New Books in Education

Emely Rumble, "Bibliotherapy in The Bronx" (Row House, 2025)

Sat, 18 Apr 2026 08:00:00 -0000

Bibliotherapy in The Bronx (Row House, 2025) by Emely Rumble, LCSW, is a groundbreaking exploration of the healing power of literature in the lives of marginalized communities. Drawing from her personal and professional experiences, Rumble masterfully intertwines storytelling with therapeutic insights to reveal how reading can be a potent tool for self-discovery, emotional transformation, and social change.
In this transformative work, Rumble offers readers an intimate glimpse into her journey as a psychotherapist in the Bronx, where she has spent over 14 years using books to help clients navigate complex emotions, heal from trauma, and find their voices. Through vivid anecdotes and real-world case studies, she demonstrates how literature can serve as a bridge between personal pain and collective healing.
Rich with practical tips, reflective exercises, and book recommendations, Bibliotherapy in The Bronx is a valuable resource for anyone interested in the power of words to change lives. Whether you're a therapist, educator, bibliophile, or simply someone seeking deeper understanding and growth, this book offers a compassionate, culturally affirming guide to the transformative potential of storytelling.
Rumble's work is a testament to the enduring power of books to heal, empower, and liberate. In a time when the world feels increasingly divided, Bibliotherapy in The Bronx reminds us that the stories we tell—and the stories we read—can unite us in our shared humanity.

-Raymond Williams, PhD is a political scientist, blogger, and book club administrator with an interest in American History and Politics. You can find Raymond on Instagram, Threads, and Twitter at @rtwilliams16.

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Amanda Anderson and Simon During, "Humanities Theory" (Oxford UP, 2026)

Fri, 17 Apr 2026 08:00:00 -0000

Humanities Theory (Oxford UP, 2026) pioneers a new topic: the theory of the humanities. It is an urgent topic right now because the humanities face a suite of forceful new challenges and are in a period of significant change. For these reasons, it has become important to analyse and understand what the humanities are as a whole, beyond disciplinary divisions and yet without resorting to simplistic notions of their worth. Remarkably little attention has been paid to this topic. Most discussions of the humanities have been polemical if not defensive.

This book argues that there exists a global humanities world which not only transcends disciplinary divisions but joins the professional academic humanities to a thriving amateur public humanities. This world has no essence, it is plural. Nevertheless, powerful, if contested, ethical orientations run through it and help shape it, including a will to truthfulness, a will to openness and generosity, a will to examine values.
In their essays Simon During and Amanda Anderson each bring different emphases to their shared orientation towards a large plural humanities world:
During analyses how key disciplines—sociology, philosophy and history—might be used to think about the humanities as a whole and, on this basis, offers some predictions of the future awaiting the humanities.
Anderson analyzes media representations of the humanities and considers the general conceptual frameworks through which the humanities focus on value and proffer critique. She analyses a series of examples of contemporary critical engagements in the humanities to press a case for value pluralism in the humanities and the university more broadly.

Amanda Anderson is Andrew W. Mellon Professor of English and Humanities and Director of the Cogut Institute for the Humanities at Brown University. She is the author, most recently, of Psyche and Ethos: Moral Life after Psychology (Oxford, 2018) and Bleak Liberalism (Chicago, 2016). She previously served as the Director of the School of Criticism and Theory at Cornell and serves on the advisory board of the international Consortium of Humanities Centers and Institutes (CHCI).

Simon During, educated in New Zealand and at Cambridge, has taught at the University of Melbourne and Johns Hopkins University. He is the author of pioneering work in post-colonialism, cultural studies, and the history of entertainment but in recent years has concentrated on thinking about literature and the humanities under their difficult contemporary conditions

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: here

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Yingyi Ma, "Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education" (Columbia UP, 2020)

Wed, 15 Apr 2026 08:00:00 -0000

In Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education (Columbia UP, 2020), sociologist Yingyi Ma offers a multifaceted analysis of a new wave of international Chinese students—mostly self-funded—who have transformed American higher education over the past decade. This privileged yet diverse group of young people, emerging from a rapidly changing China, must navigate the complications and confusions of their formative years while bridging the world’s two most powerful countries. How do these students come to study in the United States? What does that experience mean to them? And what does American higher education need to know—and do—in order to continue attracting these students and supporting them adequately?

Drawing on research conducted in both Chinese high schools and American colleges and universities, Ma’s book offers illuminating insights into the experiences that define this new wave of students: above all, a duality of ambition and anxiety rooted in the transformative social changes of contemporary China. These students and their families are ambitious in seeking to navigate two very different educational systems and societies. Yet, at the same time, the complexity and pressure of these systems generate profound anxiety—from the challenges of applying to colleges, to studying and socializing on campus, to deciding what comes next after graduation. Ambitious and Anxious also offers valuable policy implications for American colleges and universities, touching on recruitment, student life, faculty support, and career services.

About the Author

Yingyi Ma is Professor of Sociology at Syracuse University’s Maxwell School of Citizenship and Public Affairs, where she also serves as Director of the Asian/Asian American Studies Program. She is a Fellow of the Public Intellectuals Program of the National Committee on United States–China Relations.

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The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want

Mon, 13 Apr 2026 08:00:00 -0000

In this episode, Emily M. Bender, Alex Hanna, Jeffrey Herlihy-Mera and Alex Rivera Cartagena discuss the looming social, cultural, and knowledge catastrophe described in The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want (Harper, 2025). They explore how narratives around artificial intelligence are shaped by powerful tech companies, often obscuring the real limitations, risks, and social costs of these systems.

Their conversation challenges many common assumptions about AI’s inevitability and neutrality, examining how the hype surrounding it threatens university life, just labor practices, and resource allocation. They also bring to light practical ways that individuals, communities, and institutions can resist misleading claims and advocate for more accountable technologies. They argue on behalf of a critical roadmap for rethinking our relationship with AI—one grounded not in hype and speculation, but in democratic values and collective action.

This is the first of two episodes about The AI Con. The second, in Spanish, will appear on the New Books Network en español.

This conversation is sponsored in part by the Teagle Foundation and the “STEM to STEAM” program, which stresses the importance of reading and integrating humanistic perspectives in the sciences.

Quotes, organizations, books, scholars, and articles mentioned in this conversation:

Instituto Nuevos Horizontes
Universidad de Puerto Rico-Mayagüez
Elogio a las cercanías: crítica a la cultura tecnológica actual, Héctor José Huyke.
The AI Mirror: How to Reclaim Our Humanity in an Age of Machine Thinking, Shannon Vallor.
The Costs of Connection and "Rethinking Big Data's Relation to the Contemporary Subject," by Nick Couldry and Ulises Ali Mejias.
DukeGPT
Wendy Brown
Ivan Illich
"Has such promise but is so empty." -Alex Rivera Cartagena
"We know that they don't understand." -Emily M. Bender
"The real privilege is not using this technology; it is avoiding it." -Alex Rivera Cartagena
"AI flattens relationships into the words we exchange instead of the things we do." -Emily M. Bender
"It's not about the text specifically but the idea the text enables." -Alex Hanna
"It doesn't make us think about process." -Alex Hanna
"The groups that are already formed can be very powerful pathways for political education and for ensuring there's an integration of society and tech that works for people." -Alex Hanna
"The very idea of intelligence is that you can rank people based on one property...that same racist eugenicist concept." -Emily M. Bender
"The imposition of technology is presented as philanthropy." -Emily M. Bender
"Metaphor of data colonialism" -Alex Hanna
"How do we get there without a natural disaster?" -Emily M. Bender

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Gabriel S. Estrada, "Queer Indigenous Cinemas: Sovereign Genders from Seven Directions" (U Arizona Press, 2026)

Mon, 13 Apr 2026 08:00:00 -0000

In Queer Indigenous Cinemas, scholar Gabriel S. Estrada offers an analysis of queer Indigenous media from the Americas, the Pacific, and the Caribbean. This groundbreaking work uses Indigenous directional space and sovereign mapping methods to uncover the emotional, spiritual, and cultural dimensions of queer Indigenous lives. The book's seven chapters--each one of the directions--look closely at media such as cinema and streaming videos that draw on Indigenous concepts from diverse nations such as Diné, Caxcan, Kanaka Maoli, and Nehiyawak.

Gabriel S. Estrada is a Caxcan/Xicanx professor in religious studies at California State University Long Beach, where ze teaches queer spirituality, Indigenous graduate classes, and Nahuatl literature.

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Flower Darby, "The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes" (U Oklahoma Press, 2026)

Sun, 12 Apr 2026 08:00:00 -0000

The happier the teacher, the better the learning experience--for instructor and student alike. With this equation at its core, The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes (U Oklahoma Press, 2026) provides practical guidance for making distance learning infinitely more enjoyable and effective, and for improving the online teaching experience in asynchronous classes that often take place in Learning Management Systems (LMSs) like Canvas or Blackboard Learn, and where instructors and students rarely interact in real time, contributing to low completion rates. One of the most pervasive challenges in distance learning is the absent online instructor; and one clear reason for this problem is the often unsatisfying nature of teaching online. A leading voice on online education, Flower Darby draws on the sciences of learning, emotion, and motivation, three decades of her own teaching, extensive research on online student experience, and the stories of joyful online teachers to present concrete tips for making online teaching more rewarding. The key, Darby suggests, is learning to love teaching online. To that end, her book offers instructors accessible, inspiring, common-sense hacks for connecting with students, finding passion, navigating the structural inequities of higher ed, and more--all with a focus on building rapport and relationships, the central ingredients of happiness and satisfaction. These time-tested strategies and hard-won insights promise to help online teachers find meaning, purpose, and, yes, joy in their work--and, consequently, to fulfill the enormous, largely untapped potential of online education.

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David M. Perry, "The Public Scholar: A Practical Handbook" (JHU Press, 2026)

Tue, 07 Apr 2026 08:00:00 -0000

Public scholarship is one of those things that most academics are interested in, but unfortunately for them, they don't know how to actually get started. It's not their fault: nobody's ever taught them how, because it's not a part of graduate curricula. The Public Scholar: A Practical Handbook (JHU Press, 2026) is intended to solve that part of the "hidden curriculum" by offering scholars a practical series of steps on how to get started writing for the public, and from there, all of the different directions that they can go in.

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Teaching English Pronunciation

Tue, 31 Mar 2026 08:00:00 -0000

In this episode of the Language on the Move podcast Dr Hanna Torsh talks to Lindsay McMahon, founder of the All Ears English Podcast, about pronunciation teaching for global English.

What does it mean to speak well? And what does it mean to teach others to speak English well? What does good English sound like for you?

These are questions which teachers of English, as a first, second or foreign language and everything in-between, need to grapple with.

In the interview, Hanna and Lindsay talk about their approach to English language teaching, connection not perfection, and how this translates to a focus on pronunciation which is suited for the needs of students. This means using authentic interactions as much as possible, and working to change minds about the value of ‘native’ accents if most of your interactions are actually using English in global contexts with other multilingual speakers rather than in inner-circle countries with first language speakers. Finally, they touch briefly on what the surge in speech technologies means for teaching and learning pronunciation.

For additional resources, show notes, and transcripts, go here.

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Nick Juravich, "Para Power: How Paraprofessional Labor Changed Education" (U Illinois Press, 2024)

Sun, 29 Mar 2026 08:00:00 -0000

Today, we're speaking with Nicholas Juravich, author of Para Power: How Paraprofessional Labor Changed Education (U Illinois Press, 2024). In this book, Juravich explores the emergence of paraprofessional educators in U.S. schools during the social and political upheavals of the late 1960s. He shows how these workers—often underpaid and undervalued—played a crucial role in addressing what he calls a "crisis of care" in public education.

The book situates paraprofessionals within broader Black and Latino struggles for economic opportunity and social justice, particularly in New York City. Juravich traces how these workers reshaped classrooms, strengthened ties between schools and communities, and helped create pathways for Black and Latino teachers in the 1970s and early 1980s. He also highlights how their organizing contributed to the growth and diversification of public-sector unions. Para Power ultimately offers a compelling look at an often overlooked workforce and its impact on education, labor, and community life.

Nicholas Juravich is an assistant professor of history and labor studies at UMass Boston, where he also serves as Associate Director of the Labor Resource Center. Previously, he was the Andrew W. Mellon Postdoctoral Fellow in Women's History at the New-York Historical Society, where he curated the exhibition Ladies' Garments, Women's Work, Women's Activism and helped develop educational workshops on school segregation and movements for educational equality in New York City. His research focuses on public education, community organizing, and public-sector unions in 20th-century U.S. cities, and has been supported by numerous foundations and institutions.

My co-host today is Jillian Felton, a graduate student in the MA program in Communication at Oakland University.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Mark Hlavacik, "Willing Warriors: A New History of the Education Culture Wars" (U Chicago Press, 2025)

Sat, 28 Mar 2026 08:00:00 -0000

How the rise of the culture wars afflicts the politics of education.

On August 9, 2022, the Denton Independent School District held a meeting to address complaints about its libraries. Like so many districts in Texas and across the country, Denton had been responding to accusations that children had access to inappropriate books at school. During the public comment session, a local man stood up to the podium and read a sexually explicit passage from a book that he wanted removed from Denton’s school libraries. But beguiled by the prospect of securing a political win, he had confused the title of the lurid psychological thriller he read aloud with a young adult fiction series about mermaids. While his attempt to ban a book that was never in Denton’s school libraries in the first place received a few laughs, it also reflects a deeply serious and troubling culture of conflict that has taken over the politics of education and now divides people so completely as to make public education as a shared endeavor seem impossible.

In Willing Warriors, Mark Hlavacik shows how the culture wars have redefined the politics of US schooling from the 1970s to the present through vivid accounts of public controversies featuring Allan Bloom, Oprah Winfrey, Lynne Cheney, Rush Limbaugh, Betsy DeVos, Nikole Hannah-Jones, and others. Beginning in the 1970s, Hlavacik shows, efforts at innovation in schooling have increasingly been met by attempts to discredit them through exposé. As the culture wars have accelerated and exploded, this cycle of innovation and exposé has embroiled public schools in increasingly heated debates. He explains the dynamics that make curriculum controversies so intractable and confronts the delicate question of whether raucous public arguments are bad for education. With clarity and insight, Hlavacik reveals why bitter contests between educational ideologies not only add another burden for the schools, but also for the people—the willing warriors—who devote their lives to fighting for their betterment.

Mark Hlavacik is assistant professor in the Department of Communication and Journalism at Texas A&M University. He is the author of Assigning Blame: The Rhetoric of Education Reform.

Laura Beth Kelly is an associate professor of Educational Studies at Rhodes College in Memphis, Tennessee.

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Sarah Jaffe, "Work Won't Love You Back: How Devotion to Our Jobs Keeps Us Exploited, Exhausted, and Alone" (Bold Type Books, 2021)

Wed, 25 Mar 2026 08:00:00 -0000

In Work Won’t Love You Back: How Devotion to Our Jobs Keeps Us Exploited, Exhausted, and Alone (Bold Type Books, 2021), Sarah Jaffe argues that modern culture encourages workers to see their jobs as a “labor of love.” This idea tells people that passion and dedication should motivate them more than pay or working conditions. Jaffe shows that this belief often allows employers to justify low wages, long hours, and poor treatment. Through stories of workers across many fields, such as teachers, domestic workers, nonprofit employees, artists, athletes, and tech workers, the book demonstrates how devotion to work is used to normalize exploitation. Jaffe calls for a reevaluation of the relationship between work, identity, and personal fulfillment, suggesting that workers should organize collectively and demand fair compensation and conditions instead of relying on passion alone.

Sarah Jaffe is a journalist and labor reporter who writes about work, inequality, and social movements. Her work has appeared in major publications such as The Nation, The Washington Post, and The Guardian. Jaffe has long reported on labor struggles and worker organizing, including movements like Occupy Wall Street and the Fight for $15 campaign. She is also the author of Necessary Trouble and most recently From the Ashes: Grief and Revolution in A World on Fire. She is co-host of the labor podcast Belabored. Her writing focuses on how economic systems shape everyday life and workers’ experiences.

My co-producer on this episode is Kelly Knight, a graduate student in the MA program in Communication at Oakland University.

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Gabrielle Oliveira, "Now We Are Here: Family Migration, Children’s Education, and Dreams for a Better Life" (Stanford UP, 2025)

Fri, 20 Mar 2026 08:00:00 -0000

Who gets to live a life with dignity? Each day, families around the world make the difficult decision to leave their homes in search of safety, stability, and opportunity. For many migrant families, this search centers on access to strong, caring, and equitable educational systems that enable children to flourish. Now We Are Here: Family Migration, Children’s Education, and Dreams for a Better Life (Stanford UP, 2025) follows the lives of 16 migrant families from Brazil, El Salvador, Guatemala, and Honduras as they navigate the promises and challenges of the American education system. Drawing on immersive ethnographic research in homes and schools from 2018 to 2021, Gabrielle Oliveira offers an intimate portrait of these families' experiences. She weaves together stories of parental sacrifice, children's educational and migration journeys, and educators' responses to trauma—all shaped by the additional disruption of the COVID-19 pandemic. Oliveira highlights the perseverance of families confronting the overlapping crises of border detention, family separation, and a public health emergency. These experiences forced them to reimagine education and what it means to build a future in the U.S. By examining how migrant children engage in classrooms, how teachers understand their needs, and how hope evolves, this book offers vital insights into the intersections of schooling and immigration. It calls for more responsive educational practices and policies that affirm the dignity and potential of all migrant children.

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Helmut Schuster and David Oxley, "Artificial Death of a Career: A Tale of Professional Obsolescence and How to Avoid It" (Practical Inspiration Publishing, 2025)

Thu, 19 Mar 2026 08:00:00 -0000

How do you advance your career when AI is rewriting the rules of success?

As AI and automation revolutionize the global workforce, professionals everywhere are asking the same urgent question: How can I stay relevant in the age of AI?

Artificial Death of a Career: A Tale of Professional Obsolescence and Reinvention (Practical Inspiration Publishing, 2025) blends storytelling and strategy to explore the human side of technological disruption. When Shey Sinope's world collapses under the weight of the AI revolution, his personal fight to adapt becomes a roadmap for every professional determined to stay valuable, visible, and future-ready.

Award-winning authors, Drs. Schuster and Oxley, combine their behavioural science expertise with decades of experience as HR leaders and advisors to entrepreneurs and start-ups around the world, all delivered with their trademark wry sense of humour.

Inside, you'll discover how to:

Stay relevant in the age of AI by mastering adaptability and continuous learning
Reinvent your career before technology or automation forces the change
Build a leadership mindset for the AI revolution and beyond
Recognize early signs of professional obsolescence-and counter them fast
Develop resilience and confidence that withstand economic and technological shifts
Transform your work identity from outdated to indispensable
Career and professional life advice rooted in authenticity, respect, and inclusion-championing a world where being true to yourself is the foundation for realizing your fullest potential.

Equal parts insightful and entertaining, this book helps readers future-proof their skills, reimagine success, and thrive through change rather than fear it. The future of work isn't coming-it's here. Learn how to adapt, evolve, and lead in the age of AI. Your career reinvention starts now.

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Sam Illingworth and Rachel Forsyth, "GenAI in Higher Education: Redefining Teaching and Learning" (Bloomsbury, 2026)

Tue, 17 Mar 2026 08:00:00 -0000

GenAI in Higher Education: Redefining Teaching and Learning (Bloomsbury, 2026) provides practical guidance for higher education professionals looking to use Generative Artificial Intelligence (GenAI) technologies. Blending theoretical grounding with real-world examples and case studies, it gives step-by-step guidance on how to evaluate, select, and implement GenAI technologies in teaching, learning, assessment, and student support. It covers topics including automating administrative processes, adapting learning resources, and critiquing outputs. Each chapter includes reflective exercises and further reading lists and shows how AI can enhance accessibility, efficiency, and creativity in higher education. Alongside this, the many challenges and ethical considerations of using AI are introduced, including issues around plagiarism, quality control, and the need to establish governance protocols.

Dr. Tiatemsu Longkumer, Senior Lecturer in Anthropology at Royal Thimphu College, Bhutan, researches indigenous religion and Christianity among the Nagas, Buddhism in Bhutan, and Generative AI in education.

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Upper Caste Liberalism with Ravikant Kisana

Mon, 16 Mar 2026 08:00:00 -0000

This episode features a conversation with Ravikant Kisana, Dean of the School of Liberal Education and Languages at Galgotias University in India, about his book Meet the Savarnas: Indian Millennials Whose Mediocrity Broke Everything. We discussed the term “savarna” and how his personal experiences as a student and professor in liberal institutions led him to write the book, the performativity and insularity of upper castes, the importance of endogamy to caste social reproduction, and how to understand the recent shift from claims to castelessness to overt assertions of caste pride.

Guest

Ravikant Kisana, Dean, School of Liberal Education and Languages, Galgotias University, India

References:

B.R. Ambedkar, “Castes in India”

Babasaheb: an honorific for B.R. Ambedkar meaning “respected father.”

IIMs: Indian Institutes of Management

Mayawati: first Dalit woman chief minister of India who served in the state of Uttar Pradesh as the leader of the Bahujan Samaj Party.

BSP: Bahujan Samaj Party founded in 1984 and focused on representing the interests of Dalits, Other Backward Classes (OBCs) and religious minorities.

OBC parties: see above

Veds/Vedas: ancient Sanskrit scriptures

Kayasth: scribal and administrative caste originating in Maharashtra, Bengal, and Odisha.

Marwari: mercantile caste originating in the Marwar region of Rajasthan.

Baniya: mercantile caste originating in the states of Rajasthan and Gujarat. Baniya and Marwari are overlapping categories.

Jat: agricultural caste originating in the regions of Sindh and Punjab.

Noida: a city in the National Capital Region that falls within the state of Uttar Pradesh

Congress: Indian National Congress, one of India’s main national political parties founded in 1885.

MGNREGA: The Mahatma Gandhi National Rural Employment Guarantee Act of 2005 is an Indian labor law guaranteeing at least 100 days of paid, unskilled manual work per financial year to rural households.

Read the transcript here

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Suzanne Bost, "Quiet Methodologies: Humility in the Humanities" (U Minnesota Press)

Sun, 15 Mar 2026 08:00:00 -0000

What would it mean to disentangle humanities scholarship from combative, extractive, and colonial ways of knowing and writing? This is the question that animates Quiet Methodologies: Humility in the Humanities (U Minnesota Press), the latest book by literary scholar and poet Suzanne Bost.

Quiet Methodologies isn’t a traditional work of literary scholarship. Instead, the book reaches toward alternative ways of thinking with and teaching literature, grounded in speculation and conversation. It models a quiet kind of humanities work, committed not to asserting answers but to asking questions, not to claiming mastery but to embracing uncertainty.

For all its quietness, then, Quiet Methodologies is a bold and challenging work. Speaking to a moment of crisis within and beyond the academy, its provocations and explorations will be of interest to scholars and students working across humanities disciplines.

In conversation with Alix Beeston, Bost shares about the literary archives and scholarly works that helped her to unlearn scholarly conventions. She sets out her vision for reimagining humanities labor in terms of ethical responsibility, receptiveness, care—and even, perhaps, love.

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Podcast Intellectuals Panel #3 with Joy Connolly, Barry Lam, and Aurora Hutchinson

Sat, 14 Mar 2026 08:00:00 -0000

This is a special edition of the New York Institute for the Humanities’ Vault podcast. On October 10, 2025, NYU’s Journalism Institute hosted a day-long conference titled Podcast Intellectuals: Producing Original Scholarship with Audio. Over the course of three panels, scholars, podcasters, and journalists discuss how academics might employ the techniques of narrative audio as part of their research.

In this third, and final, panel, Robert Boynton moderates a conversation which asks, “Can podcasts save the university?” In it, Joy Connolly, Barry Lam, and Dr. Aurora Hutchinson discuss what role podcasts might play in the university’s system of hiring, promotion and tenure.

Robert S. Boynton is the director of the Literary Reportage program, and associate director of NYU’s Arthur L. Carter Journalism Institute. He is author of The Invitation Only Zone: The True Story of North Korea’ s Abduction Project, and The New New Journalism.

Joy Connolly is president of the American Council of Learned Societies and a scholar of ancient Roman political thought and literature. At ACLS, she has led initiatives such as Doctoral Futures to broaden the scope and reach of humanistic inquiry. She is the author of The State of Speech and The Life of Roman Republicanism, and is completing a new book called All the World’ s Pasts.

Professor Barry Lam earned a Ph.D. in Philosophy from Princeton, taught at Vassar, and recently moved to UC Riverside. He is the host and executive producer of Hi-Phi Nation, a story-driven podcast about philosophy, at Slate magazine. He is also an Associate Director of the Marc Sanders Foundation, which promotes excellence in philosophy and public philosophy.

Dr Lauren Arora Hutchinson, previously a BBC journalist, is an award-winning audio storyteller, an academic, and the inaugural director of the Dracopoulos-Bloomberg iDeas Lab, a studio and incubator for world class stories at the intersection of science, ethics, medicine and public health, at the Johns Hopkins Berman Institute of Bioethics. Lauren’s immersive audio work has premiered at IDFA and the Venice Film Festival. She has a PhD in History of Science with a focus on Oral History, and was a Wellcome Trust Imperial Media Fellow. She is the host of the signal award winning podcast playing god?

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Podcast Intellectuals Panel #2 with Ellen Horne, Chenjerai Kumanyika, Barry Lam, and Julia Barton

Fri, 13 Mar 2026 08:00:00 -0000

This is a special edition of the New York Institute for the Humanities’ Vault podcast. On October 10, 2025, NYU’s Journalism Institute hosted a day-long conference titled Podcast Intellectuals: Producing Original Scholarship with Audio. Over the course of three panels, scholars, podcasters, and journalists discuss how academics might employ the techniques of narrative audio as part of their research.

In this second panel of the day, Ellen Horne moderates a conversation with Chenjerai Kumanyika, Barry Lam, and Julia Barton, three veterans who have made a specialty of working on creative, idea-informed series.

Professor Ellen Horne directs the Podcasting and Audio Reportage concentration at NYU’s Arthur L. Carter Journalism Institute. She was the executive producer and editor of Admissible: Shreds of Evidence, and was host, reporter, and producer for Luminary’s Lies We Tell. Horne was the executive producer of WNYC’s Radiolab, where she won George Foster Peabody Awards, Third Coast Awards, and the Kavli Science Journalism Award. Her new documentary, Age of Audio, tells the story of the podcast from birth to boom to today.

NYU Professor Chenjerai Kumanyika specializes in using narrative non-fiction audio journalism to critique the ideology of American historical myths about issues such as race, the Civil War, and policing. His podcast Empire City was chosen by the New York Times as one of the best podcasts of 2024. He was the co-creator, co-executive producer and co-host of Uncivil, a podcast on the Civil War, and he is the collaborator for Scene on Radio’s Season 2 “Seeing White,” and Season 4 on the history of American democracy.

Julia Barton is an award-winning podcast, audiobook, and radio editor. She was the executive editor of Pushkin Industries, where she helped develop Revisionist History and Against the Rules. She’s the editor of Malcolm Gladwell’s audiobook The Bomber Mafia, Michael Specter’s Fauci, and Michael Lewis’s unabridged Liar’s Poker and companion podcast. Her 2019 series, Spacebridge, was called “dazzling” by The New Yorker. She is the author of the audio history newsletter, Continuous Wave.

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Tamara Kay, "Sesame Street Around the World: Culture, Politics, and Transnational Organizational Partnerships" (Oxford UP, 2025)

Sat, 07 Mar 2026 09:00:00 -0000

Given the sometimes extraordinary politicization of culture, it is surprising that Sesame Street has gained acceptance and legitimacy in more than fifty countries. Sesame Street's global success raises two questions. First, how does a US icon like Sesame Street spread around the world, gaining acceptance as a local cultural product? Second, how does the nonprofit that created it, Sesame Workshop, and its partners around the world navigate cultural differences, manage conflicts, and construct shared collective representations to create Sesame Street programs that resonate with local audiences?

In Sesame Street Around the World: Culture, Politics, and Transnational Organizational Partnerships (Oxford UP, 2025), Dr. Tamara Kay answers these questions using data from seven years of intensive ethnographic fieldwork and 200 in-depth interviews with Sesame Workshop staff and international partners-including their real-time interactions-from seventeen countries within four regions around the world.

Dr. Kay argues that Sesame Workshop's secret is its engagement in coproduction, meaning it works with partners as a transnational team to create local Sesame Street programs together. Through coproduction, Sesame Workshop and its partners create new collective identities by constructing value to align their interests and exchanging complex cultural knowledge to both customize and build alliances. She traces the successive processes of coproduction, beginning with the imagination of the cultural product, to its disassembly, reconstitution, and dissemination. Coproduction privileges the creation of new knowledge that emerges from transnational interaction, and uses that new knowledge to create a hybrid cultural product. The Sesame Street case grapples with and illuminates culture in transnational interaction, providing insight into a range of other transnational organizational partnerships and different kinds of hybrid cultural products.

This interview was conducted by Dr. Miranda Melcher whose 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. You can find Miranda’s interviews on New Books with Miranda Melcher, wherever you get your podcasts.

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Bryan Caplan's Case Against Education

Fri, 06 Mar 2026 09:00:00 -0000

Today I’m speaking with economist Bryan Caplan about education and bullshit, with a particular focus on his book, The Case Against Education: Why the Education System Is a Waste of Time and Money (Princeton University Press, 2018).

In our modern economy, possessing a college degree feels like a necessity for professional advancement. The age of good jobs for college dropouts is largely gone as more people spend more time in the classroom, writing papers, taking tests, and, of course, goofing off. On the one hand, policymakers celebrate the additional degrees attained by more people. Surely a more educated society means a more intelligent and productive one. It’s no secret that college grads make more money than dropouts, and high school grads make more than those who didn’t complete 12th grade.

Why is this the case? Does more education truly endow students with the skills necessary to succeed in the working world, or does education merely serve to certify that an individual has the intelligence and people skills needed to succeed? If the primary value of education is to signal conformity to employers’ expectations, then education as we know it is a waste of time, energy, and money.

Degrees range in practicality, but most—like economics—hardly spend time teaching the kinds of skills that translate to the jobs most graduates actually take. As Bryan puts it, “As far as I can tell, the only marketable skill I teach is how to be an economics professor.” The world certainly needs some economics professors, but the sentiment behind the point reflects an undeniable dirty little secret. Professors, by and large, teach students about their favorite subjects, not skills for career success.

For years, I’ve trumpeted the line that the purpose of higher education is not to teach skills but rather to teach students how to think. The Case Against Education deflates this argument with statistics and great humor. As the type of student who loved taking Russian literature, political philosophy, and economic history, I’m thrilled to speak with Bryan Caplan about bullshit and education.

Bryan Caplan is Professor of Economics at George Mason University.

Caleb Zakarin is CEO and Publisher of the New Books Network.

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Jessi Streib, "The Accidental Equalizer: How Luck Determines Pay After College" (U Chicago Press, 2023)

Mon, 02 Mar 2026 09:00:00 -0000

Are jobs fair? In The Accidental Equalizer: How Luck Determines Pay after College (U Chicago Press, 2023), Jessi Streib, an associate Professor of Sociology at Duke University, uncovers the remarkable story of the way luck shapes the hiring process for a key strata of business jobs in America. Offering a thesis that is initially counterintuitive but clearly argued, empirically grounded, and ultimately compelling, the book introduces the idea of ‘luckocracy’. ‘Luckocracy’ underpins the functioning of important parts of the graduate labour market, and equalises what would otherwise be significant class differences between college graduates. Rich with details, as well as offering a broad new perspective on education and the labour market, the book is essential reading across the social sciences, as well as for anyone interested in understanding work, fairness, and the importance of luck.

Dave O'Brien is Professor of Cultural and Creative Industries, at the University of Manchester.

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A Light in the Tower: A New Reckoning with Mental Health in Higher Education

Thu, 26 Feb 2026 09:00:00 -0000

A Light in the Tower argues that excellent education and radical support for mental health struggles can coexist, and provides detailed advice for how to do so. Dr. Katie Rose Guest Pryal debunks claims that supporting student mental health harms educational rigor (coining the term “rigor angst” to discuss the fear that rigor is declining). She outlines actionable steps professors and administrators can take, including abandoning ableist and exclusionary campus culture; replacing “bad-hard” work that creates unnecessary logistical difficulties for students in favor of “good-hard” work that challenges them intellectually; providing an easy path to disability accommodations; and teaching accessibly for neurodivergent students.

Dr. Pryal examines the anxiety that plagues campuses as a result of exploited and overworked contingent faculty and students, the systemic and institutional burnout that affects higher education at every level, and the market-driven culture of toxic overwork. Addressing the stigma that haunts mental disability on campus, the ableism that hounds our teaching, and the cascade of mental health struggles that far too many faculty and students face, Dr. Pryal provides straightforward solutions to complex challenges.

Our guest is: Dr. Katie Rose Guest Pryal, who is an author, neurodiversity expert, and adjunct professor of law at the University of North Carolina at Chapel Hill. She is the author of A Light in the Tower, and other works including the award-winning Even If You’re Broken: Bodies, Boundaries, and Mental Health.

Our host is: Dr. Christina Gessler, who is an academic writing coach and editor. She is the producer and creator of the Academic Life podcast.

Playlist:

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. Missed any of the 300+ Academic Life episodes? Find them here. And thank you for listening!

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Bin Chen, "Hui Muslims in the Shaping of Modern China: Education, Frontier Politics, and Nation-State" (Routledge, 2025)

Mon, 16 Feb 2026 09:00:00 -0000

Chen examines the Chinese Nationalist government's distinctive support for private Muslim teachers schools between the 1920s and 1940s, and explores the complex relationship between these institutions and the Chinese state during the Republican period.

In 1933, the government issued the Teachers Schools Regulations, mandating that all teachers schools be state-run. However, the Nationalists viewed private Muslim teachers schools as valuable allies in their efforts to assert influence in China’s Muslim-dominated northwestern frontier region and deliberately refrained from enforcing the 1933 Teachers Schools Regulations on them. Instead, the government applied the 1933 Amended Private Schools Regulations, which did not specifically address teachers schools, to govern Muslim teachers schools. By charting the evolving dynamics between the Nationalist state and Chinese Hui Muslims, Hui Muslims in the Shaping of Modern China: Education, Frontier Politics, and Nation-State (Routledge, 2025) reevaluates the Hui Muslims’ role in shaping modern China.

Offering crucial context on the role of Islam in modern China, this book is a valuable resource for scholars and students of Chinese history, as well as for policymakers and journalists interested in religion in China.

Bin Chen is Assistant Professor at Hong Kong Polytechnic University. He received his PhD from Pennsylvania State University, and his research interests include China’s modern transition and Islam in China. His publications have appeared in The Journal of Asian Studies, Journal of Modern Chinese History, International Journal of Asian Studies, and others.

Yadong Li is an anthropologist-in-training. He is a PhD candidate of Socio-cultural Anthropology at Tulane University. More details about his scholarship and research interests can be found here.

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Ruixue Jia et al., "The Highest Exam: How the Gaokao Shapes China" (Harvard UP, 2025)

Sun, 15 Feb 2026 09:00:00 -0000

The Highest Exam: How the Gaokao Shapes China (Harvard UP, 2025), provides a detailed, research-driven survey of the gaokao, China's high-stakes college entrance exam. Authors Ruixue Jia and Hongbin Li--past test-takers themselves--show how the exam system shapes schooling, serves state interests, inspires individualistic attitudes, and has lately become a touchstone in US education debates.

Ruixue Jia is a professor of economics at the School of Global Policy and Strategy at UC San Diego. She also serves as co-director of the China Data Lab, executive secretary of the Association of Comparative Economic Studies (ACES) and co-chair of the China Economic Summer Institute (CESI).

Hongbin Li is the James Liang Chair, Faculty Co-director of the Stanford Center on China's Economy and Institutions, a Senior Fellow of Stanford Institute for Economic Policy Research (SIEPR) and Freeman Spogli Institute for International Studies (FSI), Stanford University.

Interviewer Peter Lorentzen is an associate professor of economics at the University of San Francisco, where he leads the Master's program in International and Development Economics.

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Claire Nicolas, "Une si longue course: Sport, genre, et citoyenneté au Ghana et en Côte d’Ivoire (années 1900-1970)" (Presses Universitaires de Rennes, 2024)

Wed, 11 Feb 2026 09:00:00 -0000

Today we are joined by Claire Nicolas, a chercheuse du Fonds National Suisse at Basel University, a holder of a prestigious Ambizione Research Grant, and the author of Une si longue course: Sport, genre, et citoyenneté au Ghana et en Côte d’Ivoire (années 1900-1970) (Presses Universitaires de Rennes, 2024). In our conversation, we discussed physical culture in colonial and post-colonial Cote d’Ivoire and Ghana, the differences and the similarities between the imperial and post-imperial biopolitical strategies in both places, and the way that sports histories benefit from sustained engagement with critical theory.

