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10 result(s) for "Resau, Laura"
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What the moon saw : a novel
Fourteen-year-old Clara Luna spends the summer with her grandparents in the tiny, remote village of Yucuyoo, Mexico, learning about her grandmother's life as a healer, her father's decision to leave home for the United States, and her own place in the world.
Opening the Soul Box
Resau discusses her passion for books and writing, highlighting her experiences as a teen in English class. She states that she is grateful for educators who connect their students with diverse literature and encourage them to explore what stories mean to them. These lucky teens have permission to bring their full, passionate selves to the classroom and connect on a profound level to literature, writing, other students, and teachers. When students feel liberated to open their own boxes and share their stories, everyone's souls can soar.
Tree of dreams
Twelve-year-old Coco Hidden has grown up in her mother's chocolate shop in Colorado, along with her friend Leo de la Cueva, but recently things have not been going well; the shop is failing, and Leo is hanging out with the other boys, and barely wants to talk to her--but when they both win a culinary contest, the two children and their mothers find themselves on a trip to the Amazon in Ecuador, where Coco hopes to find the rare ceiba tree, and where the plight of the native people and their jungle gives her a new perspective and purpose in life.
Star in the forest
After eleven-year-old Zitlally's father is deported to Mexico, she takes refuge in her trailer park's forest of rusted car parts, where she befriends a spunky neighbor and finds a stray dog that she nurses back to health and believes she must keep safe so that her father will return. Includes author's note about immigration from Mexico to the United States, and Nahuatl and Spanish glossaries.
Transformative Teaching and Learning Journeys
A movement is taking place in school districts and classrooms. Teachers are embracing engaged learning environments in which they are listening to the often- silenced voices of their students (hooks 202): the voices of students who want to learn, the voices of students who come to school every day to have a chance to be heard, loved, and embraced. This article chronicles moments from the journeys of four learners who represent a range of experiences and perspectives on re- envisioning the work we do in our classrooms to engage, inspire, and support students. When an ostentatious voice came barreling across the phone line, I quickly gathered that it was from a hilarious ninth- grade classmate I knew forty- odd years ago in high school: David. He wanted to enter the university graduate literacy program in which I taught, but only for the formality of receiving the degree. He explained that he had experience teaching in diverse communities in Utah and Georgia, had gifted training, and had taken most of the courses for a master's degree at another accredited university.
“Cooking the body” in a changing world: Post-partumpractices in the Mixteca
For women in the Lower Mixtec region of Oaxaca, Mexico, the post partum period is traditionally a vulnerable time, when, for forty days, women feel that their bodies are “open” to coldness entering and causing immediate or future illness. Women take protective measures to remove coldness from their “raw” bodies and restore heat by following special diets, dressing warmly, and “cooking the body”—taking hot herbal water baths (baños de cocimiento) or steam baths (baños de temazcal). Based on the narrated experiences of eighteen women in the Mixteca, this thesis explores how several generations of women experience shifts in post partum practices and ideas as their society changes. Women believed that post partum vulnerability varied from woman to woman, depending on where she lived, her habits and customs, and her generation.
Spraying irresponsible
According to our values and experiences, some of us believe that the risk of contracting West Nile outweighs the risk of mass pesticide spraying.