The Female Student

In the 1960s, a new generation of university-educated youth in Japan challenged forms of capitalism and the state. In Coed Revolution Chelsea Szendi Schieder recounts the crucial stories of Japanese women's participation in these protest movements led by the New Left through the early 1970s. Women were involved in contentious politics to an unprecedented degree, but they and their concerns were frequently marginalized by men in the movement and the mass media, and the movement at large is often memorialized as male and masculine. Drawing on stories of individual women, Schieder outlines how the media and other activists portrayed these women as icons of vulnerability and victims of violence, making women central to discourses about legitimate forms of postwar political expression. Schieder disentangles the gendered patterns that obscured radical women's voices to construct a feminist genealogy of the Japanese New Left, demonstrating that student activism in 1960s Japan cannot be understood without considering the experiences and representations of these women.

Hazel-Ann McLeans pioneering and monumental experience started on her very first day at Queens Royal College, when she learned that one of the most senior teachers at the school had challenged her enrollment and insisted that QRC was only for boys. A short trip to the Ministry of Education confirmed that the schools charter didnt mention boys, only students. She was escorted back to class by the dean of the school, having overcome her first of many challenges attending QRC. Her first step opened the door for dozens more girls to attend QRC and other all-male colleges in Trinidad. As her schooling continues, Hazel-Ann is initially amazed at the camaraderie and mutual expectations of respect that both the students and teachers share. Her scholastic/holistic education at St. Francois Girls College, her all-female high school, along with her home life shaped her ability to navigate the rich history, culture, and legacy of QRC. She walks readers through a series of whimsical experiences that offer both obstacles and triumphs to this teenage girl faced with functioning on her own in a school of 600-plus boys. Ultimately, her book documents the lessons she learned at QRC that have carried her through her own professional and personal life.

In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs. The book documents how teacher education programs guide teachers to engage in culturally and linguistically diverse academic contexts and sheds light on the variety of research-based theoretical frameworks that inform teaching practices. A unique contribution to the field, Learning from Emergent Bilingual Latinx Learners in K-12 provides innovative approaches for linking Latino school communities with teachers at a time when demographic shifts are considerably altering population trends in the K-12 educational system.

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