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Wayward: Just Another Life to Live
by Vashti Bunyan'Magical and transporting . . . Wayward proves that Bunyan has lived the best possible life, on her own idiosyncratic terms'Maggie O'Farrell'A gorgeous account of outsiderness and survival: a map of how to live outside the boundaries and of striving for an authentic artistic life. A quietly defiant and moving work' Sinéad Gleeson'An epic in miniature . . . I loved - and lived - every sentence' Benjamin MyersIn 1968, Vashti Bunyan gave up everything and everybody she knew in London to take to the road with a horse, wagon, dog, guitar and her then partner. They made the long journey up to the Outer Hebrides in an odyssey of discovery and heartbreak, full of the joy of freedom and the trudge of everyday reality, sleeping in the woods, fighting freezing winters and homelessness. Along the way, Vashti wrote the songs that would lead to the recording of her 1970's album Just Another Diamond Day, the lilting lyrics and guitar conveying innocent wonder at the world around her, whilst disguising a deeper turmoil under the surface. From an unconventional childhood in post-war London, to a fledgling career in mid-sixties pop - recording a single written by Mick Jagger and Keith Richards - to the despair and failure to make any headway with her own songs, she rejected the music world altogether and left it all behind. After retreating to a musical wilderness for thirty years, the rediscovery of her recordings in 2000 brought Vashti a second chance to write, record and perform once more. One of the great hippie myths of the 1960s, Wayward, Just Another Life to Live, rewrites the narrative of a barefoot girl on the road to describe a life lived at full tilt from the first, revealing what it means to change course and her emotional struggle, learning to take back control of her own life.
Wayward: Just Another Life to Live
by Vashti Bunyan'Magical and transporting . . . Wayward proves that Bunyan has lived the best possible life, on her own idiosyncratic terms'Maggie O'Farrell'A gorgeous account of outsiderness and survival: a map of how to live outside the boundaries and of striving for an authentic artistic life. A quietly defiant and moving work' Sinéad Gleeson'An epic in miniature . . . I loved - and lived - every sentence' Benjamin MyersIn 1968, Vashti Bunyan gave up everything and everybody she knew in London to take to the road with a horse, wagon, dog, guitar and her then partner. They made the long journey up to the Outer Hebrides in an odyssey of discovery and heartbreak, full of the joy of freedom and the trudge of everyday reality, sleeping in the woods, fighting freezing winters and homelessness. Along the way, Vashti wrote the songs that would lead to the recording of her 1970's album Just Another Diamond Day, the lilting lyrics and guitar conveying innocent wonder at the world around her, whilst disguising a deeper turmoil under the surface. From an unconventional childhood in post-war London, to a fledgling career in mid-sixties pop - recording a single written by Mick Jagger and Keith Richards - to the despair and failure to make any headway with her own songs, she rejected the music world altogether and left it all behind. After retreating to a musical wilderness for thirty years, the rediscovery of her recordings in 2000 brought Vashti a second chance to write, record and perform once more. One of the great hippie myths of the 1960s, Wayward, Just Another Life to Live, rewrites the narrative of a barefoot girl on the road to describe a life lived at full tilt from the first, revealing what it means to change course and her emotional struggle, learning to take back control of her own life.