In Une si longue course, Nicolas engages in a sustained comparison between the colonial and post-colonial physical cultural life of Cote d’Ivoire and Ghana. She organizes her work into two sections: one on colonial West Africa and another on post-colonial West Africa. Each section has three chapters covering physical education, scouting and sports. Her work addresses athletic life from the top down and the bottom up. In doing so, she shows that contrary to any simple history of teleological progress or sport as a crucible for nationalism, physical education, scouting and sport have been imperfect tools for imperial and post-imperial states. Athletes, scouts, and students found innovative ways to reshape the physical cultural priorities of the state to suit their own agendas.

This deeply ambitious work significantly adds to our understanding of physical culture in colonial and post-colonial West Africa through a comparative approach. It draws upon extensive primary source research: Nicolas works in the archives of the British and French colonial states, the ministries of post-colonial Cote d’Ivoire and Ghana, and the repositories of international sporting organizations in Switzerland. She also relies upon oral histories conducted with Ghanaian and Ivoirian sportsmen and women.

Cote d’Ivoire, Ghana, Great Britain, and France: their physical cultural programmes shared continuities and ruptures. Colonial empires concerned with the mise en valeur of their subjects sought biopolitical solutions to increase the birthrate, expand agricultural and industrial production, and prepare men for the defence of the empire. They worried that physical cultural programs – if poorly managed – would become sites for resistance, but Nicolas’ work shows that sporting clubs, scouting halls, and schools could confound any simple collaboration/resistance dichotomy.

Nicolas’ work also demonstrates the deeply gendered nature of both colonial and post-colonial physical culture. Newly emergent post-colonial nations sought to produce new men (and women) in ways that replicated the essentialism of their imperial predecessors.

Nicolas’ engaging work, thoroughly researched, and beautifully presented will be of broad interest to people invested in British, French, and West African history. It has broader conclusions for people interested in colonial and post-colonial theory.

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Nina Bandelj, "Overinvested: The Emotional Economy of Modern Parenting" (Princeton UP, 2026)

Thu, 05 Feb 2026 09:00:00 -0000

Parents are exhausted. When did raising children become such all-consuming, never-ending, incredibly expensive, and emotionally absorbing effort? In this eye-opening book, Nina Bandelj explains how we got to this point--how we turned children into financial and emotional investments and child-rearing into laborious work. At the turn of the twentieth century, children went from being economically useful, often working to support families, to being seen by their parents as vulnerable and emotionally priceless. In the new millennium, however, parents have become overinvested in the emotional economy of parenting.

Analyzing in-depth interviews with parents, national financial datasets, and decades of child-rearing books, Bandelj reveals how parents today spend, save, and even go into debt for the sake of children. They take on parenting as the hardest but most important job, and commit their entire selves to being a good parent.

The economization and emotionalization of society work together to drive parental overinvestment, offering a dizzying array of products and platforms to turn children into human capital--from financial instruments to extracurricular programs to therapeutic parenting advice. And yet, Bandelj warns, the privatization of child-rearing and devotion of parents' monies, emotions, and souls ultimately hurt the well-being of children, parents, and society. Overinvested: The Emotional Economy of Modern Parenting (Princeton UP, 2026) offers a compelling argument that we should reimagine children and what it means to raise them.

Nina Bandelj is Chancellor's Professor in the Department of Sociology at the University of California, Irvine, and past president of the Society for the Advancement of Socio-Economics.

Caleb Zakarin is CEO and Publisher of the New Books Network.

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Educated Out: How Rural Students Navigate Elite Colleges—And What It Costs Them

Thu, 05 Feb 2026 09:00:00 -0000

Rural students are unlikely to pursue degrees from private, selective schools. Why? And what happens to the handful of rural students who do attend elite colleges, colleges that may feel worlds away from home?

Educated Out shows how geography shapes rural, first-generation students’ access to college, their college experiences, and their postgraduation plans and opportunities. These students discover that home and college are very different worlds—and, over time, they start to question both. As they near graduation and navigate a job market in which the highest-paying and most prestigious opportunities are located in urban centers, they begin to feel the complicated burden of their schooling: they’ve been “educated out.”

In addition to advocating for a higher education landscape that truly includes rural students, Dr. Tieken critiques a system that requires people to leave their rural homes in search of opportunities. Without meaningful change, some students will have to make the impossible decision to leave home—and far more will remain there, undereducated and overlooked. Both engaging and accessible, Educated Out presents important and timely questions about rurality, identity, education, and inequality.

Our guest is: Dr. Mara Casey Tieken, who is associate professor of education at Bates College. She is the author of Educated Out; and Why Rural Schools Matter.

Our host is: Dr. Christina Gessler, who is an academic writing coach and editor. She is the producer and show host of the Academic Life podcast.

Playlist for listeners:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You help support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 300+ Academic Life episodes? Find them here. And thank you for listening!

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Arnoud S. Q. Visser, "On Pedantry: A Cultural History of the Know-it-All" (Princeton UP, 2025)

Mon, 02 Feb 2026 09:00:00 -0000

A lively and entertaining cultural history of a supremely annoying intellectual vice Intellectuals have long provoked scorn and irritation, even downright aggression. Many learned individuals have cast such hostility as a badge of honor, a sign of envy, or a form of resistance to inconvenient truths. On Pedantry: A Cultural History of the Know-it-All (Princeton University Press, 2025) offers an altogether different perspective, revealing how the excessive use of learning has been a vice in Western culture since the days of Socrates. Taking readers from the academies of ancient Greece to today’s culture wars, Arnoud Visser explains why pretentious and punctilious learning has always annoyed us, painting vibrant portraits of some of the most intensely irritating intellectuals ever known, from devious sophists and bossy savantes to hypercritical theologians, dry-as-dust antiquarians, and know-it-all professors. He shows how criticisms of pedantry have typically been more about conduct than ideas, and he demonstrates how pedantry served as a weapon in the perennial struggle over ideas, social status, political authority, and belief. Shifting attention away from the self-proclaimed virtues of the learned to their less-than-flattering vice, Visser makes a bold and provocative contribution to the history of Western thought. Drawing on a wealth of sources ranging from satire and comedy to essays, sermons, and film, On Pedantry sheds critical light on why anti-intellectual views have gained renewed prominence today and serves as essential reading in an age of rising populism across the globe.

Arnoud S. Q. Visser is professor of textual culture in the Renaissance at Utrecht University and director of the Huizinga Institute, the Dutch national research school for cultural history.

Caleb Zakarin is CEO and Publisher of the New Books Network.

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John L. Rudolph, "Why We Teach Science (and Why We Should)" (Oxford UP, 2023)

Sat, 31 Jan 2026 09:00:00 -0000

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023).

Few people question the importance of science education in American schooling. The public readily accepts that it is the key to economic growth through innovation, develops the ability to reason more effectively, and enables us to solve the everyday problems we encounter through knowing how the world works. Good science teaching results in all these benefits and more -- or so we think. But what if all this is simply wrong? What if the benefits we assume science education produces turn out to be an illusion, nothing more than wishful thinking?

John L. Rudolph is Vilas Distinguished Achievement professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison. He has affiliate appointments in the Department of Educational Policy Studies and the Robert and Jean Holtz Center for Science and Technology Studies and is the past editor-in-chief of the Wiley & Sons journal Science Education. Prior to his faculty appointment, he taught physics, chemistry, and biology in middle schools and high schools across Wisconsin.

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.

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Jose Eos Trinidad, "Subtle Webs: How Local Organizations Shape US Education" (Oxford UP, 2025)

Thu, 15 Jan 2026 09:00:00 -0000

In Subtle Webs: How Local Organizations Shape US Education (Oxford UP, 2025), Jose Eos Trinidad reveals how organizations outside schools have created an invisible infrastructure not only to affect local school districts but also to shape US education. He illustrates this by providing a behind-the-scenes look at how local organizations in Chicago, Philadelphia, and New York City have transformed data and worked with high schools to address the problem of students dropping out. The book argues that changes in a decentralized system happen less through top-down policy mandates or bottom-up social movements, and more through “outside-in” initiatives of networked organizations spread across various local systems. By detailing change across multiple levels and across multiple locations, Trinidad uncovers new ways to think about educational transformation, policy reform, and organizational change.

João Souto-Maior (website: here) is a postdoc at Stanford University.

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Ian M. Cook, "Scholarly Podcasting: Why, What, How" (Routledge, 2022)

Mon, 12 Jan 2026 09:00:00 -0000

Exploring what academic podcasting is and what it could be, Ian Cook's Scholarly Podcasting (Routledge, 2023) is the first to consider the why, what, and how academics engage with this insurgent, curious craft.

Featuring interviews with 101 podcasting academics, including scholars and teachers of podcasting, this book explores the motivations of scholarly podcasters, interrogates what podcasting does to academic knowledge, and leads potential podcasters through the creation process from beginning to end. With scholarship often trapped inside expensive journals, wrapped in opaque language, and laced with a standoffish tone, this book analyses the implications of moving towards a more open and accessible form.

This book will also inform, inspire, and equip scholars of any discipline, rank, or affiliation who are considering making a podcast or who make podcasts with the background knowledge and technical and conceptual skills needed to produce high-quality podcasts through a reflexive critique of current practices.

Ian M. Cook is Editor in Chief at Allegra Lab.

Caleb Zakarin is the Assistant Editor of the New Books Network.

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Ofer Sharone, "The Stigma Trap: College-Educated, Experienced, and Long-Term Unemployed" (Oxford UP, 2024)

Mon, 12 Jan 2026 09:00:00 -0000

An eye-opening look at how all American workers, even the highly educated and experienced, are vulnerable to the stigma of unemployment.

After receiving a PhD in mathematics from MIT, Larry spent three decades working at prestigious companies in the tech industry. Initially he was not worried when he lost his job as part of a large layoff, but the prolonged unemployment that followed decimated his finances and nearly ended his marriage. Larry's story is not an anomaly. The majority of American workers experience unemployment, and millions get trapped in devastating long-term unemployment, including experienced workers with advanced degrees from top universities. How is it possible for even highly successful careers to suddenly go off the rails?

In The Stigma Trap: College-Educated, Experienced, and Long-Term Unemployed (Oxford UP, 2024), Ofer Sharone explains how the stigma of unemployment can render past educational and professional achievements irrelevant, and how it leaves all American workers vulnerable to becoming trapped in unemployment. Drawing on interviews with unemployed workers, job recruiters, and career coaches, Sharone brings to light the subtle ways that stigmatization prevents even the most educated and experienced workers from gaining middle-class jobs. Stigma also means that an American worker risks more than financial calamity from a protracted period of unemployment. One's closest relationships and sense of self are also on the line.

Eye-opening and clearly written, The Stigma Trap is essential reading for anyone who has experienced unemployment, has a family member or friend who is unemployed, or who wants to understand the forces that underlie the anxiety-filled lives of contemporary American workers. The book offers a unique approach to supporting unemployed jobseekers. At a broader level it exposes the precarious condition of American workers and sparks a conversation about much-needed policies to assure that we are not all one layoff away from being trapped by stigma.

Stephen Pimpare is a Senior Fellow at the Carsey School of Public Policy at the University of New Hampshire.

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Jo Mackiewicz, "Learning Skilled Trades in the Workplace" (Springer, 2025)

Fri, 09 Jan 2026 09:00:00 -0000

This open access book describes and explains a fifty-year-old woman’s process of developing trade competences. Drawing from daily journal entries, photographs, interviews from 10 fabrication shops, and online forums about trades, this autoethnography details the author's learning process at Howe’s Welding and Metal Fabrication, where she has worked for over three years. This book uses accessible, everyday language and draws heavily from personal experience in trades, taking the value of trades as a given and explaining the process of developing the depth and breadth of conceptual and procedural knowledges—the competences—required to work in repair and fabrication shops like Howe’s. This book combines a research-derived framework for analyzing scaffolded learning and expertise development with stories of learning how and learning what. Readers will gain a better understanding of knowledge development in trades workplaces, including how one-to-one interactions scaffold knowledge, how workers gradually enter a community of practice, and how workplaces can constrain learning. This book also gives readers a view of workplace learning over time and helps readers—researchers and practitioners—recognize opportunities for development toward expertise. The book is useful for tradespeople, especially newcomers to trades and, in particular, women.

Jo Mackiewicz, is a professor at Iowa State University. She studies communication and learning in pedagogical and workplace interactions. She has published four books about writing centers including 'Writing Center Talk over Time' which won the 2019 award for best monograph from the International Writing Centers Association and an edited collection 'Theories and Methods of Writing Center Studies' which won the 2021 award for best edited collection from the writing across the Curriculum Association. She has also written and cowritten numerous articles. Her book, 'Welding Technical Communication: Teaching and Learning Embodied Knowledge', was published by SUNY Press in May 2022.

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Terra Jacobson and Spencer Brayton, "Valuing the Community College Library: Impactful Practices for Institutional Success" (ACRL, 2025)

Wed, 07 Jan 2026 05:00:00 -0000

Valuing the Community College Library: Impactful Practices for Institutional Success (2025, ACRL) provides a holistic approach to exhibiting community college library value through historical context, practical applications, and future thinking. Through case studies, editorials from administrators, and practical approaches, it addresses why community college libraries exist and should exist, and the nuanced approaches to how library workers situate themselves at their institutions. Community college libraries need to provide access to content, people, space, and technology and offer instruction, but can also serve as an outreach arm in advancing the mission of open enrollment and affordable access to higher education. Valuing the Community College Library can help you be an advocate for your library on campus and in your community.

Guests: Terra B. Jacobson (Chicago, IL) has been the dean of the Learning Resource Center at Moraine Valley Community College (Palos Hills, IL) since 2016 and has worked in community college libraries since 2009. She has a M.S. in Information Science (Indiana University, Bloomington) as well as a M.S. in Library Science (Indiana University, Bloomington). Terra received her Ph.D. in Information Studies (Dominican University, IL). Her dissertation title is: The Value of Community College Libraires: Executive Leadership Team Perceptions of the Community College Library.

Terra is the 2021 recipient of the Illinois Library Association’s Valerie J. Wilford Scholarship Grant for Library Education. She also received the ALA College Libraries Section Innovation in College Librarianship award in 2014. Terra participates locally as a board member for the Consortium of Academic and Research Libraries and works extensively with the Network of Illinois Learning Resources in Community Colleges (NILRC). She recently published the book Valuing the Community College Library: Impactful Practices for Institutional Success (2025) with ACRL. She currently teaches online at the State University of New York and at Dominican University in the School of Information Studies.

Spencer Brayton is director of Library Services at Waubonsee Community College (northeastern Illinois, USA). His research and publication interests include media and information literacy, community college libraries, coaching and leadership. Spencer received his Master of Arts in Library and Information Studies from the University of Wisconsin-Madison, a Master of Science in Management from the University of St. Francis (Joliet, IL), and is currently pursuing a Doctorate of Education in Higher Education from the University of Southern Mississippi.

Host: Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Helle Strandgaard Jensen, "Sesame Street: A Transnational History" (Oxford UP, 2023)

Mon, 29 Dec 2025 09:00:00 -0000

In Sesame Street: A Transnational History (Oxford UP, 2023), author Helle Strandgaard Jensen tells the story of how the American television show became a global brand. Jensen argues that because the show's domestic production was not financially viable from the beginning, Sesame Street became a commodity that its producers assertively marketed all over the world. Sesame Street: A Transnational History combines archival research from seven countries, bolstering an insightful analysis of how local reception and rejection of the show related to the global sales strategies and American ideals it was built upon.

Contrary to the producers’ oft-publicized claims of Sesame Street’s universality, the show was heavily shaped by a fixed set of assumptions about childhood, education, and commercial entertainment. This made sales difficult as Sesame Street met both skepticism and direct hostility from foreign television producers who did not share these ideals. Drawing on insights from new histories about childhood, education, and transnational media, the book lays bare a cultural clash of international proportions rooted in divergent approaches to children's television. In doing so, it provides a reflective backdrop to the many ongoing debates about children's media.

In contrasting the positive receptions and renunciations of Sesame Street, Jensen demonstrates that it was only after a substantial rethinking of Sesame Street’s aims and business model that this program ended up on numerous broadcasting schedules by the mid-1970s. Along the way, this rethinking and the constant negotiations with potential international buyers created and shaped the business and corporate brand that paved the way for the Sesame Street we know today.

Peter C. Kunze is a visiting assistant professor of communication at Tulane University.

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Ruby Oram, "Home Work: Gender, Child Labor, and Education for Girls in Urban America, 1870-1930" (U Chicago Press, 2025)

Sat, 27 Dec 2025 09:00:00 -0000

In Home Work: Gender, Child Labor, and Education for Girls in Urban America, 1870-1930 (U Chicago Press, 2025) historian Ruby Oram tells the story of how middle-class, white women reformers lobbied the state to implement various public education reforms to shape the lives of girls and women in industrial cities between 1870 and 1930. Women such as Jane Addams and Florence Kelley used education reform to target working-class communities and advocate for their middle-class ideals of girlhood and femininity, which could vary depending on the racial or socio-economic backgrounds of the girls. For example, reformers generally encouraged white girls to care for their future families, while pushing Black girls toward becoming domestic workers in others’ homes. Using Chicago as a case study, Oram also explores how many of the reforms sought by white women were in response to evolving anxieties about immigration, health, and sexual delinquency.
An illuminating addition to the history of urban education in America, Home Work enriches our understanding of educational inequality in twentieth-century schools.

Allie Morris (aemorris5@wisc.edu) is a joint Ph.D. student in Educational Policy Studies and History at the University of Wisconsin—Madison. She broadly studies gender, age, and education in the late 20th-century United States. Her current research focuses on the political history of girlhood from the 1960s to the 1990s, examining girls’ culture and activism in the American high school.

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Aaron G. Fountain Jr., "High School Students Unite! Teen Activism, Education Reform, and FBI Surveillance in Postwar America" (UNC Press, 2025)

Sat, 27 Dec 2025 09:00:00 -0000

In High School Students Unite! Teen Activism, Education Reform, and FBI Surveillance in Postwar America (UNC Press, 2025), Aaron G. Fountain Jr. highlights the crucial impact of high school activists in the 1960s and 1970s. Mid-twentieth-century student activism is a pivotal chapter in American history. While college activism has been well documented, the equally vital contributions of high school students have often been overlooked. Only recently have scholars begun to recognize the transformative role teenagers played in reshaping American education.

Inspired by civil rights and antiwar movements, students across the nation demanded a voice in their education by organizing sit-ins, walkouts, and strikes. From cities such as San Francisco and Chicago to smaller towns such as Jonesboro, Georgia, these young leaders fought for curricula that reflected their evolving worldviews. Drawing on archival research and interviews, Aaron G. Fountain Jr. reveals how teenagers became powerful agents of change, advocating for constitutional rights and influencing school reform. Ironically, the modernization of school security, including police presence, was partly a response to these student-led movements. Through oral histories and FBI records, this fascinating history offers a fresh perspective on high school activism and its lasting impact on American education.

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Scott D. Seligman, "The Great Christmas Boycott Of 1906: Antisemitism and the Battle Over Christianity in the Public Schools" (U Nebraska Press, 2025)

Wed, 24 Dec 2025 09:00:00 -0000

Today’s battles over Christianity in U.S. public schools have deep roots. In the nineteenth century, disputes were largely between Protestants and later-arriving Catholics, but in 1905 Jews entered the conflict in a dramatic way. That Christmas, Frank Harding, a Presbyterian principal in Brooklyn, urged his Jewish students to be more like Jesus. For Orthodox activist Albert Lucas, already fighting Christian settlement houses that sought to convert Jewish children, Harding’s remarks were the last straw. He accused the public schools of illegal proselytizing, and Jewish leaders quickly mobilized, petitioning for Harding’s removal and demanding clear limits on religious practices in public education—limits they argued were violated by Bible readings, the Lord’s Prayer, religious imagery, and Christmas pageants.

When the New York Board of Education refused to act decisively, Jewish parents staged a citywide boycott of the 1906 school Christmas pageants, keeping as many as three-quarters of students home in some neighborhoods. The board briefly barred sectarian hymns and religious material, but the decision provoked a fierce antisemitic backlash, framed in the press as a Jewish attack on Christmas, and most of the restrictions were soon reversed. The Great Christmas Boycott of 1906: Antisemitism and the Battle Over Christianity in the Public Schools (U Nebraska Press, 2025) shows how this conflict—over law, tradition, and the place of religion in public schools—has never truly ended. With decisive victories elusive, Jewish organizations today have shifted toward other, more strategic ways of confronting Christian nationalism.

Scott D. Seligman is a writer and historian. He is the author of numerous books, including The Great Kosher Meat War of 1902: Immigrant Housewives and the Riots That Shook New York City (Potomac Books, 2020), the award-winning The Third Degree: The Triple Murder That Shook Washington and Changed American Criminal Justice (Potomac Books, 2018), and The First Chinese American: The Remarkable Life of Wong Chin Foo.

Rabbi Marc Katz is the Senior Rabbi of Temple Ner Tamid. He is the author of Yochanan's Gamble: Judaism's Pragmatic Approach to Life.

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Amanda Nichols Hess, "Information Literacy and Critical Thinking: Using Perspective Transformation to Break Information Bubbles" (ALA, 2025)

Sun, 21 Dec 2025 09:00:00 -0000

Higher education is about transformation: research shows that the most well-prepared graduates are those who have experienced changes in how they think about and experience the world around them. Combined with flexible information-seeking and evaluation skills, learning ways to break information bubbles is essential for dealing with today's challenging, complex information environment. Jack Mezirow's transformative learning theory, which frames how adults think about and interact with the world around them, offers a way forward. In Information Literacy and Critical Thinking: Using Perspective Transformation to Break Information Bubbles (2025, ALA) Amanda Nichols Hess invites academic librarians to consider critical librarianship, pedagogy, and information literacy instruction in tandem with transformative learning theory, demonstrating tangible ways to integrate these concepts into their practice. Readers will discover an overview of critical library pedagogy and transformative learning theory, showing how reflection and action lie at the core of both ideas; in-depth exploration of the ten phases of the perspective transformation process and how they relate to key facets of critical librarianship, critical pedagogy, and critical information literacy; important theoretical and research viewpoints that elucidate perspective transformation; real-world scenarios modelling how one's own praxis can support learners; and a myriad of ideas, reflection questions, opportunities for action, and additional resources to spur readers to look beyond their own information bubbles and facilitate environments where learners can do the same.

Guest: Amanda Nichols Hess, PhD, is the coordinator of instruction and research help at Oakland University in Rochester, Michigan. She holds a PhD in educational leadership, an education specialist certificate in instructional technology, and a Master of Science in information. Amanda’s research focuses on information literacy, instructional design, online learning, and the intersections of these topics—particularly in library-centric professional learning. Her work has been published in College & Research Libraries, Communications in Information Literacy, Journal of Academic Librarianship, and portal: Libraries and the Academy, among other venues. In addition to editing and authoring books for ACRL and ALA Editions, Amanda also authored Transforming Academic Library Instruction (Rowman & Littlefield, 2019).

Host: Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Try to Love the Questions: From Debate to Dialogue in Classrooms and Life

Thu, 18 Dec 2025 09:00:00 -0000

Among the most common challenges on college campuses today is figuring out how to navigate our politically charged culture and engage productively with opposing viewpoints. In Try to Love the Questions: From Debate to Dialogue in Classrooms and Life (Princeton UP, 2024), Lara Schwartz introduces the fundamental principles of free expression, academic freedom, and academic dialogue, showing how open expression is the engine of social progress, scholarship, and inclusion. She sheds light on the rules and norms that govern campus discourse—such as the First Amendment, campus expression policies, and academic standards—and encourages students to adopt a mindset of inquiry that embraces uncertainty and a love of questions.

Empowering students, scholars, and instructors to listen generously, explore questions with integrity, and communicate to be understood, Try to Love the Questions includes writing exercises and discussion questions in every chapter, making it an indispensable resource for anyone interested in practicing good-faith dialogue.

Content note: The “test” Dr. Gessler references is a quiz on contraception, and the prevention and transmission of several different diseases; the prizes offered were candy bars.

Our guest is: Professor Lara Schwartz, who focuses on dialogue across difference, freedom of speech and dissent, inclusive pedagogy, dispute resolution, and depolarization. Drawing on her experience as a legislative lawyer, lobbyist, and communications strategist in leading civil rights organizations, Professor Schwartz understands how to lay the groundwork for important, tough conversations across difference. She is the author of Try to Love the Questions.

Our host is: Dr. Christina Gessler, who is a full-time writing coach, grad student coach, and developmental editor. She is the producer and show host of the Academic Life podcast.

Playlist for listeners:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You help support the show by downloading, teaching with, and recommending episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 300+ Academic Life episodes? Find them all here. And thank you for listening!

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Carlo Rotella, "What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics" (U California Press, 2025)

Sun, 07 Dec 2025 09:00:00 -0000

I’m excited to talk to Carlo Rotella today. Carlo is Professor of English at Boston College. His books include The World Is Always Coming to an End: Pulling Together and Apart in a Chicago Neighborhood (University of Chicago Press, 2019); Playing in Time: Essays, Profiles, and Other True Stories (University of Chicago Press, 2012); Cut Time: An Education at the Fights (Houghton Mifflin, 2003); and October Cities (University of California Press, 1998). He has written for the New York Times, The Boston Globe, The New Yorker, and Harper's.

Today, we discuss Carlo’s new book, What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics (University of California Press, 2025). The book does two things. It directly reports what happened in a class Carlo taught in the spring of 2020. Carlo interviews students in the semesters after the class ended, learning what students were going through while they were taking your class, and also what stood out in their memories years later. The second thing the book does is offer hands-on lessons from a life of teaching. Throughout the book, Carlo discusses how to deal with a class that hates the novel that you assigned, how to reach out to a student who falls silent, and how to introduce the multitude of ways of being enthusiastic about literature to skeptical students.

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Jennifer Conrad on Teaching Through Picture Book Appreciation

Wed, 03 Dec 2025 09:00:00 -0000

I have never spoken to anyone like Jennifer Conrad who teaches literature to her senior high school students through picture book appreciation. In our interview, we discuss how her unique program evolved, and how her students develop and deepen their love for this genre through interaction with young children.

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Democracy and Freedom: The Role of Philanthropy and Education

Sun, 23 Nov 2025 09:00:00 -0000

This week, we feature an episode with Dr. Alvaro Salas-Castro, President and CEO of the Reynolds Foundation, and Founder and Chairman of the Democracy Lab Foundation, which fosters civic innovation. We discuss the current state of the freedom and democracy movement, how philanthropic partnerships and democracy defenders are responding to authoritarianism, and how we create new transnational narratives and collaborative practices to support the movement for freedom and rights. We also dive into innovative projects in civic education and their potential to foster democratic renewal and commitments from the ground up.

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Margaret Grace Myers, "The Fight for Sex Ed: The Century-Long Battle Between Truth and Doctrine" (Beacon Press, 2025)

Fri, 21 Nov 2025 09:00:00 -0000

The US has some of the highest rates of STIs and teen pregnancies in the industrialized world. A comprehensive sex education curriculum—which teaches facts on contraception, prophylactics, consent, and STIs—has been available since the 90s. Yet the majority of states require that sex education stress abstinence, and 22 states do not require sex ed in public schools at all.

In The Fight for Sex Ed: The Century-Long Battle Between Truth and Doctrine (Beacon Press, 2025), writer, advocate, and historian Margaret Grace Myers shows us how we got here. While the earliest calls for sex ed came from a coalition of religious leaders and doctors at the turn of the century who sought to control the prevalence of STIs, the advent of antibiotics and modern condoms meant that abstinence was no longer good public health policy. The religious right, however, continued to frame it as such, using its impressive machinery to replace scientific facts with conservative Christian values.

Because sex ed is not mandated at the federal level, these battles have played out locally throughout the decades: through rigged school boards, administrative oustings, court cases, unjust firings, scare tactics, and threats. Myers also shows how the religious right has worked to narrow the discourse around sex ed, often dictating the terms of debate almost entirely.

What we teach young people has serious ramifications for reproductive justice, LGBTQ+ rights, gender equality, and public health. Sex education lies at the intersection of these hugely important cultural forces, yet it has been largely invisible. This book illuminates its potential—and its power.

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Doing the Work of Equity Leadership for Justice and Systems Change

Thu, 20 Nov 2025 09:00:00 -0000

In Doing the Work of Equity Leadership for Justice and Systems Change, scholars and practitioners who have worked together in various capacities across different school systems examine systemic equity leadership in U.S. public schools over the course of nearly a decade and across a time of profound racial and historical change.

This volume weaves together real-world insights, research-based strategies, and practical tools for transforming P–12 education systems into more equitable and just learning spaces. Contributors explore the early days of district equity leadership sparked by the Obama administration's focus on civil rights in education; Black Lives Matter (beginning with the Million Hoodies Movement for Justice); the proliferation of formal equity director roles, policies, and priorities; and the recent politically driven anti-DEI backlash. In doing so, it reveals the complex and crucial work of sustaining justice-focused educational systems change in the face of subtle resistance and outright attacks. This book is important reading for school leaders, district personnel, policymakers, and everyone who cares about a public education that works for all students.

Our guest is: Dr. Decoteau J. Irby, who is professor of educational policy studies at the University of Illinois Chicago, codirector of the Center for Urban Education Leadership, and coeditor of Dignity-Affirming Education. He co-edited Doing the Work of Equity Leadership for Justice and Systems Change with Dr. Ann M. Ishimaru.

Our host is: Dr. Christina Gessler, who produces the Academic Life podcast. She is a dissertation and grad student coach, and a developmental editor for humanities scholars at all stages of their careers. She writes the Academic Life Newsletter at her Substack.

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. Missed any of the 275+ Academic Life episodes? Find them here. And get bonus content HERE.

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Carlo Rotella, "What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics" (U California Press, 2025)

Tue, 18 Nov 2025 09:00:00 -0000

At a time when college students and their parents often question the "return on investment" from humanities courses, accomplished feature writer and English professor Carlo Rotella invites us into the minds of a group of skeptical first-year students who are ultimately transformed by a required literature class.

In What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics (University of California Press, 2025) he follows thirty-three students through his class to provide an intimate look at teaching and learning from their perspectives as well as his own. The students' reluctance--"How does this get me a job?"--transforms into insight as they wrestle with challenging books, share ideas, discover how to think critically, and form a community. In all these ways, they learn how to extract meaning from the world around them, an essential life skill. Confronting skeptics of higher education, this compassionate and inspiring book reveals the truth of what students actually experience in college.

Carlo Rotella is Professor of English at Boston College.

Caleb Zakarin is editor of the New Books Network.

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Ethan W. Ris, "Other People's Colleges: The Origins of American Higher Education Reform" (U Chicago Press, 2022)

Mon, 17 Nov 2025 09:00:00 -0000

For well over one hundred years, people have been attempting to make American colleges and universities more efficient and more accountable. Indeed, Ethan Ris argues in Other People's Colleges: The Origins of American Higher Education Reform (U Chicago Press, 2022), the reform impulse is baked into American higher education, the result of generations of elite reformers who have called for sweeping changes in the sector and raised existential questions about its sustainability. When that reform is beneficial, offering major rewards for minor changes, colleges and universities know how to assimilate it. When it is hostile, attacking autonomy or values, they know how to resist it. The result is a sector that has learned to accept top-down reform as part of its existence.

In the early twentieth century, the “academic engineers,” a cadre of elite, external reformers from foundations, businesses, and government, worked to reshape and reorganize the vast base of the higher education pyramid. Their reform efforts were largely directed at the lower tiers of higher education, but those efforts fell short, despite the wealth and power of their backers, leaving a legacy of successful resistance that affects every college and university in the United States. Today, another coalition of business leaders, philanthropists, and politicians is again demanding efficiency, accountability, and utility from American higher education. But, as Ris argues, top-down design is not destiny. Drawing on extensive and original archival research, Other People’s Colleges offers an account of higher education that sheds light on today’s reform agenda.

Joao Souto-Maior is PhD Student in Sociology of Education at the New York University.

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Joseph P. Viteritti, "Radical Dreamers: Race, Choice, and the Failure of American Education" (Oxford UP, 2025)

Tue, 11 Nov 2025 09:00:00 -0000

Seventy years after Brown v. Board of Education and demands to desegregate public schools, race and class remain the most reliable predictors of educational achievement in America. In attempting to address this divide, many school reformers have championed school choice: solutions like charter schools, vouchers, and other innovations designed to build more options into the system. Today, at least thirty-five states have laws that enable parents to send their children to private and religious schools at public expense while forty-six states have legalized charter schools.

In Radical Dreamers: Race, Choice, and the Failure of American Education (Oxford UP, 2025), Joseph P. Viteritti tells the definitive history of the school choice movement. In the 1990s, school choice emerged as an effort by a coalition of Black activists and conservative lawmakers seeking to offer economically disadvantaged students of color a way out of failing schools. As Viteritti shows, however, today's movement--championed by Republicans, conservatives, and faith-based organizations--has become less about placing disadvantaged children in better schools and more about providing public funding to students, irrespective of income, attending private--and frequently religious--schools.

Viteritti, an education insider and supporter of school choice for underserved students, profiles six influential figures, the "radical dreamers," who were integral to understanding the movement for greater education equality and the role that choice can play in fully realizing the movement's potential. Radical Dreamers urges us to have an honest conversation about education in America and where we have gone wrong. Viteritti's compelling narrative of how some of the most passionate educators conceived of school choice provides a valuable context to our nation's long struggle to offer every child in America a good education, and how that goal was undermined by advocates on both the left and right.

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Vania Smith-Oka, "Becoming Gods: Medical Training in Mexican Hospitals" (Rutgers UP, 2021)

Sat, 08 Nov 2025 09:00:00 -0000

In Becoming Gods: Medical Training in Mexican Hospitals (Rutgers University Press, 2021), Vania Smith-Oka follows a cohort of interns throughout their year of medical training in hospitals to understand how medical students become medical doctors. She ethnographically tracks their engagements with one another, interactions with patients, experiences with doctors, and presentations of cases to show how medical students undergo a nuanced process of accumulating knowledge and practical experience in shaping their medical selves. Smith-Oka illuminates the gendered aspects of this process, whereby the medical interns’ gender informs the kind of treatment they receive from other doctors and the kinds of possibilities they imagine for their careers and areas of medical practice. She documents the lives of the interns during which time they develop their medical selves and come to understand the tacit values of medical practice. The book is full of descriptive vignettes and ethnographic details that make it accessible to undergraduate students. It would be of interest to those in medical anthropology, hospital ethnography, medical education as well as people interested in how expertise is acquired and developed. The book examines medical interns’ transformations through ordinary and extraordinary moments, through active and passive learning where they not only acquire new knowledge but also new ways of being.

Vania Smith-Oka is an associate professor in the Department of Anthropology at the University of Notre Dame in Indiana. She is the Director of the Health, Humanities, and Society Program at the John J. Reilly Center.

Reighan Gillam is an assistant professor in the Department of Anthropology at the University of Southern California.

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Julie Fette, "Gender by the Book: 21st-Century French Children's Literature" (Routledge, 2025)

Fri, 07 Nov 2025 09:00:00 -0000

Gender by the Book: 21st-Century French Children's Literature (Routledge, 2025) investigates the gender representations that French children's literature transmits to readers today. Using an interdisciplinary, mixed methods approach, this book grounds its literary analysis in a sociohistorical examination of three key institutions – libraries, book clubs, and subscription magazines – that circulate reading material to children. It shows how French policies, cultural beliefs, and market forces influence the content of children's literature, including tensions between State support for unprofitable artistic endeavors and a belief in children’s right to high-quality products on the one hand, and suspicion of activism as anathema to creativity and fear of losing boy readers on the other. In addition, the notion of universalism, which asserts that equality is best achieved when society is blind to differences, thwarts a diverse and equitable array of literary representations. Nevertheless, conditions are favorable for 21st-century French children's publishers to offer a robust body of richly entertaining egalitarian literature for children.

Guest Julie Fette, author of Gender by the Book: 21st-Century French Children's Literature published in October 2024 by Routledge. Dr. Fette is Associate Professor of French Studies at Rice University where she is also Rice Faculty Scholar at the Center for the Middle East, Baker Institute and a Faculty Affiliate with the Center for the Study of Women, Gender, and Sexuality. She is also the author of Exclusions: Practicing Prejudice in French Law and Medicine, 1920-1945 from Cornell University Press in 2012 and the co-author of the textbook Les Français from Hackett in 2021, as well as numerous articles and book chapters on subjects from gender and professional life in France to teaching French studies in the classroom and online.

