Results by title

We have the wolf by the ears, and we can neither hold him, nor safely let him go.
—Thomas Jefferson

During the War of 1812, thousands of enslaved people from plantations across the Tidewater rallied to the British side, turning against an American republic that had barred them from the promises of freedom and democracy. Set against the backdrop of rebellion and war, Wayne Karlin's A Wolf by the Ears follows the interconnected stories of Towerhill and Sarai, two African slaves, and their master, Jacob Hallam. Educated side-by-side and inseparable as children, the three come of age as they are forced to grapple with—and break free of—the fraught linkage of black and white Americans and how differently each defines what it means to fight for freedom. Sarai and Jacob are caught in the tension between the dream of equality, the reality of slavery, and their own hearts, while Towerhill sits at the head of a company of black marines that is part of the force that takes Washington and watches the White House burn.

This book is written for the one percent of this world that desires to be the best and most importantly, will pay the price to get there. What you will find in life is that one hundred percent of the world wants to be great but it is that one percent that will pay the price to get there. The other ninety-nine percent will criticize you for trying to get there. Have courage and proceed anyway, even though you may be alone.

Black behind the Ears is an innovative historical and ethnographic examination of Dominican identity formation in the Dominican Republic and the United States. For much of the Dominican Republic’s history, the national body has been defined as “not black,” even as black ancestry has been grudgingly acknowledged. Rejecting simplistic explanations, Ginetta E. B. Candelario suggests that it is not a desire for whiteness that guides Dominican identity discourses and displays. Instead, it is an ideal norm of what it means to be both indigenous to the Republic (indios) and “Hispanic.” Both indigeneity and Hispanicity have operated as vehicles for asserting Dominican sovereignty in the context of the historically triangulated dynamics of Spanish colonialism, Haitian unification efforts, and U.S. imperialism. Candelario shows how the legacy of that history is manifest in contemporary Dominican identity discourses and displays, whether in the national historiography, the national museum’s exhibits, or ideas about women’s beauty. Dominican beauty culture is crucial to efforts to identify as “indios” because, as an easily altered bodily feature, hair texture trumps skin color, facial features, and ancestry in defining Dominicans as indios.

Candelario draws on her participant observation in a Dominican beauty shop in Washington Heights, a New York City neighborhood with the oldest and largest Dominican community outside the Republic, and on interviews with Dominicans in New York City, Washington, D.C., and Santo Domingo. She also analyzes museum archives and displays in the Museo del Hombre Dominicano and the Smithsonian Institution as well as nineteenth- and early-twentieth-century European and American travel narratives.

Ears, Eyes, and Hands presents the author’s reflections on language, literacy, and linguistics that have been shaped by her deafness and by her work as an educator. In short, engaging narratives, Deborah L. Wolter exposes deeply entrenched attitudes and stereotypes regarding language, bringing to bear her own experiences as a deaf person as well as her interactions with children from varying backgrounds.
​​      Wolter reveals and rectifies the impact of deficit mindsets in the educational system regarding race, ethnicity, economic status, gender, and disability. As a literacy specialist, she works with students who fall through the cracks in a system that strives to embrace the diverse backgrounds and abilities found in the classroom. Her passion for engaging students and cultivating literacy shines in the stories she tells, which serve as parables that allow readers to evaluate their own attitudes and assumptions. Educators, parents, and community members will benefit from Wolter’s examination of sociolinguistics and language privilege as she identifies how ethnocentrism and ableism are contributing to negative educational outcomes for some students. With humor and warmth, she offers a path toward approaching language and listening as a gateway to connection and understanding, both inside the classroom and beyond.