Synopses & Reviews
Farah Ahmedi's poignant tale of survival (Chicago Tribune) chronicles her journey from war to peace. Equal parts tragedy and hope, determination and daring, Ahmedi's memoir delivers a remarkably vivid portrait of her girlhood in Kabul, where the sound of gunfire and the sight of falling bombs shaped her life and stole her family. She herself narrowly escapes death when she steps on a land mine. Eventually the war forces her to flee, first over the mountains to refugee camps across the border, and finally to America. Ahmedi proves that even in the direst circumstances, not only can the human heart endure, it can thrive. The Other Side of the Sky is a remarkable journey (Chicago Sun-Times), and Farah Ahmedi inspires us all.
Farah Ahmedi has a happy life with her family in Afghanistan until war destroyed everything and she had to move to the United States for a better life. How did she adjust, and what did she have to do to build a new life?
About the Author
Professor of Education Arizona State University Dr. David Moore taught high school social students and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association's Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy. Dr. Short is a division director at the Center for Applied Linguistics (CAL) in Washington, D.C. She has worked as a teacher, trainer, researcher, and curriculum/materials developer. Her work at CAL has concentrated on the integration of language learning with content-area instruction. Through several national projects, she has conducted research and provided professional development and technical assistance to local and state education agencies across the United States. She directed the ESL Standards and Assessment Project for TESOL and co-developed the SIOP model for sheltered instruction. Professor, College of Education Temple University Dr. Michael Smith joined the ranks of college teachers after eleven years of teaching high school English. He has won awards for his teaching at both the high school and college levels. His research focuses on how experienced readers read and talk about texts, as well as what motivates adolescents' reading and writing both in and out of school. He has written eight books and monographs, including "Reading Don't Fix No Chevys": Literacy in the Lives of Young Men, for which he and his co-author received the 2003 David H. Russell Award for Distinguished Research in the Teaching of English. His writing has appeared in such journals as Communication Education, English Journal, Journal of Adolescent and Adult Literacy, Journal of Educational Research, Journal of Literacy Research, and Research in the Teaching of English. Associate Professor, Literacy Education Northern Illinois University Dr. Alfred Tatum began his career as an eighth-grade teacher, later becoming a reading specialist and discovering the power of texts to reshape the life outcomes of struggling readers. His current research focuses on the literacy development of African American adolescent males, and he provides teacher professional development to urban middle and high schools. He serves on the National Advisory Reading Committee of the National Assessment of Educational Progress (NAEP) and is active in a number of literacy organizations. In addition to his book Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, he has published in journals such as Reading Research Quarterly, Journal of Adolescent and Adult Literacy, Educational Leadership, Journal of College Reading and Learning, and Principal Leadership.