Host Gina Stamm is Associate Professor of French at The University of Alabama. Their research is concentrated on the environmental humanities and speculative literatures of the 20th and 21st centuries, from Surrealism to contemporary science fiction and feminist utopias, in Metropolitan France and the francophone Caribbean.

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Fang Yu Hu, "Good Wife, Wise Mother: Educating Han Taiwanese Girls Under Japanese Rule" (U Washington Press, 2024)

Thu, 06 Nov 2025 09:00:00 -0000

In Good Wife, Wise Mother: Educating Han Taiwanese Girls Under Japanese Rule (U Washington Press, 2024), female education and citizenship serve as a lens through which to examine Taiwan’s uniqueness as a colonial crossroads between Chinese and Japanese ideas and practices. A latecomer to the age of imperialism, Japan used modernization efforts in Taiwan to cast itself as a benevolent force among its colonial subjects and imperial competitors. In contrast to most European colonies, where only elites received an education, in Taiwan Japan built elementary schools intended for the entire population, including girls. In 1897 it developed a program known as “Good Wife, Wise Mother” that sought to transform Han Taiwanese girls into modern Japanese female citizens. Drawing on Japanese and Chinese newspapers, textbooks, oral interviews, and fiction, Fang Yu Hu illustrates how this seemingly progressive project advanced a particular Japanese vision of modernity, womanhood, and citizenship, to which the colonized Han Taiwanese people responded with varying degrees of collaboration, resistance, adaptation, and adoption. Hu also assesses the program’s impact on Taiwan’s class structure, male-female interactions, and political identity both during and after the end of Japanese occupation in 1945. Good Wife, Wise Mother expands the study of Taiwanese history by contributing important gendered and nonelite perspectives. It will be of interest to any historian concerned with questions of modernity, hybridity, and colonial nostalgia.

Fang Yu Hu is assistant professor of History at the California State Polytechnic University, Pomona who specializes in modern East Asian history, with a focus on Taiwan, gender, colonialism, and cross-border flows. She has published in the journals ERAS of Monash University and Twentieth-Century China. Her current research focuses on Taiwanese migrants to mainland China and Southeast Asia in the first half of the 20th century.

Li-Ping Chen is a visiting scholar in the Department of East Asian Languages and Cultures at the University of Southern California. Her research interests include literary translingualism, diaspora, and nativism in Sinophone, inter-Asian, and transpacific contexts.

Relevant Link:

NBN interview for Indoctrinating the Youth: Secondary Education in Wartime China and Postwar Taiwan, 1937-1960

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James Elwick, "Making a Grade: Victorian Examinations and the Rise of Standardized Testing" (U Toronto Press, 2025)

Sun, 02 Nov 2025 09:00:00 -0000

Making a Grade: Victorian Examinations and the Rise of Standardized Testing (U Toronto Press, 2025) takes historiographic and sociological perspectives developed to understand large-scale scientific and technical systems and uses them to highlight the standardization that went into "standardized testing."

Starting in the 1850s achievement tests became standardized in the British Isles, and were administered on an industrial scale. By the end of the century more than two million people had written mass exams, particularly in science, technology, and mathematics. Some candidates responded to this standardization by cramming or cheating; others embraced the hope that such tests rewarded not only knowledge but also merit.

Written with humour, Making a Grade looks at how standardized testing practices quietly appeared, and then spread worldwide. This book situates mass exams, marks, and credentials in an emerging paper-based meritocracy, arguing that such exams often first appeared as "cameras" to neutrally record achievement, and then became "engines" to change education as people tailored their behaviour to fit these tests. Taking the perspectives of both examiners and examinees, Making a Grade claims that our own culture’s desire for accountability through objective testing has a long history.

James Elwick is Associate Professor at the Department of Science, Technology and Society, for which he is also Chair. He has written on the history of the life sciences and scientists including John Tyndall, Herbert Spencer, and T.H. Huxley, and is currently writing a history of academic integrity, viewed through the lens of students who cheat on their tests and other school assessments.

Jacob Ward is a historian at Maastricht University, the Netherlands. He has written in the history of science and technology, environmental history, business and financial history, and political history. He recently published Visions of a Digital Nation: Market and Monopoly in British Telecommunications (MIT Press, 2024) and he’s currently working on a history of futurology in the United Kingdom and Europe from 1945 to the present day.

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Diane Ravitch, "An Education: How I Changed My Mind About Schools and Almost Everything Else" (Columbia UP, 2025)

Tue, 28 Oct 2025 08:00:00 -0000

For many years, Diane Ravitch was among the country’s leading conservative thinkers on education. The cure for what ailed the school system was clear, she believed: high-stakes standardized testing, national standards, accountability, competition, charters, and vouchers. Then Ravitch saw what happened when these ideas were put into practice and recanted her long-held views. The problem was not bad teachers or failing schools, as conservatives claimed, but poverty. She denounced privatization as a hoax that did not help students and that harmed the public school system. She urged action to address the root causes of inequality. In An Education: How I Changed My Mind About Schools and Almost Everything Else (Columbia UP, 2025) this passionate and timely memoir of her life’s work as a historian and advocate, Ravitch traces her ideological evolution. She recounts her personal and intellectual journey: her childhood in Houston, her years among the New York intelligentsia, her service in government, and her leftward turn. Ravitch shares how she came to hold conservative views and why she eventually abandoned them, exploring her switch from championing standards-based curriculum and standardized testing to arguing for greater investment in professional teachers and in public schools. Bringing together candid reflections with decades of research on education, Ravitch makes a powerful case for becoming, as she calls herself, “an activist on behalf of public schools.”

Diane Ravitch is a historian of education and a prominent commentator about education and politics. Her many books include Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools (2013); The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (2010); and The Great School Wars: New York City, 1805–1973 (1974). Ravitch was assistant secretary of education under President George H. W. Bush and served on the national testing board during the Clinton administration. She is cofounder and president of the Network for Public Education

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Matthew D. Nelsen, "The Color of Civics: Civic Education for a Multiracial Democracy" (Oxford UP, 2023)

Thu, 23 Oct 2025 08:00:00 -0000

Matthew D. Nelsen, an Assistant Professor of Political Science at the University of Miami, has a new book out that focuses on the content of civic education in the United States, and how we learn about the diverse and varied history of the United States. There is an ongoing and contemporary conversation about civic education in the United States, and what should and should not be taught in explaining the United States, how it works, who is part of it, and how it has evolved over four centuries. Nelsen’s work, The Color of Civics: Civic Education for a Multiracial Democracy (Oxford UP, 2023), pays close attention to what happens in classrooms, particularly urban classrooms, when these lessons are taught, and how students respond to these curricula and experiences. What he finds should be of interest to all of us, since it gets to the very heart of civic education, which is how to teach young people about being citizens in a democracy. Nelsen poses these broader questions throughout the book: Who is learning what? What is the general social studies curriculum that discusses “how a bill becomes a law” and the basic information about separation of powers and checks and balances? How is this curriculum, which is both somewhat abstract and also an idealized version of the American political system, taught, and how is it engaged by students? Nelsen found a variety of answers, but what is of particular interest is that there are teachers and instructors who have taken this somewhat static curriculum, and integrated different dimensions to it, engaging students in understandings of social movements, highlighting activities by a number of different political leaders, from both mainstream and marginalized groups. When the education becomes more multifaceted, it pulls in more students, and allows them to see themselves in these activities, even in leadership roles. And it also is more encompassing for all of the students in the classroom, regardless of race or other identity groupings.

The Color of Civics pulls together a variety of forms and kinds of research methodology to understand what happens in classrooms and how students learn and see themselves within this fabric of American democracy. Using qualitative, quantitative, and ethnographic approaches, Nelsen weaves together robust data to explore what makes diverse impacts within the classrooms, especially within a big, urban public school system. Part of what is teased out in this research is the potential longevity of political socialization that transpires at an early age among students—this is a key dimension of citizenship, creating in individuals an understanding of their role and capacities within a democracy. The ability to teach about social movements, and political movements, and the individuals who were involved in these movements expands the concept of citizen participation in American politics and thus expands the notion of citizenship in general. This approach also moves beyond the “great man” narrative of history and helps students to think about how various people engage in politics, not just by running for elected office. Nelsen’s work is important and useful as we continue to consider how citizens can and should participate in American politics and how the next generation is taught about citizenship, the American republic, and the idea of a complex democracy.

This book may be acquired at Books and Books in Miami, Florida, at the Seminary Co-op Bookstore in Chicago, IL, and at Women & Children First Bookstore in Chicago, IL.

Lilly J. Goren is a professor of political science at Carroll University, and co-host of the New Books in Political Science. She is co-editor of The Politics of the Marvel Cinematic Universe Volume I: The Infinity Sage and Volume II: Into the Multiverse (UP Kansas, 2022 & 2025), as well as co-editor of Women and the White House: Gender, Popular Culture, and Presidential Politics (UP Kentucky, 2012). She can be reached @gorenlj.bsky.social

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Genocide Studies International Vol 16.1, Special Issue on The Future of Genocide Education

Tue, 07 Oct 2025 08:00:00 -0000

Why should we ask students to learn about genocides? What outcomes do we aim for from this learning? How successful are we being and how can we do better? And why, in the end, does it matter?

These questions form the heart of a recent special edition of Genocide Studies International titled “The Future of Genocide Education.” The stem from a conference at Rowan University co-sponsored by Rowan and the Zoryan Institute. The papers and conversations held there have been reworked into a series of articles that form the heart of the special issue.

I talk with two of the authors, James Waller and Maureen Hiebert, about their contributions to the issue, there experience at the conference, and their concerns and successes in teaching students about genocide.

New Books in Genocide Studies has partnered with Genocide Studies International to bring you conversations with authors of cutting edge research and reflection that may not be reflected in published monographs. You can find more about the journal here. GSI is a housed at the Zoryan Institute. Learn more about the Institute here

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Leading Toward Liberation: How to Build Cultures of Thriving in Higher Education

Thu, 02 Oct 2025 08:00:00 -0000

In Leading Toward Liberation: How to Build Cultures of Thriving in Higher Education (JHU Press, 2025), Dr. Annmarie Caño reimagines academic leadership as a practice rooted in liberation and equity. Drawing on her experiences as a Latina, first-generation college student, clinical psychologist, and higher education administrator, Caño shows how leaders can foster inclusive cultures where everyone thrives.

Through a lens of liberation psychology, Caño outlines actionable strategies for transforming institutions into spaces of freedom and growth. From crafting a values-driven vision to navigating institutional obstacles, accompanying others in solidarity, and leading with courage, this book offers practical insights to create systemic change. In this guide to navigating and disrupting the status quo to promote freedom and growth, Caño explains how to lead courageously, grow liberatory leadership skills, and plan career steps. Each chapter concludes with reflective self-coaching questions that empower readers to assess and refine their leadership journeys.

Leading Toward Liberation offers an antidote to toxic and unhealthy academic cultures that silence or force out talented colleagues and stifle creativity. Addressing challenges like hierarchical norms, burnout, and the marginalization of underrepresented voices, Caño inspires readers to rethink leadership as a shared endeavor of transformation. With a keen focus on the intersections of identity and power, this is an essential resource for leaders seeking to dismantle oppressive systems and co-create healthier academic environments.

Our guest is: Dr. Annemarie Caño, who is a professor of psychology at Gonzaga University and a two-time Fellow of the American Psychological Association who has held leadership positions at public and private universities.

Our host is: Dr. Christina Gessler, who is an editor and a writing coach. She is the producer of the Academic Life podcast, and writes the show’s newsletter at christinagessler.stubstack.com.

Playlist for listeners:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 280+ Academic Life episodes? Find them here. And thank you for listening!

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Debaditya Bhattacharya, "The Indian University: A Critical History" (Orient BlackSwan, 2025)

Fri, 19 Sep 2025 08:00:00 -0000

Is there such a thing as an ‘Indian university’? Is there an ‘idea’ of an Indian university? Were universities in India living and breathing products of the soil, or were they conceptual imports from a colonial heritage? What is the relationship between universities in India and the ‘publics’ that have inhabited or are alienated by them? More pointedly, how ‘public’ is the Indian public university?

This volume explores the historical makings of the Indian university as it stands today, by sifting through archives, colonial/postcolonial policies, textual-literary records and political-economic developments. What results is a ‘critical history’ – navigating the force of myth and promise, revolutions and reforms, communities and markets. From the glorification of ancient ‘greatness’ to the riskiness of ‘platform futures’, this book offers a time travel through one of the most exalted and yet most abused institutions of our age – the university.

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Designing and Facilitating Workshops with Intentionality

Thu, 11 Sep 2025 08:00:00 -0000

Designing and Facilitating Workshops with Intentionality offers practical guidance, tools, and resources to assist practitioners in creating effective, engaging workshops for adult learners. Drawing from three key learning frameworks and the author’s considerable expertise in facilitating workshops across both educational and corporate settings, this book focuses on ten essential principles to consider when developing professional learning experiences.

Whether facilitating on-site or virtually, readers will gain a deeper understanding of how to design and facilitate workshops with an inclusive mindset, thus creating meaningful, active learning opportunities that result in greater involvement among participants and better feedback. Guiding questions, chapter takeaways, and a compendium of additional online resources supply plentiful opportunities to further build and fine-tune these skills. Within these pages, both new and seasoned facilitators will find inspiration, encouragement, and support, as they craft professional learning experiences that ignite curiosity and spark growth in all learners.

Our guest is: Dr. Tolu Noah, who is an educational developer at California State University, Long Beach, USA, where she designs and facilitates professional learning programs for instructors. She has 16 years of teaching experience, and she enjoys facilitating engaging workshops and keynotes about a variety of teaching, learning, and technology topics.

Our host is: Dr. Christina Gessler, who is a dissertation and writing coach, and a developmental editor. She is the producer of the Academic Life podcast, and author of the show’s newsletter found at ChristinaGessler.Substack.Com.

Playlist for listeners:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening!

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Stephanie K. Kim, "Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul" (MIT Press, 2023)

Mon, 08 Sep 2025 08:00:00 -0000

Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul (MIT Press, 2023) challenges the popular image of the international student in the American imagination, an image of affluence, access, and privilege. In this provocative book, higher education scholar Stephanie Kim argues that universities -- not the students -- create the paths that allow students their international mobility. Focusing on universities in the United States and South Korea that aggressively grew their student pools in the aftermath of the Great Recession, Kim shows the lengths to which universities will go to expand enrollments as they draw from the same pool of top South Korean students.

Using ethnographic research gathered over a ten-year period in which international admissions were impacted by the Great Recession, changes in US presidential administrations, and the COVID-19 pandemic, Constructing Student Mobility provides crucial insights into the purpose, effects, and future of student recruitment across the Pacific.

Constructing Student Mobility received the Best Book Award from the Association for the Study of Higher Education Council on International Higher Education.

Stephanie Kim is a scholar, educator, author, and practitioner in the field of comparative and international higher education. She teaches at Georgetown University, where she is an Associate Professor of the Practice and Faculty Director of Higher Education Administration in the School of Continuing Studies. She is also an affiliated faculty member of the Asian Studies Program in the School of Foreign Service.

Leslie Hickman is a translator and writer. She has an MA in Korean Studies from Yonsei University. You can follow her activities here.

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Sarah McLaughlin, "Authoritarians in the Academy: How the Internationalization of Higher Education and Borderless Censorship Threaten Free Speech" (Johns Hopkins UP, 2025)

Sun, 07 Sep 2025 08:00:00 -0000

In an era of globalized education, where ideals of freedom and inquiry should thrive, an alarming trend has emerged: foreign authoritarian regimes infiltrating American academia. In Authoritarians in the Academy, Sarah McLaughlin exposes how higher education institutions, long considered bastions of free thought, are compromising their values for financial gain and global partnerships.

This groundbreaking investigation reveals the subtle yet sweeping influence of authoritarian governments. University leaders are allowing censorship to flourish on campus, putting pressure on faculty, and silencing international student voices, all in the name of appeasing foreign powers. McLaughlin exposes the troubling reality where university leaders prioritize expansion and profit over the principles of free expression. The book describes incidents in classrooms where professors hesitate to discuss controversial topics and in boardrooms where administrators weigh the costs of offending oppressive regimes. McLaughlin offers a sobering look at how the compromises made in American academia reflect broader societal patterns seen in industries like tech, sports, and entertainment.

Meticulously researched and unapologetically candid, Authoritarians in the Academy: How the Internationalization of Higher Education and Borderless Censorship Threaten Free Speech (Johns Hopkins University Press, 2025) is an essential read for anyone who believes in the transformative power of education and the necessity of safeguarding it from the creeping tide of authoritarianism.

Sarah McLaughlin is a senior scholar of global expression at the Foundation for Individual Rights and Expression.

Caleb Zakarin is editor of the New Books Network.

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Christopher Willard et al., "College Mental Health 101: A Guide for Students, Parents, and Professionals" (Oxford UP, 2025)

Sun, 07 Sep 2025 08:00:00 -0000

With a growing number of students entering college with an existing mental health diagnosis, College Mental Health 101: A Guide for Students, Parents, and Professionals (Oxford UP, 2025) offers hope and clear direction to those struggling with mental illness.

There is an undeniable mental health crisis on campuses these days. More students are anxious, depressed, drinking, and self-harming than ever before. The statistics are startling: 50% of mental health issues begin by age 14, 75% by age 24, while suicide is the second leading cause of death among young adults. And yet even while more students are struggling, more students than ever are breaking through stigma, seeking help, and sharing openly in person and social media about their challenges.

College Mental Health 101 offers more answers, relief, resources, and research backed information for families, students, and staff already at college or beginning the application process. With simple charts and facts, informal self-assessments, quick tips for students and those who support them, the book includes hundreds of voices addressing common concerns. Basics like picking and contacting a therapist, knowing your rights, disclosing to friends and family, advice on medication and time off, are all covered in brief digestible sections. The book also offers support and understanding to families and friends of struggling students who are often uncertain of where else to turn for expert advice. Packed with hundreds of expert and student voices, three diverse experts in the field have assembled the right resources at the right time.

Christopher Willard is a clinical psychologist, author, and consultant based in Massachusetts. He teaches at Harvard Medical School.

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Who Needs College Anymore: Imagining A Future Where Degrees Don’t Matter

Thu, 04 Sep 2025 08:00:00 -0000

In this optimistic yet practical assessment of how postsecondary education can evolve to meet the needs of next-generation learners, Kathleen deLaski reimagines what higher education might offer and whom it should serve. In the wake of declining enrollment and declining confidence in the value of a college degree, she urges a mindset shift regarding the learning routes and credentials that best prepare students for post-high-school success. Who Needs College Anymore draws on a decade of research from the Education Design Lab, and interviews of educational experts, college and career counselors, teachers, employers, and learners.

Kathleen deLaski applies human-centered design to higher education reform. She highlights ten top principles based on user feedback and considers how well they are being enacted by colleges. She urges institutions to better attend to the needs of new-majority learners, including people from low- or moderate-income backgrounds, people of color, first-generation students, veterans, single mothers, rural students, part-time attendees, and neurodivergent students. She finds ample opportunity for colleges to support learners via alternative pathways to marketable knowledge, including skills-based learning, apprenticeships, career training, and other types of workplace learning.

Our guest is: Kathleen deLaski, who spent twenty years as a journalist, including time as ABC News White House correspondent. In the second half of her career, she has focused on education reform, cofounding or founding nonprofits including the Education Design Lab. She is a senior advisor to the Project on Workforce at Harvard University, and is an adjunct professor at George Mason University.

Our host is: Dr. Christina Gessler, who is a developmental editor for humanities scholars and social scientists at all stages of their careers. She is the producer and show host of the Academic Life podcast, and writes the Academic Life newsletter, found here

Playlist for listeners:

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. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening!

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Sexual Imperialism and English Language Teaching

Tue, 02 Sep 2025 08:00:00 -0000

In this episode of the Language on the Move Podcast, Dr Hanna Torsh speaks with Dr Vaughan Rapatahana about sexual predation in the English language teaching industry.

The conversation addresses his new book Sexual Predation and TEFL: The teaching of English as a Foreign Language Enables Sexual Predation (Brill, 2024), which explores how teaching English overseas intersects with and enables widespread sexual exploitation.

Trigger warning: this show discusses sexual exploitation and related content that listeners may find distressing.

For additional resources, show notes, and transcripts, go here.

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Wade Davies, "Native Hoops: The Rise of American Indian Basketball, 1895-1970" (UP of Kansas, 2020)

Sun, 31 Aug 2025 08:00:00 -0000

The game of basketball is perceived by most today as an “urban” game with a locale such as Rucker Park in Harlem as the game’s epicenter (as well as a pipeline to the NBA). While that is certainly a true statement, basketball is not limited to places such as New York City.

In recent years scholars have written about the meaning of the game (and triumphs on the hardwood) to other groups, such as Asian Americans (Kathleen Yep and Joel Franks) and Mexican Americans (Ignacio Garcia). To this important literature one can now add an examination of the sport in the lives of Native Americans, through Wade Davies' Native Hoops: The Rise of American Indian Basketball, 1895-1970 (University Press of Kansas, 2020).

The game, as Davies notes, was not just something imposed upon Natives in locales such as the Indian Industrial Training School in Kansas (and elsewhere). The game provided linkages to the Native past, and was embraced as a way to “prove their worth” within a hostile environment designed to strip students of all vestiges of their cultural inheritance. The sport provided both young men and women with an opportunity to compete against members of other institutions (both Native and white) and to challenge notions of inferiority and inherent weaknesses.

Davies’ work does an excellent job of detailing the role of the sport in the lives of individuals, schools, and eventually, Native communities. Additionally, it examines how these players competed against sometimes seven opponents (the five players on the court and the two officials) to claim their rightful place on the court. They also often had to deal with the taunts and racism of crowds at opposing gyms. Still, most of these schools managed to field competitive teams that created their own “Indian” style of basketball that proved quite difficult to defeat.

Wade Davies is professor of Native American studies at the University of Montana, Missoula.

Jorge Iber is a professor of history at Texas Tech University.

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Philis Barragán-Goetz, "Reading, Writing, and Revolution: Escuelitas and the Emergence of a Mexican American Identity in Texas" (U Texas Press, 2020)

Thu, 28 Aug 2025 08:00:00 -0000

Debates about Ethnic Studies in K-12 and Higher Education have highlighted the importance of culturally inclusive pedagogy in schools. Despite discussions about Ethnic Studies, there is a more extended history of Mexican-origin people pushing for culturally responsive education. In Reading, Writing, and Revolution: Escuelitas and the Emergence of a Mexican American Identity in Texas (University of Texas Press, 2020), historian Philis M. Barragán-Goetz argues that through cultural negotiation, escuelitas (community schools) shaped Mexican American identity and civil rights activism in the late 19th and early 20th century.

Barragán Goetz weaves in oral histories, government documents, newspapers, and archival sources to demonstrate the power in grassroots organizing for educational justice in Texas. She debunks a popular myth that Mexican Americans have not cared for education throughout history. Barragán Goetz writes that the progressive education movement in the late 19th century was not all that progressive if we examine the lived experienced of Mexican-origin people. Activists such as Idar Family, Villegas de Magnon, Maria Villarreal, Maria Renteria, and many involved in the two main Mexican American civil rights organizations of the time provided a foundation for Latina/os to be part of the fight for educational inclusion in the 20th century. Reading, Writing, and Revolution is not merely a book about educational history; it is a trailblazing study on how Mexican Americans have relied on any tools available to create a more inclusive educational system for themselves and their community.

Philis M. Barragán Goetz is an Assistant Professor of History at Texas A&M University - San Antonio. She earned her Ph.D. from the University of Texas at Austin. She can be found on Twitter: @philismaria

Tiffany Jasmin González, Ph.D. is the Postdoctoral Fellow in Women’s History at the Newcomb Institute of Tulane University. You can follow Tiffany on Twitter @T_J_Gonzalez

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Jérémy Filet, "The Jacobites and the Grand Tour: Educational Travel and Small-States' Diplomacy" (Manchester UP, 2025)

Tue, 26 Aug 2025 08:00:00 -0000

The Jacobites and the Grand Tour: Educational travel and small-states' diplomacy (Manchester University Press, 2025) by Dr. Jérémy Filet is the first monograph to fully examine the intersecting networks of Jacobites and travellers to the continent. In the book, Dr. Filet considers how small states used official diplomacy and deployed soft power - embodied by educational academies - to achieve foreign policy goals. This work uses little-known archival materials to explain how and why certain small states secretly supported the Jacobite cause during the crucial years surrounding the 1715 rising, while others stayed out of Jacobite affairs.

The book demonstrates how early modern small states sought to cultivate good relations with Britain by attracting travellers as part of a wider trend of ensuring connections with future diplomats or politicians in case a Stuart restoration never came. This publication therefore brings together a study of Britain, small states, Jacobitism, and educational travel, in its nexus at continental academies.

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Elaine Weiss, "Spell Freedom: The Underground Schools That Built the Civil Rights Movement" (Simon and Schuster, 2025)

Tue, 26 Aug 2025 08:00:00 -0000

Elaine Weiss, acclaimed author of The Woman’s Hour: The Great Fight to Win the Vote, follows that magisterial work with a work of equal scholarly significance and narrative excellence, Spell Freedom: The Underground Schools That Built the Civil Rights Movement (Simon and Schuster, 2025), "the story of four activists whose audacious plan to restore voting rights to Black Americans laid the groundwork for the Civil Rights Movement."
"In the summer of 1954, educator Septima Clark and small businessman Esau Jenkins travelled to rural Tennessee’s Highlander Folk School, an interracial training center for social change founded by Myles Horton, a white southerner with roots in the labor movement. There, the trio united behind a shared mission: preparing Black southerners to pass the daunting Jim Crow era voter registration literacy tests that were designed to disenfranchise them.
Together with beautician-turned-teacher Bernice Robinson, they launched the underground Citizenship Schools project, which began with a single makeshift classroom hidden in the back of a rural grocery store. By the time the Voting Rights Act was signed into law in 1965, the secretive undertaking had established more than nine hundred citizenship schools across the South, preparing tens of thousands of Black citizens to read and write, demand their rights—and vote. Simultaneously, it nurtured a generation of activists—many of them women—trained in community organizing, political citizenship, and tactics of resistance and struggle who became the grassroots foundation of the Civil Rights Movement. Dr. King called Septima Clark, “Mother of the Movement.”

Elaine Weiss is an award-winning journalist, author, and public speaker. In addition to Spell Freedom, she is the author of Fruits of Victory: The Woman’s Land Army of the Great War; and The Woman’s Hour: The Great Fight to Win the Vote. Elaine lives with her husband in Baltimore, Maryland. Find out more at her website.

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Marlee S. Bunch, "Unlearning the Hush: Oral Histories of Black Female Educators in Mississippi in the Civil Rights Era"

Tue, 19 Aug 2025 08:00:00 -0000

In Unlearning the Hush: Oral Histories of Black Female Educators in Mississippi in the Civil Rights Era (University of Illinois Press, 2025), Dr. Marlee Bunch shared her research on Black female educators in Mississippi during the Civil Rights era and discussed how their experiences and wisdom continue to inform contemporary teaching practices and diversity initiatives. The conversation explored the importance of preserving and unearthing hidden histories through various forms of cultural expression, while examining the role of educators in creating inclusive learning environments. Marlee's work extends to her teaching philosophy and upcoming projects, including a National Academy of Education postdoc award project that will expand her oral history research to include Black male educators and explore the power of storytelling across generations.

Despite significant challenges and powerful opposition, Black female teachers stood at the forefront of advocating for and providing education to Black students. Their dedication not only improved opportunities for Black communities but also influenced changes in U.S. laws and societal expectations. Bunch draws on a rich fund of oral histories to reveal the interior lives of Black female educators who taught before and after desegregation in Hattiesburg, Mississippi. In their own voices, these women detail the hurdles they faced guiding students through Jim Crow laws and Civil Rights-era desegregation. Bunch unearths the personal stories of teaching and activism during a historic time that included the Brown v. Board of Education decision and whites’ massive resistance to desegregation. The educators explain the importance of the Black community and Black homes while discussing their part in priming students for success and creating community cohesion. In addition, Bunch looks at the legacies of Black educators and the work still to be done. A section of images and poetry compliments the text. Inspiring and immersive, Unlearning the Hush combines memory with Civil Rights history to document Black women’s role in education during a tumultuous time.

Bunch is an interdisciplinary educator, scholar, author, and preserver of oral histories dedicated to illuminating untold stories and fostering human-centered, inclusive learning spaces. With over a decade of teaching experience across secondary and post-secondary classrooms, she has consistently championed equitable, rigorous, and reflective education that honors the lived experiences of students and educators alike.

A passionate advocate for justice-centered education, Bunch earned her doctoral degree in Education, Policy, Organization, and Leadership with an emphasis in Diversity and Equity from the University of Illinois. She also holds an M.Ed. in Secondary Education from DePaul University, an M.S. in Gifted Education, and an ESL certification — a testament to her commitment to meeting the diverse needs of learners. She is a National Academy of Education/Spencer Postdoctoral Fellow.

At the heart of Bunch’s work is the belief that history and storytelling hold transformative power. Her research centers on the oral histories of Black female educators in Mississippi who taught during the Civil Rights era (1954–1970), preserving their narratives as both historical record and source of contemporary wisdom. Through this work, she invites reflection on resistance and the enduring importance of educators as community leaders and cultural stewards.
Her other publications include The Magnitude of Us (Teachers College Press, 2024), and Leveraging AI for Human-Centered Learning: Culturally Responsive and Social-Emotional Classroom Practice in Grades 6-12, co-authored with Brittany R. Collins (Routledge, 2025).

Whether through scholarship, storytelling, or advocacy, Bunch continues to elevate voices too often left at the margins, reminding us that the most meaningful learning happens when we center humanity, history, and hope.

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Christopher R. Matthews, "Doing Good Social Science: Lessons from Immersion, Understanding Social Life and Exploring the In-Between" (Routledge, 2025)

Fri, 15 Aug 2025 08:00:00 -0000

Doing Good Social Science: Lessons from Immersion, Understanding Social Life and Exploring the In-Between (Routledge, 2025) takes readers on a personal and thought-provoking journey and empowers readers to become unshakeable, free-thinking scholars. Drawing from nearly two decades of experience in research and mentorship, this book shares insights gained from creating 'immersive moments' to challenge conventional methodology and social theory. In doing so, it integrates ideas from classical and contemporary scholarship across various disciplines, bringing them to life through engaging field notes, interviews, and often humorous examples. The book outlines how to cultivate disciplined and systematic scholarship on complex topics while critiquing the 'wonky' practices that often pervade modern academia.

Part One advocates for a more scientific approach to social science, offering guiding principles for scholars striving to understand social life. Part Two deepens and complicates these arguments by examining the philosophical foundations of social science, focusing specifically on the 'in-between' aspects of the human condition and our social nature. The writing and thinking in the book are distinctive, passionate and brave. This book is a compelling read for advanced students, early career researchers, and any academic seeking to develop a more liberated, inventive approach to methods.

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Lost in Thought: The Hidden Pleasures of an Intellectual Life

Thu, 14 Aug 2025 08:00:00 -0000

In an overloaded, superficial, technological world, in which almost everything and everybody is judged by its usefulness, where can we turn for escape, lasting pleasure, contemplation, or connection to others? While many forms of leisure meet these needs, Zena Hitz writes, few experiences are so fulfilling as the inner life, whether that of a bookworm, an amateur astronomer, a birdwatcher, or someone who takes a deep interest in one of countless other subjects. Drawing on inspiring examples, from Socrates and Augustine to Malcolm X and Elena Ferrante, and from films to Dr. Hitz’s own experiences as someone who walked away from elite university life in search of greater fulfillment, Lost in Thought is a passionate and timely reminder that a rich life is a life rich in thought.
Today, when even the humanities are often defended only for their economic or political usefulness, Dr. Hitz says our intellectual lives are valuable not despite but because of their practical uselessness. And while anyone can have an intellectual life, she encourages academics in particular to get back in touch with the desire to learn for its own sake, and calls on universities to return to the person-to-person transmission of the habits of mind and heart that bring out the best in us. Reminding us of who we once were and who we might become, Lost in Thought is a moving account of why renewing our inner lives is fundamental to preserving our humanity.

Our guest is: Dr. Zena Hitz, who is a Tutor in the great books program at St. John's College. She has a PhD in ancient philosophy from Princeton University and studies and teaches across the liberal arts. She is the founder of the Catherine Project, and the author of Lost in Thought.

Our host is: Dr. Christina Gessler, who works as a developmental editor and grad student coach. She is the founder of the Academic Life project including this podcast, and writes the Academic Life Newsletter at ChristinaGessler.Substack.Com.

Playlist for listeners:

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. Missed any of the 275+ Academic Life episodes? Find them here. And thank you for listening!

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David Theo Goldberg, "The War on Critical Race Theory: Or, The Remaking of Racism" (Polity Press, 2023)

Thu, 14 Aug 2025 08:00:00 -0000

The War on Critical Race Theory: Or, The Remaking of Racism (Polity Press, 2023) by David Theo Goldberg discusses how “Critical Race Theory” is consuming conservative America. The mounting attacks on a once-obscure legal theory are upending public schooling, legislating censorship, driving elections, and cleaving communities.

In this much-needed response, renowned scholar David Theo Goldberg cuts to the heart of the claims expressed in these attacks. He punctures the demonization of Critical Race Theory, uncovering who is orchestrating it, funding the assault, and eagerly distributing the message. The book richly illustrates the enduring nature of structural racism, even as a conservative insistence on colorblindness serves to silence the possibility of doing anything about it. Crucially, Goldberg exposes the political aims and effects of the vitriolic attacks. The upshot of CRT’s targeting, he argues, has been to unleash racisms anew and to stymie any attempt to fight them, all with the aim of protecting white minority rule.

David Theo Goldberg is Distinguished Professor at the University of California, Irvine.

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Hannah Star Rogers, "Art, Science, and the Politics of Knowledge (MIT Press, 2022)

Wed, 13 Aug 2025 08:00:00 -0000

'Art, Science, and the Politics of Knowledge (MIT Press, 2022)' by Hannah Star Rogers

When I sat down with Hannah Star Rogers to discuss her new book Art, Science, and the Politics of Knowledge, I found myself nodding along to a refreshingly obvious yet somehow radical proposition: why do we insist on keeping art and science in separate corners? Rogers makes a compelling case that this artificial boundary isn't just limiting our understanding of both fields, it's actively distorting how we think about knowledge itself.

What struck me most during our conversation was Rogers' articulation of Art-STS (ASTS) as an emerging field that refuses to play by the old rules os separation and siloed study. The field, and Rogers, recognizes that both artists and scientists are engaged in the same fundamental project - making sense of the world through experimentation, observation, and yes, imagination. When we acknowledge this shared enterprise, the implications ripple outward. Who gets to produce legitimate knowledge? Whose methods count as valid? These questions matter because they shape everything from funding decisions to educational curricula to which voices we trust in public discourse.

Rogers doesn't just theorize about these connections; she shows us what happens when we take them seriously. The experimental collaborations she documents reveal knowledge production as a deeply social, often messy, always political process. This isn't a bug in the system, it's the system itself. And maybe, just maybe, admitting that is the first step toward building more honest and inclusive ways of understanding our world.

Notes:

Routledge Handbook of Art, Science, and Technology Studies

Picturing the Invisible

Science Communication as a Boundary Space: An Interactive Installation about the Social Responsibility of Science

Gaïa Global Circus: A Climate Tragicomedy

Shot on LiDAR, a Short Film Examines the Contradictions of Urban Surveillance

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Kenneth Jones, "African American Males and Video Games: How Gaming Technology Can Motivate and Enhance Learning" (Myers Education, 2025)

Mon, 11 Aug 2025 08:00:00 -0000

African American males are confronted with formidable barriers in their pursuit of quality education, resulting in stark disparities in academic performance, economic opportunities, and social outcomes. Despite numerous educational initiatives striving for parity, African American males persistently bear the brunt of the highest rates of suspensions, expulsions, and dropout rates, surpassing all other demographic groups. Educational environments often fail to acknowledge and integrate the cultural and social needs of Black males, viewing them as "problems" rather than recognizing their immense potential for academic and leadership success. The prevalence of negative stereotypes in media, particularly in video games, exacerbates societal biases, portraying African American males as inherently violent and criminal. These representations contribute to implicit biases that affect perceptions and treatment in real-life scenarios. The systemic issues within the education system, coupled with socioeconomic factors, result in African American males being underrepresented in advanced placement and gifted education programs. This underrepresentation limits their opportunities for higher education and professional advancement.

