New Books in Education

We are delighted to present All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks will shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Seminars are held online once per month on Wednesdays at 5pm CET/ 11am EST and free for all to attend. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk. For live webinar schedule please visit Lashuel lab website. Follow us on Twitter: @LashuelLab Today’s talk is with Dr. Wendy Suzuki, Dr. Hilal Lashuel and Galina Limorenko Collectively, we are living through a time of unprecedented uncertainty including what feels like an endless series of real and existential threats to our health and well-being. These unique times have led to some of the highest levels of anxiety that have been reported in the general population. Prof. Suzuki will describe a novel, practical, and science-based approach to transform "bad" anxiety to good. This shift from bad to good anxiety can help you accelerate focus and productivity, boost performance and even foster more creativity. You will leave this presentation with a set of concrete tools that will allow you to harness the brain activation underlying your anxiety and make it work for you. Dr. Wendy Suzuki is an award-winning Professor of Neural Science and Psychology at New York University where she studies the effects of physical activity and meditation on the brain. She is a best-selling author of the book Healthy Brain Happy Life that was also made into a PBS special. Her TED talk on the brain-changing benefits of exercise has more than 55 million views. Her second book Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion was published in Fall of 2021. Suzuki is a passionate thought leader, spreading the understanding of how we can use the principles of brain plasticity to maximize our brain’s performance and transform our lives for the better. Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

During the nineteenth century, nearly ten thousand Americans traveled to Germany to study in universities renowned for their research and teaching. By the mid-twentieth century, American institutions led the world. How did America become the center of excellence in higher education? And what does that story reveal about who will lead in the twenty-first century? In Allies and Rivals: German-American Exchange and the Rise of the Modern Research University (University of Chicago Press, 2021), Dr. Emily Levine presents the first history of the ascent of American higher education seen through the lens of German-American exchange. “This book treats transatlantic culture exchange and competition as its topic, methodology, and causal historical mechanism. It uncovers the origins of the research university by pulling apart the strands of parallel, comparative, and intertwined stories that unfolded on both sides of the Atlantic. Chapters pair individuals and institutions from Germany and America to reveal side-by-side stories about how idealists made compromises to create universities they hoped would bring tangible benefits to their respective communities.” In a series of compelling portraits of such leaders as Wilhelm von Humboldt, Martha Carey Thomas, and W. E. B. Du Bois, Dr. Levine shows how academic innovators on both sides of the Atlantic competed and collaborated to shape the research university. Even as nations sought world dominance through scholarship, universities retained values apart from politics and economics. Open borders enabled Americans to unite the English college and German PhD to create the modern research university, a hybrid now replicated the world over. Dr. Levine argues that “the university did not emerge in isolation nor was it ever a finished project. Rather, the compromises were constantly renegotiated by these innovators and other social actors amid changing contexts. As the society that the university served evolved, the university coevolved into such forms as the central state university in Berlin, the land grant in California, and the privately funded urban university in Baltimore, and each time the academic social contract was reconstituted.” In a captivating narrative spanning one hundred years, Dr. Levine upends notions of the university as a timeless ideal, restoring the contemporary university to its rightful place in history. In so doing she reveals that innovation in the twentieth century was rooted in international cooperation—a crucial lesson that bears remembering today. This interview was conducted by Dr. Miranda Melcher whose doctoral work focused on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear: Why it is so important to have the conversation about “Equity in Higher Education” and why now is the time to do so What equity means; for whom, and what equity entails in thought and action What it means to perform equity as a routine practice in higher education What makes individuals equity minded Today’s book is: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education, draws from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California. The book is a practical guide on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture aligning strategic priorities and institutional missions to advance equity. Our guest is: Dr. Tia Brown McNair, is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair also directs AAC&U’s Summer Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, & Transformation Campus Centers. McNair currently serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation Campus Centers," "Strengthening Guided Pathways and Career Success by Ensuring Students Are Learning," and “Purposeful Pathways: Faculty Planning and Curricular Coherence.” Our host is: Dr. Zebulun R. Davenport, Vice President for Student Affairs, West Chester University. Listeners to this episode might also be interested in: AAC&U’s Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning. AAC&U’s Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides. Five principles for enacting equity by design by E.M. Bensimon, A.C. Dowd, and K. Witham in Diversity & Democracy 19 (1) Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education, Multicultural Education Series by A.C. Dowd and E.M. Bensimon. (Teachers College Press). Heutsche, A.M. and Hicks, K. (2018). Embedding equity through the practice of real talk. In: A Vision for Equity: Results from AAC&U’s Project: Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Washington, DC: Association of American Colleges. You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How can new faculty find success in academia and what can universities do to support them? In The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia (Teachers College Press, 2021), the author demonstrates how a coaching-focused stance toward faculty development can improve equitable conditions within the university and contribute to faculty retention and well-being. For faculty and graduate students, this book emphasizes the skills needed to be a successful academic with a focus on lifespan learning. For universities, this book articulates how institutions can implement an equity-driven plan for faculty development. In the first section, Mitra investigates the structures that can contribute to inequities, spotlighting the unspoken assumptions and lack of clarity of institutional processes. In the second section, she interweaves the building blocks needed for faculty success (agency, belonging, and competence) with the traditional academic expectations of research, teaching, and service. With engaging vignettes and extended examples of faculty experiences, The Empowered Professor centers on the space in which individuals can find success within academic settings while maintaining their integrity. Dana Mitra is a professor of education policy studies at the Pennsylvania State University. Her books include Civic Education in the Elementary Grades: Promoting Student Engagement in an Era of Accountability. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Anyone interested in how education policy is made and unmade, in school funding models, their historical and contemporary development and their effects on equity, will find this book fascinating. The ‘Gonski’ review of Australian education funding, commissioned in 2010 by a Labor federal government, sent an expert panel of educators from different sectors on a listening tour of the nation. Submissions from thousands of schools revealed that existing policies were not serving those students most in need of support. The panel sought ways to respond to the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers. Their report proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement. Optimism gave way to intense politicking from lobby groups and many of the Gonski recommendations fell by the wayside or were twisted in ways that reinforced existing inequities. Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. Commonwealth funding continues to be skewed towards wealthier private schools and Australia’s PISA results are moving in the wrong direction. So, the authors ask: why hasn’t Gonski worked, and what should we do now? Written by experienced educators with a keen interest in policy, Tom Greenwell and Chris Bonnor, Waiting for Gonski examines in detail how and why Australia has failed its schools and proposes solutions for the future. UNSW Press webpage for Waiting for Gonski. Tom Greenwell on Twitter: @TBGreenwell. Chris Bonnor articles for The Guardian. Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

