HIGHER EDUCATION IN LATIN AMERICA AND THE CARIBBEAN

Editors: Ronaldo Munck & others 

Publisher: Machdohnil Limited  

ISBN-13: 978-1908689450 

This book seeks to engage the leaders, students, and staff of higher education institutions in Latin America and the Caribbean in a conversation about how we might share best practices. We consider how universities can better address the issues of social inclusion and educational access with excluded communities, such as the original peoples and the Afro‐descendants, within a framework of democratic values.

It presents an overview of the democratic mission and civic engagement in higher education in Latin America and the Caribbean. It brings together diverse voices and the experiences of different countries and higher education institutions.

ISSUES IN LATINO EDUCATION

Author: Mariella Espinoza-Herold

Publisher: Routledge; 2nd edition

ISBN-13: 978-1138228535

Candid and illuminating, this text exposes the educational realities of Latinos (U.S. and foreign-born) in K–12 public schools in the Western United States from the students’ perspectives. The students themselves offer pragmatic solutions to reduce the unchanging academic gap among culturally diverse groups. Their accounts are then compared with the viewpoints of a range of K–12 teachers on matters of community, learning, race, culture, and school politics. This critical case study provides food for thought and provokes reflection on the vital role that human interactions and networking play in attaining one’s dreams and aspirations.

THE MAJORITY IN THE MINORITY: EXPANDING THE REPRESENTATION OF LATINA/O FACULTY, ADMINISTRATORS AND STUDENTS IN HIGHER EDUCATION

Editors: Jeanett Castellanos & others 

Publisher: Stylus Publishing; First Edition  

ISBN-13: 978-1579220723

Latinas/os are the largest ethnic minority group in the U.S. They are propelling minority communities to majority status in states as disparate as California, Florida, New Jersey, New York, and Texas. In this ground-breaking book, twenty-four Latina/o scholars provide historical background, review issues of student access and achievement and lessons learned, and present the problems of status and barriers faced by administrators and faculty. The book also includes narratives by graduate students, administrators, and faculty that complement the essays and vividly bring these issues to life. It constitutes an invaluable resource for all leaders of the Latino community. 

LATIN* STUDENTS IN ENGINEERING: AN INTENTIONAL FOCUS ON A GROWING POPULATION

Editors: Lara Perez-Felkner & others

Publisher: Rutgers University Press

ISBN-13: 978-1978838673

The growing population of engineering students who identify as Latin* are still underrepresented in this field. Latin* refers to an individual of Latin American origin or descent without restricting to a specific gender. The asterisk (*) includes related identity terms such as Latina/é/o/u/x. There is, however, a rising need to train U.S. students in engineering skills to meet the demands of our increasingly technological workforce. This volume’s essays first consider the experiences of Latin* students in engineering education and then expand to focus on institutional and social structures that challenge Latin* students’ success and retention.

DEL OTRO LADO: LITERACY AND MIGRATION ACROSS THE U.S.-MEXICO BORDER

Author: Susan V. Meyers

Publisher: Southern Illinois University Press

ISBN-13: 9780809333424

In this volume, Susan V. Meyers draws on her year-long ethnographic study in Mexico and the United States to analyze the literacy practices of Mexican-origin students on both sides of the border. Through a series of case studies, Meyers discovers that students often consider the current curriculum irrelevant and reject the established value systems of Mexico’s public schools. Meyers next explores literacy on the other side of the border, traveling to Marshalltown, Iowa. Here, she discovers that Mexican-origin families in the United States often consider education a desirable end rather than a means to an end.

ADULT LITERACY AND AMERICAN IDENTITY

Author: Samantha NeCamp 

Publisher: Southern Illinois University Press 

ISBN-13: 9780809333585

The U.S. Census of 1910 sparked rhetoric declaring the nation had a literacy crisis and that illiterate citizens were a threat to democratic life. While newspaper editors, industrialists, and officials in the federal government frequently placed the blame on newly arrived immigrants, a group of rural educators and clubwomen highlighted the significant number of native-born illiterate adults in the Appalachian region. Samantha NeCamp looks at the educational response to these two distinct literacy narratives—the founding of the Moonlight Schools in eastern Kentucky, focused on native-born nonliterate adults, and the establishment of the Americanization movement, dedicated to educating recent immigrants.

TEACHERS, LEADERS, AND SCHOOLS: ESSAYS BY JOHN DEWEY

Editors: Douglas J. Simpson and Sam F. Stack

Publisher: Southern Illinois University Press 

ISBN-13: 9780809385805

In this volume, educators Douglas J. Simpson and Sam F. Stack Jr. have gathered some of  Dewey’s most user-friendly and insightful essays concerning education to aid potential and practicing teachers, administrators, and policymakers in preparing students for participation in a democratic society. Mainly selected, but not exclusively, for their accessibility, relevance, and breadth of information, these articles are grouped into five parts—The Classroom Teacher, The School Curriculum, The Educational Leader, The Ideal School, and The Democratic Society. The sections build on one another, revealing Dewey’s educational theories and interests and illustrating how his thoughts remain relevant today.

CROSS-LANGUAGE RELATIONS IN COMPOSITION

Authors: Bruce Horner & others

Publisher: Southern Illinois University Press 

ISBN-13: 9780809385751

Recognizing growing linguistic diversity, the ongoing changes in the English language resulting from globalization, and the increasingly blurred categories of native, foreign, and second language English speakers, editors Bruce Horner, Min-Zhan Lu, and Paul Kei Matsuda have compiled an anthology of essays that contest the dominance of English monolingualism in the study and teaching of composition and encourage the pursuit of approaches that embrace multilingualism and cross-language writing as the norm for teaching and research. This volume offers a new approach to composition teaching and research that will prove invaluable to all teaching writing in today’s multilingual college classroom.