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Heartbreak High
Rachel couldn't take her eyes off the coal black hair of the boy seated in front of her. All she could concentrate on was that black hair. Maybe she was going a little crazy? After school, Tariq's friend Andrew beat him round the corner as they sped home on their bicycles. Tariq could have won--but suddenly the face of the girl he had just met in chemistry class floated through his mind. For Rachel Steiner and Tariq Kahn, this should have been just another high school romance. But it wasn't: Rachel was Jewish and Tariq was Muslim. Heartbreak High is the poignant story of two young people who find themselves at war with their parents over issues they don't really understand--and the solutions don't come easily.
BLT
Bryant Lester Thomas, better known as BLT, is having a great summer: he's playing basketball with a team that's going for the city finals, and he really likes the sister of one of his teammates. There is one little problem, though: BLT doesn't have the fancy clothes and expensive cars that his new buddies do, and, without a job, he just can't keep up with them. He can't even afford to go out on a date. BLT has to learn some hard lessons...both on and off the court. Based on the groundbreaking Degrassi Junior High television series, this book offers a sensitive and engaging look at the challenges of teenage life.
Voices of the Other
This book offers a variety of approaches to children's literature from a postcolonial perspective that includes discussions of cultural appropriation, race theory, pedagogy as a colonialist activity, and multiculturalism. The eighteen essays divide into three sections: Theory, Colonialism, Postcolonialism. The first section sets the theoretical framework for postcolonial studies; essays here deal with issues of "otherness" and cultural difference, as well as the colonialist implications of pedagogic practice. These essays confront our relationships with the child and childhood as sites for the exertion of our authority and control. Section 2 presents discussions of the colonialist mind-set i...
Teacher's Guide Book 4 : The Minerva Program
The Time of Our Lives books are suitable for use in any program where students are reading at approximately a grade six level. The guide booklets feature the following: pre-reading activities, about the author sections, a variety of activities including reader's theatre, journal entries, writing options and suggestions for integrating novel study with other curriculum areas, resources section and reproducible blackline masters. This guide is an excellent resource for us with Claire Mackay's The Minerva Program, also available from Lorimer.
The Rushdie Letters
In February 1989 Ayatollah Ruhollah Khomeini of Iran announced that Salman Rushdie, author of The Satanic Verses, and "all involved in its publication who were aware of its content, are sentenced to death." Anyone who died in the cause of killing Rushdie, he said, would be "regarded as a martyr and go directly to heaven."ø The death sentence?or fatwa?quickly drew blood. Bookshops in London, Oslo, and Sydney were firebombed. Five people were killed and a hundred wounded when demonstrators attacked the U. S. embassy in Islamabad. In Bombay, twelve rioters were shot dead. The Italian translator of The Satanic Verses was stabbed viciously and the Japanese translator was stabbed to death. In Berkeley, bombs were thrown in Cody?s Bookstore and Waldenbooks. Fifth Avenue in New York was sealed off after a bookshop received a bomb threat. In The Rushdie Letters twenty-six internationally renowned authors respond to the most extreme example of censorship in modern times. Also included is Rushdie?s reply to their letters, his essay on exile, "One Thousand Days in a Balloon," and a chronology of the fatwa.
Time of Our Lives Series 6 : Introduction to the Program
The teacher's guide for the Time of Our Lives series is available in seven booklets--one introductory booklet and one book let for each title listed below: Teacher's Guide: Introduction to the Program Teacher's Guide Book I: My Name is Paula Popowich by Monica Hughes Teacher's Guide Book 2: Plan B is Total Panic by Martyn Godfrey Teacher's Guide Book 3: Camels Can Make You Homesick and Other Stories by Nazneen Sadiq Teacher's Guide Book 4: The Minerva Program by Claire Mackay Teacher's Guide Book 5: Storm Child by Brenda Bellingham Teacher's Guide Book 6: The Summer the Whales Sang by Gloria Montero The Time of Our Lives books are suitable for use in any program where students are reading at approximately a grade six level. The guide booklets feature the following: pre-reading activities,about the author sections,a variety of activities including reader's theatre, journal entries, writing options and suggestions for integrating novel study with other curriculum areas, resources section and reproducible blackline masters
Encyclopedia of Post-Colonial Literatures in English
" ... Documents the history and development of [Post-colonial literatures in English, together with English and American literature] and includes original research relating to the literatures of some 50 countries and territories. In more than 1,600 entries written by more than 600 internationally recognized scholars, it explores the effect of the colonial and post-colonial experience on literatures in English worldwide.
Boys' Own
"Twenty exciting short stories that will appeal to preteen boys. Contributors include Joan Clark, Diana Wieler, Martha Brooks, Sarah Ellis and Tim Wynne-Jones" Cf. Our choice, 2002.
Diaspora and Exile
The different contributions of this body of work attemp to demonstrate that the concept of diaspora (exile) has acquired a renewed currency among scholars by examining that to be in exile, at least in some way, is to live a disjoint life. Thus, to live in exileor diaspora implies to take up the difficult task of kee-ping one`s dignity and one ́s story, despite the on slaught of a colonial power. The relationship with a past, often through stories of the mother/land or through remembrance and (re)creation, becomes a means of survival. Futhermore, the sense (or absence) of community, and the positioning in language generate an ever more complex and dialogic definition of Canadian and American nationalities and identities.
