Born into the Mexican Revolution, Maria Perez entered an arranged marriage at age fourteen to Miguel Arredondo. The couple and their tiny daughter immigrated to the United States in the 1920s, living in a boxcar while Miguel worked for a Texas railroad and eventually settling in East Chicago, Indiana, where Miguel worked for Inland Steel. Their story includes much of early-twentieth-century America: the rise of unions, the plunge into the Great Depression, the patriotism of World War II, and the starkness of McCarthyism. It is flavored by delivery men hawking fruit and ice, street sports, and Saturday matinees that began with newsreels. Immigration status colors every scene, adding to their story deportation and citizenship, generational problems unique to new immigrants, and a miraculous message of hope.
The Cuban Insurrection is an in-depth study of the first stage of the Cuban Revolution, the years from 1952 to 1959. The volume depicts the origins of the conflict, details the middle years, and ends with Fidel Castro's victorious arrival In Havana on January 8, 1959. Based on a wealth of hitherto unpublished original material, including confidential military reports, letters from various leaders of the insurrection and data gathered from interviews held In Cuba and abroad, the book Is a descriptive historical analysis of the struggle against military dictator Fulgencio Batista. The authors challenge the traditional premise that Cuba's insurrection began in the rural areas and only later expanded into urban areas. Instead they argue that the insurrectionary struggle was based upon combined urban-rural guerrilla warfare against the regular army. Basically, The Cuban Insurrection treats two major movements involved in the struggle—The Directorio Revolucionario and the M-26-7—and examines the growth, ideology, conflicts, and military strategies of their respective rural and urban organizations. The book includes a detailed analysis of combat, strikes, uprisings, and expeditions. Original maps and charts illustrate battles, maneuvers, and guerrilla political structures.
Born into the Mexican Revolution, Maria Perez entered an arranged marriage at age fourteen to Miguel Arredondo. The couple and their tiny daughter immigrated to the United States in the 1920s, living in a boxcar while Miguel worked for a Texas railroad and eventually settling in East Chicago, Indiana, where Miguel worked for Inland Steel. Their story includes much of early-twentieth-century America: the rise of unions, the plunge into the Great Depression, the patriotism of World War II, and the starkness of McCarthyism. It is flavored by delivery men hawking fruit and ice, street sports, and Saturday matinees that began with newsreels. Immigration status colors every scene, adding to their story deportation and citizenship, generational problems unique to new immigrants, and a miraculous message of hope.
This volume examines the school-to-prison pipeline, a concept that has received growing attention over the past 10–15 years in the United States. The “pipeline” refers to a number of interrelated concepts and activities that most often include the criminalization of students and student behavior, the police-like state found in many schools throughout the country, and the introduction of youth into the criminal justice system at an early age. The school-to-prison pipeline negatively and disproportionally affects communities of color throughout the United States, particularly in urban areas. Given the demographic composition of public schools in the United States, the nature of student performance in schools over the past 50 years, the manifestation of school-to-prison pipeline approaches pervasive throughout the country and the world, and the growing incarceration rates for youth, this volume explores this issue from the sociological, criminological, and educational perspectives. Understanding, Dismantling, and Disrupting the Prison-to-School Pipeline has contributions from scholars and practitioners who work in the fields of sociology, counseling, criminal justice, and who are working to dismantle the pipeline. While the academic conversation has consistently called the pipeline ‘school-to-prison,’ including the framing of many chapters in this book, the economic and market forces driving the prison-industrial complex urge us to consider reframing the pipeline as one working from ‘prison-to-school.’ This volume points toward the tensions between efforts to articulate values of democratic education and schooling against practices that criminalize youth and engage students in reductionist and legalistic manners.
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