We speak with Richard Detweiler about his new book The Evidence Liberal Arts Needs: Lives of Consequence, Inquiry and Accomplishment (MIT Press, 2021). This multi-year project, which entailed interviews with a national sample of over 1,000 college graduates aged 25-64, provides convincing evidence of the benefits the liberal arts in enabling individuals to lead more fulfilling lives and successful careers. He uses an innovative definition of the liberal arts which focuses on the distinctive: 1) purpose, 2) context, and 3) content of a liberal arts education, measuring the frequency and intensity of these elements across different higher education institutions. He also shares insights from his tenure as President of Hartwick College and the head of the Great Lakes College Association. David Finegold is the president of Chatham University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders. Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema. René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today I talked to Tamara Beauboeuf-Lafontant about her book To Live More Abundantly: Black Collegiate Women, Howard University, and the Audacity of Dean Lucy Diggs Slowe (University of Georgia Press, 2022). How have Black women fostered belonging in higher education institutions that have persisted in marginalizing them? Focusing on the career of Lucy Diggs Slowe, the first trained African American student affairs professional in the United States, this book examines how her philosophy of "living more abundantly" envisioned educational access and institutionalized campus thriving for Black college women. Born in 1883, Slowe was orphaned at a young age, raised by a paternal aunt, and earned a scholarship to attend Howard University in 1904. As an undergraduate, she helped found Alpha Kappa Alpha, the first African American sorority in the United States, and served as its first president. After graduating valedictorian of her 1908 class, she excelled as a secondary school teacher and administrator and became a national tennis champion. In 1922, she returned to her alma mater as its first full-time dean of women. Over her fifteen-year tenure at Howard University, Slowe empowered early twentieth-century Black college women to invest in their individual growth, engage in community building, and pursue leadership opportunities. To foster Black women's higher education success, Slowe organized both the National Association of College Women and the National Association of Women's Deans and Advisers of Colored Schools. As she established long-standing traditions and affirming practices to encourage Black women's involvement in the extracurricular life of their campuses, Slowe's deaning philosophy of "living more abundantly" represents an important Black feminist approach to inclusion in higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show in Permanent Crisis: The Humanities in a Disenchanted Age (U Chicago Press, 2021), this crisis isn’t new—in fact, it’s as old as the humanities themselves. Today’s humanities scholars experience and react to basic pressures in ways that are strikingly similar to their nineteenth-century German counterparts. The humanities came into their own as scholars framed their work as a unique resource for resolving crises of meaning and value that threatened other cultural or social goods. The self-understanding of the modern humanities didn’t merely take shape in response to a perceived crisis; it also made crisis a core part of its project. Through this critical, historical perspective, Permanent Crisis can take scholars and anyone who cares about the humanities beyond the usual scolding, exhorting, and hand-wringing into clearer, more effective thinking about the fate of the humanities. Building on ideas from Max Weber and Friedrich Nietzsche to Helen Small and Danielle Allen, Reitter and Wellmon dig into the very idea of the humanities as a way to find meaning and coherence in the world. Paul Reitter is professor of Germanic languages and literatures at the Ohio State University. He is the author and editor of many books, including The Anti-Journalist: Karl Kraus and Jewish Self-Fashioning in Fin-de-Siecle Europe. Chad Wellmon is professor of German studies and history at the University of Virginia. He is the author and editor of many books, The Rise of the Research University: A Sourcebook and Organizing Enlightenment: Information Overload and the Invention of the Modern Research University. Alexandra Ortolja-Baird is Lecturer in Digital History and Culture at the University of Portsmouth. She tweets at @timetravelallie. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In 1960, University of Illinois professor Leo Koch wrote a public letter condoning premarital sex. He was fired. Four years later, a professor named Revilo Oliver made white supremacist remarks and claimed there was a massive communist conspiracy. He kept his job. Matthew Ehrlich revisits the Koch and Oliver cases to look at free speech, the legacy of the 1960s, and debates over sex and politics on campus. The different treatment of the two men marked a fundamental shift in the understanding of academic freedom. Their cases also embodied the stark divide over beliefs and values--a divide that remains today. Ehrlich delves into the issues behind these academic controversies and places the events in the context of a time rarely associated with dissent but in fact a harbinger of the social and political upheavals to come. An enlightening and entertaining history, Dangerous Ideas on Campus: Sex, Conspiracy, and Academic Freedom in the Age of JFK (University of Illinois Press) illuminates how the university became a battleground for debating America's hot-button issues. Matthew C. Ehrlich is a professor emeritus of journalism at the University of Illinois Urbana-Champaign. His books include Kansas City vs. Oakland: The Bitter Sports Rivalry That Defined an Era and Radio Utopia: Postwar Audio Documentary in the Public Interest, winner of the James W. Tankard Book Award. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Many have experienced moments where algorithms have made us uncomfortable or suspicious. In Algorithms and Autonomy: The Ethics of Automated Decision Systems (Cambridge University Press, 2021), Rubel, Phan, and Castro outline the stories of teachers and citizens subject to the criminal justice system who face serious consequences at the hands of algorithms. With a focus on locating the a philosophical touchstone to these harms, the authors look at how ideas of autonomy and freedom are affected by algorithms. When algorithms afford those subject to their decisions no transparency to endorse its use or worse hide responsibility for their decision in a network of actors laundering their own agency, citizens are harmed and democracy is harmed. This book mount a forceful lens of what exactly algorithms in criminal justice, education, housing, elections and beyond can do to autonomy, freedom, and democracy. This title is also available as Open Access on Cambridge Core. Dr. Alan Rubel is Professor and Director of the Information School at University of Wisconsin Madison. Austin Clyde is a Ph.D. candidate at the University of Chicago Department of Computer Science. He researches artificial intelligence and high-performance computing for developing new scientific methods. He is also a visiting research fellow at the Harvard Kennedy School's Science, Technology, and Society program, where my research addresses the intersection of artificial intelligence, human rights, and democracy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

John and new Brandeis host Jerome Tharaud (author of Apocalyptic Geographies) learn exactly how the growth of America's public universities relied on shameful seizures of Native American land. Working with Tristan Athone --editor of Grist and a member of the Kiowa Tribe--historian Robert Lee wrote a stunning series of pieces that reveal how many public land-grant universities were fundamentally financed and sustained by a long-lasting settle-colonial "land grab." Their meticulous work paints an unusually detailed picture of how most highly praised institutions of higher education in America (Cornell, MIT, UC Berkeley and virtually all of the great Midwestern public universities) were initially launched and sometimes later sustained by a flood of cash deriving directly or indirectly from that stolen and seized land. Jerome and John discuss with Lee issues that are covered in the initial article in High Country News, a dedicated website with a better version of this fantastic map, a follow-up article tracing land that was never sold, and a scholarly forum that followed from their findings. The Morrill Act (1862, right in the middle of the Civil War, and that is no coincidence). Its author Justin Morrill, a Vermont Senator, argued the land-grants were a payback for the East's investment in opening the West. The West was "a plundered province" wrote Bernard de Voto (Harpers, August 1934). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Whether you like it or not, the pandemic has pushed us to make many changes in our life, from working from home to following all the mitigation measures. In the previous episodes in New Books in Education, we talked with book authors about how the pandemic has impacted their field, or the particular groups of students and families with whom they work. We look at the new expansion of the use of educational technology, the challenges that students who are learning English as their second language have encountered, and experiences of undocumented immigrant families. In today’s episode, we shift our focus to doing educational research using digital tools. This topic is not new, but during the pandemic, a lot of educational researchers have found a new sense of urgency and relevance to look into it. Our guests for today’s episode are Trena Paulus, Professor in the Research Division of Family Medicine at East Tennessee State University, and Jessica Lester, Professor of Inquiry Methodology at Indiana University. They recently published a book, Doing Qualitative Research in a Digital World, to systematically investigate this topic. Published by Sage Press in 2021, Doing Qualitative Research in a Digital World is a timely contribution to the field of social research methodology in a period when almost all the social research activities were moved to online. Even though we have gradually resumed our in-person activities, some researchers predict that many of the qualitative research activities will remain in the digital space. What does this mean to research communities and to the wider public? How are researchers going to do research differently? What has the new advancement of technology afforded to the current research practice? Doing Qualitative Research in a Digital World takes a deep dive into these questions. Both novice and seasoned researchers will benefit from the book’s comprehensive and in-depth discussion on digital tools and research methodology, which blends in together theories of technology, methodological theories, practical advice, and empirical cases. Trena M. Paulus, Ph.D. is a professor in the Research Division of Family Medicine, Quillen College of Medicine, East Tennessee State University. Jessica Nina Lester, Ph.D. is an Associate Professor of Inquiry Methodology (Qualitative Research) in the School of Education at Indiana University, Bloomington. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

