Transnational Testimonios

The activist storytelling practice of testimonio, long associated with Latin American struggles for justice, forges coalitions across social differences for the purpose of social change. Beyond Central and South America, Patricia DeRochery examines testimonios from a wide range of geopolitical sites, including Argentina, Egypt, Haiti, India, Jamaica, and Trinidad, as well as the United States, and suggests that feminist testimonios offer a model for cross-border feminist alliance building. Transnational Testimonios focuses on the questions of translation, knowledge, and power that characterize the creation and reception of these life writings. DeRocher demonstrates how these stories can mobilize social activism and intervene in epistemological impasses between the Global North and South, offering vital tools for reimagining transnational feminist politics.

Through empowered movement that centers the lives, stories, and dreams of marginalized women, Ananya Dance Theatre has revealed how the practice of and commitment to artistic excellence can catalyze social justice. With each performance, this professional dance company of Black, Brown, and Indigenous gender non-conforming women and femmes of color challenges heteronormative patriarchies, white supremacist paradigms, and predatory global capitalism. Their creative artistic processes and vital interventions have transformed the spaces of contemporary concert dance into sites of empowerment, resistance, and knowledge production. Drawing from more than fifteen years of collaborative dance-making and sustained dialogues based on deep alliances across communities of color, Dancing Transnational Feminisms offers a multigenre exploration of how dance can be intersectionally reimagined as practice, methodology, and metaphor for feminist solidarity. Blending essays with stories, interviews, and poems, this collection explores timely questions surrounding race and performance, gender and sexuality, art and politics, global and local inequities, and the responsibilities of artists toward their communities.

How We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels. ENDORSEMENTS: "This volume brings an important diversity of voices, contexts, and collaborations to the ongoing conversations about social justice in language education. University experts in social justice in language education and nationally celebrated K-12 language teachers are included along with experienced practitioners whose voices are often not prioritized in scholarship. The volume serves as an invitation to the reader to engage, reflect, consider, and examine different approaches to teaching for social justice. Chapters bring in feminist pedagogies, critical pedagogies, LGBTQ affirming pedagogies, anti-bias and anti-racist approaches, decolonial lenses, critical media literacies, and more Everyone who picks up this volume will find at least one piece that immediately resonates with them, and then will be inevitably drawn in to the other engaging and thoughtful chapters." — Pamela M. Wesely, The University of Iowa "This book is a must-read for those interested in social justice in language education. The range of authors, topics, languages, institutional contexts, and pedagogies is staggeringly impressive and will provide any reader with ideas and inspiration for taking action in and out of the language classroom." — Kate Paesani, University of Minnesota "This excellent volume, replete with thoroughly researched strategies for promoting social justice in PK-16 world language instruction, could not have come at a more critical time in the United States when anti-democratic forces are mobilizing against equity and justice-oriented education. We in the field of language education are very fortunate to have this collection of work from more than 50 language learning scholars and practitioners, who remind us that making our classrooms more equitable, inclusive, and grounded in justice is part of doing our jobs more effectively. What’s more, the volume clearly demonstrates its prioritization for inclusivity by providing robust support for those who teach young learners at the pre-kindergarten through grade 3 levels—a population woefully underrepresented in language teaching literature—and for topics that have been unjustly ignored in language education, such as racism, sexism, and the needs of LGBTQIA learners. This is a clear demonstration of the volume’s uniqueness in its vast breadth of scope and attention, which is the book’s most valuable feature and why it will serve our field wonderfully for many years to come." — Uju Anya, Carnegie Mellon University

The Routledge Handbook of Translation, Feminism and Gender provides a comprehensive, state-of-the-art overview of feminism and gender awareness in translation and translation studies today. Bringing together work from more than 20 different countries – from Russia to Chile, Yemen, Turkey, China, India, Egypt and the Maghreb as well as the UK, Canada, the USA and Europe – this Handbook represents a transnational approach to this topic, which is in development in many parts of the world. With 41 chapters, this book presents, discusses, and critically examines many different aspects of gender in translation and its effects, both local and transnational. Providing overviews of key questions and case studies of work currently in progress, this Handbook is the essential reference and resource for students and researchers of translation, feminism, and gender.

This comprehensive Handbook explores both traditional and contemporary interpretations of qualitative research in the workplace, examining a variety of foundational and innovative qualitative methodological approaches.

Features practical applications covering the intersection of legal and social services Using a foundational, institutional, and population-based approach illustrated with concrete examples, this innovative text will aid readers in the development of policy analysis skills, advocacy tools, and communication skills needed to work effectively with immigrants and refugees throughout the United States. The updated third edition includes four new chapters examining refugees and asylum, cultural humility and advocacy focused nonprofit organizations, public health and immigrants, and immigration and housing—areas that have recently seen extensive policy changes in practice and at the state and federal levels. Major updates throughout this solution-oriented text focus on how to enact positive systemic changes and include an extensive reorganization of the text to facilitate ease of use. The text provides specific information about how to engage immigrant clients and how to help them navigate the complicated and often unwelcoming American educational, health, housing, and criminal justice systems. The book also addresses ways to advocate for immigrants and refugees in micro, mezzo, and macro settings and information on at-risk groups such as women, children, and elderly. Chapters feature learning objectives, case studies with discussion questions, and additional resources including sample documents. Instructors will also welcome a customizable sample syllabus and chapter PowerPoints. New to the Third Edition: New chapters exploring refugees and asylum, cultural humility and advocacy focused nonprofit organizations, public health and immigrants, and immigration and housing Examines in depth how to enact positive systemic changes Provides an overview of immigration categories with a focus on highly vulnerable refugees and asylees Up-to-date immigration policy information Updates to federal government benefits and programs for immigrant workers Key Features: Combines direct social service, systems change advocacy, and immigration strategies Integrates social work and immigration law, perspectives on health, mental health, education, employment, housing, and more Focuses on practical skills reinforced through case studies Examines the needs of specific at-risk immigrant population including refugees, women, children, and older adults Supports social work competencies essential for CSWE accreditation

Introduction and Chapter 10 available open access under CC-BY-NC-ND licence. This book examines the contemporary social care realities and practices of Finland, a small nation with a history enmeshed in social relations as both coloniser and colonised. Decolonising Social Work in Finland: · Interrogates coloniality, racialisation and diversity in the context of Finnish social work and social care. · Brings together racialised and mainstream White Finnish researchers, activists and community members to challenge relations of epistemic violence on racialised populations in Finland. · Critically unpacks colonial views of care and wellbeing. It will be essential reading for international scholars and students in the fields of Social Work, Sociology, Indigenous Studies, Health Sciences, Social Sciences and Education.

This volume presents a comparative exploration of Dalit autobiographical writing from India and of Latin American testimonio as subaltern voices from two regions of the Global South. Offering frames for linking global subalternity today, the chapters address Siddalingaiah’s Ooru Keri; Muli’s Life History; Manoranjan Byapari and Manju Bala’s narratives; and Yashica Dutt’s Coming Out as Dalit; among others, alongside foundational texts of the testimonio genre. While embedded in their specific experiences, the shared history of oppression and resistance on the basis of race/ethnicity and caste from where these subaltern life histories arise constitutes an alternative epistemological locus. The chapters point to the inadequacy of reading them within existing critical frameworks in autobiography studies. A fascinating set of studies juxtaposing the two genres, the book is an essential read for scholars and researchers of Dalit studies, subaltern studies, testimonio and autobiography, cultural studies, world literature, comparative literature, history, political sociology and social anthropology, arts and aesthetics, Latin American studies, and Global South studies.