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Dreams and Nightmares appears in full color in both English and Spanish.DescriptionAt fourteen, Liliana Velásquez walked out of her village in Guatemala and headed for the U.S. border, alone. On her two-thousand-mile voyage she was robbed by narcos, rode the boxcars of La Bestia, and encountered death in the Sonoran Desert. When she was caught by Immigration in Arizona, she thought her journey was over. But it had just begun.A los catorce años, Liliana abandonó su pueblo en Guatemala y se dirigió hacia la frontera de los Estados Unidos, sola. En su viaje de dos mil millas fue asaltada por los narcos, viajó en los vagones de La Bestia y se enfrentó a la muerte en el desierto de Sonora. Cuando fue capturada por Inmigración en Arizona, ella pensó que su viaje había terminado. Pero solo acababa de empezar.What People Are SayingWhile Immigrants' stories are often told by others, Liliana shares her personal experience of vulnerability, resilience and perseverance in the face of uncertainty. She is a strong and remarkable woman.Mientras que las historias de los inmigrantes son generalmente contadas por terceros, Liliana comparte su propia historia personal, su capacidad recuperativa y su perse-verancia en medio de mucha incertidumbre. Ella es una mujer fuerte y extraordinaria.--María Sotomayor, DACA recipient, Youth Organizer, Pennsylvania Immigration and Citizenship CoalitionStories like Liliana's counter the inhumane narratives that cast migrants and refugees as "drug dealers and rapists," and instead offer US audiences a perspective infused with the genuine human experience of migration. Historias como la de Liliana contradicen a las historias des-humanizantes en las que se equipara a los inmigran-tes y refugiados con "narcotraficantes y violadores." La historia de Liliana ofrece al público estadounidense una perspectiva imbuida de una experiencia migratoria genuina-mente humana.--Aja Y. Martinez, PhD, Syracuse UniversityLiliana's story is heartbreakingly ordinary, similar to tens of thousands of children who have fled violence, abuse, and extreme poverty, only to suffer further hardship at the hands of a US government that treats them as threats rather than child survivors of trauma.La historia de Liliana es dolorosamente común, similar a la de decenas de miles de niños que han huido de la violencia, el abuso y la pobreza extrema, sólo para sufrir más adver-sidades a manos del gobierno de los E. U. que los trata como si fueran una amenaza y no como a niños sobre-vivientes de un trauma.--Jonathan Blazer, Advocacy and Policy Counsel for Immigrants' Rights, American Civil Liberties Union

JAEPL Volume 19 ¿ Winter 2013-2014 | THE JOURNAL OF THE ASSEMBLY FOR EXPANDED PERSPECTIVES ON LEARNING, JAEPL, provides a forum to encourage research, theory, and classroom practices involving expanded concepts of language. It contributes to a sense of community in which scholars and educators from pre-school through the university exchange points of view and cutting-edge approaches to teaching and learning. JAEPL is especially interested in helping those teachers who experiment with new strategies for learning to share their practices and confirm their validity through publication in professional journals. | CONTENTS OF VOLUME 19: AEPL Keynote: "Using Careless Speech for Careful, Well-Crafted Writing-Whatever Its Style" by Peter Elbow | "Sheep in Wolves' Clothing: How Composition's Social Construction Reinstates Expressivist Solipsism" by Keith Rhodes and Monica McFawn Robinson | "The Journey Metaphor's Entailments for Framing Learning" by Bradley Smith | "A Teacher's Terminal Illness in the Secondary Classroom" by Sarah Hochstetler | "It's (Not) Just a Figure of Speech: Recuing Metaphor" by Anna O. Soter | "The Power of the Poetic Lens: Why Teachers Need to Read Poems Together" by Amy L. Eva, Carrie A. Bemis, Marie F. Quist, and Bill Hollands | "Stillness in the Composition Classroom: Insight, Incubation, Improvisation, Flow, and Meditation" by Ryan Crawford and Andreas Willhoff | "Fear Not the Trunchbull: How Teaching from a Humorous Outlook Supports Transformative Learning" by Kathleen Cassity | "Thoughts on Teaching as a Practice of Love" by Sharon Marshall | "Out of the Box: Teaching and Learning in Other Ways" by Ilene Dawn Alexander | BOOK REVIEWS: Judy Halden-Sullivan, "Making the Familiar Unfamiliar" | Karen Walker reviews Ritchhart, Ron, Mark Church, and Karin Morrison, Making Thinking Visible | Timothy Shea reviews Jobrack, Beverlee. Tyranny of the Textbook. | Julie Nichols reviews FitzGerald, William. Spiritual Modalities: Prayer as Rhetoric and Performance | Edward Sullivan reviews Quesada, Donna. The Buddha in the Classroom: Zen Wisdom to Inspire Teachers | CONNECTING: Helen Walker, "Gratitude" | Bob Randolph, "Poetry Teacher's Prayer" | Leigh Ann Chow, "What Teachers Carry" | Andrea Saylor, "A Brief History of Holy Writing" | Jill Moyer Sunday, "For My Students" | Kattie Hogan and Matt Ittig, "Lines on the Body: Confronting Personal Experiences through Poetry" | John Patrick Cleary, "New Teacher" | CONTRIBUTORS' BIOS