We are delighted to present All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks will shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Seminars are held online once per month on Wednesdays at 5pm CET/ 11am EST and free for all to attend. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk. For live webinar schedule please visit this website. Follow us on Twitter: @LashuelLab Today’s talk is with Dr. Stuart Farrimond, Dr. Hilal Lashuel and Galina Limorenko Dr Stuart Farrimond is a medical doctor turned science communicator and food scientist and is author of the DK bestsellers The Science of Cooking (2017) and Science of Spice (2018), and the Sunday Times bestseller The Science of Living (2021) (Sold as Live Your Best Life in North America). He is a science and medical writer, presenter, and educator. He makes regular appearances on TV, radio, and at public events, and his writing appears in national and international publications, including The Independent, The Daily Mail, and New Scientist. Since 2017, Dr Stu has been the food scientist for BBC's much-loved show Inside the Factory, hosted by Gregg Wallace and Cherry Healey. An avid blogger, Stuart is also the founder and editor of online lifestyle-science magazine Guru, which is supported by the Wellcome Trust, the world’s largest medical research charity. A word of caution: some viewers may find topics on mental health discussed in QnA sensitive Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear about: How rejection is normal and even inevitable Skills to help you learn from and move through rejections toward your goals Why you need to develop your capacity for patience How asking people about their own rejections can help normalize yours A discussion of the book Win or Learn Today’s book is: Win or Learn: The Naked Truth About Turning Every Rejection into Your Ultimate Success, by rejection expert and New York Times bestselling author Harlan Cohen. Cohen lays the framework for identifying your wants, taking the risks necessary to pursue them, and finding success no matter the outcome. This step-by-step risk-taking experiment will guide you on a journey to understand your worth and fight for your goals—because rejection is a universal truth but not a final destination. Our guest is: Harlan Cohen, bestselling author of seven books, a journalist, and a speaker who has visited over 500 college campuses. He loves helping people find support, happiness, hope, love, and light. He is the author of WIN or LEARN: The Naked Truth About Turning Every Rejection Into Your Ultimate Success. Our host is: Dr. Christina Gessler, the co-creator and co-producer of the Academic Life. She is a historian of women and gender. Listeners to this episode might also be interested in: The Naked Roommate, by Harlan Cohen Harlan’s TedX talk (watch TEDx talk here). Mindset: The New Psychology of Success by Carol Dweck The Rejection that Changed My Life by Jessica Bacal How to Fail podcast by Elizabeth Day The Museum of Failure website You are smart and capable, but you aren’t an island and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Dr. Andrea Flores’ most recent book, The Succeeders: How Immigrant Youth Are Transforming What It Means to Belong in America (University of California Press, 2021), is a detailed account of how immigrant youth in Nashville, Tennessee negotiated the stakes of academic achievement by reproducing terms of belonging while at the same time recasting what it means to belong in the United States. By focusing on a nonprofit college access program for Latino youth from which the title of the book is derived, Flores argues that Succeeders’ educational achievements were viewed “as positive moral proof against deficit constructions of Latinos while also maintaining a link to educación’s [emphasis in original] personal, cultural, and familial value” (16). The hybridity of assigning moral value to book learning while also hinging their striving to familial networks is what Flores believes to be critical to the Succeeders’ perception of self. By offering a radically different route to belonging through the vehicle of family and care, the Succeeders hoped to earn not just their own national membership, but also the membership of those near and dear. Flores conducted ethnographic research for twelve months while also serving as a volunteer for the Succeeders program of southern Nashville across four campuses for the academic year 2012 - 2013. She observed effective communication skits, field trips, organizational meetings, community service activities, musical performances, athletic games, scholarship selection committees, and graduation ceremonies to best understand the lived experiences of Succeeders within and outside of their educational institutions. Flores also conducted thirty-one semistructured interviews with Succeeders whose families were primarily from Mexican and Central America. Further, half of the interviews included undocumented youth, and students from all levels of academic achievement were selected. Strategic selecting of Succeeders allowed Flores to examine how students across a variety of academic preparations and immigrant backgrounds perceived themselves within larger conceptions of Latindidad and educational achievement. Interviews with the program’s leaders, teachers, and admissions officers revealed the internal dialogues of those most tasked with the Succeeders’ success. A robust textual archive in the form of college admissions handouts, college entrance essays, and Succeeders curricular materials were collected by the author. These mixed methods allowed Flores to provide detailed and rich accounts of how Latino youth navigated the college application process, the end of high school, and their personal lives. Jonathan Cortez is currently the 2021-2023 César Chávez Postdoctoral Fellow in the Department of Latin American, Latino, and Caribbean Studies at Dartmouth College. You can follow Jonathan on Twitter @joncortz Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Universal design for learning (UDL) has been hailed for over a decade as a revolutionary lens that allows campuses to shift their efforts to create inclusive environments. In recent years, UDL has gone beyond the field of disability and been explored with regards to international and indigenous students. There is now a sizable body of literature that details the benefits of implementing UDL in higher education, as well as a number of emerging studies examining the strategic challenges of developing UDL across institutions. There is, however, still a relative paucity of research discussing the transformation of instruction or assessment in concrete terms. Therefore, there is a necessity for research and information on UDL that has already been implemented in classrooms and the practical examples of what this process of transformation looks like. The Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation (IGI Global, 2021) offers practical examples of UDL having successfully been embedded in courses within various disciplines and classroom formats, as well as across the undergraduate and graduate sectors. The chapters provide case studies and concrete examples of what the UDL reflection on practice might look like in specific faculties and departments. While highlighting UDL in areas such as educational technology, student engagement, assignment design, and inclusive education, this book is ideally intended for inservice and preservice teachers, administrators, teacher educators, higher education professors and leaders, practitioners, researchers, academicians, and students interested in the integration of UDL into strategic academic plans. Christina Anderson Bosch is faculty at the California State University, Fresno. She is curious about + committed to public, inclusive education in pluralistic societies where critical perspectives on questions of social and ecological justice are valued enough to enact material dignity and metaphysical wellbeing on massive scales. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In the late 1960s and on into the next decade, the American pastor and bestselling author Francis Schaeffer regularly received requests from evangelicals across North America seeking his help to replicate his innovative learning community, L'Abri, within their own contexts. At the same time, an innovative school called Regent College had started up in Vancouver, British Columbia, led by James Houston and offering serious theological education for laypeople. Before long, numerous admirers and attendees of L'Abri and of Regent had launched Christian "study centers" of their own—often based on or near university campuses—from Berkeley to Maryland. For evangelical baby boomers coming of age in the midst of unprecedented educational opportunity and cultural upheaval, these multifaceted communities inspired a generation to study, pray, and engage culture more faithfully—in the words of James M. Houston, "to think Christianly." In To Think Christianly: A History of L'Abri, Regent College, and the Christian Study Center Movement (IVP Academic 2021), Charles Cotherman traces the stories of notable study centers and networks, as well as their influence on a generation that would reshape twentieth-century Christianity. Beginning with the innovations of L'Abri and Regent College, Cotherman elucidates the histories of several key institutions and individuals that gave rise to these study centers across North America. Each of these projects owed something to Schaeffer's and Houston's approaches, which combined intellectual and cultural awareness with compelling spirituality, open-handed hospitality, relational networks, and a deep commitment to the gospel's significance for all fields of study—and all of life. Cotherman argues that the centers' mission of lay theological education blazed a new path for evangelicals to fully engage the life of the mind and culture. Built on a rich foundation of original interviews, archival documents, and contemporary sources, To Think Christianly sheds new light on this set of defining figures and places in evangelicalism's life of the mind. Charles E. Cotherman (PhD, University of Virginia) is pastor of Oil City Vineyard Church in Oil City, Pennsylvania. He is the program director of the Project on Rural Ministry at Grove City College and has taught church history at Fuller Seminary and Pittsburgh Theological Seminary. Justin McGeary is the Director of Christian Studies at John Witherspoon College and a graduate student at Union School of Theology. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In the 1920s, Mexico established rural normales—boarding schools that trained teachers in a new nation-building project. Drawn from campesino ranks and meant to cultivate state allegiance, their graduates would facilitate land distribution, organize civic festivals, and promote hygiene campaigns. In Unintended Lessons of Revolution: Student Teachers and Political Radicalism in Twentieth-Century Mexico (Duke University Press, 2021), Tanalís Padilla traces the history of the rural normales, showing how they became sites of radical politics. As Padilla demonstrates, the popular longings that drove the Mexican Revolution permeated these schools. By the 1930s, ideas about land reform, education for the poor, community leadership, and socialism shaped their institutional logic. Over the coming decades, the tensions between state consolidation and revolutionary justice produced a telling contradiction: the very schools meant to constitute a loyal citizenry became hubs of radicalization against a government that increasingly abandoned its commitment to social justice. Crafting a story of struggle and state repression, Padilla illuminates education's radical possibilities and the nature of political consciousness for youths whose changing identity—from campesinos, to students, to teachers—speaks to Mexico’s twentieth-century transformations. Brad Wright is an historian of Latin America specializing in postrevolutionary Mexico. I teach world history at Kennesaw State University currently. PhD in Public History with specialization in oral history. My research interests include post-1968 Mexico, the urban popular movement, Christian base communities, popular education, cities in Latin America, popular culture, class formation, Latin American social movements, rural migration, and place. Book manuscript tentatively titled “Counternarratives of Doña Lucha: Class, Power, and Women’s Leadership in Mexico’s Urban Popular Movement” Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear about: A process focused approach to completing a dissertation and other academic writing The function of a dissertation and how it’s often misunderstood The importance of the research question The shift from student to scholar How delaying writing saves time The differences between fast writing, editing, and proof-reading Our guests are: Dr. Sonja K. Foss and Dr. William Waters. Sonja and William are the coauthors of Destination Dissertation: A Traveler’s Guide to a Done Dissertation (Rowman & Littlefield). They offer writing retreats and present workshops at universities throughout the country on topics such as completing dissertations, publishing, and advisor advising and do individual coaching of scholars working on dissertations, articles, and books. Sonja K. Foss is a professor emeritus in the Department of Communication at the University of Colorado Denver. Her research and teaching interests are in contemporary rhetorical theory and criticism, feminist perspectives on communication, the incorporation of marginalized voices into rhetorical theory and practice, and visual rhetoric. She is the author or coauthor of the books Feminism in Practice, Gender Stories, Rhetorical Criticism, Contemporary Perspectives on Rhetoric, Inviting Transformation, Feminist Rhetorical Theories, and Women Speak. Dr. Foss earned her Ph.D. in communication studies from Northwestern University and previously taught at Ohio State University, the University of Oregon, the University of Denver, Virginia Tech, and Norfolk State University. William Waters is an associate professor in the Department of English at the University of Houston Downtown. His research and teaching interests are in writing theory and practice, the history of the English language, linguistics, and modern grammar. He was the managing editor of the book La Puerta: A Doorway into the Academy and has published several poems in national journals. Dr. Waters earned his Ph.D. in language and linguistics from the University of New Mexico and previously taught at Northwest Missouri State University; the University of Maine; University College in Galway, Ireland; and Cheongbuk National University in Korea. Our host is: Dr. Dana Malone, a scholar and practitioner energized by facilitating meaningful learning experiences for students and educators alike. She benefited from Destination Dissertation as a doctoral student and is excited to share it with The Academic Life audience. Listeners to this episode might also be interested in: Dissertations and Project Reports: A Step by Step Guide by Stella Cottrell (Bloomsbury) On Revision: The Only Writing that Counts by William Germano (Chicago UP) Your PhD Survival Guide: Planning, Writing, and Succeeding in Your Final Year by Katherine Firth, Liam Connell, and Peta Freestone (Routledge) How to Write a Better Thesis (3rd ed) by David Evans, Paul Gruba, and Justin Zobel (Springer) You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you experts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families. In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children’s lives. Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice’. This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education. Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women’s, Gender, and Sexuality Studies, at the University at Albany, SUNY. -- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Samuel Totten's Teaching about Genocide (Rowman and Littlefield, 2020) presents the insights, advice and suggestions of secondary level teachers and professors in relation to teaching about various facets of genocide. The contributions are extremely eclectic, ranging from the basic concerns when teaching about genocide to a discussion as to why it is critical to teach students about more general human rights violations during a course on genocide, and from a focus on specific cases of genocide to various pedagogical strategies ideal for teaching about genocide. Kelly McFall is Professor of History and Director of the Honors Program at Newman University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk. For live webinar schedule please visit: https://www.epfl.ch/labs/lashu... Follow us on Twitter: @LashuelLab Our conversation is between Dr. Julia Dratva and Dr. Hilal Lashuel, and Galina Limorenko. The Corona pandemic is impacting all age groups and areas of society, irrespective of the risk of exposure or disease severity. University students were confronted with abrupt changes by the COVID-19 lock-down both in their personal and academic lives. The “Health in Students during the Corona pandemic” study (HES-C) investigated the impact on mental health and general and COVID-19 related health behaviors, concerns and views from the April 2020 to June 2021. Prof. Dr. med. Julia Dratva, MPH is a specialist in prevention and public health (FMH) and professor of public health at the Zurich University of Applied Sciences. There, she heads the research area Health Sciences at the Department of Health. She is also an associated professor at the Medical Faculty of the University of Basel, President of the Swiss Society of Public Health Physicians (FMH) and Vice President of the EUPHA Child and Adolescent Public Health Section. In addition to her research focus on "Children and Adolescent Public Health", she has a profound expertise in health monitoring and observational cohort studies. Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear about: The Emerson College Prison Initiative The Bard Prison Initiative How students apply to, enroll in, and attend college while in prison Challenges faced by incarcerated students Engaging effectively with incarcerated students Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men’s medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender. Listeners to this episode might also be interested in: Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha The Alliance for Higher Education in Prison The Prison Policy Initiative This report from the ACLU The Sentencing Project Equal Justice Initiative The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI) The Bard Prison Initiative Consortium for the Liberal Arts in Prison Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield You are smart and capable, but you aren’t an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Hear from Catherine Cocks, assistant director and editor-in-chief at Michigan State University Press talk about her attempt to replicate the success of the Scholarly Kitchen blog in the humanities with the 'Feeding the Elephant' forum, her work to make university publishers more accessible to authors through ASK UP and publishing on the Great Lakes at Michigan State! Avi Staiman is the founder and CEO of Academic Language Experts Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The Pandemic led to a massive shift in the course of education as the world was forced to switch to distance learning. And with a new model comes new barriers, whether institutional, pedagogical, technical, or personal. These need to be solved through inclusive and strategic planning, comprehensive support infrastructure, collaboration among stakeholders, modern digital tools, and the creation of an environment of empathy and motivation both for the students as well as the instructors. In this podcast, Dr. Lauren Cifuentes discusses her book A Guide to Administering Distance Learning, published by Brill, and talks about how she was preparing for a shift to the online model of education even before the pandemic. She believes that with the right infrastructure and resources it can be better than traditional learning. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Rebecca S. Natow's book Reexamining the Federal Role in Higher Education: Politics and Policymaking in the Postsecondary Sector (Teachers College Press, 2022) provides a comprehensive description of the federal government's relationship with higher education and how that relationship became so expansive and indispensable over time. Drawing from constitutional law, social science research, federal policy documents, and original interviews with key policy insiders, the author explores the U.S. government's role in regulating, financing, and otherwise influencing higher education. Natow analyzes how the government's role has evolved over time, the activities of specific governmental branches and agencies that affect higher education, the nature of the government's role in higher education today, and prospects for the future of federal involvement in higher education. Chapters examine the politics and practices that shape policies affecting nondiscrimination and civil rights, student financial aid, educational quality and student success, campus crime, research and development, intellectual property, student privacy, and more. Stephen Pimpare is director of the Public Service & Nonprofit Leadership program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

John Katzman is one of the U.S.’s most innovative thinkers and successful educational entrepreneurs. He founded Princeton Review right after graduating from Princeton, and grew it into a public company. He then created 2U, that grew to be the leading firm in the Online Program Management (OPM) space by partnering with many of the nation’s leading universities to build online degrees, and now serves as CEO of Noodle, which has taken over from 2U as the leading OPM. In this episode, Katzman shares his perspective on 3 key issues in higher education today: 1) strategies that small private and regional public institutions can use to thrive in the coming “birth dearth”; 2) ways to address college affordability and rethink pricing; and 3) a new non-profit start-up he is forming to disrupt the college admissions process. David Finegold is the president of Chatham University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

One in four American workers says their workplace is a "dictatorship." Yet that number almost certainly would be higher if we recognized employers for what they are-private governments with sweeping authoritarian power over our lives. Many employers minutely regulate workers' speech, clothing, and manners on the job, and employers often extend their authority to the off-duty lives of workers, who can be fired for their political speech, recreational activities, diet, and almost anything else employers care to govern. In Private Government: How Employers Rule Our Lives (and Why We Don't Talk about It) (Princeton UP, 2019), Elizabeth Anderson examines why, despite all this, we continue to talk as if free markets make workers free, and she proposes a better way to think about the workplace, opening up space for discovering how workers can enjoy real freedom. Elizabeth Anderson is Arthur F. Thurnau Professor and John Dewey Distinguished University Professor of Philosophy and Women's Studies at the University of Michigan and specializes in political philosophy, ethics, and feminist philosophy. She is the author of The Imperative of Integration, and Value in Ethics and Economics. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Listen to this interview of Pascal Patrick Matzler, Associate Professor at Pontifical Catholic University of Valparaíso, Chile. We talk about his book Mentoring and Co-Writing for Research Publication Purposes: Interaction and Text Development in Doctoral Supervision (Routledge, 2021), mentorship in STEM — we talk about writing in STEM. Pascal Matzler : "For me, perhaps the most beautiful aspect of the years that I spent with these three supervisors and three doctoral students was just seeing how scientific knowledge is gained, how it is reproduced, and how new scientists are born — so, just seeing how these students became scientists who are capable of reasoning and arguing as members of their fields, and also seeing how they even developed this notion, because that's maybe the one key point of my book: that the student walks into a meeting with a graph or a chart, and the student is convinced that this graph or chart contains the truth, and so all they need to do is send that graph or that chart to a journal and there will be a round of applause for the new knowledge. And the supervisor, slowly and carefully, over many months, will explain to the student, 'No, that's not how it works. First you have to verbalize this chart, verbalize what you see on it. Then you have to verbalize what you think it means, whatever you're seeing on the chart, and also why you think it means this. And then you have to convince your readers that it actually means this. And this process is going to be terribly challenging, because your readers are going to disagree with that. And some people's careers might be ruined by your interpretation. So we're going to have to do this very slowly and very carefully — and, we might even be wrong! We have to deal with that, as well.' So there's this slow and gradual awakening of the rhetorical persona in the doctoral student over the course of writing a first research article." Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

America’s community colleges are facing a completion crisis. The college-going experience of too many students is interrupted, lengthening their time to completing a degree―or worse, causing many to drop out altogether. In The Costs of Completion: Student Success in Community College (Johns Hopkins University Press, 2021), Robin Isserles contextualizes this crisis by placing blame on the neoliberal policies that have shaped public community colleges over the past thirty years. The Costs of Completion offers a deeper, more complex understanding of who community college students are, why and how they enroll, and what higher education institutions can do to better support them and help them flourish. Robin Isserles is a professor of sociology at the Borough of Manhattan Community College of the City University of New York. Schneur Zalman Newfield is an Assistant Professor of Sociology at Borough of Manhattan Community College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press, 2020). Visit him online at ZalmanNewfield.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Students' success in mathematics at community colleges has been the subject of thorough quantitative research, which has reported poor overall results and described a range of explanations for them. Even as policies, course formats, and the composition of the student population have changed, success rates have remained dishearteningly low. The challenges confronted by community college students in developmental and higher-level math classes are historical, financial, social, and personal. Brian Cafarella's new book, which examines these challenges through the perspectives of the students themselves, is a welcome contribution to the topic. Breaking Barriers: Student Success in Community College Mathematics (CRC Press, 2021) is a qualitative study of the barriers faced, and the paths blazed through them, by more than 20 community college students who required developmental math at the starts of their programs and successfully completed college-level courses. From his interviews and exchanges with these students, Dr. Cafarella synthesizes several key themes, from the demoralizing impact of high school experiences to the urgent effects of family and work pressures, and indeed students' own attitudes, behaviors, and lifestyles. I was especially struck by the students' diverse responses to the diverse class modalities their colleges offered, and by the extent of personal support these institutions mustered to see the students through bleak periods. The book concludes with several core lessons distilled from the study, most of which came through in some form during our discussion but provide an excellent point of reference for decision-makers—including present and prospective students. I hope that teachers, administrators, and especially policymakers will also be able to put these lessons to good use, and that they will help drive a continuing effort to understand and chart pathways through the barriers students face. Suggested companion works: journal articles on community college mathematics by Zachary Beamer Julie Phelps Peter Barr Paul Nolting Brian Cafarella is a mathematics professor at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus, and he has published articles in several peer-reviewed journals on implementing best practices in developmental math and various math pathways for community college students. Brian is a past recipient of the Roueche Award for teaching excellence, the Ohio Magazine Award for excellence in education, and the Article of the Year Award from the Journal of Developmental Education. Cory Brunson is an Assistant Professor at the Laboratory for Systems Medicine at the University of Florida. His research focuses on geometric and topological approaches to the analysis of medical and healthcare data. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

