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01 02 This book explores the possibilities and limitations re-theorizing disability using historical materialism in the interdisciplinary contexts of social theory, cultural studies, social and education policy, feminist ethics, and theories of citizenship. 19 02 Proposes a relational analysis to understand disability within a global context; theorizes disability in critical relationship to race, gender, and sexuality within the context of transnational capitalism This is an interdisciplinary text that spans the humanities and the social sciences in the areas of social theory, cultural studies, social and educational policy, feminist ethics and theories of citizenship From education to sociology and even poetry theory, disability studies is a growing discipline that offers a unique critique of our standards of normalcy and acceptance in our society; interest in this topic, among all fields of research will continue to increase and it is important that we include books with this focus on our lists 08 02 'The time for Disability and Difference in Global Contexts is now. At the forefront of both the global and materialist turns in disability studies, Nirmala Erevelles provides readers with an indispensable analysis of the ways in which disability in the current world order is constructed in relation to systems of gender, race, class, caste, and sexual orientation. Erevelles calls for a transformative body politic that resists the compulsory subject positions and relations of domination generated by neoliberal, capitalist modes of production. In and through that call, she remaps, in emancipatory ways, the terrain of disability studies, feminist studies, Marxist theory, postcolonial theory, and education.' –Robert McRuer, Professor of English, George Washington University 'In this wide-ranging exploration through the often violent historical imbrications of disability and race, Erevelles brings us to questions we will never soon forget. This book demonstrates the historical production of disability and other social differences as they press upon us today making our bodies, minds, senses matter as the conflicting social scenes that they are. No one in disability studies, or any of its affiliated fields, should go without reading this book; and no one will rest easy with their current disability knowledge once having read Disability and Difference in Global Context.' - Tanya Titchkosky, Associate Professor and Associate Chair, Sociology and Equity Studies in Education, the Ontario Institute for Studies in Education (OISE), University of Toronto 'Disability and Difference in Global Contexts offers an important corrective to established scholarship in disability studies by demanding a focus on intersectionality. In language by turns provocative and heartbreaking, Nirmala Erevelles explains and enacts a 'carnal historical materialism': the theoretical yet everyday dance between identity, injury, privilege and hope.' - Margaret Price, Associate Professor of English, Spelman College 'At once deeply personal and sharply theoretical, personal and probing, this book gives us the big picture: 'disability' in its historical, material, and global settings. Erevelles' brilliant work of social theory marks a new and crucial advance in its rigorous explorations of confluences of disability, race, class, gender, and citizenship.' - Susan Schweik, Professor of English, University of California at Berkeley 02 02 This book explores the possibilities and limitations re-theorizing disability using historical materialism in the interdisciplinary contexts of social theory, cultural studies, social and education policy, feminist ethics, and theories of citizenship. 13 02 Nirmala Erevelles is an associate professor of Social Foundations of Education at the University of Alabama. 31 02 This book explores the possibilities and limitations re-theorizing disability using historical materialism in interdisciplinary contexts 04 02 Making Bodies that Matter: The Political Economy of 'Becoming' (Disabled) Of Ghosts and Ghetto Politics: Embodying Education Policy as if Disability Mattered 'Unspeakable' Offenses: Disability Studies at the Intersection of Multiple Differences (with Andrea Minear) Embodied Antimonies: Feminist Disability Studies Meets Third World Feminism (Im)Material Citizens: Cognitive Disability, Race, and the Politics of Citizenship The 'Other' Side of the Dialectic: Towards a Materialist Ethic of Care

Imagine yourself without a facethe task seems impossible. The face is a core feature of our physical identity. Our face is how others identify us and how we think of our self. Yet, human faces are also functionally essential as mechanisms for communication and as a means of eating, breathing, and seeing. For these reasons, facial disfigurement can endanger our fundamental notions of self and identity or even be life threatening, at worse. Precisely because it is so difficult to conceal our faces, the disfigured face compromises appearance, status, and, perhaps, our very way of being in the world.InSaving Face, sociologist Heather Laine Talley examines the cultural meaning and social significance of interventions aimed at repairing faces defined as disfigured. Using ethnography, participant-observation, content analysis, interviews, and autoethnography, Talley explores four sites in which a range of faces are repaired: face transplantation, facial feminization surgery, the reality showExtreme Makeover, and the international charitable organization Operation Smile,. Throughout, she considers how efforts focused on repair sometimes intensify the stigma associated with disfigurement. Drawing upon experiences volunteering at a camp for children with severe burns, Talley also considers alternative interventions and everyday practices that both challenge stigma and help those seen as disfigured negotiate outsider status.Talley delves into the promise and limits of facial surgery, continually examining how we might understand appearance as a facet of privilege and a dimension of inequality. Ultimately, she argues that facial work is not simply a conglomeration of reconstructive techniques aimed at the human face, but rather, that appearance interventions are increasingly treated as lifesaving work. Especially at a time when aesthetic technologies carrying greater risk are emerging and when discrimination based on appearance is rampant, this important book challenges us to think critically about how we see the human face.

