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"I couldn't put it down."
---Barbara Kingsolver

In 1955, Mary and Jim Leader have the American dream: careers in medicine; a young and healthy family; and even a vacation home---a shabby resort far from bustling Chicago. But one hot afternoon changes everything. Mary, now a widow, must find a path out of her grief into a future for herself and five small children.

In Michigan to sell the resort, Mary sees seven hawks riding the storm winds over the lake. This place, she thinks, can heal them with its wild beauty, so she moves her family to the northern lakeshore.

But Mary has forgotten what it's like to live in a tiny rural community, where almost everyone has a stake in maintaining the status quo. Secrets are kept at great cost as Mary's children often struggle to raise themselves. A coming-of-age story for each member of the family, this is a novel of quiet heroism and the power of personal freedom.

Cover illustration: ©iStockphoto.com/ImagineGolf

“Thirty-seven years ago, I vowed to write a truthful book about raising a deaf child.” Rebecca Willman Gernon followed through on her promise with her deaf daughter Amy Willman in this extraordinary new narrative. Many stories have been told about a parent’s struggle to help her deaf child succeed in a mostly hearing world. Amy Signs marks a signature departure in that both Rebecca and Amy relate their perspectives on their journey together.

       When she learns of 11-month-old Amy’s deafness in 1969, Rebecca fully expresses her anguish, and traces all of the difficulties she endured in trying to find the right educational environment for Amy. The sacrifices of the rest of her family weighed heavily on her, also. Though she resolved to place four-year-old Amy in Nebraska’s residential school for deaf students, the emotional toll seemed too much to bear.

       Amy’s view acts as the perfect counterpoint. Interwoven with her mother’s story, Amy’s account confirms that signing served her best. She summarizes life in boarding school as “laughter and homesickness.” She laughed with all of her deaf friends, though felt homesick at times. Amy thanks her mother for the gift of sign, asserting that a mainstream education would never have led her to earn a master’s degree and later teach American Sign Language at the University of Nebraska. Amy Signs is a positive albeit cautionary tale for parents of deaf children today whose only choice is a mainstreamed education.

In a developing nation like the Philippines, many mothers provide for their families by traveling to a foreign country to care for someone else’s. Families Apart focuses on Filipino overseas workers in Canada to reveal what such arrangements mean for families on both sides of the global divide.

The outcome of Geraldine Pratt’s collaboration with the Philippine Women Centre of British Columbia, this study documents the difficulties of family separation and the problems that children have when they reunite with their mothers in Vancouver. Aimed at those who have lived this experience, those who directly benefit from it, and those who simply stand by and watch, Families Apart shows how Filipino migrant domestic workers—often mothers themselves—are caught between competing neoliberal policies of sending and receiving countries and how, rather than paying rich returns, their ambitions as migrants often result in social and economic exclusion for themselves and for their children. This argument takes shape as an open-ended series of encounters, moving between a singular academic voice and the “we” of various research collaborations, between Vancouver and the Philippines, and between genres of “evidence-based” social scientific research, personal testimony, theatrical performance, and nonfictional narrative writing.

Through these experiments with different modes of storytelling, Pratt seeks to transform frameworks of perception, to create and collect sympathetic witnesses—in short, to promote a wide-ranging public discussion and debate about a massive worldwide shift in family (and nonfamily) relations of intimacy and care.

“I am my language,” says the poet Gloria Anzaldúa, because language is at the heart of who we are. But what happens when a person has more than one language? Is there an overlay of language on identity, and do we shift identities as we shift languages? More important, what identities do children construct for themselves when they use different languages in particular ways?

In this book, Norma González uses language as a window on the multiple levels of identity construction in children—as well as on the complexities of life in the borderlands—to explore language practices and discourse patterns of Mexican-origin mothers and the language socialization of their children. She shows how the unique discourses that result from the interplay of two cultures shape perceptions of self and community, and how they influence the ways in which children learn and families engage with their children’s schools.

González demonstrates that the physical presence of the border profoundly affects the practices and ideologies of Mexican-origin women and children. She then argues that language and cultural background should be used as a basis for building academic competencies, and she demonstrates why the evocative/emotive dimension of language should play a major part in studies of discourse, language socialization, and language ideology.

Drawing on women’s own narratives of their experiences as both mothers and borderland residents, I Am My Language is firmly rooted in the words of common people in their everyday lives. It combines personal odyssey with cutting-edge ethnographic research, allowing us to hear voices that have been muted in the academic and public policy discussions of “what it means to be Latina/o” and showing us new ways to connect language to complex issues of education, political economy, and social identity.

The Parent-Child Home Program, a pre-preschool home visiting program, has grown greatly since the first edition of Messages from Home was published in 1988. This expanded and updated edition shows the continued success of this program-spearheaded by the late Phyllis Levenstein-which prepares at-risk children for school success, overcoming educational disadvantage.

Since The Parent-Child Home Program was founded in the 1960s, it has enriched the cognitive, social, and emotional school readiness of tens of thousands of children. The Program's methods, its theoretical underpinnings, and its impressive results are presented in detail. The success stories of both parents and children make inspiring reading. The combination of lively writing and data-driven scientific rigor give it both broad appeal and academic relevance.

The Commodification of Childhood begins with the publication of the children’s wear industry’s first trade journal, The Infants’ Department, in 1917 and extends into the early 1960s, by which time the changes Cook chronicles were largely complete. Analyzing trade journals and other documentary sources, Cook shows how the industry created a market by developing and promulgating new understandings of the “nature,” needs, and motivations of the child consumer. He discusses various ways that discursive constructions of the consuming child were made material: in the creation of separate children’s clothing departments, in their segmentation and layout by age and gender gradations (such as infant, toddler, boys, girls, tweens, and teens), in merchants’ treatment of children as individuals on the retail floor, and in displays designed to appeal directly to children. Ultimately, The Commodification of Childhood provides a compelling argument that any consideration of “the child” must necessarily take into account how childhood came to be understood through, and structured by, a market idiom.