Confronting these challenges necessitates a comprehensive approach that encompasses the creation of inclusive educational environments, the eradication of systemic racism, and the promotion of positive representations of African American males in media. By acknowledging and fostering the potential of Black males, society can strive to reduce disparities and cultivate a more equitable and just education system that recognizes and celebrates their academic and professional achievements. African American Males and Video Gamesexplores the perspectives of four African American male college students aged 18 to 21 on the impact of video games on their academic growth and development. The participants, all maintaining a GPA of 3.0 or higher, shared their experiences with teachers, video games, and coping mechanisms. This qualitative approach allowed for a rich understanding of the participant's experiences and the role of video games in their academic and mental well-being. Video games emerged as a significant coping tool for the participants, providing a mental escape from academic and social pressures. The games allowed them to engage in competitive and creative activities, fostering a sense of accomplishment and reducing stress. For example, games like NBA 2K21 and Forza Horizon 4 enabled them to explore alter egos and interests in a virtual space, offering entertainment and a sense of community. African American Males and Video Gamesis a critical text for exploring alternatives in providing a quality education experience for young African American males.

Rudolf Thomas Inderst (*1978) enjoys video games since 1985. He received a master’s degree in political science, American cultural studies as well as contemporary and recent history from Ludwig-Maximilians-University, Munich and holds two PhDs in game studies (LMU & University of Passau). Currently, he's teaching as a professor for game design and game studies at the HNU University of Applied Sciences Neu-Ulm, Germany, has submitted his third dissertation at the University of Vechta, holds the position as lead editor at the online journal Titel kulturmagazin for the game section, hosts the German local radio show Replay Value and is editor of the weekly game research newsletter DiGRA D-A-CH Game Studies Watchlist.

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Alexandra Freidus, "Unequal Lessons: School Diversity and Educational Inequality in New York City" (NYU Press, 2025)

Sun, 10 Aug 2025 08:00:00 -0000

Unequal Lessons: School Diversity and Educational Inequality in New York City (NYU Press, 2025) argues that diversity and racial integration efforts are not sufficient to address educational inequality.

New York City schools are among the most segregated in the nation. Yet over seven decades after the Brown v. Board of Education decision, New Yorkers continue to argue about whether school segregation matters. Amid these debates, Alexandra Freidus dives deep into the roots of racial inequality in diversifying schools, asking how we can better understand both the opportunities and the limits of school diversity and integration. Unequal Lessons is based on six years of observations and interviews with children, parents, educators, and district policymakers about the stakes of racial diversity in New York City schools.

The book examines what children learn from diversity, exploring both the costs and benefits of school integration. By drawing on students’ first-hand experiences, Freidus makes the case that although a focus on diversity offers many benefits to students, it often reinscribes, rather than diminishes, existing inequalities in school policy and practice. The idea of diversity for its own sake is frequently seen as the solution, with students of color presumed to benefit from their experiences with white students, while schools fail to address structural inequality. Though educators and advocates often focus on diversity out of a real desire to make a positive difference in students’ lives, this book makes clear the gaps between good intentions and educational injustice.

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Teacher by Teacher: The People Who Change Our Lives

Thu, 07 Aug 2025 08:00:00 -0000

Teacher By Teacher traces the journey of the tenth U.S. Secretary of Education and is a deeply personal love letter to all the teachers in our lives. The story of John B. King Jr.’s inspiring path to President Obama’s Cabinet begins the day that his mother died. He insisted on going to school that day, knowing he would find comfort in his classroom. As he navigated living alone with a father dying from undiagnosed Alzheimer’s, it was public school teachers who saved his life, believed in him and saw his potential. They made school a safe, supportive, and engaging place where he could be a kid despite the challenges at home. While some might have dismissed a rebellious young Black and Puerto Rican teen whose life was in crisis, King’s teachers and counselors gave him a second chance. He went on to earn degrees from Harvard, Columbia, and Yale and committed his career to trying to do for other young people what educators did for him.

Teacher By Teacher shows how dedicated educators—both Dr. King’s own teachers and the phenomenal teachers who he has encountered throughout his career as a teacher, principal, and education policymaker—can profoundly shape the lives of their students.

Our guest is: Dr. John B. King Jr., who served in President Barack Obama’s cabinet as the tenth U.S. Secretary of Education. Over the course of his influential career in public education, he has been a high school teacher, a middle school principal, the first African American and Puerto Rican to serve as New York State Education Commissioner, a college professor, the president and CEO of the Education Trust, and the chancellor of the State University of New York (SUNY). His parents were career New York City public school educators. He lives in Brooklyn with his wife, an education researcher and former teacher, and his two daughters.

Our host is: Dr. Christina Gessler, who works as a writing coach and developmental editor. She is the producer of the Academic Life podcast, and the author of the Academic Life newsletter found at christinagessler.substack.com.

Playlist for listeners:

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Aline Nardo, "Evolutionary Theory and Education" (Brill, 2025)

Tue, 29 Jul 2025 08:00:00 -0000

How has evolutionary theory shaped educational thinking over the past two centuries? ‘Evolutionary Theory and Education: The Influence of Evolutionary Thinking on Educational Theory and Philosophy’ (Brill, 2025) explores the considerable but under-appreciated influence of evolutionary ideas on educational theory and the philosophy of education. The book reveals the interplay between educational and evolutionary perspectives along the concepts of ‘adaptation’, ‘selection’, ‘inheritance’, and ‘progress’. It tracks these ideas across the works of various influential educational thinkers, including Herbert Spencer, Jean Piaget, John Dewey and Lev Vygotsky, and examines their continuing significance for how we understand and practice education today.

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How ClioVis is Transforming Education and Historical Research

Sat, 19 Jul 2025 08:00:00 -0000

Today I’m speaking with Marcus Golding, historian and Director of Educational Operations at ClioVis. ClioVis is an incredible software and learning tool that allows educators and studies to create digital timelines, network visualizations, and interactive presentations. Founded by UT Austin history professor Erika Bsumek, ClioVis is made for professors and teachers by current professors and scholars. I’m thrilled to get the chance today to speak with Marcus about this software to share with our listeners how they can enhance their own work and teaching.

Visit ClioVis' website to learn more: Click Here

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Steve Haberlin, "Meditation in the College Classroom: A Pedagogical Tool to Help Students De-Stress, Focus, and Connect" (Rowman & Littlefield Publishers, 2023).

Sun, 06 Jul 2025 08:00:00 -0000

This book provides background, strategies, and tips for higher education faculty and instructors interested in incorporating meditation in their classrooms. The work is based on research involving introducing brief meditation practices to college students and developing a detailed guide. Readers will learn how to develop their own meditation practice as an academic, to set the stage of introducing practice to students, to create ideal conditions for meditation in the classroom, specific, classroom-friendly meditation methods, ways to advance meditation practice with students and keep it interesting, and how to spread the culture of meditation across campus.

Guest: Steve Haberlin, PhD (he/him), is an assistant professor of curriculum and instruction in the College of Community Innovation and Education at University of Central Florida. He is the author of two books with Rowman & Littlefield: Meditation in the College Classroom (2022) and Awakening to Educational Supervision (2023). His research focuses on the practical use of meditation and mindfulness and current and future uses of technology in meditative practice. Prior to earning his PhD in Education, he spent ten years teaching elementary and middle school students in Tampa, Florida.

Host: Jenna Pittman (she/her), a Ph.D. student in the Department of History at Duke University. She studies modern European history, political economy, and Germany from 1945-1990.

Scholars@Duke: https://scholars.duke.edu/pers...

Linktree: https://linktr.ee/jennapittman

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Pooja Agarwal, Cynthia Nebel, Veronica Yan, "Smart Teaching Stronger Learning: Practical Tips From 10 Cognitive Scientists" (Unleash Learning Press, 2025)

Sun, 06 Jul 2025 08:00:00 -0000

How can I help my students not only learn my course material but also retain and transfer that information? This is a question that has plagued and intrigued teachers for centuries. In Smart Teaching Stronger Learning: Practical Tips for 10 Cognitive Scientists, the authors provide their readers with evidence-based practices for immediate classroom implementation. Their premise is that small changes can lead to powerful results.

In this approachable book, each chapter is written by a cognitive scientist who is currently teaching. The chapters introduce a concept, describe how to implement the concept in your classroom, and provide multiple resources for further study. The book is consciously formatted to be a quick read (approximately 100 pages) and provides valuable information for anyone who is interested in helping someone else or themselves learn. Teachers, parents, coaches, and lifelong learners will benefit from these strategies.

In this episode, Dr. Pooja Agarwal, Dr. Cynthia Nebel, and Dr. Veronica Yan, discuss each of the topics presented in Smart Teaching Stronger Learning: Practical Tips for 10 Cognitive Scientists. Dr. Nebel discusses how learning increases motivation by discussing the Effective Teaching Cycle: Motivation, Scaffolding, and Reinforcement. Dr. Yan discusses the importance of interleaving. Dr. Agarwal provides an overview of the other chapter topics: retrieval practice, early childhood education, metacognition, concept mapping, learning transfer, engagement, and neuromyths. Throughout the episode, Drs. Agarwal, Nebel, and Yan share how these tips have been implemented in their classrooms, and how these same concepts can universally be applied to learning in general.

Dr. Pooja Agarwal is the author of the books Powerful Teaching and Smart Teaching Stronger Learning: Practical Tips for 10 Cognitive Scientists. She is editor-in-chief of Retrievalpractice.org and is an Associate Professor of Psychology at the Berklee College of Music in Boston, MA.

Dr. Cynthia Nebel is the Director of Learning Services and an Associate Professor of Psychiatry and Behavioral Neuroscience at St. Louis University School of Medicine in St. Louis, MO.

Dr. Veronica Yan is an Associate Professor of Educational Psychology at the University of Texas at Austin in Austin, TX.

Dr. Anne-Marie Verenna is a Professor of Biology and the Scholarship of Teaching and Learning Faculty Fellow at Delaware County Community College in Media, PA.

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Jennifer Crane, "'Gifted Children' in Britain and the World: Elitism and Equality Since 1945" (Oxford UP, 2025)

Fri, 04 Jul 2025 08:00:00 -0000

Who are 'gifted' children? In ‘Gifted Children’ in Britain and the World: Elitism and Equality since 1945 Jennifer Crane, a senior lecturer in the School of Geographical Sciences at the University of Bristol (Oxford UP, 2025) tells the social and cultural history of this category of young people. The book charts the individuals, organisations, policymakers, and media activities that aimed to identify children as ‘gifted’, lobbying for their social status and the potential benefit they might bring to both the UK and the rest of the world. At the same time, the book critically assesses the idea of 'gifted' children being closely intertwined with a range of social inequalities, reflecting Britain’s broader class, race, gender and disability hierarchies. Most crucially, the book draws on children’s voices, foregrounding their experiences of understanding, embracing, and resisting the 'gifted' label. At a time of renewed public debates over social and cultural hierarchies, the book is essential reading across the humanities and social sciences. It is available open access here.

Jennifer Crane is lecturer in health geographies at the School of Geographical Sciences, University of Bristol, working at the intersection of history, geography, and sociologies of health.

Dave O'Brien is Professor of Cultural and Creative Industries, at the University of Manchester.

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James M. Lang, "Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience" (University of Chicago Press, 2025)

Fri, 27 Jun 2025 08:00:00 -0000

Teachers are subject matter experts that can distill information into manageable chunks for their students. In Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience (University of Chicago Press, 2025), Dr. James M. Lang insists that the skills teachers use in their classrooms can be transferred to a broader audience. This book provides a step-by-step guide to assist would-be authors in researching and developing a book.

Teachers are familiar with creating a course syllabus and developing learning objectives. Dr. Lang posits that these skills can help create a book for audiences outside one’s subject matter expertise. He provides insight into the technical aspects of writing, including organization, writing style, and revision. By providing writing prompts at the end of each chapter, Dr. Lang provides the prospective author the opportunity to immediately begin his/her/their own writing journey. The book concludes with an appendix that provides a behind the scenes look at the publishing process. This is a must read for anyone interested in enhancing their writing, learning about the many parts of the publishing process, and hoping to provide their expertise to a larger audience.

In addition to Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience, Dr. Lang is the author of Distracted: Why Students Can’t Focus and What You Can Do About It (Basic Books, 2020), Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016) Cheating Lessons: Learning from Academic Dishonesty (Harvard University Press, 2013), and On Course: A Week-by-Week Guide to Your First Semester of College Teaching (Harvard UP, 2008). He has written extensively for the Chronicle of Higher Education. Dr. Lang serves as an editor to the Oklahoma University Press, is a highly sought-after speaker, and consultant. He is active on LinkedIn and Instagram and may be contacted directly at jamesmlang7@gmail.com.

Dr. Anne-Marie Verenna is a Professor of Biology and the Scholarship of Teaching and Learning Faculty Fellow at Delaware County Community College.

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Jennifer R. Nájera, "Learning to Lead: Undocumented Students Mobilizing Education" (Duke UP, 2024)

Fri, 27 Jun 2025 08:00:00 -0000

In Learning to Lead: Undocumented Students Mobilizing Education (Duke University Press, 2024), Jennifer R. Nájera explores the intersections of education and activism among undocumented students at the University of California, Riverside. Taking an expansive view of education, Nájera shows how students’ experiences in college—both in and out of the classroom—can affect their activism and advocacy work. Students learn from their families, communities, peers, and student and political organizations. In these different spaces, they learn how to navigate community and college life as undocumented people. Students are able to engage campus organizations where they can cultivate their leadership skills and—importantly—learn that they are not alone. These students embody and mobilize their education through both large and small political actions such as protests, workshops for financial aid applications, and Know Your Rights events. As students create community with each other, they come to understand that their individual experiences of illegality are part of a larger structure of legal violence. This type of education empowers students to make their way to and through college, change their communities, and ultimately assert their humanity.

Jennifer R. Nájera is Associate Professor of Ethnic Studies at the University of California, Riverside.

David-James Gonzales (DJ) is Assistant Professor of History at Brigham Young University. He is a historian of migration, urbanization, and social movements in the U.S., and specializes in Latina/o/x politics and social movements.

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How Schools Make Race: Teaching Latinx Racialization in America

Thu, 26 Jun 2025 08:00:00 -0000

In How Schools Make Race: Teaching Latinx Racialization in America, (Harvard Education PR, 2024) Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students’ concept of race and the often unintentional consequences of this on educational equity. Dr. Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness.

The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students’ critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno’s groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes.

Our host is: Dr. Christina Gessler, who is the producer of the Academic Life podcast.

Playlist for listeners:

Teaching About Race and Racism in the College Classroom

Transforming Hispanic Serving Institutions for Equity and Justice

We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States

Presumed Incompetent

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading and sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 250+ Academic Life episodes? Find them here. And thank you for listening!

Our guest is: Dr. Laura C. Chávez-Moreno, who is assistant professor in the César E. Chávez Department of Chicana/o and Central American Studies at the University of California Los Angeles. Her research has been recognized with multiple awards, including from the American Educational Research Association and the National Academy of Education/Spencer Foundation. She is the author of How Schools Make Race, winner of a 2025 AAHHE Book of the Year Award, and a 2025 Nautilus Silver Book Award.

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Milton E. Clarke, "The Community College Reform Movement: Contentions and Ideological Origins" (Routledge, 2025)

Tue, 24 Jun 2025 08:00:00 -0000

In his new book, The Community College Reform Movement: Contentions and Ideological Origins (Routledge, 2025), political scientist Milton Clarke critically examines the rise of the higher education reform movement, often referred to as the “completion agenda,” which, since the early 2000s, has sought to restructure core aspects of the community college experience. Drawing on community colleges from across nine U.S. states as practical examples, this exploration examines the major higher education reforms, including dual enrollment, guided pathways, the demise of developmental education, corequisites, and performance-based funding. Against the popular view that support for such policies is tied to neoliberalism, this book argues for a more nuanced understanding of the complicated and often indistinct ideological foundation of the reform movement, demonstrating that supporters and detractors alike draw on similar concepts of equity, student success, and affordability. This complication is further clarified through an account of the history, process, functions, and institutions that paved the way for the advent of the higher education reform movement.

This book is vital reading for anyone interested in the future of community colleges and higher education. A special resonance is expected among researchers, scholars, and educators working in higher education, educational reform, and educational policy.

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Elliot Lichtman, "The Computer Always Wins: A Playful Introduction to Algorithms through Puzzles and Strategy Games" (MIT Press, 2025)

Sun, 22 Jun 2025 08:00:00 -0000

In The Computer Always Wins: A Playful Introduction to Algorithms through Puzzles and Strategy Games (MIT Press, 2025), Elliot Lichtman will teach you some of computer science’s most powerful concepts in a refreshingly accessible way: exploring them through word games, board games, and strategy games you already know. Learn recursion by playing tic-tac-toe, efficient search through puzzle games like sudoku and Wordle, and machine learning by way of the playground classic rock-paper-scissors. Finish the book, and you’ll come away with not only a deeper understanding of these foundational programming techniques but also a new appreciation for the amazing feats that can be accomplished using simple, readable code.

Elliot Lichtman started teaching online classes in computer science when he was a freshman in high school. Small classes quickly grew into a series of larger and longer offerings, and from those, this book was born. Elliot is currently a junior at Yale University.

Caleb Zakarin is editor of the New Books Network.

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Yasmine Motawy, "Children’s Picture Books and Contemporary Egyptian Society" (AUC Press, 2025)

Fri, 20 Jun 2025 08:00:00 -0000

Children’s picture books are some of the most transparently ideological materials available to parents and educators, and as cultural objects they are an expression of the zeitgeist of a particular era. They reveal much about the hopes, values, and aspirations of the society that produces them, as well as that society’s vision of its place in the wider world at large.
Children’s Picture Books and Contemporary Egyptian Society (AUC Press, 2025) by Dr. Yasmine Motawy examines a new wave of Egyptian picture books that was published in the current century to see how these books responded to larger societal trends and transformations in Egypt, as well as to explore the ideologies that lie behind them. Dr. Motawy argues that a host of factors, including the growth of gated communities and international schooling, the proliferation of lucrative literary awards, returning Gulf migrants, television dramas, and nationwide reading advocacy initiatives helped give rise to a new kind of children’s picture book in Egypt.
Dr. Motawy focuses on three clusters of selected picture books to investigate the extent to which these books reproduce hegemonic discourses or, alternatively, open up new horizons of childhood agency and societal transformation. The first cluster includes books that directly socialize the child by showing them ‘how things are done,’ in both the domestic sphere and the increasing globalized spaces that children frequent with their families. The second cluster aims at reframing cultural notions around femininity through the retelling of folk and fairy tales, while the third cluster addresses children's abilities to assess the impact of their actions on their environment, and invites them to examine their personal suitability to positions of power and stewardship.

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David Zweig, "An Abundance of Caution: American Schools, the Virus, and a Story of Bad Decisions" (MIT Press, 2025)

Thu, 12 Jun 2025 08:00:00 -0000

An Abundance of Caution: American Schools, the Virus, and a Story of Bad Decisions (MIT Press, 2025) is a devastating account of the decision-making process behind one of the worst American policy failures in a century—the extended closures of public schools during the pandemic. In fascinating and meticulously reported detail, David Zweig shows how some of the most trusted members of society—from Pulitzer Prize–winning journalists to eminent health officials—repeatedly made fundamental errors in their assessment and presentation of evidence. As a result, for the first time in modern American history, millions of healthy children did not set foot in a classroom for more than a year.
Since the spring of 2020, many students in Europe had been learning in person. Even many peers at home—in private schools, and public schools in mostly “red” states and districts—were in class full time from fall 2020 onward. Whatever inequities that existed among American children before the pandemic, the selective school closures exacerbated them, disproportionately affecting the underprivileged. Deep mental, physical, and academic harms—among them, depression, anxiety, abuse, obesity, plummeting test scores, and rising drop-out rates—were endured for no discernible benefit. As Europe had shown very early, after they had sent kids back to class, there was never any evidence that long-term school closures, nor a host of interventions imposed on students when they were in classrooms, would reduce overall cases or deaths in any meaningful way.
The story of American schools during the pandemic serves as a prism through which to approach fundamental questions about why and how individuals, bureaucracies, governments, and societies act as they do in times of crisis and uncertainty. Ultimately, this book is not about COVID; it’s about a country ill-equipped to act sensibly under duress.

David Zweig is the author of the novel Swimming Inside the Sun and the nonfiction book Invisibles. He has testified twice before Congress as an expert witness on American schools during the pandemic, and his investigative reporting on the pandemic has been cited in numerous congressional letters and a brief to the Supreme Court. Zweig’s journalism has appeared in The New York Times, The Wall Street Journal, The New Yorker, The Atlantic, New York, Wired, The Free Press, The Boston Globe, and, most often, his newsletter, Silent Lunch. He lives with his family in New York State.

Caleb Zakarin is editor of the New Books Network.

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Jean J. Ryoo and Jane Margolis, "Power On!" (MIT Press, 2022)

Mon, 09 Jun 2025 08:00:00 -0000

An interview with Jean Ryoo and Jane Margolis about Power On!

A diverse group of teenage friends learn how computing can be personally and politically empowering and why all students need access to computer science education.

This lively graphic novel follows a diverse group of teenage friends as they discover that computing can be fun, creative, and empowering. Taylor, Christine, Antonio, and Jon seem like typical young teens—they communicate via endless texting, they share jokes, they worry about starting high school, and they have each other's backs. But when a racially-biased artificial intelligence system causes harm in their neighborhood, they suddenly realize that tech isn't as neutral as they thought it was. But can an algorithm be racist? And what is an algorithm, anyway?
In school, they decide to explore computing classes, with mixed results. One class is only about typing. The class that Christine wants to join is full, and the school counselor suggests that she take a class in “Tourism and Hospitality” instead. (Really??) But Antonio's class seems legit, Christine finds an after-school program, and they decide to teach the others what they learn. By summer vacation, all four have discovered that computing is both personally and politically empowering.
Interspersed through the narrative are text boxes with computer science explainers and inspirational profiles of people of color and women in the field (including Katherine Johnson of Hidden Figures fame). Power On! is an essential read for young adults, general readers, educators, and anyone interested in the power of computing, how computing can do good or cause harm, and why addressing underrepresentation in computing needs to be a top priority.

Listen to the interview on the New Books Network Spanish here

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Harrison Browne and Rachel Browne, "Let Us Play: Winning the Battle for Gender Diverse Athletes" (Beacon Press, 2025)

Sun, 08 Jun 2025 08:00:00 -0000

The debate over the inclusion of gender diverse people in sport has become the latest battleground in the fight for basic human rights and equality. Trans and nonbinary people around the world are facing physical harm and violence—including death—at unprecedented rates. In Let Us Play: Winning the Battle for Gender Diverse Athletes (Beacon Press, 2025), trans athlete Harrison Browne and investigative journalist Rachel Browne reveal how the opposition towards gender diverse athletes is fueled by fear and a moral panic as opposed to facts around what makes “a level playing field.”

Interweaving Harrison’s firsthand experience as a transgender athlete with exclusive accounts—from athletes, coaches, policymakers, and advocates on the front lines—Let Us Play dismantles the illusion that sports have ever been fair, that trans athletes pose a threat to women’s sports, and that gender-affirming healthcare for athletes should be prohibitive to play.

Calling for a reframing of the binaries from youth and high school levels all the way to the national leagues, Browne and Browne offer a new path forward, led by solutions proposed by gender diverse athletes themselves.

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Daniel Karpowitz, "College in Prison: Reading in an Age of Mass Incarceration" (Rutgers UP, 2017)

Sun, 01 Jun 2025 08:00:00 -0000

Over the years, American colleges and universities have made various efforts to provide prisoners with access to education. However, few of these outreach programs presume that incarcerated men and women can rise to the challenge of a truly rigorous college curriculum. The Bard Prison Initiative is different.
In his book, College in Prison: Reading in an Age of Mass Incarceration (Rutgers University Press, 2017), Daniel Karpowitz chronicles how, since 2001, Bard College has provided hundreds of incarcerated men and women across the country access to a high-quality liberal arts education. Earning degrees in subjects ranging from Mandarin to advanced mathematics, graduates have, upon release, gone on to rewarding careers and elite graduate and professional programs. Yet this is more than just a story of exceptional individuals triumphing against the odds. It is a study in how the liberal arts can alter the landscape of some of our most important public institutions giving people from all walks of life a chance to enrich their minds and expand their opportunities.
Drawing on fifteen years of experience as a director of and teacher within the Bard Prison Initiative, Daniel Karpowitz tells the story of BPI’s development from a small pilot project to a nationwide network. At the same time, he recounts dramatic scenes from in and around college-in-prison classrooms pinpointing the contested meanings that emerge in moments of highly-charged reading, writing, and public speaking. Through examining the transformative encounter between two characteristically American institutions—the undergraduate college and the modern penitentiary—College in Prison makes a powerful case for why liberal arts education is still vital to the future of democracy in the United States.

Interviewee: Daniel Karpowitz has worked on public and private sector systems change for over twenty-five years. He is the former director of policy and academics for the Bard Prison Initiative and the cofounder of the Consortium for the Liberal Arts in Prison, an organization that launches and cultivates college-in-prison programs across the country.

Host: Schneur Zalman Newfield is an Associate Professor of Sociology and Jewish Studies at Hunter College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press). Visit him online at ZalmanNewfield.com.

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Catriona M.M. MacDonald, "The Caledoniad: The Making of Scottish History" (John Donald, 2024)

Fri, 30 May 2025 08:00:00 -0000

Why did Scots in the nineteenth and twentieth centuries know so little about their past and even less about those who controlled their history? Is the historical narrative the only legitimate medium through which the past can be made known? Are novelists and historians as far apart as convention has it? In an age when history grounds any claims to national status, these are important questions and they have implications for how Scottish history has evolved, and how Scottish identity has been understood up to the present day.

Scottish history is not simply the distillation of Scotland’s past: authors shape what we know and how we judge our forebears. The Caledoniad: The Making of Scottish History (John Donald, 2024) by Dr. Catriona MacDonald investigates who decided which Scottish voices of the past would be heard in history’s pages and which would ultimately be silenced. It sketches a picture of a narrow and privileged cultural elite that responded belatedly to a more democratic age and only slowly embraced women writers and the interests of ‘average’ Scots. Integrating historical fiction and popular histories in its appreciation of the Scottish historical imaginary, it most importantly tells the story of why, despite the interests of politicians and others, a truly British history has never emerged.

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Mitchell Thomashow, "To Know the World: A New Vision for Environmental Learning" (MIT Press, 2020)

Wed, 28 May 2025 08:00:00 -0000

Why we must rethink our residency on the planet to understand the connected challenges of tribalism, inequity, climate justice, and democracy. How can we respond to the current planetary ecological emergency? In To Know the World: A New Vision for Environmental Learning (MIT Press, 2020), Mitchell Thomashow proposes that we revitalize, revisit, and reinvigorate how we think about our residency on Earth. First, we must understand that the major challenges of our time--migration, race, inequity, climate justice, and democracy--connect to the biosphere. Traditional environmental education has accomplished much, but it has not been able to stem the inexorable decline of global ecosystems. Thomashow, the former president of a college dedicated to sustainability, describes instead environmental learning, a term signifying that our relationship to the biosphere must be front and center in all aspects of our daily lives. In this illuminating book, he provides rationales, narratives, and approaches for doing just that.

Dr. Mitchell Thomashow is a renowned environmental educator with a career that spans decades, and this is his 4th book within this domain… published by MIT press.

An overarching theme of ‘sense of place’ has permeated this and his other writings, and all have asked people to stop, see and reflect on the changes around them.

Mitch has a had varied career in academia, from teaching and advising graduate students, to initiating a cohort-based, low residency model, for a PhD in Environmental Studies. He has chaired an Environmental Studies Department at Antioch University and subsequently was appointed as the President of Unity College.

Mitchell’s expertise is still in demand in the environmental arena. He has been well received through over a hundred of his plenary addresses, workshops, and sustainability consultations.

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Jon Shelton, "The Education Myth: How Human Capital Trumped Social Democracy" (Cornell UP, 2023)

Sat, 17 May 2025 08:00:00 -0000

The Education Myth: How Human Capital Trumped Social Democracy (Cornell UP, 2023) questions the idea that education represents the best, if not the only, way for Americans to access economic opportunity. As Jon Shelton shows, linking education to economic well-being was not politically inevitable. In the eighteenth and nineteenth centuries, for instance, public education was championed as a way to help citizens learn how to participate in a democracy. By the 1930s, public education, along with union rights and social security, formed an important component of a broad-based fight for social democracy.

Shelton demonstrates that beginning in the 1960s, the political power of the education myth choked off powerful social democratic alternatives like A. Philip Randolph and Bayard Rustin's Freedom Budget. The nation's political center was bereft of any realistic ideas to guarantee economic security and social dignity for the majority of Americans, particularly those without college degrees. Embraced first by Democrats like Lyndon Johnson, Jimmy Carter, and Bill Clinton, Republicans like George W. Bush also pushed the education myth. The result, over the past four decades, has been the emergence of a deeply inequitable economy and a drastically divided political system.

Jon Shelton is professor and chair of democracy and justice studies at the University of Wisconsin-Green Bay. In addition to The Education Myth he is the author of Teacher Strike! Public Education and the Making of a New American Political Order, which was the winner of the International Standing Conference of the History of Education’s First Book Award in 2018. Shelton has also published work in the Washington Post, Dissent, Jacobin, Democracy: A Journal of Ideas, and other publications. He served as the Vice-Chair of the city of Green Bay’s first ever Equal Rights Commission and sits on the Board of Directors for the Labor and Working-Class History Association and the Wisconsin Labor History Society. He also serves as President for Higher Education of the American Federation of Teachers-Wisconsin.

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Sara E. Wolf, "Teaching Copyright: Practical Lesson Ideas and Instructional Resources" (Bloomsbury, 2025)

Fri, 16 May 2025 04:00:00 -0000

The teaching of copyright and related concepts can easily be overwhelming to instructors who are experts in their field but may have little to no detailed understanding of copyright law. They require reliable, accessible information to coach students on copyright-related matters.
In Teaching Copyright: Practical Lesson Ideas and Instructional Resources (Bloomsbury, 2025), Sara Wolf provides explicit guidance based on U.S. copyright law in the teaching of copyright and related concepts to learners at schools, colleges, and universities. Instructors are supported with time-saving resources such as lesson templates, scenarios, practice activities, and a downloadable test question bank.
Additionally, Bloom's Taxonomy labels lessons, activities, and assessment items to enable an appropriately diverse set of learning for students. Instead of reducing copyright to simple recall, the lessons and information in this text will help instructors develop higher-level thinking about copyright and assist them in measuring learners' abilities not just to remember, but also to analyze and evaluate copyright dilemmas.

Guest: Dr. Sara E. Wolf is an Associate Professor of library media and educational technology at Auburn University.

Host: Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Kin Cheung, "Teaching Asia during a Resurgence of Anti-Asian Racism" (ASS, 2025)

Tue, 13 May 2025 08:00:00 -0000

An open access Asia Shorts edited volume from AAS.

The spring of 2020 will remain etched in collective memory as a moment of profound upheaval. The COVID-19 pandemic forced schools and universities around the world to close their doors, reshaping education overnight. Teachers scrambled to reimagine their classrooms in online spaces, while students adjusted to a new, distanced reality. For educators of Asia-related topics, these shifts carried unique challenges. Already marginalized within English-speaking curricula, Asia’s place in classrooms faced further reductions amidst the chaos of pandemic adaptation. Recognizing this, our Asia Shorts volume, Teaching about Asia in a Time of Pandemic (AAS, 2025), was conceived as a timely response, offering guidance and inspiration during those uncertain times.

Almost five years later, the world has moved forward, but the ripple effects of that historic spring are still felt. This supplemental set of open-access essays, edited by Kin Cheung (Associate Professor of East and South Asian Religions at Moravian University) builds upon the foundation of the original volume, reflecting on the enduring impacts of the pandemic on education, equity, and how we teach about Asia.

One lasting consequence of the pandemic has been the rise in anti-Asian racism. Harassment and violence against Asians, fueled by pandemic-related scapegoating and xenophobic rhetoric, surged globally. In the United States, inflammatory phrases such as “China virus” and “kung flu” further stigmatized Asian communities, exacerbating a wave of hostility. Educators now face the challenge of addressing these injustices while fostering inclusive, empathetic learning environments. The essays in this collection delve into the pedagogical responses to anti-Asian racism, advocating for teaching frameworks that prioritize social justice and counteract harmful stereotypes and complement the important work of the scholars whose work appears in our recent Asia Shorts volume, Global Anti-Asian Racism, edited by Jennifer Ho.

Another critical dimension explored in this volume is the necessity of representation. Asian Americans remain underrepresented in both the teaching workforce and teacher education programs, leading to a curriculum that often overlooks the rich cultural and linguistic assets of Asian students and their families. This gap underscores the importance of preparing teachers to adopt culturally responsive practices, ensuring that all students—especially Asian American learners—feel seen and valued in the classroom.

These essays also challenge educators to move beyond surface-level engagement with Asia. A case in point is the life and legacy of Grace Lee Boggs, an Asian American activist whose story offers rich insights into the intersections of race, gender, and political activism. By teaching figures like Boggs through an antiracist, transnational lens, students can develop a deeper, more empathetic understanding of complex historical narratives. This approach not only enriches their knowledge of Asia and its diasporas but also equips them with critical tools to navigate and challenge systemic inequities in their own societies.

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Gina Seymour, "Youth Social Action in the Library: Cultivating Change Makers" (Bloomsbury, 2025)

Sat, 10 May 2025 08:00:00 -0000

Learn how to take an apolitical, unbiased stance to support students as they pursue research, literature connections, maker activities, and civic engagement projects in their communities, nationally, and globally. In Youth Social Action in the Library: Cultivating Change Makers (Bloombury, 2025), Gina Seymour outlines school and public library programs, activities, and collaborative projects that will help students learn how to accomplish their goals in their communities. Highlighting the role of the librarian in fostering critical thinking and problem-solving skills, the book explores controversial topics to qualify and expand best practices. By incorporating the programs in the book, librarians can help students learn how to have reasoned arguments inside and outside of the classroom and to become responsible members of society. UN Sustainable Development Goals are addressed, making this book not only based in community but global in scope. Numerous examples of youth activism from volunteering to protest marches are explained and are broad enough to be applied not only to current trends but also to future causes.

Gina Seymour is Library Media Specialist at Islip High School, NY, USA. An author and national speaker, she was named to Library Journal’s Movers & Shakers list (2017) as a “Change Agent.” She was an AASL Social Media Superstar Finalist in the category of Social Justice Defender, and she was awarded the Suffolk School Library Media Association’s School Librarian of the Year in 2014. She is author of Makers with a Cause: Creative Service Projects for Library Youth and shares her work, musings, and reflections on her blog GinaSeymour.com and on X @ginaseymour.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Stacy Brown, "Revolutionize Youth Book Clubs: Strategies for Meaningful and Fun Reading Experiences" (Bloomsbury, 2024)

Thu, 08 May 2025 08:00:00 -0000

Learn to facilitate modern book clubs devoted to elevating the reading experience through active engagement, resulting in long-term commitment to book club events. How do you get the kids in your library to read? The benefits of reading are plentiful, especially for youth – it improves vocabulary, helps them become more empathetic and inclusive, and expands exposure to academic opportunities. In an age of digital distractions, book clubs can be a catalyst for encouraging youth to prioritize reading. These tried and tested strategies help even reluctant readers develop a love of reading through book club participation.

In Revolutionize Youth Book Clubs: Strategies for Meaningful and Fun Reading Experiences (Bloomsbury, 2025) Stacy Brown, who has facilitated book clubs for more than twenty years, shows you how to build active engagement through hands-on activities, reflective discussions, and theme-related tips and tricks, even in the face of time and budget constraints. Learn how to attract participants, brand and market your book clubs, and keep attendees returning for more. You'll be changing the world – one book club at a time.

Stacy Brown is a librarian and the Director of Innovation and Professional Learning at The Davis Academy, an independent school in Atlanta, Georgia. Stacy is a long-serving board member for the Atlanta Area Technology Educators organization and the advisory board for Savvy Cyber Kids, Inc., a nonprofit organization devoted to educating and empower digital citizens. Additionally, Stacy serves on the Bloomsbury Libraries Unlimited School and Public Libraries advisory board.

Stacy’s expertise extends to academia, where she has taught as a visiting professor at The University of Washington’s iSchool, offering a course on marketing in information organizations. She is also a past chair of the AASL Collaborative School Library Award committee and served on AASL’s School Library Event Promotion Committee.