What does it take to become a digitally agile scholar? This manual explains how academics can comfortably navigate the digital world of today and tomorrow. It foregrounds three key domains of digital agility: getting involved in research, education and (community) service, mobilising (digital) skills on various levels, and acting in multiple roles, both individually and interlinked with others. After an introduction that outlines the foundations of the three-dimensional framework, the chapters focus on different roles and skills associated with evolving as a digital scholar. There is the author, who writes highly specialised texts for expert peers; the storyteller, who crafts accessible narratives to a broader audience in the form of blogs or podcasts; the creator, who uses graphics, audio, and video to motivate audiences to delve deeper into the material; the integrator, who develops and curates multimedia artefacts, disseminating them through channels such as websites, webinars, and open source repositories; and finally the networker, who actively triggers interaction via social media applications and online learning communities. Additionally, the final chapters offer a blueprint for the future digital scholar as a professional learner and as a change agent who is open to and actively pursues innovation. Informed by the authors' broad and diverse personal experience, Evolving as a Digital Scholar: Teaching and Researching in a Digital World (Leuven UP, 2021) offers insight, inspiration, and practical advice. It equips a broad readership with the skills and the mindset to harness new digital developments and navigate the ever-evolving digital age. It will inspire academic teachers and researchers with different backgrounds and levels of knowledge that wish to enhance their digital academic profile. Free ebook available at OAPEN Library, JSTOR and Project Muse. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Can libraries be radical positive change agents in their communities? R. David Lenkes offers a guide for librarians who see their profession as a chance to make a positive difference in their communities —librarians who recognize that it is no longer enough to stand behind a desk waiting to serve. Lankes reminds libraries and librarians of their mission: to improve society by facilitating knowledge creation in their communities. In this book, he provides tools, arguments, resources, and ideas for fulfilling this mission. Librarians will be prepared to become radical positive change agents in their communities, and other readers will learn to understand libraries in a new way. The libraries of Ferguson, Missouri, famously became positive change agents in August 2014 when they opened their doors when schools were closed because of civil unrest after the shooting of an unarmed teen by police. Working with other local organizations, they provided children and their parents a space for learning, lunch, and peace. But other libraries serve other communities—students, faculty, scholars, law firms—in other ways. All libraries are about community. In The New Librarianship Field Guide (MIT Press, 2016), Lankes addresses the mission of libraries and explains what constitutes a library. He offers practical advice for librarian training; provides teaching notes for each chapter; and answers “Frequently Argued Questions” about the new librarianship. Renee Garfinkel, Ph.D. is a psychologist, writer, Middle East television commentator and host of The New Books Network’s Van Leer Jerusalem Series on Ideas. Write her at [email protected] Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear about: The hidden curriculum of the final year of the PhD program Writing your dissertation when you still have so much left to read about Why the final year of grad school is uniquely challenging How to determine if you should stay in your program or leave Why finishing your degree causes both relief and grief A discussion of the book Your PhD Survival Guide:Planning, Writing, and Succeeding in Your Final Year Our book is: Your PhD Survival Guide: Planning, Writing, and Succeeding in Your Final Year (Routledge, 2020). by Katherine Firth, Liam Connell, and Peta Freestone. Part of the 'Insider Guides to Success in Academia' series from Routledge, this book offers practical and realistic guidance to students. Written in short chapters, this book is designed as an accessible toolkit for final year doctoral students. Drawing on an understanding of the intellectual, professional, practical and personal elements of the doctorate to help readers gain insight into what it means to finish a PhD and how to get there, this book covers the common challenges and ways to resolve them. Written for students in all disciplines, and relevant to university systems around the world, this book expertly guides students through the final 6–12 months of the thesis. Our guest is: Dr. Katherine Firth, who manages the academic programs of a residential college at the University of Melbourne, Australia and founded the Research Insiders Blog which has been running since 2013. Our guest is: Dr. Liam Connell, who has worked in research training and education since the late 2000s. He works in research development at La Trobe University, Australia. Our host is: Dr. Christina Gessler, a historian of women and gender. Listeners to this episode might also be interested in: How to Fix your Academic Writing Trouble (Open University Press) by Inger Mewburn, Katherine Firth and Shaun Lehmann Being Well in Academia: Ways to Feel Stronger, Safe and More Connected by Petra Boynton A Field Guide to Grad School by Jessica Calarco Level Up Your Essays by Katherine Firth Katherine Firth, ‘Should a PhD be hard?’, Research Degree Insiders Peta Freestone, ‘Valuing your writing: making a time budget’ You are smart and capable, but you aren’t an island and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Hear Dr. Rosina Lippi-Green talk about some of her shocking findings on language discrimination and bias on campus. Lippi-Green and Avi discuss her book English with an Accent: Language, Ideology and Discrimination in the US (Routledge, 2011) and what the academic community can do to be more inclusive of scholars with different levels of English. We also discuss Rosina's transition from researcher to popular novelist. Avi Staiman is the founder and CEO of Academic Language Experts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The pandemic has rapidly changed the world, making it one rife with online activity and information abundance. Education systems must be modified to match this new world. It must cater to the entrepreneurial, competitive, and independent generation that thrives in this world. In this podcast, Susana Gonçalves and Suzanne Majhanovich discuss their book Pandemic, Disruption and Adjustment in Higher Education and talk about the changing needs of students today, the challenges of tailoring higher education to be in tandem with the growing world of technology, and how to maintain integrity and mental health in the face of it all. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

If maximizing utility leads to the greatest happiness of the greatest number of people, as utilitarianism has always proposed, then why is it that as many of us currently maximize our utility--by working endlessly, undertaking further education and training, relentlessly marketing and selling ourselves--we are met with the steady worsening of collective social and economic conditions? In Futilitarianism: Neoliberalism and the Production of Uselessness (MIT Press, 2021), social and political theorist Neil Vallelly eloquently tells the story of how neoliberalism transformed the relationship between utility maximization and the common good. Drawing on a vast array of contemporary examples, from self-help literature and marketing jargon to political speeches and governmental responses to the COVID-19 pandemic, Vallelly coins several terms--including the futilitarian condition, homo futilitus, and semio-futility--to demonstrate that in the neoliberal decades, the practice of utility maximization traps us in useless and repetitive behaviors that foreclose the possibility of collective happiness. This urgent and provocative book chimes with the mood of the time by at once mapping the historical relationship between utilitarianism and capitalism, developing an original framework for understanding neoliberalism, and recounting the lived experience of uselessness in the early twenty-first century. At a time of epoch-defining disasters, from climate emergencies to deadly pandemics, countering the futility of neoliberal existence is essential to building an egalitarian, sustainable, and hopeful future. Neil Vallelly is a political and social theorist based at the University of Otago, New Zealand. His research has appeared in journals such as Rethinking Marxism, Angelaki, and Poetics Today, and magazines, including New Internationalist and ROAR. In 2022, he will take up a two-year Rutherford Foundation Postdoctoral Fellowship at Otago, working on a history of capitalism and migrant detention. An Italian translation of Futilitarianism will be published in March 2022. