Even today, in an era of cheap travel and constant connection, the image of young people backpacking across Europe remains seductively romantic. In Backpack Ambassadors, Richard Ivan Jobs tells the story of backpacking in Europe in its heyday, the decades after World War II, revealing that these footloose young people were doing more than just exploring for themselves. Rather, with each step, each border crossing, each friendship, they were quietly helping knit the continent together.
            From the Berlin Wall to the beaches of Spain, the Spanish Steps in Rome to the Pudding Shop in Istanbul, Jobs tells the stories of backpackers whose personal desire for freedom of movement brought the people and places of Europe into ever-closer contact. As greater and greater numbers of young people trekked around the continent, and a truly international youth culture began to emerge, the result was a Europe that, even in the midst of Cold War tensions, found its people more and more connected, their lives more and more integrated. Drawing on archival work in eight countries and five languages, and featuring trenchant commentary on the relevance of this period for contemporary concerns about borders and migration, Backpack Ambassadors brilliantly recreates a movement that was far more influential and important than its footsore travelers could ever have realized.

The city of Nogales straddles the border running between Arizona and Sonora, Mexico. On the Mexican side, marginalized youths calling themselves Barrio Libre (Free 'Hood) employ violence, theft, and bribery to survive, often preying on undocumented migrants who navigate the city's sewer system to cross the US-Mexico border. In this book, Gilberto Rosas draws on his in-depth ethnographic research among the members of Barrio Libre to understand why they have embraced criminality and how neoliberalism and security policies on both sides of the border have affected the youths' descent into Barrio Libre.

Rosas argues that although these youths participate in the victimization of others, they should not be demonized. They are complexly and adversely situated. The effects of NAFTA have forced many of them, as well as other Mexicans, to migrate to Nogales. Moving fluidly with the youths through the spaces that they inhabit and control, he shows how the militarization of the border actually destabilized the region and led Barrio Libre to turn to increasingly violent activities, including drug trafficking. By focusing on these youths and their delinquency, Rosas demonstrates how capitalism and criminality shape perceptions and experiences of race, sovereignty, and resistance along the US-Mexico border.

This collection reviews the best children's books that have appeared from 1973 to 1978. The reviews were written and selected by Zena Sutherland, the editor of the University of Chicago's Bulletin of the Center for Children's Books. Her 1973 edition of The Best in Children's Books, which covered books published from 1966 to 1972, was cited by the American School Board Journal as one of the outstanding books of the year in education.

Designed to aid adults—parents, teachers, librarians—in selecting from the best of recent children's literature, this guide provides 1,400 reviews of books published between 1979 and 1984.

This volume carries on the tradition established by Zena Sutherland's two earlier collections covering the periods from 1966 to 1972 and 1973 to 1978. Her 1973 edition of The Best in Children's Books was cited by the American School Board Journal as one of the outstanding books of the year in education.

In a society where everyone is supposed to go to college, the problems facing high school graduates who do not continue their education are often forgotten. Many cannot find jobs, and those who do are often stuck in low-wage, dead-end positions. Meanwhile employers complain that high school graduates lack the necessary skills for today's workplace. Beyond College for All focuses on this crisis in the American labor market. Around the world, author James E. Rosenbaum finds, employers view high school graduates as valuable workers. Why not here? Rosenbaum reports on new studies of the interaction between employers and high schools in the United States. He concludes that each fails to communicate its needs to the other, leading to a predictable array of problems for young people in the years after graduation. High schools caught up in the college-for-all myth, provide little job advice or preparation, leading students to make unrealistic plans and hampering both students who do not go to college and those who start college but do not finish. Employers say they care about academic skills, but then do not consider grades when deciding whom to hire. Faced with few incentives to achieve, many students lapse into precisely the kinds of habits employers deplore, doing as little as possible in high school and developing poor attitudes. Rosenbaum contrasts the situation in the United States with that of two other industrialized nations-Japan and Germany-which have formal systems for aiding young people who are looking for employment. Virtually all Japanese high school graduates obtain work, and in Germany, eighteen-year-olds routinely hold responsible jobs. While the American system lacks such formal linkages, Rosenbaum uncovers an encouraging hidden system that helps many high school graduates find work. He shows that some American teachers, particularly vocational teachers, create informal networks with employers to guide students into the labor market. Enterprising employers have figures out how to use these networks to meet their labor needs, while students themselves can take steps to increase their ability to land desirable jobs. Beyond College for All suggests new policies based on such practices. Rosenbaum presents a compelling case that the problems faced by American high school graduates and employers can be solved if young people, employers, and high schools build upon existing informal networks to create formal paths for students to enter the world of work. A Volume in the American Sociological Association's Rose Series in Sociology

By the late 1970s, drugs, blue jeans, rock and roll, and sexual precocity appeared to be all that remained of the cultural ferment of the 1960s. In this classic new study of high school-aged youth in the eartly 70s, Gary Schwartz reveals subtle yet significant changes in the style of deviance in adolescent culture. He argues that a new sort of peer-group pluralism emerged from the counter-culture movement of the 60s, a deviance defined less by persistent violations of the law than by disengagement from traditional images of success and civic responsibility.

Over the past decade, immigration and globalization have significantly altered Europe’s cultural and ethnic landscape, foregrounding questions of national belonging. In Blood and Culture, Cynthia Miller-Idriss provides a rich ethnographic analysis of how patterns of national identity are constructed and transformed across generations. Drawing on research she conducted at German vocational schools between 1999 and 2004, Miller-Idriss examines how the working-class students and their middle-class, college-educated teachers wrestle with their different views about citizenship and national pride. The cultural and demographic trends in Germany are broadly indicative of those underway throughout Europe, yet the country’s role in the Second World War and the Holocaust makes national identity, and particularly national pride, a difficult issue for Germans. Because the vocational-school teachers are mostly members of a generation that came of age in the 1960s and 1970s and hold their parents’ generation responsible for National Socialism, many see national pride as symptomatic of fascist thinking. Their students, on the other hand, want to take pride in being German.

Miller-Idriss describes a new understanding of national belonging emerging among young Germans—one in which cultural assimilation takes precedence over blood or ethnic heritage. Moreover, she argues that teachers’ well-intentioned, state-sanctioned efforts to counter nationalist pride often create a backlash, making radical right-wing groups more appealing to their students. Miller-Idriss argues that the state’s efforts to shape national identity are always tempered and potentially transformed as each generation reacts to the official conception of what the nation “ought” to be.