New Books in Education

During the Qing dynasty in China, a wide variety of people participated in a lottery game named weixing (“surname guessing”), which had participants placing bets on the surnames of civil service examination candidates. A fiercely competitive process, those who passed the various levels of the civil service and military examinations could climb the social ladder and obtain status in their communities and be considered for important positions in the government and military. The results of these examinations were not only highly anticipated by the exam takers themselves but also–with the introduction of weixing–by an enthusiastic community of players who bet on the success of candidates with less common surnames. In this episode, En Li, assistant professor of modern East Asian history at the University of Texas at Dallas and author of Betting on the Civil Service Exmaninations: The Lottery in Late Qing China (Harvard University Asia Center, 2023), explores the fascinating history of this lottery game–from the longer history of games and betting in China and the origin of weixing to its regulation by the government to raise revenue and the spread of the game beyond China’s borders through Chinese diasporic communities to Southeast Asia and North America. The book considers the game from multiple perspectives–government officials, players, and lottery game runners. En Li thoughtfully reflects on the book and the process of producing it and points to the larger significance of both weixing and the civil service examinations in Chinese society and life and the risk, reward, and loss involved. Laurie Dickmeyer is an Assistant Professor of History at Angelo State University, where she teaches courses in Asian and US history. Her research concerns nineteenth century US-China relations. She 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

Educational analytics tend toward aggregation, asking what a “normative” learner does. In The Left Hand of Data: Designing Education Data for Justice (MIT Press, 2024, open access at this link), educational researchers Matthew Berland and Antero Garcia start from a different assumption—that outliers are, and must be treated as, valued individuals. Berland and Garcia argue that the aim of analytics should not be about enforcing and entrenching norms but about using data science to break new ground and enable play and creativity. From this speculative vantage point, they ask how we can go about living alongside data in a better way, in a more just way, while also building on the existing technologies and our knowledge of the present. The Left Hand of Data explores the many ways in which we use data to shape the possible futures of young people—in schools, in informal learning environments, in colleges, in libraries, and with educational games. It considers the processes by which students are sorted, labeled, categorized, and intervened upon using the bevy of data extracted and collected from individuals and groups, anonymously or identifiably. When, how, and with what biases are these data collected and utilized? What decisions must educational researchers make around data in an era of high-stakes assessment, surveillance, and rising inequities tied to race, class, gender, and other intersectional factors? How are these complex considerations around data changing in the rapidly evolving world of machine learning, AI, and emerging fields of educational data science? The surprising answers the authors discover in their research make clear that we do not need to wait for a hazy tomorrow to do better today. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The Limits of Sexuality Education: Love, Sex, and Adolescent Masculinities in Urban India (Routledge, 2024) explores different strands of thinking about sexuality education in contemporary urban India. It interrogates the limits of sexuality education as we know it today by rethinking adolescent masculinities in middle-class urban India. This book contributes to the wide gap in theorising sexuality education and adolescent masculinities in urban India. It presents an adolescent perspective on sexuality education, looks at adolescent love from the school teachers’ perspective, and tries to understand a teacher’s negotiations with student romance. It unravels the sexual and romantic lives of adolescents and examines the circulation of sexual knowledge and sources of information on sex that adolescent boys in India have access to. This book uncovers the limits of sexuality education by examining State, feminist, Christian, and sexological materials on sexuality education in Mumbai and Delhi. Based on detailed research and narratives from teachers, young men, and women, the book explores adolescent male romance and its affective registers, adolescent male sexual knowledge, and the regulation of romance in school spaces. This book will be of interest to students and researchers of education, sexuality and gender studies, masculinity studies, and sex education as well as those interested in education policy, education politics, educational research, and inclusion and special education. Located at the intersection of sexuality studies, education, masculinity studies, and cultural studies, it will also appeal to those working in sexuality education in urban India within the complex web of the middle classes, consumerism, post-feminism, romance, adolescent masculinities, and cinema. Rituparna Patgiri has a PhD in Sociology from Jawaharlal Nehru University (JNU), New Delhi. Her research interests lie in the areas of food, media, gender and public. She is also one of the co-founders of Doing Sociology. Patgiri can be reached at @Rituparna37 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

The Chosen We: Black Women's Empowerment in Higher Education (SUNY Press, 2023) elevates the oral histories of 105 accomplished, college-educated Black women who earned success despite experiencing reprehensible racist and sexist barriers. The central argument is that these women succeeded in and beyond college by developing a Chosen We—a community with one another. The book builds on their words and insights to offer a powerful rethinking of educational success that moves away from individualistic and competitive models and instead imagines success as a result of recognizing what people owe to one another. It also uncovers the importance of the type of institutions that students attend for higher education, comparing Black women's experiences not only by region and era but also by whether they attended a predominantly White institution (PWI) or a historically Black college or university (HBCU). The Chosen We features theoretical and methodological exemplars for how to conduct research across lines of difference. The Black women's oral histories shared here manifest the wisdom from which many groups in the United States might benefit—that liberation is only found through community. Rachelle Winkle-Wagner is Professor of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. She is the coauthor (with Angela M. Locks) of Diversity and Inclusion on Campus: Supporting Students of Color in College, and the author of The Unchosen We: Black Women and Identity in Higher Education, among other books. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today I talked to Donald Opitz and Derek Melleby about their book Learning for the Love of God: A Student's Guide to Academic Faithfulness (Brazos Press, 2014). Most Christian college students separate their academic life from church attendance, Bible study, and prayer. Too often discipleship of the mind is overlooked if not ignored altogether. In this lively and enlightening book, two authors who are experienced in college youth ministry show students how to be faithful in their studies, approaching education as their vocation. This revised edition of the well-received The Outrageous Idea of Academic Faithfulness includes updates throughout, two new substantive appendixes, personal stories from students, a new preface, and a fresh interior design. Chapters conclude with thought-provoking discussion questions. Read a review of the book by local bookstore owner and friend of the authors here. Donald Opitz (PhD, Boston University) is chaplain and senior director of Christian formation at Grove City College in Grove City, Pennsylvania. He is the author of numerous articles and has worked as a pastor as well as a campus minister. Derek Melleby (DMin, Gordon-Conwell Theological Seminary) serves as a consultant with North Group Consultants. As the former Director of Calling & Career Development at Lancaster Bible College, Derek helped individuals connect to a sense of calling in their career. In that role, he served the student population, accompanying them on their journey to grow their self-awareness and develop the skills needed to make a positive impact on their communities. He has also provided executive leadership in a growth-oriented non-profit organization. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Edited by Matteo Pangallo and Emily Todd, Teaching the History of the Book (University of Massachusetts Press 2023) is the first collection of its kind dedicated to book history pedagogy. With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, this volume presents a variety of methods for teaching book history both as its own subject and as an approach to other material. Each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students. Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Learning from children about citizenship status and how it shapes their schooling. There is a persistent assumption in the field of education that children are largely unaware of their immigration status and its implications. In Knowing Silence: How Children Talk about Immigration Status in School (U Minnesota Press, 2024), Ariana Mangual Figueroa challenges this “myth of ignorance.” By listening carefully to both the speech and significant silences of six Latina students from mixed-immigration-status families, from elementary school into middle school and beyond, she reveals the complex ways young people understand and negotiate immigration status and its impact on their lives. Providing these children with iPod Touches to record their own conversations, Mangual Figueroa observes when and how they choose to talk about citizenship at home, at school, and in public spaces. Analyzing family conversations about school forms, in-class writing assignments, encounters with the police, and applications for college, she demonstrates that children grapple with the realities of citizenship from an early age. Educators who underestimate children’s knowledge, Mangual Figueroa shows, can marginalize or misunderstand these students and their families. Combining significant empirical findings with reflections on the ethical questions surrounding research and responsibility, Mangual Figueroa models new ways scholars might collaborate with educators, children, and families. With rigorous and innovative ethnographic methodologies, Knowing Silence makes audible the experiences of immigrant-origin students in their own terms, ultimately offering teachers and researchers a crucial framework for understanding citizenship in the contemporary classroom. 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 talked to Joseph Lo Bianco about the edited volume Community and Heritage Languages Schools Transforming Education (Routledge, 2023). The conversation addresses community and heritage language schooling research and practice, and our guest’s long history of important language policy research and activism, as well as the interconnections between the two. For additional resources, show notes, and transcripts, go here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today’s book is: Leading From the Margins: College Leadership from Unexpected Places (Johns Hopkins UP, 2024), by Dr. Mary Dana Hinton, which is a guide to why people from marginalized backgrounds may be uniquely qualified to become effective higher education leaders―and how they can get there. Students and faculty in higher education increasingly reflect more diverse backgrounds, but this diversity remains rare in many leadership roles. In Leading from the Margins, Dr. Hinton celebrates the unique strengths of marginalized individuals, inviting them to embrace their leadership potential and make a difference. Drawing from Dr. Hinton's own journey to becoming a university president, this book challenges conventional leadership theories and highlights the value of diverse voices. This book is a vital resource for people in higher education aspiring to senior leadership positions who feel unheard or unrepresented in traditional leadership roles. Leading from the Margins is an essential read for anyone seeking to foster inclusive and effective leadership, bridging the gap between theory and lived experiences. Whether you're an emerging or established leader, Leading from the Margins will empower you to find your own leadership style and discover strength in unexpected places. Our guest is: Dr. Mary Dana Hinton, who is the 13th president of Hollins University. An active and respected proponent of the liberal arts and inclusion, her leadership reflects a deep and abiding commitment to educational equity and the education of women. Dr. Hinton was elected to the American Academy of Arts & Sciences, an organization established more than 240 years ago by the nation’s founders to honor exceptionally accomplished individuals and engage them in advancing the public good. Her scholarship focuses on higher education leadership, strategic planning, the role of education in peace building, African American religious history, and inclusion in higher education. She is the author of The Commercial Church: Black Churches and the New Religious Marketplace in America, and of Leading from the Margins: College Leadership from Unexpected Places. Our host is: Dr. Christina Gessler, the producer of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. You can support the show by downloading and sharing episodes. 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 the future of higher education? In The Liberal Arts Paradox in Higher Education: Negotiating Inclusion and Prestige (Policy Press, 2023), Dr Kathryn Telling, a lecturer in education at the University of Manchester, explores the rise of liberal arts degrees in England to examine the broader contours of the contemporary university. The book tells the story of student and staff perspectives on liberal arts, as well as examining the institutional motivations and narratives underpinning the dilemmas and paradoxes of this subject area. Offering a rich and detailed engagement with key issues such as interdisciplinarity, institutional status, employability, and inequality in higher education, the book is essential reading across the humanities and social sciences. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The engaging memoir of a legendary president of Wellesley College known for authentic and open-hearted leadership, who drove innovation with power and love. The Claims of Life: A Memoir (The MIT Press, 2023) traces the emergence of a young woman who set out believing she wasn’t particularly smart but went on to meet multiple tests of leadership in the American academy—a place where everyone wants to be heard and no one wants a boss. In college, Diana Chapman met Chris Walsh, who became a towering figure in academic science. Their marriage of fifty-seven years brought them to the forefront of revolutions in higher education, gender expectations, health-care delivery, and biomedical research. The Claims of Life offers readers an unusually intimate view of trustworthy leadership that begins and ends in self-knowledge. During a transformative fourteen-year Wellesley presidency, Walsh advanced women’s authority, compassionate governance, and self-reinvention. After Wellesley, Walsh’s interests took her to the boards of five national nonprofits galvanizing change. She kept counsel with Nobel laureates, feminist icons, and even the Dalai Lama, seeking solutions to the world’s climate crisis. With an ear tuned to social issues, The Claims of Life is an inspiring account of a life lived with humor, insight, and meaning that will surely leave a lasting impression on its readers. Diana Chapman Walsh is President Emerita of Wellesley College and an emerita member of the governing boards of MIT and Amherst College. She was a trustee of the Kaiser Family Foundation, the Institute for Healthcare Improvement, and the Mind and Life Institute, and also chaired the Broad Institute's inaugural board and cofounded the Council on the Uncertain Human Future. Caleb Zakarin is editor at the New Books Network. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Bringing into dialogue the fields of social history, Andean ethnography, and postcolonial theory, The Lettered Indian: Race, Nation, and Indigenous Education in Twentieth-Century Bolivia (Duke University Press, 2024) by Dr. Brooke Larson maps the moral dilemmas and political stakes involved in the protracted struggle over Indian literacy and schooling in the Bolivian Andes. Dr. Larson traces Bolivia’s major state efforts to educate its unruly Indigenous masses at key junctures in the twentieth century. While much scholarship has focused on “the Indian boarding school” and other Western schemes of racial assimilation, Dr. Larson interweaves state-centred and imperial episodes of Indigenous education reform with vivid ethnographies of Aymara peasant protagonists and their extraordinary pro-school initiatives. Exploring the field of vernacular literacy practices and peasant political activism, she examines the transformation of the rural “alphabet school” from an instrument of the civilising state into a tool of Aymara cultural power, collective representation, and rebel activism. From the metaphorical threshold of the rural school, Dr. Larson rethinks the politics of race and indigeneity, nation and empire, in postcolonial Bolivia and beyond. This interview was conducted by Dr. Miranda Melcher whose forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Student parents can feel unwelcome and invisible in their institutions. And for every student parent who is struggling to complete an education despite these hurdles, there are many others who have not been able to find a way. Supporting Student Parents in the Academic Library: Designing Spaces, Policies, and Services (ACRL, 2024) by Kelsey Keyes and Ellie Dworak is a guide to engaging with and aiding the student parents in your libraries and leading the charge in making your institutions more family friendly. Supporting Student Parents in the Academic Library is part toolkit, part treatise, and part call to action. In four parts: The Higher Education Landscape, The Role of Academic Libraries, Looking Outward to Community, and Evaluating Needs and Measuring Success. It includes templates, sample policy language, budgets, survey instruments, and other immediately useful tools and examples. There are field notes from academic librarians from institutions of varying sizes and resources demonstrating different ways of supporting these students, and the voices of students themselves. Kelsey Keyes was an academic librarian for fifteen years and is now Emerita Professor at Boise State University. She holds a Master of Library and Information Science and a Masters of English Literature from the University of Illinois at Urbana-Champaign. She is currently the Managing Editor of Critical AI (Duke University Press), as well as the copy editor of College & Research Libraries and Rare Books and Manuscripts (both ACRL publications). She also provides writing and editing support for academics, business, fiction and non-fiction writers (kelseykeyes.com). For over a decade, her research has focused on parenting students in higher education. Kelsey lives in Europe with her family. Ellie Dworak is an Associate Professor and the Research Data Librarian at Boise State University. She earned her Masters in Library and Information Services from the University of Michigan in 1996 and worked for the Ohio University and San Diego State University libraries prior to joining the faculty at Boise State in 2018. Her research focuses on higher education policy, human computer interaction, and the social impacts of living in a datafied society. She lives with her husband and three dogs in Boise, Idaho. Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

