LEADER 05116nam 2201105Ia 450 001 9910464659803321 005 20210622032743.0 010 $a1-282-77242-2 010 $a9786612772429 010 $a0-520-94237-X 024 7 $a10.1525/9780520942370 035 $a(CKB)3390000000006991 035 $a(EBL)922916 035 $a(OCoLC)794663684 035 $a(SSID)ssj0000437372 035 $a(PQKBManifestationID)11274853 035 $a(PQKBTitleCode)TC0000437372 035 $a(PQKBWorkID)10432752 035 $a(PQKB)10181770 035 $a(StDuBDS)EDZ0000055942 035 $a(MiAaPQ)EBC922916 035 $a(OCoLC)705884646 035 $a(MdBmJHUP)muse30592 035 $a(DE-B1597)520531 035 $a(DE-B1597)9780520942370 035 $a(Au-PeEL)EBL922916 035 $a(CaPaEBR)ebr10675770 035 $a(CaONFJC)MIL277242 035 $a(EXLCZ)993390000000006991 100 $a20080509d2009 ub 0 101 0 $aeng 135 $aurun#---|u||u 181 $ctxt 182 $cc 183 $acr 200 10$aGuantanamo$b[electronic resource] $ea working-class history between empire and revolution /$fJana K. Lipman 210 $aBerkeley $cUniversity of California Press$dc2009 215 $a1 online resource (342 p.) 225 0 $aAmerican crossroads ;$v25 300 $aDescription based upon print version of record. 311 0 $a0-520-25539-9 311 0 $a0-520-25540-2 320 $aIncludes bibliographical references (p. 293-308) and index. 327 $tFront matter --$tContents --$tIllustrations --$tIntroduction. Between Guantánamo and GTMO --$tPrologue. Regional Politics, 1898, and the Platt Amendment --$t1. The Case of Kid Chicle Military Expansion and Labor Competition, 1939-1945 --$t2. "We Are Real Democrats" Legal Debates and Cold War Unionism before Castro, 1940-1954 --$t3. Good Neighbors, Good Revolutionaries, 1940-1958 --$t4. A "Ticklish" Position Revolution, Loyalty, and Crisis, 1959-1964 --$t5. Contract Workers, Exiles, and Commuters Neocolonial and Postmodern Labor Arrangements --$tEpilogue. Post 9/11: Empire and Labor Redux --$tAppendix. Guantánamo Civil Registry, 1921-1958 --$tNotes --$tSelected Bibliography --$tAcknowledgments --$tIndex 330 $aGuantánamo has become a symbol of what has gone wrong in the War on Terror. Yet Guantánamo is more than a U.S. naval base and prison in Cuba, it is a town, and our military occupation there has required more than soldiers and sailors-it has required workers. This revealing history of the women and men who worked on the U.S. naval base in Guantánamo Bay tells the story of U.S.-Cuban relations from a new perspective, and at the same time, shows how neocolonialism, empire, and revolution transformed the lives of everyday people. Drawing from rich oral histories and little-explored Cuban archives, Jana K. Lipman analyzes how the Cold War and the Cuban revolution made the naval base a place devoid of law and accountability. The result is a narrative filled with danger, intrigue, and exploitation throughout the twentieth century. Opening a new window onto the history of U.S. imperialism in the Caribbean and labor history in the region, her book tells how events in Guantánamo and the base created an ominous precedent likely to inform the functioning of U.S. military bases around the world. 410 0$aAmerican Crossroads 606 $aCivil-military relations$zCuba$zGuantanamo Bay 606 $aNavy-yards and naval stations, American$zCuba$xHistory 607 $aGuantanamo Bay Naval Base (Cuba)$xEmployees$xHistory 607 $aCaimanera (Cuba)$xHistory 607 $aGuantanamo (Cuba)$xHistory 608 $aElectronic books. 610 $a20th century american history. 610 $a20th century cuban history. 610 $a21st century american history. 610 $a21st century cuban history. 610 $aamerican military. 610 $acaribbean. 610 $acold war. 610 $acontract workers. 610 $acuba. 610 $acuban revolution. 610 $aempire. 610 $afidel castro. 610 $aguantanamo bay. 610 $aguantanamo. 610 $akid chicle. 610 $alabor history. 610 $alabor relations. 610 $alabor unions. 610 $alabor. 610 $alatin american history. 610 $amilitary expansion. 610 $amilitary occupation. 610 $aneocolonialism. 610 $apolitical. 610 $apost 9 11. 610 $apostmodernism. 610 $arevolution. 610 $aunited states of america. 610 $aus cuban relations. 610 $aus naval base. 610 $aus prison. 610 $awar on terror. 615 0$aCivil-military relations 615 0$aNavy-yards and naval stations, American$xHistory. 676 $a359.7097291/67 700 $aLipman$b Jana K$01055903 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464659803321 996 $aGuantanamo$92489697 997 $aUNINA LEADER 03231oam 2200697I 450 001 9910451582303321 005 20200520144314.0 010 $a1-280-66067-8 010 $a9786613637604 010 $a1-136-44771-7 010 $a0-203-12496-0 024 7 $a10.4324/9780203124963 035 $a(CKB)2550000000100236 035 $a(EBL)958178 035 $a(OCoLC)798532089 035 $a(SSID)ssj0000677107 035 $a(PQKBManifestationID)11368222 035 $a(PQKBTitleCode)TC0000677107 035 $a(PQKBWorkID)10693888 035 $a(PQKB)11044480 035 $a(MiAaPQ)EBC958178 035 $a(Au-PeEL)EBL958178 035 $a(CaPaEBR)ebr10558672 035 $a(CaONFJC)MIL363760 035 $a(OCoLC)795125111 035 $a(EXLCZ)992550000000100236 100 $a20180706d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aConsidering trilingual education /$fKathryn Henn-Reinke 210 1$aNew York :$cRoutledge,$d2012. 215 $a1 online resource (267 p.) 225 1 $aRoutledge research in education ;$v72 300 $aDescription based upon print version of record. 311 $a1-138-02156-3 311 $a0-415-50263-2 320 $aIncludes bibliographical references and index. 327 $aCover; Considering Trilingual Education; Copyright; Contents; List of tables; List of figures; List of Photos; Preface Motivation for Study; Acknowledgments; 1. Trilingualism; 2. Hamelin/Laie Schools, Barcelona: Education in Catalan, Castellano, and English; 3. American School of Barcelona: Education in Castellano, Catalan, and English; 4. Colegio Pestalozzi, Buenos Aires: Education in Spanish, German, and English; 5. Riverview Elementary School, San Diego, California: Education in Spanish, English, and Mandarin Chinese; 6. Awareness of Trilingual Immigrant Experiences in the U.S. 327 $a7. ConclusionsTrilingual Education Program: Planning Workbook; Notes; Bibliography; Index 330 $aBased in case studies conducted in the US, Europe, and Latin America, this book explores the feasibility and benefits of trilingual/ multilingual education in the United States. Currently, there are few programs in the country of this nature, as educators tend to conclude that English-language learners would be overwhelmed by study in additional languages. Henn-Reinke builds an argument supporting trilingual education in the US, discussing issues of identity, curriculum, pedagogy, and the impact of other psycho-socio-linguistic factors. 410 0$aRoutledge research in education ;$v72. 606 $aMultilingualism 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage acquisition 608 $aElectronic books. 615 0$aMultilingualism. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage acquisition. 676 $a372.65/1 676 $a372.651 700 $aHenn-Reinke$b Kathryn.$0904879 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910451582303321 996 $aConsidering trilingual education$92023571 997 $aUNINA