A showcase of books written or edited by CSUMB faculty, this gallery provides publication information about each entry, as well as a link to where the book can be found in the CSUMB Library, if available. If you are a faculty member and have written or edited a book you would like to feature here, please contact firstname.lastname@example.org.
To view journal articles, book chapters, presentations, and other work by CSUMB faculty, please visit the Colleges, Departments, and Administrative Units section.
Community-Focused Counter-Radicalization and Counter-Terrorism Projects: Experiences and Lessons Learned
Kawser Ahmed, Patrick Belanger, and Susan Szmania
Following the launch of the global war on terror, western nations commissioned multiple community focused projects aimed at preventing terrorism and countering violent extremism. With an understanding that a comprehensive approach entails both proactive counter-radicalization measures and rehabilitation initiatives, these community-based projects typically aim to build resiliency and enhance prevention capacity within specific communities. This book focuses on the perceptions and experiences of twenty-nine community-based counter-radicalization project leaders in eight western countries: the United Kingdom, the United States, Canada, Australia, Germany, Belgium, Scotland, and France. By closely examining these efforts across multiple national contexts and in diverse communities, this book examines the challenges and opportunities of community-focused projects as identified by such projects’ leaders. At the book’s heart are interviews about community engagement and experience from the people most closely attuned to this vital work. By highlighting the importance of listening to community members, the book offers a rare chance to directly hear community members’ ideas, frustrations, and hopes.
Heidegger's Politics of Enframing examines the controversial political choices made by Heidegger, the one-time Nazi party member, and articulates a direct connection between his troubling political decisions and his late thoughts on technology.
This book looks at the evolution of Heidegger's understanding of human politics, viewed through the lens of his ontological articulations from the early 1930's to the end of his life, with a deep focus on the role that Nietzsche plays in Heidegger's understanding of technology and the technological. The key question within Heidegger's thoughts on technology is whether Heidegger is proposing a sense of responsibility, and therefore an ethics, in his notion of a technological “saving power.” Cardoza-Kon develops an understanding of what the political ramifications of this are, and what can we take from Heidegger's thought today.
Therese M. Cumming and Cathi Draper Rodriguez
School Success for At-Risk Students: A Culturally Responsive Tiered Approach introduces a model that incorporates cultural responsiveness into the familiar three-tiered model of behavioural and academic support. The model is designed to modify learning environments to support all students, identify students at risk, and provide a continuum of supports for those who need it.
The characteristics, outcomes, and support needs of at-risk students are explored in detail. These students include those with disabilities, those who are English language learners, refugees, indigenous, LGBT+, students from low SES backgrounds, and those who are involved with the juvenile justice or out-of-home care systems. The concepts of cultural responsiveness and competence are defined and discussed, then incorporated into a framework that includes the Response to Intervention and Positive Behavioural Interventions and Supports frameworks. This revised framework is investigated in regards to theory, research, and practice. The importance of cultural competence for at-risk students and ways to improve this in schools are suggested.
This book is a necessary companion for educators and researchers who have an interest in exploring the nature and context of educating at-risk students from the perspective of a culturally responsive multi-tiered system of support. It will also be of interest to a wide range of individuals working in education with at-risk youth, including preservice and veteran teachers, leadership teams, school psychologists, and school counsellors, as well as teacher educators.
Victoria Derr, Louise Chawla, and Mara Mintzer
From a history of children's rights to case studies discussing international initiatives that aim to create child-friendly cities, Placemaking with Children and Youth offers comprehensive guidance in how to engage children and youth in the planning and design of local environments. It explains the importance of children's active participation in their societies and presents ways to bring all generations together to plan cities with a high quality of life for people of all ages. Not only does it delineate best practices in establishing programs and partnerships, it also provides guidelines for working ethically with children, youth, and families, paying particular attention to the inclusion of marginalized populations. Drawing on case studies from around the world—in Australia, Canada, India, Puerto Rico, the Netherlands, South Africa, and the United States—Placemaking with Children and Youth showcases children's global participation in community design and illustrates how a variety of methods can be combined in initiatives to achieve meaningful change. Whether seeking information on individual methods and project planning or establishing and evaluating a sustained program, readers can find practical ideas and inspiration from six continents to create better cities for all ages.
