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305.868073 (Education & Social Science Stacks)
Acuña, Rodolfo. Sometimes there is no other side: Chicanos and the myth of equality. Notre Dame: University of Notre Dame Press, 1998.
Acuña offers his political views about higher learning American institutions and its apparatus of control, political moods on campuses and "how academe and the courts are using concepts like truth and objectivity to subjugate minorities." He begins his book with the 1978 Bakke decision, and discusses the emergent myth that American society is a color-blind society. He discusses other "attitudes that reflect resistance to change within academe and raises questions about people of color should continue to support an educational system that excludes the knowledge needed to address societal problems." This source includes bibliographical references, notes and index.

370.8968073 E656i (Education & Social Science Stacks)
Espinoza-Herold, Mariella, Issues in Latino Education: Race, School Culture, and the Politics of Academic Success. Boston: A&B, 2003.
Espinoza-Herold writes about her experience as an educator of Latino adolescents in high school. Her book comes from the students' point of view, their individuality but also from their collective struggles. Her discussion explores how these students attempt to achieve educational equity while preserving their cultural identity.

371.82968073 Ed839 (Modern Languages Stacks)
Education in the new Latino diaspora: policy and the politics of identity. Edited by Stanton Wortham, Enrique Murillo, Jr. and Edmund T. Hamann.
A comparison of case studies about the concepts and policies on schools because of the newcomer Latinos in communities around the country. The new Latino diaspora focuses in the states of Georgia, North Carolina, Maine, Colorado, Illinois and Indiana. This volume of essays describes the relations between host communities and the new populations and the implications of education policy formation, particularly on bi-lingual education and its implementation.

374.182968 H871w (Education & Social Science Stacks)
Huerta-Macías, Ana G. Workforce Education for Latinos: Politics, Programs, and Practices. Westport: Bergin & Garvery, 2002.
This book deals with questions relevant to the Latino workforce with low levels of literacy  and schooling. Huerta-Macías provides an introduction on workforce education and Latinos, and elaborates on the current legislation, then, describes successful educational programs. She devotes the next two chapters to issues of accountability and assessment in adult education and the last chapter is on recommendations to propose policy change.

428.0071073 K126i (Modern Languages Stacks)
Kalmar, Tomás Mario. Illegal Alphabets and Adult Biliteracy: Latino Migrants Crossing the Linguistic Border. Mahwah, NJ: Lawrence Erlbaum, 2001.
This book is about adult literacy. It studies the process of language learning and "biliteracy" of migrant workers in a rural community in Southern Illinois. It describes the strategies Mexican migrants use in order to cope with their English in a way that makes sense to them. Kalmar focuses on "how and why adults did this and what they actually wrote down." This book also discusses the "ideal" of a universal alphabet and disclaims the canonical use of 26 letters to reduce "any language ever spoken by anyone, anywhere, at any time." In this study the author combines anthropology, linguistics and socio-cultural approaches.

371.82968073 G165h (Undergraduate Stacks)
García, Eugene E. Hispanic Education in the United States: raíces y alas. Lanham: Rowman & Littlefield, 2001.
García sets up this book to address Hispanic education from his own psychological perspective which is following the varied voices within himself. He discusses subjects of language acquisition, teaching, learning relevant to language minority populations. Also he uses social and cultural components, since he believes that an optimal learning for Hispanics is rooted in both out of school and in school environments. He develops topics on policy making, bilingual education, immigration reform, and the implications in education practice.

371.98B493 (Education and Social Sciences Stacks)
Valverde, Leonard. Bilingual Education for Latinos=Educación Bilingüa para Latinos. Washington: Association for Supervision and Curriculum Development, 1978.
This source provides a theoretical understanding about bilingual education. Chapter 1 presents statistics and proposes some guidelines with rationale for program development. Chapter 2 supports criteria for curriculum development. Chapters 3, 4 and 5 discuss the identification of students, the selection training of staff and the supervision of instruction and programs. Chapter 6 emphasizes the work within the community.

420 R618h (Main Stacks)
Rodríguez, Richard. Hunger of Memory: the education of Richard Rodriguez : an autobiography. Boston, Mass: D.R. Godine, 1982.
A beautiful account of Richard Rodríguez' personal life, his reflections on family and religion, his boyhood in California and his years as a Graduate student in Berkeley. He speaks with an inner voice and keen observations that reveal a strong self and own history about education, and forming years as a writer. He describes what he hears around him, and writes with a profound sensibility toward language, literature and culture as a Mexican-American.

428.0071073 L269 (Education and Social Sciences Stacks)
Language ideologies: critical perspectives on the official English movement. Edited by Roseann Dueñas González, with Ildikó Melis. Urbana, IL: National Council of Teachers of English, N.J. : L.Erlbaum Associates, 2000.
A two-volume set that deals with the complicated and divisive issues of language diversity and policies in the United States. This book represents an update on the debate about "The English Only Movement". The essays are grouped under the following sub-headings: (1) Update, (2) Research and Politics, (3) Politics, Economy and the Classroom, (4) What Difference Does Difference Make? Frances Aparicio, writes an essay entitled "Of Spanish Dispossessed" that appears under the 4th section. She examines narratives of high-school and college students tracing the ways in which U.S. Latino/Latina students negotiate their bilingual and bicultural identities.

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Last Updated: Thursday, 27-Jul-2006 14:16:09 CDT pmc