Bringing the rich terrain of Arab American histories to bear on conceptualizations of race in the United States, this groundbreaking volume fills a critical gap in the field of U.S. racial and ethnic studies. The articles collected here highlight emergent discourses on the distinct ways that race matters to the study of Arab American histories and experiences and asks essential questions. What is the relationship between U.S. imperialism in Arab homelands and anti-Arab racism in the United States? In what ways have the axes of nation, religion, class, and gender intersected with Arab American racial formations? What is the significance of whiteness studies to Arab American studies? Transcending multiculturalist discourses that have simply added on the category “Arab-American” to the landscape of U.S. racial and ethnic studies after the attacks of September 11, 2001, this volume locates September 11 as a turning point, rather than as a beginning, in Arab Americans’

Authoritarianism has emerged as a prominent theme in popular and academic discussions of politics since the 2016 US presidential election and the coinciding expansion of authoritarian rhetoric and ideals across Europe, Asia, and beyond. Until recently, however, academic geographers have not focused squarely on the concept of authoritarianism. Its longstanding absence from the field is noteworthy as geographers have made extensive contributions to theorizing structural inequalities, injustice, and other expressions of oppressive or illiberal power relations and their diverse spatialities. Identifying this void, Spatializing Authoritarianism builds upon recent research to show that even when conceptualized as a set of practices rather than as a simple territorial label, authoritarianism has a spatiality: both drawing from and producing political space and scale in many often surprising ways. This volume advances the argument that authoritarianism must be investigated by accounting for the many scales at which it is produced, enacted, and imagined. Including a diverse array of theoretical perspectives and empirical cases drawn from the Global South and North, this collection illustrates the analytical power of attending to authoritarianism’s diverse scalar and spatial expressions, and how intimately connected it is with identity narratives, built landscapes, borders, legal systems, markets, and other territorial and extraterritorial expressions of power.

Turkey, Egypt, and Syria: A Travelogue vividly captures the experiences of prominent Indian intellectual and scholar Shibli Nu‘mani (1857–1914) as he journeyed across the Ottoman Empire and Egypt in 1892. A professor of Arabic and Persian at the Mohammedan Anglo-Oriental (MAO) College at Aligarh, Nu‘mani took a six-month leave from teaching to travel to the Ottoman Empire in search of rare printed works and manuscripts to use as sources for a series of biographies on major figures in Islamic history. Along the way, he collected information on schools, curricula, publishers, and newspapers, presenting a unique portrait of imperial culture at a transformative moment in the history of the Middle East. Nu‘mani records sketches and anecdotes that offer rare glimpses of intellectual networks, religious festivals, visual and literary culture, and everyday life in the Ottoman Empire and Egypt. First published in 1894, the travelogue has since become a classic of Urdu travel writing and has been immensely influential in the intellectual and political history of South Asia. This translation, the first into English, includes contemporary reviews of the travelogue, letters written by the author during his travels, and serialized newspaper reports about the journey, and is deeply enriched for readers and students by the translator’s copious multilingual glosses and annotations. Nu‘mani's chronicle offers unique insight into broader processes of historical change in this part of the world while also providing a rare glimpse of intellectual engagement and exchange across the porous borders of empire.

In 1979, a group of women athletes at Michigan State University, their civil rights attorney, the institution’s Title IX coordinator, and a close circle of college students used the law to confront a powerful institution—their own university. By the mid-1970s, opposition from the NCAA had made intercollegiate athletics the most controversial part of Title IX, the 1972 federal law prohibiting discrimi nation in all federally funded education programs and activities. At the same time, some of the most motivated, highly skilled women athletes in colleges and universities could no longer tolerate the long-standing differences between men’s and women‘s separate but obviously unequal sports programs. In Invisible Seasons, Belanger recalls the remarkable story of how the MSU women athletes helped change the landscape of higher education athletics. They learned the hard way that even groundbreaking civil rights laws are not self-executing. This behind-the-scenes look at a university sports program challenges us all to think about what it really means to put equality into practice, especially in the money-driven world of college sports.

Syracuse University details the beginnings of this historic school, describing its rise to present day prestige. Syracuse University was founded in 1870 as a private, coeducational university in Syracuse, New York. Classes began the following year in temporary quarters until the university moved to its current location on "The Hill" in 1873, occupying the Hall of Languages, which is still the iconic center of SU. Syracuse University provides a photographic journey from the late 1800s to the present, highlighting its growth from a small Methodist college to a university of national importance with more than 20,000 students and over 240,000 living alumni. Always committed to diversity, SU has embraced opportunity--be it with the Syracuse-in-China program in the 1920s, the enrollment of thousands of veterans after World War II, or cofounding the Say Yes to Education scholarship program for urban schools. Championship football, basketball, and lacrosse teams have also brought prestige to SU, and fans around the nation and world "bleed orange" along with those who work, teach, or study at the university.

A list of legends is significant not only for who makes the list, but who gets left off of it. If there are no obvious omissions, then the list of candidates was probably less than legendary in the first place. Not so in the case of the Syracuse University Orangemen. Calling roll on Syracuse’s all-time basketball greats can take up the greater part of a day. The school produced its first All-American, Lewis Castle, in 1912. More recently, Carmelo Anthony, one of the best freshmen to ever play college basketball, led the 2003 Orangemen to the school’s first NCAA championship. In between there were legends such as the incomparable Dave Bing, Roosevelt Bouie, and Louis Orr, who together formed the Louie and Bouie Show, along with names like Derrick Coleman, Sherman Douglas, Lawrence Moten, and John Wallace. Legends of Syracuse Basketball, now newly revised, features twenty-four players, one coach, and one special team. Of the players mentioned, seventeen played in the NBA. Within the book’s pages are stories straight from the legends’ teammates, their coaches, and the legends themselves.

Surveying the university’s chronological history, with special focus on how Syracuse led the way in numerous important matters—gender, race, military veterans, and science—Forever Orange goes far beyond the parameters of a traditional institutional history. Authors Pitoniak and Burton have utilized exhaustive research, scores of interviews, and their own SU experiences to craft a book that explores what it has meant to be Orange since the school ’s founding as a small liberal arts college in 1870. Through narrative and hundreds of photos, Forever Orange presents SU’s glorious 150-year history in a lively, distinctive, informative manner, appealing to alumni and university friends, young and old.

Learning communities are small groups of students who come together with faculty and student affairs professionals to engage in common learning experiences. In Building and Sustaining Learning Communities, the authors, along with many of their colleagues, describe the rationale for learning communities, particularly in a large university; the process for setting them up; and reflections on these unique environments. After reading this book, administrators and faculty members will know precisely why they are worth considering and how to successfully create them. Part I of the book demonstrates the theoretical benefits of learning communities and then discusses various issues involved in the planning and implementation of the communities, including: Building learning community relationships within the university and among participants Strategies for collaboration Developing a learning community curriculum Course structure within learning communities Assessing learning communities Institutional challenges Part II details the experiences of faculty and students involved in Syracuse University's learning communities, including arts, citizenship, education, interprofessional, leadership, management, multicultural, online learning, and wellness. This book is a fascinating and practical guide for all readers interested in building and sustaining learning communities.

Aims to make visible the everyday, seemingly inconsequential ways in which classrooms become sites for the reinforcement of heteronormative ideologies and practices that inhibit student learning and student-teacher interactions; and to aid educators in identifying, and working with students to avoid marginalizaton in the classroom.