New Books in 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

In The Chicana M(other)work Anthology: Porque Sin Madres No Hay Revolucion (University of Arizona Press, 2019) editors Cecilia Caballero, Yvette Martinez-Vu, Judith Perez-Torres, Michelle Tellez, and Christine Vega, bring together a diverse collective of Women of Color Mother-Scholars to end the silence experienced by Mothers of Color in academia. In this expansive collection of research, testimonios, and essays, the authors share the networks, tools, and strategies created by working-class Women of Color as they confront and overcome societal and institutional barriers to pursuing higher education and advancing in the professorate. Chicana M(other)work, the editors explain, is “care work that includes the care provided in homes, classrooms, communities, and selves.” As such, this labor permeates and informs the praxis performed by Mothers of Color in their overlapping spheres of influence. As part of the larger Chicana M(other)work Project, which includes managing a website, blog, podcast, and engaging in grassroots activism, this anthology serves as a rallying call and platform for Mothers of Color seeking to transform communities, universities, and societal institutions from the bottom-up. David-James Gonzales (DJ) is Assistant Professor of History at Brigham Young University. He is a historian of the U.S.-Mexico Borderlands, the development of multi-ethnic/racial cities, and the evolution of Latina/o identity and politics. His research centers on the relationship between Latina/o politics and the metropolitan development of Orange County, CA throughout the 20th century. You may 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

David Resnick combines two of his passions, movies and education, in his book, Representing Education In Film: How Hollywood Portrays Educational Thought, Settings and Issues (Palgrave Macmillan, 2018). Films are powerful messengers which both project and reflect particular values, ideas and social behavior. Using many examples of Hollywood movies, Resnick analyzes the way movies perform in a variety of formal and informal educational settings, including sports, arts and religion. In this lively and engaging interview David Resnick shares insights he gained through decades of experience in education and research. Renee Garfinkel is a Jerusalem-based psychologist, writer, and television & radio commentator. Write her at [email protected] or tweet @embracingwisdom Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The metaphor “object lesson” is a familiar one, still in everyday use. But what exactly does the metaphor refer to? In her book Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World (Oxford University Press, 2018), my guest Sarah Anne Carter reveals that object lessons were a classroom exercise, in wide use during the nineteenth century. She traces them from the Swiss educational reformer Pestalozzi, through his English adherents, to seemingly unlikely outposts of educational revolution as the Oswego, New York school system. And she takes the story into politics, advertising, and racial segregation. Her book is study of intellectual history and of intellectual culture. But Sarah’s book, and this conversation, is also about asking questions of things which cannot speak. Sarah’s interest in objects comes not simply from her training as an intellectual historian, but as a curator of museums. She is curator and director of research at the Chipstone Foundation in Milwaukee, and is passionate about teaching people the history behind the objects that museums contain. Al Zambone is a historian and the host of the podcast Historically Thinking. You can subscribe to Historically Thinking 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

Eric Blanc is the author of Red State Revolt: The Teachers’ Strike Wave and Working-Class Politics(Verso, 2019). Blanc is a former teacher, journalist, and doctoral student in sociology at New York University. He has written for The Nation, The Guardian, and Jacobin magazine. Red State Revolt explains the emergence and development of the historic wave of teacher strikes in Arizona, West Virginia, and Oklahoma. Blanc embedded himself into the organizations that helped plan the walkouts, gaining access to internal planning meetings and secret Facebook groups. The result is a rich portrait of the labor movement and contemporary political organizing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The sixties happened in Oklahoma too, argued Sarah Eppler Janda in Prairie Power: Student Activism, Counterculture, and Backlash in Oklahoma, 1962–1972(University of Oklahoma Press, 2018). While not a hub of activism and student protest on the scale of UC-Berkeley or Columbia, schools such as the University of Oklahoma and (to a lesser extent) Oklahoma State nonetheless had active student organizations such as Students for a Democratic Society. Borrowing from the language of the activists themselves, Janda dubs midwestern student protest to be “Prairie Power,” which had its beginnings in administrative paternalism and the stifling of student dissent. While typically less radical than its coastal analogues, Prairie Power was nonetheless similarly rooted in youth rebellion against censorship, American foreign policy, social norms, and racial hierarchy. Janda, a Professor of history at Cameron University, makes a compelling case for telling a broader story of 1960s and 1970s counterculture that looks beyond the usual places to uncover nuanced currents of protest on the Great Plains. Stephen Hausmann is a doctoral candidate at Temple University and Visiting Instructor of history at the University of Pittsburgh. He is currently writing his dissertation, a history of race and the environment in the Black Hills and surrounding northern plains region of South Dakota, Wyoming, and Montana. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