Stacy has written a new book Revolutionize Youth Book Clubs: Strategies for Meaningful and Fun Reading Experiencesand is the author of The School Librarian's Technology Playbook published in 2020. She is also a contributor to other Libraries Unlimited publications, such as School Library Makerspaces in Action, and has created several online courses focused on collection development and leadership in libraries.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Nolan L. Cabrera and Robert S. Chang, "Banned: The Fight for Mexican American Studies in the Streets and in the Courts" (Cambridge UP, 2025)

Wed, 07 May 2025 08:00:00 -0000

In Banned: The Fight for Mexican American Studies in the Streets and in the Courts (Cambridge UP, 2025), readers are taken on a journey through the intense racial politics surrounding the banning of Mexican American Studies in Tucson, Arizona. This book details the state-sponsored racism that led to the elimination of this highly successful program, and the grassroots and legal resistance that followed. Through extensive research and firsthand narratives, readers will gain a deep understanding of the controversy surrounding this historic case. The legal challenge successfully overturned the Arizona law and became a central symbol in the modern-day Ethnic Studies renaissance. This work is a must-read for anyone interested in understanding the power of community activism, the importance of fighting for educational equity, and why the example of Tucson created an alternative blueprint for how we can challenge states that are currently banning critical race theory.

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Matthew Daniel Eddy, "Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700-1830" (U Chicago Press, 2023)

Wed, 30 Apr 2025 08:00:00 -0000

We often think of reason as a fixed entity, as a definitive body of facts that do not change over time. But during the Enlightenment, reason also was seen as a process, as a set of skills enacted on a daily basis. How, why, and where were these skills learned? Concentrating on Scottish students living during the long eighteenth century, Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700-1830 (University of Chicago Press, 2023) by Dr. Matthew Daniel Eddy argues that notebooks were paper machines and that notekeeping was a capability-building exercise that enabled young notekeepers to mobilize everyday handwritten and printed forms of material and visual media in a way that empowered them to judge and enact the enlightened principles they encountered in the classroom.

Covering a rich selection of material ranging from simple scribbles to intricate watercolor diagrams, the book reinterprets John Locke’s comparison of the mind to a blank piece of paper, the tabula rasa. Although one of the most recognizable metaphors of the British Enlightenment, scholars seldom consider why it was so successful for those who used it. Each chapter uses one core notekeeping skill to reveal the fascinating world of material culture that enabled students in the arts, sciences, and humanities to transform the tabula rasa metaphor into a dynamic cognitive model. Starting in the home, moving to schools, and ending with universities, the book reconstructs the relationship between media and the mind from the bottom up. It reveals that the cognitive skills required to make and use notebooks were not simply aids to reason; rather, they were part of reason itself.

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How to Found A College: A Conversation with University of Austin President Pano Kanelos

Sat, 26 Apr 2025 08:00:00 -0000

Today I’m speaking with Pano Kanelos, founding president of the University of Austin. A scholar and professor of Shakespeare studies, Panos’ advocacy for the liberal arts eventually lead him to become president of St. John’s College in Annapolis. In the past few years, Pano has found himself at the center of an academic project that seemed rather unlikely in an era where the big universities are getting bigger and other colleges are shuttering their doors. The University of Austin’s creation points to the potential for dynamism and change in academia. While it’s just getting started, the story of University of Austin is one to follow for anyone interested in how higher education is changing in the 21st century.

Caleb Zakarin is editor at the New Books Network.

Let's face it, most of the popular podcasts out there are dumb. NBN features scholars (like you!), providing an enriching alternative to students. We partner with presses like Oxford, Princeton, and Cambridge to make academic research accessible to all. Please consider sharing the New Books Network with your students. Download this poster here to spread the word.

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Adam Kissel et al., "Slacking: A Guide to Ivy League Miseducation" (Encounter Books, 2025)

Wed, 23 Apr 2025 08:00:00 -0000

What does a general education from an Ivy League mean? What structures produce the course catalogues that students can choose to customize their education from? Is a world-class degree a world-class education?

In this episode, we sit down with the three authors of Slacking: A Guide A Guide to Ivy League Miseducation (Encounter Books, 2025). Adam Kissel, Madison Marino Doan, and Rachel Alexander Cambre guide us through their process of collaboration and their argument that Ivy League institutions are not providing students with a quality education. Through the saturation of DEI-coded or hyper-specialized courses, they argue, students lack access to classical education and Western civilization–based instruction that would better serve their intellectual development. The authors discuss their approach to building the argument, the origins of their idea, and what students should keep in mind when selecting their schools and course lists.

Adam Kissel is a visiting fellow for higher education reform in the Center for Education Policy at The Heritage Foundation. He is a board member of the University of West Florida, Southern Wesleyan University, and the National Association of Scholars. Rachel Alexander Cambre teaches for Belmont Abbey College’s new Master of Arts in Classical and Liberal Education program. A visiting fellow in the B. Kenneth Simon Center for American Politics and Center for Education Policy at The Heritage Foundation from 2022 to 2024, she researches and writes on liberal arts education and American political thought. She held a research postdoctoral fellowship at the James Madison Program from 2019-2020. Madison Marina Doan is a senior research associate in the Center for Education Policy at The Heritage Foundation. Her work focuses on affordability and accountability reform in higher education and K-12 education choice initiatives. Her work may be found in Fox News, Washington Examiner, Washington Times, The Daily Signal, and the Educational Freedom Institute.

Madison’s Notes is the podcast of Princeton University’s James Madison Program in American Ideals and Institutions.

Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented.

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Peter B. Kaufman, "The Moving Image: A User's Manual" (MIT Press, 2025)

Tue, 22 Apr 2025 08:00:00 -0000

Video (television, film, the moving image generally) is today’s most popular information medium. Two-thirds of the world’s internet traffic is video. Americans get their news and information more often from screens and speakers than through any other means. The Moving Image: A User's Manual (MIT Press, 2025) is the first authoritative account of how we have arrived here, together with the first definitive manual to help writers, educators, and publishers use video more effectively.

Drawing on decades as an educator, publisher, and producer, MIT’s Peter Kaufman presents new tools, best practices, and community resources for integrating film and sound into media that matters. Kaufman describes video’s vital role in politics, law, education, and entertainment today, only 130 years since the birth of film. He explains how best to produce video, distribute it, clear rights to it, cite it, and, ultimately, archive and preserve it. With detailed guidance on producing and deploying video and sound for publication, finding and using archival video and sound, securing rights and permissions, developing distribution strategies, and addressing questions about citation, preservation, and storage—across the broadest spectrum of platforms, publications, disciplines, and formats—The Moving Image equips readers for the medium’s continued ascendance in education, publishing, and knowledge dissemination in the decades to come. And, modeled in part on Strunk and White’s classic, The Elements of Style, it’s also a highly enjoyable read.

Peter B. Kaufman is Senior Program Officer at MIT Open Learning. He is the author of The New Enlightenment and the Fight to Free Knowledge and founder of Intelligent Television, a video production company that works with cultural and educational institutions around the world.

Caleb Zakarin is editor at the New Books Network.

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Yellowlees Douglas, "Writing for the Reader's Brain: A Science-Based Guide" (Cambridge UP, 2024)

Wed, 16 Apr 2025 08:00:00 -0000

What makes one sentence easy to read and another a slog that demands re-reading? Where do you put information you want readers to recall? Drawing on cognitive neuroscience, psychology and psycholinguistics, Writing for the Reader’s Brain (Cambridge University Press, 2025) provides a practical, how-to guide on how to write for your reader. It introduces the five 'Cs' of writing - clarity, continuity, coherence, concision, and cadence - and demonstrates how to use these to bring your writing to life.

Dr. Yellowlees Douglas is the founder of ReadersBrain Academy and has spent over twenty-five years teaching writing to everyone from professors to freshmen.

This interview was conducted by Renee Hale, who holds a Ph.D. in Chemical Engineering and works in R&D for the food and beverage industry. She is the author of The Nightstorm Files, a voracious reader, and enjoys sharing the joy of new perspectives with listeners.

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Gabe Henry, "Enough Is Enuf: Our Failed Attempts to Make English Easier to Spell" (Dey Street, 2025)

Tue, 15 Apr 2025 08:00:00 -0000

In Enough is Enuf: Our Failed Attempts to Make English Eezier to Spell (Dey Street Books, 2025), Gabe Henry presents a brief and humorous 500-year history of the Simplified Spelling Movement from advocates like Ben Franklin, C. S. Lewis, and Mark Twain to texts and Twitter. Why does the G in George sound different from the G in gorge? Why does C begin both case and cease? And why is it funny when a philologist faints, but not polight to laf about it? Anyone who has ever had the misfortune to write in English has, at one time or another, struggled with its spelling. So why do we continue to use it? If our system of writing words is so tragically inconsistent, why haven't we standardized it, phoneticized it, brought it into line? How many brave linguists have ever had the courage to state, in a declaration of phonetic revolt: "Enough is enuf"?

The answer: many. In the comic annals of linguistic history, legions of rebel wordsmiths have died on the hill of spelling reform, risking their reputations to bring English into the realm of the rational. This book is about them: Mark Twain, Ben Franklin, Eliza Burnz, C. S. Lewis, George Bernard Shaw, Charles Darwin, and the innumerable others on both sides of the Atlantic who, for a time in their life, became fanatically occupied with writing thru instead of through, tho for though, laf for laugh, beleev for believe, and dawter for daughter (and tried futilely to get everyone around them to do it too). Henry takes his humorous and informative chronicle right up to today as the language seems to naturally be simplifying to fit the needs of our changing world thanks to technology--from texting to Twitter and emojis, the Simplified Spelling Movement may finally be having its day.

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Neil Kraus, "The Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement" (Temple UP, 2023)

Mon, 14 Apr 2025 08:00:00 -0000

Wage stagnation, growing inequality, and even poverty itself have resulted from decades of neoliberal decision making, not the education system, writes Neil Kraus in his urgent call to action, The Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement (Temple UP, 2023).

Kraus claims the idea that both the education system and labor force are chronically deficient was aggressively and incorrectly promoted starting in the Reagan era, when corporate interests and education reformers emphasized education as the exclusive mechanism providing the citizenry with economic opportunity. However, as this critical book reveals, that is a misleading articulation of the economy and education system rooted in the economic self-interests of corporations and the wealthy.

The Fantasy Economy challenges the basic assumptions of the education reform movement of the last few decades. Kraus insists that education cannot control the labor market and unreliable corporate narratives fuel this misinformation. Moreover, misguided public policies, such as accountability and school choice, along with an emphasis on workforce development and STEM over broad-based liberal arts education, have only produced greater inequality.

Ultimately, The Fantasy Economy argues that education should be understood as a social necessity, not an engine of the neoliberal agenda. Kraus' book advocates for a change in conventional thinking about economic opportunity and the purpose of education in a democracy.

Neil Kraus is Professor of Political Science at the University of Wisconsin, River Falls. He is the author of Majoritarian Cities: Policy Making and Inequality in Urban Politics and Race, Neighborhoods, and Community Power: Buffalo Politics, 1934-1997.

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Aaron Kupchik, "Suspended Education: School Punishment and the Legacy of Racial Injustice" (NYU Press, 2025)

Sun, 13 Apr 2025 08:00:00 -0000

Every year, millions of public school students are suspended. This overused punishment removes students from the classroom, but it does not improve their behavior. Instead, suspension disrupts their education, harming the students, their families, and their schools. Black students suffer most within this broken system, experiencing a far greater risk of school punishment and the significant harms that accompany it. Many activists and scholars have considered how school punishment increases racial inequity, but few have thought to ask why. Why do we punish students the way we do, and why have we allowed this harmful practice to impact the lives of our nation’s children?

In Suspended Education: School Punishment and the Legacy of Racial Injustice (NYU Press, 2025), Aaron Kupchik takes readers to the root of the issue. Suspensions were not intended as a behavior management tool. Instead, they were designed to remove unwanted students from the classroom. Through statistical analysis and in-depth case studies of schools in Massachusetts and Delaware, Kupchik reveals how suspension rates skyrocketed after the 1954 Brown v. Board of Education decision, serving as an unofficial means of removing Black children from newly desegregated schools. His groundbreaking research traces the legacy of these segregationist movements, demonstrating that school districts with more desegregation-related legal battles from the 1950s onward suspend more Black students today. Combining expert analysis with compelling, accessible prose, Kupchik makes a powerful case for the end of suspension and other exclusionary punishments. The result is a revelatory explanation of a pressing problem facing all children, parents, and educators today.

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Katherine Ngo, "Unlocking the Treasury: Elementary Learning for Boys in Qing China" (Lever Press, 2025)

Fri, 11 Apr 2025 08:00:00 -0000

How did young boys in premodern China learn? What educational texts did they use? What values informed their education? Katherine Ngo’s new book Unlocking the Treasury: Elementary Learning for Boys in Qing China (Lever Press, 2025) explores these questions through a focus on a Qing-dynasty textbook: Treasury of Elementary Learning (Youxue qionglin 幼學瓊林). One of the most popular textbooks in the Qing, Treasury is packed to the brim with allusions, references, exemplars, and much more. Katherine deftly unpacks Treasury, showing how it is at once a handbook for practical learning, a child-friendly version of the school of heart-mind, and an introduction to training for the civil-service examination.

In addition to being a wonderfully rich and careful introduction to Treasury, this book highlights how education in the Qing was complex, eclectic, and anything but focused exclusively on rote learning. Unlocking the Treasury should be of interest to scholars of China, historians of the early modern world, but also anyone interested in the history of education, pedagogy, and different ways of learning.

Unlocking the Treasury is also available as an Open Access ebook here.

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From Awareness to Action: A Conversation with Nancy Ceulemans on Understanding Children's Behavior

Thu, 10 Apr 2025 08:00:00 -0000

What if the key to understanding your child’s toughest behaviors isn’t just about discipline or routines – but about how their body and brain are processing the world around them?

In this episode of the New Books Network, Parenting Trainer Patrick Ney sits down with Nancy Ceulemans, neurodevelopmental educational consultant and co-author of From Awareness to Action – Empowering Early Childhood Educators to Support Children with Autism (2024). While the book is aimed at early childhood educators, the insights Nancy shares are just as powerful for parents of both autistic and neurotypical children.

Our conversation goes straight to the heart of the matter – why children act out in ways that often leave adults confused, overwhelmed, or stuck. Nancy brings decades of experience and a deeply holistic view of child development, tying together neuroscience, sensory integration, motor function, and family dynamics in a way that’s easy to understand and immediately useful.

Here are some of the highlights from our conversation:

– We talk about the impact of environmental toxins on children’s behavior – and some of the surprising sources many parents overlook

– Nancy explains how the sensory systems can be hypo- or hyper-reactive, and how this plays a major role in behaviors like meltdowns, shutdowns, or extreme reactions to everyday situations

– We offer practical tips for parents – whether your child is autistic or not – on what to do in the heat of a meltdown or when sensory issues are getting in the way of daily life

– Nancy dives into the role of muscle tone and motor systems in regulating emotions and behavior – something that’s rarely discussed but often the missing piece

– She also shares moving and insightful stories from her own life and clinical practice – including helping a child with selective mutism and working with a girl who refused to wear clothes, uncovering the hidden sensory cause behind it

The big message in this conversation is simple – when we look beyond the surface of behavior, we can start to understand what a child is really asking for. Whether your child is hitting, kicking, biting, spitting – or just struggling to cope with the world – this episode will give you new tools, new perspectives, and a deeper sense of connection.

Nancy Ceulemans is available for consultation at www.uniquelearning.ca

To learn with Patrick Ney in free Masterclasses, visit www.allaboutparenting.com

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Postscript: Collective Action to Support Students at American Colleges and Universities

Wed, 02 Apr 2025 08:00:00 -0000

A coalition of educators and allies has come together to push back against a variety of different kinds of attacks on higher education and students at colleges and universities, particularly in the United States. This group is driven by the belief that a democracy is only as strong as its commitments to academic freedom, intellectual integrity, human diversity, and individual dignity. The impetus among this particular group of academics and staff members is to make sure that students at all the campuses, in all the programs at those campuses across the United States are supported and free to engage in their chosen courses of study. The various ways in which this mission is being attacked or undermined, with the slashing of grants, attempts to control curriculum, freezing of campus free speech, snatching of students off the streets, and threats to the bottom line all contribute to destabilizing the educational paths of students, and the ability of the faculty and the staff to provide students with the education, research opportunities, and higher education experiences they are seeking at these institutions.

I am joined on this installment of PostScript by three members of an organic group of educators—across disciplines—who came together in the early days of the new Trump Administration to try to figure out how to best support students at different institutions. One of the results of this collaboration among academics and educators across disciplines, institutions, and parts of the country, was to craft a letter directed at university administrators, governmental entities, and the public, explaining the value and import of education, especially in a democracy, and the need for a diversity of voices and contributors to that enterprise. I discuss the origin of the group, the genesis of the letter (which is available to sign here), and the deep concerns among those who work in higher education in the United States with Alison Gash, Daniel Laurison, and Nathan Lents.

Alison Gash is Professor of Political Science and Head of the Department of Political Science at the University of Oregon.

Daniel Laurison is Associate Professor of Sociology at Swarthmore College, the former Editor-in-Chief of the British Journal of Sociology, and a 2021-2023 Carnegie Fellow.

Nathan Lents is Professor of Biology at John Jay College,

Links:

We are Higher Ed Letter: Speaking Out for Democracy and US Higher Education

We are Higher Ed Website: https://www.wearehighered.org/

Lilly J. Goren is a professor of political science at Carroll University in Waukesha, WI. She is co-editor of The Politics of the Marvel Cinematic Universe (University Press of Kansas, 2022), as well as co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012), Email her comments at lgoren@carrollu.edu or tweet to @gorenlj.

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Teaching International Students in Australia

Sun, 30 Mar 2025 08:00:00 -0000

In this episode of the Language on the Move Podcast, Brynn Quick speaks with Dr Agi Bodis and Dr Jing Fang about international tertiary students in Australia. They discuss how these students can make connections between their university experiences, their curriculum, and the professional industries they hope to one day be a part of. They also discuss how international students bring rich linguistic, cultural and intellectual experiences to their university and wider Australian communities.

Dr Bodis is a lecturer in the Department of Linguistics at Macquarie University as well as the Course Director of the Applied Linguistics and TESOL program. Dr Fang is a Senior Lecturer in the Department of Linguistics at Macquarie as well as a NAATI-certified translator and interpreter between English and Chinese. She also serves as a panel interpreter/translator for Multicultural NSW and as a NAATI examiner.

For additional resources, show notes, and transcripts, go here.

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David Oakeshott, "Schooling, Conflict and Peace in the Southwestern Pacific: Becoming Enemy Friends" (Bristol UP, 2024)

Wed, 26 Mar 2025 08:00:00 -0000

Bringing concepts from critical transitional justice and peacebuilding into dialogue with education, Schooling, Conflict and Peace in the Southwestern Pacific: Becoming Enemy Friends (Bristol University Press, 2024) by Dr. David Oakeshott examines the challenges youth and their teachers face in the post-conflict settings of Bougainville and Solomon Islands.

Youth in these places must reconcile with the violent past of their parents’ generation while also learning how to live with people once on opposing ‘sides'. This book traces how students and their teachers form connections to the past and each other that cut through the forces that might divide them. The findings illustrate novel ways to think about the potential for education to assist post-conflict recovery.

This interview was conducted by Dr. Miranda Melcher whose new 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. You can find Miranda’s episodes on New Books with Miranda Melcher, wherever you get your podcasts.

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Teaching With Positive Psychology Skills

Thu, 06 Mar 2025 09:00:00 -0000

Studies show that students who have a positive outlook on their lives outperform students who don’t. Is positive thinking a skill? Can it be taught?

Our article is: “Teaching Positive Psychology Skills at school may be one way to help student mental health and happiness,” by Dr. Kai Zhuang Shum, published in The Conversation, which explores how the components of happiness and connection can be applied to classroom settings around the world. Amid the reduced access to mental health services for many students, and the rising rates of student stress and depression, researchers are finding that positive psychology interventions make a real difference. “Students who’ve been introduced to science-based ideas about happiness,” Dr. Shum writes, “feel more satisfied with life.” She joins us for this episode to explain more.

Our guest is: Dr. Kai Zhuang Shum, who is a Nationally Certified School Psychologist (NCSP) and a Licensed Psychologist. She serves as an assistant professor at the University of Tennessee Knoxville School Psychology Program. She specializes in positive psychology, motivation, anxiety (including OCD), attention, time management, and well-being (happiness).

Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast.

Listeners may enjoy this playlist:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening!

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Chris Higgins, "Undeclared: A Philosophy of Formative Higher Education" (MIT Press, 2024)

Tue, 04 Mar 2025 09:00:00 -0000

Undeclared: A Philosophy of Formative Higher Education (MIT Press, 2024) is an imaginative tour of the contemporary university as it could be: a place to discover self-knowledge, meaning, and purpose.

What if college were not just a means of acquiring credentials, but a place to pursue our formation as whole persons striving to lead lives of meaning and purpose? In Undeclared, Chris Higgins confronts the contemporary university in a bid to reclaim a formative mission for higher education. In a series of searching essays and pointed interludes, Higgins challenges us to acknowledge how far our practices have drifted from our ideals, asking: What would it look like to build a college from the ground up to support self-discovery and personal integration? What does it mean to be a public university, and are there any left? How can the humanities help the job-ified university begin to take vocation seriously?

Cutting through the underbrush of received ideas, Higgins follows the insight where it leads, clearing a path from the corporate multiversity to the renaissance in higher education that was Black Mountain College and back again. Along the way, we tour a campus bent on becoming a shopping mall, accompany John Dewey through a midlife crisis, and witness the first "happening.” Through diverse and grounded philosophical engagements, Undeclared assembles the resources to expand the contemporary educational imagination.

Chris Higgins is Associate Professor and Chair in the Department of Formative Education in Boston College's Lynch School of Education and Human Development, where he directs the Transformative Educational Studies program. He is the author of The Good Life of Teaching.

The book is available Open Access here.

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Lisa Kallman Hopkins and Bridgit McCafferty, "Innovative Library Workplaces: Transformative Human Resource Strategies" (ACRL, 2025)

Sun, 02 Mar 2025 09:00:00 -0000

Good workplaces require both autonomy--giving employees a sense of ownership over how and where they work--and collaboration in pursuit of common goals. They see employees for who they are and support them, pay them enough money to live comfortably, and provide the resources, training, and support they need to be successful. Innovative Library Workplaces: Transformative Human Resource Strategies (2025, Association of College and Research Libraries) provides the tools you need to make your workplace a good one for your employees. Though this book took root during the pandemic, it is not of the pandemic: The changes wrought are permanent. Innovative Library Workplaces proposes a way forward after this monumental disruption, recognizing that neither the pandemic nor the work culture prior to it is a good model for what comes next.

Bridgit McCafferty is the Dean of the University Library & Archives at Texas A&M University-Central Texas and has led the library for twelve years. Prior to this, she oversaw reference and instruction services. She has taken on major administrative projects for her university, including recently chairing the SACSCOC Accreditation Reaffirmation Compliance Committee. She is the author of Library Management: A Practical Guide for Librarians and the coauthor of British Postmodernism: Strategies and Sources.

Lisa Kallman Hopkins is an associate librarian at A&M-Central Texas. She is the head of Technical Services and assistant dean of the University Library & Archives. In her role as head of Technical Services, she is directly responsible for systems, E-Resources, and agreements, and manages cataloging and acquisitions, interlibrary loan, e-reserves and textbook reserves. She is the university copyright specialist and copyeditor. In addition to Innovative Library Workplaces, she has submitted chapters to Transforming Acquisitions & Collection Services: Perspectives on Collaboration Within and Across Libraries and Technical Services: Adapting to the Changing Environment.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Educational Inequality in Fijian Higher Education

Tue, 25 Feb 2025 09:00:00 -0000

In this episode of the Language-on-the-Move podcast, Dr Hanna Torsh speaks with Dr Prashneel Ravisan Goundar about his new book, English Language-Mediated Settings and Educational Inequality: Language Policy Agendas in the South Pacific published by Routledge in 2025.

In this book, Goundar explores how educational inequalities are responsible for the way students perform in English language-mediated school settings. He seeks to establish an explicit connection between language testing and educational inequalities at the higher education level.

With its focus on higher education, this research is a fresh reminder of the need to continuously revisit and unsettle inequalities that are embedded in education systems. In the South Pacific context, this study reveals the current issues, including medium of instruction challenges, lack of teaching and learning resources, teacher shortages, and language barriers. Goundar’s research seeks new answers to the problem of academic English language skills faced by undergraduate students. Since English is a second language for the majority of students in Fiji and as the quality of education varies between urban and rural schools, this cumulatively impacts students’ acquisition of English skills, and, consequently, their university performance. The important questions posed and addressed in this book are as follows:

What are the language implications of colonisation on education in the South Pacific? What resources and learning opportunities are provided in schools to promote equal access to education content for students from non-English-speaking backgrounds?
How do students from different schooling backgrounds in Fiji cope with an English language-mediated university learning environment?
Do educational inequalities manifest in the performance of students from all schooling backgrounds, or are they confined to specific sociocultural zones?

Drawing on a unique dataset from a context in the Global South, this book provides new insights for a more holistic approach to examining academic language proficiency and the use of language testing.

English Language-mediated Settings and Educational Inequalities: Language Education Policy Agendas in the South Pacific is suitable for postgraduate students in language policy and planning, multilingual language policies for schools, medium of instruction studies, and language testing, and South Pacific studies.

For additional resources, show notes, and transcripts, go here.

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Robyn M. Gillies, "Enquiry-based Science Education" (CRC Press, 2020)

Mon, 24 Feb 2025 09:00:00 -0000

Students often think of science as disconnected pieces of information rather than a narrative that challenges their thinking, requires them to develop evidence-based explanations for the phenomena under investigation, and communicate their ideas in discipline-specific language as to why certain solutions to a problem work.

In Enquiry-based Science Education (CRC Press, 2020), Robyn M. Gillies provides teachers in primary and junior secondary school with different evidence-based strategies they can use to teach inquiry science in their classrooms. The research and theoretical perspectives that underpin the strategies are discussed as are examples of how different ones areimplemented in science classrooms to affect student engagement and learning.

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Adam R. Nelson, "Exchange of Ideas: The Economy of Higher Education in Early America" (U Chicago Press, 2023)

Tue, 18 Feb 2025 09:00:00 -0000

Exchange of Ideas: The Economy of Higher Education in Early America (U Chicago Press, 2023) launches a breathtakingly ambitious new economic history of American higher education. In this volume, Adam R. Nelson focuses on the early republic, explaining how knowledge itself became a commodity, as useful ideas became salable goods and American colleges were drawn into transatlantic commercial relations. American scholars might once have imagined that higher education could sit beyond the sphere of market activity—that intellectual exchange could transcend vulgar consumerism—but already by the end of the eighteenth century, they saw how ideas could be factored into the nation’s balance of trade. Moreover, they concluded that it was the function of colleges to oversee the complex process whereby knowledge could be priced and purchased. The history of capitalism and the history of higher education, Nelson reveals, are intimately intertwined—which raises a host of important and strikingly urgent questions. How do we understand knowledge and education as commercial goods? Who should pay for them? And, fundamentally, what is the optimal system of higher education in a capitalist democracy?

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Allison Rank et al., "Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics" (Palgrave Macmillan, 2024)

Fri, 14 Feb 2025 09:00:00 -0000

Political Scientists Lauren C. Bell, Allison Rank, and Carah Ong Whaley have a new edited volume, Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics (Palgrave Macmillan, 2024). This book has four separate sections that guide the reader through different dimensions of teaching civic engagement and the many aspects of this important pedagogical capacity that often falls on the shoulders of political science faculty at universities and colleges in the United States. In our discussion we cover the idea of civic engagement itself as an approach that many of us integrate into our courses in a variety of ways. Civic Pedagogies focuses on this complex topic first through a number of chapters that dive into the theory behind civic engagement and how to think about this concept as a dimension of or the entirety of a college course. The next section of the book takes up a variety of different practical approaches to embedding civic learning into courses. The last two sections of the book explore the challenges and benefits of civically engaged pedagogies and, finally, assessment of civically engaged pedagogies.

This is a thorough and thoughtful book with an impressive array of contributing authors all thinking about not only the importance of civically engaged pedagogies, but also the unique dimensions of this kind of pedagogy. The three editors explain, in our conversation, different points of importances that were fleshed out by the many contributors and their thinking about how best to embed this vital component of education within a democracy. Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics has so many different perspectives that it provides a rich array of options for most educators who want or need to integrate civic pedagogies into their classrooms. In our discussion, we also explore the value of being able to engage on public topics and political questions in a civil manner—both in the classroom itself and then, as students move into their lives beyond college, as members of their communities.

Lilly J. Goren is a professor of political science at Carroll University in Waukesha, WI. She is co-host of the New Books in Political Science channel at the New Books Network. She is co-editor of The Politics of the Marvel Cinematic Universe (University Press of Kansas, 2022), as well as co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012). She can be reached @gorenlj.bsky.social

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Adam Laats, "Mr. Lancaster's System: The Failed Reform That Created America's Public Schools" (Johns Hopkins UP, 2024)

Tue, 11 Feb 2025 09:00:00 -0000

Two centuries ago, London school reformer Joseph Lancaster swept into New York City to revolutionize its public schools. Pennsylvania and Massachusetts passed laws mandating Lancaster's methods, and cities such as Albany, Savannah, Detroit, and Baltimore soon followed. In Mr. Lancaster's System: The Failed Reform That Created America's Public Schools (Johns Hopkins UP, 2024), Adam Laats tells the story of how this abusive, scheming reformer fooled the world into believing his system could provide free high-quality education for poor children. The system never worked as promised, but thanks to real work done by students, teachers, and families, Lancaster's failed reforms eventually led to the creation of the modern public school system.

Lancaster's idea was simple: instead of hiring expensive adult teachers, Lancasterian schools made children teach one another to read, write, and behave properly. America's city leaders poured the equivalent of millions of dollars into the scheme, built specialized school buildings featuring Lancaster's teaching machines, and offered him a huge salary. In London, where Lancaster opened his first school, the enthusiasm of city leaders was quickly and similarly followed by scandal and dismay. Lancaster borrowed money—even from the king of England—and spent it on fancy carriage rides and cases of champagne. Even worse, Lancaster proved to be a sexual predator. Kicked out of London, Lancaster brought his simplistic plan to the United States. His school model didn't work any better in US cities than it had in London, and Lancaster himself never changed his abusive ways.

Mr. Lancaster's System details how American cities created their first public schools out of the wreckage of Lancasterian failure. In the end, the most important people in this story are not self-proclaimed geniuses like Lancaster or elites like New York's mayor De Witt Clinton, but rather the thousands of parents and children who forced urban public schools to assume their modern shape.

Adam Laats is a professor of education and history at Binghamton University. He taught high school for many years in Milwaukee and is the author of The Other School Reformers and Fundamentalist U.

Max Jacobs is a PhD student in education at Rutgers University.

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American Higher Education Under the Second Trump Administration

Tue, 11 Feb 2025 09:00:00 -0000

In this episode of International Horizons, RBI Director John Torpey speaks with Steven Brint, Distinguished Professor of Sociology and Public Policy at UC Riverside, about the early days of the second Trump administration and its impact on higher education. Brint discusses the administration’s aggressive efforts to reshape federal governance, including its attacks on DEI programs, proposals to tax university endowments, and moves to condition federal funding on ideological compliance. The conversation explores how these policies could undermine academic freedom, international student enrollment, and the global reputation of U.S. universities. Brint also examines the broader crisis of public confidence in higher education, tracing concerns over cost, curriculum relevance, and perceptions of political bias. The episode concludes with a discussion of the risks facing the American university system in an era of rising authoritarianism and political polarization.

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Martín Alberto Gonzalez, "Why You Always So Political?: The Experiences and Resiliencies of Mexican/Mexican American/Xicanx Students in Higher Education" (Viva Oxnard, 2023)

Sat, 08 Feb 2025 09:00:00 -0000

As of 2018, only about one in ten Mexican/Mexican American/Xicanx (MMAX) students graduate with a college degree. Drawing on in-depth interviews, participant observations, pláticas, document analyses, and literature on race, space, and racism in higher education, Why you always so political?: The Experiences and Resiliencies of Mexican/Mexican American/Xicanx Students in Higher Education (Viva Oxnard, 2024) by Dr. Martín Alberto Gonzalez documents the narratives of 20 MMAX undergraduate students at a private, historically and predominantly white university in the Northeast United States. Utilizing counterstorytelling as a research method, Martín Alberto Gonzalez argues that the racially hostile campus environment experienced by MMAX students at their respective university manifests itself as a form of educational-environmental racism. By providing culturally relevant counterstories about racism in higher education, this book offers an accessible tool for teaching and learning about the harsh realities of Students of Color who attend predominantly white universities.

This interview was conducted by Dr. Miranda Melcher whose new 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.

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Mary Zaborskis, "Queer Childhoods: Institutional Futures of Indigeneity, Race, and Disability" (NYU Press, 2024)

Wed, 05 Feb 2025 09:00:00 -0000

Queer Childhoods: Institutional Futures of Indigeneity, Race, and Disability (NYU Press, 2024) explores how the institutional management of children's sexualities in boarding schools affected children's future social, political, and economic opportunities

Tracing the US's investment in disciplining minoritarian sexualities since the late nineteenth century, Mary Zaborskis focuses on a ubiquitous but understudied figure: the queer child. Queer Childhoods examines the lived and literary experiences of children who attended reform schools, schools for the blind, African American industrial schools, and Native American boarding schools. In mapping the institutional terrain of queer childhoods in educational settings of the late nineteenth- and twentieth-century, the book offers an original archive of children's sexual and embodied experiences.

Zaborskis argues that these boarding schools--designed to segregate racialized, criminalized, and disabled children from mainstream culture--produced new forms of childhood. These childhoods have secured American futures in which institutionalized children (and the adults they become) have not been considered full-fledged citizens or participants. By locating this queerness in state archives and institutions, Queer Childhoods exposes a queer social history entangled with genocide, eugenics, and racialized violence.

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Wilton S. Wright, "Rewriting Resistance to Social Justice Pedagogies" (Lexington Books, 2024)

Thu, 30 Jan 2025 09:00:00 -0000

Resistance to feminist, queer, and antiracist pedagogies can take many forms in the composition class: silence during class discussion; tepid, bland writing that fails to engage with course content; refusal to engage with feminist and queer ideas; open and direct challenges to professors’ authority. According to Wilton Wright, Rewriting Resistance to Social Justice Pedagogies (Lexington Books, 2024) argues that composition studies has not adequately addressed the complex and deeply local contexts and causes of resistance. Therefore, the author argues that resistance research must first understand the origins and purpose for a student’s resistance, interrogating the language used to name and describe students who resist. Composition instructors must then give students the tools to uncover and investigate their reasons for resistance themselves, challenging students to continually interrogate their resistances. This book utilizes feminist composition pedagogies, masculinity studies, and queer pedagogies to engage student resistance in the writing classroom.

Michael O. Johnston, Ph.D. is a Assistant Professor of Sociology at William Penn University. He is the author of The Social Construction of a Cultural Spectacle: Floatzilla (Lexington Books, 2023) and Community Media Representations of Place and Identity at Tug Fest: Reconstructing the Mississippi River (Lexington Books, 2022). His general area of study is at the intersection of space, behavior, and identity. He is currently conducting research about the negotiation that humans make between oneself, identification of place, and the attachment/s they have to those places. To learn more about Michael O. Johnston you can go to his personal website, Google Scholar, Bluesky (@professorjohnst.bsky.social),Twitter (@ProfessorJohnst), or by email at johnstonmo@wmpenn.edu

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Derek W. Black, "Dangerous Learning: The South's Long War on Black Literacy" (Yale UP, 2025)

Thu, 30 Jan 2025 09:00:00 -0000

Few have ever valued literacy as much as the enslaved Black people of the American South. For them, it was more than a means to a better life; it was a gateway to freedom and, in some instances, a tool for inspiring revolt. And few governments tried harder to suppress literacy than did those in the South. Everyone understood that knowledge was power: power to keep a person enslaved in mind and body, power to resist oppression. In the decades before the Civil War, Southern governments drove Black literacy underground, but it was too precious to be entirely stamped out.

Dangerous Learning: The South's Long War on Black Literacy (Yale UP, 2025) describes the violent lengths to which southern leaders went to repress Black literacy and the extraordinary courage it took Black people to resist. Derek W. Black shows how, from the beginning of the nineteenth century to the end of Reconstruction, literacy evolved from a subversive gateway to freedom to a public program to extend citizenship and build democratic institutions—and how, once Reconstruction was abandoned, opposition to educating Black children depressed education throughout the South for Black and white students alike. He also reveals the deep imprint those events had on education and how this legacy is resurfacing today.

Omari Averette-Phillips is a PhD student in the History department at UC Davis.

