Many Voices

The literature of the Americas has a variety of cultural elements present under the general term "American." The canonical English mainstream of North America and the corresponding Spanish/Portuguese mainstream of South America have nevertheless reflected the arrival, assimilation, and marginality of numerous groups. Their experiences are both unique and representative of universal conditions of cultural contact and conflict. In both the United States and Canada, there are works which represent diverse aspects of the Black, Irish, Italian, Hispanic or Latino, Franco, German, Jewish, Portuguese, Greek, Slavic, and Asian communities, among others, as writers give both creative and testimonial form to the realities, both past and present of groups arriving subsequent to the original colonial period. In Latin America, some of these same groups are represented in the fiction written in Spanish and Portuguese. While this series focuses on specific ethnic groups and/or individual representatives, the fictional and poetic texts therein may address a range of issues, among them race relations, language and bilingualism, nationalism, colonialism, gender, class, cultural conflict, identity and maintenance, the context of multiculturalism. Critical approaches may include ethnocriticism, historical analyses, others, as well as structural critiques of these sorts of texts which by the very nature of their multiple focus become the aesthetic model for their content: a sort of border, mixed-blood, metis linguistic mode that in turn requires a double vision of its readers and critics. The literature of the Americas has a variety of cultural elements present under the general term "American." The canonical English mainstream of North America and the corresponding Spanish/Portuguese mainstream of South America have nevertheless reflected the arrival, assimilation, and marginality of numerous groups. Their experiences are both unique and representative of universal conditions of cultural contact and conflict. In both the United States and Canada, there are works which represent diverse aspects of the Black, Irish, Italian, Hispanic or Latino, Franco, German, Jewish, Portuguese, Greek, Slavic, and Asian communities, among others, as writers give both creative and testimonial form to the realities, both past and present of groups arriving subsequent to the original colonial period. In Latin America, some of these same groups are represented in the fiction written in Spanish and Portuguese. While this series focuses on specific ethnic groups and/or individual representatives, the fictional and poetic texts therein may address a range of issues, among them race relations, language and bilingualism, nationalism, colonialism, gender, class, cultural conflict, identity and maintenance, the context of multiculturalism. Critical approaches may include ethnocriticism, historical analyses, others, as well as structural critiques of these sorts of texts which by the very nature of their multiple focus become the aesthetic model for their content: a sort of border, mixed-blood, metis linguistic mode that in turn requires a double vision of its readers and critics. The literature of the Americas has a variety of cultural elements present under the general term "American." The canonical English mainstream of North America and the corresponding Spanish/Portuguese mainstream of South America have nevertheless reflected the arrival, assimilation, and marginality of numerous groups. Their experiences are both unique and representative of universal conditions of cultural contact and conflict. In both the United States and Canada, there are works which represent diverse aspects of the Black, Irish, Italian, Hispanic or Latino, Franco, German, Jewish, Portuguese, Greek, Slavic, and Asian communities, among others, as writers give both creative and testimonial form to the realities, both past and present of groups arriving subsequent to the original colonial period. In Latin America, some of these same groups are represented in the fiction written in Spanish and Portuguese. While this series focuses on specific ethnic groups and/or individual representatives, the fictional and poetic texts therein may address a range of issues, among them race relations, language and bilingualism, nationalism, colonialism, gender, class, cultural conflict, identity and maintenance, the context of multiculturalism. Critical approaches may include ethnocriticism, historical analyses, others, as well as structural critiques of these sorts of texts which by the very nature of their multiple focus become the aesthetic model for their content: a sort of border, mixed-blood, metis linguistic mode that in turn requires a double vision of its readers and critics.

5 publications

Culture, Ethnicity and Nation

ISSN: 0888-8779

1 publications

Educational Equity in Community Colleges

ISSN: 2690-4438

This series centers theory and practice in enacting educational equity, and, ultimately, educational justice at the administrative, institutional/programmatic, governance, and pedagogical levels of community colleges and other institutions of higher learning (Woods & Harris, 2016; Nevarez & Wood, 2010). There is a corpus of literature on the pernicious effects of oppressive pedagogy at the K-12 level, especially for traditionally marginalized, minoritized students (Nasir, 2011; Delpit, 2012; Leonardo, 2010). However, this is not the case at the community college level even though these same traditionally marginalized, minoritized students overwhelming start their college careers in two-year community colleges. Frankly, though there are many valuable contributions to community college education, overall there is a dearth of literature on critical, justice-centered pedagogy, theory and practice (i.e., praxis) within community college administration, governance, programming, and pedagogy. Community college practitioners are interested in enacting educational equity. However, there is little community college-specific literature for them to use to reimagine and, ultimately, reconstruct their administrative, programmatic, and pedagogical practices so that these institutionalized practices become commensurate with educational equity and justice (Tuck & Yang, 2018). Therefore, the goal of this series is to blend the work of university researchers and community college practitioners to illuminate best practices in achieving educational equity and justice via a critical-reality pedagogical framework (Giroux, 2004; Emdin, 2017; Sims, 2018). This series aims to highlight work that illuminates both the successes and struggles in developing institutionalized practices that positively impact poor ethno-racially minoritized students of color. Therefore, we will be looking at pedagogies, policies, and practices that are intentionally developed, curated and sustained by committed educators, administrators, and staff at their respective college campuses that work to ensure just learning conditions for all students.

4 publications