Reclaiming Witchcraft is designed to help the reader better understand the basic structure of the Reclaiming tradition, as well as discover how it has changed since its initial formation in San Francisco and subsequent journey out to the reaches of Canada, Australia, and Europe. From the basic tenets of what makes a Reclaiming Witch, to how rituals are performed, how lessons are passed on, and how magick is made around the world, Reclaiming Witchcraft seeks to welcome those who might be interested in learning more, while also directing them to resources and paths that can help facilitate their journey.

If you’ve ever felt left out of “elite” healthcare regimes or thought that being healthy shouldn’t be expensive, this book is for you. Reclaiming Wellness explores today’s most effective wellness practices — and their multicultural sources — in a way that makes overall health accessible to all. The book provides: practical, affordable, delicious, and fun ways to incorporate plant-based whole foods into even the most time-crunched routine lazy-proof means of movement that feel more like self-love than dreaded exercise techniques of mindfulness, meditation, and visualization that make them meaningful everyday tools ways to experience nature, music, and community to heal and connect

This collection of ten essays argues that identity is not just socially constructed but has real epistemic and political consequences. They examine the way theory, politics and activism clash with or complement each other, providing an alternative to the widely influential understandings of identity.

"Shaw provides the definitive account of the historic national campaign to reform Nike's labor practices. . . . A must read for everyone seeking to achieve greater social and economic fairness in the 21st century."--Medea Benjamin, Co-Director, Global Exchange.

Justice for Aboriginal peoples in an urban context is a complex issue, which should involve consideration of healing, tradition, and community, but rarely does. In his analysis of justice issues facing urban Aboriginals, Proulx pays particular attention to the situation of Aboriginal peoples in Canada, and how the current justice system has failed them. He looks at alternatives to the current system, examining in detail the Community Council Project (CCP), an Aboriginal-run diversion program in Toronto. The analysis of the CCP shows how effective, culturally appropriate, alternative justice mechanisms can provide justice for those not well served by the current system. Describing and analyzing an alternative way of thinking about crime and justice is at the heart of this timely and far-reaching book. Proulx shows how justice, healing, and community intersect, drawing on the example of the CCP. He discusses what constitutes the Aboriginal community in Toronto, and how the CCP is playing an important role in shaping and defining the community. Among other issues addressed in the book are: crime causation; Indigenous justice knowledge and practice; healing; changes in tradition and culture; and personal and community ownership and empowerment.

Reclaiming Our Food tells the stories of people across the United States who are finding new ways to grow, process, and distribute food for their own communities. Discover how abandoned urban lots have been turned into productive organic farms, how a family-run sustainable fish farm can stay local and be profitable, and how engaged communities are bringing fresh produce into school cafeterias. Through photographic essays and interviews with innovative food leaders, you’ll be inspired to get involved and help cultivate your own local food economy.

Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?

Besides the editors, the essayists are Lori Chamberlain, Michael Clark, Dennis A. Foster, Jon Klancher, Randall Knoper, Elaine O. Lees, Mariolina Salvatori, and Nina Schwartz. Donahue and Quandahl present accessible and exciting efforts to explore composition teaching in a new mode-- perhaps, a pristine paradigm of cultural criticism. Approximately half of the essays investigate the pedagogical agenda implied in the theories of a particular writer-- Barthes, Lacan, or Burke, for example--and place such theories in the classroom. The remaining essays examine pedagogy as a critical practice. The book does not advocate a single method of instruction but instead reminds us that theory is itself continually modified by the classroom.

In Reclaiming the Rural: Essays on Literacy, Rhetoric, and Pedagogy, editors Kim Donehower, Charlotte Hogg, and Eileen E. Schell bring together a diverse collection of essays that consider literacy, rhetoric, and pedagogy in the United States, Canada, and Mexico. The essays move beyond the typical arguments for preserving, abandoning, or modernizing by analyzing how rural communities sustain themselves through literate action. The contributors explore the rhetorics of water disputes in the western United States, the histories and influences of religious rhetorics in Mexico, agricultural and rural literacy curricula, the literacies of organizations such as 4-H and Academia de la Nueva Raza, and neoliberal rhetorics. Central to these examinations are the rural populations themselves, which include indigenous peoples in the rural United States, Canada, and Mexico, as well as those of European or other backgrounds. The strength of the anthology lies in its multiple perspectives, various research sites, and the range of methodologies employed, including rhetorical analyses of economies and environments, media, and public spaces; classroom-based research; historical analysis and archival work; and qualitative research. The researchers engage the duality between the practices of everyday life in rural communities and the practices of reflecting on and making meaning. Reclaiming the Rural reflects the continually changing, nuanced, context-dependent realities of rural life while acknowledging the complex histories, power struggles, and governmental actions that have affected and continue to affect the lives of rural citizens. This thought-provoking collection demonstrates the value in reclaiming the rural for scholarly and pedagogical analysis.

Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in U.S. public schools. Focusing on literacy learners’ and their teachers’ lives as literate souls, it examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts. Reclaiming Reading articulates the knowledge base that was marginalized or disrupted by legislated and policy intrusions into classrooms and provides practical examples for taking good reading instruction out of the cracks and moving it back to the center of the classroom. Explaining what happens in readers’ minds as they read and how teachers can design practices to support that process, this book encourages teachers to initiate pedagogy that will help them begin or return to the stance of reflective, knowledgeable, professional decision-makers.