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Taylor N. Carlson, "Through the Grapevine: Socially Transmitted Information and Distorted Democracy" (U Chicago Press, 2024)

Sun, 26 Jan 2025 09:00:00 -0000

Accurate information is at the heart of democratic functioning. For decades, researchers interested in how information is disseminated have focused on mass media, but the reality is that many Americans today do not learn about politics from direct engagement with the news. Rather, about one-third of Americans learn chiefly from information shared by their peers in conversation or on social media. How does this socially transmitted information differ from that communicated by traditional media? What are the consequences for political attitudes and behavior?

Drawing on evidence from experiments, surveys, and social media, in Through the Grapevine: Socially Transmitted Information and Distorted Democracy (University of Chicago Press, 2024) Dr. Taylor N. Carlson finds that, as information flows first from the media then person to person, it becomes sparse, more biased, less accurate, and more mobilizing. The result is what Carlson calls distorted democracy. Although socially transmitted information does not necessarily render democracy dysfunctional, Through the Grapevine shows how it contributes to a public that is at once underinformed, polarized, and engaged.

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Naomi Hodgson and Stefan Ramaekers, "Philosophical Presentations of Raising Children: The Grammar of Upbringing" (Palgrave Macmillan, 2019)

Sat, 25 Jan 2025 09:00:00 -0000

Philosophical Presentations of Raising Children: The Grammar of Upbringing (Palgrave Macmillan, 2019) uses contemporary film to articulate a philosophical account of raising children. It forms part of a revaluation of the parent as a pedagogical figure, which stands in contrast to the instrumental accounts dominant in contemporary ‘parenting’ culture. Hodgson and Ramaekers use film to offer an affirmative account of the experience of raising children, as a presentation of those inevitable aspects and experiences that upbringing is: the initiation into language and the world; the representative nature of the parent; and the maintaining of mundane practices that constitute our shared culture and community. The films which are discussed are taken as grammatical investigations and enable the authors to develop an account of the use of film in education and as educational philosophy, and to respond to each film’s invitation to articulate the existential dimensions of raising children. Philosophical Presentations of Raising Children will be of interest to students and scholars across a range of disciplines, including education, sociology, philosophy, critical parenting studies and film studies - and, perhaps, parents.

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April-Louise Pennant, "Babygirl, You've Got This!: Experiences of Black Girls and Women in the English Education System" (Bloomsbury, 2024)

Tue, 21 Jan 2025 09:00:00 -0000

How do Black women experience education in Britain?

Within British educational research about Black students, gender distinctions have been largely absent, male-dominated or American-centric. Due to the lack of attention paid to Black female students, relatively little is known about how they understand and engage with the education system, or the influences which shape their long-term strategies and decision-making in order to gain educational 'success'.

Babygirl, You've Got This! Experiences of Black Girls and Women in the English Education System (Bloomsbury, 2024) by Dr. April-Louise Pennant will illustrate the educational experiences and journeys of Black British women graduates and considers the influence of the intersections of race, gender, ethnicity, culture and social class on their educational journeys. Dr. Pennant uniquely documents the entire educational journey - from primary school to university - within both predominantly white (PW) and predominantly global majority (PGM) educational institutions in order to examine the various accessibility, financial and academic hurdles which face Black girls and women.

The book combines theoretical frameworks such as Critical Race Theory, Bourdieu's Theory of Practice and Black Feminist epistemology, alongside the personal accounts of the author and a range of Black British women graduates. Through analysis of the strategies, choices and decisions made by Black British women in their educational journeys, the book ultimately provides insights into how to navigate the education system effectively, and provides alternatives to normalised understandings of educational 'success'.

Find out more about Dr. April-Louise Pennant on her website!

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Loleen Berdahl et al., "For the Public Good: Reimagining Arts Graduate Programs in Canadian Universities" (U Alberta, 2024)

Fri, 17 Jan 2025 09:00:00 -0000

Arts graduate education is uniquely positioned to deliver many of the public good needs of contemporary Canada. For the Public Good: Reimagining Arts Graduate Programs in Canadian Universities (U Alberta, 2024) argues, however, that graduate programs must fundamentally change if they are to achieve this potential. Drawing on deep experience and research, the authors outline how reformed programs that equip graduates with advanced skills can address Canada’s most vexing challenges and seek action on equity, diversity, inclusion, and decolonization.

In the episode, the authors, Loleen Berdahl, Jonathan Malloy and Lisa Young, chart how current approaches to graduate education emerged and make a data-informed case for change. We also discuss an evidence-based vision for reimagining arts graduate education and actor-specific steps to achieve this potential.

This interview was conducted by Shreya Urvashi, a doctoral researcher of sociology and education based in Toronto, Canada.

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Nora Gross, "Brothers in Grief: The Hidden Toll of Gun Violence on Black Boys and Their Schools" (U Chicago Press, 2024)

Mon, 13 Jan 2025 05:00:00 -0000

A heartbreaking account of grief, Black boyhood, and how we can support young people as they navigate loss.

JahSun, a dependable, much-loved senior at Boys' Prep was just hitting his stride in the fall of 2017. He had finally earned a starting position on the varsity football team and was already weighing two college acceptances. Then, over Thanksgiving, tragedy struck. An altercation at his older sister's home escalated into violence, killing the unarmed teenager in a hail of bullets. JahSun's untimely death overwhelmed his entire community, sending his family, friends, and school into seemingly insurmountable grief. Worse yet, that spring two additional Boys' Prep students would be shot to death in their neighborhood. JahSun and his peers are not alone in suffering the toll of gun violence, as every year in the United States teenagers die by gunfire in epidemic numbers, with Black boys most deeply affected.

Brothers in Grief: The Hidden Toll of Gun Violence on Black Boys and Their Schools (U Chicago Press, 2024) closely attends to the neglected victims of youth gun violence: the suffering friends and classmates who must cope, mostly out of public view, with lasting grief and hidden anguish. Set at an ambitious urban high school for boys during the heartbreaking year following the death of JahSun, the book chronicles the consequences of untimely death on Black teen boys and on a school community struggling to recover. Sociologist Nora Gross tells the story of students attempting to grapple with unthinkable loss, inviting readers in to observe how they move through their days at school and on social media in the aftermath of their friends' and classmates' deaths. Gross highlights the discrepancy between their school's educational mission and teachers' and administrators' fraught attempts to care for students' emotional wellbeing. In the end, the school did not provide adequate space for grief, making it more difficult for students to heal, reengage with school, and imagine hopeful futures. Even so, supportive relationships deepened among students and formed across generations, offering promising examples of productive efforts to channel student grief into positive community change.

A searing testimony of our collective failure to understand the inner lives of our children in crisis, Brothers in Grief invites us all to wrestle with the hidden costs of gun violence on racial and educational inequity.

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Peter Hessler, "Other Rivers: A Chinese Education" (Penguin, 2024)

Thu, 09 Jan 2025 09:00:00 -0000

In 2019, journalist and writer Peter Hessler traveled with his family to China. He’d gotten a gig as a teacher of writing—nonfiction writing in particular—in what he’d hoped would be a sequel to his 2001 book River Town: Two Years on the Yangtze.

But plans changed—radically. At the very end of 2019, the COVID-19 virus emerges in Wuhan, leading to chaos as officials frantically try to figure out how to control the new disease. Peter’s reporting first wins his criticism from Chinese nationalists angry about his frank discussions of China’s mistakes—then criticism from U.S. hawks angry that Hessler gives Beijing credit for what it managed to do right as COVID rapidly spreads around the world.

Peter’s years in China are covered in his latest book Other Rivers: A Chinese Education (Penguin Press, 2024), published last year.

Peter Hessler is a staff writer at the New Yorker, where he served as Beijing correspondent from 2000 to 2007, Cairo correspondent from 2011 to 2016, and Chengdu correspondent from 2019 to 2021. He is the author of The Buried: An Archaeology of the Egyptian Revolution; River Town: Two Years on the Yangtze, which won the Kiriyama Book Prize; Oracle Bones: A Journey Between China's Past and Present, which was a finalist for the National Book Award; Country Driving: A Chinese Road Trip; and Strange Stones: Dispatches from East and West. He won the 2008 National Magazine Award for excellence in reporting, and he was named a MacArthur fellow in 2011.

You can find more reviews, excerpts, interviews, and essays at The Asian Review of Books, including its review of Other Rivers. Follow on Twitter at @BookReviewsAsia.

Nicholas Gordon is an editor for a global magazine, and a reviewer for the Asian Review of Books. He can be found on Twitter at @nickrigordon.

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Why Teachers Turn to AI

Tue, 07 Jan 2025 09:00:00 -0000

In this episode of the Language on the Move podcast, Brynn Quick speaks with Dr. Sue Ollerhead. Dr. Ollerhead is currently a Senior Lecturer in Languages and Literacy Education and the Director of the Secondary Education Program at Macquarie University. Her expertise lies in English language and literacy learning and teaching in multicultural and multilingual education contexts. Her research interests include translanguaging, multilingual pedagogies, literacy across the curriculum and oracy development in schools.

Dr. Ollerhead is currently editor of TESOL in Context, the peer reviewed journal of the Australian Council of TESOL Associations. She serves on the executive board of the English as a Medium of Instruction Centre (EMI) at Macquarie University.

Brynn and Sue chat about an article that Sue has recently written for the Australian Association for Research in Education entitled “Teachers Truly Know Students and How They Learn. Does AI?”. They discuss the emergence of AI platforms like ChatGPT and how these platforms are affecting teacher training.

A wonderful companion read to this episode is Distinguished Ingrid Piller’s Can we escape the textocalypse? Academic publishing as community building.

If you liked this episode, check out more resources on technology and language: Will technology make language rights obsolete?; the podcast Tech Won’t Save Us; and Are language technologies counterproductive to learning?

If you enjoy the show, support us by subscribing to the Language on the Move Podcast on your podcast app of choice, leaving a 5-star review, and recommending the Language on the Move Podcast and our partner the New Books Network to your students, colleagues, and friends.

For additional resources, show notes, and transcripts, go here.

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Peter Mandler, "The Crisis of the Meritocracy: Britain's Transition to Mass Education Since the Second World War" (Oxford UP, 2020)

Mon, 06 Jan 2025 09:00:00 -0000

How did public demand shape education in the 20th century? In The Crisis of the Meritocracy: Britain’s Transition to Mass Education since the Second World War (Oxford UP, 2020), Peter Mandler, Professor of Modern Cultural History at the University of Cambridge, charts the history of schools, colleges, and universities. The book charts the tension between demands for democracy and the defence of meritocracy within both elite and public discourses, showing how this tension plays out in Britain’s complex and fragmented education system. Offering an alternative vision to the popular memory and perception of education, a note of caution about the power of education to cure social inequalities, and a celebration of public demand for high quality education for all, the book is essential reading across the humanities, social sciences, and for anyone interested in understanding education in contemporary society.

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Graduate School Myths and Misconceptions

Fri, 03 Jan 2025 09:00:00 -0000

It’s daunting when you don’t know what to expect about graduate school…or you’re worried you won’t measure up. This episode helps dispel the myths and addresses some of the common misconceptions. We unpack the realities, including: how to determine if graduate school is the right next step for you; when to apply; the time and financial investment of a graduate education; what life is like after getting in; the need for work-life balance; and the importance of finding the right mentor.

Our guest is: Dr. Miroslava Chávez-García, who is Professor of History at the University of California, Santa Barbara, and holds affiliations in the Departments of Chicana/o Studies and Feminist Studies as well as Iberian and Latin American Studies. She also serves as the Faculty Director of the McNair Scholars Program. She is the coauthor of Is Grad School for Me? Demystifying the Application Process for First-Gen BIPOC Students, with Yvette Martínez-Vu.

Our co-guest is: Dr. Yvette Martínez-Vu, who is a coach, consultant, author, speaker, and the

founder of Grad School Femtoring LLC. She is the coauthor of Is Grad School for Me? Demystifying the Application Process for First-Gen BIPOC Students.

Our host is: Dr. Christina Gessler, who is the producer and show host of the Academic Life podcast.

Listeners may enjoy this playlist:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening!

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Crystal R. Sanders, "A Forgotten Migration: Black Southerners, Segregation Scholarships, and the Debt Owed to Public HBCUs" (UNC Press, 2024)

Mon, 30 Dec 2024 09:00:00 -0000

A Forgotten Migration: Black Southerners, Segregation Scholarships, and the Debt Owed to Public HBCUs (UNC Press, 2024) tells the little-known story of "segregation scholarships" awarded by states in the US South to Black students seeking graduate education in the pre-Brown v. Board of Education era. Under the Plessy v. Ferguson decision, decades earlier, southern states could provide graduate opportunities for African Americans by creating separate but equal graduate programs at tax-supported Black colleges or by admitting Black students to historically white institutions. Most did neither and instead paid to send Black students out of state for graduate education.

Crystal R. Sanders examines Black graduate students who relocated to the North, Midwest, and West to continue their education with segregation scholarships, revealing the many challenges they faced along the way. Students that entered out-of-state programs endured long and tedious travel, financial hardship, racial discrimination, isolation, and homesickness. With the passage of Brown in 1954, segregation scholarships began to wane, but the integration of graduate programs at southern public universities was slow. In telling this story, Sanders demonstrates how white efforts to preserve segregation led to the underfunding of public Black colleges, furthering racial inequality in American higher education.

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Lindsay Weinberg, "Smart University: Student Surveillance in the Digital Age" (Johns Hopkins UP, 2024)

Sat, 21 Dec 2024 09:00:00 -0000

In Smart University: Student Surveillance in the Digital Age (Johns Hopkins University Press, 2024), Lindsay Weinberg evaluates how this latest era of tech solutions and systems in our schools impacts students' abilities to access opportunities and exercise autonomy on their campuses. Using historical and textual analysis of administrative discourses, university policies, conference proceedings, grant solicitations, news reports, tech industry marketing materials, and product demonstrations, Weinberg argues that these more recent transformations are best understood as part of a longer history of universities supporting the development of technologies that reproduce racial and economic injustice on their campuses and in their communities.

Mentioned in this episode is this piece that Dr. Weinberg wrote in Inside Higher Ed:

Lindsay Weinberg is a clinical assistant professor and the Director of the Tech Justice Lab in the John Martinson Honors College at Purdue University.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Luci Pangrazio and Neil Selwyn, "Critical Data Literacies: Rethinking Data and Everyday Life" (MIT Press, 2023)

Thu, 19 Dec 2024 09:00:00 -0000

Data has become a defining issue of current times. Our everyday lives are shaped by the data that is produced about us (and by us) through digital technologies. In Critical Data Literacies: Rethinking Data and Everyday Life (MIT Press, 2023), Luci Pangrazio and Neil Selwyn introduce readers to the central concepts, ideas, and arguments required to make sense of life in the data age. Bringing together cutting-edge thinking and discussion from across education, sociology, psychology, and media and communication studies, Critical Data Literacies develops a powerful argument for collectively rethinking the role that data plays in our everyday lives and re-establishing agency, free will, and the democratic public sphere.

In the episode, Luci Pangazio discusses how the tradition of critical literacies can offer a powerful foundation to address the big concerns of the data age, such as issues of data justice and privacy, algorithmic bias, dataveillance, and disinformation. We challenge the idea that datafication is an inevitable and inescapable condition.

This interview was conducted by Shreya Urvashi, a doctoral researcher of sociology and education based in Toronto, Canada.

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A Teacher’s Guide to Learning Student Names

Thu, 19 Dec 2024 09:00:00 -0000

Today’s book is: A Teacher’s Guide to Learning Student Names: Why You Should, Why It’s Hard, How You Can (University of Oklahoma Press, 2024), by Michelle D. Miller, which asserts that if teachers want an inclusive, engaging classroom, they must learn students’ names. Eschewing the random tips and mnemonic tricks that invariably fall short, Dr. Miller offers a clear explanation of what is really going on when we learn a name, and a science-based approach for using this knowledge to pedagogical advantage. Drawing on a deep background in the psychology of language and memory, Dr. Miller gives a lively overview of the surprising science of learning proper names, along with an account of why the practice is at once so difficult and yet so critical to effective teaching. She then sets out practical techniques for learning names, with examples of activities and practices tailored to a variety of different teaching styles and classroom configurations. In her discussion of certain factors that can make learning names especially challenging, Dr. Miller pays particular attention to neurodivergence and the effects of aging on this special form of memory.

A Teacher’s Guide to Learning Student Names lays out strategies for putting these techniques into practice, suggests technological aids and other useful resources, and explains how to make name learning a core aspect of one’s teaching practice. With its research-based strategies and concrete advice, this concise and highly readable guide provides teachers of all disciplines and levels an invaluable tool for creating a welcoming and productive learning environment.

Our guest is: Dr. Michelle Miller, who is a cognitive psychologist, researcher, and speaker focused on supporting higher education faculty in creating effective and engaging learning experiences for students. She is the author of Minds Online: Teaching Effectively with Technology (Harvard University Press, 2014), Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World (West Virginia University Press, 2022), and A Teacher’s Guide to Learning Student Names: Why You Should, Why It’s Hard, How You Can (University of Oklahoma Press, 2024). Dr. Miller is a Professor of Psychological Sciences and President’s Distinguished Teaching Fellow at Northern Arizona University in Flagstaff, Arizona.

Our host is: Dr. Christina Gessler, who is the producer of the Academic Life podcast.

Listeners may enjoy this playlist:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by posting, assigning or sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 225+ Academic Life episodes? Find them here. And thank you for listening!

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Stephen Jackson, "The Patchwork of World History in Texas High Schools" (Routledge, 2022)

Wed, 18 Dec 2024 09:00:00 -0000

The Patchwork of World History in Texas High Schools (Routledge, 2022) traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years.

Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens.

Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States.

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Leslie Beth Ribovich, "Without a Prayer: Religion and Race in New York City Public Schools" (NYU Press, 2024)

Fri, 13 Dec 2024 09:00:00 -0000

The processes of secularization and desegregation were among the two most radical transformations of the American public school system in all its history. Many regard the 1962 and 1963 US Supreme Court rulings against school prayer and Bible-reading as the end of religion in public schools. Likewise, the 1954 Brown v. Board of Education case is seen as the dawn of school racial equality. Yet, these two major twentieth-century American educational movements are often perceived as having no bearing on one another.

Without a Prayer: Religion and Race in New York City Public Schools (New York University Press, 2024) by Dr. Leslie Beth Ribovich redefines secularization and desegregation as intrinsically linked. Using New York City as a window into a national story, the volume argues that these rulings failed to successfully remove religion from public schools, because it was worked into the foundation of the public education structure, especially how public schools treated race and moral formation. Moreover, even public schools that were not legally segregated nonetheless remained racially segregated in part because public schools rooted moral lessons in an invented tradition—Judeo-Christianity—and in whiteness.

The book illuminates how both secularization and desegregation took the form of inculcating students into white Christian norms as part of their project of shaping them into citizens. Schools and religious and civic constituents worked together to promote programs such as juvenile delinquency prevention, moral and spiritual values curricula, and racial integration advocacy. At the same time, religiously and racially diverse community members drew on, resisted, and reimagined public school morality.

Drawing on research from a number of archival repositories, newspaper and legal databases, and visual and material culture, Without a Prayer shows how religion and racial discrimination were woven into the very fabric of public schools, continuing to inform public education’s everyday practices even after the Supreme Court rulings.

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Michael Plekon, "Ministry Matters: Pastors, Their Life and Work Today" (Wipf and Stock, 2024)

Wed, 11 Dec 2024 09:00:00 -0000

In an era where congregations are shrinking and fewer people engage with faith communities, Michael Plekon's book Ministry Matters: Pastors, Their Life and Work Today (Wipf and Stock, 2024) offers a timely exploration of both the challenges and opportunities facing modern Christian ministry. Through detailed analysis, Plekon traces the factors behind congregational decline while also highlighting inspiring stories of parishes that have successfully reimagined themselves for contemporary times.

Our conversation today exemplifies what contemporary theological discussions should encompass - a profound dialogue about the relevance of Christian theology in our time, acknowledging both trauma and pain, while exploring the tremendous opportunity Christianity can offer each of us.

This is more than just a book discussion - it's a sustained meditation on the vocation, lives, and work of pastors in our changing times.

Michael Plekon is a unique voice in contemporary religious scholarship, bridging academic theology and lived spirituality. Born in Yonkers in 1948, he has dedicated his life to exploring what holiness looks like in modern times through both scholarly work and pastoral experience. As a professor at Baruch College (1977-2017) and an ordained priest who has served in both Western and Eastern Churches, Plekon brings a rare dual perspective to religious studies. His dozen-plus books, including the award-winning "Uncommon Prayer," focus on finding the sacred in everyday life and examining how modern saints - from Dorothy Day to Thomas Merton - navigate faith in contemporary society. Plekon's work is particularly relevant today as he explores the intersection of religious identity, social justice, and community building in an increasingly diverse America.

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Deondra Rose, "The Power of Black Excellence: HBCUs and the Fight for American Democracy" (Oxford UP, 2024)

Sat, 07 Dec 2024 09:00:00 -0000

From their founding, Historically Black Colleges and Universities (HBCUs) educated as many as 90 percent of Black college students in the United States. Although many are aware of the significance of HBCUs in expanding Black Americans' educational opportunities, much less attention has been paid to the vital role that they have played in enhancing American democracy.

In The Power of Black Excellence: HBCUs and the Fight for American Democracy (Oxford UP, 2024), Deondra Rose provides an authoritative history of HBCUs and the unique role they have played in shaping American democracy since 1837. Drawing on over six years of deep research, Rose brings into view the historic impact that government support for HBCUs has had on the American political landscape, arguing that they have been essential for not only empowering Black citizens but also reshaping the distribution of political power in the United States. Rose challenges the conventional wisdom that, prior to the late twentieth century, the federal government took a laissez-faire approach to education. Instead, governmental action contributed to the expansion of HBCUs in an era plagued by racist policies and laws. Today, HBCUs remain extremely important, as evidenced by the outsized number of black political leaders--including Kamala Harris--who attended them. Rose stresses that policymakers promote democracy itself when they support HBCUs and their unique approach to postsecondary education, which includes a commitment to helping students develop politically empowering skills, promoting political leadership, and fostering a commitment to service.

A fresh look into the relationship between education and democracy, The Power of Black Excellence is essential reading for anyone interested not just in HBCUs, but the broader trajectory of Black citizenship in American history.

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That Librarian: The Fight Against Book Banning in America

Thu, 05 Dec 2024 09:00:00 -0000

Today’s book is: That Librarian: The Fight Against Book Banning in America (Bloomsbury, 2024) by Amanda Jones, which offers her story of life as a small-town librarian. One of the things she values most about books is how they can affirm a young person's sense of self. So in 2022, when she caught wind of a local public hearing that would discuss “book content,” she knew what was at stake. Schools and libraries nationwide have been bombarded by demands for books with LGTBQ+ references, discussions of racism, and more to be purged from the shelves. She spoke out that night at the meeting. Days later, she woke up to a nightmare that is still ongoing. Her decision to support a collection of books with diverse perspectives made her a target for extremists using book banning campaigns-funded by dark money organizations and advanced by hard right politicians-in a crusade to make America more white, straight, and "Christian." But she wouldn't give up without a fight: she sued her harassers for defamation and urged others to join her in the resistance. Mapping the book banning crisis occurring all across the nation, That Librarian draws the battle lines in the war against equity and inclusion, calling book lovers everywhere to rise in defense of our readers.

Our guest is: Amanda Jones, who is the school librarian at the same school she attended as a child. She is the author of That Librarian: Fighting Book Banners in Today’s America. She was the 2021 School Library Journal Co-Librarian of the Year, a 2021 Library Journal Mover and Shaker, and the 2020 Louisiana Librarian of the Year. She presents nationally and internationally on the importance of certified school librarians, book joy, and why every child deserves to see themselves reflected in the books on library shelves. Amanda has received intellectual freedom awards from the American Library Association, American Association of School Librarians, and Louisiana Library Association. She is the Executive Director of the Livingston Parish Library Alliance, and a co-founding member of Louisiana Citizens Against Censorship. She lives in Louisiana with her husband, daughter, and their cat.

Our host is: Dr. Christina Gessler, who is the producer of the Academic Life podcast.

Listeners may enjoy this playlist:

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Matthew Gardner Kelly, "Dividing the Public: School Finance and the Creation of Structural Inequity" (Cornell UP, 2024)

Wed, 04 Dec 2024 09:00:00 -0000

In Dividing the Public: School Finance and the Creation of Structural Inequity (Cornell UP, 2024), Matthew Gardner Kelly takes aim at the racial and economic disparities that characterize public education funding in the United States. With California as his focus, Kelly illustrates that the use of local taxes to fund public education was never an inadvertent or de facto product of past practices, but an intentional decision adopted in place of well-known alternatives during the Progressive Era, against past precedent and principle in several states.

From efforts to convert expropriated Indigenous and Mexican land into common school funding in the 1850s, to reforms that directed state aid to expanding white suburbs during the years surrounding World War II, Dividing the Public traces, in intricate detail, how a host of policies connected to school funding have divided California by race and class over time. In bringing into view the neglected and poorly understood history of policymaking connected to school finance, Kelly offers a new story about the role public education played in shaping the racially segregated, economically divided, and politically fragmented world of the post-1945 metropolis.

Matthew Gardner Kelly is an assistant professor of educational foundations, leadership, and policy at the University of Washington.

Max Jacobs is a PhD student in education at Rutgers University.

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Laura C. Chávez-Moreno, "How Schools Make Race: Teaching Latinx Racialization in America" (Harvard Education Press, 2024)

Tue, 03 Dec 2024 09:00:00 -0000

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students’ concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism.

In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students’ critical consciousness about race and racialization.

Ultimately, Dr. Chávez-Moreno’s groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes.

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Amy J. Binder and Jeffrey L. Kidder, "The Channels of Student Activism: How the Left and Right Are Winning (and Losing) in Campus Politics Today" (U Chicago Press, 2022)

Mon, 02 Dec 2024 09:00:00 -0000

The past six years have been marked by a contentious political atmosphere that has touched every arena of public life, including higher education. Though most college campuses are considered ideologically progressive, how can it be that the right has been so successful in mobilizing young people even in these environments?

As Amy J. Binder and Jeffrey L. Kidder show in this surprising analysis of the relationship between political activism on college campuses and the broader US political landscape, while liberal students often outnumber conservatives on college campuses, liberal campus organizing remains removed from national institutions that effectively engage students after graduation. And though they are usually in the minority, conservative student groups have strong ties to national right-leaning organizations, which provide funds and expertise, as well as job opportunities and avenues for involvement after graduation. Though the left is more prominent on campus, the right has built a much more effective system for mobilizing ongoing engagement. What’s more, the conservative college ecosystem has worked to increase the number of political provocations on campus and lower the public’s trust in higher education.

In analyzing collegiate activism from the left, right, and center, The Channels of Student Activism: How the Left and Right Are Winning (and Losing) in Campus Politics Today (U Chicago Press, 2022) shows exactly how politically engaged college students are channeled into two distinct forms of mobilization and why that has profound consequences for the future of American politics.

Amy J. Binder is professor of sociology at John Hopkins University. She is the author of Contentious Curricula and coauthor of Becoming Right.

Jeffrey L. Kidder is professor of sociology at Northern Illinois University. He is the author of Parkour and the City and Urban Flow

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Kathryn Houk et al., "Toward Inclusive Academic Librarian Hiring Practices" (ACRL, 2024)

Mon, 02 Dec 2024 09:00:00 -0000

Academic library hiring can be a bureaucratic and exclusionary process. Inclusive hiring practices can help libraries recenter the people in the process and incorporate transparency, empathy, and accessibility. Toward Inclusive Academic Librarian Hiring Practices (2024, ACRL), rather than focusing just on how to diversify applicant pools, breaks down the many considerations involved in hiring and the intentional, thoughtful preparation and self-examination that leads to successful recruitment and retention in three parts.

Training for Search Committees and Stakeholders
Removing Barriers for Candidates
Transforming the Process for All

Throughout are practical solutions for emphasizing inclusivity and accessibility throughout the hiring process, including instructions and examples for developing the position description and job postings, tips for creating diversity statements, interview instructions and preparation lists, interview itineraries, sample candidate emails and feedback forms, evaluation rubrics, ideas for onboarding and mentorship, and more. While you are evaluating potential hires, they are evaluating you. Toward Inclusive Academic Librarian Hiring Practices can help you center equity in your hiring, attract job seekers, and support both candidates and search committees through these time-intensive, laborious, and crucial processes.

Kathryn M. Houk is associate professor and undergraduate medical education librarian at the University of Nevada, Las Vegas (UNLV), School of Medicine Library.
Jordan Nielsen is an associate professor and the Head of Access Services in the James E. Walker Library at Middle Tennessee State University.
Jenny Wong-Welch is the Director of the build IT Makerspace and Head of Research, Instruction, Outreach at San Diego State University.
Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Russell T.. McCutcheon, "Religious Studies Beyond the Discipline: On the Future of a Humanities Ph.D." (Equinox, 2024)

Thu, 28 Nov 2024 09:00:00 -0000

Given the continued challenges that face the higher education job market in the Humanities in North America, this multi authored volume offers (i) a critical assessment of the current situation of Humanities doctoral students, early career scholars, and those now working in doctoral degree-granting institutions in the U.S. along with (ii) concrete proposals for a way forward. In turn, these proposals (iii) are the starting point for constructive reflections by faculty now working in leading American doctoral programs. The aim for the volume is therefore to initiate and then move forward a conversation among future, current, and recent graduate students as well as those who train them concerning the content, process, and purpose of acquiring advanced research skills in the early twenty-first century university.

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Daniel S. Goldberg, "Tackle Football and Traumatic Brain Injuries: Law, Ethics, and Public Health" (Johns Hopkins UP, 2024)

Mon, 25 Nov 2024 09:00:00 -0000

Football is the national game in the United States – and many families and friends bond over their love of the sport. While few people play professional football, many participate in tackle football as children and adolescents. In the last decades, more attention has been paid to the dangers of playing tackle football, including traumatic brain injury and the degenerative brain disease, CTE (chronic traumatic encephalopathy). As more former players donated their brains, the rate of CTE surprised even those already concerned with traumatic brain injury. If the risks are so great, why do more than two million American children under the age of 18 continue to play tackle football? Is it the opportunity to contribute to a team? Overcome adversity? Test personal limits?

In Tackle Football and Traumatic Brain Injuries: Law, Ethics, and Public Health (Johns Hopkins UP, 2024), Dr. Daniel S. Goldberg asks readers to think about American tackle football as an industry – like the American tobacco industry – that sells a product that is dangerous to those who use it. Despite the clearly documented costs to society and individuals who play, the tackle football industry has successfully manufactured doubt about the health hazards. Goldstein argues that a basic familiarity with the history of regulated industries and their intersection with public health is needed both to understand the contemporary debates and to move forward with fair and equitable policy solutions. If the risks to people who play were better known to the public, the profitability and perhaps even the viability of American football would be at risk.

Goldberg draws on public health ethics, public health law, and the histories of occupational and public health to assess the limits of parental choice to expose their children to risks of injury. Goldberg recommends using public health laws to counter the manufacture of doubt – offering specific policy proposals to address the population health and ethical problems presented by tackle football.

Daniel S. Goldstein, JD, PhD is an associate professor at the Center for Bioethics and Humanities at the University of Colorado Anschutz Medical Campus. He is the director of Education at the Center for Bioethics and Humanities and director of the Public Health Ethics and Law Program.

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Lauren D. Olsen, "Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities" (Columbia UP, 2024)

Sat, 23 Nov 2024 09:00:00 -0000

Medical schools have increasingly incorporated the humanities and social sciences into their teaching, seeking to make future physicians more empathetic and more concerned with equity. In practice, however, these good intentions have not translated into critical consciousness. Humanities and social sciences education has often not only failed to deliver on its promise but even entrenched the inequalities that the medical profession set out to address.

In Curricular Injustice: How U.S. Medical Schools Reproduce Inequalities (Columbia UP, 2024), Lauren D. Olsen examines how U.S. medical school faculty conceived, designed, and implemented their vision of education, tracing the failures of curricular reform. She argues that the way medical students encounter humanities and social sciences material in practice has served to reinforce the status quo by teaching them to individualize systemic problems. Students learn to avoid advocacy, critique, and attention to structural inequalities—while also gathering that it will be up to them to find coping strategies for problems from burnout to systemic racism. Olsen pinpoints the limitations of how clinical faculty understand the humanities and social sciences, arguing that in structuring and teaching courses, they assumed, reinforced, and glorified a white, elite model of the medical profession. Showing how deeply intertwined professional and social identities are in medical education, Curricular Injustice has significant implications for how occupations, organizations, and institutions shape understandings of inequality.

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Domingo Morel, "Developing Scholars: Race, Politics, and the Pursuit of Higher Education" (Oxford UP, 2023)

Tue, 19 Nov 2024 09:00:00 -0000

Over the past fifty years, debates concerning race and college admissions have focused primarily on the policy of affirmative action at elite institutions of higher education. But a less well-known approach to affirmative action also emerged in the 1960s in response to urban unrest and Black and Latino political mobilization. The programs that emerged in response to community demands offered a more radical view of college access: admitting and supporting students who do not meet regular admissions requirements and come from families who are unable to afford college tuition, fees, and other expenses. While conventional views of affirmative action policies focus on the "identification" of high-achieving students of color to attend elite institutions of higher education, these programs represent a community-centered approach to affirmative action. This approach is based on a logic of developing scholars who can be supported at their local public institutions of higher education.

In Developing Scholars: Race, Politics, and the Pursuit of Higher Education (Oxford UP, 2023), Domingo Morel explores the history and political factors that led to the creation of college access programs for students of color in the 1960s. Through a case study of an existing community-centered affirmative action program, Talent Development, Morel shows how protest, including violent protest, has been instrumental in the maintenance of college access programs. He also reveals that in response to the college expansion efforts of the 1960s, hidden forms of restriction emerged that have significantly impacted students of color. Developing Scholars argues that the origin, history, and purpose of these programs reveal gaps in our understanding of college access expansion in the US that challenge conventional wisdom of American politics.

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Supporting Multilingual Families to Engage with their Children’s Schooling

Tue, 19 Nov 2024 09:00:00 -0000

How can school communications become more accessible to multilingual families? In this episode of the Language on the Move podcast, Dr Agnes Bodis talks to Professor Margaret Kettle about the Multilingual Glossary of School-based Terms. This is list of school-related terms selected and translated to help multilingual families connect with schools. The research-based glossary was developed jointly with the Queensland Department of Education, Education Queensland school personnel, Multicultural Australia, and community group members and families.

For additional resources, show notes, and transcripts, go here.

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Andrew Stone Higgins, "Higher Education for All: Racial Inequality, Cold War Liberalism, and the California Master Plan" (UNC Press, 2023)

Mon, 18 Nov 2024 09:00:00 -0000

The 1960 California Master Plan for Higher Education remains to this day the largest and most ambitious attempt to provide free, universal college education in the United States. Yet the Master Plan, the product of committed Cold War liberals, unfortunately served to reinforce the very class-based exclusions and de facto racism that plagued K–12 education in the nation's largest and most diverse state. In doing so, it inspired a wave of student and faculty organizing that not only forced administrators and politicians to live up to the original promise of the Master Plan—quality higher education for all—but changed the face of California itself.

Higher Education for All: Racial Inequality, Cold War Liberalism, and the California Master Plan (UNC Press, 2023) is the first and only comprehensive account of the California Master Plan. Through deep archival work and sharp attention to a fascinating cast of historical characters, Andrew Stone Higgins has excavated the forgotten history of the Master Plan: from its origins in the 1957 Sputnik Crisis, through Governor Ronald Reagan's financial starvation and his failed quest to introduce tuition, to the student struggle to institute affirmative action in university admissions.

Abigail (Abby) Jean Kahn is a PhD candidate in the history of education at Stanford's Graduate School of Education. She also currently sits on the Graduate Student Council for the History of Education Society.

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Agustina Paglayan, "Raised to Obey: The Rise and Spread of Mass Education" (Princeton UP, 2024)

Fri, 15 Nov 2024 09:00:00 -0000

How the expansion of primary education in the West emerged not from democratic ideals but from the state's desire to control its citizens.

Nearly every country today has universal primary education. But why did governments in the West decide to provide education to all children in the first place? In Raised to Obey: The Rise and Spread of Mass Education (Princeton UP, 2024), Agustina Paglayan offers an unsettling answer. The introduction of broadly accessible primary education was not mainly a response to industrialization, or fueled by democratic ideals, or even aimed at eradicating illiteracy or improving skills. It was motivated instead by elites' fear of the masses--and the desire to turn the "savage," "unruly," and "morally flawed" children of the lower classes into well-behaved future citizens who would obey the state and its laws.