We ARE Americans: Undocumented Students Pursuing the American Dream
by William Perez<p>Winner of the CEP Mildred Garcia Award for Exemplary Scholarship <p>About 2.4 million children and young adults under 24 years of age are undocumented. Brought by their parents to the US as minors―many before they had reached their teens―they account for about one-sixth of the total undocumented population. Illegal through no fault of their own, some 65,000 undocumented students graduate from the nation's high schools each year. They cannot get a legal job, and face enormous barriers trying to enter college to better themselves―and yet America is the only country they know and, for many, English is the only language they speak. <p>What future do they have? Why are we not capitalizing, as a nation, on this pool of talent that has so much to contribute? What should we be doing? <p>Through the inspiring stories of 16 students―from seniors in high school to graduate students―William Perez gives voice to the estimated 2.4 million undocumented students in the United States, and draws attention to their plight. These stories reveal how―despite financial hardship, the unpredictability of living with the daily threat of deportation, restrictions of all sorts, and often in the face of discrimination by their teachers―so many are not just persisting in the American educational system, but achieving academically, and moreover often participating in service to their local communities. Perez reveals what drives these young people, and the visions they have for contributing to the country they call home. <p>Through these stories, this book draws attention to these students’ predicament, to stimulate the debate about putting right a wrong not of their making, and to motivate more people to call for legislation, like the stalled Dream Act, that would offer undocumented students who participate in the economy and civil life a path to citizenship. <p>Perez goes beyond this to discuss the social and policy issues of immigration reform. He dispels myths about illegal immigrants’ supposed drain on state and federal resources, providing authoritative evidence to the contrary. He cogently makes the case―on economic, social, and constitutional and moral grounds―for more flexible policies towards undocumented immigrants. If today’s immigrants, like those of past generations, are a positive force for our society, how much truer is that where undocumented students are concerned?</p>
We ARE Americans: Undocumented Students Pursuing the American Dream
by William PerezWinner of the CEP Mildred Garcia Award for Exemplary ScholarshipAbout 2.4 million children and young adults under 24 years of age are undocumented. Brought by their parents to the US as minors—many before they had reached their teens—they account for about one-sixth of the total undocumented population. Illegal through no fault of their own, some 65,000 undocumented students graduate from the nation's high schools each year. They cannot get a legal job, and face enormous barriers trying to enter college to better themselves—and yet America is the only country they know and, for many, English is the only language they speak. What future do they have? Why are we not capitalizing, as a nation, on this pool of talent that has so much to contribute? What should we be doing?Through the inspiring stories of 16 students—from seniors in high school to graduate students—William Perez gives voice to the estimated 2.4 million undocumented students in the United States, and draws attention to their plight. These stories reveal how—despite financial hardship, the unpredictability of living with the daily threat of deportation, restrictions of all sorts, and often in the face of discrimination by their teachers—so many are not just persisting in the American educational system, but achieving academically, and moreover often participating in service to their local communities. Perez reveals what drives these young people, and the visions they have for contributing to the country they call home.Through these stories, this book draws attention to these students’ predicament, to stimulate the debate about putting right a wrong not of their making, and to motivate more people to call for legislation, like the stalled Dream Act, that would offer undocumented students who participate in the economy and civil life a path to citizenship. Perez goes beyond this to discuss the social and policy issues of immigration reform. He dispels myths about illegal immigrants’ supposed drain on state and federal resources, providing authoritative evidence to the contrary. He cogently makes the case—on economic, social, and constitutional and moral grounds—for more flexible policies towards undocumented immigrants. If today’s immigrants, like those of past generations, are a positive force for our society, how much truer is that where undocumented students are concerned?
We Appreciate You, Mr. Jimmy
by Zuhair BurmiFor a quarter of a century, Mr. Jimmy has devoted his heart and soul to nurturing students from every walk of life. With unwavering dedication, he&’s inspired, supported, and molded their futures. Now, in a heartwarming reunion, his cherished students unite to express their gratitude in a celebration that spans generations. And they all mean every word of their heartfelt &‘thank you.&’
We Are Alike, We Are All Different
by Laura DwightKindergarten children describe the likenesses and differences among themselves.
We Are All Alike ... We Are All Different
by Cheltenham Elementary School KindergartnersKindergarten children describe the likenesses and differences among themselves.
We Are All Equal: Student Culture and Identity at a Mexican Secondary School, 1988-1998
by Bradley A. U. LevinsonWe Are All Equal is the first full-length ethnography of a Mexican secondary school available in English. Bradley A. U. Levinson observes student life at a provincial Mexican junior high, often drawing on poignant and illuminating interviews, to study how the the school's powerful emphasis on equality, solidarity, and group unity dissuades the formation of polarized peer groups and affects students' eventual life trajectories. Exploring how students develop a cultural "game of equality" that enables them to identify--across typical class and social boundaries--with their peers, the school, and the nation, Levinson considers such issues as the organizational and discursive resources that students draw on to maintain this culture. He also engages cultural studies, media studies, and globalization theory to examine the impact of television, music, and homelife on the students and thereby better comprehend--and problematize--the educational project of the state. Finding that an ethic of solidarity is sometimes used to condemn students defined as different or uncooperative and that little attention is paid to accommodating the varied backgrounds of the students--including their connection to indigenous, peasant, or working class identities--Levinson reveals that their "schooled identity" often collapses in the context of migration to the United States or economic crisis in Mexico. Finally, he extends his study to trace whether the cultural game is reinforced or eroded after graduation as well as its influence relative to the forces of family, traditional gender roles, church, and global youth culture. We Are All Equal will be of particular interest to educators, sociologists, Latin Americanists, and anthropologists.