American society is deeply divided at this moment—not just on values and opinions but on basic perceptions of reality. In their latest book, One Nation, Two Realities: Dueling Facts in American Democracy (Oxford University Press, 2019), Morgan Marietta and David Barker attribute such division to the natural human tendency towards having different versions of reality. They introduce the concept of ‘dueling fact perceptions’ based on years of research, and for our interview, Morgan Marietta explains how they arrived at such conclusions and their implications for our country’s future. We have a sobering conversation about how fact-checking and greater education will not fix the problem of dueling fact perceptions, and we address the importance of trust—in our politicians, media, and other information sources—can ultimately shape how we use information to advance our beliefs. This interview is essential for those seeking to making sense of our current political climate and will provide realistic but thoughtful answers to many of your persistent questions about it. Morgan Marietta is Associate Professor of Political Science at the University of Massachusetts, Lowell, where he studies the political consequences of belief. His prior books include The Politics of Sacred Rhetoric: Absolutist Appeals and Political Influence, and A Citizen’s Guide to American Ideology: Conservatism and Liberalism in Contemporary Politics. He and co-author David Barker write the "Inconvenient Facts" blog at Psychology Today. Eugenio Duarte, Ph.D. is a psychologist and psychoanalyst practicing in Miami. He treats individuals and couples, with specialties in gender and sexuality, eating and body image problems, and relationship issues. He is also a university psychologist at Florida International University’s Counseling and Psychological Services Center, where he coordinates the eating disorders service. He is a graduate and faculty of William Alanson White Institute and former chair of their LGBTQ Study Group. He is also a contributing author to the book Introduction to Contemporary Psychoanalysis: Defining Terms and Building Bridges (Routledge, 2018). Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Brenda Elsey and Joshua Nadel’s new book, Futbolera: A History of Women and Sports in Latin America (University of Texas Press, 2019), uncovers the hidden history of the arrival of physical education for girls in the late-nineteenth century, it’s expansion beyond schools, and the subterranean struggles of girls and women to play and expand access and support for sports across Latin America. While sports has often been sidelined in histories of gender, class, nationalism, and the so-called Social Question in the region, Elsey and Nadel show how women’s involvement in sports animated eugenic debates over healthy citizens, nationalism, and proper motherhood in government, the Church, and the press. Beginning with women’s sports clubs in schools and moving to charity events, informal play, and regional leagues, women began to take up previously denied national and international pastimes much earlier than previously acknowledged. With women’s sports facing opposition, underfunding, neglect, silence, and outright outlawing (in the case of futbol in Brazil) throughout the twentieth century and up to the current World Cup, the authors show how generations of women athletes’ struggles and memories wove together a vibrant history of play, competition, and resilience. Despite the title, the book explores women’s involvement in tennis, track, gymnastics, basketball, and futbol (soccer), and medical and media debates over which activities were “properly” or “improperly” feminine for women’s psychology, bodies, and futures as mother’s. It covers case studies in Chile, Argentina, Brazil, Mexico, Costa Rica, and El Salvador. Jesse Zarley will be an assistant professor of history at Saint Joseph’s College on Long Island, where in Fall 2019 he will be teaching Latin American, Caribbean, and World History. His research interests include borderlands, ethnohistory, race, and transnationalism during Latin America’s Age of Revolution, particularly in Chile and Argentina. He is the author of a recent article on Mapuche leaders and Chile’s independence wars. You can follow him on Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Annalee Good, an evaluator and researcher at the Wisconsin Center for Education Research at the University of Wisconsin – Madison, joins us in this episode to discuss her recently published book, Teachers at the Table: Voice, Agency, and Advocacy in Educational Policymaking (Lexington Press, 2018). Our conversation begins with her own journey from teaching middle school social studies to studying teacher engagement in policy advocacy. This research is particularly timely (though of course always timely!) with the 2018 wave of teacher strikes across the United States and record numbers of teachers running for office. Having teachers involved in policy advocacy is critical for policy quality and legitimacy, yet they often aren’t. Annalee’s book is a systematic inquiry into the institutional forces that make it hard for teachers to engage in policymaking, and she contrasts these barriers with the ways they are do have a voice and agency. Her study focuses on mentor and intern teachers who participated in a policy-focused professional development program in West Virginia. Through her qualitative data analysis, contextualized with national surveys, the voices of the participating teachers come through, underscoring that teachers have more power and more expertise than they often perceive. We close the episode hearing about the new work Annalee and Jerry are doing through the Wisconsin Education Policy, Outreach, and Practice group (WEPOP), which is dedicated to teacher-driven conversation about public policy. This group work runs summer policy 101 workshops with pre-service teachers, writes policy-in-practice briefs, and offers sessions at regional EdCamps. Find out more about their work and follow them on twitter @WEPOPwisc. Gerald Dryer is a graduate student in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. His research explores the relation between social justice and personalized learning in schools. Follow him on twitter @GeraldDryer or check out his research and vacation photos at: https://punkphd.wordpress.com. Julie Kallio is a graduate student in Educational Leadership and Policy Analysis at the University of Wisconsin – Madison. Her research interests include research-practice partnerships, educational change, innovation and improvement networks, and participatory design. You can find more about her work on her website, follow her on twitter, 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 episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. 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

Gender in the Political Science Classroom (Indiana University Press, 2018) is part of a series at Indiana University Press on the scholarship of teaching and learning (SOTL), and there is much within the book that is directly within the SOTL arena, but this book is significantly broader and more extensive in its reach and analysis. Ekaterina M. Levintova and Alison K. Staudinger have brought together, into this volume, a variety of fascinating and important perspectives on political science as a discipline and how it is taught, studied, pursued and understood, especially in regard to the role, presence, absence, impact and understanding of gender. This is a useful and important text that does two different things simultaneously—it explores the ways of and roles in teaching political science (and other disciplines and subject areas that specifically focus on power in some form), while also examining the difficulty of how to teach more consciously in terms of gender, and the interaction between power and gender, especially as those topics and experiences interact with each other in an undergraduate classroom, and graduate pursuits as well. The breath of dimensions studied in this text provide a scope for analysis by teachers and by scholars. There is a lot here that will be of interest to many in Political Science, and in Education, as well as others in disciplines that also consider questions of power, of gender, and how we understand the substance of a discipline, especially one that has been traditionally male for much of its history. 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 talked with Patricia Leavy on her new book, Spark (The Guilford Press, 2019). The book is a highly original novel about an unexpected yet extremely fruitful journey of a sociologist professor, Peyton Wilde. Peyton, together with a diverse group of companions, was charged with answering a perplexing question in a five-day seminar held in Iceland. As they worked to address the question from very different perspectives, the experience also transformed each and every one of the team members. This innovative text offers far more than what a typical novel could offer: The author seamlessly incorporates into it a process of social inquiry. Readers can relate to the book on multiple levels—It can be read for fun, for a book club discussion, or adapted as a required text for qualitative inquiry courses in fields such as education, social work, and communication. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. 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

Who is excluded from science? What is the role of museums in this exclusion? In Equity, Exclusion and Everyday Science Learning: The Experiences of Minoritised Groups (Routledge, 2019), Dr Emily Dawson, an Associate Professor in the Department of Science and Technology Studies at University College London, introduces the idea of everyday science learning to critically engage with our understandings of science and the role of institutions in that understanding. The book challenges science centres and museums to move from participation policies and schemes, which have failed to significantly change the institution and its audience, to offer recognition and respect to diverse social groups. The need for change is grounded in detailed empirical work across a range of communities and organisations in London, with lessons that go well beyond science education and debates over the role of the museum. The book is essential reading for all social science and humanities scholars, as well as offering important insights for scientists too. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Jamila Lee-Johnson and Ashley Gaskew, doctoral students in education at the University of Wisconsin – Madison, join us in this episode to discuss their recently published co-edited volume entitled, Critical Theory and Qualitative Data Analysis in Education. In addition to talking about their own journey to becoming critical scholars, Jamila and Ashley talk to us about the importance of centering voices and perspectives that have been traditionally marginalized in the academy. Their work builds a pathway forward for rigorous data analysis that will shape future generations of critical scholars. After an overview of the book and its contribution, Ashley and Jamila each summarize their chapters. Ashley’s chapter applies Habermas’ theory of colonization of the lifeworld to the analysis of for-profit television advertisements. She talks about why it is important to study the for-profit sector in higher education, how she transcribed and coded the advertisement, and what this technique allows us to understand about how for-profit sectors are shaping the higher education system. Jamila’s chapter uses tweets from Black Twitter and the #BlackWomenAtWork hashtag. She tells us the inspiration for her inquiry, how she applies Critical Discourse Analysis and W.E.B. Du Bois’ theory of double consciousness to code and interpret tweets, and what this analysis contributes. These are just two examples of the range of data sources and theories that authors use in the book, with other chapters analyzing syllabi, photos, interviews, and political campaign speeches. The book came together as a result of a graduate-level seminar taught by Rachelle Winkle-Wagner, and Jamila and Ashley talk about what it was like to be involved as both editors and writers in the project. They describe how they worked with authors, provided feedback, and humanized the writing and editing process, demonstrating yet another level of their scholarship. Julie Kallio is a graduate student in Educational Leadership and Policy Analysis at the University of Wisconsin – Madison. Her research interests include educational change, innovation and improvement networks, and participatory design. You can find more about her work on her website, follow her on twitter, 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

What does it take for all girls to achieve? What will it take to remove the seen and unseen barriers-- some a matter of policy and others cultural practice--to more girls achieving the equitable education that is their human right? Sally Nuamah has an answer to these questions. She is the author of How Girls Achieve(Harvard University Press, 2019). Nuamah is assistant professor at the Sanford School of Public Policy at Duke University, a documentarian, and entrepreneur. Drawing on ethnographic research in classrooms in the United States, Ghana, and South Africa, Nuamah calls for a new approach to overcome institutional sexism: feminist schools. Feminist schools will actively teach girls how and when to challenge society’s norms, and allow them to carve out their own paths to success. How Girls Achieve combines political science theory, lessons from educational practice, and application to public policy. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Who funds local school board elections? Local residents or major donors living elsewhere? Jeffrey R. Henig, Rebecca Jacobsen, and Sarah Reckhow seek to answer this question in Outside Money in School Board Elections: The Nationalization of Education Politics (Harvard Education Press, 2019). Henig is a professor of political science and education at Teachers College and professor of political science at Columbia University. Jacobsen is an associate professor of education politics and policy in the College of Education at Michigan State University. Reckhow is an associate professor of political science at Michigan State University. Sarah Reckhow joined the podcast to talk about the book. Drawing on a detailed study of elections in five districts (Bridgeport, Connecticut, Denver, Indianapolis, Los Angeles, and New Orleans), Outside Money explores what happens when national issues shape local politics. The authors suggest that the involvement of wealthy individuals and national organizations in school board elections shows the nationalization of local education politics. This nationalization has potentially significant implications for social justice 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

From the earliest days of medical research into autism, both psychologists and the general public have characterised those on the autism spectrum as literal-minded, unimaginative and lacking in empathy. While in recent years a fresh emphasis on neurodiversity has served to sweep aside this kind of reductive thinking, many people still view autistic readers as limited in their capacity to engage with literary texts. In his new book See It Feelingly: Classic Novels, Autistic Readers, and the Schooling of a No-Good English Professor (Duke University Press, 2018), educator and author Ralph James Savarese challenges the notion that autistic readers are unable to immerse themselves in figurative language or get lost in imaginative worlds. Instead, Savarese, himself the father of a young autistic man, explores the many diverse and illuminating ways in which neurodivergent readers can engage with literature. From a young reader who identifies with the cetacean “antagonist” of Moby Dick to a woman who provides stunning new insights into Philip K. Dick's Do Androids Dream of Electric Sheep?, See It Feelingly foregrounds the unique perspectives of autistic readers and highlights their inventive approaches to literary analysis. In this podcast, Professor Savarese speaks to Miranda Corcoran about the impetus for this project and his experience working with neurodivergent readers. Miranda Corcoran is a lecturer in twenty-first-century literature in University College Cork. Her research focuses on Cold-War fiction, science fiction, horror and the gothic. She is currently writing a monograph on witchcraft and adolescence in popular culture. She is a regular contributor to Diabolique and blogs about popular culture here. You can follow her on Twitter @middleagedwitch 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)--Asst. Prof. of Rhetoric at SUNY Geneseo--interviews Dave Dillon of Grossmont College--on a valuable work for higher education: Blueprint for Success in College and Career, available under a Creative Commons License (open access) from the Rebus Community Press (2018). Although NBN does not typically review textbooks, this is a unique opportunity to share a cutting-edge resource for educators, students, and a general audience that is not only completely free but also a recipient of the 2019 Textbook Excellence Award from the Textbook and Academic Authors Association. In this interview, Lee and Dave discuss how the project came into being, the urgent need to teach “doing college” for the next generation of learners, and how publishing with a University Press compares and contrasts with OER publishing. Blueprint for Success is a student guide for classroom and career success, focusing on subjects ranging from study skills, time management, and career exploration to health and financial literacy. As one of the reviewers for Blueprint for Success puts it, the book is valuable for “making succeeding in college possible for a wide audience. It is a straightforward, useful, and accessible textbook that makes it easier to navigate college and develop skills for succeeding beyond the classroom." Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education