Drawing on unparalleled evidence from two centuries of education provision in Europe and the Americas, and deploying rich data that capture the expansion of primary education and its characteristics, this sweeping book offers a political history of primary schools that is both broad and deep. Paglayan shows that governments invested in primary schools when internal threats heightened political elites' anxiety around mass violence and the breakdown of social order.

Two hundred years later, the original objective of disciplining children remains at the core of how most public schools around the world operate. The future of education systems--and their ability to reduce poverty and inequality--hinges on our ability to understand and come to terms with this troubling history.

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Janusz Korczak, "How to Love a Child and Other Selected Works" (Vallentine Mitchell, 2018)

Tue, 12 Nov 2024 09:00:00 -0000

How to Love a Child and Other Selected Works (Vallentine Mitchell, 2018) is the first comprehensive collection of Korczak's works translated into English. It contains his most important pedagogical writings, journal articles, as well as private texts. Volume 2 starts with extensive excerpts from two pedagogical treatises written for young readers. These are: Rules of Life, which explains the intricacies of human relationships. Next follows a selection of journal articles presenting topics from social problems, pediatrics, developmental psychology and special pedagogy. This is followed by a collection of unpublished writing including private letters exchanged between him and his former wards. The final section is his diary - a unique documentation of Korczak's last weeks of life. Korczak's writing is characterized by uncompromising views, acute observations, subtle reflection, and, above all, love for children.

For more on Korczak, visit The Janusz Korczak Association of Canada.

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Donna J. Nicol, "Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action" (U Rochester Press, 2024)

Sat, 09 Nov 2024 09:00:00 -0000

Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action (University of Rochester Press, 2024) examines the leadership strategies that Black women educators have employed as influential power brokers in predominantly white colleges and universities in the United States. Author Donna J. Nicol tells the extraordinary story of Dr. Claudia H. Hampton, the California State University (CSU) system's first Black woman trustee, who later became the board's first woman chair, and her twenty-year fight (1974-94) to increase access within the CSU for historically marginalized and underrepresented groups. Amid a growing white backlash against changes brought on by the 1960s Civil Rights and Black Power Movements, Nicol argues that Hampton enacted "sly civility" to persuade fellow trustees, CSU system officials, and state lawmakers to enforce federal and state affirmative action mandates.

Donna J. Nicol is Associate Dean in the College of Liberal Arts at California State University, Long Beach, CA.

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Why Not Be Kind?: A Discussion with Catherine J. Denial

Thu, 07 Nov 2024 09:00:00 -0000

Today’s book is: A Pedagogy of Kindness (University of Oklahoma Press, 2024), by Dr. Catherine Denial, which explores why academia is not, by and large, a kind place. Without kindness at its core, Catherine Denial suggests, higher education fails students and instructors—and its mission—in critical ways. Part manifesto, part teaching memoir, part how-to guide, A Pedagogy of Kindness urges higher education to get aggressive about instituting kindness, which Dr. Denial distinguishes from niceness. Having suffered beneath the weight of just “getting along,” instructors need to shift every part of what they do to prioritizing care and compassion—for students as well as for themselves. A Pedagogy of Kindness articulates a fresh vision for teaching, one that focuses on ensuring justice, believing people, and believing in people. Offering evidence-based insights and drawing from her own rich experiences as a professor, Dr. Denial offers practical tips for reshaping syllabi, assessing student performance, and creating trust and belonging in the classroom. Her suggestions for concrete, scalable actions outline nothing less than a transformational discipline—one in which, together, we create bright new spaces, rooted in compassion, in which all engaged in teaching and learning might thrive.

Our guest is: Dr. Catherine J. Denial, who is the Bright Distinguished Professor of American History and Director of the Bright Institute at Knox College. A regular speaker and consultant on teaching and learning, she is also the author of Making Marriage: Husbands, Wives, and the American State in Dakota and Ojibwe Country.

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.

Playlist for listeners:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by posting, assigning or sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 225+ Academic Life episodes? You’ll find them all archived here.

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Filippo Gianferrari, "Dante's Education: Latin Schoolbooks and Vernacular Poetics" (Oxford UP, 2024)

Wed, 06 Nov 2024 09:00:00 -0000

In fourteenth-century Italy, literacy became accessible to a significantly larger portion of the lay population (allegedly between 60 and 80 percent in Florence) and provided a crucial means for the vernacularization and secularization of learning, and for the democratization of citizenship.

In Dante's Education: Latin Schoolbooks and Vernacular Poetics (Oxford University Press, 2024), Filippo Gianferrari demonstrate that Dante Alighieri's education and oeuvre sit squarely at the heart of this historical and cultural transition and provide an ideal case study for investigating the impact of Latin education on the consolidation of autonomous vernacular literature in the Middle Ages, a fascinating and still largely unexamined phenomenon. On the basis of manuscript and archival evidence, Gianferrari reconstructs the contents, practice, and readings of Latin instruction in the urban schools of fourteenth-century Florence. It also shows Dante's continuous engagement with this culture of teaching in his poetics, thus revealing his contribution to the expansion of vernacular literacy and education. The book argues that to achieve his unprecedented position of authority as a vernacular intellectual, Dante conceived his poetic works as an alternative educational program for laypeople, who could read and write in the vernacular but had little or no proficiency in Latin. By reconstructing the culture of literacy shared by Dante and his lay readers, Dante's Education shifts critical attention from his legacy as Italy's national poet, and a "great books" author in the Western canon, to his experience as a marginal intellectual engaged in advancing a marginal culture.

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Celebrating University Press Week with AUPresses President, Anthony Cond

Wed, 06 Nov 2024 09:00:00 -0000

The Association of University Presses (AUPresses), a global organization of 161 mission-driven publishers, is proud to announce a collection of 123 books, journals, and projects that embody the #StepUP theme of this year’s University Press Week, happening Nov. 11 to 15. The featured publications, curated by AUPresses members in 12 countries, present thought-provoking concepts, new points of view, and inspiring ideas, many of which advocate for social change.

For a complete list of UP Week events, see here

For the gallery of 103 publications, see here

To work at a university press, see here

Anthony Cond is director of Liverpool University Press and president of the Association of University Presses

Caleb Zakarin is editor at the New Books Network

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Kathleen McGoey and Lindsey Pointer, "Little Book of Restorative Teaching Tools for Online Learning: Games and Activities for Restorative Justice Practitioners" (Good Books, 2024)

Sat, 26 Oct 2024 08:00:00 -0000

Teaching, training, and gathering online has become a global norm since 2020. Restorative practitioners have risen to the challenge to shift restorative justice processes, trainings, and classes to virtual platforms, a change that many worried would dilute the restorative experience. How can people build relationships with genuine empathy and trust when they are not in a shared physical space? How can an online platform become an environment for people to take risks and practice new skills without the interpersonal support available when meeting face to face? Little Book of Restorative Teaching Tools for Online Learning: Games and Activities for Restorative Justice Practitioners (Good Books, 2024) is a valuable resource for anyone seeking to build community and foster development of restorative justice knowledge and skills via online platforms. The games and activities included support building relationships, introducing the restorative justice philosophy, practicing key skills, and understanding and addressing structural and racial injustices. More resources are available at this website.

Kathleen McGoey is a trainer and facilitator of restorative justice practices and conflict transformation. With a background leading restorative justice implementation in communities and schools, she currently supports cities, workplaces, and families to utilize restorative approaches to address incidents of harm. This is Kathleen's third publication since completing an MA in International Peace and Conflict Studies at the University of Innsbruck, Austria. She lives in Colorado.

Lindsey Pointer is an assistant professor at Vermont Law and Graduate School and principal investigator for the National Center on Restorative Justice. In addition to The Little Book of Restorative Teaching Tools, Lindsey is the author of The Restorative Justice Ritual (2021) and Wally and Freya (2022), a children's picture book about restorative justice. Lindsey has a PhD in Restorative Justice from Victoria University of Wellington in New Zealand and is a former Fulbright and Rotary Global Grant recipient. She lives in Colorado.

Stephen Pimpare is Professor of Public Policy at Vermont Law and Graduate School.

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Kids Across the Spectrums: Growing Up Autistic in the Digital Age

Mon, 21 Oct 2024 08:00:00 -0000

Peoples & Things host, Lee Vinsel, talks with Meryl Alper, Associate Professor of Communication Studies at Northeastern University, about her recent book, Kids Across the Spectrums: Growing Up Autistic in the Digital Age (MIT Press, 2023). In addition to being a professor, Alper is also an educational researcher who has worked over the past 20 years to make inclusive and accessible learning products with media organizations such as Sesame Workshop, Nickelodeon, and PBS KIDS. Vinsel and Alper talk about disability studies, the nature of Alper’s empirical work, the arc of Alper’s career, including her future projects.

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Sarah M. Stitzlein, "Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens" (Oxford UP, 2024)

Thu, 17 Oct 2024 08:00:00 -0000

Democracy is struggling in an age of populism and post-truth. In a world swirling with competing political groups stating conflicting facts, citizens are left unsure whom to trust and which facts are true. The role of honesty in civic life is in jeopardy. When we lose sight of the importance of honesty, it hampers our ability to solve pressing problems. Teaching Honesty in a Populist Era: Emphasizing Truth in the Education of Citizens (Oxford University Press, 2024) asserts that to better enable young citizens to successfully engage in civic inquiry, the role of honesty must be foregrounded within education.

The book posits that honesty is a key component of a well-functioning democracy. Building upon this foundation, Sarah M. Stitzlein defines what honesty is, how it is connected to truth, and why both are important to and at risk in democracies today. Furthermore, the chapters offer guidance on how honesty and truth should be taught in schools. Situated within the philosophical perspective of pragmatism, the book examines the relationships between honesty, truth, trust, and healthy democratic living and provides recommendations for improving citizenship education and our ability to engage in civic reasoning.

Teaching Honesty in a Populist Era offers an improved path forward within our schools by detailing how to cultivate habits of truth-seeking and truth-telling. Such honesty will better enable citizens to navigate our difficult political moment and increase the likelihood that citizens can craft long-term solutions for democratic life together.

Sarah M. Stitzlein is Professor of Education and Affiliate Professor of Philosophy at the University of Cincinnati. Her research explores issues of political agency, educating for democracy, youth civic engagement, and equity in schools. She is the author of Learning How to Hope and American Public Education and the Responsibility of its Citizens, and co-editor of the journal Democracy & Education.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Keith E. Whittington, "You Can't Teach That!: The Battle over University Classrooms" (Polity Press, 2024)

Thu, 17 Oct 2024 08:00:00 -0000

Who controls what is taught in American universities – professors or politicians? The answer is far from clear but suddenly urgent. Unprecedented efforts are now underway to restrict what ideas can be promoted and discussed in university classrooms. Professors at public universities have long assumed that their freedom to teach is unassailable and that there were firm constitutional protections shielding them from political interventions. Those assumptions might always have been more hopeful than sound. A battle over the control of the university classroom is now brewing, and the courts will be called upon to establish clearer guidelines as to what – if any – limits legislatures might have in dictating what is taught in public universities.

In You Can't Teach That!: The Battle over University Classrooms (Polity Press, 2024), Keith Whittington argues that the First Amendment imposes meaningful limits on how government officials can restrict the ideas discussed on university campuses. In clear and accessible prose, he illuminates the legal status of academic freedom in the United States and shows how existing constitutional doctrine can be deployed to protect unbridled free inquiry.

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Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action

Thu, 03 Oct 2024 08:00:00 -0000

Today’s book is: Black Woman on Board: Claudia Hampton, the California State University, and the Fight to Save Affirmative Action (University of Rochester Press, 2024) by Dr. Donna J. Nicol, which examines the leadership strategies that Black women educators have employed as influential power brokers in predominantly white colleges and universities in the United States. Black Woman on Board tells the extraordinary story of Dr. Claudia H. Hampton, the California State University (CSU) system's first Black woman trustee, who later became the board's first woman chair, and her twenty-year fight (1974–94) to increase access within the CSU for historically marginalized and underrepresented groups. Amid a growing white backlash against changes brought on by the 1960s Civil Rights and Black Power Movements, Dr. Nicol argues that Hampton enacted "sly civility" to persuade fellow trustees, CSU system officials, and state lawmakers to enforce federal and state affirmative action mandates. Black Woman on Board explores how Hampton methodically "played the game of boardsmanship," using the soft power she cultivated amongst her peers to remove barriers that might have impeded the implementation and expansion of affirmative action policies and programs. In illuminating the ways that Hampton transformed the CSU as the "affirmative action trustee," this remarkable book makes an important contribution to the history of higher education and to the historiography of Black women's educational leadership in the post-Civil Rights era.

Our guest is: Dr. Donna J. Nicol, who is the Associate Dean in the College of Liberal Arts at California State University, Long Beach, CA.

Our host is: Dr. Christina Gessler, who is the producer of the Academic Life podcast.

Listeners may enjoy this playlist:

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Free Speech 70: Michael S. Roth on the Rise of Student Protests, the Fall of Some College Presidents, and Why Liberal Education Matters

Sat, 28 Sep 2024 08:00:00 -0000

The campus protests over conflict in Israel and Gaza have engulfed universities, and led to the resignation of several university presidents. In this podcast, recorded live at the New York Institute of the Humanities, Michael S. Roth, the long-time President of Wesleyan College, explains how he navigates sharp disagreements on campus, what he means by “safe enough spaces,” and how to understand what is happening on campus in relation to our democracy.

Michael S. Roth is the 16th president of Wesleyan University, since 2007. Formerly president of California College of the Arts (CCA), Roth is known as a historian, curator, author and public advocate for liberal education. His many books include Beyond the University: Why Liberal Education Matters (Yale University Press, 2014); Safe Enough Spaces: A Pragmatist’s Approach to Inclusion, Free Speech, and Political Correctness (Yale University Press, 2019); and The Student: A Short History (Yale University Press, 2023). This conversation was recorded with a live audience at the New York Institute for the Humanities, which is directed by Eric Banks and hosted by the New York Public Library. I want to thank Eric Banks for the invitation to speak with President Roth, and the fellows of the New York Institute for a lively discussion included here.

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Caitlin Gerrity and Scott Lanning, "Conducting Original Research for Your Library" (Bloomsbury Libraries Unlimited, 2024)

Wed, 25 Sep 2024 08:00:00 -0000

Conducting Original Research for Your Library (Bloomsbury Libraries Unlimited, 2024) is a concise manual for professionals in the field, this book helps librarians master the skills to conduct, interpret, and analyze their own original research. Many working librarians discover that original research would help them advocate for their libraries, but some graduate programs teach only limited research skills. Designed for all librarians, this book is a practical guide to engaging with the research process, from identifying a problem to sharing findings with others. Authors Kaitlin Gerrity and Scott Lanning have packed this introductory guide and reference book with short, to-the-point information that librarians will refer to often at all stages of a research project. From research ethics to statistical significance and everything in between, this primer is the point-of-need resource for librarians in public, academic, and school libraries who wish to use original research to support the profession.

NBN can get 20% off Conducting Original Research for Your Library by using the discount code NBN20 on the Blooomsbury.com US website.

Caitlin Gerrity is an Associate Professor and Director of the School Library Endorsement Program in the Department of Library and Information Science at Southern Utah University.

Scott Lanning is a LIS Professor an Assessment Librarian/Business, Computer Science and Math Librarian in the Department of Library & Information Science at Southern Utah University.

Discuss in this episode is Philadelphia Alliance to Restore School Librarians (PARSL). In addition to connecting through the PARSL website, you can connect on Instagram and Facebook.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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William H. F. Altman, "Plato the Teacher: The Crisis of the Republic" (Lexington, 2012)

Tue, 24 Sep 2024 08:00:00 -0000

In Plato the Teacher: The Crisis of the Republic (Lexington, 2012), William Altman shines a light on the pedagogical technique of the playful Plato, especially his ability to create living discourses that directly address the student. Reviving an ancient concern with reconstructing the order in which Plato intended his dialogues to be taught as opposed to determining the order in which he wrote them, Altman breaks with traditional methods by reading Plato’s dialogues as a multiplex but coherent curriculum in which the Allegory of the Cave occupies the central place. His reading of Plato's Republic challenges the true philosopher to choose the life of justice exemplified by Socrates and Cicero by going back down into the Cave of political life for the sake of the greater Good.

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Wayne A. Wiegand, "In Silence or Indifference: Racism and Jim Crow Segregated Public School Libraries" (UP of Mississippi, 2024)

Mon, 23 Sep 2024 08:00:00 -0000

Librarians around the country are currently on a battleground, defending their right to purchase and circulate books dealing with issues of race and systemic racism. Despite this work, the library community has often overlooked—even ignored—its own history of White supremacy and deliberate inaction on the part of White librarians and library leadership. Author Wayne A. Wiegand takes a crucial step to amend this historical record. In Silence or Indifference: Racism and Jim Crow Segregated Public School Libraries (University of Mississippi Press, 2024) analyzes and critiques the world of professional librarianship between 1954 and 1974.

Wiegand begins by identifying racism in the practice and customs of public school libraries in the years leading up to the Brown v. Board of Education decision. This culture permeated the next two decades, as subsequent Supreme Court decisions led to feeble and mostly unsuccessful attempts to integrate Jim Crow public schools and their libraries. During this same period, the profession was honing its national image as a defender of intellectual freedom, a proponent of the freedom to read, and an opponent of censorship. Still, the community did not take any unified action to support Brown or to visibly oppose racial segregation. As Black school librarians and their Black patrons suffered through the humiliations and hostility of the Jim Crow educational establishment, the American library community remained largely ambivalent and silent.

The book brings to light a distressing history that continues to impact the library community, its students, and its patrons. Currently available school library literature skews the historical perspective that informs the present. In Silence or Indifference is the first attempt to establish historical accountability for the systemic racism contemporary school librarianship inherited in the twenty-first century.

Wayne A. Wiegand is F. William Summers Professor of Library and Information Studies Emeritus at Florida State University. Often referred to as “the Dean of American library historians,” he is author of many scholarly articles and books, including Irrepressible Reformer: A Biography of Melvil Dewey; Part of Our Lives: A People’s History of the American Public Library; and American Public School Librarianship: A History.

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.

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Sivan Zakai and Matt Reingold, "Teaching Israel: Studies of Pedagogy from the Field" (Brandeis UP, 2023)

Sun, 15 Sep 2024 08:00:00 -0000

Today I talked to Sivan Zakai and Matt Reingold's their book Teaching Israel: Studies of Pedagogy from the Field (Brandeis UP, 2023).

In this discussion we discuss best teaching practices for Israel Incorporating Israel educators from inner-city nontraditional college classrooms, the US marine core university, Jewish day school high schools and pre-schools, and more. The approach almost across the board is learner centered where exploration and questioning are encouraged. Matt discusses how this volume provides opportunities for teachers to learn not only from settings that are similar to their own but also from settings that differ - a next step of communities of practice, sharing and expanding. Sivan discusses the impact and importance of understanding the lines between ancient and modern Israel and how they may be blurred at times and yet made very distinct at others. It is important for educators to understand the significance and impact of their teaching as Israel does pose a unique set of challenges in its multiplicity - history, religion, modern conflict, modern progress, and diversity. Many important topics were raised that encourage further discussion among teacher groups and within classrooms.

Follow us on unitytdiversity.com, FB Jewish Unity Through Diversity, Instagram, and YouTube to continue exploring the multiplicity of Israel and the Jewish people.

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Ehaab D. Abdou, "Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching" (Palgrave Macmillan, 2023)

Sat, 14 Sep 2024 08:00:00 -0000

Ehaab D. Abdou's book Education, Civics, and Citizenship in Egypt: Towards More Inclusive Curricular Representations and Teaching (Palgrave Macmillan, 2023) explores how to render curricular representations more inclusive and how individuals' interactions with competing historical narratives and discourses shape their civic attitudes and intergroup dynamics. Based on ethnographic research in the Egyptian context, it offers insights for curriculum developers, teacher educators, and teachers interested in the development of critical citizens who are able to engage with multiple narratives and perspectives. Drawing on theorizations of historical consciousness, critical pedagogy, and critical discourse analysis, it demonstrates the need for more nuanced and holistic analytical frameworks and pedagogical tools. Further, it offers insights towards building such analytical and pedagogical approaches to help gain a deeper understanding of connections between students' historical consciousness tendencies and their civic engagement as citizens.

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Melissa Osborne, "Polished: College, Class, and the Burdens of Social Mobility" (U Chicago Press, 2024)

Wed, 11 Sep 2024 08:00:00 -0000

Why do people go to college? In Polished: College, Class, and the Burdens of Social Mobility (U Chicago Press, 2024), Melissa Osborne, an associate professor at Western Washington University, explores the experiences of students from low income and first-generation backgrounds who attend elite universities in the USA. The book offers a vital intervention for our understanding of the role of higher education and its connection to a range of social inequalities. It captures the sometimes difficult and ambivalent experiences of students from outside the traditional demographics for elite institutions. The analysis offers a nuanced understanding of the process of social mobility, showing the struggles of students and institutions, and the limits of individually-focused approaches to social change. Rich with ethnographic and qualitative data, as well as a powerful set of ideas for elite institutional change, the book is essential reading for educators everywhere.

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Celebrating Constitution Day Pt. 1: A Conversation with Cass R. Sunstein

Wed, 11 Sep 2024 08:00:00 -0000

Join us for an in-depth exploration of Professor Cass Sunstein's latest work, Campus Free Speech (Harvard University Press, September 2024).

Together, we'll examine the book’s intriguing take on free speech in academic spaces and the broader implications for constitutional interpretation. Professor Sunstein also delves into the exercise of administrative power, with timely discussions on COVID-era authority and the Supreme Court's decision in Chevron v. Natural Resources Defense Council. Gain unique insights from Sunstein on how the Constitution remains a guiding force for the American public in navigating modern challenges.

Cass R. Sunstein is the Robert Walmsley University Professor at Harvard. He is the founder and director of the Program on Behavioral Economics and Public Policy at Harvard Law School. In 2018, he received the Holberg Prize from the government of Norway, sometimes described as the equivalent of the Nobel Prize for law and the humanities. In 2020, the World Health Organization appointed him as Chair of its technical advisory group on Behavioural Insights and Sciences for Health. From 2009 to 2012, he was Administrator of the White House Office of Information and Regulatory Affairs, and after that, he served on the President’s Review Board on Intelligence and Communications Technologies and on the Pentagon’s Defense Innovation Board. Mr. Sunstein has testified before congressional committees on many subjects, and he has advised officials at the United Nations, the European Commission, the World Bank, and many nations on issues of law and public policy. He serves as an adviser to the Behavioural Insights Team in the United Kingdom.

Professor Sunstein is author of hundreds of articles and dozens of books, including Nudge: Improving Decisions about Health, Wealth, and Happiness (with Richard H. Thaler, 2008), Simpler: The Future of Government (2013), The Ethics of Influence (2015), #Republic (2017), Impeachment: A Citizen’s Guide (2017), The Cost-Benefit Revolution (2018), On Freedom (2019), Conformity (2019), How Change Happens (2019), and Too Much Information (2020). He is now working on a variety of projects involving the regulatory state, “sludge” (defined to include paperwork and similar burdens), fake news, and freedom of speech.

Madison’s Notes is the podcast of Princeton University’s James Madison Program in American Ideals and Institutions

Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented.

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Josh Cowen, "The Privateers: How Billionaires Created a Culture War and Sold School Vouchers" (Harvard Education Press, 2024)

Tue, 10 Sep 2024 08:00:00 -0000

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.

In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere.

Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income.

The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.

Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.

Jinhyun Cho, "English Language Ideologies in Korea: Interpreting the Past and Present" (Springer, 2017)

Fri, 06 Sep 2024 08:00:00 -0000

Brynn Quick speaks with Dr. Jinhyun Cho, Senior Lecturer in the Translation and Interpreting Program of the Department of Linguistics at Macquarie University in Sydney, Australia. Her research interests are primarily in the field of sociolinguistics and sociolinguistics of translation & interpreting. Jinhyun's research focuses on intersections between gender, language ideologies, neoliberalism and intercultural communication across diverse social contexts including Australia and Korea.

Brynn and Jinhyun speak about her 2017 book entitled English Language Ideologies in Korea: Interpreting the Past and Present (Springer, 2017) which critically examines the phenomenon of “English fever” in South Korea from both micro- and macro-perspectives. Drawing on original research and rich illustrative examples, the book investigates two key questions: why is English so popular in Korea, and why is there such a gap between the ‘dreams’ and ‘realities’ associated with English in Korea?

For additional resources, show notes, and transcripts, go here.

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Matt Grossmann and David A. Hopkins, "Polarized by Degrees: How the Diploma Divide and the Culture War Transformed American Politics" (Cambridge UP, 2024)

Thu, 05 Sep 2024 08:00:00 -0000

Over the past several decades, American society has experienced fundamental changes - from shifting relations between social groups and evolving language and behavior norms to the increasing value of a college degree. These transformations have polarized the nation's political climate and ignited a perpetual culture war.

In a sequel to their award-winning collaboration Asymmetric Politics, Grossmann and Hopkins draw on an extensive variety of evidence to explore how these changes have affected both major parties. In Polarized by Degrees: How the Diploma Divide and the Culture War Transformed American Politics (Cambridge UP, 2024), they show that the Democrats have become the home of highly-educated citizens with progressive social views who prefer credentialed experts to make policy decisions, while Republicans have become the populist champions of white voters without college degrees who increasingly distrust teachers, scientists, journalists, universities, non-profit organizations, and even corporations. The result of this new "diploma divide" between the parties is an increasingly complex world in which everything is about politics - and politics is about everything.

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Javier Muñoz-Díaz et al., "Indigenous Materials in Libraries and the Curriculum: Latin American and Latinx Sources" (Routledge, 2024)

Sun, 01 Sep 2024 08:00:00 -0000

In Indigenous Materials in Libraries and the Curriculum: Latin American and Latinx Sources (Routledge, 2024), Javier Muñoz-Díaz, Kathia Ibacache, and Leila Gómez argue for a decolonial engagement with Indigenous peoples’ creative work to build awareness of divergent epistemologies and foster healing in the learning community.

This interview discusses how faculty and librarians can collaborate to develop inclusive library collections and curricula by supporting Indigenous peoples’ reclamation of lands and languages. In their book, the authors present practices to build and disseminate collections that showcase the work of Indigenous creators from Latin America and compensate for historical erasure and misrepresentation. Consideration is also given to developing a non-hegemonic curriculum in Indigenous languages and cultures for faculty and students from multicultural backgrounds, particularly Latinx students of Indigenous descent. Above all, the book aspires to facilitate the participation of Indigenous peoples in the scholarly conversation to counteract epistemic and material extractivism and transform the scaffolding of higher education in the current global climate crisis. Indigenous Materials in Libraries and the Curriculum is inspired by a transhemispheric vision to elicit conversation between Indigenous peoples from Latin America (Abiayala) and North America (Turtle Island).

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Tadashi Dozono, "Discipline Problems: How Students of Color Trouble Whiteness in Schools" (U Pennsylvania Press, 2024)

Sat, 31 Aug 2024 08:00:00 -0000

Angel, a Black tenth-grader at a New York City public school, self-identifies as a nerd and likes to learn. But she’s troubled that her history classes leave out events like the genocide and dispossession of Indigenous people in the Americas, presenting a sugar-coated image of the United States that is at odds with her everyday experience. “The history I learned in school is simpler,” she says. “The world I live in is a lot more complex.”

Angel, like every student interviewed in Discipline Problems: How Students of Color Trouble Whiteness in Schools (U Pennsylvania Press, 2024), has been identified by teachers as a “troublemaker,” a student whose behavior disrupts classroom norms and interferes with instruction. But her critiques of the curriculum she’s taught speak to her curiosity and insight, crucial foundations for understanding history. Like many students who have been marginalized by systemic racism in American schools, she exposes the shortcomings of her classrooms’ academic environments by challenging both the content and the methods of her education. All too often, these challenges are framed as “troublemaking,” and the students are disciplined for “acting out” instead of being rewarded for their intellectual engagement.

Tadashi Dozono, a professor of education and former high school social studies teacher, takes seriously the often-overlooked critiques that students of color who get labeled as troublemakers direct toward their high school history curriculum. He reinterprets “troublemaking,” usually cast as a behavioral deficit, as an intellectual asset and form of reasoning that challenges the “disciplining reason” of classrooms where whiteness is valued over the histories and knowledge of people of color. Dozono shows how what are traditionally framed as discipline problems can be seen through a different lens as responses to educational practices that marginalize non-white students. Discipline Problems reveals how students of color seek out alternate avenues for understanding their world and imagines a pedagogy that champions the curiosity, intellect, and knowledge of marginalized learners.

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Elizabeth A. Wahler and Sarah C. Johnson, "Creating a Person-Centered Library: Best Practices for Supporting High-Needs Patrons (Bloomsbury, 2023)

Wed, 28 Aug 2024 08:00:00 -0000

Creating a Person-Centered Library: Best Practices for Supporting High-Needs Patrons (Bloomsbury, 2023) provides a comprehensive overview of various services, programs, and collaborations to help libraries serve high-needs patrons as well as strategies for supporting staff working with these individuals. While public libraries are struggling to address growing numbers of high-needs patrons experiencing homelessness, food insecurity, mental health problems, substance abuse, and poverty-related needs, this book will help librarians build or contribute to library services that will best address patrons' psychosocial needs. Beth Wahler and Sarah C. Johnson, experienced in both library and social work, begin by providing an overview of patrons' psychosocial needs, structural and societal reasons for the shift in these needs, and how these changes impact libraries and library staff. Chapters focus on best practices for libraries providing person-centered services and share lessons learned, including information about special considerations for certain patron populations that might be served by individual libraries. The book concludes with information about how library organizations can support public library staff. Librarians and library students who are concerned about both patrons and library staff will find the practical advice in this book invaluable.

NBN can get 20% off Creating a Person-Centered Library by using the discount code NBN20 on the Blooomsbury.com US website.

Beth Wahler, PhD, MSW is founder and principal consultant at Beth Wahler Consulting, LLC and affiliated research faculty and previous director of the School of Social Work at the University of North Carolina- Charlotte. Dr. Wahler is a social work consultant, researcher, and experienced administrator whose primary focus is trauma-informed librarianship, library strategies for addressing patrons’ or community psychosocial needs, supporting library staff with serving high-needs patrons and reducing work-related stress/trauma, and various kinds of collaborations, services, and programs to meet patron, staff, or community needs. She has also published and presented internationally on library patron and staff needs, trauma-informed librarianship, and library/social work collaborations.

Sarah C. Johnson, MLIS, LMSW, is an Adjunct Lecturer at the School of Information Sciences at the University of Illinois at Urbana-Champaign where she teaches a graduate course on Library Social Work. As a researcher and educator, Sarah is the creator and host of the Library Social Work podcast which aims to inform the public about interdisciplinary collaborations between social service providers and public libraries.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Matt Brim, "Poor Queer Studies: Confronting Elitism in the University" (Duke UP, 2020)

Wed, 28 Aug 2024 08:00:00 -0000

In Poor Queer Studies: Confronting Elitism in the University (Duke UP, 2020), Matt Brim shifts queer studies away from its familiar sites of elite education toward poor and working-class people, places, and pedagogies. Brim shows how queer studies also takes place beyond the halls of flagship institutions: in night school; after a three-hour commute; in overflowing classrooms at no-name colleges; with no research budget; without access to decent food; with kids in tow; in a state of homelessness. Drawing on the everyday experiences of teaching and learning queer studies at the College of Staten Island, Brim outlines the ways the field has been driven by the material and intellectual resources of those institutions that neglect and rarely serve poor and minority students. By exploring poor and working-class queer ideas and laying bare the structural and disciplinary mechanisms of inequality that suppress them, Brim jumpstarts a queer-class knowledge project committed to anti-elitist and anti-racist education. Poor Queer Studies is essential for all of those who care about the state of higher education and building a more equitable academy.

Matt Brim is Associate Professor of Queer Studies in the English Department at the College of Staten Island, City University of New York; author of James Baldwin and the Queer Imagination; and coeditor of Imagining Queer Methods.

John Marszalek III is author of Coming Out of the Magnolia Closet: Same-Sex Couples in Mississippi (2020, University Press of Mississippi). He is clinical faculty of the Clinical Mental Health Counseling Program at Southern New Hampshire University. Website: Johnmarszalek3.com Twitter: @marsjf3

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James Barrera, "'We Want Better Education!': The 1960s Chicano Student Movement, School Walkouts, and the Quest for Educational Reform in South Texas" (Texas A&M UP, 2023)

Sun, 25 Aug 2024 08:00:00 -0000

In 'We Want Better Education!': The 1960s Chicano Student Movement, School Walkouts, and the Quest for Educational Reform in South Texas (Texas A&M UP, 2023), James B. Barrera offers a detailed and comprehensive analysis of the educational, cultural, and political issues of the Chicano Movement in Texas, which remains one of the lesser-known social and political efforts of the Civil Rights Movement of the 1960s. This movement became the political training ground for greater Chicano empowerment for students. By the 1970s, it was these students who helped to organize La Raza Unida Party in Texas. This book explores the conditions faced by students of Mexican origin in public schools throughout the South Texas region, including Westside San Antonio, Edcouch-Elsa, Kingsville, and Crystal City.

Barrera focuses on the relationship of Chicano students and their parents with the school systems and reveals the types of educational deficiencies faced by such students that led to greater political activism. He also shows how school-related issues became an important element of the students' political and cultural struggle to gain a quality education and equal treatment. Protests enabled students and their supporters to gain considerable political leverage in the decision-making process of their schools. Barrera incorporates information collected from archives throughout the state of Texas, including statistical data, government documents, census information, oral history accounts, and legal records. Of particular note are the in-depth interviews he conducted with numerous former students and community activists who participated or witnessed the various "walkouts" or student protests. "We Want Better Education!" is a major contribution to the historiography of social movements, Mexican American studies, and twentieth-century Texas and American history.

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Le Lin, "The Fruits of Opportunism: Noncompliance and the Evolution of China's Supplemental Education Industry" (U Chicago Press, 2022)

Wed, 21 Aug 2024 08:00:00 -0000

An in-depth examination of the regulatory, entrepreneurial, and organizational factors contributing to the expansion and transformation of China’s supplemental education industry.

Like many parents in the United States, parents in China, increasingly concerned with their children’s academic performance, are turning to for-profit tutoring businesses to help their children get ahead in school. China’s supplemental education industry is now the world’s largest and most vibrant for-profit education market, and we can see its influence on the US higher education system: more than 70% of Chinese students studying in American universities have taken test preparation classes for overseas standardized tests. The Fruits of Opportunism: Noncompliance and the Evolution of China's Supplemental Education Industry (U Chicago Press, 2022) offers a much-needed thorough investigation into this industry. This book examines how opportunistic organizations thrived in an ambiguous policy environment and how they catalyzed organizational and institutional changes in this industry.

A former insider in China’s Education Industry, sociologist Le Lin shows how and why this industry evolved to become a for-profit one dominated by private, formal, nationally operating, and globally financed corporations, despite restrictions the Chinese state placed on the industry. Looking closely at the opportunistic organizations that were founded by marginal entrepreneurs and quickly came to dominate the market, Lin finds that as their non-compliant practices spread across the industry, these opportunistic organizations pushed privatization and marketization from below. The case of China’s Education Industry laid out in The Fruits of Opportunism illustrates that while opportunism leaves destruction in its wake, it can also drive the formation and evolution of a market.

Professor Le Lin’s research centers on organizations, political economy, economic sociology and social stratification, especially where these areas intersect with education and healthcare in China, the U.S. and in a transnational context. His most recent book The Fruits of Opportunism: Noncompliance and the Evolution of China’s Supplemental Education Industry, was published by the University of Chicago Press won the Honorable Mention of the Asia/Transnational Book Award, American Sociological Association (ASA) in 2023. His articles and research have also appeared in journals such as Socio-Economic Review, Higher Education and Global Perspectives, and has won awards from the American Sociological Association and the Society for the Advancement of Socio-Economics.

Gene-George Earle is currently a PhD candidate in Anthropology at East China Normal University in Shanghai.

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Michele Santamaria and Nicole Pfannenstiel, "Information Literacy and Social Media: Empowered Student Engagement with the Acrl Framework" (ACRL, 2024)

Tue, 20 Aug 2024 08:00:00 -0000

Teaching our students how to become flexible and accurate evaluators of information requires teaching them adaptable processes and not static heuristics. Our conventional information literacy teaching and learning tools are simply not up to tackling the life-long, real-world challenges and transferable applications required by today's evolving information landscape.