Revolting Subjects is a groundbreaking account of social abjection in contemporary Britain, exploring how particular groups of people are figured as revolting and how they in turn revolt against their abject subjectification. The book utilizes a number of high-profile and in-depth case studies - including 'chavs', asylum seekers, Gypsies and Travellers, and the 2011 London riots - to examine the ways in which individuals negotiate restrictive neoliberal ideologies of selfhood. In doing so, Tyler argues for a deeper psychosocial understanding of the role of representational forms in producing marginality, social exclusion and injustice, whilst also detailing how stigmatization and scapegoating are resisted through a variety of aesthetic and political strategies. Imaginative and original, Revolting Subjects introduces a range of new insights into neoliberal societies, and will be essential reading for those concerned about widening inequalities, growing social unrest and social justice in the wider global context.

The Children of Immigrants at Schoolexplores the 21st-century consequences of immigration through an examination of how the so-called second generation is faring educationally in six countries: France, Great Britain, the Netherlands, Spain, Sweden and the United States. In this insightful volume, Richard Alba and Jennifer Holdaway bring together a team of renowned social science researchers from around the globe to compare the educational achievements of children from low-status immigrant groups to those of mainstream populations in these countries, asking what we can learn from one system that can be usefully applied in another.Working from the results of a five-year, multi-national study, the contributors toThe Children of Immigrants at Schoolultimately conclude that educational processes do, in fact, play a part in creating unequal status for immigrant groups in these societies. In most countries, the youth coming from the most numerous immigrant populations lag substantially behind their mainstream peers, implying that they will not be able to integrate economically and civically as traditional mainstream populations shrink. Despite this fact, the comparisons highlight features of each system that hinder the educational advance of immigrant-origin children, allowing the contributors to identify a number of policy solutions to help fix the problem. A comprehensive look at a growing global issue,The Children of Immigrants at Schoolrepresents a major achievement in the fields of education and immigration studies. Richard Alba is Distinguished Professor of Sociology at the City University of New York's Graduate Center. His publications include Remaking the American Mainstream (with Victor Nee) and Blurring the Color Line Jennifer Holdaway is a Program Director at the Social Science Research Council, where her work has focused on migration and its interaction with processes of social change and stratification.

In this lively, thought-provoking study, AnaLouise Keating writes in the traditions of radical U.S. women-of-color feminist/womanist thought and queer studies, inviting us to transform how we think about identity, difference, social justice and social change, metaphysics, reading, and teaching. Through detailed investigations of women of color theories and writings, indigenous thought, and her own personal and pedagogical experiences, Keating develops transformative modes of engagement that move through oppositional approaches to embrace interconnectivity as a framework for identity formation, theorizing, social change, and the possibility of planetary citizenship. Speaking to many dimensions of contemporary scholarship, activism, and social justice work, Transformation Now! calls for and enacts innovative, radically inclusionary ways of reading, teaching, and communicating.

America is becoming a class-based society.It's now conventional wisdom to focus on the excesses of the top 1% - especially the top 0.01% - and how the ultra-rich are hoarding income and wealth while incomes for most other Americans are stagnant. But the more important, and widening, gap in American society is between the upper middle class and everyone else.Reeves defines the upper middle class as those whose incomes are in the top 20 percent of American society. Income isn't the only way to measure a society, but in a market economy it is crucial because access to money generally determines who gets the best quality education, housing, health care, and other necessary goods and services.As Reeves shows, the growing separation between the upper middle class and everyone else can be seen in family structure, neighborhoods, attitudes, and lifestyle. Those at the top of the income ladder are becoming more effective at passing on their status to their children, reducing overall social mobility. The result is a fracturing of American society along class lines, not just an economic divide. Upper-middle-class children become upper-middle-class adults.These trends matter because the separation and perpetuation of the upper middle class corrode prospects for more progressive approaches to policy. Various forms of \"opportunity hoarding\" among the upper middle class make it harder for others to rise up to the top rung. Examples include zoning laws and schooling, occupational licensing, college application procedures, and the allocation of internships. Upper middle class opportunity hoarding, Reeves argues, results in a less competitive economy as well as a less open society.Inequality is inevitable and can even be good, within limits. But Reeves argues that society can take effective action to reduce opportunity hoarding and thus promote broader opportunity. This fascinating book shows how American society has become the very class-defined society that earlier Americans rebelled against - and what can be done to restore a more equitable society.