“When am I ever going to need this again?” If you’ve heard students ask this in your English class, Jennifer Fletcher has just the answer. Teaching Literature Rhetorically shows you how to help your students develop transferable literacy skills that allow them to succeed not just in their English language arts classes, but, more importantly, their future lives in college, career, and beyond. The book is built around eight high-utility literacy skills and practices that will help students communicate effectively and with confidence as they navigate important transitions in their lives:
• integrating skills and knowledge;
• reading closely and critically;
• assessing rhetorical situations;
• negotiating different perspectives;
• developing and supporting a line of reasoning;
• analyzing genres;
• communicating with self and others in mind;
• reading and writing with passion.
Teaching Literature Rhetorically offers readers writing prompts, readings, discussion questions, graphic organizers, as well as examples of student work and activities for helping students to understand key rhetorical concepts. As Jennifer writes in her introduction “rhetorical thinking promotes the transfer of learning — the single most important goal we can have as teachers if we hope to have a positive impact on our students’ lives.” This book will help teachers everywhere do just that.
Jennifer L. Lovell and Joseph L. White
The "Troubled" Adolescent: Challenges and Resilience within Family and Multicultural Contexts is written for students and clinicians who want to learn about adolescent behavioral health and psychosocial development. It focuses on the experiences of culturally diverse adolescents and families including, but not limited to, diversity based on race, ethnicity, gender identity, sexual orientation, spirituality, ability/disability status, age, nationality, language, and socioeconomic status. Written from a bioecological and strength-based perspective, it views adolescents as having the power to initiate growth and recover from setbacks.
The book is clinically focused and intended to build readers’ multicultural competence when working with youth and families. Six chapters focus on challenges and treatment for specific concerns, such as trauma- and stressor-related disorders, depression and anxiety, suicidal and nonsuicidal self-injury, eating disturbances, substance use disorders, and disruptive behaviors. The book balances theory and application, and provides information about screening, diagnosis (based on the DSM-V), prevention, and treatment. Chapters contain case vignettes, self-reflective questions, discussion questions, suggestions for working with adolescents, and key terms. Special attention is given to family and cultural expressions and explanations for disorders. Interactive learning opportunities are included as QR codes to meet diverse learning needs and to help readers apply information.
Ruben Mendoza and Melba Levick
Magical spaces rich in history, the missions of California, featured here in all-new photography, invite reverie and hint of romance.
The twenty-one missions of California, from San Diego to San Francisco Solano, are historic treasures and sites of pilgrimage for visitors from the world over. Intrinsically beautiful structures typically built of adobe brick and wood, adorned with towers, domes, whitewashed stucco, often surrounded by lush gardens, the missions are at the very heart of California.
Established by Spanish padres, built by Native Californians, and preserved and restored by historians and architects, California’s missions are unique monuments to the region’s early American Indian and European histories. This colorful, informative exploration of all twenty-one missions, each with its own rich story to tell, journeys along the historic Camino Real, from Mission Dolores with its flower-strewn courtyard gardens, in San Francisco, to San Juan Capistrano, famous for the swallows that flock to its inviting grounds. With lush photography that captures the missions’ details so splendidly, this is the perfect book for mission visitors and lovers of their strong and simple forms.
If you inherit something, do you also inherit responsibility for its history, even if you have no awareness of that history? After tracing the house she inherited from her grandmother to the selling of land stolen from the Utes, Denise must decide whether to stand up for her family or her convictions. The Inheritance explores how someone who benefited directly from the removal of an American Indian tribe from their lands comes to understand how that happened and what one can do about it. Denise wrestles with guilt on hearing about the impact of land theft directly from a Ute elder. How much responsibility does she bear for what happened long before she was born? As a fourth-grade teacher charge with teaching state history, how much can she change the prescribed curriculum in order to teach history from Indigenous viewpoints? As she gradually weighs various responses, Denise comes to terms with who she is in relationship to those around her.
