This book engages with new ways of thinking about boundaries of the early modern Hispanic past, looking at current scholarly techniques.

This first-of-its-kind volume bridges Chicana/Latina feminist perspectives with education and offers innovative ideas on teaching and learning, and ways of knowing. This groundbreaking volume explores both Chicana/Latina feminist definitions of teaching and learning, and ways of knowing in education. The book’s contributors—Chicana/Latina feminist scholars—reinterpret the field of education as inter- and transdisciplinary and connected to ethnic, racial, and womanist scholarship. They examine mujer- (women-) centered definitions of pedagogy and epistemology rooted in Chicana/Latina theories and visions of life, family, community, and world. Armed with the tools of Chicana/Latina feminist thought, the contributors link cultural studies theories to critical/feminist pedagogies by re-envisioning the sites of pedagogy to include women’s brown bodies and their agency. Dolores Delgado Bernal is Associate Professor of Education and Chicana/o Studies at the University of Utah. C. Alejandra Elenes is Associate Professor of Women’s Studies at Arizona State University. Francisca E. Godinez teaches Educational Leadership and Policy Studies at California State University at Sacramento.

Explores language practices and discourse patterns of Mexican-origin mothers and the language socialization of their children. Drawing on women's own experiences as both mothers and borderland residents, the author combines personal odyssey with ethnographic research to show new ways to connect language to issues of education, political economy, and social identity.

Between 1778 and 1784 the Spanish Crown transported more than 1,900 peasants, including 875 women and girls, from northern Spain to South America in an ill-fated scheme to colonize Patagonia. The story begins as the colonists trudge across northern Spain to volunteer for the project and follows them across the Atlantic to Montevideo. However, before the last ships reached the Americas, harsh weather, disease, and the prospect of mutiny on the Patagonian coast forced the Crown to abandon the project. Eventually, the peasant colonists were resettled in towns outside of Buenos Aires and Montevideo, where they raised families, bought slaves, and gradually integrated into colonial society. Gendered Crossings brings to life the diverse settings of the Iberian Atlantic and the transformations in the peasants’ gendered experiences as they moved around the Spanish Empire.

This new book by New York Times bestselling author and pastor, John Hagee, says the United States is heading into a “Perfect Storm.” Titanic. John F. Kennedy’s assassination. 9/11. John Hagee maintains that these American tragedies all have one element in common: they were unthinkable. And in the opening pages of his newest book, Can America Survive? Hagee uses these tragedies to prove two points: that the unthinkable can happen and, given the right conditions, the unthinkable can quickly become the inevitable. In Can America Survive? Hagee asserts that the seeds for tragedy are once again being sown, evidenced by the disturbing economic, geopolitical, and religious trends that now threaten to dismantle the very nation itself. “Think it can’t happen?” Hagee asks in a theme repeated throughout the book. “Think again.” Indeed, Hagee presents alarming examples of recent events, current research, scientific evidence, and biblical prophecy that are gathering to create a “perfect storm” that could bring down the “unsinkable” United States of America. Can America Survive? is not just a warning. It is a wake-up call and a rallying cry to Christian citizens everywhere to prevent the next unthinkable American disaster. After all, as Hagee points out, “those who do not remember the mistakes of the past are doomed to repeat them in the future.” Think it can’t happen? Think again.