Increasingly, young people live online, with the vast majority of their social and cultural interactions conducted through means other than face-to-face conversation. How does this transition impact the ways in which young migrants understand, negotiate, and perform identity? That's the question taken up by Digital Passages: Migrant Youth 2.0, a ground-breaking analysis of the ways that youth culture online interacts with issues of diaspora, gender, and belonging. Drawing on surveys, in-depth interviews, and ethnography, Koen Leurs builds an interdisciplinary portrait of online youth culture and the spaces it opens up for migrant youth to negotiate power relations and to promote intercultural understanding.

1945 to 1980 marks an extensive period of mass migration of students, refugees, ex-soldiers, and workers from an extraordinarily wide range of countries to West Germany. Turkish, Kurdish, and Italian groups have been studied extensively, and while this book uses these groups as points of comparison, it focuses on ethnic communities of varying social structures—from Spain, Iran, Ukraine, Greece, Croatia, and Algeria—and examines the interaction between immigrant networks and West German state institutions as well as the ways in which patterns of cooperation and conflict differ. This study demonstrates how the social consequences of mass immigration became intertwined with the ideological battles of Cold War Germany and how the political life and popular movements within these immigrant communities played a crucial role in shaping West German society.

Guatemala's thirty-six-year civil war culminated in peace accords in 1996, but the postwar transition has been marked by continued violence, including lynchings and the rise of gangs, as well as massive wage-labor exodus to the United States. For the Mam Maya municipality of Todos Santos Cuchumatán, inhabited by a predominantly indigenous peasant population, the aftermath of war and genocide resonates with a long-standing tension between state techniques of governance and ancient community-level power structures that incorporated concepts of kinship, gender, and generation. Showing the ways in which these complex histories are interlinked with wartime and enduring family/class conflicts,Maya after Warprovides a nuanced account of a unique transitional postwar situation, including the complex influence of neoliberal intervention. Drawing on ethnographic field research over a twenty-year period, Jennifer L. Burrell explores the after-war period in a locale where community struggles span culture, identity, and history. Investigating a range of tensions from the local to the international, Burrell employs unique methodologies, including mapmaking, history workshops, and an informal translation of a historic ethnography, to analyze the role of conflict in animating what matters to Todosanteros in their everyday lives and how the residents negotiate power. Examining the community-based divisions alongside national postwar contexts,Maya after Warconsiders the aura of hope that surrounded the signing of the peace accords, and the subsequent doubt and waiting that have fueled unrest, encompassing generational conflicts. This study is a rich analysis of the multifaceted forces at work in the quest for peace, in Guatemala and beyond.

Young adulthood - ages approximately 18 to 26 - is a critical period of development with long-lasting implications for a person's economic security, health and well-being. Young adults are key contributors to the nation's workforce and military services and, since many are parents, to the healthy development of the next generation. Although 'millennials' have received attention in the popular media in recent years, young adults are too rarely treated as a distinct population in policy, programs, and research. Instead, they are often grouped with adolescents or, more often, with all adults. Currently, the nation is experiencing economic restructuring, widening inequality, a rapidly rising ratio of older adults, and an increasingly diverse population. The possible transformative effects of these features make focus on young adults especially important. A systematic approach to understanding and responding to the unique circumstances and needs of today's young adults can help to pave the way to a more productive and equitable tomorrow for young adults in particular and our society at large. Investing in The Health and Well-Being of Young Adults describes what is meant by the term young adulthood, who young adults are, what they are doing, and what they need. This study recommends actions that nonprofit programs and federal, state, and local agencies can take to help young adults make a successful transition from adolescence to adulthood. According to this report, young adults should be considered as a separate group from adolescents and older adults. Investing in The Health and Well-Being of Young Adults makes the case that increased efforts to improve high school and college graduate rates and education and workforce development systems that are more closely tied to high-demand economic sectors will help this age group achieve greater opportunity and success. The report also discusses the health status of young adults and makes recommendations to develop evidence-based practices for young adults for medical and behavioral health, including preventions. What happens during the young adult years has profound implications for the rest of the life course, and the stability and progress of society at large depends on how any cohort of young adults fares as a whole. Investing in The Health and Well-Being of Young Adults will provide a roadmap to improving outcomes for this age group as they transition from adolescence to adulthood.