When Sharde M. Davis turned to social media during the summer of racial reckoning in 2020, she meant only to share how racism against Black people affects her personally. But her hashtag, BlackintheIvory, went viral, fostering a flood of Black scholars sharing similar stories. Soon the posts were being quoted during summer institutes and workshops on social justice, equity, diversity, and inclusion. And in fall 2020, faculty assigned the tweets as material for course curriculum. Being Black in the Ivory: Truth-Telling about Racism in Higher Education (UNC Press, 2024) is a curated collection of original personal narratives from Black scholars across the country seeks to continue the conversation that started with BlackintheIvory. Put together, the stories reveal how racism eats its way through higher education, how academia systemically ejects Black scholars in overt and covert ways, and how academic institutions--and their individual members--might make lasting change. While anti-Black racism in academia is a behemoth with many entry points to the conversation, this book marshals a diverse group of Black voices to bring to light what for too long has been hidden in the shadow of the ivory tower. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In Crip Spacetime: Access, Failure, and Accountability in Academic Life (Duke University Press, 2024), Margaret Price intervenes in the competitive, productivity-focused realm of academia by sharing the everyday experiences of disabled academics. Drawing on more than three hundred interviews and survey responses, Price demonstrates that individual accommodations--the primary way universities address accessibility--actually impede access rather than enhance it. She argues that the pains and injustices encountered by academia's disabled workers result in their living and working in realities different from nondisabled colleagues: a unique experience of space, time, and being that Price theorizes as "crip spacetime." She explores how disability factors into the exclusionary practices found in universities, with multiply marginalized academics facing the greatest harms. Highlighting the knowledge that disabled academics already possess about how to achieve sustainable forms of access, Price boldly calls for the university to move away from individualized models of accommodation and toward a new system of collective accountability and care. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

For decades now, we’ve all heard the refrain – we are in a war against obesity, with perhaps the most important battle being fought over the health of our children. What better place could there be to defeat the enemy of obesity than our schools, where children are fed and educated and educated about being fed on a daily basis? But how did we come to see health promotion in schools as the key solution to solving the problem of obesity? And is obesity really at the root of our problems to begin with? Intertwining policy analysis and ethnography, José Tenorio’s School Food Politics in Mexico: The Corporatization of Obesity and Healthy Eating Policies (Routledge, 2023) examines how, and why now, the promotion of healthy lifestyles has been positioned as an ideal ‘solution’ to obesity and how this shapes the preparation, sale and consumption of food in schools in Mexico. This book situates obesity as a structural problem enabled by market-driven policy change, problematizing the focus on individual behavior change which underpins current obesity policy. Expanding the conversation on the politics of food in schools, obesity policy and dominant perspectives on the relation between food and health, this book is a must-read for scholars of food and nutrition, public health and education, as well as those with an interest in development studies and policy enactment and outcomes. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today’s book is: Contingent Faculty and the Remaking of Higher Education: A Labor History (University of Illinois Press, 2024), which is an essay collection co-edited by Eric Fure-Slocum and Claire Goldstene. It explores why in the United States more than three-quarters of the people teaching in colleges and universities work as contingent faculty. This “gig” economy includes lack of job security and health care, professional disrespect, and poverty wages that can require some faculty to juggle multiple jobs. The included essays draw on a wide range of perspectives, investigate structural changes that have caused the use of contingent faculty to skyrocket, illuminate how precarity shapes day-to-day experiences in the academic workplace, and delve into the ways contingent faculty engage in collective action and other means to resist austerity measures, improve their working conditions, and instigate reforms in higher education. By challenging contingency, this volume issues a call to reclaim higher education’s public purpose. Our guest is: Dr. Claire Goldstene, who taught as contingent faculty at the University of Maryland, the University of North Florida, and American University. She has published extensively on contingent faculty issues and served on the board of New Faculty Majority Foundation. She is also the author of The Struggle for America's Promise: Equal Opportunity at the Dawn of Corporate Capital and is currently working on a book about free speech in the early-twentieth century United States. She is the co-editor of Contingent Faculty and the Remaking of Higher Education. Our co-guest is: Maria Maisto, who taught as a contingent faculty member for over fifteen years in Maryland and Ohio. She has published and spoken widely on the topic of contingent faculty equity, advocacy, and coalition building. In 2009, she co-founded New Faculty Majority: The National Coalition for Adjunct and Contingent Equity, a 501(c)6 membership and advocacy organization, and served as its president. She is a featured essayist in Contingent Faculty and the Remaking of Higher Education. Our host is: Dr. Christina Gessler, who is the creator and show host of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners may also like this playlist: Chasing Chickens: When Life After Graduation Doesn't Go the Way You Planned An inside look at the American Association of University Professors Why Did 48,000 UC-workers Go on Strike? How to Leave Academia Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. Please support the show by downloading and sharing episodes. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Peoples & Things host Lee Vinsel talks with writer and editor John Warner, who taught writing at the college level for more than twenty years. Warner is the author of at least three - or four depending on whether you count a work of parody - books on writing and higher education, and today he is perhaps best known for his Substack, The Biblioracle Recommends. Vinsel and Warner talk about how teaching writing will need to shift after the arrival of ChatGPT and other generative AI tools, but only after discussing a deeper truth: Teaching writing and thinking at the college level has had big problems for years, problems that AI tools simply exacerbate. The pair talk about Warner’s experiences and his approach to teaching writing as well as about a book he is writing about teaching writing in the age of generative AI. 