Sandwiched between the long period of French colonization, and the brief return to the French empire before the Americans enter the scene, the Spanish period of Louisiana's history is often ignored by historians. Yet, according to University of North Alabama historian Frances Kolb Turnbell, scholars of Vast Early America and the American West ignore this three decade period at their own peril. In Spanish Louisiana: Contest for Borderlands, 1763-1803 (LSU Press, 2024), Turnbell argues that the Spanish period of Louisiana's history is a prime example of historical contingency. The people - Black, white, Indigenous, and the many who straddled such categories - assumed the colony would stay in Spanish hands indefinitely, and made choices based on that assumption. The actions of Native people or American traders only make sense through this specific and contextual lens. And although this Spanish period did come to a close, its legacy endured well into the American period of the region's history. An excellent example of borderlands history, Turnbell's book urges scholars to reevaluate the history of the American West during the revolutionary period to uncover what else may have been missed beneath the Mississippi's murky waters and lush bayous.

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Who has the “right” to learn Mandarin Chinese? In Multiracial Mandarin: Asian Americans and Impossible Language (U Minnesota Press, 2026), Dr. David Shuang Song examines how matters of race and privilege shape US Mandarin language education and who has access to it. Through a two-year ethnographic study of two Bay Area high schools where diasporic and heritage speakers learn Mandarin alongside Black and Latinx students, Song advances a sociological and educational–linguistic inquiry into how language interacts with our understanding of identity and equity.

Comparing classroom activities in two public schools, Dr. Song investigates teachers who seek to make Mandarin accessible while detaching it from its cultural roots. As he explores the difficulties of limited resources, racial inequality, and pedagogical practices inherent in multiracial Mandarin instruction, Dr. Song shows how language education complicates how educators understand Asian American students and troubles conventional conversations around race and racial equity in schools.

Arguing that language practice and instruction must always be considered in relation to diaspora, ethnicity, and racialization, Multiracial Mandarin offers a frank analysis of the risks and benefits of teaching a diasporic language and asks if this practice ought to be replicated in more schools. As he applies innovative conceptual frameworks for talking about language among Asian Americans, Dr. Song’s timely and theoretically sophisticated analysis has wide-ranging implications for how students, teachers, and administrators approach essential questions around education, privilege, and language survival.

This interview was conducted by Dr. Miranda Melcher whose book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. You can find Miranda’s interviews on New Books with Miranda Melcher, wherever you get your podcasts.

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In this episode, Lilyanna D'Amato speaks with Rahim Kurwa about his book Indefensible Spaces: Policing and the Struggle for Housing (U California Press, 2025), which examines the policing of housing in Los Angeles' northernmost suburb, Antelope Valley. Kurwa traces the suburbs' relationship with Los Angeles from post WWII to the early 2000s and 2010s, when the region saw increased Black migration as result of the Section 8 Housing Choice Voucher program, the largest rental assistance program for low-income families in the nation. Kurwa contextualizes the adoption and reception of the voucher system in Los Angeles at the end of the 20th century, and explores the participatory policing and criminalization practices used to evict Black residents and re-segregate the region.

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