New Books in 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

Faith Ed: Teaching About Religion in an Age of Intolerance (Beacon Press, 2017) by Linda K. Wertheimer profiles the beauty and difficulty of teaching about religion in public schools. Teaching about religion in a public school in the United States is rewarding, but very difficult. It is not hyperbolic to say that one moment, everything is going fine and students are learning a lot and the next the class is on the news and steeped in controversy. Do an internet search using the term “Burkagate,” or look up the story of a Wellesley, Massachusetts 6th-grade class who visited a mosque on a field trip in Boston in 2010. In 2015, a school district in Virginia cancelled all classes in December 2015 after a controversy erupted from a teacher asking students to copy Arabic calligraphy which just happened to recite the Shahada, the Muslim statement of faith and one of the pillars of Islam. A Florida school district found itself mired in controversy over a guest speaker from the Council of American-Islamic Relations (CAIR for short). The book is out in hardback and paperback from Beacon Press. Greg Soden is the host "Classical Ideas," a podcast about religion and religious ideas. You can find it on iTunes here. 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 information age, knowledge is power. Hence, facilitating the access to knowledge to wider publics empowers citizens and makes societies more democratic. How can publishers and authors contribute to this process? This podcast addresses this issue. We interview Professor Austin Choi-Fitzpatrick, whose book, The Good Drone: How Social Movements Democratize Surveillance (forthcoming with MIT Press) is undergoing a Massive Online Peer-Review (MOPR) process, where everyone can make comments on his manuscript. Additionally, his book will be Open Access (OA) since the date of publication. We discuss with him how do MOPR and OA work, how he managed to combine both of them and how these initiatives can contribute to the democratization of knowledge. You can participate in the MOPR process of The Good Drone through this link: https://thegooddrone.pubpub.org/ Felipe G. Santos is a PhD candidate at the Central European University. His research is focused on how activists care for each other and how care practices within social movements mobilize and radicalize heavily aggrieved collectives. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Elizabeth Todd-Breland’s new book A Political Education: Black Politics and Education Reform in Chicago since the 1960s (University of North Carolina Press, 2018) tells the story of the struggle for educational reform in one of America's biggest and most segregated cities. By highlighting the activism of local Black women and Black teachers, Todd-Breland uncovers hidden histories of how Black women have been at the forefront of this fight from the 1960s to the present. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Andrew McClellan and Sally Anne Duncan’s book offers a behind-the-scenes exploration of the career of Paul J. Sachs (1878-1965) and the graduate program he developed at Harvard University and the Fogg Museum that came to be known as the “museum course.” Sachs and the course played a major role in training students who became museum directors and curators at American art museums from the late 1920s through the 1960s. By drawing upon archival correspondence, class notes, and oral histories, The Art of Curating: Paul J. Sachs and the Museum Course at Harvard (Getty Research Institute, 2018) delves into the practical training in connoisseurship, the art market, exhibition planning, conservation, and financial management as well as the philosophical discussions that made up the class. Participants’ training and insider connections gained at Harvard had a profound impact on the development of American art museums in the first half of the twentieth century. While the book looks into some of the male students that went on to distinguished careers, it and also addresses the women who took the course and the challenges they faced in terms of the museum positions that were open to them at the time. This book is a compelling read for curators, academic art historians, museum studies scholars, and anyone interested in the history of art museums, the people behind them, and the historiography of art history. Noelle Giuffrida is research associate and affiliate faculty at the Center for East Asian Studies at the University of Kansas. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

We know, perhaps too well, the innovation-centric history of personal computing. Yet, computer users were not necessarily microelectronics consumers from the get-go; rather, earlier efforts to expand mainframe computing as a public utility made elite information technology accessible to a wide audience. In A People's History of Computing in the United States (Harvard University Press, 2018), Joy Lisi Rankin seeks to restore this broader perspective by situating the history of educational computing within the arc of U.S. social politics in the 1960s and 1970s. The result is a new perspective that challenges the business-dominated historiography of computing by explaining the convergence between the technical and social through efforts that began locally. As these projects expanded in scope, their advocates articulated a vision of "computing citizenship" throughout the rise of what we now call the "information age." Through a series of cases, beginning with timesharing at Dartmouth and the development of the BASIC programming language, through efforts by the state of Minnesota to make the fruits of its high-tech industry available to all, and ending with perhaps the most successful early computing network, the University of Illinois's PLATO project, Rankin makes a compelling case for a social history of computing. Historians of technology, education, and U.S. social history will all find a new resource—and perhaps a new timeline—in this beautifully researched and written book. Mikey McGovern is a PhD candidate in Princeton University’s Program in the History of Science. He works on computing, quantification, communication, and governance in modern America. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Ahmad Atif Ahmad’s Pitfalls of Scholarship: Lessons from Islamic Studies (Palgrave Macmillan, 2016) is a unique reflection on the field of Islamic studies. It is not quite a memoir, although it is reflective of Islamic studies, academia, and higher education in general. It is also not quite a book of theory, although it offers several deep readings of various figures in the Muslim intellectual canon. Rather, it is a collection of essays. Chapter 1, for example is a rumination the humanities and its place in the modern academy. Ahmad then goes on to concept of academic frustration. He builds on this in the third chapter by examining the iconic Muslim intellectual al-Ghazali. The final chapter ties the wider world into the academy and considers themes of nationalism and democracy. In this interview, we talk to Ahmad about what it is to be a scholar in 21st-century America (and specifically a scholar of Islam in 21st-century America), the politics of the field, what it is to be bold in academia, and the value of curiosity, all with Ahmad’s jocular cheer and sage advice. Ahmad Atif Ahmad is professor of religious studies at the University of California in Santa Barbara (UCSB). He also serves on UCSB’s 'Council on Faculty Issues and Awards' and the UC-System wide Academic Advisory Committee for Internship Programs in the University Center in Washington, DC. He previously served as associate director of the University of California Center in Washington, Sultan Qaboos Chair of Mideast Studies at the College of William and Mary in Williamsburg, Virginia, and as visiting associate professor at Utrecht University in the Netherlands. The author of ‘Islamic Law: Cases, Authorities, and Worldview (London: Bloomsbury, 2017), ‘The Fatigue of the Sharia’ (NYC: Palgrave, 2012), and ‘Structural Interrelations of Theory and Practice in Islamic Law' (Leiden: Brill, 2006), Ahmad teaches courses on Islamic legal reasoning in medieval Islam and early modern Egypt. Nadirah Mansour is a graduate student at Princeton University’s Department of Near Eastern Studies working on the global intellectual history of the Arabic-language press. She tweets @NAMansour26 and produces another Middle-East and North Africa-related podcast: Reintroducing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

When the young Diné boy Hopi-Hopi ran away from the Santa Fe Indian Boarding School in the early years of the twentieth century, he carried with him no paper map to guide his way home. Rather, he used knowledge of the region, of the stars, and of the Southwest’s ecology instilled in him from before infancy to help navigate over rivers, through mountains, and across deserts. In The Earth Memory Compass: Diné Landscapes and Education in the Twentieth Century (University of Kansas Press, 2018), Farina King argues that education and the creation of “thick” cultural knowledge played, and continues to play, a central role in the survival of Diné culture. King, Assistant Professor of History at Northeastern State University in Tahlequah, Oklahoma, takes a unique methodological approach in telling the story of Diné education and knowledge. The Earth Memory Compass is, in King’s words, an “autoethnography,” weaving her personal story of cultural discovery and family history into a larger narrative of Indigenous boarding school experiences and deep learning within families and other sites of indigenous education. The book tracks four of the six sacred directions in Diné culture, East, South, West, and North, each connected with a sacred mountain in the Southwest, and in doing so tells a rich and complicated history of how the Diné people resisted and sometimes embraced American education while never losing their own much older forms of knowledge in the process. 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

In his groundbreaking new book, Alef is for Allah: Childhood, Emotion, and Visual Culture in Islamic Societies (University of California Press, 2018), Jamal Elias takes his readers on a riveting intellectual tour thematically centered on the interaction of childhood, visual culture, and affect in contemporary Muslim majority societies, and in Muslim intellectual thought more broadly. Drawing on while also significantly extending and reworking recent theoretical explorations in the field of affect theory, Elias interrogates, with lucidity as well as with dazzling insight, the promises, aspirations, and tensions invested in childhood and the figure of the child in Muslim visual culture. Elias convincingly shows that not only is childhood itself a concept and construct fraught with ambiguity, but also that the mobilization of the ideal child through material and visual culture can take remarkably malleable forms and purposes. Alef is for Allah moves seamlessly between such varied contexts as Iran, Turkey, and Pakistan to illumine the depth and diversity of the intersection of piety, nationalism, and visual culture in Islam and Muslim societies. This lyrically written book also includes incredible and excellently presented images making it particularly well suited for undergraduate and graduate seminars on material Islam, Muslim visual culture, affect studies, and childhood studies. SherAli Tareen is Associate Professor of Religious Studies at Franklin and Marshall College. His research focuses on Muslim intellectual traditions and debates in early modern and modern South Asia. His academic publications are available at https://fandm.academia.edu/SheraliTareen/. He can be reached at [email protected]. Listener feedback is most welcome. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

I don’t know about the colleges and universities you’re familiar with, but the U.S. military has a pretty visible presence on my campus—through the ROTC, a newly remodeled Veterans Resource Center, and the student veterans themselves who enroll in my classes each semester. So I was immediately intrigued when I heard about the book Grateful Nation: Student Veterans and the Rise of the Military-Friendly Campus (Duke University Press, 2017) by Ellen Moore. In Grateful Nation, Moore uses interviews and observations to document the experiences of student veterans, the challenges they face re-integrating into academic life, strategies they use to navigate that experience, and the nature of the resources available to them along the way. Moore considers an interesting paradox—that despite the presence of overtly military-friendly programs and practices on most US campuses today, there is still a perception, stemming from the Vietnam War era, that college campuses are anti-military and anti-veteran spaces; this misperception serves to silence or censor discussions of contemporary military conflicts on campus, even among veterans themselves. If you find this all as interesting as I do, you’ll want to listen to my upcoming interview with Dr. Ellen Moore about her book. Carrie Lane is a Professor of American Studies at California State University, Fullerton and author of A Company of One: Insecurity, Independence, and the New World of White-Collar Unemployment (Cornell University Press, 2011). Her research concerns the changing nature of work in the contemporary U.S. She is currently writing a book on the professional organizing industry. To suggest a recent title or to contact her, please send an email to [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

Today, we're talking to Janelle Adsit about her book, Toward an Inclusive Creative Writing (Bloomsbury, 2017). In it, Adsit takes a hard look at the way American colleges and universities teach creative writing. What do students who enter creative-writing classrooms encounter as these young men and women hope to discover who they are and can be as writers? Does the teaching they receive help or hinder them? As Adsit’s title suggests, one of the problems she’s found with writing instruction in our institutions is that it’s too exclusive, too centered on limited and limiting ideas of what counts as good writing and, by extension, who can be good writers. Too often, in writing classrooms across the country, students encounter models that are predominately male and predominately white. How, Adsit asks, can we foster the writing of students who don’t identify with these models? How can we guide our students to write from and give voice to their own diversity? At stake in these questions is not merely the experience of students in the classroom, but, in the long run, the future of American literature, for in these classrooms are our authors-to-be, those writers who will go on to write the books we’ll read in the coming decades. Adsit hopes to lead us forward into a brighter literary future, one in which our literature is as rich and diverse as the Americans who read it. Eric LeMay is on the creative writing faculty at Ohio University. His work ranges from food writing to electronic literature. He is the author of three books, most recently In Praise of Nothing: Essay, Memoir, and Experiments (Emergency Press, 2014). 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

Our evolutionary success, according to co-authors Alex Bentley and Michael O'Brien, lies in our ability to acquire cultural wisdom and teach it to the next generation. Today, we follow social media bots as much as we learn from our ancestors. We are radically changing the way culture evolves. In The Acceleration of Cultural Change: From Ancestors to Algorithms (MIT Press, 2017), Bentley and O'Brien describe how the transmission of culture has become vast and instantaneous across an internet of people and devices, after millennia of local, ancestral knowledge that evolved slowly. Long-evolved cultural knowledge is aggressively discounted by online algorithms, which prioritize popularity and recency. If children learn more from Minecraft than from tradition, this is a profound shift in cultural evolution. Bentley and O'Brien examine the broad and shallow model of cultural evolution seen today in the science of networks, prediction markets, and the explosion of digital information. They suggest that in the future, artificial intelligence could help solve the problem of information overload, learning to integrate concepts over the vast milieu of digitally stored information. Professor Alex Bentley is Chair of the Department of Anthropology at the University of Tennessee. Follow him on Twitter @ralexbentley. Hoover Harris, editor of Degree Or Not Degree?, holds a PhD in English and writes and speaks about trends in higher education. He can be reached by email at [email protected] or on Twitter @degreenot. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In an atmosphere filled with social media and fake news, history is more important than ever. But, what do you really know about history? In the second edition of his book, Teaching What Really Happened: How to Avoid the Tyranny of Textbooks and Get Students Excited About Doing History(Teachers College Press, 2018). Dr. James W. Loewen interrogates what we think we know about our past. Loewen, a sociologist and professor at the University of Vermont, shows readers that history must be reconsidered in order to avoid previously accepted misconceptions. As Loewen demonstrates throughout this valuable text, teachers must look beyond the textbook to discover what really happened and to teach their students how to "do" history. Teaching What Really Happened is an eye-opening book that reinvigorates history and empowers its readers. 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 learning? There is a robust body of literature that seeks to tell us what the most effective classroom techniques and strategies are, but Joshua Eyler goes further. In his new book How Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia UP, 2018), Eyler digs deeply into research from a broad range of disciplines to help us understand the act of learning itself, and then showing us how that deeper understanding can translate into more effective teaching and learning in our own classrooms. It’s an important book for all college instructors. 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

McKenzie Wark’s new book offers 21 focused studies of thinkers working in a wide range of fields who are worth your attention. The chapters of General Intellects: Twenty-One Thinkers for the Twenty-First Century (Verso, 2017) introduce readers to important work in Anglophone cultural studies, psychoanalysis, political theory, media theory, speculative realism, science studies, Italian and French workerist and autonomist thought, two “imaginative readings of Marx,” and two “unique takes on the body politic.” There are significant implications of these ideas for how we live and work at the contemporary university, and we discussed some of those in our conversation. This is a great book to read and to teach with! Carla Nappi is the Andrew W. Mellon Chair in the Department of History at the University of Pittsburgh. You can learn more about her and her work here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

According to most experts, boys have more trouble in schools than girls. Further, African-American boys have even more trouble than, say, white boys. What to do? According to some, one possible solution to the latter problem is all-Black male schools, or "ABMSs." In her new book In a Classroom of Their Own: The Intersection of Race and Feminist Politics in All-Black Male Schools (University of Illinois Press, 2018), Keisha Lindsay critiques ABMSs from a feminist perspective and has some helpful things to say about how to educate young African-Americans generally. Adam McNeil is a PhD student in History, African American Public Humanities Initiative and Colored Conventions Project Scholar at the University of Delaware. He can be reached on Twitter @CulturedModesty. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In today’s episode, I talked with Dr. Jeong-Hee Kim about her new book, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research (Sage Publications, 2016). The book offers a comprehensive overview of the theoretical foundation and practical guidance of narrative inquiry. It embodies narrative thinking by seamlessly weaving together epistemological theories, methodological discussions, and personal stories. Seasoned with Dr. Kim’s unique sense of humor, Understanding Narrative Inquiry is highly accessible and at the same time extremely insightful. A highlight of the interview will be Dr. Kim’s discussion on how to strike a balance between aesthetic play and rigorous social research in narrative studies. It is also helpful to hear her explanation of the various ways researchers can think with theories in crafting their stories. The book has received the 2017 Outstanding Publication Award from the Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA). Jeong-Hee Kim is a Professor of Curriculum Studies at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, focusing on phenomenological and hermeneutical ways of understanding the field of curriculum studies and teacher education. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Pretty much everyone knows that the American healthcare system is, well, very inefficient. We don’t, so critics say, get as much healthcare bang for our buck as we should. According to Bryan Caplan, however, the American educational system–higher education in particular–is much, much worse. In The Case against Education: Why the Education System Is a Waste of Time and Money (Princeton University Press, 2018), Caplan argues that we are quite literally paying a fortune and getting almost nothing of any collective value. Pretty much all the news in this book is bad. Students spend a ton on secondary ed, but they don’t learn many marketable skills. In fact, the don’t learn much at all: they forget almost everything they learn in college quite quickly. Taxpayers heavily subsidize this “learning” experience, but the social payoff is dramatically less than the investment. College is a good deal for good students, but it’s a very bad deal for the many poor students who don’t finish and have thus wasted their savings and several years of their lives–years they could have been working and accumulating money instead of throwing it away. College doesn’t make us culturally or ethically better people by almost any definition of “better.” Interestingly, despite what conservative pundits say, it doesn’t even change our political views: even though the vast majority of professors are liberal, and their courses perhaps have a liberal slant, students come out of college with the same political attitudes they brought to it. What does college do for students? According to Caplan’s compelling argument, it signals to employers that they are conscientious and hard working enough to (you guessed it) finish college and, by inference, work an ordinary job. That, he says, is a very costly signal. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

What can a researcher do to promote social justice? A conventional image of a researcher describes her staying in the ivory tower for most of the time, producing papers filled with academic jargons periodically, and occasionally providing consultations for policymakers. In Just Research in Contentious Times: Widening the Methodological Imagination (Teachers College Press, 2018), renowned critical psychologist Michelle Fine challenges us to imagine social research radically differently. According to Fine, if a researcher’s social justice work was only targeted at top politicians of this era, she probably would feel our era had never been darker. Fine argues that social research can do far more than that: It could create new solidarities across multiple marginalized groups, democratize the knowledge production process, disrupt the reproduction of oppressive social structure, and ultimately, sow the seed of positive social changes. Just Research in Contentious Times documents Fine’s long-term grounded research efforts at the frontline of the battle for social justice. She and her research team work with dropout students, female prisoners, Muslim youths, LGBTQ teachers, and many other marginalized social groups to bear the witness of their sufferings, probe the inequality of the current system, and raise the public’s consciousness on pressing social issues. By doing that, she champions a research approach which emphasizes the participation of community members as co-researchers, one that she terms as critical participatory action research (CPAR). Just Research in Contentious Times blends her passion for CPAR with highly personal yet profoundly touching self-reflection, rigorous data analysis, and innovative theoretical discussions. It is a compelling and inspiring read for anyone who is interested in social justice work. Michelle Fine is a distinguished professor of critical social psychology, women’s studies, and urban education at the Graduate Center, the City University of New York. She is the author or editor of more than a dozen books, including Framing Dropouts: Notes on the Politics of an Urban High School (1991), Disruptive Voices: The Possibilities of Feminist Research (1992), Working Method: Research and Social Justice (with Lois Weis, 2004), and Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods (with Selcuk Sirin, 2008). Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, 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

Shenila Khoja-Moolji’s Forging an Ideal Educated Girl: The Production of Desirable Subjects in Muslim South Asia (University of California Press, 2018) is a pathbreaking and incredibly timely monograph that combines tools of education studies, gender studies, and post-colonial genealogy to interrogate the promises and paradoxes invested in the idea of girls’ education. Shifting her camera of analysis between global discourses on female education and empowerment and the translation of those discourses in the form of educational policies, cultural developments, and political maneuverings in post-colonial societies like Pakistan, Khoja-Moolji masterfully unveils the fraught nature of an otherwise often taken for granted ideal of girls’ education. Through a close and careful reading of varied and often colorful state and non-state archives, this book traces the often contingent and contradictory projects of nationalism and citizenship reflected in competing imaginaries of the ideal of an “educated girl” over time, with a focus on the context of Pakistan. This remarkably lucid text will be widely read by scholars of education, gender, South Asia, and post-colonial thought, and will also make an excellent choice for undergraduate and graduate seminars. SherAli Tareen is Associate Professor of Religious Studies at Franklin and Marshall College. His research focuses on Muslim intellectual traditions and debates in early modern and modern South Asia. His academic publications are available here. He can be reached at [email protected]. Listener feedback is most welcome. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The vast chasm between classical economics and the humanities is widely known and accepted. They are profoundly different disciplines with little to say to one another. Such is the accepted wisdom. Fortunately, Professors Gary Saul Morson and Morton Schapiro, both of Northwestern University, disagree. In their new book, Cents and Sensibility: What Economics Can Learn from the Humanities (Princeton University Press, 2017), they argue that the mathematically rigid world of classical economics actually has a lot to learn from the world of great literature. Specifically, they argue that “original passions” (the term is from an overlooked work of Adam Smith) in the form of culture, story telling, and addressing ethical questions are found in great works of literature, but lacking in modern economic theory. Good judgment, they write, “cannot be reduced to any theory or set of rules.” Along the way, they weave together Adam Smith, Lev Tolstoy, Jared Diamond, college admissions practices, the US News and World Report rankings, and the family. This is an ambitious and original work. Many will disagree with it, but few will be able to put it down. Daniel Peris is Senior Vice President at Federated Investors in Pittsburgh. Trained as a historian of modern Russia, he is the author most recently of Getting Back to Business: Why Modern Portfolio Theory Fails Investors. You can follow him on Twitter @Back2BizBook or at http://www.strategicdividendinvestor.com Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Pamela Woolner, senior lecturer in education at Newcastle University, joins us in this episode to discuss her edited volume, School Design Together (Routledge, 2014). Pam is an expert in understanding and developing learning environments, particularly the use of participatory research methods to engage and empower users to share their experiences and knowledge. My conversation with Pam begins with her background in psychology and how her early research studying the use of visuals in math then led her to her research on school environments. In the interview, Pam reflects on the genesis of the book: a 2011 conference to bring together a diverse collective of architects, designers, educators, and researchers at the conclusion of the UK’s Building Schools for the Future programme. For those unfamiliar with learning environments research, a common question is, “Which comes first, the innovative space or innovative teaching?” To answer this question, Pam discusses the complexity of school change, and describes using a cyclical approach that engages a range of participants, at different levels of participation, and at different times in the process. Throughout our conversation, Pam shares her insight about the ways the physical environment is linked to change in schools. 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, physical spaces of schools, 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

The eight elite institutions that comprise the Ivy League, sometimes known as the Ancient Eight—Harvard, Yale, Princeton, Penn, Columbia, Brown, Dartmouth, and Cornell—are American stalwarts that have profoundly influenced history and culture by producing the nation’s and the world’s leaders. The few black students who attended Ivy League schools in the decades following WWII not only went on to greatly influence black America and the nation in general, but unquestionably awakened these most traditional and selective of American spaces. In the twentieth century, black youth were in the vanguard of the black freedom movement and educational reform. In Upending the Ivory Tower: Civil Rights, Black Power, and the Ivy League (NYU Press, 2018), historian Stefan Bradley illuminates how the Black Power movement, which was borne out of an effort to edify the most disfranchised of the black masses, also took root in the hallowed halls of America’s most esteemed institutions of higher education. Between the close of WWII and 1975, the civil rights and Black Power movements transformed the demographics and operation of the Ivy League on and off campus. As desegregators and racial pioneers, black students, staff, and faculty used their status in the black intelligentsia to enhance their predominantly white institutions while advancing black freedom. Although they were often marginalized because of their race and class, the newcomers altered educational policies and inserted blackness into the curricula and culture of the unabashedly exclusive and starkly white schools. This book attempts to complete the narrative of higher education history, while adding a much needed nuance to the history of the Black Power movement. It tells the stories of those students, professors, staff, and administrators who pushed for change at the risk of losing what privilege they had. Putting their status, and sometimes even their lives, in jeopardy, black activists negotiated, protested, and demonstrated to create opportunities for the generations that followed. The enrichments these change agents made endure in the diversity initiatives and activism surrounding issues of race that exist in the modern Ivy League. Upending the Ivory Tower not only informs the civil rights and Black Power movements of the postwar era but also provides critical context for the Black Lives Matter movement that is growing in the streets and on campuses throughout the country today. As higher education continues to be a catalyst for change, there is no one better to inform today’s activists than those who transformed our country’s past and paved the way for its future. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Most people have heard of the Masters of Fine Arts–“MFA”–degree, but few know about the grueling process one must undergo to complete one. In Talking Art: The Culture of Practice and the Practice of Culture in MFA Education (University of Chicago Press, 2018), sociologist and ethnographer Dr. Gary Alan Fine asks how MFA students learn to make art and to speak intelligently about their work, how they become “artists” and what what it means to be an “MFA.” Gary Alan Fine is the James E. Johnson Professor of Sociology at Northwestern University. Fine has received fellowships from the Guggenheim Foundation, the Russell Sage Foundation, the Rockefeller Foundation, and the Center for Advancement Study in the Behavioral Sciences, and the Institute for Advanced Study. Michael O. Johnston, Ph.D. is an Assistant Professor of Sociology at William Penn University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How have academics been represented in children’s books? In Picture-Book Professors: Academia and Children’s Literature (Cambridge University Press, 2018), Melissa Terras, Professor of Digital Cultural Heritage at the University of Edinburgh, tells the story of the professor in children’s books since 1850. The book details the history of highly problematic depictions of academics, usually as kindly old men, baffled buffoons, or evil madmen, depictions that exclude those who are not white, often middle class origin, men. Terras’ work is a great example for digital humanities scholarship, offering a powerful case for new methods to answer crucial questions of equality and diversity for humanities scholars and across universities more generally. Alongside the analysis, Terras has published an anthology, The Professor in Children’s Literature, including some of the works discussed in the book. Both Picture-Book Professors and the accompanying anthology are open access and free to read, and will be of interest to every academic as well as the wider public too! Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How do schools empower but also potentially emasculate young black men? In his new book, Black Boys Apart: Racial Uplift and Respectability in All-Male Public Schools (University of Minnesota Press, 2018), Freeden Blume Oeur uses observational and interview methods to better understand the lived experiences of young black men in two all-male schools. Situating the book in “privilege, power, and politics” (p. 7), Blume Oeur encourages the reader to think beyond typical narratives around race and masculinity. The book elaborates on how the two all-male school come to be, structurally — through policies like No Child Left Behind, but also theoretically–through narratives of racial uplift and resilience. Blume Oeur explores gender dynamics in the schools as well, addressing issues like contradictory discourses around girls as competition or distraction, as well as the “adultification” of young black men. Overall, this book encourages the reader to think beyond traditional narratives, think more about the “hidden curriculum” of schools, and understand the lived experiences of these young black men in his study. This book would be a great addition to any higher level undergraduate or graduate level Sociology of Education or Sociology of Race course. Anyone involved in educational systems, from primary school to higher education, should also read this book. Sarah E. Patterson is a postdoc at the University of Western Ontario. You can tweet her at @spattersearch. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Despite all the buzz about the reconstruction of Mostar’s beautiful Old Bridge, Mostar remains a largely divided city, with Bosniaks on one side and Croats on the other. In Citizens of an Empty Nation: Youth and State-Making in Postwar Bosnia-Herzegovina (University of Pennsylvania Press, 2015), anthropologist Azra Hromadžić takes the reader into the halls (and into the bathroom) of Mostar Gymnasium, Bosnia-Herzegovina’s first integrated high school. Through ethnographic details about the possibilities for and limitations of inter-ethnic socializing within the school, Hromadžić draws much broader insights about the complicated relationship between internationally-sponsored reunification initiatives and the ethnic segregation that is built into the very framework of the post-war state. Jelena Golubovic is a PhD candidate in Anthropology at Simon Fraser University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

If you work in Asian studies as a scholarly field, you should read Fabio Lanza’s new book. The End of Concern: Maoist China, Activism, and Asian Studies (Duke University Press, 2017) takes as its central case study the Committee of Concerned Asian Scholars (CCAS) and The Bulletin of Concerned Asian Scholars that the CCAS published. Tracing the history of the organization from its founding in the midst of the global 60s to its transformations with the dissipation of global Maoism, the book is a carefully researched, beautifully written, and generous history of this organization and its members. But it is also much more broadly relevant to (and directly engaged with) themes of importance for any of us who work on scholarly pursuits within or beyond the academy right now, as it gives careful consideration to the modern history of tensions that many of us experience right now: between scholarship and activism, between the political and the intellectual, between thinking and acting. (And of course, these are not necessarily mutually exclusive poles or firm dichotomies.) Lanza’s book also gives helpful context to the history of Asian studies as a discipline and the role of “China” within it, looking closely at the contexts of its emergence, its transformations, and the scholarly practices that it has helped to create. Put another way, this is a book that’s also, on some level, about what it is )and what is has been, and what it could be in the future) to be a scholar of/in/with Asian studies. Carla Nappi is the Andrew W. Mellon Chair in the Department of History at the University of Pittsburgh. You can learn more about her and her work here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his co-authors, Ross Benbow and Amanda Oleson, explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap: Preparing College Students for Life and Work (Harvard Education Press, 2016) challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators. Matthew T. Hora is an assistant professor of adult and higher education at the University of Wisconsin-Madison, and a research scientist at the Wisconsin Center for Education Research. Follow him on Twitter @matt_hora. Hoover Harris, editor of Degree Or Not Degree?, holds a PhD in English and writes and speaks about trends in higher education. He can be reached by email at [email protected] or on Twitter @degreenot. 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 Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as 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

Black Greek-Letter organizations (BGLOs) appeared as an initiative from black college students to provide support, opportunities and service, as well as a free space for the black community. Despite most BGLO members are black, there are some non-black students who decide to join these organizations. In their new book Diversity in Black Greek-Letter Organizations: Breaking the Line (Routledge, 2018), Wendy M. Laybourn and Devon R. Goss explore the motivations for membership as well as the impact that these experiences had for non-black BGLO members. Membership to BGLOs provides non-black members with the opportunity to reinterpret their own racial identities. Diversity in Black Greek-Letter Organizations provides a good opportunity to explore the opportunities and challenges of cross-racial interactions within civil society organizations. Felipe G. Santos is a PhD candidate at the Central European University. His research is focused on how activists care for each other and how care practices within social movements mobilize and radicalize heavily aggrieved collectives. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In cities ravaged by years of bloodshed and warfare, how did black populations, many formerly enslaved, help shape the new world that the Civil War left open for them to mold? In Dr. Hilary Green’s book Educational Reconstruction: African American Schools In The Urban South, 1865-1890 (Fordham University Press, 2016), she answers that question and more. Dr. Green chronicles the history of the black educational struggles in the urban centers of Richmond, Virginia and Mobile, Alabama during the Reconstruction period. During Reconstruction, African Americans fought vigorously on behalf of their race to have educational opportunities to better themselves in the postbellum South. Weathering the storms of physical violence, arson, political strife, and overall incivility in Richmond and Mobile, Dr. Green recovers the important history of how African Americans saw the interconnectedness of educational attainment to democracy and citizenship. Adam McNeil is a PhD student in History, African American Public Humanities Initiative and Colored Conventions Project Fellow at the University of Delaware. He can be reached on Twitter @CulturedModesty. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Though many Americans, Republicans especially, regard universities as heavily disposed to the political left, few people understand how much this matters, how it happened, how deeply ideologically siloed the academy is, or what can be done about it. In The University We Need: Reforming American Higher Education (Encounter Books, 2018), Professor Warren Treadgold shows the crucial role of universities in American culture and politics, the causes of administrative bloat and inept academic hiring, the decline of teaching and research, and some possible ways of reversing the downward trend. In addition to recommending policies to address issues such as grade inflation and poor scholarship, Treadgold offers a specific proposal for the founding of a new, world-class university. He describes how to create a school which could seriously challenge the dominance of Harvard, Princeton, Yale, Stanford, and Berkeley, attracting conservative and moderate faculty and students and providing a much-needed alternative to the failing status quo. Warren Treadgold is the National Endowment for the Humanities Professor of Byzantine Studies and Professor of History at Saint Louis University. With a BA and PhD from Harvard, he has taught at UCLA, Stanford, UC Berkeley, Hillsdale College, and Florida International University and has held research fellowships at the University of Munich, the Free University of Berlin, All Souls College at Oxford, and the Woodrow Wilson International Center for Scholars in Washington. He has published ten books and many articles on Byzantine, medieval, and late ancient history and literature and published articles on higher education in Commentary, The Weekly Standard, The Wilson Quarterly, and Academic Questions. Hoover Harris, editor of Degree Or Not Degree?, holds a PhD in English and writes and speaks about trends in higher education. He can be reached by email at [email protected] or on Twitter @degreenot. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education