Considers the various ways children have escaped from Communist Cuba and found refuge in the United States through different plans set up to help them, from the early 1960s to today.

Winner of a 2005 Critics Choice Award fromThe American Educational Studies Association, this is a groundbreaking collection of oral histories, letters, interviews, and governmental reports related to the history of Latino education in the US. Victoria-María MacDonald examines the intersection of history, Latino culture, and education while simultaneously encouraging undergraduates and graduate students to reexamine their relationship to the world of education and their own histories.

Although philosophers debate the morality of open borders, few social scientists have explored what would happen if immigration were no longer limited. This book looks at three examples of temporarily unrestricted migration in Miami, Marseille, and Dublin and finds that the effects were much less catastrophic than opponents of immigration claim.

This book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality. The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.

Immigrant Women combines memoirs, diaries, oral history, and fiction to present an authentic and emotionally compelling record of women's struggles to build new lives in a new land. This new edition has been expanded to include additional material on recent Asian and Hispanic immigration and an updated bibliography.