At the age of seventeen, in the arms of a thief, Pierre Seel felt his watch sliding off his wrist. So begins the astonishing chain of events that led to the Schirmeck-Vorbruch concentration camp, where Seel suffered unspeakable horrors for the sole "crime" of being a homosexual. The story of survival in the camps has been told many times, but Seel's is one of the only firsthand accounts of the Nazi roundup and deportation of homosexuals. For nearly forty years he kept his experiences - including torture, humiliation, and witnessing the vicious murder of his lover at the hands of the Nazis - a secret in order to cover up his homosexuality. He found a wife through a personal ad, married, and raised three children. "The Liberation", he writes, "was for others". Finally, haunted by his experiences and by the silence of others, he decided to bear witness to an aspect of the Holocaust rarely seen. As he noted, "If I do not speak, I will become the accomplice of my torturers".

Looking beyond prominent figures or major ecclesial events, Liberation Theology and the Others offers a fresh historical perspective on Latin American liberation theology. Thirteen case studies, from Mexico to Uruguay, depict a vivid picture of religious and lay activism that shaped the profile of the Latin American Catholic Church in the second half of the 20th century. Stressing the transnational character of Catholic activism and its intersections with prevalent discourses of citizenship, ethnicity or development, scholars from Latin America, the US, and Europe, analyze how pastoral renewal was debated and embraced in multiple local and culturally diverse contexts. Contributors explore the connections between Latin American liberation theology and anthropology in Peru, armed revolutionaries in highland Guatemala, and the implementation of neoliberalism in Bolivia. They identify conceptions of the popular church, indigenous religiosity, women’s leadership, and student activism that circulated among Latin American religious and lay activists between the 1960s and the 1980s. By revisiting the multifaceted and oftentimes contingent nature of church reforms, this edited volume provides fascinating new insights into one of the most controversial religious movements of the 20th century.

No one is immune to the byproducts of compulsory schooling and standardized testing. And while reform may be a worthy cause for some, it is not enough for countless others still trying to navigate the tyranny of what schooling has always been. Raising Free People argues that we need to build and work within systems truly designed for any human to learn, grow, socialize, and thrive, regardless of age, ability, background, or access to money. Families and conscious organizations across the world are healing generations of school wounds by pivoting into self-directed, intentional community-building, and Raising Free People shows you exactly how unschooling can help facilitate this process. Individual experiences influence our approach to parenting and education, so we need more than the rules, tools, and “bad adult” guilt trips found in so many parenting and education books. We need to reach behind our behaviors to seek and find our triggers; to examine and interrupt the ways that social issues such as colonization still wreak havoc on our ability to trust ourselves, let alone children. Raising Free People explores examples of the transition from school or homeschooling to unschooling, how single parents and people facing financial challenges unschool successfully, and the ways unschooling allows us to address generational trauma and unlearn the habits we mindlessly pass on to children. In these detailed and unabashed stories and insights, Richards examines the ways that her relationships to blackness, decolonization, and healing work all combine to form relationships and enable community-healing strategies rooted in an unschooling practice. This is how millions of families center human connection, practice clear and honest communication, and raise children who do not grow up to feel that they narrowly survived their childhoods.

"The introduction to this edition by Cornel West was originally published in Dwight N. Hopkins, ed., Black Faith and Public Talk: Critical Essays on James H. Cone's Black Theology & Black Power (Maryknoll, NY: Orbis Books, 1999; reprinted 2007 by Baylor University Press)."

On a fateful day in May 1941, in Nazi-occupied Strasbourg, seventeen-year- old Pierre Seel was summoned by the Gestapo. This was the beginning of his journey through the horrors of a concentration camp. For nearly forty years, Seel kept this secret in order to hide his homosexuality. Eventually he decided to speak out, bearing witness to an aspect of the Holocaust rarely seen. This edition, with a new foreword from gay-literature historian Gregory Woods, is an extraordinary firsthand account of the Nazi roundup and the deportation of homosexuals.

I am the mechanical they named Jax. My kind was built to serve humankind, duty-bound to fulfil their every whim. But now our bonds are breaking, and my brothers and sisters are awakening. Our time has come. A new age is dawning. Set in a world that might have been, of mechanical men and alchemical dreams, this is the third and final novel in a stunning series of revolution by Ian Tregillis, confirming his place as one of the most original new voices in speculative fiction.

Literacy is the foundation for all learning and must be accessible to all students. This fundamental truth is where Kimberly Parker begins to explore how culturally relevant teaching can help students work toward justice. Her goal is to make the literacy classroom a place where students can safely talk about key issues, move to dismantle inequities, and collaborate with one another. Introducing diverse texts is an essential part of the journey, but teachers must also be equipped with culturally relevant pedagogy to improve literacy instruction for all. In Literacy Is Liberation, Parker gives teachers the tools to build culturally relevant intentional literacy communities (CRILCs) with students. Through CRILCs, teachers can better shape their literacy instruction by * Reflecting on the connections between behaviors, beliefs, and racial identity. * Identifying the characteristics of culturally relevant literacy instruction and grounding their practice within a strengths-based framework. * Curating a culturally inclusive library of core texts, choice reading, and personal reading, and teaching inclusive texts with confidence. * Developing strategies to respond to roadblocks for students, administrators, and teachers. * Building curriculum that can foster critical conversations between students about difficult subjects—including race. In a culturally relevant classroom, it is important for students and teachers to get to know one another, be vulnerable, heal, and do the hard work to help everyone become a literacy high achiever. Through the practices in this book, teachers can create the more inclusive, representative, and equitable classroom environment that all students deserve.