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Honorable Mention for the Association for Feminist Anthropology's Rosaldo Book Prize, 2021

Maternal health outcomes are a key focus of global health initiatives. In Delivering Health, author Lydia Z. Dixon uncovers the ways such outcomes have been shaped by broader historical, political, and social factors in Mexico, through the perspectives of those who are at the front lines fighting for change: midwives.

Midwives have long been marginalized in Mexico as remnants of the country's precolonial past, yet Dixon shows how they are now strategically positioning themselves as agents of modernity and development. Midwifery education programs have popped up across Mexico, each with their own critique of the health care system and vision for how midwifery can help. Delivering Health ethnographically examines three such schools with very different educational approaches and professional goals. From San Miguel de Allende to Oaxaca to Michoacán and points between, Dixon takes us into the classrooms, clinics, and conferences where questions of what it means to provide good reproductive health care are being taught, challenged, and implemented. Through interviews, observational data, and even student artwork, we are shown how underlying inequality manifests in poor care for many Mexican women. The midwives in this book argue that they can improve care while also addressing this inequality. Ultimately, Delivering Health asks us to consider the possibility that marginalized actors like midwives may hold the solution to widespread concerns in health.

The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment (DE) work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of DE first-year composition and positioning DE’s impact on composition instruction as one that shifts dependent upon perspective. Just as kaleidoscopes reconfigure images, DE provides writing studies with reflecting images of what FYC was, is, and could be.
 
DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography.

Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment.
 
 
Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart