New Books in Education

In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America (NYU Press, 2019) is an intellectual and cultural history of the educational activism of African American women and girls in the long nineteenth century. Kabria Baumgartner focuses her narrative on the actions of “African American women and girls living in the antebellum Northeast” in cities such as New York, Boston, and Philadelphia. These women including individuals such as Sarah Mapps Douglas and Sarah Parker Remond wrote essays about education, built schools, and became educators in their own right while living their lives with a “sense of purpose” defined as a “purposeful womanhood”. Activism is “broadly construed” by the author to note that Black women engaged in “concerted efforts to procure advancing schooling (beyond the primary level) and teaching opportunities for themselves and their community”. Baumgartner notes that not only did these women advocate for entrance into educational institutions for themselves, but that they also developed schools that welcomed students of all races. In this text, the author essentially traces the historical development of victories against segregation won at the state and local level, in the educational system, a century before the historic Supreme Court decision in Brown vs. the Board of Education, Topeka Kansas in 1954 that helped to make the Civil Rights Movement a mass movement across the United States (U.S.). Baumgartner, in her text, importantly notes that these achievements gained in the nineteenth century were the result of both individual and collective efforts of Black women such as Sarah Harris, Mary E. Miles, Serena de Grasse, Rosetta Morrison, Sarah Parker Remond, Susan Paul, Sarah Mapps Douglass and Charlotte Forten. This text is concisely organized around two major sections and six chapters with an “Introduction” and a “Conclusion.” Baumgartner reads the activism of Black women in the nineteenth century as “continuous and dynamic, becoming more and more organized” by the mid-nineteenth century. For women such as Sarah Harris, profiled in Chapter One of the text, the schoolhouse was both “an extension of the home and a defining civic space” or place for these women to define a purposeful womanhood. Harris and other Black women who helped to integrate schools in Connecticut such as the Canterbury Female Boarding School did so with the larger goal of securing rights as citizens beyond the schoolhouse. Baumgartner weaves together a network of Black women activists in her narrative who forged a collective attack against school segregation and laid the foundations for the ideology of a beloved community moving beyond the schoolhouse that eventually became the intellectual basis for the Black freedom struggle in the twentieth century. She does this by reading an array of sources against the grain including census records, letters, pamphlets, school records, annual reports, almanacks, petitions, newspapers, abolitionist literature and published writings. Hettie V. Williams PhD is an Assistant Professor of African American history in the Department of History and Anthropology at Monmouth University where she teaches courses in African American history and U.S. history. She has published book chapters, essays, and edited/authored five books. Her latest publications include Bury My Heart in a Free Land: Black Women Intellectuals in Modern U.S. History (Praeger, 2017) and, with Dr G. Reginald Daniel, professor of historical sociology at the University of California, Santa Barbara, Race and the Obama Phenomenon: The Vision of a More Perfect Multiracial Union (University Press of Mississippi 2014). Website: hettiewilliams.com/ Follow me on twitter: @DrHettie2017 Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Do you have an active intellectual life? That is a question you may feel uncomfortable answering these days given that the very phrase “intellectual life” can strike some people as pretentious or self-indulgent, even irresponsible in a time of pandemic disease. But what better time could there be for an examination of the subject of the inner life? And what is “the intellectual life,” anyway? In her 2020 book, Lost in Thought: The Hidden Pleasures of an Intellectual Life (Princeton University Press, 2020), Zena Hitz explores the interior world and shows that intellectual endeavor is not simply a matter of reading by oneself but can encompass everything from a lifelong fascination with falcons to strategies for retaining one’s sanity and humanity in a gulag or producing ground-breaking political and sociological writings in a prison cell in Mussolini’s Italy. In the course of her book, Hitz deploys real-world examples from young Einstein in his day job in a Swiss patent office to Malcolm X’s encounter with the fellow prison inmate who first urged him to embark on a life-changing course of reading to Dorothy Day’s encounters with books throughout her life and their influence on her youthful secular radicalism to her conversion to Catholicism and continued activism. We also encounter St. Augustine and take a deep dive into Elena Ferrante’s Neapolitan Novels and travel with a Preston Sturges hero in a screwball comedy/social commentary film. Hitz’s reader-friendly examination of the intellectual life is ideal reading for the millions of us confined to our homes due to the coronavirus and who now have time to read and think seriously about matters of mortality and the meaning of life, which are suddenly front and center in our daily lives. And at a time of pandemic-related economic peril for liberal arts colleges and programs, Hitz’s take on what ailed them even before our current crisis and her prescription for a way forward for those that survive the next several years are must reading for not only academics but all citizens who care about how civilization itself carries on. Give a listen. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Where do good ideas come from? How does an idea go from creation to a research project? How is historical research done? And how does research find its way into a finished book? And what impact can a book have? Today, I discuss these topics and more with my colleague and friend Dr. Neil Roberts. Dr. Roberts teaches Africana studies, political theory, and the philosophy of religion at Williams College. Roberts is also the Chair and Associate Professor of Africana Studies and Faculty Affiliate in Political Science and Religion. Additionally, Roberts is the W. Ford Schumann Faculty Fellow in Democratic Studies. Adam McNeil is a third year Ph.D. in History student at Rutgers, the State University of New Jersey. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode, I speak with Dr. Scott Seider from Boston College and Dr. Daren Graves from Simmons University on their new book, Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Over the past thirty years, we have seen a steady increase in students of color in American public schools. The Public School Review reported that from 1997 to 2019, the number of white students in American public schools has declined from over 63 percent to 49.7 percent. One of the key questions that we need to ask is how we shall prepare students of color to become competent and responsible future citizens, especially given the increasingly widening racial disparity in almost all aspects of the social life. Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth to understand these racial disparities, resist the negative effects of racial injustice and challenge its root causes. Documenting and analyzing how five different mission-driven urban high schools cultivate critical consciousness among their students, Scott Seider and Daren Graves reported the findings of a four-year, longitudinal, mixed methods study. Timely and informative, the book is very helpful for teachers, school leaders, and parents who are interested in supporting youths of color to develop their critical consciousness, navigate their life in the contemporary American society, and challenge the entrenched racial injustice. Pengfei Zhao is a 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

Brian Greene is a Professor of Mathematics and Physics at Columbia University in the City of New York, where he is the Director of the Institute for Strings, Cosmology, and Astroparticle Physics, and co-founder and chair of the World Science Festival. He is well known for his TV mini-series about string theory and the nature of reality, including the Elegant Universe, which tied in with his best-selling 2000 book of the same name. In this episode, we talk about his latest popular book Until the End of Time: Mind, Matter, and Our Search for Meaning in an Evolving Universe (Random House, 2020) Until the End of Time gives the reader a theory of everything, both in the sense of a “state of the academic union”, covering cosmology and evolution, consciousness and computation, and art and religion, and in the sense of showing us a way to apprehend the often existentially challenging subject matter. Greene uses evocative autobiographical vignettes in the book to personalize his famously lucid and accessible explanations, and we discuss these episodes further in the interview. Greene also reiterates his arguments for embedding a form of spiritual reverie within the multiple naturalistic descriptions of reality that different areas of human knowledge have so far produced. John Weston is a University Teacher of English in the Language Centre at Aalto University, Finland. His research focuses on academic communication. He can be reached at [email protected] and @johnwphd. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In Shakespeare for Snowflakes: On Slapstick and Sympathy (Zero Books, 2020), Ian Burrows examines the fraught meeting place of slapstick and tragedy, asking us under what literary and performative conditions we extend and withhold sympathy. Using source material as diverse as YouTube comments and the plays of Sarah Kane and William Shakespeare, Burrows forces us to confront the limits of our own empathy. This book also provides a useful entry point into the question of trigger warnings in academic lectures: after a trigger warning on one of Burrows’ lectures came to the attention of the British press, Burrows found himself the center of a controversy over the use of content warnings on material related to sexual assault. Burrows makes the case that such warnings are not an impediment to learning, and in fact may allow some students to more fruitfully engage with this topic. Andy Boyd is a playwright based in Brooklyn, New York. He is a graduate of the playwriting MFA program at Columbia University, Harvard University, and the Arizona School for the Arts. His plays have been produced, developed, or presented at IRT, Pipeline Theatre Company, The Gingold Group, Dixon Place, Roundabout Theatre, Epic Theatre Company, Out Loud Theatre, Naked Theatre Company, Contemporary Theatre of Rhode Island, and The Trunk Space. He is currently working on a series of 50 plays about the 50 U.S. states. His website is AndyJBoyd.com, and he can be reached [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

