The Gayborhood: From Sexual Liberation to Cosmopolitan Spectacle explores the lived experiences of LGBT+ persons in an era of heightened visibility. Gay urban enclaves, known colloquially as gayborhoods, illustrate the evolution of LGBT+ political capacity building. Since their emergence after World War II, gayborhoods have homogenized at the expense of women, transgender, and nonwhite persons due to neoliberal policies promoted by urban planners. Thus, their popularization and economic vitality correlate with a loss of collective identity and space for some inhabitants. While gayborhoods were once diverse and inclusive spaces that rejected normative institutions of marriage and assimilation into dominant society, the stakeholders of these areas have now unashamedly aligned themselves with conformity and profitability to legitimize their existence. The contributors within The Gayborhood invite readers to reflect on the future of LGBT+ politics and look beyond the commercialized rainbow spectacle of gayborhoods to the communities and aspirations within.

Neglected Social Theorists of Color: Deconstructing the Margins provides a novel contribution to the ongoing debates concerning the canon in contemporary sociological theory. In particular, the editors argue that many scholars whose work may hold significant potential for contributions to contemporary debates in social theory go unrecognized. Still others, while not completely ignored, have fallen victim to a cultural and political climate not receptive to their work. Feminist scholars have been in the forefront of these debates, arguing that many insightful social theorists have been marginalized because of their gender. More recently, studies of individual theorists of color have appeared, but these have been limited to African American scholars such as W.E.B. Du Bois. In the present text, the editors extend this approach to include a broad diversity of theorists of color, including those of African American, Afro-Caribbean, Latinx, Asian, Asian American, and Native American backgrounds. In addition, the editors also include the work of authors who come from academic fields outside of sociology and others who are journalists, activists, or independent writers. The work has a unique format, where the authors of each chapter provide a theoretical analysis of their subject and a discussion of the contemporary significance of their work, lending to a rich discussion of underappreciated sociological scholars.

Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization is a timely and thought-provoking work that attends to often-neglected aspects of schooling: the everyday interactions between curriculum, teachers, and students. Walter S. Gershon addresses the bridge between the curriculum and the students, the teachers, and their everyday pedagogical decisions. In doing so, this book explores the students' perspectives of their teachers, the language arts curriculum at an urban elementary school, and how the particular combination of curriculum and teaching work in tandem to narrow students’ academic and social possibilities and reproduce racial, class, and gender inequities as normal. Recommended for scholars of education and curriculum studies.

From award-winning journalists John Quiñones and María Elena Salinas comes One Year in Uvalde, a narrative that builds on year-long ABC News reporting from Uvalde, Texas, chronicling how the community is forging on through grief with hope and activism in the shadow of tragedy. Uvalde: 365 was a continuing ABC News series led by the network’s Investigative Unit. As part of the initiative, ABC opened a local satellite news bureau in Uvalde, Texas, in the aftermath of the tragic mass shooting at Robb Elementary School, that hosted a rotating crew of correspondents, producers, writers, and technical staff. Their gripping, vital reporting has been featured across all programs and platforms, from Good Morning America to World News Tonight with David Muir. Award-winning journalists John Quiñones and María Elena Salinas became immersed in the Uvalde community, as their field reporting brought them ever closer to the people of this Texas city. Quiñones, Salinas, and other ABC reporters and producers on the ground documented the lives of victims' families; covered local community events; followed city council, school board, and Texas Legislature meetings; and attended congressional hearings in Washington, D.C., where victims' families have been advocating for gun reform. One Year in Uvalde synthesizes this year-long story into a timely, humane, and important look at a community’s activism and resiliency, as it follows several families and residents while events continue to unfold in the community. The intimate, sensitive reporting of Quiñones, Salinas, and the ABC News team examines a specific time and place in American life, thereby highlighting challenges that we face as a nation. The authors will be making donations to the following charities that serve the Uvalde community: *The Uvalde CISD Moving Forward Foundation (https://UvaldeCISDMovingForward.org/) *The Uvalde Forever Fund of the Community Foundation of the Texas Hill Country (www.CommunityFoundation.net) *Uvalde High School Athletic Department (https://Athletics.UCISD.net)

The past is what happened. History is what we remember and write about that past, the narratives we craft to make sense out of our memories and their sources. But what does it mean to look at the past and to remember that "nothing happened"? Why might we feel as if "nothing is the way it was"? This book transforms these utterly ordinary observations and redefines "Nothing" as something we have known and can remember. "Nothing" has been a catch-all term for everything that is supposedly uninteresting or is just not there. It will take some—possibly considerable—mental adjustment before we can see Nothing as Susan A. Crane does here, with a capital "n." But Nothing has actually been happening all along. As Crane shows in her witty and provocative discussion, Nothing is nothing less than fascinating. When Nothing has changed but we think that it should have, we might call that injustice; when Nothing has happened over a long, slow period of time, we might call that boring. Justice and boredom have histories. So too does being relieved or disappointed when Nothing happens—for instance, when a forecasted end of the world does not occur, and millennial movements have to regroup. By paying attention to how we understand Nothing to be happening in the present, what it means to "know Nothing" or to "do Nothing," we can begin to ask how those experiences will be remembered. Susan A. Crane moves effortlessly between different modes of seeing Nothing, drawing on visual analysis and cultural studies to suggest a new way of thinking about history. By remembering how Nothing happened, or how Nothing is the way it was, or how Nothing has changed, we can recover histories that were there all along.

Los sistemas pedagógicos continúan en crisis. Una crisis humana que amenaza con nunca acabar. En esta obra, se argumenta, que una de las razones principales de las crisis educativas se debe a que los procesos pedagógicos han centrado la atención en el desarrollo cognoscitivo, principalmente, y han dejado de lado al cuerpo y sus emociones. La pedagogía de lo corporal propuesta por el Dr. Sergio López Ramos, muestra un camino esperanzador y encausa a la educación al aprendizaje por medio del cuerpo, concibiéndolo como un espacio en donde el individuo tiene posibilidades de construir nuevas formas de vivir en armonía consigo mismo y con los otros. Para que el ser humano alcance una mejor calidad de vida en esta época global y postmoderna. La autora incursiona en la pedagogía de lo corporal del Dr. López Ramos con la metodología de historia de las ideas y logra exponer la propuesta de abrigar una nueva epistemología del cuerpo y las emociones en los procesos educativos.

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