Reclaiming Migrant Motherhood takes a critical look at the representations and lived experiences of migrant, refugee, and otherwise displaced mothers. This volume explores literature, film, and original ethnographic research about migrant motherhood through theoretical lenses including postcolonial theory, feminism, and critical refugee studies.

No matter the location, schools are guided by standards, including Common Core State Standards. This collection of contributions by some of the country’s leading literacy experts offers practical suggestions for implementing young adult literature to meet the demand that standards mandate for focusing on nonfiction in teaching literacy.

This valuable guide advises teachers and librarians how to use novels in verse in functional, hands-on ways with teens, including reluctant readers. Novels in verse are popular and have recently won some important awards. They are of great value to teachers and librarians as a way of reaching all teens, including marginalized teens and those who may be struggling or reluctant readers. This guide shows readers how to pair books with teens based on their needs, interests, and specific situations. After teens are paired with books, this guide suggests activities to further engage them with the poetry. Activities are tied to Common Core and AASL standards for ease of lesson planning for teachers. Verse novels address a widely diverse demographic and a variety of topics, including various cultures, religions, racism, LGBTQ+ themes, mental illness, poverty, homelessness, sexual assault, self-harm/suicide, domestic violence, family dynamics, disabilities, refugees, English language learners, and more. Novels in verse provide a more modern, practical alternative to some older classics that may not appeal to many teens or that may intimidate them by their sheer number of words per page. This book provides a one-stop resource for choosing and using novels in verse with teen readers. Helps librarians reach struggling and/or reluctant readers across a broad demographic Provides a way for librarian to engage and empower teens with literature Offers an alternative to using traditional classics that may not hold appeal for many teens Connects to Common Core and AASL standards for ease of lesson planning

Contributions by Hena Ahmad, Linda Pierce Allen, Mary J. Henderson Couzelis, Sarah Park Dahlen, Lan Dong, Tomo Hattori, Jennifer Ho, Ymitri Mathison, Leah Milne, Joy Takako Taylor, and Traise Yamamoto Often referred to as the model minority, Asian American children and adolescents feel pressured to perform academically and be disinterested in sports, with the exception of martial arts. Boys are often stereotyped as physically unattractive nerds and girls as petite and beautiful. Many Americans remain unaware of the diversity of ethnicities and races the term Asian American comprises, with Asian American adolescents proving to be more invisible than adults. As a result, Asian American adolescents are continually searching for their identity and own place in American society. For these kids, being or considered to be American becomes a challenge in itself as they assert their Asian and American identities; claim their own ethnic identity, be they immigrant or American-born; and negotiate their ethnic communities. The contributors to Growing Up Asian American in Young Adult Fiction focus on moving beyond stereotypes to examine how Asian American children and adolescents define their unique identities. Chapters focus on primary texts from many ethnicities, such as Chinese, Korean, Filipino, Japanese, Vietnamese, South Asian, and Hawaiian. Individual chapters, crossing cultural, linguistic, and racial boundaries, negotiate the complex terrain of Asian American children's and teenagers" identities. Chapters cover such topics as internalized racism and self-loathing; hyper-sexualization of Asian American females in graphic novels; interracial friendships; transnational adoptions and birth searches; food as a means of assimilation and resistance; commodity racism and the tourist gaze; the hostile and alienating environment generated by the War on Terror; and many other topics.

Food is a signifier of power for both adults and children, a sign of both inclusion and exclusion and of conformity and resistance. Many academic disciplines—from sociology to literary studies—have studied food and its function as a complex social discourse, and the wide variety of approaches to the topic provides multidisciplinary frames for understanding the construction and uses of food in all types of media, including children’s literature. Table Lands: Food in Children’s Literature is a survey of food’s function in children’s texts, showing how the sociocultural contexts of food reveal children’s agency. Authors Kara K. Keeling and Scott T. Pollard examine texts that vary from historical to contemporary, noncanonical to classics, and Anglo-American to multicultural traditions, including a variety of genres, formats, and audiences: realism, fantasy, cookbooks, picture books, chapter books, YA novels, and film. Table Lands offers a unified approach to studying food in a wide variety of texts for children. Spanning nearly 150 years of children’s literature, Keeling and Pollard’s analysis covers a selection of texts that show the omnipresence of food in children’s literature and culture and how they vary in representations of race, region, and class, due to the impact of these issues on food. Furthermore, they include not only classic children’s books, such as Winnie-the-Pooh, but recent award-winning multicultural novels as well as cookbooks and even one film, Pixar’s Ratatouille.

Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation. It extends theoretical understandings of the concept and highlights its promises and challenges. Using a Transformative Action Research design, six empirically grounded ethnographic case studies describe how translanguaging is used in lesson designs and in the spontaneous moves made by teachers and students during specific teaching moments. The cases shed light on two questions: How, when, and why is translanguaging taken up or resisted by students and teachers? What does its use mean for them? Although grounded in a U.S. context, and specifically in classrooms in New York State, Translanguaging with Multilingual Students links findings and theories to different global contexts to offer important lessons for educators worldwide.

A fresh interpretation of the final major sections of the Hebrew book of Ezekiel, chapters 38-48 Stephen L. Cook offers an accessible translation and interpretation of the final sections of Ezekiel. These chapters, the most challenging texts of scripture, describe the end-time assault of Gog of Magog on Israel and provide an incredible visionary tour of God's utopian temple. Following the approach of Moshe Greenberg, the author of the preceding Anchor Yale Bible commentaries on Ezekiel, this volume grounds interpretation of the book in an intimate acquaintance with Ezekiel's source materials, its particular patterns of composition and rhetoric, and the general learned, priestly workings of the Ezekiel school. The commentary honors Greenberg's legacy by including insights from traditional Jewish commentators, such as Rashi, Kimhi, and Eliezer of Beaugency. In contrast to preceding commentaries, the book devotes special attention to the Zadokite idea of an indwelling, anthropomorphic "body" of God, and the enlivening effect on people and land of that indwelling.

"I sleep, but my heart wakes," says the Song of Songs. "The other night" names the sleepless night we spend in dreams. From The Interpretation of Dreams to Finnegans Wake, many of the great writing projects of the first half of the twentieth century articulate experiences of waking in the very depths of sleep, where no "I" can declare itself present though the heart still beats. After World War II, in the cold light of the closure of the age of dreambooks, Beckett and Blanchot discover with new clarity, and new fatigue, that what wakes when the "I" sleeps doesn't sleep when the "I" wakes. Revisiting Freud's argument that the dream is a form of writing, The Other Night looks at how life becomes literature in this wakefulness. Though we seem to be seeing things in our dreams, we are actually confronted with a kind of writing. This writing is not in our power, and yet it is ours. We are responsible for it in the same strange way that we are responsible for our lives.

Examines how contemporary US migrant women's life writing adapts autobiographical genres to call for social change benefiting minoritized communities.