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A Biographical Handbook of Hispanics and United States Film
Keller has collected biographical information on hundreds of Hispanic actors, directors, cinematographers, screenwriters, producers, animators, and other film professionals who have participated in United States film from its beginnings in 1894 through the contemporary period, as well as filmographic information on the thousands of films in which they have been involved.
Making Cinelandia
In the 1920s, as American films came to dominate Mexico's cinemas, many of its cultural and political elites feared that this "Yanqui invasion" would turn Mexico into a cultural vassal of the United States. In Making Cinelandia, Laura Isabel Serna contends that Hollywood films were not simply tools of cultural imperialism. Instead, they offered Mexicans on both sides of the border an imaginative and crucial means of participating in global modernity, even as these films and their producers and distributors frequently displayed anti-Mexican bias. Before the Golden Age of Mexican cinema, Mexican audiences used their encounters with American films to construct a national film culture. Drawing on extensive archival research, Serna explores the popular experience of cinemagoing from the perspective of exhibitors, cinema workers, journalists, censors, and fans, showing how Mexican audiences actively engaged with American films to identify more deeply with Mexico.
Chicanos and Film
To date, Chicano and Latino representation and participation in the American film industry have been largely ignored by film scholars. Genre criticism has been particularly oblivious to the presence of Chicanos in genres that have, at times, been constructed around a Chicano or Chicana 'other'--Westerns, social problems films, and the more recent urban violence film.
Teaching While White
This book endeavors to cultivate activism literacies in White teachers in order to disrupt the system of white supremacy and racial oppression in education. This book focuses primarily on White teachers’ responsibility in becoming advocates for, and accomplices to communities of color. Through the lens of Critical Race Teacher Activism (CRTA), this book seeks to support teachers in critiquing and transforming pedagogy and curriculum in predominantly white spaces in order to interrupt the single story and amplify voices that are marginalized, silenced, or omitted from curriculum.
