angeles and that went on to inspire flourishing networks of bold, innovative artivistas.

What is at stake when our young people attempt to belong to a college environment that reflects a world that does not want them for who they are? In this compelling book, Navajo scholar Amanda Tachine takes a personal look at 10 Navajo teenagers, following their experiences during their last year in high school and into their first year in college. It is common to think of this life transition as a time for creating new connections to a campus community, but what if there are systemic mechanisms lurking in that community that hurt Native students' chances of earning a degree? Tachine describes these mechanisms as systemic monsters and shows how campus environments can be sites of harm for Indigenous students due to factors that she terms monsters' sense of belonging, namely assimilating, diminishing, harming the worldviews of those not rooted in White supremacy, heteropatriarchy, capitalism, racism, and Indigenous erasure. This book addresses the nature of those monsters and details the Indigenous weapons that students use to defeat them. Rooted in love, life, sacredness, and sovereignty, these weapons reawaken students' presence and power. Book Features: Introduces an Indigenous methodological approach called story rug that demonstrates how research can be expanded to encompass all our senses. Weaves together Navajo youths' stories of struggle and hope in educational settings, making visible systemic monsters and Indigenous weaponry. Draws from Navajo knowledge systems as an analytic tool to connect history to present and future realities. Speaks to the contemporary situation of Native peoples, illuminating the challenges that Native students face in making the transition to college. Examines historical and contemporary realities of Navajo systemic monsters, such as the financial hardship monster, deficit (not enough) monster, failure monster, and (in)visibility monster. Offers insights for higher education institutions that are seeking ways to create belonging for diverse students.

The fandango, emerging in the early-eighteenth century Black Atlantic as a dance and music craze across Spain and the Americas, came to comprise genres as diverse as Mexican son jarocho, the salon and concert fandangos of Mozart and Scarlatti, and the Andalusian fandangos central to flamenco. From the celebrations of humble folk to the theaters of the European elite, with boisterous castanets, strumming strings, flirtatious sensuality, and dexterous footwork, the fandango became a conduit for the syncretism of music, dance, and people of diverse Spanish, Afro-Latin, Gitano, and even Amerindian origins. Once a symbol of Spanish Empire, it came to signify freedom of movement and of expression, given powerful new voice in the twenty-first century by Mexican immigrant communities. What is the full array of the fandango? The superb essays gathered in this collection lay the foundational stone for further exploration.

Protecting the Promise is the first book in the Culturally Sustaining Pedagogies Series edited by Django Paris. It features a collection of short stories told in collaboration with five Native families that speak to the everyday aspects of Indigenous educational resurgence rooted in the intergenerational learning that occurs between mothers and their children. The author defines “resurgence” as the ongoing actions that recenter Indigenous realities and knowledges, while simultaneously denouncing and healing from the damaging effects of settler colonial systems. By illuminating the potential of such educational resurgence, the book counters deficit paradigms too often placed on Indigenous communities. It also demonstrates the need to include Indigenous Knowledges within the curriculum for both in-school and out-of-school settings. These engaging narratives reframe Indigenous parents as critical and compassionate educators, cultural brokers, and storytellers who are central partners in the education of their children. Book Features: A window into how and why Indigenous resurgence through (and sometimes in resistance to) education can happen.A narrative style of writing that builds accessible stories that are both relatable and connected to larger social issues.An interdisciplinary approach that has implications for pre- and in-service teachers and school administrators, as well as for the communities from which these stories originated.A teacher-friendly Afterword that offers lesson ideas for the classroom and companion questions to the short stories.

It's a history that has involved periods of great friendship with robust trade and loose immigration policies. But the US-Mexican relationship has also been beset by wars, drug trade, and human trafficking. And with the latest Trump-induced xenophobia towards Mexico this book contextualizes how it is the latest swing in the up-and-down 200-year history between these countries. 'Fandango at the Wall' also addresses how the broken relationship between these countries have been repaired in the past and will provide clarity to the current debate regarding building the wall and America's posture towards immigrants.

A comprehensive history of the Bible in the Third World.

For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’ groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with ‘those’ kids?”, Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’ published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. Featured Essays: Toward a Theory of Culturally Relevant PedagogyBut That’s Just Good Teaching: The Case for Culturally Relevant PedagogyLiberatory Consequences of LiteracyIt Doesn’t Add Up: African American Students and Mathematics AchievementCrafting a Culturally Relevant Social Studies ApproachFighting for Our Lives: Preparing Teachers to Teach African American StudentsWhat’s the Matter With the Team? Diversity in Teacher EducationIt’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem With Teacher EducationCulturally Relevant Teaching 2.0, a.k.a. the Remix Beyond Beats, Rhymes, and Beyoncé: Hip-Hop Education and Culturally Relevant Pedagogy

Childhood and family life have changed significantly in recent decades. What is the nature of these changes? How have they affected the use of time, space, work and play? In what ways have they influenced face-to-face talk and the uses of technology within families and communities? Eminent anthropologist Shirley Brice Heath sets out to find answers to these and similar questions, tracking the lives of 300 black and white working-class families as they reshaped their lives in new locations, occupations and interpersonal alignments over a period of thirty years. From the 1981 recession through the economic instabilities and technological developments of the opening decade of the twenty-first century, Shirley Brice Heath shows how families constantly rearrange their patterns of work, language, play and learning in response to economic pressures. This outstanding study is a must-read for anyone interested in family life, language development and social change.

Orientalism, Philology, and the Illegibility of the Modern World examines the philology of orientalism. It discusses how European (and in particular German) orientalism has influenced the modern understanding of how language accesses reality and offers a critical reinterpretation of orientalism, ontology and modernity. This book pushes an innovative focus on the global history of knowledge as entangled between European and non-European cultures. Drawing from formal oriental studies, epigraphy, travel literature, and theology, Henning Trüper explores how the attempt to appropriate the world by attaching language to the notion of a 'real' reference in the world ultimately produced a crisis of meaning. In the process, Trüper convincingly challenges received understandings of the intellectual genealogies of oriental scholarship and its practices. This ground-breaking study is a meaningful contribution to current discourses about philology and significantly adds to our understanding about the relationship between discursive practices, cultural agendas, and political systems. As such, it will be of immense value to scholars researching Europe and the modern world, the history of philology, and those seeking to historicise the prevalent debates in theory.