We Are An African People: Independent Education, Black Power, And The Radical Imagination
by Russell RickfordDuring the height of the Black Power movement of the late 1960s and 1970s, dozens of Pan African nationalist private schools, from preschools to post-secondary ventures, appeared in urban settings across the United States. The small, independent enterprises were often accused of teaching hate and were routinely harassed by authorities. Yet these institutions served as critical mechanisms for transmitting black consciousness. Founded by activist-intellectuals and other radicalized veterans of the civil rights movement, the schools strove not simply to bolster the academic skills and self-esteem of inner-city African-American youth but also to decolonize minds and foster a vigorous and regenerative sense of African identity. In We Are An African People, historian Russell Rickford traces the intellectual lives of these autonomous black institutions, established dedicated to pursuing the self-determination that the integrationist civil rights movement had failed to provide. Influenced by Third World theorists and anticolonial campaigns, organizers of the schools saw formal education as a means of creating a vanguard of young activists devoted to the struggle for black political sovereignty throughout the world. Most of the institutions were short-lived, and they offered only modest numbers of children a genuine alternative to substandard, inner-city public schools. Yet their stories reveal much about Pan Africanism as a social and intellectual movement and as a key part of an indigenous black nationalism. Rickford uses this largely forgotten movement to explore a particularly fertile period of political, cultural, and social revitalization that strove to revolutionize African American life and envision an alternate society. Reframing the post-civil rights era as a period of innovative organizing, he depicts the prelude to the modern Afrocentric movement and contributes to the ongoing conversation about urban educational reform, race, and identity.
We Are Family (Step into Reading)
by Random HouseMeet all your favorite L.O.L. Surprise! families in this a Step 3 Step into Reading reader!Meet all of your favorite L.O.L. Surprise! families in this Step 3 Step into Reading leveled reader which is perfect for children ages 5 to 8. Step 3 readers feature engaging characters in easy-to-follow plots about popular topics. For children who are ready to read on their own. In a world where babies run everything, little Rockers rebel against nap time and Teacher's Pets become class presidents with "Free Pizza Fridays!" In the L.O.L. Surprise! world, all work is play and nothing is dull cuz it's all a lil' surprising and outrageous! Step 3 Readers feature engaging characters in easy-to-follow plots about popular topics. For children who are ready to read on their own.
We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States
by Leisy J. Abrego and Genevieve Negrón-GonzalesThe widely recognized “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship. While a well-intentioned, strategic tactic to garner political support of undocumented youth, it has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—poignantly counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights. Illuminating how various institutions reproduce and benefit from exclusionary narratives, this volume articulates the dangers of the Dreamer narrative and envisions a different way forward.Contributors. Leisy J. Abrego, Gabrielle Cabrera, Gabriela Garcia Cruz, Lucía León, Katy Joseline Maldonado Dominguez, Grecia Mondragón, Gabriela Monico, Genevieve Negrón-Gonzales, Maria Liliana Ramirez, Joel Sati, Audrey Silvestre, Carolina Valdivia
We Are Thankful: My Little Pony (Passport to Reading Level 2)
by R. R. BusseLearn about giving thanks and being grateful for friends, family, and fall with your favorite ponies in this charming leveled reader based on My Little Pony: Friendship is Magic!Featuring a winning combination of favorite licensed characters and carefully controlled text--reading along or reading alone just got more fun with Passport to Reading! All books include a parent letter, word count, Guided Reading level, and number of sight words.Level 2: Reading out Loud: encourages developing readers to sound out loud, includes more complex stories with simple vocabulary.© 2019 Hasbro. All Rights Reserved.
We Are Twins (Penguin Young Readers, Level 1)
by Laura DriscollWith twins, a lot is the same--but a lot is not! These little twin girls have the same hair and the same nose, but their eyes are different colors and they have different hobbies, too. This rhyming Level 1 reader celebrates twins but also individuality.
We Become What We Worship: A Biblical Theology of Idolatry
by G. K. Bealewe take on the characteristics of what we worship.
We Believe Leader Guide: How the Nicene Creed Can Deepen Your Faith
by Michael CarpenterWe believe in one God.The Leader Guide contains discussion questions and session plans for a six-week study of We Believe: How the Nicene Creed Can Deepen Your Faith by Michael Carpenter. It includes opening and closing prayers, optional activities, and weekly session goals. It is designed to be used with the book and DVD.Discover how the ancient Nicene Creed can transform your spiritual journey in Michael Carpenter's empowering book, We Believe: How the Nicene Creed Can Deepen Your Faith. Personal anecdotes and practical insights guide you to a profound connection with God. Dive into six chapters, covering the Nicene Creed sequentially, that unpack the essence of it, enriching reader's faith and deepening their understanding of Christian beliefs.
We Believe: How the Nicene Creed Can Deepen Your Faith
by Michael CarpenterWe believe in one God.Discover how the ancient Nicene Creed can transform your spiritual journey in Michael Carpenter's empowering book, We Believe: How the Nicene Creed Can Deepen Your Faith. Personal anecdotes and practical insights guide you to a profound connection with God. Dive into six chapters, covering the Nicene Creed sequentially, that unpack the essence of it, enriching reader's faith and deepening their understanding of Christian beliefs.In addition to the book, other study components include a Leader Guide and video available on DVD.
We Can Do I.T. Too: Using Computers in Activity Programmes for People with Dementia
by Nada Savitch Verity StokesUsing computers as part of activity programmes for people with dementia. Many people feel that computers and people with dementia don't mix. However computers and other digital gadgets such as cameras and phones are part of our lives and so it is important that people with dementia engage with these IT driven activities. This book demystifies the use of computers and other information technologies and provides a multitude of ideas and case-studies demonstrating how IT can be used effectively. Using computers in a variety of ways with people with dementia is extremely rewarding and benefits individuals, staff and family members. Based on real experiences this book is designed to inspire people working in any dementia service. It discusses why this is important, the multitude of uses and the practicalities of introducing I.T. activities. Recording people's lives - digital life story books; diary making things - calendars; photo albums; reminders helping with conversations - word finding; topics communicating with friends (email; Skype, social networking/discussion forums); helping with planning - personal planning; care plans; using services. It is suitable for care workers and managers, occupational and speech language therapists, specialist activity works and volunteers working people's homes, in day care, voluntary organisations or care homes.
We Can Do It: A Community Takes on the Challenge of School Desegregation
by Michael T. GenglerHow black and white school administrators, teachers, parents, and students in a Florida county shifted from segregated schools to a single, unified system.After Brown v. Board of Education, the South&’s separate white and black schools continued under lower court opinions, provided black students could choose to go to white schools. Not until 1968 did the NAACP Legal Defense Fund convince the Supreme Court to end dual school systems. Almost fifty years later, African Americans in Alachua County, Florida, remain divided over that outcome.A unique study including extensive interviews, We Can Do It asks important questions, among them: How did both races, without precedent, work together to create desegregated schools? What conflicts arose, and how were they resolved (or not)? How was the community affected? And at a time when resegregation and persistent white-black achievement gaps continue to challenge public schools, what lessons can we learn from the generation that desegregated our schools?&“A Gainesville, Florida, native focuses on his hometown and Alachua County to examine that state&’s challenging task to end segregation. . . . A thick, thorough history as only an attorney could present.&” —Kirkus Reviews
We Can Do This!: Student Mentor Texts That Teach and Inspire
by Janiel WagstaffIn We Can Do This! writing expert and Stella Writes author Janiel Wagstaff pairs examples of student writing with writing lessons. Student writing samples are extremely powerful tools for boosting the growth of young writers and the student samples provided in this book serve as mentor texts and the basis for each lesson. The samples are mentors that are doable for students: they highlight skills, strategies, craft moves, and traits within the reach of their intended audience. As teachers and students study the examples, they will think, I can do that! Additionally, samples that reflect the most common errors or trouble spots are included, enabling teachers to explicitly teach to these points.
We Can't Teach What We Don't Know
by Sonia Nieto Gary R. HowardFor author Gary Howard, the issues and passions that sparked the writing of the first edition of this now classic work are as intense today as they were then. In the Third Edition, Howard reviews the progress that has been made in the interim (for example, the first Black president in the White House), as well as the lack of progress (the gutting of the 1965 Voting Rights Act, the epidemic of Black youth killed by police, the persistence of race-based educational disparities). Making a case for the "fierce urgency of now" this new edition deepens the discussion of race and social justice in education with new and updated material. Aligned with the United States' ever more diverse student population, it speaks to what good teachers know, what they do, and how they embrace culturally responsive teaching. This essential text is widely used in teacher preparation courses and for in-service professional development. New for the third edition is: a revised introduction that places the book in the context of the 50th anniversay of the 1963 march on Washington; an updated analysis of White social dominance, bringing in the Critical Race Theory and reflecting on the racist reaction to the election of the first US Black President; more detail to the White Identity Orientations model; a new section "The Whiteness of School Reform", demonstrating how White social dominance drives much of the corporate school reform movement; a rich discussion of the seven principles for Culturally Responsive Teaching, and an expanded Reflection and Discussion Guide authored by two educators who have been using the book in professional development sessions for many years.