Enid Baxter Ryce
Field Guide to Fort Ord is a 100-page economical full-color paperback keepsake with images of Fort Ord's past and present, including hand-painted maps, archival photographs from Fort Ord yearbooks and the only comprehensive documentation of the soldier murals of Fort Ord. It is not a comprehensive history of the base. It is a companion to the PlanetOrd.Com project - documenting historic Fort Ord after it was closed, and in some ways, abandoned. Fort Ord is significant historically. It was the primary training site for soldiers during the Vietnam War. It was the first military base to integrate across race and gender. Fort Ord was the first home of VOLAR (volunteer Army) and later, the evolution of the innovative Lightfighters. A portion of the land was designated a National Monument in 2012. The original base is roughly the size of San Francisco, and is a critical wilderness area in California. Over 1 million soldiers served at Fort Ord.
Richard J. Chacon and Ruben Mendoza
The advent of social complexity has been a longstanding debate among social scientists. Existing theories and approaches involving the origins of social complexity include environmental circumscription, population growth, technology transfers, prestige-based and interpersonal-group competition, organized conflict, perennial wartime leadership, wealth finance, opportunistic leadership, climatological change, transport and trade monopolies, resource circumscription, surplus and redistribution, ideological imperialism, and the consideration of individual agency.
However, recent approaches such as the inclusion of bioarchaeological perspectives, prospection methods, systematically-investigated archaeological sites along with emerging technologies are necessarily transforming our understanding of socio-cultural evolutionary processes. In short, many pre-existing ways of explaining the origins and development of social complexity are being reassessed.
Ultimately, the contributors to this edited volume challenge the status quo regarding how and why social complexity arose by providing revolutionary new understandings of social inequality and socio-political evolution.
8 brothers and sisters must learn how to Survive in a world where Time Travel is common, and the Present keeps changing every two to three weeks. They must endure the Seven Dangers of the Time World and Adapt to living in a Society of Time Travelers.
The invention of the Time Machine has created a veritable gold rush of greedy people bent on getting rich by Changing Time. Changing Time has been made illegal and so has Traveling to the Past without a permit, but Time Traveling criminals don’t care! They’re hell bent on using Time Machines to Travel to the recent Past so they can make a Change that will create a profit for them in the Present. The only problem is one change leads to another, so come the present, millions of things have changed, not just one. The entire human race has been Wiped Out again and again and replaced with a new slightly different population. The Time Travelers don’t care—so long as they’re getting rich. There are so many lawbreakers trying to get rich quick that they’ve had to form a Syndicate to coordinate their Changes, so now a Change comes every two to three weeks. The Central Time Authority has been created to arrest and punish lawbreakers, but greed and corruption have prevented it from bringing Traveling to an end. Law-abiding Longtimers avoid being Changed by getting into short-range Time Machines called Safe Houses and Traveling around the Changes in Time. They have created a Society of Suvivors who inhabit the Fourth Dimension and fight against Timecrime. Many of them live in Shawneetown, Illinois, a once great city made great again by a Change in Time. It is the second largest city in America and the headquarters of the Intertime Government and the Central Time Authority. It is also a hotbed of Timecrimers and Longtimers, the crossroads of Voiders, Pirates and the superrich Eloi. So when the brothers and sisters of the Vann family, Shawneetowners of Reality 250, are approached by their oldest brother Amos to enter the Timeflow, they don’t know what they’re getting into. They don’t want to be Time Travelers or Longtimers. They just want to lead their ordinary lives. Instead, they have to Adapt to the bizarre environments they find themselves in and make a new way of life in an ever-changing landscape. Dexter Vann is just an ordinary guy starting out in life, but he and his brothers and sisters find themselves constantly starting over. They have to battle the Seven Dangers of a Time Traveler’s life: Bystanders, Timecrimers, Time Changes, other Time Travelers, Time Travel itself, Bankruptcy, and Mental Stress. Dexter Vann wants to start a career, find love, and settle down, but there’s just one problem after another. Can he and his brothers and sisters Adapt? Can they Survive? Can they too become Longtimers? Don’t count on it, because the Timeflow is a Deathworld.
