front cover of Call Me Henri
Call Me Henri
Lorraine López
Northwestern University Press, 2006
Enrique, a young boy at the heart of Lorraine López's novel, faces abuse at home and danger on the barrio streets. Yet he is driven to succeed by the desire to join that "other America" he sees on TV and in the movies, and is aided in his quest by compassionate teachers. His ambition finds expression in his determination to drop his ESL class in favor of taking French, and his story begins, Call me Henri.

Lorraine López (author of Soy la Avon Lady and Other Stories) has created a vivid picture of barrio life, filled with honesty, insight, and humor for young adults. She paints a balanced and detailed landscape of Enrique's world. Although Enrique is confused and angered by his mother's refusal to stand up for him against the abuse of his stepfather, he also draws strength from the supportive and loving family of his friend Francisco. While some of his teachers are uncaring or inept, others provide help and encouragement at critical moments in his life.

When Enrique witnesses his friend Horacio gunned down in a drive-by shooting and is seen by the assailants, gang members set out to kill him. As the novel reaches its climax, Enrique must make some agonizing decisions.

Although specifically about barrio life, this novel is universal in its themes—the drive for success, the desire for love and family support, and the need for true friendship. López's fully delineated characters provide a rich and credible mural of our human comedy.

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front cover of Imagination in Teaching and Learning
Imagination in Teaching and Learning
The Middle School Years
Kieran Egan
University of Chicago Press, 1992
It is widely believed that a child's imagination ought to be
stimulated and developed in education. Yet, few teachers
understand what imagination is or how it lends itself to
practical methods and techniques that can be used easily in
classroom instruction. In this book, Kieran Egan—winner of
the prestigious Grawemeyer Award for his work on
imagination—takes up where his Teaching as Story Telling
left off, offering practical help for teachers who want to
engage, stimulate, and develop the imaginative and learning
processes of children between the ages of eight to fifteen.

This book is not about unusually imaginative students and
teachers. Rather, it is about the typical student's
imaginative life and how it can be stimulated in learning,
how the average teacher can plan to achieve this aim, and how
the curriculum can be structured to help achieve this aim.
Slim and determinedly practical, this book contains a wealth
of concrete examples of curriculum design and teaching
techniques structured to appeal specifically to children in
their middle school years.
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