We Come as Members of the Superior Race: Distortions and Education Policy Discourse in Sub-Saharan Africa
by Obed Mfum-MensahEuropeans and Americans have long represented Africans as “backwards,” “primitive,” and “unintelligent,” distortions which have opened the door for American philanthropies to push their own education agendas in Africa. We Come as Members of a Superior Race discusses the origin and history of these dangerous stereotypes and western “infantilization” of African societies, exploring how their legacy continues to inform contemporary educational and development discourses. By viewing African societies as subordinated in a global geopolitical order, these problematic stereotypes continue to influence education policy and research in Sub-Sahara Africa today.
We Demand: The University and Student Protests
by Roderick A. FergusonThis title is part of American Studies Now and available as an e-book first. Visit ucpress.edu/go/americanstudiesnow to learn more. In the post–World War II period, students rebelled against the archaic university. In student-led movements, they fought for the new kinds of public the university needed to serve—women, minorities, immigrants, indigenous people, and more—with a success that had a profound impact on the intellectual landscape of the twentieth century. Because of their efforts, ethnic studies, women’s studies, and American studies were born, and minority communities have become more visible and important to academic debate. Less than fifty years since this pivotal shift in the academy, however, the university is fighting back. In We Demand, Roderick A. Ferguson shows how the university, particularly the public university, is moving away from “the people” in all their diversity. As more resources are put toward STEM education, humanities and interdisciplinary programs are being cut and shuttered. This has had a devastating effect on the pursuit of knowledge, and on interdisciplinary programs born from the hard work and effort of an earlier generation. This is not only a reactionary move against the social advances since the ’60s and ’70s, but part of the larger threat of anti-intellectualism in the United States.
We Didn't Ask for This
by Adi AlsaidFrom Adi Alsaid, the acclaimed author of Let’s Get Lost, Never Sometimes Always, and North of Happy <P><P>Every year, lock-in night changes lives. This year, it might just change the world. <P><P>Central International School’s annual lock-in is legendary — and for six students, this year’s lock-in is the answer to their dreams. The chance to finally win the contest. Kiss the guy. Make a friend. Become the star of a story that will be passed down from student to student for years to come. <P><P>But then a group of students, led by Marisa Cuevas, stage an eco-protest and chain themselves to the doors, vowing to keep everyone trapped inside until their list of demands is met. While some students rally to the cause, others are devastated as they watch their plans fall apart. And Marisa, once so certain of her goals, must now decide just how far she’ll go to attain them. <P><P>“Engrossing.”—Kirkus Reviews, starred review
We Die Standing Up
by Dom Hubert Van ZellerIn this remarkable book of meditations, a renowned Benedictine presents a modern spiritual odyssey, a way in which the Christian pilgrimage on earth is to be lived in order that we find ourselves "on our feet" as we enter eternity. Vigorous and inspiring, a collections of meditations on spiritual life written expressly for the modern reader.-Print ed.“Thus it looks in the last analysis as if the soul which serves God in spirit and in truth enjoys a very unusual kind of peace: not the satisfying inward rest which we would have expected, nor the outward rest of having everything in order and nothing left out, but a rest which consists in contentment at having sacrificed both to the will of God.”- Dom Hubert Van Zeller
We Dig Fossils (Step into Reading)
by Alliah L. AgostiniGet out your shovels and fossil brushes for this delightful Step 2 reader following a family's search for fossils!Ava loves rocks! But what she really really loves are fossils! Ava and her family are on a mission to dig up some fossils. They dig in their backyard, in the park, and by the creek but still no fossils. But Ava will not give up! The family head out to the beach for one more fossil hunting adventure! Will Ava finally be able to dig up her very own fossil? Step 2 Readers use basic vocabulary and short sentences to tell simple stories, for children who recognize familiar words and can sound out new words with help. Rhyme and rhythmic text paired with picture clues help children decode the story.