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Listen to this interview of Nigel Caplan, Associate Professor at the English Language Institute, University of Delaware. We talk generically. Nigel Caplan : "And this sort of brings us to an important point about knowledge and expertise in a discipline. The great genre scholar Doreen Starke-Meyerring said that academic writing tends to be transparent to experts in the discipline, and they forget how opaque it is to novices. So, if you study engineering, biology, philosophy, whatever it is, and you're immersed in that world all the time, it's very easy to believe that that is the only way of writing, because that's the only type of writing you have done for decades. And it quickly becomes, 'Well, that's obviously good writing.' And the idea is, 'Anything else is bad writing.' But experts don't realize what we see as English teachers, especially as teachers in English for Academic Purposes, where we work with students across the disciplines — what we see is that each discipline does have its own way of creating knowledge and communicating that knowledge. But that can be very opaque to a novice. And I think what novices need are the tools to crack open that opacity, and what experts need is a little reminder now and then that good writing is actually not transparent. It is highly contextual, it is something that needs to be learned, it is not natural in any sense. It is not automatically good writing just because you like it and it works in your field." Visit the Michigan Series in English for Academic and Professional Purposes here. Visit and join the Consortium on Graduate Communication here. Watch Daniel edit your science here. Contact Daniel at [email protected]. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear about: What the two-body problem is Dr. Kelly Baker’s experience on the academic job market as a wife and mother How gender bias can play out in academic job searches Why the three-body problem is a more accurate framing of this issue How Kelly reimagined herself and her skill set for jobs outside the professoriate Kelly and Chris’s advice to other dual-career academic couples Our guests are: Dr. Kelly J. Baker and Dr. Chris Baker. Kelly is a religious studies Ph.D. and writer. She's the author of five books, including Sexism Ed: Essays on Gender and Labor in Academia, and the co-editor of Succeeding Outside the Academy with Joseph Fruscione. Her chapter, “What Would Your Poor Husband Do? Living with the Two-Body Problem” is the basis of this episode. Currently, she's the editor of Women in Higher Education and The National Teaching and Learning Forum. Chris has been a researcher and software developer in academia, industry, and government for over 20 years. Previously a scientist for the US Department of Energy, he developed software for the world’s largest supercomputers and published research in leading international journals. At ServiceMesh, and later CSC, Chris worked to streamline development and IT operations for numerous Fortune 1000 companies. After developing and leading the Nomad ecosystem team at HashiCorp, Chris joined Amazon Web Services as a Principal Engineer in the Core Container Technology group. Chris holds a Ph.D. in Computational Science from Florida State University. Our host is: Dr. Dana M. Malone, a higher education scholar and practitioner. She specializes in college student relationships, gender, sexuality, and religious identities as well as assessment planning. Dana enjoys engaging conversations, delicious food, practicing yoga, and wandering the Jersey shore. Listeners to this episode may also be interested in: The Freelance Academic by Katie Pryal Sexism Ed: Essays on Gender and Labor in Academia by Kelly J. Baker From PhD to Life Women in Higher Education Succeeding Outside the Academy: Career Paths beyond the Humanities, Social Sciences, and STEM, edited by Joseph Fruscione and Kelly J. Baker, The University Press of Kansas Dr. Frank Martela episode: Stop Chasing Happiness and Make a Meaningful Life You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Bijal Shah shares story of the meteoric rise of Guild Education, the Denver-based ed tech firm that has quickly emerged as the leading marketplace for corporate education. True to its B-Corporation status, Guild focuses on building shared success for its corporate partners, adult learners and education and training providers. As a new start-up, Guild was able to sign up the U.S.'s largest private employer, Wal-Mart to provide tuition-free learning opportunities to its more than 2 million employees. This helped attract other leading employers, like Target, Chipotle, Macy's and Waste Management, and has enabled Guild to grow from 75 to more than 1300 employees in the last 4 years. Shah discusses the keys to Guild's success and whether every college and university needs a Chief Experience Officer. David Finegold is the president of Chatham University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

This interview was recorded and first published in early 2020 when the NBN had about a million downloads a month. Since then the downloads have increased more than four-fold to just below 5 million monthly downloads at the end of 2021 and the number of hosts has increased greatly as well. On the New Books Network authors to talk about their books with a specialist host. Founded in 2007 by Marshall Poe, formerly a Russian history professor from the US. The NBN has grown to be the most downloaded podcast of its type in the world. New Books Network website NBN on Stitcher NBN on Apple Podcasts NBN on Spotify Marshal Poe on Wikipedia About your host Richard Lucas Richard is a business and social entrepreneur who founded, led and/or invested in more than 30 businesses, Richard has been a TEDx event organiser, supports the pro-entrepreneurship ecosystem, and leads entrepreneurship workshops at all levels: from pre-schools to leading business schools. Richard was born in Oxford and moved to Poland in 1991. Read more here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Political Scientists Daniel Mallinson (Pennsylvania State University-Harrisburg), Julia Marin Hellwege (University of South Dakota), and Eric Loepp (University of Wisconsin-Whitewater) have assembled more than thirty chapters that examine how to think about and teach political science research. Reading The Palgrave Handbook of Political Research Pedagogy (Palgrave Macmillan, 2021) is almost like attending a teaching and learning conference focused on how to teach the research process to students. The book is divided into four sections: information literacy, research design, research methods, and research writing. Each section includes numerous chapters written by a diversity of authors. These authors include not only political scientists, but also graduate students and librarians. The broad array of authors come from a wide cross section of kinds of institutions, they represent a variety of ranks and positions, and they also provide representative diversity in terms of gender, race, and ethnicity. One of the common themes throughout the chapters is the integration of personal experience in teaching aspects of the research process—thus, the chapters provide the audience with stories of successes and failures, reconceptualizing the learning objectives in research, particularly research methods, classes, and many “how to” guides to integrating different approaches into the classroom. As we discuss in the conversation, The Handbook was originally conceptualized as two volumes: one volume on teaching students how to consume political science research, learning how to interpret and digest research; the other volume directed at how to produce political science research, so how to teach students about research methods and writing up their work. Ultimately, both approaches were integrated into a singular, very accessible volume that has guidance for so many of us who teach any number of aspects of the research process. The many authors pay attention to how much knowledge students have as they enter the political science classroom, and thus where we, as educators, need to meet them. Being aware of this starting point also helps to guide the pedagogical approaches that we take in teaching students about the research process, the skills and capacities that are needed to master an understanding of political science, and how to help students to learn these skills and abilities. This is a very valuable handbook for anyone who is teaching political science, regardless of substantive area within the discipline or years of experience—and it is engaging and accessible. Lilly J. Goren is professor of political science at Carroll University in Waukesha, WI. She is co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012), as well as co-editor of Mad Men and Politics: Nostalgia and the Remaking of Modern America (Bloomsbury Academic, 2015). Email her comments at [email protected] or tweet to @gorenlj. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

If one were to devise a motto for the art school of today, the choice between 'you too are an artist' and 'abandon all hope you who enter here' would be difficult. Despite significant changes in mainstream art education in recent decades, many anglophone art schools have not abandoned the principal tools of the masterclass or the crit that stem from some stubborn 18th-century ideas and the belief that creativity is the preserve of the artistic genius. Considering these histories can shed light on the role of the art school in the 21st century. Research on art schools has been largely occupied with the facts of particular schools and teachers. Michael Newall's A Philosophy of the Art School (Routledge, 2021) presents a philosophical account of the underlying practices and ideas that have come to shape contemporary art school teaching in the UK, US and Europe. It analyses two models that, hidden beneath the diversity of contemporary artist training, have come to dominate art schools. The book draws on first-hand accounts of art school teaching and is deeply informed by disciplines ranging from art history and art theory to the philosophy of art, education and creativity. Michael Newall speaks to Pierre d'Alancaisez about the masterclass and the crit, the pervasive idea of the Romantic genius, creative disagreements with Kant, and the lessons for the future that a historical perspective may offer. Michael Newall is a programme leader in art and philosophy at the University of Kent. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear about: The hidden curriculum of transforming yourself from student to teacher Accepting and embracing your nerdy/geeky/introverted self Challenges faced by introverted teachers Prep [for yourself, your syllabus, and your course] Engaging effectively with students A discussion of the book Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers Todays’ book is: Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers, a funny and pragmatic guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd. Neuhaus eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers’ pedagogical knowledge. Our guest is: Dr. Jessamyn Neuhaus, a professor of popular culture, historian of gender, and scholar of teaching and learning, and a recipient of the SUNY Chancellor’s Award for Excellence in Teaching. As an educational developer, she advocates for introverts in the college classroom. She is the author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers. You can learn more about her work and publications here https://geekypedagogy.com/about-jessamyn-neuhaus Our host is: Dr. Christina Gessler, an introvert who is probably geeky or nerdy or both. She is a historian of women and gender, and the co-founder of the Academic Life on NBN. Listeners to this episode might also be interested in: “The Damaging Myth of the Natural Teacher” by Beth McMurtrie in The Chronicle of Higher Education, vol 68, number 5, p. 13-21 Ungrading by Susan D. Blum The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield Quiet: The Power of Introverts in a World that Can’t Stop Talking by Susan Cain This discussion of effective teaching strategies Geeky Bonus Materials: A Bibliographic Essay from Dr. Neuhaus You are smart and capable, but you aren’t an island and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Formal education became widespread only as recently as the end of the 19th century, as a way to train people for jobs created by the boom in industrialization. Today, with most of those jobs phasing out, world politics radically changing at both the individual and macro levels, diverse cultures and disciplines increasingly coming together as communities, and the pandemic catalyzing a global move to predominantly e-learning, it may be time for us to rethink formal education. In this podcast, Dr. Rosemary Sage and Dr. Riccarda Matteucci discuss their book How World Events are Changing Education and talk about education in their day, what it has become for Gen Z, and lessons from pockets of the world where robots, online learning, and the science of human interest have been accounted for in education programs. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Welcome to The Academic Life! In this episode you’ll hear about: The other hidden curriculum: the support and care strategies necessary for being well in academia Systemic and structural barriers Undiagnosed academic challenges, and personal traumas guest and host have faced Why we all need support How to support someone in tough times and why “help” needs to be customized the book Being Well in Academia: Ways to Fell Stronger, Safer and More Connected Our book is: Being Well in Academia: Ways to Fell Stronger, Safer and More Connected by Dr. Petra Boynton. Part of the 'Insider Guides to Success in Academia' series from Routledge, this book offers practical and realistic guidance to students and early-career researchers on wellbeing topics that really matter, but which often get overlooked. Being Well addresses many of the personal challenges of trying to remain in academia when you are in need of support [perhaps you’re finding your work, study or personal life challenging or overwhelming; are experiencing bullying, harassment or abuse; or your progress is being blocked by unfair, exploitative or precarious systems; or you want to support a friend or colleague who’s struggling]. Being Well in Academia provides resources and workable solutions to help you feel stronger, safer and more connected in what has become an increasingly competitive and stressful environment. Our guest is: Dr. Petra Boynton, a social psychologist and Agony Aunt who teaches and researches in International Healthcare. She specializes in addressing the safety and wellbeing of students and staff in academic settings. Our host is: Dr. Christina Gessler, a historian specializing in under-represented voices. As referenced in this episode, between December 2017 and early 2020 she survived a wildfire, a mudslide, lost five loved ones on by one, and then the pandemic hit. She coped by joining a poetry writing group for reluctant grief experts, asking friends to take her to a lot of movies, and spending time in nature. She believes everyone deserves support [inside and outside academia]. It was out of this belief this that she co-founded the Academic Life channel on NBN with Dr. Dana Malone in 2020; she and Dr. Malone serve as the co-producers and hosts. Listeners to this episode might also be interested in: The Unrecovery Star, referenced in this episode, found on page 78 and the Kvetching Circle and The Ring Theory, found on page 79 of Being Well in Academia Your PhD Survival Guide by Katherine Firth, Liam Connell, and Peta Freestone A Field Guide to Grad School by Jessica Calarco These videos and resources from Dr. Pooky Knightsmith. A discussion about natural disasters and poetry writing by Dr. Christina Gessler and her friend and neighbor, poet Jen Strube. You are smart and capable, but you aren’t an island and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Kenkoku University and the Experience of Pan-Asianism: Education in the Japanese Empire (Bloomsbury, 2019) by Yuka Kiruma Kishida makes a fresh contribution to the recent effort to re-examine the Japanese wartime ideology of Pan-Asianism by focusing on the experiences of students at Kenkoku University or “Nation-Building University,” abbreviated as Kendai (1938-1945). Located in the northeastern provinces of China commonly designated Manchuria, the university proclaimed to realize the goal of minzoku kyōwa (“ethnic harmony”). It recruited students of Japanese, Chinese, Korean, Taiwanese, Mongolian and Russian backgrounds and aimed to foster a generation of leaders for the state of Manchukuo. Distinguishing itself from other colonial schools within the Japanese Empire, Kendai promised ethnic equality to its diverse student body, while at the same time imposing Japanese customs and beliefs on all students. In this book, Yuka Hiruma Kishida examines not only the theory and rhetoric of Pan-Asianism as an ideal in the service of the Japanese Empire, but more importantly its implementation in the curriculum and the daily lives of students and faculty whose socioeconomic backgrounds were broadly representative of their respective societies. She draws on archival material which reveals dynamic exchanges of ideas about the meaning of Asian unity among the campus community, and documents convergences as well as clashes of competing articulations of Pan-Asianism. Kishida argues that an idealistic and egalitarian conception of Pan-Asianism exercised considerable appeal late into the Second World War, even as mobilization for total war intensified contradictions between ideal and practice. More than an institutional history, this book makes an important intervention into the historiography on Pan-Asianism and Japanese imperialism. Yuka Hiruma Kishida is an associate professor of history at Bridgewater College in Virginia, specializing in modern East Asian history. Shatrunjay Mall is a PhD candidate at the Department of History at the University of Wisconsin-Madison. He works on transnational Asian history, and his dissertation explores intellectual, political, and cultural intersections and affinities that emerged between Indian anti-colonialism and imperial Japan in the twentieth century. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Founded in 1676 during a cosmopolitan early modern period, Mindröling monastery became a key site for Buddhist education and a Tibetan civilizational center. Its founders sought to systematize and institutionalize a worldview rooted in Buddhist philosophy, engaging with contemporaries from across Tibetan Buddhist schools while crystallizing what it meant to be part of their own Nyingma school. At the monastery, ritual performance, meditation, renunciation, and training in the skills of a bureaucrat or member of the literati went hand in hand. Studying at Mindröling entailed training the senses and cultivating the objects of the senses through poetry, ritual music, monastic dance, visual arts, and incense production, as well as medicine and astrology. Dominique Townsend investigates the ritual, artistic, and cultural practices inculcated at Mindröling to demonstrate how early modern Tibetans integrated Buddhist and worldly activities through training in aesthetics. Considering laypeople as well as monastics and women as well as men, A Buddhist Sensibility: Aesthetic Education at Tibet's Mindröling Monastery (Columbia UP, 2021) sheds new light on the forms of knowledge valued in early modern Tibetan societies, especially among the ruling classes. Townsend traces how tastes, values, and sensibilities were cultivated and spread, showing what it meant for a person, lay or monastic, to be deemed well educated. Combining historical and literary analysis with fieldwork in Tibetan Buddhist communities, this book reveals how monastic institutions work as centers of cultural production beyond the boundaries of what is conventionally deemed Buddhist. Jue Liang is scholar of Buddhism in general, and Tibetan Buddhism in particular. My research examines women in Tibetan Buddhist communities past and present using a combination of textual and ethnographical studies. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Listen to this interview of Ayelet Baram-Tsabari. We talk about the accessibility of science using Google to scholars and students in languages beyond English and how scholars can de-jargonize their research to ensure increase their reach. Avi Staiman is the founder and CEO of Academic Language Experts Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education