In this extraordinary novel in letters, an Indian immigrant girl in New York City and a Kentucky coal miner's son find strength and perspective by sharing their true selves across the miles. Meena and River have a lot in common: fathers forced to work away from home to make ends meet, grandmothers who mean the world to them, and faithful dogs. But Meena is an Indian immigrant girl living in New York City’s Chinatown, while River is a Kentucky coal miner’s son. As Meena’s family studies for citizenship exams and River’s town faces devastating mountaintop removal, this unlikely pair become pen pals, sharing thoughts and, as their camaraderie deepens, discovering common ground in their disparate experiences. With honesty and humor, Meena and River bridge the miles between them, creating a friendship that inspires bravery and defeats cultural misconceptions. Narrated in two voices, each voice distinctly articulated by a separate gifted author, this chronicle of two lives powerfully conveys the great value of being and having a friend and the joys of opening our lives to others who live beneath the same sun.

It is Grandmother Bibi's ninetieth birthday and when she travels to Tanzania from America to visit her son and grandchildren they surprise her with a birthday safari.

A twelve-year-old Indian immigrant in New York City and a Kentucky coal miner's son become pen pals, and eventually best friends, through a series of revealing letters exploring such topics as environmental activism, immigration, and racism.

Bestselling author, journalist, playwright, and activist Silas House has focused nearly all of his work on Appalachia. His acclaimed and diverse body of work includes the novels Clay's Quilt, A Parchment of Leaves, The Coal Tattoo, Eli the Good, and Southernmost. Well known for its lyrical style, diverse and sympathetic characters, and political engagement, House's work is overdue for deeper critical study. In this groundbreaking book, editor and coauthor Sylvia Bailey Shurbutt brings together established and rising scholars to discuss House and his writings through a critical lens. Various chapters address different aspects of House's fiction and nonfiction, including the ways in which he deconstructs regional stereotypes, how he explores issues of diversity, his environmental activism, and his approach to LGBTQ issues. The collection begins with a foreword by Denise Giardina and concludes with a chapter by celebrated poet Maurice Manning exploring the lyricism that distinguishes House's work. Featuring an interview with House that further illuminates his philosophy and art, this timely volume offers an important critical appraisal of his oeuvre to date and illustrates why he is one of the most significant voices in Appalachian and American literature today.

Teaching Diversity in Rural Schools: Attaining Understanding, Tolerance, and Respect Through Young Adult Literature aims to assist secondary English Language Arts rural educatorsand students regarding diversity education through the use of rural, small town-themed young adult literature. While appropriate for any rural educator, the Upper Midwestern states (IA, MN, MT, NE, ND, SD, and WY) are focused on because they are unique in their predominantly White residents, with few to no racial and cultural minorities in all locations, large or small. Teaching rural students about minorities and facilitating in developing understanding, tolerance, and respect toward those different from oneself is difficult when absent from communities and schools. However, this book helps in reaching these goals through the use of titles that consider specific topics of cultural and racial minorities, such as those who are LGBTQ+, undocumented, homeless, having exceptionalities, managing grief/loss, and more. Also addressed are rural communities and schools, the purpose and importance of young adult literature, and locating quality rural, small town-themed novels. Suggestions for using this literature, activities, discussion topics, and recommended titles are also provided.

This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers’ responsibility in becoming advocates for, and accomplices to communities of color. Through the lens of Critical Race Teacher Activism (CRTA), this book seeks to support teachers in critiquing and transforming pedagogy and curriculum in predominantly white spaces in order to interrupt the single story and amplify voices that are marginalized, silenced, or omitted from curriculum.