Chris Black has spent two decades searching for answers deep within the world’s oceans. He is no stranger to the risks of undersea life. Alongside Mac Johnson, his childhood friend and former Navy SEAL, Chris has cheated death above and below the surface more times than he can count. But nothing has prepared him for the violence he and his team encounter in their own backyard of Carmel-by-the-Sea; violence that will change the team forever.
Robert S. Weisskirch
Language Brokering in Immigrant Families: Theories and Contexts brings together an international group of researchers to share their findings on language brokering―when immigrant children translate for their parents and other adults. Given the large amount of immigration occurring worldwide, it is important to understand how language brokering may support children’s and families’ acculturation to new countries. The chapter authors include overviews of the existing literature, insights from multiple disciplines, the potential benefits and drawbacks to language brokering, and the contexts that may influence children, adolescents, and emerging adults who language broker. With the latest findings, the authors theorize on how language brokering may function and the outcomes for those who do so.
Aída Hurtado and Mrinal Sinha
Long considered a pervasive value of Latino cultures both south and north of the US border, machismo—a hypermasculinity that obliterates any other possible influences on men's attitudes and behavior—is still used to define Latino men and boys in the larger social narrative. Yet a closer look reveals young, educated Latino men who are going beyond machismo to a deeper understanding of women's experiences and a commitment to ending gender oppression. This new Latino manhood is the subject of Beyond Machismo.
Applying and expanding the concept of intersectionality developed by Chicana feminists, Aída Hurtado and Mrinal Sinha explain how the influences of race, class, ethnicity, sexuality, and gender shape Latinos' views of manhood, masculinity, and gender issues in Latino communities and their acceptance or rejection of feminism. In particular, the authors show how encountering Chicana feminist writings in college, as well as witnessing the horrors of sexist oppression in the United States and Latin America, propels young Latino men to a feminist consciousness. By focusing on young, high-achieving Latinos, Beyond Machismo elucidates this social group's internal diversity, thereby providing a more nuanced understanding of the processes by which Latino men can overcome structural obstacles, form coalitions across lines of difference, and contribute to movements for social justice.
Tom E. Jones
Doers, like knights in chess, are the driving force for innovation; those disruptive game-changers envied and feared by competitors. When provided with unrestricted opportunities they will deliver amazing results. The profitability of a competitive enterprise hinges upon its ability to harness the versatility of Doers. This book presents an exciting new line of thought that addresses the challenges facing Doers and those who employ them. Readers from the boardroom to the break room are provided with the ways and means to halt decline and restore prosperity.
Francisco A. Lomeli, Donaldo W. Urioste, and Maria Villasenor
U.S. Latino Literature is defined as Latino literature within the United States that embraces the heterogeneous inter-groupings of Latinos. For too long U.S. Latino literature has not been thought of as an integral part of the overall shared American literary landscape, but that is slowly changing. This dictionary aims to rectify some of those misconceptions by proving that Latinos do fundamentally express American issues, concerns and perspectives with a flair in linguistic cadences, familial themes, distinct world views, and cross-cultural voices.
The Historical Dictionary of U.S. Latino Literature contains a chronology, an introduction, and an extensive bibliography. The dictionary section has cross-referenced entries on U.S. Latino/a authors, and terms relevant to the nature of U.S. Latino literature in order to illustrate and corroborate its foundational bearings within the overall American literary experience. This book is an excellent access point for students, researchers, and anyone wanting to know more about this subject.