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Based on participant observation in a California English as a Second Language family literacy program, this ethnographic study examines how the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of increasing Latin American immigration to the United States. Through outlining the connections between (gendered) identity work and language learning, this study builds theoretical and empirical justification for teachers to negotiate classroom...

In their important new book, Judy Zehr and Julia Menard introduce emerging scientific insights into the emotional and spiritual challenges of conflict. More importantly, they provide readers with a wide range of highly practical exercises to help them better deal with these personal challenges.

-- CRAIG RUNDE, coauthor Becoming a Conflict Competent Leader

Through their new book, Julia Menard and Judy Zehr have made the neuroscience of conflict understandable and accessible to all, as well as providing valuable tools for shifting unhelpful patterns and behaviors during...

This book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants. The author explores the development of teacher identity in these two very different contexts, and through the narratives of both experienced and novice teachers demonstrates how teacher identity affects the cultural pedagogies enacted in their...