Pot likker, a term from the African American community, is the broth remaining from greens that have been seasoned and boiled. This broth is considered flavorful and precious as it contains all the nutrients. Pot Likker Stories for Teachers and Learners contains stories gathered from the personal experiences of individuals of various ethnicities and backgrounds that are "nutritional" for the spirit.

My Belfast was not the capital of Ireland but a small, bustling community perched near the spur of a Missouri Pacific Railroad track in Grant County, Arkansas. We were poor; everybody was poor! People moved in and out often here. Timber work and farming offered subsistence. Mental illness was poorly addressed. School included the basic 3 R's: Reading, Writing, and 'Rithmetic. Belfast impacted my desire as a young girl to rise above my circumstances, and yet stay grounded in things that matter. My need to know and grow was insatiable. Every person and every event that happened formed an integral part of who I am. I want my audience to meet the people that I knew and love them as I have learned to do.

“The one food book you must read this year." —Southern Living One of Christopher Kimball’s Six Favorite Books About Food A people’s history that reveals how Southerners shaped American culinary identity and how race relations impacted Southern food culture over six revolutionary decades Like great provincial dishes around the world, potlikker is a salvage food. During the antebellum era, slave owners ate the greens from the pot and set aside the leftover potlikker broth for the enslaved, unaware that the broth, not the greens, was nutrient rich. After slavery, potlikker sustained the working poor, both black and white. In the South of today, potlikker has taken on new meanings as chefs have reclaimed it. Potlikker is a quintessential Southern dish, and The Potlikker Papers is a people’s history of the modern South, told through its food. Beginning with the pivotal role cooks and waiters played in the civil rights movement, noted authority John T. Edge narrates the South’s fitful journey from a hive of racism to a hotbed of American immigration. He shows why working-class Southern food has become a vital driver of contemporary American cuisine. Food access was a battleground issue during the 1950s and 1960s. Ownership of culinary traditions has remained a central contention on the long march toward equality. The Potlikker Papers tracks pivotal moments in Southern history, from the back-to-the-land movement of the 1970s to the rise of fast and convenience foods modeled on rural staples. Edge narrates the gentrification that gained traction in the restaurants of the 1980s and the artisanal renaissance that began to reconnect farmers and cooks in the 1990s. He reports as a newer South came into focus in the 2000s and 2010s, enriched by the arrival of immigrants from Mexico to Vietnam and many points in between. Along the way, Edge profiles extraordinary figures in Southern food, including Fannie Lou Hamer, Colonel Sanders, Mahalia Jackson, Edna Lewis, Paul Prudhomme, Craig Claiborne, and Sean Brock. Over the last three generations, wrenching changes have transformed the South. The Potlikker Papers tells the story of that dynamism—and reveals how Southern food has become a shared culinary language for the nation.

This annotated bibliography of more than 500 recommended books meets the needs of teachers and librarians for reading materials for young adults for whom English is a second language. Laura McCaffery, who has many years of experience with collection development of ESL materials for young adults, has selected the best books on a variety of topics to meet curriculum and personal interest needs of young adults. Most of the books selected were published between 1992 and 1998. The bibliography is organized by topic: adventure, mystery, and suspense; biographies; career, workplace, life skills, and parenting; folktales, myths, poetry, and classics; ethnic diversity; history and geography; nature and science; and sports. Indexes by author, subject, title, and ethnic group make searching easy. Mainstreamed ESL students can use these books to better understand and make use of regular textbooks. Special ESL classes can use the recommended books as part of regular instruction. Most of the books recommended are for the intermediate or advanced beginner reading level in English, but some very easy books are also included. Most of the books are suitable for all learners from grades five through adult. Each entry contains a complete bibliographical citation, Fry Reading Level, Interest Level, Library of Congress subjects for cataloging, and a 50 to 200 word annotation describing the book and how it can be used by the librarian or teacher who is working with patrons or students. A list of distributors of print and nonprint ESL materials completes the work.

Tales of African-American heritage from the author's childhood in North Carolina.

Stern discipline, so prevalent in Ontario classrooms during the first half of the twentieth century, remained intact not only because elementary and secondary teachers wanted to keep their jobs, but also as a result of control exerted by higher authorities. During their training, teachers encountered this control, particularly during practice teaching. As educators, their mandate to "keep order" extended well beyond the classroom. Ignorance and insensitivity when dealing with issues of ethnicity, religion, gender, colour, and mental and physical capabilities frequently resulted in discrimination. Beyond corporal punishment, the subtleties incorporated in rules, rituals, and curriculum reflected the societal conviction that a teacher was always in control-expectations that mirrored the previous century's school reformers' desire to instill a work ethic and moral discipline suitable for an emerging society. In Not Just the Strap, author Vera C. Pletsch offers an intriguing analysis of discipline during the formative period of Ontario's history, when locals and parents controlled education. Making extensive use of archival material and interviews with former education authorities, inspectors, trustees, school staff, and pupils (1900-1960), Pletsch depicts an era of hierarchical control in school discipline-a period when few initiatives for change in educational policy, or in curriculum, were introduced. By explaining the subsequent efforts to dismantle the old philosophy, she also sheds valuable light on an area of current concern.