On this episode of the New Books Network, Lee Pierce (they/she) interviews Thomas A. Discenna of Oakland University about the myriad ways that the labor of those employed by universities is situated as somehow distinct from ordinary labor. Focusing on a variety of sites where academic labor is discursively constructed in popular consciousness including among the professoriate itself, its critics and detractors, the unionization struggles of graduate students, the invisibility of contingent academics and the resistance to the unionization of student athletes. In Discourses of Denial: The Rhetoric of American Academic Labor (Routledge, 2017), Discenna paints a compelling picture of “the denial of academic labor” happening across public and private institutions, arguing that it functions to underwrite an attack on labor in all of its variations. The professoriate is, therefore, not a retrograde figure of more genteel times but the emblematic figure of late capitalism’s transition to cognitive labor and with it an unceasing colonization of the human lifeworld. I hope you enjoy listening as I much as I enjoyed chatting with Tom about this illuminating book. I’d love to hear from you at [email protected] or connect with me on Twitter, Instagram, and Facebook @rhetoriclee and @rhetoricleespeaking. Share your thoughts about the interview with the hashtag #newbooksnerd. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

On this episode of the New Books Network, Lee Pierce (she/they) interviews E. Michele Ramsey of PennState Berks on Major Decisions: College, Career, and the Case for the Humanities (University of Pennsylvania Press, 2019), a robust defense of Communication and the Humanities as disciplines of study. Major Decisions is a breathtaking work of research that proves the values and skills taught in humanities disciplines are exactly those needed in the 21st century. Despite the persistence of the myth “you can’t get a job with an English or Theatre major,” Major Decisions, which Ramsey co-authored with Laurie Grobman, shows that not only are humanities majors welcome on the job market; their critical thinking skills and creativity are also integral to advancing the work of science, technology, medicine, math, and engineering. Indeed, the core skills and knowledge imparted by an education in the humanities—including facility with written and verbal communication, collaboration, problem-solving, technological literacy, ethics, leadership, and an understanding of the human impacts of globalization—are immensely useful to employers across a variety of sectors. I hope you enjoy listening as I much as I enjoyed chatting with Michele about this important book. I’d love to hear from you at [email protected] or connect with me on Twitter, Instagram, and Facebook @rhetoriclee and @rhetoricleespeaking. Share your thoughts about the interview with the hashtag #newbooksnerd. ~lee 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 Dr. Nicholas Sutton speaks about his work at the Oxford Centre for Hindu Studies. We discuss his teaching philosophy, his mandate of making the study of Hinduism accessible to public audiences, and the Centre’s exciting collection of online courses. We also talked about two books he's recently published in the Oxford Centre's series on Hinduism: The Bhagavad Gita: A New Translation and Study Guide (Mandala Publishing, 2019) and The Yoga Sutras: A New Translation and Study Guide (Mandala Publishing, 2019). For information on your host Raj Balkaran’s background, see rajbalkaran.com/scholarship. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode, I speak with Terry Iverson about his book, Finding America's Greatest Champion: Building Prosperity Through Manufacturing, Mentoring and the Awesome Responsibility of Parenting (Fig Factor Media, 2018). This book highlights the importance of manufacturing in our economy as well as the ways parents, mentors, and teachers can work together to foster the character traits and critical thinking skills required in the twentieth-century workforce. We discuss how American manufacturing compares with manufacturing in Europe and the roles of various stakeholders in developing workers who add value to any organization. His recommended books included the following: Dream Differently: Candid Advice for America's Students by Vince M. Bertram The Community College Solution: The Real Story from a College President and Former Corporate CEO by Thomas J. Snyder How Can We Make Manufacturing Sexy? A Mindset of Passion and Purpose from the Production Floor to the Executive Suite by Karin Lindner Trevor Mattea is an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at [email protected] or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Slavery and the University: Histories and Legacies (University of Georgia Press, 2019), edited by Leslie M. Harris, James T. Campbell, and Alfred L. Brophy, is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post–Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery’s influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education. Today I spoke with Leslie Harris about the book. Dr. Harris is a professor of history at Northwestern University. She is the coeditor, with Ira Berlin, of Slavery in New York and the coeditor, with Daina Ramey Berry, of Slavery and Freedom in Savannah (Georgia). Adam McNeil is a History PhD student at Rutgers University-New Brunswick. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Islamic Studies classrooms have grown significantly over several generations. While once we could only find courses on the tradition in the most prestigious of institutions now Islam classes are taught at small liberal arts colleges, state schools, private universities, and even programs in Islamic theology and law. Teaching Islamic Studies in the Age of ISIS, Islamophobia and the Internet (Indiana University Press, 2019), edited by Courtney M. Dorroll, Assistant Professor at Wofford College, covers approaches, strategies, and topics important for the study of Islam today. Across several chapters we are introduced to various common dispositions students enter are classes with and how to address them. Many of these opinions are informed by popular stereotypes about Muslims and get reinforced by contemporary events. These moments often require immediate attention in the classroom, a burden most other subjects do not share, and unfortunately much of teaching about Islam is motivated by unlearning these biases. Throughout our conversation we explore how to achieve a simple course objective, that “Muslims Are People; Islam Is Complicated.” We discussed collaboration between junior and senior teachers, previous scholarship of teaching and learning in Islamic Studies, cross-cultural virtual exchange, Islamic religious education in European institutions, issues of Islamophobia and violence, questions of patriarchy and gender, remote teaching and online courses in the age of Coronavirus, and self-care as learning outcome. Kristian Petersen is an Assistant Professor of Philosophy & Religious Studies at Old Dominion University. You can find out more about his work on his website, follow him on Twitter @BabaKristian, or email him 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

Pawan Dhingra's new book Hyper Education: Why Good Schools, Good Grades, and Good Behavior Are Not Enough (NYU Press, 2020) is an up-close evaluation of the competitive nature of the United States education system and the extra-curricular and co-curricular activities associated with them. Dhingra reveals the subculture of high-achievement in education and after-school learning centers, spelling bees, and math competitions that have spawned as a result of a competitive markets in higher education and in life. This world is one in which immigrant families compete with Americans to be intellectually high-achieving and expect their children to invest countless hours in studying and testing in order to gain an upper-hand in the believed meritocracy of American public education. This is a world where enrichment centers, like Kumon, are able to capitalize and make profitable gains from parents who enroll their children as early as three years of age. There are even families and teachers who avoid after-school academics that are getting swept up in the competitive nature of this subculture called hyper education. Dr. Dhingra draws from more than 100 in-depth interviews with teachers, tutors, principals, children, and parents for this study. He delves into the narratives that parents of elementary and junior high school provide about this phenomenon and examines the roles played by schools, families, and communities. He moves beyond the “Tiger Mom” caricature that is often given to Asian American and white families who practice hyper education and asks if it makes sense. This book provides a behind-the-scenes look at hyper education from parents who have their children participate in Scripps National Spelling Bee, math competitions, and other national competitions, as well as after school learning centers. Dr. Dhingra shows that parents observe an increasingly competitive market for higher education and perceive good schools, good grades, and good behavior to not be enough for their high-achieving students. Pawan Dhingra, Ph.D. is a Professor of American Studies at Amherst College. Michael O. Johnston, Ph.D. is a Assistant Professor of Sociology at William Penn University. He earned his doctoral degree in Public Policy and Public Administration from Walden University. He researches place and the process of place making as it is presented in everyday social interactions. You can find more about him on his website, follow him on Twitter @ProfessorJohnst or email him 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

Karl Qualls' new book Stalin’s Niños: Educating Spanish Civil War Refugee Children in the Soviet Union, 1937-1951 (University of Toronto Press, 2020) examines how the Soviet Union raised and educated nearly 3,000 child refugees of the Spanish Civil War. An analysis of the archival record and numerous letters, oral histories, and memoirs reveals that this little-known story exemplifies the Soviet transformation of children into future builders of communism and illuminates the educational techniques shared with other modern states. Classroom education taught patriotism for the two homelands and the importance of emulating Spanish and Soviet heroes, scientists, soldiers, and artists. Extra-curricular clubs and activities reinforced classroom experiences and helped discipline the mind, body, and behaviors. Adult mentors, like the heroes studied in the classroom, provided models to emulate and became the tangible expression of the ideal Spaniard and Soviet. The Basque and Spanish children thus were transformed into hybrid Hispano-Soviets fully engaged with their native language, culture, and traditions while also imbued with Russian language and culture and Soviet ideals of hard work, camaraderie, internationalism, and sacrifice for ideals and others. Even during their horrific evacuation to the Soviet interior during World War II, the twenty-two Soviet boarding schools designed specifically for the Spanish refugee children – and better provisioned than those for Soviet children – served these displaced niños for fourteen years and transformed them into Red Army heroes, award-winning Soviet athletes and artists, successful educators and workers, and aids to Fidel Castro in building Cuba after his revolution. Stalin’s Niños also sheds new light on the education of non-Russian Soviet and international students and the process of constructing a supranational Soviet identity. Karl Qualls is Professor of History and the John B. Parsons Chair in Liberal Arts and Sciences at Dickinson College in Carlisle, PA. Steven Seegel is professor of history at University of Northern Colorado. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How best to teach history and, for that matter any social science subject, to college students? The traditional answer has been to lecture them. Given that the typical length of an attentive lecture-listener is about 15 minutes, this might not be the best way to get the job done. Beginning in the late 1990s, a group of professors offered another technique now called "Reacting to the Past." You can read all about it here. Essentially, the "Reacting" technique asks students to play the roles of historical actors and to re-enact particular events and situations. The instructors using the method have had great success. Today I talked to Kelly McFall, a "Reacting" practitioner, about the techniques and his experience using it. McFall created a "Reacting" module called The Needs of Others: Human Rights, International Organizations, and Intervention in Rwanda, 1994 (W. W. Norton, 2018). In the interview, McFall talks about how the particular modules are created, how they are used in the classroom, and how any college teacher can become involved in creating new modules. Here are some resources for those interested in using "Reacting" series and getting involved in creating new modules. --The "Reacting to the Past" website is here. --The publisher's (W. W. Norton) website on the "Reacting to the Past" series is here. --The "Reacting to the Past" Facebook group is here. Marshall Poe is the editor of the New Books Network. He can be reached 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

Most Americans have a limited understanding of the history of segregation in the United States. While many are taught that segregation was as an institution of social control that dominated Southern society, economics, and politics from the late nineteenth century to the middle of the twentieth century, a much smaller proportion realize that Jim Crow policies and practices existed in cities throughout the north and west. In Strategies of Segregation: Race, Residence, and the Struggle for Educational Equality (University of California Press, 2018), David G. García makes a substantial contribution to the history of segregation in the US by examining its implementation and preservation in the city of Oxnard, California from 1903 to 1974. Located about an hour north of Los Angeles, García explains how the “white architects” of Oxnard instituted segregationist policies in housing and education during the initial decades of the twentieth century, which ultimately shaped life chances and outcomes for Mexican Americans. Although de jure segregation of ethnic Mexicans was not permitted in California schools, García uncovers four strategies implemented by local power brokers to accomplish just that. One of the unique features of segregation in Oxnard involved the “school-within-a-school model of racial separation” that was employed by city and district officials in three elementary campuses from 1903-1939. Blurring the distinction between de jure and de facto segregation, García argues that the “systematic subordination” of ethnic Mexicans in Oxnard was accomplished through daily acts of “mundane racism” at the individual and institutional level. Despite efforts to normalize their marginalization, Mexican Americans did not stand idle. Rather, partnering with African Americans in a “shared struggle” against the district’s segregationist policies, parents and community activists filed and won a class-action lawsuit (Soria v. Oxnard School Board of Trustees, 1974) that proved the school board was guilty of intentional de jure segregation and ordered immediate and affirmative remedies to achieve a racially balanced school system. David-James Gonzales (DJ) is Assistant Professor of History at Brigham Young University. He is a historian of migration, urbanization, and social movements in the U.S., and specializes in Latina/o/x politics. Follow him on Twitter @djgonzoPhD. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The fear of campus sexual assault has become an inextricable part of the college experience. Research has shown that by the time they graduate, as many as one in three women and almost one in six men will have been sexually assaulted. But why is sexual assault such a common feature of college life? And what can be done to prevent it? Drawing on the Sexual Health Initiative to Foster Transformation (SHIFT) at Columbia University, the most comprehensive study of sexual assault on a campus to date, Jennifer S. Hirsch and Shamus Khan present an entirely new framework that emphasizes sexual assault’s social roots—transcending current debates about consent, predators in a “hunting ground,” and the dangers of hooking up. Sexual Citizens: A Landmark Study of Sex, Power, and Assault on Campus (Norton, 2020) is based on years of research interviewing and observing college life—with students of different races, genders, sexual orientations, and socioeconomic backgrounds. Hirsch and Khan’s landmark study reveals the social ecosystem that makes sexual assault so predictable, explaining how physical spaces, alcohol, peer groups, and cultural norms influence young people’s experiences and interpretations of both sex and sexual assault. Through the powerful concepts of “sexual projects,” “sexual citizenship,” and “sexual geographies,” the authors offer a new and widely-accessible language for understanding the forces that shape young people’s sexual relationships. Empathetic, insightful, and far-ranging, Sexual Citizens transforms our understanding of sexual assault and offers a roadmap for how to address it. In this interview, Dr. Hirsch, Dr. Khan, and I discuss three concepts that are central to their argument regarding the prevalence and prevention of sexual assault: Sexual projects, sexual citizens, and sexual geographies. Hirsch and Khan argue that sexual assault is connected to features of the university setting (e.g., alcohol, Greek life), race, class, and gender, and (mis)understandings of sex and consent. Additionally, the authors go on to discuss their research methods and how schools, parents, administrators, and other members of the campus community can take active steps to address and prevent sexual assault on college campuses. I highly recommend this book for both a general audience and those with a scholarly interest in sexual violence and/or elite educational institutions. Sexual Citizens would be a great book for undergraduate or graduate courses related to gender, gender-based violence, sexual assault, and organizations. Jennifer S. Hirsch is a professor of sociomedical sciences at the Mailman School of Public Health at Columbia University, and codirects SHIFT, the Sexual Health Initiative to Foster Transformation, at Columbia University. Shamus Khan is a professor of sociology at Columbia University, where he is the chair of the department. He writes on culture, inequality, gender, and elites. He was a co-Principal Investigator of SHIFT, a multi-year study of sexual health and sexual violence at Columbia University. Krystina Millar is a PhD student in the Department of Sociology at Indiana University. Her research interests include gender, sociology of the body, and sexuality. You can find her on Twitter at @KrystinaMillar. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Paradox is a sophisticated kind of magic trick. A magician's purpose is to create the appearance of impossibility, to pull a rabbit from an empty hat. Yet paradox doesn't require tangibles, like rabbits or hats. Paradox works in the abstract, with words and concepts and symbols, to create the illusion of contradiction. There are no contradictions in reality, but there can appear to be. In Sleight of Mind: 75 Ingenious Paradoxes in Mathematics, Physics, and Philosophy (MIT Press, 2020), Matt Cook and a few collaborators dive deeply into more than 75 paradoxes in mathematics, physics, philosophy, and the social sciences. As each paradox is discussed and resolved, Cook helps readers discover the meaning of knowledge and the proper formation of concepts―and how reason can dispel the illusion of contradiction. The journey begins with “a most ingenious paradox” from Gilbert and Sullivan's Pirates of Penzance. Readers will then travel from Ancient Greece to cutting-edge laboratories, encounter infinity and its different sizes, and discover mathematical impossibilities inherent in elections. They will tackle conundrums in probability, induction, geometry, and game theory; perform “supertasks”; build apparent perpetual motion machines; meet twins living in different millennia; explore the strange quantum world―and much more. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

