Red Atlantic: American Indigenes and the Making of the Modern World, 1000-1927

From the earliest moments of European contact, Native Americans have played a pivotal role in the Atlantic experience, yet they often have been relegated to the margins of the region's historical record. The Red Atlantic, Jace Weaver's sweeping and highly readable survey of history and literature, synthesizes scholarship to place indigenous people of the Americas at the center of our understanding of the Atlantic world. Weaver illuminates their willing and unwilling travels through the region, revealing how they changed the course of world history. Indigenous Americans, Weaver shows, crossed the Atlantic as royal dignitaries, diplomats, slaves, laborers, soldiers, performers, and tourists. And they carried resources and knowledge that shaped world civilization--from chocolate, tobacco, and potatoes to terrace farming and suspension bridges. Weaver makes clear that indigenous travelers were cosmopolitan agents of international change whose engagement with other societies gave them the tools to advocate for their own sovereignty even as it was challenged by colonialism.

"I remember the day I lost my spirit." So begins the story of Gertrude Simmons, also known as Zitkala-Ša, which means Red Bird. Born in 1876 on the Yankton Sioux reservation in South Dakota, Zitkala-Ša willingly left her home at age eight to go to a boarding school in Indiana. But she soon found herself caught between two worlds—white and Native American. At school she missed her mother and her traditional life, but Zitkala-Ša found joy in music classes. "My wounded spirit soared like a bird as I practiced the piano and violin," she wrote. Her talent grew, and when she graduated, she became a music teacher, composer, and performer. Zitkala-Ša found she could also "sing" to help her people by writing stories and giving speeches. As an adult, she worked as an activist for Native American rights, seeking to build a bridge between cultures. The coauthors tell Zitkala-Ša’s life by weaving together pieces from her own stories. The artist's acrylic illustrations and collages of photos and primary source documents round out the vivid portrait of Zitkala-Ša, a frightened child whose spirit "would rise again, stronger and wiser for the wounds it had suffered."

"Meruane's prose has great literary force: it emerges from the hammer blows of conscience, but also from the ungraspable, and from pain."—Roberto Bolaño This powerful, profound autobiographical novel describes a young Chilean writer recently relocated to New York for doctoral work who suffers a stroke, leaving her blind and increasingly dependent on those closest to her. Fiction and autobiography intertwine in an intense, visceral, and caustic novel about the relation between the body, illness, science, and human relationships. Lina Meruane (b. 1970), considered the best woman author of Chile today, has won numerous prestigious international prizes, and lives in New York, where she teaches at NYU.

In this ferociously imaginative novel, abortion is once again illegal in America, in-vitro fertilization is banned, and the Personhood Amendment grants rights of life, liberty, and property to every embryo. Five women. One question. What is a woman for? In a small Oregon fishing town, five very different women navigate these new barriers alongside age-old questions surrounding motherhood, identity, and freedom. Ro, a single high-school teacher, is trying to have a baby on her own, while also writing a biography of Eivv?r, a little-known 19th-century female polar explorer. Susan is a frustrated mother of two, trapped in a crumbling marriage. Mattie is the adopted daughter of doting parents and one of Ro's best students, who finds herself pregnant with nowhere to turn. And Gin is the gifted, forest-dwelling herbalist, or "mender," who brings all their fates together when she's arrested and put on trial in a frenzied modern-day witch hunt. Red Clocks is at once a riveting drama, whose mysteries unfold with magnetic energy, and a shattering novel of ideas. In the vein of Margaret Atwood and Eileen Myles, Leni Zumas fearlessly explores the contours of female experience, evoking The Handmaid's Tale for a new millennium. This is a story of resilience, transformation, and hope in tumultuous -- even frightening -- times.

Nominated for the National Book Award, chef Iliana Regan’s debut memoir chronicles her journey from foraging on her family’s Midwestern farm to running her own Michelin-starred restaurant and finding her place in the world. Iliana Regan grew up the youngest of four headstrong girls on a small farm in Indiana. While gathering raspberries as a toddler, Regan learned to only pick the ripe fruit. In the nearby fields, the orange flutes of chanterelle mushrooms beckoned her while they eluded others. Regan’s profound connection with food and the earth began in childhood, but connecting with people was more difficult. She grew up gay in an intolerant community, was an alcoholic before she turned twenty, and struggled to find her voice as a woman working in an industry dominated by men. But food helped her navigate the world around her—learning to cook in her childhood home, getting her first restaurant job at age fifteen, teaching herself cutting-edge cuisine while hosting an underground supper club, and working her way from front-of-house staff to running her own kitchen. Regan’s culinary talent is based on instinct, memory, and an almost otherworldly connection to ingredients, and her writing comes from the same place. Raw, filled with startling imagery and told with uncommon emotional power, Burn the Place takes us from Regan’s childhood farmhouse kitchen to the country’s most elite restaurants in a galvanizing tale that is entirely original, and unforgettable.

This ground-breaking text explores the intersection between dominant modes of critical educational theory and the socio-political landscape of American Indian education. Grande asserts that, with few exceptions, the matters of Indigenous people and Indian education have been either largely ignored or indiscriminately absorbed within critical theories of education. Furthermore, American Indian scholars and educators have largely resisted engagement with critical educational theory, tending to concentrate instead on the production of historical monographs, ethnographic studies, tribally-centered curricula, and site-based research. Such a focus stems from the fact that most American Indian scholars feel compelled to address the socio-economic urgencies of their own communities, against which engagement in abstract theory appears to be a luxury of the academic elite. While the author acknowledges the dire need for practical-community based research, she maintains that the global encroachment on Indigenous lands, resources, cultures and communities points to the equally urgent need to develop transcendent theories of decolonization and to build broad-based coalitions.