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 traditional academic scholarship be disrupted by activist academics? How can we make space for those who are underrepresented and historically oppressed to come to academia as their authentic selves? How can the platform of academia create space for change in the world? In The Activist Academic: Engaged Scholarship for Resistance, Hope and Social Change (Myers Education Press: 2020), Professor Colette N. Cann and Professor Eric J. DeMeulenarare answer these questions. Their work challenges dominant frameworks of what it is to be an academic. They challenge readers to think about their responsibility as academics, and their role not just as researchers and teachers, but as parents, friends and members of the community. This book should be compulsory reading for for all scholars, and those that aspire to enter academia. It provides the opportunity to rethink the ways that activism and scholarship can be combined, and the impact that academics have in the spaces that they work. Professor Colette N. Cann is the Associate Dean for Academic and Faculty Advancement and Professor in the School of Education at the University of San Francisco. Professor Eric DeMeulenaere is a Professor of Education, Director of Community, Youth, & Education Studies and Director of Comparative Race & Ethnic Studies at Clark University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Academic libraries are changing in the face of information technologies, economic pressures, and globally disruptive events such as the current pandemic. In Refocusing Academic Libraries Through Learning and Discourse: The Idea of a Library (Chandos, 2023), Mary K. Bolin argues for a radical vision of library transformation, offering practical solutions for transforming organizational and workflow structures for the future. This book analyzes existing organizational structures and proposes new ones that can be adapted to individual libraries. It discusses the challenges posed by virtual learning environments, digital initiatives and resources, changes to cataloging standards and succession planning, as well as changes brought about by the current pandemic. It aims to help library leaders find new models of organization that make the best use of limited resources. Refocusing Academic Libraries Through Learning and Discourse: The Idea of a Library helps inform discussions taking place in academic libraries about organizational patterns and divisions of labor. These discussions are now more critical than ever because academic libraries are facing a time of disruption. This book will give librarians leverage to think outside traditional bureaucratic structures and re-think how libraries serve their patrons. The book examines existing structures and proposes new ones. Specifically, the book proposes organizational models and lays out a process for planning organizational transformation and implementing a new organization. Seven chapters offer a radical vision of library transformation, proposing a collaborative process for changing academic libraries into organizations that are fit for the second quarter of the twenty-first century and beyond. This book will be invaluable to librarians looking for solutions to library organizational and workflow structures. Mary K. Bolin, PhD, has more than 40 years of experience as a librarian and faculty member, administrator, and LIS instructor. She received a PhD in Higher Education Administration from the University of Nebraska in 2007, has an MA in English (Linguistics) from the University of Idaho. and an MSLS from the University of Kentucky. She spent her career as a practitioner at the University of Georgia, University of Idaho, and University of Nebraska--Lincoln. She has been an instructor in the School of Information at San Jose State University, teaching cataloging and metadata, since 2008. Dr. Michael LaMagna is the Information Literacy Program and Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Jeffrey Benson’s Hacking School Discipline Together (Times Ten Publications, 2024) follows in footsteps first hacked out by Weinstein and Maynard in their 2019 bestselling Hacking School Discipline. Benson, informed by his 40 years of teaching, directing, mentoring, and consulting, takes the discussion to the broader school community. This book offers an effective elixir, distilled from experiences and best practices of Benson’s career. The formula is ten hacks in the form ten very readable chapters and that every teacher and administrator can start using tomorrow. Benson knows how to build community, establish systems, and create the environment where teachers teach and students study, and no time (or minimal time) is lost to the distractions of discipline problems. This is Jeffrey Benson’s fifth book and follows his recent Improve Every Lesson Plan with SEL which focused on classroom practices (and was also an NBN discussion on the New Books in Education). This time, Benson thinks about these questions from the perspective of the administrator and teacher-leader, asking (and answering) how the whole school can affect the whole student. Jeffrey Benson’s website Jeffrey Benson’s Hacking School Discipline from Times Ten Publications, available on Amazon.com All of Jeffery Benson’s books on Amazon.com Jeffrey Benson’s previous NBE interview Krzysztof (Chris) Odyniec is a teacher and historian who has worked in secondary and post-secondary education for fifteen years. He currently teaches social studies at John Swett High School in Crockett, California. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today’s book is: Is Grad School for Me? Demystifying the Application Process for First-Gen BIPOC Students (U California Press, 2024), by Dr. Yvette Martínez-Vu and Dr. Miroslava Chávez-García. It is the first book to provide first-generation, low-income, and nontraditional students of color with insider knowledge on how to consider and navigate graduate school. Is Grad School for Me? is a calling card and a corrective to the lack of clear guidance for historically excluded students navigating the onerous undertaking of graduate school—starting with asking if grad school is even a good fit. This essential resource offers step-by-step instructions on how to maneuver the admissions process before, during, and after applying. Unlike other guides, Is Grad School for Me? takes an approach that is both culturally relevant and community based. The book is packed with relatable scenarios, memorable tips, common myths and mistakes, sample essays, and templates to engage a variety of learners. With a strong focus on demystifying higher education and revealing the hidden curriculum, this guide aims to diversify a wide range of professions in academia, nonprofits, government, industry, entrepreneurship, and beyond. Our guest is: Dr. Yvette Martínez-Vu is a grad school and productivity coach and host of the globally top-rated Grad School Femtoring Podcast. She is also the co-editor of the best-selling Chicana M(other)work Anthology and founder of Grad School Femtoring, LLC, where she supports first-gen BIPOC folks in reaching their academic and personal goals. She is the co-author of Is Grad School for Me? Demystifying the Application Process for First-Gen BIPOC Students. Our co-guest is: Dr. Miroslava Chávez-García is Professor of History at the University of California, Santa Barbara, and is currently the Faculty Director of the UCSB McNair Scholars Program. She is author of Migrant Longing, States of Delinquency, and Negotiating Conquest. She is the co-author of Is Grad School for Me? Demystifying the Application Process for First-Gen BIPOC Students. Our host is: Dr. Christina Gessler, who is the creator and show host of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners may also like the episodes on this playlist: Black Women, Ivory Tower Presumed Incompetent Becoming the Writer You Already Are Managing Your Mental Health during the PhD process Your PhD Survival Guide A journey to the US for med school Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us again to learn from more experts inside and outside the academy, and around the world. You can support the show by downloading and sharing episodes. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Parents everywhere want their children to be happy and do well. Yet how parents seek to achieve this ambition varies enormously. For instance, American and Chinese parents are increasingly authoritative and authoritarian, whereas Scandinavian parents tend to be more permissive. Why? Love, Money, and Parenting investigates how economic forces and growing inequality shape how parents raise their children. From medieval times to the present, and from the United States, the United Kingdom, Germany, Italy, Spain, and Sweden to China and Japan, Matthias Doepke and Fabrizio Zilibotti look at how economic incentives and constraints—such as money, knowledge, and time—influence parenting practices and what is considered good parenting in different countries. Through personal anecdotes and original research, Doepke and Zilibotti show that in countries with increasing economic inequality, such as the United States, parents push harder to ensure their children have a path to security and success. Economics has transformed the hands-off parenting of the 1960s and ’70s into a frantic, overscheduled activity. Growing inequality has also resulted in an increasing “parenting gap” between richer and poorer families, raising the disturbing prospect of diminished social mobility and fewer opportunities for children from disadvantaged backgrounds. In nations with less economic inequality, such as Sweden, the stakes are less high, and social mobility is not under threat. Doepke and Zilibotti discuss how investments in early childhood development and the design of education systems factor into the parenting equation, and how economics can help shape policies that will contribute to the ideal of equal opportunity for all. Love, Money, and Parenting: How Economics Explains the Way We Raise Our Kids (Princeton UP, 2019) presents an engrossing look at the economics of the family in the modern world. Matthias Doepke is professor of economics at Northwestern University. He lives in Evanston, Illinois. Fabrizio Zilibotti is the Tuntex Professor of International and Development Economics at Yale University. He lives in New Haven, Connecticut. Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Dreams of Flight: The Lives of Chinese Women Students in the West (Duke UP, 2021) explores the significance of transnational educational mobility in the life aspirations of young, middle-class Chinese women. Based on extensive, long-term ethnographic research, Fran Martin explores how young Chinese women negotiate competing pressures on their identity while studying abroad. On one hand, unmarried middle-class women in the single-child generations are encouraged to develop themselves as professional human capital through international education, molding themselves into independent, cosmopolitan, career-oriented individuals. On the other, strong neo-traditionalist state, social, and familial pressures of the post-Mao era push them back toward marriage and family by age thirty. Martin examines these women’s motivations for studying in Australia and traces their embodied and emotional experiences of urban life, social media worlds, work in low-skilled and professional jobs, romantic relationships, religion, Chinese patriotism, and changed self-understanding after study abroad. Martin illustrates how emerging forms of gender, class, and mobility fundamentally transform the basis of identity for a whole generation of Chinese women. Fran Martin is Professor of Cultural Studies at the University of Melbourne. Her research focuses on television, film, literature and other forms of cultural production in contemporary transnational China (The PRC, Taiwan, and Hong Kong), with a specialization in transnational flows and representations and cultures of gender and sexuality. Yadong Li is a PhD student in anthropology at Tulane University. His research interests lie at the intersection of the anthropology of state, the anthropology of time, hope studies, and post-structuralist philosophy. More details about his scholarship and research interests can be found 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 response to student demands reflecting the urgency of societal and ecological problems, universities are making a burgeoning effort to infuse environmental sustainability efforts with social justice. In this edited volume, we extend calls for higher education leaders to revamp programming, pedagogy, and research that problematically reproduce dominant techno-scientific and managerial conceptualizations of sustainability. Students, staff and community partners, especially those from historically underrepresented and marginalized groups, are at the forefront of calls for critical sustainabilities programming, education and collaborations. Their work centers themes of power relations, (in)equity, accessibility, and social (in)justice to study the interrelationships between humans, non-humans, and the environment. Their voices, perspectives and lived experiences are provocations for institutions to think and act more expansively. Critical Campus Sustainabilities: Bridging Social Justice and the Environment in Higher Education (Springer, 2023) amplifies some of these voices and bottom up efforts toward a more critical approach to sustainability on campus. We ground our recommendations on findings from campus-wide surveys that were taken by over 8,000 undergraduates in 2016, 2019, and 2022. Furthermore, we share the design principles and lessons learned from several innovative, award-winning initiatives designed to foster critical sustainabilities at UC Santa Cruz. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Finishing off our series on freedom of speech, renowned historian Niall Ferguson discusses ideological conflict both between America and China and within the United States, and particularly our universities. Along the way, he shares important lessons from academic culture during the World Wars, how history ought to be taught, how optimistic we should be about the future of tech, and, of course, his newest project, the University of Austin. Niall Ferguson is the Milbank Family Senior Fellow at Stanford's Hoover Institution and a senior faculty fellow of the Belfer Center for Science and International Affairs at Harvard, where he served for twelve years as the Laurence A. Tisch Professor of History. He is the author of 16 books, most recently Doom: The Politics of Catastrophe, which has been short-listed for the Lionel Gelber Prize. He is a founder of the University of Austin, a new university in Austin, TX. His recent essay for The Free Press, “The Treason of the Intellectuals,” referenced during the episode, discusses the role of German academia in the Third Reich. 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 race matter in schools? In The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth (Oxford UP, 2023), Derron Wallace, the Jacob S. Potofsky Chair in Sociology at Brandeis University, tells the contrasting stories of two schools in the UK and USA. The book demonstrates two very different sets of expectations for Black youth in the two countries schools, and two very different educational and social structures reinforcing these expectations. The book draws on a rich ethnographically informed narrative, which centres teachers’ and students’ understandings and experiences of education. In doing so, the book challenges ‘cultural’ explanations for failures and successes in the two schools, and the two countries. Demonstrating both the socially constructed nature of race in the UK and USA, and the racism at the centre of both educational systems, the book is essential reading across the social sciences, humanities and for anyone interested in schools, education, and social change. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Race and Gender in the Western Music History Survey: A Teacher’s Guide provides concrete information and approaches that will help instructors include women and people of color in the typical music history survey course and the foundational music theory classes. This book provides a reconceptualization of the principles that shape the decisions instructors should make when crafting the syllabus. It offers new perspectives on canonical composers and pieces that take into account musical, cultural, and social contexts where women and people of color are present. Secondly, it suggests new topics of study and pieces by composers whose work fits into a more inclusive narrative of music history. A thematic approach parallels the traditional chronological sequencing in Western music history classes. Three themes include people and communities that suffer from various kinds of exclusion: Locales & Locations; Forms & Factions; Responses & Reception. Each theme is designed to uncover a different cultural facet that is often minimized in traditional music history classrooms but which, if explored, lead to topics in which other perspectives and people can be included organically in the curriculum, while not excluding canonical composers. Dr. Horace J. Maxile, Jr. is Associate Professor of Music Theory at Baylor University. His primary interests are the concert music of Black composers, music semiotics, and gospel music. His research has appeared in scholarly journals such as Perspectives of New Music, American Music, the Journal of the Society for American Music, and Black Music Research Journal. Dr. Kristen M. Turner is a Lecturer in the music and honors departments at North Carolina State University. Her work centers on issues of race, gender, and class in American popular culture at the turn of the twentieth cen­tury. Her research has appeared in collected editions and scholarly journals including the Journal of the American Musicological Society, the Journal of the Society for American Music, American Studies, and Musical Quarterly. Emily Ruth Allen (@emmyru91) holds a Ph.D. in musicology from Florida State University. Her current research is about parade musics in Mobile, Alabama’s Carnival. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Carla Chamberlin and Mak Khan speak with Ingrid Piller about linguistic diversity and social justice. We discuss whether US native speakers of English can teach English ethically; how migrant parents can foster their children’s biliteracy; what the language challenges of the Covid-19 pandemic are; whether multilingualism researchers have a monolingual English-centric blind spot; and how the research paradigms of World Englishes and multilingualism connect. First published on November 19, 2020. “Chats in Linguistic Diversity” is a podcast about linguistic diversity in social life brought to you by the Language on the Move team. We explore multilingualism, language learning, and intercultural communication in the contexts of globalization and migration. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

With its signature "DARE to keep kids off drugs" slogan and iconic t-shirts, DARE (Drug Abuse Resistance Education) was the most popular drug education program of the 1980s and 1990s. But behind the cultural phenomenon is the story of how DARE and other antidrug education programs brought the War on Drugs into schools and ensured that the velvet glove of antidrug education would be backed by the iron fist of rigorous policing and harsh sentencing. Max Felker-Kantor has assembled the first history of DARE, which began in Los Angeles in 1983 as a joint venture between the police department and the unified school district. By the mid-90s, it was taught in 75 percent of school districts across the United States. DARE received near-universal praise from parents, educators, police officers, and politicians and left an indelible stamp on many millennial memories. But the program had more nefarious ends, and Felker-Kantor complicates simplistic narratives of the War on Drugs. In DARE to Say No: Policing and the War on Drugs in Schools (UNC Press, 2023), he shows how policing entered US schools and framed drug use as the result of personal responsibility, moral failure, and poor behavior deserving of punishment rather than something deeply rooted in state retrenchment, the abandonment of social service provisions, and structures of social and economic inequality. Jeffrey Lamson is a PhD student in world history at Northeastern University. His research focuses on the history of police technology, its relationship to the history of police reform, and its place at the intersection of U.S. domestic policing and global counterinsurgency. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The postwar migration of Puerto Rican men and women to Chicago brought thousands of their children into city schools. These children's classroom experience continued the colonial project begun in their homeland, where American ideologies had dominated Puerto Rican education since the island became a US territory. Mirelsie Velázquez tells how Chicago's Puerto Ricans pursued their educational needs in a society that constantly reminded them of their status as second-class citizens. Communities organized a media culture that addressed their concerns while creating and affirming Puerto Rican identities. Education also offered women the only venue to exercise power, and they parlayed their positions to take lead roles in activist and political circles. In time, a politicized Puerto Rican community gave voice to a previously silenced group--and highlighted that colonialism does not end when immigrants live among their colonizers. A perceptive look at big-city community building, Puerto Rican Chicago: Schooling the City, 1940-1977 (U Illinois Press, 2022) reveals the links between justice in education and a people's claim to space in their new home. Mirelsie Velázquez, PhD, is an associate professor of Latina/o Studies. As an interdisciplinary scholar, her work centers history of education, women's history, Puerto Rican studies, gender and sexuality, and teacher education. Max Jacobs is a PhD student in education at Rutgers University. He currently sits on the Graduate Student Council for the History of Education Society. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The Discourse of Scholarly Communication (Lexington Books, 2023) examines the place and purpose of modern scholarship and its dialectical relationship with the ethos of Enlightenment. Patrick Gamsby argues that while Enlightenment/enlightenment is often used in the mottos of numerous academic institutions, its historical, social, and philosophical elements are largely obscured. Using a theoretical lens, Gamsby revisits the ideals of the Enlightenment alongside the often-contradictory issues of disciplinary boundaries, access to research, academic labor in the production of scholarship (author, peer reviewer, editor, and translator), the interrelationship of form and content (lectures, textbooks, books, and essays), and the stewardship of scholarship in academic libraries and archives. It is ultimately argued that for the betterment of the scholarly communication ecosystem and the betterment of society, anti-Enlightenment rules of scholarship such as ‘publish or perish’ should be dispensed with in favor of the formulation of a New Enlightenment. Patrick Gamsby is the Scholarly Communication Librarian and Cross-Appointed to the Department of Sociology at Memorial University of Newfoundland. He previously worked in scholarly communications at Brandeis University and Duke University. Patrick holds a MLIS degree from the University of Western Ontario, a MES degree from York University, and a Ph.D. from Laurentian University. He is the author of two books - Henri Lefebvre, Boredom, and Everyday Life and The Discourse of Scholarly Communication - and he lives in St. John's, Newfoundland with his wife and two daughters. Dr. Michael LaMagna is the Information Literacy Program and Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Climate change and climate denial have remained largely off the radar in literacy and social studies education in the United States. How to Confront Climate Denial: Literacy, Social Studies, and Climate Change (Teachers College Press, 2022) addresses that gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial. The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures. As mentioned in the podcast, From Climate Denial to Ecojustice is the accompanying website.James S. Damico is Professor of Literacy, Culture, and Language Education at Indiana University, Bloomington, U.S.A. Mark Baildon is an Associate Professor of Foundations of Education and Coordinator of International Collaborations and Partnerships in United Arab Emirates University’s College of Education. Madden Gilhooly is a public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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

Drawing from his experiences of having belonged to the faculty, administrative, and presidential circles of the university, author Nicholas B. Dirks offers his nuanced and comprehensive reflections on the solutions for the most pressing issues facing universities today. These range from issues with free speech, interdisciplinary work, budgeting costs, internal politics, and the devaluing of the liberal arts. In a time where universities face fierce attacks from the political right and left and a distrust from the general public, Dirks defends their role in society, as key institutions that guard and create new knowledge to understand the world at large and drive meaningful change. In City of Intellect: The Uses and Abuses of the University (Cambridge UP, 2024), Dirks argues for a reimagination of the university to ensure its survival and relevance in the years to come, positioning him as a visionary leader in a time where higher education needs it the most. Nicholas B. Dirks is the current president and CEO of the renowned New York Academy of Sciences, one of the oldest scientific organizations in the United States. His notable past appointments include serving as the 10th Chancellor of the University of California, Berkeley from 2013 to 2017, and as the Executive Vice President and Dean of the Faculty for Arts and Sciences at Columbia University. Ariadna Obregon is a PhD student at the School of Media and Communication at the University of Leeds. On Twitter/X: @AriadnaObregn1 Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Claiming Space: Performing the Personal through Decorated Mortarboards (Utah State University Press, 2023) by Dr. Sheila Bock examines the growing tradition of decorating mortarboards at college graduations, offering a performance-centred approach to these material sites of display. Taking mortarboard displays seriously as public performances of the personal, this book highlights the creative, playful, and powerful ways graduates use their caps to fashion their personal engagement with notions of self, community, education, and the unknown future. The forms and meanings of these material displays take shape in relation to broader, ongoing conversations about higher education in the United States, conversations grounded in discourses of belonging, citizenship, and the promises of the American Dream. Integrating observational fieldwork with extensive interviews and surveys, Dr. Bock highlights the interpretations of individuals participating in this tradition. She also attends to the public framings of this tradition, including how images of mortarboards have grounded online enactments of community through hashtags such as #LatinxGradCaps and #LetTheFeathersFly, as well as what rhetorical framings are employed in news coverage and legal documents in cases where the value of the practice is both called into question and justified. This interview was conducted by Dr. Miranda Melcher whose forthcoming book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode, Elizabeth and John talk with Derron Wallace, sociologist of education and Brandeis colleague, about his new book The Culture Trap, which explores "ethnic expectations" for Caribbean schoolchildren in New York and London. His work starts with the basic puzzle that while black Caribbean schoolchildren in New York are often considered as "high-achieving," in London, they have been, conversely thought to be "chronically underachieving." Yet in each case the main cause -- of high achievement in New York and low achievement in London -- is said to be cultural. We discuss the concept of "ethnic expectations" and the ways it can have negative effects even when the expectations themselves are positive, and the dense intertwining of race, class, nation, colonial status, and gender, and the travels of the concept of culture in the 20th and 21st centuries. Mentioned in the episode: The Commission on Race and Ethnic Disparities Report [the Sewell Report] (2021) The Moynihan Report (1965) Georg Lukacs, "Reification and the Consciousness of the Proletariat" (1923) Diane Reay, "What Would a Socially Just Educational System Look Like?" (2012) Bernard Coard, How the Caribbean Child is made Educationally Subnormal in the British School System Steve McQueen, Small Axe, "Education," (2020) Bernardine Evaristo, Girl, Woman, Other (2019) B. Brian Forster, I Don't Like the Blues: Race, Place, and the Backbeat of Black Life (2020) Michel-Rolph Trouillot, "Adieu Culture: A New Duty Arises" (2003) David Simon's TV show The Wire (and also Lean on Me, and To Sir, with Love and with major props from Derron, Top Boy) Stuart Hall, The Fateful Triangle (1994) Listen and Read Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today’s book is: Black Women, Ivory Tower: Revealing the Lies of White Supremacy in American Education (Broadleaf Books, 2024), by Dr. Jasmine L. Harris, which is an exploration of what it means to be a Black woman in higher education. Dr. Jasmine Harris shares her own experiences attempting to be a Vassar girl and reckoning with a lack of legacy and agency, while examining the day-to-day impacts on Black women as individuals, and the longer-term consequences to their professional lives, and the generational costs to entire families. Trial and error has been required of Black students to navigate systems of discrimination and disadvantage. But this book now offers useful support, illuminating the community of Black women dealing with similar issues. The author's story is not unusual, nor are her interactions anomalies. Black Women, Ivory Tower explores why. Our guest is: Dr. Jasmine L. Harris, who is associate professor of African American Studies and coordinator of the African American Studies Program in the Department of Race, Ethnicity, Gender, and Sexuality Studies at the University of Texas, San Antonio. A rising voice in the study of Black lives in the US, Dr. Harris's research and teaching focus on the experiences of Black people in predominantly white schools, specifically the social, physical, and economic impacts of their presence there. She has been published in the Washington Post, Chicago Tribune, Houston Chronicle, Boston Globe, Baltimore Sun, Women's Studies Quarterly, and the Journal of Economics, Race, and Policy. Our host is: Dr. Christina Gessler, who is the creator of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners may also be interested in: Black Women, Ivory Tower discussion guide Microaggressions in the Classroom The Academic Life discussion of the book Presumed Incompetent Two Welcome to Academic Life, the podcast for your academic journey—and beyond! Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 200+ Academic Life episodes? You’ll find them all archived here. 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 Black Power movement and state surveillance to Silicon Valley and gentrification, Medina by the Bay: Scenes of Muslim Study and Survival (Duke UP, 2023) examines how multiracial Muslim communities in the San Francisco Bay Area survive and flourish within and against racial capitalist, carceral, and imperial logics. Weaving expansive histories, peoples, and geographies together in an ethnographic screenplay of cinematic scenes, Maryam Kashani demonstrates how sociopolitical forces and geopolitical agendas shape Muslim ways of knowing and being. Throughout, Kashani argues that contemporary Islam emerges from the specificities of the Bay Area, from its landscapes and infrastructures to its Muslim liberal arts college, mosques, and prison courtyards. Theorizing the Medina by the Bay as a microcosm of socioeconomic, demographic, and political transformations in the twentieth- and twenty-first centuries, Kashani resituates Islam as liberatory and abolitionist theory, theology, and praxis for all those engaged in struggle. Maryam Kashani is a filmmaker and associate professor in Gender and Women’s Studies and Asian American Studies at the University of Illinois at Urbana-Champaign and is an affiliate with Anthropology, Media and Cinema Studies, the Center for South Asian and Middle Eastern Studies, and the Unit for Criticism and Interpretive Theory. Her films and video installations have been shown at film festivals, universities, and museums internationally and include things lovely and dangerous still (2003), Best in the West (2006), las callecitas y la cañada (2009), and Signs of Remarkable History (2016); she is currently working on two film duets with composer/musician Wadada Leo Smith that examine the ongoing relationships between the struggles for Black freedom, creative music, and spirituality. Kashani is also in the leadership collective of Believers Bail Out, a community-led effort to bailout Muslims in pretrial and immigration incarceration towards abolition. Najwa Mayer is an interdisciplinary cultural scholar of race, gender, sexuality, and Islam in/and the United States, working at the intersections of politics, aesthetics, and critical theory. She is currently a Society of Fellows Postdoctoral Scholar at Boston University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Educationalists sometimes argue that the best way to improve a failing school is to appoint a strict principal or head, and this is sometimes the case. Not everyone agrees, of course, and many wonder what a strict principle or head actually does to improve student performance. In this interview, Owen Bennett Jones speaks with Alison Colwell, a woman the Daily Mail labelled Britain’s strictest head teacher. She turned a school around, and tells Bennett Jones how she did it. Colwell is the author of No Excuses Turning Around One of Britain’s Toughest Schools (Biteback, 2023). Owen Bennett-Jones is a freelance journalist and writer. A former BBC correspondent and presenter he has been a resident foreign correspondent in Bucharest, Geneva, Islamabad, Hanoi and Beirut. He is recently wrote a history of the Bhutto dynasty which was published by Yale University Press. 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 post-civil rights era, wide-ranging groups have made civil rights claims that echo those made by Black civil rights activists of the 1960s, from people with disabilities to women's rights activists and LGBTQ coalitions. Increasingly since the 1980s, white, right-wing social movements, from family values coalitions to the alt-right, now claim the collective memory of civil rights to portray themselves as the newly oppressed minorities. The Struggle for the People’s King: How Politics Transforms the Memory of the Civil Rights Movement (Princeton UP, 2023) reveals how, as these powerful groups remake collective memory toward competing political ends, they generate offshoots of remembrance that distort history and threaten the very foundations of multicultural democracy. In the revisionist memories of white conservatives, gun rights activists are the new Rosa Parks, antiabortion activists are freedom riders, and antigay groups are the defenders of Martin Luther King's Christian vision. Drawing on a wealth of evidence ranging from newspaper articles and organizational documents to television transcripts, press releases, and focus groups, Hajar Yazdiha documents the consequential reimagining of the civil rights movement in American political culture from 1980 to today. She shows how the public memory of King and civil rights has transformed into a vacated, sanitized collective memory that evades social reality and perpetuates racial inequality. Powerful and persuasive, The Struggle for the People's King demonstrates that these oppositional uses of memory fracture our collective understanding of who we are, how we got here, and where we go next. Hajar Yazdiha is an Assistant Professor of Sociology and faculty affiliate of the Equity Research Institute at the University of Southern California. She is also a faculty affiliate of the Center for Security, Race, and Rights at Rutgers University. Her research examines the mechanisms underlying the politics of inclusion and exclusion as they shape intergroup boundaries, ethno-racial identities, and intergroup relations. This work crosses subfields of race and ethnicity, migration, social movements, culture, and law using mixed methods including interview, survey, historical, and computational text analysis. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

George Floyd's death on May 25th 2020 marked a watershed in reactions to anti-Black racism in the United States and elsewhere. Intense demonstrations around the world followed. Within literary studies, the demonstrations accelerated the scrutiny of the literary curriculum, the need to diversify the curriculum, and the need to incorporate more Black writers. Decolonizing the English Literary Curriculum (Cambridge UP, 2023), jointly edited by Professor Ankhi Mukherjee and Professor Ato Quayson, is a major collection that aims to address these issues from a global perspective. An international team of leading scholars illustrate the necessity and advantages of reform from specific decolonial perspectives, with evidence-based arguments from classroom contexts, as well as establishing new critical agendas. The significance of Decolonizing the English Literary Curriculum lies in the complete overhaul it proposes for the study of English literature. It reconnects English studies, the humanities, and the modern, international university to issues of racial and social justice. Arnab Dutta Roy is Assistant Professor of World Literature and Postcolonial Theory at Florida Gulf Coast University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Featuring perspectives from educators, undergraduates, and archivists who are affiliated with community and institutional archives, the contributions to Transforming the Authority of the Archive: Undergraduate Pedagogy and Critical Digital Archives (U Michigan Press, 2023) explore efforts to deconstruct and transform the institutional authority of the archive and describe new possibilities for archives in education. In this conversation, editors Andi Gustavson and Charlotte Nunes speak about the book’s genesis, their framing of critical digital archives, and the broad range of institutions, labor, and individuals connected to projects described in the book. This discussion also touches on how factors including supportive leadership and space for experimentation create opportunities for instructors and students to challenge the authority of the archive. Read an open access edition of this book on the Lever Press website. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Incorporate Women’s and Gender Studies into your middle school classroom using the powerful lesson plans in this book. In Kathryn Fishman-Weaver and Jill Clingan's Teaching Women's and Gender Studies (Grades 9-12) (Routledge, 2022), the authors present seven units organized around four key concepts: Why WGST; Art, Emotion, and Resistance; Diversity, Inclusion, and Representation; and Intersectionality. With thought questions for activating prior knowledge, teaching notes, reflection questions, reproducibles, and strategies, these units are ready to integrate purposefully into your existing classroom practice. Across various subject areas and interdisciplinary courses, these lessons help to fill a critical gap in the curriculum. Through affirming, inclusive, and representative projects, this book offers actionable ways to encourage and support young people as they become changemakers for justice. This book is part of a series on teaching Women’s and Gender Studies in the K-12 classroom. We encourage readers to also check out the high school edition. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Incorporate Women’s and Gender Studies into your middle school classroom using the powerful lesson plans in this book. In Kathryn Fishman-Weaver and Jill Clingan's Teaching Women's and Gender Studies (Grades 6-8) (Routledge, 2022), the authors present seven units organized around four key concepts: Why WGST; Art, Emotion, and Resistance; Diversity, Inclusion, and Representation; and Intersectionality. With thought questions for activating prior knowledge, teaching notes, reflection questions, reproducibles, and strategies, these units are ready to integrate purposefully into your existing classroom practice. Across various subject areas and interdisciplinary courses, these lessons help to fill a critical gap in the curriculum. Through affirming, inclusive, and representative projects, this book offers actionable ways to encourage and support young people as they become changemakers for justice. This book is part of a series on teaching Women’s and Gender Studies in the K-12 classroom. We encourage readers to also check out the high school edition. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Today’s book is: Black and Queer on Campus (NYU Press, 2023) by Michael P. Jeffries, which offers an inside look at what life is like for LGBTQ college students on campuses across the United States. Dr. Jeffries shows that Black and queer college students often struggle to find safe spaces and a sense of belonging when they arrive on campus. Drawing on his interviews with students from over a dozen colleges, Dr. Jeffries provides a much-needed perspective on the specific challenges Black LGBTQ students face and the ways they overcome them. We learn through these intimate portraits that many of the most harmful stereotypes and threats to black queer safety continue to haunt this generation of students. We also learn how students build queer identities. Black and Queer on Campus sheds light on the oft-hidden lives of Black LGBTQ students, and how educational institutions can better serve them. It highlights the quiet beauty and joy of Black queer social life, and the bonds of friendship that sustain the students. Our guest is: Dr. Michael P. Jeffries, who is Dean of Academic Affairs, Class of 1949 Professor in Ethics, and Professor of American Studies at Wellesley College. He is the author of Behind the Laughs: Community and Inequality in Comedy; Paint the White House Black: Barack Obama and the Meaning of Race in America; Thug Life: Race, Gender, and the Meaning of Hip-Hop; and Black and Queer on Campus. He has published dozens of essays and works of criticism in The New York Times, The Atlantic, The Guardian, and The Boston Globe, and has been interviewed by The Washington Post, The New York Times, and NPR. Our host is: Dr. Christina Gessler, who is the creator and show host of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners may also be interested in: This discussion of the book Gay on God's Campus This discussion of the book Black Boy Out of Time This conversation about writing the book Brown and Gay in LA Welcome to Academic Life, the podcast for your academic journey—and beyond! Please join us again to learn from more experts inside and outside the academy, and around the world. The Academic Life podcast is currently listened to in more than 150 countries. You can help support the show’s mission of democratizing education and sharing the hidden curriculum by downloading episodes, and by telling a friend—because knowledge is for everybody. You’ll find all 190+ Academic Life episodes archived here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Academic Librarianship: Anchoring the Profession in Contribution, Scholarship, and Service (Rowman & Littlefield, 2023) by Marcy Simons is needed now as a response to how much has changed in academic librarianship as a profession (from the smallest academic libraries to large research libraries). Much has been written recently about the status of the profession of librarianship, i.e. whether or not it should still be considered a “profession,” are the same credentials still required/enough, should things change dramatically in SLIS programs in response to the new normal, and what is the impact of hiring PhD’s in disciplines outside of librarianship. Dr. Michael LaMagna is the Information Literacy Program and Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Focusing on the didactic nature of the work of Reinaldo Arenas, The Dissidence of Reinaldo Arenas: Queering Literature, Politics, and the Activist Curriculum (U Florida Press, 2022) demonstrates the Cuban writer’s influence as public pedagogue, mentor, and social activist whose teaching on resistance to normative ideologies resonates in societies past, present, and future. Through a multidisciplinary approach bridging educational, historiographic, and literary perspectives, The Dissidence of Reinaldo Arenas illuminates how Arenas’s work remains a cutting-edge source of inspiration for today’s audiences, particularly LGBTQI readers. It shows how Arenas’s aesthetics contain powerful insights for exploring dissensus whether in the context of Cuba, broader Pan-American and Latinx-U.S. queer movements of social justice, or transnational citizenship politics. Carefully dissecting Arenas’s themes against the backdrop of his political activity, this book presents the writer’s poetry, novels, and plays as a curriculum of dissidence that provides models for socially engaged intellectual activism. Sandro R. Barros, assistant professor in the Curriculum, Instruction, and Teacher Education program at Michigan State University, is the author of Competing Truths in Contemporary Latin American Literature: Narrating Otherness, Marginality, and the Politics of Representation. Rafael Ocasio is Charles A. Dana Professor of Spanish at Agnes Scott College. He is the author of A Gay Cuban Activist in Exile: Reinaldo Arenas and Cuba’s Political and Sexual Outlaw: Reinaldo Arenas. Angela L. Willis is professor of Hispanic studies and Latin American studies at Davidson College. Katie Coldiron is the Outreach Program Manager for the Digital Library of the Caribbean (dLOC) and PhD student in History at Florida International University. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Until the recent political shift pushed workers back into the media spotlight, the mainstream media had largely ignored this significant part of American society in favor of the moneyed upscale consumer for more than four decades. Christopher R. Martin now reveals why and how the media lost sight of the American working class and the effects of it doing so. The damning indictment of the mainstream media that flows through No Longer Newsworthy: How the Mainstream Media Abandoned the Working Class (Cornell UP, 2019) is a wakeup call about the critical role of the media in telling news stories about labor unions, workers, and working-class readers. As Martin charts the decline of labor reporting from the late 1960s onwards, he reveals the shift in news coverage as the mainstream media abandoned labor in favor of consumer and business interests. When newspapers, especially, wrote off working-class readers as useless for their business model, the American worker became invisible. In No Longer Newsworthy, Martin covers this shift in focus, the loss of political voice for the working class, and the emergence of a more conservative media in the form of Christian television, talk radio, Fox News, and conservative websites. Now, with our fractured society and news media, Martin offers the mainstream media recommendations for how to push back against right-wing media and once again embrace the working class as critical to its audience and its democratic function. Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

There are numerous political debates about education policy today, but some of the most heated surround vouchers, charter schools, and other questions about public funding and oversight of private schools. Though many of these questions feel new, they, in fact, have a long history. Public vs. Private: The Early History of School Choice in America (Oxford University Press, 2018) examines that history, tracing early debates about school choice. Robert N. Gross, a history teacher and assistant academic dean at Sidwell Friends School in Washington, DC, explains how public schools developed with their promoters intending them to be a new monopoly in education. Then, in the late 19th century, Catholic immigrants sought to set up private schools, leading to an era of conflict and compromise between public and private school policy. Gross shows how and why regulation become an important tool for both sides in those conflicts. Further, the book shows how schools were thought of as a public utility and become a key part of larger trends in state regulation of private entities performing public functions. In this episode of the podcast, Gross discusses his new book. He explains the goals of public school promoters in the 19th and early 20th centuries, and how private schools challenged the dominance of common schools. Finally, we also discuss the importance of this history for thinking about regulation, public schools, and the law today. Christine Lamberson is an Assistant Professor of History at Angelo State University. Her research and teaching focuses on 20th-century U.S. political and cultural history. She’s currently working on a book manuscript about the role of violence in shaping U.S. political culture in the 1960s and 1970s. She 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