What do prisoner laborers, graduate students, welfare workers, and college athletes have in common? According to sociologist Erin Hatton, they are all part of a growing workforce of coerced laborers. Coerced: Work Under Threat of Punishment (University of California Press, 2020) explores this world of coerced labor through an unexpected and compelling comparison of these four groups of workers, for whom a different definition of "employment" reigns supreme—one where workplace protections do not apply and employers wield expansive punitive power, far beyond the ability to hire and fire. Because such arrangements are common across the economy, Hatton argues that coercion—as well as precarity—is a defining feature of work in America today. Theoretically forceful yet vivid and gripping to read, Coerced compels the reader to reevaluate contemporary dynamics of work, pushing beyond concepts like "career" and "gig work." Through this bold analysis, Hatton offers a trenchant window into this world of work from the perspective of those who toil within it—and who are developing the tools needed to push back against it. In this interview, Hatton and I discuss how she chose her unique cases for the book (graduate students, inmates, workfare workers, and college athletes), coercion related to status, agency and resistance, and the often harsh, punitive power of work supervisors and employers. I recommend this book for students, professors, and anyone else interested in labor, social stratification, qualitative methods, and culture. Erin Hatton, PhD, is an associate professor in the SUNY Buffalo Department of Sociology. Professor Hatton’s research focuses on work and political economy, while also extending into the fields of social inequality, labor, law and social policy. You can find her on Twitter at @eehatton. Krystina Millar is a PhD student in the Department of Sociology at Indiana University. Her research interests include gender, sociology of the body, and sexuality. You can find her on Twitter at @KrystinaMillar. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Alan Taylor is the author of Thomas Jefferson’s Education published by W. W. Norton & Company in 2019. Thomas Jefferson’s Education tells the story of how Jefferson’s vision for educating the next generations of American came to be. Taking readers through Virginia’s, at time struggling, educational infrastructure, Taylor shows how Jefferson’s experience with education was both shaped by and contributed to his own vision of what a university should look like. Culminating in what is today the University of Virginia, Jefferson’s goals were, as Taylor points out, both achieved and left by the wayside in the complicated development of a university and education system. Taylor is Professor of History and the Thomas Jefferson Foundation Chair at the University of Virginia. Derek Litvak is a Ph.D. student in the department of history at the University of Maryland. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today, instead of discussing a new book, I am convening a “New Books in African American Studies Roundtable” to talk with two historians early in their careers about their recent transitions from graduate school into the professorate, and some of the scholarly and public projects they are developing at their respective institutions: Dr. Robert Greene II, Assistant Professor in History at Claflin University, and Dr. Tyler D. Parry, Assistant Professor of African American and African Diaspora Studies at the University of Nevada-Las Vegas. Both Drs. Greene and Parry are incredible examples of what scholarly integrity and kindness are. They also both are graduates of the University of South Carolina’s doctorate program in history! Adam McNeil is a 2nd year PhD in Early African American history at Rutgers University-New Brunswick. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

There’s a problem with school lunch in America. Big Food companies have largely replaced the nation’s school cooks by supplying cafeterias with cheap, precooked hamburger patties and chicken nuggets chock-full of industrial fillers. Yet it’s no secret that meals cooked from scratch with nutritious, locally sourced ingredients are better for children, workers, and the environment. So why not empower “lunch ladies” to do more than just unbox and reheat factory-made food? And why not organize together to make healthy, ethically sourced, free school lunches a reality for all children? Jennifer E. Gaddis' new book The Labor of Lunch: Why We Need Real Food and Real Jobs in American Public Schools (University of California Press, 2019) aims to spark a progressive movement that will transform food in American schools, and with it the lives of thousands of low-paid cafeteria workers and the millions of children they feed. By providing a feminist history of the US National School Lunch Program, Gaddis recasts the humble school lunch as an important and often overlooked form of public care. Through vivid narration and moral heft, The Labor of Lunch offers a stirring call to action and a blueprint for school lunch reforms capable of delivering a healthier, more equitable, caring, and sustainable future. In this interview, Dr. Gaddis first describes her experience conducting fieldwork in multiple public school cafeterias across the United States. Gaddis then reviews her book’s discussion of current state of school lunch and cafeteria work in American public schools, activism related to school lunch and cafeteria workers, the role of care and care work in the practice of serving school lunch, and how the structure of the National School Lunch Program magnifies and supports existing class and racial inequalities. Jennifer E. Gaddis is an assistant professor of Civil Society and Community Studies at the University of Wisconsin-Madison. You can find her on Twitter @JenniferEGaddis. Krystina Millar is a PhD student in the Department of Sociology at Indiana University. Her research interests include gender, sociology of the body, and sexuality. You can find her on Twitter at @KrystinaMillar. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How does the world of book reviews work? In Inside the Critics’ Circle: Book Reviewing in Uncertain Times (Princeton University Press, 2020), Phillipa Chong, assistant professor in sociology at McMaster University, provides a unique sociological analysis of how critics confront the different types of uncertainty associated with their practice. The book explores how reviewers get matched to books, the ethics and etiquette of negative reviews and ‘punching up’, along with professional identities and the future of criticism. The book is packed with interview material, coupled with accessible and easy to follow theoretical interventions, creating a text that will be of interest to social sciences, humanities, and general readers alike. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

On this episode of the New Books Network, Dr. Lee Pierce (she/they)--Asst. Prof. of Rhetoric and Communication at the State University of New York at Geneseo--interviews Dr. Kate Lockwood Harris (she/they)--Department of Communication Studies at the University of Minnesota -on the courageous new book Beyond the Rapist: Title IX and Sexual Violence on US Campuses (Oxford University Press, 2019). Beyond the Rapists asks how and to what end scholars of communication and the public at large might look “beyond the rapist”--beyond the individuals who perpetuate violence and toward the organizations through whom violence is authorized and distributed. Dr. Lockwood Harris makes the provocative claim that organizations communicate differently but no less impactfully than direct action and advocates for a new perspective on what it means for an organization to do violence along raced and gendered lines in today’s higher education climate. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode we consider vital role of play, and what it does to expand a child’s creativity and resilience. Urban sociologist Tamara Mose is an Associate Professor at Brooklyn College, and author of The Playdate: Parents, Children and the New Expectations of Play (NYU Press, 2016). She tells us about the strengths and perils of playdates, and the need for children to have unstructured play. Educational consultant and teacher, Lucy Crehan, is the author of Cleverlands: The Secrets Behind the Success of the World’s Education Superpowers (Random House, 2017), an exploration of the lessons learned from the world’s top-performing education systems. Her research also highlights the importance of play in the learning process. In Finland, where math and reading scores are among the highest in the world, “they don’t start education formally until seven-years-old,” says Lucy. Instead of meeting academic targets in kindergarten or first grade, “they’re focusing on a much broader educational and social development before they start formal learning. Solutions discussed include: The need for diversity during playdates and in children’s lives, and the developmental role played by unsupervised play. The importance of high academic expectations for older children, and the creative role of play during the school year. Richard Davies and Jim Meigs are the host of the terrific podcast “How Do We Fix It?,” on which they talk to the world’s most creative thinkers about, well, how to fix things. Lots of things. Important ones. Highly recommended. You can find “How Do We Fix It” on Apple Podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Abraham Kuyper was one of the most important theologians in the Dutch Reformed tradition – and a newspaper editor, university founder and Prime Minister to boot. Lexham Press are publishing his "Collected Works in Public Theology," in editions that bring together his writings on business, economics, the arts and other cultural spheres. In today’s episode, we talk to Wendy Naylor, editor of the volume On Education (2019), about what makes Kuyper interesting, and why his educational theories continue to matter. What did Kuyper achieve as a politician, minister of religion and educational theorist? And how did his emphatic Calvinism work contribute to his commitment to educational pluralism? Crawford Gribben is a professor of history at Queen’s University Belfast. His research interests focus on the history of puritanism and evangelicalism, and he is the author most recently of John Owen and English Puritanism (Oxford University Press, 2016). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

College sport is a multi-billion dollar industry. The men and women who lead the teams in the most important conferences often make millions of dollars between their coaching salaries and endorsement deals. But what about the athletes themselves? Most get a “free ride” (tuition, food and board), but is that sufficient? Given that the majority of the athletes in the major sports (read that to be football and men’s basketball) are African American, what type of recompense are they getting for their toil and sweat on the gridiron and the hardcourt? Since the overwhelming majority of these men do not make it to the NFL or the NBA, are they benefiting from being student-athletes, or are they being taken advantage of by schools and universities that make money off of their efforts and provide little in return? It is important questions such as these that John N. Singer addresses in his book, Race, Sports, and Education: Improving Opportunities and Outcomes for Black Male College Athletes (Harvard Education Press, 2019). By interviewing athletes, Singer gets to the heart of the debate about the value (or not) of collegiate athletics. Many of the subjects interviewed did benefit, but they relate how the machinery of college athletics still continues to exploit its principal workers: African American young men. Singer’s work opens the door to the voices of such individuals, and they have much to say about the current (sorry) state of things, and how the athletes themselves can work (with concerned faculty and administrators) to bring about change. Jorge Iber is a professor of history at Texas Tech University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

As the upcoming 2020 U.S. election finally brings questions of economic justice center stage, this episode discusses the powerful short open-source book The Power of Debt: Identity and Collective Action in the Age of Finance (Institute on Inequality and Democracy, 2019). The book was published by the Institute on Inequality and Democracy in 2019 and coauthored by Prof. Hannah Appel of UCLA, Sa Whitley, a Ph.D. candidate in Gender Studies at UCLA, and Caitlin Kline, advisor to the Securities and Exchange Commission on derivatives enforcement issues. The book focuses on the urgent problem of staggering economic inequality through the lens of mass indebtedness. After assessing the grim situation - stagnating wages, historic levels of household debt, and the impossibility of accessing the means of life without debt - the authors ask whether we can organize against the injustices of debt as debtors as we once did against oppressive workplaces as workers. What goes into producing a politically salient identity category such as debtor? What do actual examples of debtor organizing tell us about the promises and perils of debtor organizing? What does it take to challenge the power of big banks and mighty investors? As an example, we discuss the strike that I am currently on with Harvard Graduate Students Union, speculating on how labor uprisings could benefit from concerted coalition building with debtors. At Harvard, undergraduates are saddled with unrepayable loans so they can access an education provided by grad students saddled with unpayable rents and bills - if the two groups could unite, what would be possible? In our conversation, Prof. Hannah Appel answered these questions amongst many others in a refreshingly spirited yet accessible style. A must-listen for scholars, organizers, and citizens concerned with economic inequality and possibilities for mobilization. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Emily Wakild and Michelle K. Berry have written a practical, informative, and inspiring guide to teaching environmental history. It also happens to be fun. A Primer for Teaching Environmental History: Ten Design Principles (Duke University Press, 2018) offers strategies and approaches that educators can apply in a variety of settings: from high school classrooms to college courses, and from environmental history and environmental studies courses to US and world history surveys. Wakild and Berry draw on their years of experience in the classroom to describe not only the how, but also the why of effective teaching. They thereby empower readers to take these principles and make them their own. “Pedagogy is a process or shared endeavor,” write Wakild and Berry. With this book, they welcome educators from various backgrounds into this collaborative undertaking. Emily Wakild is Professor of History and Director of Environmental Studies at Boise State University. Michelle K. Berry is Assistant Professor of Practice in the Department of Gender & Women’s Studies and a lecturer in the History Department at the University of Arizona. Josh Nygren is Assistant Professor of History at the University of Central Missouri. You can find him on Twitter @joshua_nygren. Thanks to Justin Dean and UCM’s Digital Media Production program for production assistance. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Stanley Fish is a well-known scholar regarding the First Amendment and free speech. In his latest book, The First: How to Think About Hate Speech, Campus Speech, Religious Speech, Fake News, Post-truth, and Donald Trump (One Signal, 2019), Professor Fish discusses the popular and legal meanings of the First Amendment’s speech and religion clauses. He argues that speech is not an apolitical concept, but is in fact often invoked for political purposes. Although he favors a robust zone of free speech, he is careful to note what speech law does and should protect versus what it does not, or should not, protect. He makes distinctions between freedom of inquiry in an academic setting and the claims of absolutists regarding free speech on campuses. He is also concerned with what he considers the “poor fit” of the modern interpretation of the religion clauses (Free Exercise and Establishment Clauses) with the Constitution’s concerns with individual liberty. In addition to the Constitution, Professor Fish discusses the roles of sunshine laws, post-modern interpretations of speech, and the political speech phenomenon of Donald Trump. Ian J. Drake is an Associate Professor of Political Science and Law at Montclair State University. His scholarly interests include American legal and constitutional history and political theory. 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 merit? How is it claimed? In her much-awaited book The Caste of Merit: Engineering Education in India (Harvard University Press, 2019), Ajantha Subramanian addresses the pertinent question of caste inheritance and privilege in the making of merit and meritocracies. Focusing her attention on the premier institutions of engineering education in India, the Indian Institutes of Technology (IIT), Subramanian provides an insightful account of their emergence is post-independence India as a set of distinct and “world class” institutions underwritten by the Indian state. As Subramanian traces the colonial career of technical knowledge as the prehistory of the formation of IITs as well as the global circulation of ‘Brand IIT’, she provides us an account of how the alibis of caste inheritance emerge against graded inequalities. Whether it is through the language of law that only names caste discrimination as the basis of non-achievement while leaving unnamed caste inheritances as the basis of achievement, or through the judicial monikers of ‘general category’ and ‘reserved category’ or better still the ‘middle classness’ of those who claim educational achievement as their only capital, Subramanian’s book unravels the claims to casteless-ness crucial to the discourse on meritocracy in India and in the United States. Ajantha Subramanian is a Professor of Anthropology at Harvard University. Tune in to listen to the author talk about the dual value of technical education, the relationships between caste and mobility, the Indian diaspora in the Silicon Valley and the methodological repertoire and dilemmas of (not) talking about caste privilege. Bhoomika Joshi is a doctoral student in the department of anthropology at Yale University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Colleges and universities can play a virtual role in the moral, intellectual and spiritual development of a student’s life. But there is a growing mismatch between the culture of many campuses, and the challenges young people will face in their careers, politics and personal lives Author and columnist David Brooks suggested solutions in his stirring speech, “How a University Shaped My Soul”, given at the recent annual conference of Heterodox Academy. He spoke about the life lessons he learned as an undergraduate at The University of Chicago. “Our professors taught us intellectual courage. There is no such thing as thinking for yourself,” he said. “Even the words we think with are collective things, and most of us don’t think for truth, we think for bonding.” Brooks surprised his audience by praising students who challenge their professors, saying “on balance, it’s a good thing.” Since 2003, David Brooks has been an Op-Ed columnist at The New York Times. He is an executive director at the Aspen Institute, a commentator on PBS Newshour, and author of the new book, The Second Mountain: The Quest for a Moral Life (Random House, 2019) Richard Davies and Jim Meigs are the host of the terrific podcast “How Do We Fix It?,” on which they talk to the world’s most creative thinkers about, well, how to fix things. Lots of things. Important ones. Highly recommended. You can find “How Do We Fix It” on Apple Podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In Consumer Management in the Internet Age: How Customers Became Managers in the Modern Workplace (Lexington Books, 2019), Joshua Sperber analyzes online consumer management, a practice in which customers monitor, report on, and—sometimes unwittingly—discipline workers through writing and posting online reviews. Sperber uses case studies of the websites Yelp and Rate My Professors (RMP), to explore how online reviewing, a popular contemporary hobby, tells us much about the collapse of the barriers separating work and leisure as well as our need for collective purpose and community wherever we can find it. This book explores the economic implications of online reviews, as reviews provide both valuable free content for websites and surveillance of, respectively, restaurant servers and college instructors. Rebekah Buchanan is an Assistant Professor of English at Western Illinois University. Her work examines the role of narrative–both analog and digitalin peoples lives. She is interested in how personal narratives produced in alternative spaces create sites that challenge traditionally accepted public narratives. She researches zines, zine writers and the influence of music subcultures and fandom on writers and narratives. You can find more about her on her website, follow her on Twitter @rj_buchanan or email 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

In this this interview, Dr. Carrie Tippen talks with A.R. Ruis about the 2017 book Eating to Learn, Learning to Eat: The Origins of School Lunch in the United States – published in 2017 by Rutgers University Press. Ruis narrates the development of school lunch programs from the late 19th century to the present, describing the evolution from locally organized charitable initiatives into the federally funded and managed programs that we know today. While school lunches seem almost inseparable from the American public school experience, Ruis explains that it was not clear in the 19th century whether schools had the ethical obligation or even the legal right to provide food. Ruis argues that the decision to supply lunches for students extends from constitutive moments in history when schools became a site for distributing health and wellness services of many kinds. Through case studies of Chicago, New York, and rural schools in the Midwest, Ruis demonstrates that while most schools followed a similar path to establishing lunch programs – starting with lunches provided by a private, charitable group and eventually being taken under school board control – the results varied greatly based on the challenges of the particular area and the philosophy of the school board. Through an extended discussion of the National School Lunch Act of 1946, Ruis describes a key tension still at work in school lunch debates today; that is, whether school lunch is a program for providing nutrition to children or providing a predictable market for surplus agricultural commodities. Ruis concludes, “History suggests that without development of a system that integrates eating and learning, that values skilled labor and community involvement, and that privileges children’s health over agricultural protection, malnourishment will continue to be ‘our greatest producer of ill health.’” A. R. Ruis is a historian of medicine and a learning scientist at the University of Wisconsin, Madison. You can find him on Twitter at @AndrewRuis. Carrie Helms Tippen is Assistant Professor of English at Chatham University in Pittsburgh, PA, where she teaches courses in American Literature. Her 2018 book, Inventing Authenticity: How Cookbook Writers Redefine Southern Identity (University of Arkansas Press), examines the rhetorical strategies that writers use to prove the authenticity of their recipes in the narrative headnotes of contemporary cookbooks. Her academic work has been published in Food and Foodways, American Studies, Southern Quarterly, and Food, Culture, and Society. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

With free college in the national conversation, there’s been no better time for Daniel T. Kirsch’s new book Sold My Soul for a Student Loan: Higher Education and the Political Economy of the Future (Praeger, 2019). Kirsch teaches at California State University, Sacramento. American colleges and universities boasts an impressive legacy, but the price of admission for many is now endless debt. As Kirsch shows in the book, increasing educational indebtedness undermines the real value of higher education in US democracy. To help readers understand this dilemma, he examines how the student debt problem emerged and what the long-term effects of this might be. Sold My Soul for a Student Loan examines this vitally important issue from an unprecedented diversity of perspectives, focusing on the fact that student debt is hindering the ability of millions of people to enter the job market, the housing market, the consumer economy, and the political process. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

We’ve all heard that a picture is worth a thousand words, but what if we don’t understand what we’re looking at? Social media has made charts, infographics, and diagrams ubiquitous―and easier to share than ever. We associate charts with science and reason; the flashy visuals are both appealing and persuasive. Pie charts, maps, bar and line graphs, and scatter plots (to name a few) can better inform us, revealing patterns and trends hidden behind the numbers we encounter in our lives. In short, good charts make us smarter―if we know how to read them. However, they can also lead us astray. Charts lie in a variety of ways―displaying incomplete or inaccurate data, suggesting misleading patterns, and concealing uncertainty―or are frequently misunderstood, such as the confusing cone of uncertainty maps shown on TV every hurricane season. To make matters worse, many of us are ill-equipped to interpret the visuals that politicians, journalists, advertisers, and even our employers present each day, enabling bad actors to easily manipulate them to promote their own agendas. In How Charts Lie: Getting Smarter about Visual Information (W. W. Norton, 2019), data visualization expert Alberto Cairo teaches us to not only spot the lies in deceptive visuals, but also to take advantage of good ones to understand complex stories. Public conversations are increasingly propelled by numbers, and to make sense of them we must be able to decode and use visual information. By examining contemporary examples ranging from election-result infographics to global GDP maps and box-office record charts, How Charts Lie demystifies an essential new literacy, one that will make us better equipped to navigate our data-driven world. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

If we want children from poor families and communities to succeed in school, then we must pay attention to more than merely what happens in school. With twelve case studies highlighting an array of Integrated Student Support (ISS) strategies from throughout the U.S., Paul Reville shows us that we already know a lot about how to move toward a world in which children have genuine equality of opportunity. Join us to hear about Reville and Elaine Weiss' book Broader, Bolder, Better: How Schools and Communities Help Students Overcome the Disadvantages of Poverty (Harvard Education Press, 2019). Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A Peoples History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode of Talking Legal History, Siobhan talks with William P. Hustwit about his book Integration Now: Alexander v. Holmes and the End of Jim Crow Education (UNC Press, 2019). Hustwit is the Associate Professor of History and Chair of the History Department at Birmingham-Southern College. Fifty years after the Supreme Court decision, Integration Now explores how studying the case Alexander v. Holmes (1969) enhances understandings of the history underlying school desegregation. This episode is part of a series featuring legal history works from UNC Press. Recovering the history of an often-ignored landmark Supreme Court case, William P. Hustwit assesses the significant role that Alexander v. Holmes (1969) played in integrating the South’s public schools. Although Brown v. Board of Education has rightly received the lion’s share of historical analysis, its ambiguous language for implementation led to more than a decade of delays and resistance by local and state governments. Alexander v. Holmes required “integration now,” and less than a year later, thousands of children were attending integrated schools. Hustwit traces the progression of the Alexander case to show how grassroots activists in Mississippi operated hand in glove with lawyers and judges involved in the litigation. By combining a narrative of the larger legal battle surrounding the case and the story of the local activists who pressed for change, Hustwit offers an innovative, well-researched account of a definitive legal decision that reaches from the cotton fields of Holmes County to the chambers of the Supreme Court in Washington. Support for the production of this series was provided by the Versatile Humanists at Duke program. Siobhan M. M. Barco, J.D. explores U.S. legal history at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

As you may know, university presses publish a lot of good books. In fact, they publish thousands of them every year. They are different from most trade books in that most of them are what you might called "fundamental research." Their authors--dedicated researchers one and all--provide the scholarly stuff upon which many non-fiction trade books are based. So when you are reading, say, a popular history, you are often reading UP books at one remove. Of course, some UP books are also bestsellers, and they are all well written (and, I should say, thoroughly vetted thanks to the peer review system), but the greatest contribution of UPs is to provide a base of fundamental research to the public. And they do a great job of it. How do they do it? Today I talked to Kathryn Conrad, the president of the Association of University Presses, about the work of UPs, the challenges they face, and some terrific new directions they are going. We also talked about why, if you have a scholarly book in progress, you should talk to UP editors early and often. And she explains how! Listen in. Marshall Poe is the editor of the New Books Network. He can be reached 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

Professor Jay Driskell of Hood College, author of Schooling Jim Crow: The Fight for Atlanta's Booker T. Washington High School and the Roots of Black Protest Politics (University of Virginia Press, 2014), traces the roots of black protest politics to early 20th century Atlanta and the fight for equal education. In 1919 the NAACP organized a voting bloc powerful enough to compel the city of Atlanta to budget $1.5 million for the construction of schools for black students. This victory would have been remarkable in any era, but in the context of the Jim Crow South it was revolutionary. Schooling Jim Crow tells the story of this little-known campaign, which happened less than thirteen years after the Atlanta race riot of 1906 and just weeks before a wave of anti-black violence swept the nation in the summer after the end of World War I. Despite the constant threat of violence, Atlanta’s black voters were able to force the city to build five black grammar schools and Booker T. Washington High School, the city’s first publicly funded black high school. Schooling Jim Crow reveals how they did it and why it matters. In this pathbreaking book, Driskell explores the changes in black political consciousness that made the NAACP’s grassroots campaign possible at a time when most black southerners could not vote, let alone demand schools. He reveals how black Atlantans transformed a reactionary politics of respectability into a militant force for change. Contributing to this militancy were understandings of class and gender transformed by decades of racially segregated urban development, the 1906 Atlanta race riot, Georgia’s disfranchisement campaign of 1908, and the upheavals of World War I. On this cultural foundation, black Atlantans built a new urban black politics that would become the model for the NAACP’s political strategy well into the twentieth century. Beth A. English is director of the Liechtenstein Institute's Project on Gender in the Global Community at Princeton University. She also is a past president of the Southern Labor History Association. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

We say on this show all the time that democracy is hard work. But what does that really mean? What it is about our dispositions that makes it so hard to see eye to eye and come together for the greater good? And why, despite all that, do we feel compelled to do it anyway? Jonathan Haidt is the perfect person to help us unpack those questions. We also explore what we can do now to educate the next generation of democratic citizens, based on the research Jonathan and co-author Greg Lukianoff did for their latest book The Coddling of the American Mind: How Good Intentions and Bad Ideas are Setting Up a Generation for Failure (Penguin, 2018). Jonathan is social psychologist at New York University’s Stern School of Business. His research examines the intuitive foundations of morality, and how morality varies across cultures––including the cultures of American progressive, conservatives, and libertarians. Democracy Works is created by the McCourtney Institute for Democracy at Penn State and recorded at WPSU Penn State, central Pennsylvania’s NPR station. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Anthony Kronman, former dean of Yale Law School, has written an account of his view of the decline of the American university from a bastion of free inquiry and an arena for the pursuit of excellence to become a vocational training school and mere reflection of the wider society. In The Assault on American Excellence (Free Press, 2019), Professor Kronman contends that this is a failure by faculty and administrators to provide students with the intellectual and moral challenges they need in order become a fully-formed human being. He reviews recent controversies happening at his school, Yale University, such as the debate over the name of Calhoun College and student and faculty objections to the use of the term “master” to describe the faculty head of a residential college. Kronman’s book is his response to what he sees as a crisis in higher education and an argument in favor of encouraging students, faculty, administrators and members of the general public to viewing college as a unique opportunity to pursue excellence in all its forms. Ian J. Drake is an Associate Professor of Political Science and Law at Montclair State University. His scholarly interests include American legal and constitutional history and political theory. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The things that make people academics -- as deep fascination with some arcane subject, often bordering on obsession, and a comfort with the solitude that developing expertise requires -- do not necessarily make us good teachers. Jessamyn Neuhaus’s Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers (West Virginia University Press, 2019) helps us to identify and embrace that geekiness in us and then offers practical, step-by-step guidelines for how to turn it to effective pedagogy. It’s a sharp, slim, and entertaining volume that can make better teachers of us all. Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A Peoples History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The institutional history of mathematics in the United States comprises several entangled traditions—military, civil, academic, industrial—each of which merits its own treatment. David Lindsay Roberts, adjunct professor of mathematics at Prince George's Community College, takes a very different approach. His unique book, Republic of Numbers: Unexpected Stories of Mathematical Americans through History(Johns Hopkins University Press, 2019), anchors 20 biographical chapters to a decadal series of events, whose mathematical significance could not often have been anticipated. These short biographies range from the inauguration of military and civil engineering (Sylvanus Thayer) and the textbook industry (Catharine Beecher and Joseph Ray) to the influence of geopolitics during and after the Cold War (Joaquin Basilio Diaz, John F. Nash Jr.), and over the course of the book the subjects witness the professionalization of the research community (Charles H. Davis), radical expansions of educational access (Kelly Miller, Edgar L. Edwards Jr.), and contentious, transgenerational debates over curriculum design (Izaak Wirzsup, Frank B. Allen), among many other themes. Through their professional and institutional connections, the subjects of the chapters form a connected component, providing intriguing narrative hooks across time, geography, and status while evidencing the tightly bound community of American mathematics scholarship. The book can be read as professional history or as a collection of biographical essays, and i expect it to become a charming entry point for mathematical, historical, or not-yet-hooked readers into the forces that have shaped the discipline. Suggested companion work: David E. Zitarelli, A History of Mathematics in the United States and Canada: Volume 1: 1492–1900. Cory Brunson (he/him) is a Postdoctoral Fellow at the Center for Quantitative Medicine at UConn Health. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Elena Jackson Albarrán’s book Seen and Heard in Mexico: Children and Revolutionary Cultural Nationalism (University of Nebraska Press, 2014) explores the changing politics of childhood during the period 1920-1940, in the wake of the Mexican Revolution. That conflict, a civil war which brought down an authoritarian regime, came with new political ideas about social justice that would elevate workers and peasants as quintessential revolutionary citizens. In the context of state formation and nation-building efforts, children became a key target population for revolutionary government programs to forge future citizens. Though interest in childrearing and health had been growing since the nineteenth century, in the 1920s and 1930s, the new state invested in children as never before and paid careful attention to the opinions of the nation’s youngest generation. The chapters examine state programs for art education, radio, and puppet theater as well as youth’s highly publicized incursion into civic life as spokespeople and representatives, both nationally and internationally. Drawing from an unusually-rich body of sources that attest to the importance ascribed to children in this era, Albarrán emphasizes how children received cultural messages and political ideas handed down by adults and found ways to make revolutionary scripts their own. The author notes that programming for children did not offer a universal vision of the Mexican child: rather, state officials crafted different opportunities for urban and rural populations, and some forms of participation were accessible only to children with a certain level of resources. Children pointed out these inequities, negotiating for the more inclusive horizon of opportunities that revolutionary tenets seemed to promise. Thus, Albarrán shows that children contributed to the contentious construction of ideas about the Mexican nation as critical interlocutors and as active citizens. Rachel Grace Newman is Lecturer in the History of the Global South at Smith College. She has a Ph.D. in History from Columbia University, and she writes about inequality, privilege, transnationalism, and youth in twentieth-century Mexico. She is also the author of a book on a binational program for migrant children whose families divided their time between Michoacán, Mexico and Watsonville, California. She is on Twitter (@rachelgnew). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Most test prep books, textbooks, and classes miss the mark by only focusing on strategy and content. This essential guide tackles the other half of test prep: mindfulness and your mental performance. Mindfulness is widely embraced in the business and athletic communities as a valuable technique to optimize performance. Author Logan Thompson, an expert in both test prep and mindfulness, says that it's about time the test prep community embraces it as well. In his book, Beyond the Content: Mindfulness as a Test Prep Advantage (Kaplan Publishing, 2019) Logan Thompson explains, "The other half of test prep is the world of fleeting thoughts and emotions, always flickering, always murmuring inside your head, usually going unnoticed and unremarked upon. They shape our perceptions and perspectives. And, they dictate our performance on tests. The other half of test prep is happening all the time, whether we like it or not. Your mental and emotional state, your surfacing memories, your underlying beliefs are always there. The good news is that, by acknowledging the other half of test prep, exploring it, and working with it, you can gain access to your full potential." Elizabeth Cronin, Psy.D., is a licensed clinical psychologist and mindfulness meditation teacher with offices in Brookline and Norwood, MA. You can follow her on Instagram or visit her website at https://drelizabethcronin.com Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In her new book, Teaching Migrant Children in West Germany and Europe, 1945-1992 (Palgrave Macmillan, 2019), Brittany Lehman examines the right to education for migrant children in Europe between 1949 and 1992. Using West Germany as a case study to explore European trends, the book analyzes how the Council of Europe and European Community’s ideological goals were implemented for specific national groups. The book starts with education for displaced persons and exiles in the 1950s. Then it compares schooling for Italian, Greek, and Turkish labor migrants. Finally, the monograph circles back to asylum seekers and returning ethnic Germans. For each group, the state entries involved tried to balance equal education opportunities with the right to personhood, an effort which became particularly convoluted due to implicit biases. When the European Union was founded in 1993, children’s access to education depended on a complicated mix of legal status and perception of cultural compatibility. Despite claims that all children should have equal opportunities, children’s access was limited by citizenship and ethnic identity. Michael E. O’Sullivan is Professor of History at Marist College where he teaches courses about Modern Europe. He published Disruptive Power: Catholic Women, Miracles, and Politics in Modern Germany, 1918-1965 with University of Toronto Press in 2018. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode of New Books in Law Siobhan talks with Candy Gunther Brown about her book Debating Yoga and Mindfulness in Public Schools: Reforming Secular Education or Reestablishing Religion? (UNC Press, 2019). Dr. Brown is a professor in the Department of Religious Studies at Indiana University Bloomington. She is a historian and ethnographer of religion and culture. Yoga and mindfulness activities, with roots in Asian traditions such as Hinduism or Buddhism, have been brought into growing numbers of public schools since the 1970s. While they are commonly assumed to be secular educational tools, Candy Gunther Brown asks whether religion is truly left out of the equation in the context of public-school curricula. An expert witness in four legal challenges, Brown scrutinized unpublished trial records, informant interviews, and legal precedents, as well as insider documents, some revealing promoters of “Vedic victory” or “stealth Buddhism” for public-school children. The legal challenges are fruitful cases for Brown’s analysis of the concepts of religious and secular. While notions of what makes something religious or secular are crucial to those who study religion, they have special significance in the realm of public and legal norms. They affect how people experience their lives, raise their children, and navigate educational systems. The question of religion in public education, Brown shows, is no longer a matter of jurisprudence focused largely on the establishment of a Protestant Bible or nonsectarian prayer. Instead, it now reflects an increasingly diverse American religious landscape. Reconceptualizing secularization as transparency and religious voluntarism, Brown argues for an opt-in model for public-school programs. This episode is part of a series featuring legal history works from UNC Press. Support for the production of this series was provided by the Versatile Humanists at Duke program. Siobhan M. M. Barco, J.D. explores U.S. legal history at Duke University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

With around two million children currently enrolled in home schools in the USA, no-one can doubt that the subject of Milton Gaither’s new book is timely. Gaither, a professor of education at Messiah College, PA, first published this study in 2008, but has updated his text to reflect both the levelling out of the number of children involved in the movement as well as to explain some of the scandals that have brought some parts of the movement into disrepute. Homeschool: An American History (Palgrave Macmillan, 2017) describes the long history of home education, from the colonial period to the present day, and it highlights the key roles played by individuals on the left, such as John Holt, and on the right, such as R. J. Rushdoony. Home education is changing, and might never have been more important than it is today – and this important new book explains why. Crawford Gribben is a professor of history at Queen’s University Belfast. His research interests focus on the history of puritanism and evangelicalism, and he is the author most recently of John Owen and English Puritanism (Oxford University Press, 2016). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In her book, The Mindful Twenty-Something (New Harbinger, 2016), Holly Rogers presents a unique, evidence based approach to help you make important life decisions with clarity and confidence. As cofounder of the extremely popular Koru Mindfulness program developed at Duke University, her work with students serves as inspiration for this book. As a twenty-something, you may feel like you are being pulled in dozen different directions. With the daily tumult, busyness, and major life changes you experience as a young adult, you may also be particularly vulnerable to stress and its negative effects. Emerging adulthood, which occurs between the ages of 18 and 29, is a developmental stage of life when you’re faced with important decisions about school, relationships, sex, your career, and more. With so much going on, you need a guide to help you navigate with less stress and more ease. The Koru Mindfulness program, developed at Duke University and already in use on numerous college campuses—including Harvard, Yale, Princeton, MIT, Dartmouth, and several others—and in treatment centers across the country, is the only evidence-based mindfulness training program for young adults that has been empirically proven to have significant benefits for sleep, perceived stress, and self-compassion. Now, with The Mindful Twenty-Something, this popular program is accessible to all young adults struggling with stress. With Koru Mindfulness and the practical tools you’ll learn from this acceptance-based, proven effective approach, you’ll be able to cultivate the compassion and mindfulness skills you need to manage life’s challenges from a calm, balanced center, regardless of what comes your way. For more information about the Koru Mindfulness program at Duke University please visit their website at https://korumindfulness.org/ Elizabeth Cronin, Psy.D., is a licensed psychologist and mindfulness teacher with offices in Brookline and Norwood, MA. You can follow her on Instagram or visit her website at https://drelizabethcronin.com Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education