Information Literacy and Social Media: Empowered Student Engagement with the ACRL Framework (ACRL, 2024) by Michele Santamaria and A. Nicole Pfannenstiel (2024, ACRL) provides librarians and non-librarian practitioners with ways to teach and learn with social media. It addresses how to broadly conceptualize information literacy teaching with social media and allay any student reluctance to using social media for academic purposes. It proposes how to map some of the ACRL threshold concepts onto specific social media platforms, including Facebook, X, Instagram, and TikTok, while providing general guidance for if and when those platforms change. There are eight concrete, cross-disciplinary lesson plans that factor in design, assessment, and student engagement. Finally, the book considers how up-and-coming platforms might empower students to be critical content creators and encourage librarians and faculty to support and create new information literacy initiatives on their campuses. Information Literacy and Social Media demonstrates how to engage students with and through social media platforms and teach them to embrace their role as information creators through engagement with the ACRL Framework for Information Literacy for Higher Education. This is the step that they must take to truly be metaliterate in the creative and ethical ways that make information literacy an essential college competency.

New Books Network listener can receive 20% off this title through the ALA Store using the promo code: ACRL5456P.

Michele Santamaría is the Learning Design Librarian at Millersville University.

Nicole Pfannenstiel, PhD., is a student-centered faculty member of the English & World Languages department at Millersville University.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Theodore G. Zervas, "With Grit and a Big Heart: A Beginners Guide to Teaching" (Rowman and Littlefield, 2022)

Sat, 17 Aug 2024 08:00:00 -0000

What does it take to become a teacher today and how does one become a teacher? Theodore G. Zervas's book With Grit and a Big Heart: A Beginners Guide to Teaching (Rowman and Littlefield, 2022) covers the ins and outs on becoming a teacher from receiving a teaching license, working with students, colleagues, and parents, and confronting some of the social and political issues that dominate American society today. This book covers urban, suburban, and rural school settings and is intended for both teachers and anybody interested in the teaching profession.

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Anthony Abraham Jack, "Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price" (Princeton UP, 2024)

Thu, 15 Aug 2024 08:00:00 -0000

Elite colleges are boasting unprecedented numbers with respect to diversity, with some schools admitting their first majority-minority classes. But when the twin pandemics of COVID-19 and racial unrest gripped the world, schools scrambled to figure out what to do with the diversity they so fervently recruited. And disadvantaged students suffered. Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price (Princeton UP, 2024) exposes how woefully unprepared colleges were to support these students and shares their stories of how they were left to weather the storm alone and unprotected.

Drawing on the firsthand experiences of students from all walks of life at elite colleges, Anthony Abraham Jack reveals the hidden and unequal worlds students navigated before and during the pandemic closures and upon their return to campus. He shows how COVID-19 exacerbated the very inequalities that universities ignored or failed to address long before campus closures. Jack examines how students dealt with the disruptions caused by the pandemic, how they navigated social unrest, and how they grappled with problems of race both on campus and off.

A provocative and much-needed book, Class Dismissed paints an intimate and unflinchingly candid portrait of the challenges of undergraduate life for disadvantaged students even in elite schools that invest millions to diversify their student body. Moreover, Jack offers guidance on how to make students' path to graduation less treacherous--guidance colleges would be wise to follow.

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Decoding the Academic Job Market

Thu, 08 Aug 2024 08:00:00 -0000

When professor jobs are scarce and most academic jobs are temporary, what do you do if you still want to work on a campus? Can you make the leap to admin? How do you make the leap?

Dr. Jacquelyn Ardam joins us to explain the hidden curriculum of the academic job market. She shares what helped her pivot roles from visiting professor to campus administrator, how research and writing are still a meaningful part of her life, and why she is happier now running a campus research center than she was in her previous jobs.

Our guest is: Dr. Jacquelyn Ardam, who is the Director of the Undergraduate Research Center for the Humanities, Arts, and Social Sciences at UCLA. She has founded several undergraduate research programs and co-directs UCLA’s Mellon Mays University Fellowship program. Jacquelyn holds a PhD in English from UCLA and is a specialist in modern and contemporary poetry. She has written about art, literature, culture, and higher education for peer-reviewed journals and public venues, and is the author of Avidly Reads Poetry.

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.

Listeners may enjoy this playlist:

Welcome to Academic Life, the podcast for your academic journey—and beyond! You can help support the show by posting, assigning or sharing episodes. Join us here to learn from more 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.

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Neoliberalism and the University, Part 1

Fri, 02 Aug 2024 08:00:00 -0000

This is the Global Media & Communication podcast series. This podcast is a multimodal project powered by the Center for Advanced Research in Global Communication (CARGC) at the Annenberg School for Communication at the University of Pennsylvania. At CARGC, we produce and promote critical, interdisciplinary, and multimodal research on global media and communication. We aim to bridge academic scholarship and public life, bringing the best scholarship to bear on enduring global questions and pressing contemporary issues.

Today, our hosts, Anjali DasSarma and Sim Gill, present the first of two episodes on neoliberalism and the state of the university as a deeply powerful structure, along with two incredible scholars: Professor Natalie Fenton and Professor Alison Hearn.

In this episode, we explore the complex realm of neoliberalism and its profound impact on education systems in the UK, Canada, and the US. Join us as we unpack how neoliberal ideologies have transformed the very essence of the student experience.

Neoliberal policies have reshaped the landscape of education, redefining relationships between students, faculty, and institutions. But what does this actually mean for the individuals learning and working within these institutions?

Join us for an exciting conversation as we explore the complex and pressing issues shaping our academic worlds today.

In this episode you will hear about:

How Fenton and Hearn define and understand the university within neoliberalism
The material working conditions of faculty, students, and other laborers across UK, Canadian, and US contexts
Unionizing and what it means to work as a collective
The Research Excellence Framework and Higher Education Quality Council of Ontario
Capitalism and the university as a corporation

Guest Biographies:

Natalie Fenton: Natalie is a Professor of Media and Communications at Goldsmiths University.

Alison Hearn: Alison is a professor in the Department of Information and Media Studies at the University of Western Ontario.

Host Biographies:

Anjali DasSarma: Anjali DasSarma is a doctoral student at the Annenberg School for Communication at the University of Pennsylvania.

Sim Gill: Sim Gill is a doctoral student at the Annenberg School for Communication at the University of Pennsylvania and a research fellow at the Center for Advanced Research in Global Communication (CARGC) and the Center on Digital Culture and Society.

Credits

Interview by: Anjali DasSarma and Sim Gill

Produced by: Eszter Zimanyi

Edited by: Anjali DasSarma and Matt Parker

Sound Mixing by: Matt Parker

Music by: Zoe Zhao

Blog post written by: Anjali DasSarma and Sim Gill

Keywords: neoliberalism, higher education, labor rights

This episode was recorded on November 15th, 2023 at the Annenberg School for Communication, University of Pennsylvania.

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Laura Yares, "Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America" (NYU Press, 2023)

Sun, 28 Jul 2024 08:00:00 -0000

The earliest Jewish Sunday schools were female-led, growing from one school in Philadelphia established by Rebecca Gratz in 1838 to an entire system that educated vast numbers of Jewish youth across the country. These schools were modeled on Christian approaches to religious education and aimed to protect Jewish children from Protestant missionaries. But debates soon swirled around the so-called sorry state of “feminized” American Jewish supplemental learning, and the schools were taken over by men within one generation of their creation. It is commonly assumed that the critiques were accurate and that the early Jewish Sunday school was too feminized, saccharine, and dependent on Christian paradigms. Tracing the development of these schools from their inception through the first decade of the twentieth century, Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America (NYU Press, 2023), Laura Yares shows this was not the reality.

Jewish Sunday Schools argues that the work of the women who shepherded Jewish education in the early Jewish Sunday school had ramifications far outside the classroom. Indeed, we cannot understand the nineteenth-century American Jewish experience, and how American Judaism sought to sustain itself in an overwhelmingly Protestant context, without looking closely at the development of these precursors to Hebrew School. Yares provides an in-depth portrait of a massively understudied movement that acted as a vital means by which American Jews explored and reconciled their religious and national identities.

Interviewee: Laura Yares is Assistant Professor of Religious Studies, Michigan State University.

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Derek Taira, "Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941" (U Nebraska Press, 2024)

Sat, 27 Jul 2024 08:00:00 -0000

During Hawai‘i’s territorial period (1900–1959), Native Hawaiians resisted assimilation by refusing to replace Native culture, identity, and history with those of the United States. By actively participating in U.S. public schools, Hawaiians resisted the suppression of their language and culture, subjection to a foreign curriculum, and denial of their cultural heritage and history, which was critical for Hawai‘i’s political evolution within the manifest destiny of the United States.

In Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941 (U Nebraska Press, 2024), Derek Taira reveals that many Native Hawaiians in the first forty years of the territorial period neither subscribed nor succumbed to public schools’ aggressive efforts to assimilate and Americanize them but instead engaged with American education to envision and support an alternate future, one in which they could exclude themselves from settler society to maintain their cultural distinctiveness and protect their Indigenous identity. Taira thus places great emphasis on how they would have understood their actions—as flexible and productive steps for securing their cultural sovereignty and safeguarding their future as Native Hawaiians—and reshapes historical understanding of this era as one solely focused on settler colonial domination, oppression, and elimination to a more balanced and optimistic narrative that identifies and highlights Indigenous endurance, resistance, and hopefulness.

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Ujju Aggarwal, "Unsettling Choice: Race, Rights, and the Partitioning of Public Education" (U Minnesota Press, 2024)

Sat, 20 Jul 2024 08:00:00 -0000

What do universal rights to public goods like education mean when codified as individual, private choices? Is the “problem” of school choice actually not about better choices for all but, rather, about the competition and exclusion that choice engenders—guaranteeing a system of winners and losers? Unsettling Choice: Race, Rights, and the Partitioning of Public Education (U Minnesota Press, 2024) addresses such questions through a compelling ethnography that illuminates how one path of neoliberal restructuring in the United States emerged in tandem with, and in response to, the Civil Rights movement.

Drawing on ethnographic research in one New York City school district, Unsettling Choice traces the contestations that surfaced when, in the wake of the 2007–2009 Great Recession, public schools navigated austerity by expanding choice-based programs. Ujju Aggarwal argues that this strategy, positioned as “saving public schools,” mobilized mechanisms rooted in market logics to recruit families with economic capital on their side, thereby solidifying a public sphere that increasingly resembled the private—where contingency was anticipated and rights for some were marked by intensified precarity for poor and working-class Black and Latinx families. As Unsettling Choice shows, these struggles over public schools—one of the last remaining universal public goods in the United States—were entrapped within neoliberal regimes that exceeded privatization and ensured exclusion even as they were couched in language of equity, diversity, care, and rights. And yet this richly detailed and engaging book also tracks an architecture of expansive rights, care, and belonging built among poor and working-class parents at a Head Start center, whose critique of choice helps us understand how we might struggle for—and reimagine—justice, and a public that remains to be won.

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What Would Jesus Say about Diversity and Inclusion? (with Pete Imperial)

Thu, 18 Jul 2024 08:00:00 -0000

Pete Imperial has been principal of St. Mary’s Catholic High School in Berkeley, California, a Lasallian Catholic School of 160 years and going strong. Yet only 45% of the students are Catholics (though a similar number are Protestant Christians) and some of the kids have had no religious experience at all. How does a good Catholic school infuse the souls of its charges and the secular society at large with the Gospel and the teachings of the Holy Roman Catholic Church?

Dr. Imperial has a BA from the University of California in Berkeley, an MA in history from San Francisco State University, and an EdD in Educational Administration from the University of San Francisco. In addition to running the school, he also teaches Islamic Studies, Economics, and East Asian History.

This episode is indebted to Ryan Anderson, the listener and a friend of the podcast who suggested this episode and introduced me to Peter.

St. Mary’s College High School website and Pete’s faculty webpage.
About Lasallian education.

Other Almost Good Catholics episodes on the subject of Catholic Education:

Joseph Nagel and Heather Skinner on Almost Good Catholics, episode 8: It's Elementary! Catholic Education in the 21st Century.
Rich Meyer on Almost Good Catholics, episode 45: Education in the World not of the World: A School Director and Father Talks about Forming the Whole Child.

Here is the pilgrimage with Monique and Joseph González this coming September with Inside the Vatican, and the related episodes from Almost Good Catholics:

Pilgrimage to Mexico: Our Lady of Guadalupe & the Flower World Prophecy 2024
Colleen Dulle on Almost Good Catholics, episode 16: Marxists and Mystics: A Vatican Journalist discusses her Biography of Madeleine Delbrêl and the New Papal Constitution
Father James Martin, SJ, on Almost Good Catholics, episode 30: What if You’re Gay? Starting Conversations with and about LGBT Catholics.
Joseph and Monique González on Almost Good Catholics, episode 74: Our Lady of Guadalupe and Aztec True Myth: How the Flower World Bloomed into History in 1531.

Here is my first discussion with Pastor Brian Zahnd and the film A Hidden Life which we will be talking about in August:

A Hidden Life (2019) trailer, IMBD, and on Amazon Prime.
Brian Zahnd on Almost Good Catholics, episode 82: The Wood between the Worlds: Why Death on the Cross?

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Shawn(ta) Smith-Cruz and Sara A. Howard, "Grabbing Tea: Queer Conversations in Librarianship" (Litwin Books, 2024)

Sun, 14 Jul 2024 08:00:00 -0000

This interview with Shawn(ta) Smith-Cruz about Grabbing Tea: Queer Conversations on Identity and Libraries and Grabbing Tea: Queer Conversations on Archives and Practice (available in 2024 from the Litwin Books Series on Gender and Sexuality in Library and Information Studies) explores how queerness is centered within library and archival theory and practice. Smith-Cruz and co-editor Sara A. Howard invited library and archives workers to share conversations which became the chapters for these two volumes. These conversations explore a huge range of topics: identity, community practice and outreach, visibility and coming out or being outed in the library, as well as the archive as a site for reclamation, narrative storytelling, ancestral recalling, and historical revisioning within LGBTQ+ communities. Contributions to these volumes integrate interpersonal experiences of professionalism for queer folks in the field, dive into their relationships and points of connection with each other and the communities they serve, and engage with the implications of race and sexuality in archival practice. Readers are invited to listen in and join these conversations that consider the fluidity of our bodies as queer bodies, and our lives as queer lives inside of the library and the archive.

Shawn(ta) Smith-Cruz is a volunteer archivist at the Lesbian Herstory Archives, and an Assistant Curator, and Associate Dean for Teaching, Learning, and Engagement at New York University Division of Libraries.

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Maya Wind, "Towers of Ivory and Steel: How Israeli Universities Deny Palestinian Freedom" (Verso, 2024)

Fri, 12 Jul 2024 08:00:00 -0000

Israeli universities have long enjoyed a reputation as liberal bastions of freedom and democracy. Drawing on extensive research and making Hebrew sources accessible to the international community, Maya Wind shatters this myth by documenting how Israeli universities are directly complicit in the violation of Palestinian rights.

In Towers of Ivory and Steel: How Israeli Universities Deny Palestinian Freedom (Verso, 2024) shows, Wind argues that Israeli universities serve as pillars of Israel's system of oppression against Palestinians. Academic disciplines, degree programs, campus infrastructure, and research laboratories all service Israeli occupation and apartheid, while universities violate the rights of Palestinians to education, stifle critical scholarship, and violently repress student dissent. Towers of Ivory and Steel is a powerful exposé of Israeli academia’s ongoing and active complicity in Israel’s settler-colonial project.

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Mary Schreiber and Wendy K. Bartlett, "Curating Community Collections: A Holistic Approach to Diverse Collection Development" (Bloomsbury, 2024)

Thu, 11 Jul 2024 08:00:00 -0000

A primary question for many librarians, directors, and board members is how to evaluate diversity in a collection on an ongoing basis. Curating Community Collections: A Holistic Approach to Diverse Collection Development (Bloomsbury, 2024) by Mary Schreiber and Wendy Bartlett provides librarians with the tools they need to understand the results of diversity audits and to formulate a reasonable, achievable plan for increasing diversity, equity, and inclusion not only in the collection itself, but also in library collection policies and practices. Information on ways to make diversity, equity, and inclusion part of a library's everyday workflow will help ensure the sustainability of these principles. Schreiber and Bartlett teach readers how to increase the number of diverse materials in their collections and make them more discoverable to library patrons through the implementation of a community collections program. Stories from librarians around the United States and Canada who are auditing and improving the diversity of their collections add broad, scalable perspectives for libraries of any size, budget, and mission. Action steps provided at the end of each section offer a practical road map for all types of libraries to curate a diverse, equitable, and inclusive community collection.

Bloomsbury Libraries Unlimited are offering listeners of the New Books Network 20% off this title at Bloomsbury.com using the code NBN20.

Mary Schreiber received her M.L.I.S. degree from Kent State University’s School of Information. She has worked in children’s services, collection development, and is currently a branch manager for Cuyahoga County Public Library. She authored Partnering with Parents: Boosting Literacy for All Ages, which was released in 2019.

Wendy Bartlett is the Collection Development and Acquisitions Manager at Cuyahoga County Public Library. Wendy has also served as a branch manager for CCPL. Previously, Wendy was the Assistant Director at the Kent Free Library in Kent, Ohio, and before that Wendy was the Regional Manager for the Cleveland and Pittsburgh Borders Books and Music stores. Wendy's first book, Floating Collections: A Collection Development Model for Long-Term Success, was published by Libraries Unlimited.

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Sandra Hirsh, "Library 2035: Imagining the Next Generation of Libraries" (Rowman & Littlefield, 2024)

Sun, 07 Jul 2024 08:00:00 -0000

Building on the success and impact of Library 2020: Today’s Leading Visionaries Describe Tomorrow’s Library by Joseph Janes, Library 2035: Imagining the Next Generation of Libraries (Rowman & Littlefield, 2024) edited by Sandra Hirshupdates, expands upon, and broadens the discussions on the future of libraries and the ways in which they transform information services to best serve their communities. Library 2035 explores the lessons learned over the past decade and forecasts the opportunities, strengths, and challenges for libraries in the future. Contributors including R. David Lankes, Kelvin Watson, Annie Norman, Miguel Figueroa, and Nicole Cooke, along with 25 other library leaders, were asked to describe the “library of 2035” in whatever way they wanted. Their responses to this question will inspire, provoke, challenge, and expand our thinking about the role and importance of libraries in the future. Library leaders, LIS students and faculty will find this book particularly meaningful and useful as we grapple with what the future of libraries and the profession will be.

Dr. Sandra Hirsh hosts the Library 2035: Imagining the Next Generation of Libraries Webcast with contributors to this work

Dr. Sandra Hirsh is the Associate Dean for Academics in the College of Professional and Global Education at San José State University (SJSU). She previously served as professor and director of the SJSU School of Information and worked at HP Labs, Microsoft, and LinkedIn. She is past president of the Association for Library and Information Science Education (ALISE) and the Association for Information Science & Technology (ASIS&T).

Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Jessie Abrahams, "Schooling Inequality: Aspirations, Opportunities and the Reproduction of Social Class" (Bristol UP, 2024)

Sat, 06 Jul 2024 08:00:00 -0000

Despite a mass expansion of the higher education sector in the UK since the 1960s, young people from socio-economically disadvantaged backgrounds remain less likely to enter university than their advantaged counterparts.

Drawing on unique new research gathered from three contrasting secondary schools in England, including interviews with children from three year groups and careers advisors, Schooling Inequality: Aspirations, Opportunities and the Reproduction of Social Class (Bristol University Press, 2024) by Dr. Jessie Abrahams explores the aspirations, opportunities and experiences of young people from different social-class backgrounds against a backdrop of continuing inequalities in education.

By focusing both on the stories of young people and the schools themselves, the book sheds light on the institutional structures and practices that render young people more, or less, able to pursue their aspirations.

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Bayley J. Marquez, "Plantation Pedagogy: The Violence of Schooling Across Black and Indigenous Space" (U California Press, 2024)

Sun, 30 Jun 2024 08:00:00 -0000

Throughout the nineteenth and twentieth centuries, teachers, administrators, and policymakers fashioned a system of industrial education that attempted to transform Black and Indigenous peoples and land. This form of teaching—what Bayley J. Marquez names plantation pedagogy—was built on the claim that slavery and land dispossession are fundamentally educational. Plantation pedagogy and the formal institutions that encompassed it were thus integrally tied to enslavement, settlement, and their inherent violence toward land and people. Marquez investigates how proponents developed industrial education domestically and then spread the model abroad as part of US imperialism. A deeply thoughtful and arresting work, Plantation Pedagogy: The Violence of Schooling Across Black and Indigenous Space (U California Press, 2024) sits where Black and Native studies meet in order to understand our interconnected histories and theorize our collective futures.

Bayley J. Marquez is an Indigenous scholar from the Santa Ynez Band of Chumash Indians and Assistant Professor of American Studies at the University of Maryland, College Park.

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.

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Jessica Lander, "Making Americans: Stories of Historic Struggles, New Ideas, and Inspiration in Immigrant Education" (Beacon Press, 2022)

Fri, 28 Jun 2024 08:00:00 -0000

A landmark work that weaves captivating stories about the past, present, and personal into an inspiring vision for how America can educate immigrant students Setting out from her classroom, Jessica Lander takes the reader on a powerful and urgent journey to understand what it takes for immigrant students to become Americans. A compelling read for everyone who cares about America’s future, Making Americans: Stories of Historic Struggles, New Ideas, and Inspiration in Immigrant Education (Beacon Press, 2022) brims with innovative ideas for educators and policy makers across the country. Lander brings to life the history of America’s efforts to educate immigrants through rich stories. Making Americans is an exploration of immigrant education across the country told through key historical moments, current experiments to improve immigrant education, and profiles of immigrant students. Making Americans is a remarkable book that will reshape how we all think about nurturing one of America’s greatest assets: the newcomers who enrich this country with their energy, talents, and drive.

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Jennifer C. Berkshire and Jack Schneider, "The Education Wars: A Citizen’s Guide and Defense Manual" (The New Press, 2024)

Thu, 27 Jun 2024 08:00:00 -0000

A perfectly timed book for the educational resistance—those of us who believe in public schools Culture wars have engulfed our schools. Extremist groups are seeking to ban books, limit what educators can teach, and threaten the very foundations of public education. What’s behind these efforts? Why are our schools suddenly so vulnerable? And how can the millions of Americans who love their public schools fight back?

In this concise, hard-hitting guide, journalist Jennifer C. Berkshire and education scholar Jack Schneider answer these questions and chart a way forward. The Education Wars: A Citizen’s Guide and Defense Manual (The New Press, 2024) explains the sudden obsession with race and gender in schools, as well as the ascendancy of book-banning efforts. It offers a clear analysis of school vouchers and the impact they’ll have on school finances. It deciphers the movement for “parents’ rights,” explaining the rights that students and taxpayers also have. And it reveals how the ostensible pursuit of “religious freedom” opens the door to discrimination against vulnerable children. Berkshire and Schneider outline the core issues driving the education wars, offering essential information about issues, actors, and potential outcomes. In so doing, they lay out what is at stake for parents, teachers, and students and provide a road map for ensuring that public education survives this present assault. A book that will enrage and enlighten the millions of citizens who believe in their public schools, here is a long-overdue handbook and guide to action.

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Jin Feng, "The Transpacific Flow: Creative Writing Programs in China" (Association for Asian Studies, 2024)

Thu, 27 Jun 2024 08:00:00 -0000

In 2009, Fudan University launched China’s first MFA program in creative writing, spurring a wave of such programs in Chinese universities. Many of these programs’ founding members point to the Iowa Writers Workshop and, specifically, its International Writers Program, which invited dozens of Mainland Chinese writers to take part between 1979 and 2019, as their inspiration.

In her book, The Transpacific Flow: Creative Writing Programs in China (Association for Asian Studies, 2024), Jin Feng explores why Chinese authors took part in the U.S. programs, and how they tried to implement its teaching methods in mainland China–clearly, a very different political and cultural environment.

In this interview, Jin and I talk about the Iowa Writers Workshop, the Chinese authors that attended, and the surprising links between U.S. and Chinese academia.

Jin Feng is Professor of Chinese and Japanese and the Orville and Mary Patterson Routt Professor of Literature at Grinnell College, USA. She has published four English monographs: The New Woman in Early Twentieth-Century Chinese Fiction (Purdue University Press: 2004), The Making of a Family Saga (SUNY Press: 2009), Romancing the Internet: Producing and Consuming Chinese Web Romance (Brill, 2013), and Tasting Paradise on Earth: Jiangnan Foodways (University of Washington Press, 2019), three Chinese books such as A Book for Foodies and numerous articles in both English and Chinese.

You can read an excerpt of The Transpacific Flow here.

You can find more reviews, excerpts, interviews, and essays at The Asian Review of Books, including its review of The Transpacific Flow. Follow on Twitter at @BookReviewsAsia.

Nicholas Gordon is an editor for a global magazine, and a reviewer for the Asian Review of Books. He can be found on Twitter at @nickrigordon.

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PhDing While Parenting

Thu, 20 Jun 2024 08:00:00 -0000

An increasing number of students worldwide attend graduate school while simultaneously navigating a variety of competing responsibilities in their personal lives. For many students, this includes both parenting and working full-time, while maintaining a rigorous graduate course-load. Because academia overwhelmingly defaults to assuming all graduate students’ needs are similar to those of middle-class single white males, PhDing while parenting remains under-explored in the literature, and hidden in plain sight on campus. Graduate students are often reluctant to talk to their supervisors about the strains of juggling a demanding private life while attending school…until they hit a personal crisis or they burn out. But what if supervisors were trained to mentor holistically? What if they tailored support, checking in with students not just about their academic progress, but about their off-campus priorities and problems as well?

In today’s episode, we explore why graduate supervisors need to be trained to connect their students to a variety of necessary resources, to help their student-parents get to PhDone. We explore the new case-study documenting experiences of doctoral students in South Africa juggling both parental and professional roles. And we dive into the findings of the new article “Balanced-Integration: A Dimension of Supervision to Support Students Navigating Parenthood in Pursuit of a PHD,” by Dr. S. Nkoala, which was published in South African Journal of Higher Education Volume 38, Number 1, in March 2024.

Our guest is: Dr. Sisanda Nkoala who is an Associate Professor in the Linguistics Department at the University of the Western Cape. She has won numerous awards, and serves as vice-chair of the IAMCR’s media education research section, the African Journalism Educators Network secretary-general, as an associate editor for the Journal of Communication Technology, a public representative on the South African Press Council, a member of the Film & Publication Board’s Appeals Tribunal, and as the vice-president of the South African Communication Association. She is published in many journals, and is the editor of 100 Years of Radio in South Africa, Volume 1: South African Radio Stations and Broadcasters Then & Now, and Community Radio, Digital Radio and the Future of Radio in South Africa.

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 help support the show by downloading, assigning, or sharing any of our 200+ episodes.

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Michael V. Singh, "Good Boys, Bad Hombres: The Racial Politics of Mentoring Latino Boys in Schools" (U Minnesota Press, 2024)

Sun, 16 Jun 2024 08:00:00 -0000

The unintended consequences of youth empowerment programs for Latino boys Educational research has long documented the politics of punishment for boys and young men of color in schools—but what about the politics of empowerment and inclusion? In Good Boys, Bad Hombres: The Racial Politics of Mentoring Latino Boys in Schools (U Minnesota Press, 2024), Michael V. Singh focuses on this aspect of youth control in schools, asking on whose terms a positive Latino manhood gets to be envisioned. Based on two years of ethnographic research in an urban school district in California, Good Boys, Bad Hombres examines Latino Male Success, a school-based mentorship program for Latino boys. Instead of attempting to shape these boys’ lives through the threat of punishment, the program aims to provide an “invitation to a respectable and productive masculinity” framed as being rooted in traditional Latinx signifiers of manhood.

Singh argues, however, that the promotion of this aspirational form of Latino masculinity is rooted in neoliberal multiculturalism, heteropatriarchy, and anti-Blackness, and that even such empowerment programs can unintentionally reproduce attitudes that paint Latino boys as problematic and in need of control and containment. An insightful gender analysis, Good Boys, Bad Hombres sheds light on how mentorship is a reaction to the alleged crisis of Latino boys and is governed by the perceived remedies of the neoliberal state. Documenting the ways Latino men and boys resist the politics of neoliberal empowerment for new visions of justice, Singh works to deconstruct male empowerment, arguing that new narratives and practices—beyond patriarchal redemption—are necessary for a reimagining of Latino manhood in schools and beyond.

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Sommer Browning and Isabel Soto-Luna, "Serving Hispanic, Latine, and Latinx Students in Academic Libraries" (Library Juice Press, 2022)

Sat, 15 Jun 2024 08:00:00 -0000

Serving Hispanic, Latine, and Latinx Students in Academic Libraries (Library Juice Press, 2024) is a collection of essays written by library workers that highlights academic library practices, programs, and services that support Hispanic, Latine, and Latinx students. As of 2020, there were over 500 federally designated Hispanic-Serving Institutions (HSIs) in the United States and Puerto Rico with another 300 designated as “emerging”. But this is only part of the picture; there are many more institutions of higher education with large Latinx populations that do not have this designation.

In this book, editors Sommer Browning and M. Isabel Soto-Luna bring together contributions that draw attention to the important and exciting work being done in the libraries of these community colleges and research-centered institutions. With chapters on information literacy, special collections, collection management, critical pedagogy, and many others, this is an essential book for library workers searching for new programs and fresh ways to support their Hispanic and Latine students.

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Lauren Lassabe Shepherd, "Resistance from the Right: Conservatives and the Campus Wars in Modern America" (UNC Press, 2023)

Sat, 15 Jun 2024 08:00:00 -0000

Pivoting from studies that emphasize the dominance of progressivism on American college campuses during the late sixties and early seventies, Lauren Lassabe Shepherd positions conservative critiques of, and agendas in, American colleges and universities as an essential dimension of a broader conversation of conservative backlash against liberal education.

This book explores the story of how stakeholders in American higher education organized and reacted to challenges to their power from the New Left and Black Power student resistance movements of the late 1960s. By examining the range of conservative student organizations and coalition building, Shepherd shows how wealthy donors and conservative intellectuals trained future GOP leaders such as Karl Rove, Bill Barr, Jeff Sessions, Pat Buchanan, and others in conservative politics, providing them with tactics to consciously drive American politics and culture further to the authoritarian right and to "reclaim" American higher education.

Lauren Lassabe Shepherd is instructor of higher education at the University of New Orleans.

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Margaret A. Hagerman, "Children of a Troubled Time: Growing Up with Racism in Trump's America" (NYU Press, 2024)

Sun, 09 Jun 2024 08:00:00 -0000

Kids are at the center of today's "culture wars"--pundits, politicians, and parents alike are debating which books they should be allowed to read, which version of history they should learn in school, and what decisions they can make about their own bodies. And yet, no one asks kids what they think about these issues.

In Children of a Troubled Time: Growing Up with Racism in Trump's America (NYU Press, 2024), award-winning sociologist Margaret A. Hagerman amplifies the voices of children who grew up during Trump's presidency and explores how they learn about race in America today. Hagerman interviewed nearly fifty children between the ages of ten to thirteen in two dramatically different political landscapes: Mississippi and Massachusetts. Hagerman interviewed kids who identified as conservative and liberal in both places as well as kids from different racial groups. She discovered remarkably similar patterns in the ideas expressed by these children. Racism, she asserts, is not just a local or regional phenomenon: it is a broad American project affecting childhoods across the country.

In Hagerman's emotionally compelling interviews, children describe what it is like to come of age during years of deep political and racial divide, and how being a kid during the Trump era shaped their views on racism, democracy, and America as a whole. Children's racialized emotions are also central to this book: disgust and discomfort, fear and solidarity, dominance and apathy.

As administrators, teachers, and parents struggle to help children make sense of our racially and politically polarized nation, Hagerman offers concrete examples of the kinds of interventions necessary to help kids learn how to become members of a multi-racial democracy and to avoid the development of far-right thinking in the white youth of today. Children of a Troubled Time expands our understanding of how the rising generation grapples with the complexities of racism and raises critical questions about the future of American society.

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Nicholas Tampio, ed., "Democracy and Education" (Columbia UP, 2024)

Wed, 05 Jun 2024 08:00:00 -0000

John Dewey's Democracy and Education (1916) transformed how people around the world view the purposes of schooling. This new edition makes Dewey's ideas come alive for a new generation of readers.

Nicholas Tampio is a professor of political science at Fordham University. He is the author of Teaching Political Theory: A Pluralistic Approach (2022) and Common Core: National Education Standards and the Threat to Democracy (2018).

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.

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Transforming Hispanic-Serving Institutions for Equity and Justice

Thu, 30 May 2024 08:00:00 -0000

What makes Hispanic-Serving Institutions (HSIs) uniquely Latinx? And how can university leaders, staff, and faculty transform these institutions into spaces that promote racial equity, social justice, and collective liberation?

Today’s book is: Transforming Hispanic-Serving Institutions for Equity and Justice (Johns Hopkins UP, 2023), by Dr. Gina Ann Garcia. In it, Dr. Garcia argues that in order to serve Latinx students and other students of color, these institutions must acknowledge how whiteness operates across the organization, from the ways that it is governed and how decisions are made to how education and knowledge are delivered. Diversity alone is insufficient for achieving a dynamic learning environment within higher education institutions. Dr. Garcia's framework for transforming HSIs into truly Latinx institutions is grounded in critical theories, yet it advances new ways of thinking about how to organize colleges and universities that are actively serving students of color, low-income students, and students from other minoritized backgrounds. This framework connects multiple important dimensions, including mission, identity, strategic purpose, membership, curriculum, student services, physical infrastructure, governance, leadership, external partnerships, and external influences. Drawing on over 25 years of HSI research, Dr. Garcia offers unique solutions for colleges and universities that want to better serve their students.

Our guest is: Dr. Gina Ann Garcia, who is a professor in the School of Education at UC Berkeley. Her research centers on issues of equity and justice in higher education with an emphasis on understanding how Hispanic Serving Institutions (HSIs) embrace and enact an organizational identity for serving minoritized populations. She explores the experiences of administrators, faculty, and staff at HSIs and the outcomes of students attending these institutions. As an equity-minded scholar, she tends to the ways that race and racism have shaped institutions of higher education. She is the author of Becoming Hispanic-Serving Institutions: Opportunities for Colleges & Universities, the editor of Hispanic-Serving Institutions in Practice: Defining “Servingness” at HSIs, and the author of Transforming Hispanic Serving Institutions for Equity and Justice. She consults directly with HSIs to work towards organizational transformation; is a proud alumna of an HSI; and was a Title V Coordinator at Cal State University, Fullerton which drives and motivates her research and praxis.

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.

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Chris Haufe, "Do the Humanities Create Knowledge?" (Cambridge UP, 2023)

Tue, 28 May 2024 08:00:00 -0000

There is in certain circles a widely held belief that the only proper kind of knowledge is scientific knowledge. This belief often runs parallel to the notion that legitimate knowledge is obtained when a scientist follows a rigorous investigative procedure called the 'scientific method'.

In Do the Humanities Create Knowledge? (Cambridge UP, 2023), Chris Haufe challenges this idea. He shows that what we know about the so-called scientific method rests fundamentally on the use of finely tuned human judgments directed toward certain questions about the natural world. He suggests that this dependence on judgment in fact reveals deep affinities between scientific knowledge and another, equally important, sort of comprehension: that of humanistic creative endeavour. His wide-ranging and stimulating new book uncovers the unexpected unity underlying all our efforts – whether scientific or arts-based – to understand human experience. In so doing, it makes a vital contribution to broader conversation about the value of the humanities in an increasingly STEM-saturated educational culture.

If it is agreed that the humanities are valuable and essential, are there better and worse ways in which to generate humanistic knowledge? This book offers compelling answers.

Chris Haufe is the Elizabeth M. and William C. Treuhaft Professor of the Humanities and Chair of the Department of Philosophy, Case Western Reserve University. He is the author of How Knowledge Grows (2022) and Fruitfulness (2024).

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Bryan Hanson on Disrupting Academic Bullying

Mon, 27 May 2024 08:00:00 -0000

Peoples & Things host Lee Vinsel talks with Bryan Hanson, ombudsperson for Virginia Tech's Graduate School, about a program he developed called Disrupting Academic Bullying, which seeks to encourage all members of academic communities to support and promote affirming environments for research and learning. Lee and Bryan talk about the reality of harassment and abuse in academic workplaces and what community members and departments can do when they experience or witness bullying. They also reflect on the limits of such programs and the use of formal bureaucratic responses to solve social and moral problems, while affirming that universities could, indeed, do a great deal more today to address such issues.

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Larry Roeder and Barry Harrelson, "Dirt Don't Burn: A Black Community's Struggle for Educational Equality Under Segregation" (Georgetown UP, 2023)

Mon, 27 May 2024 08:00:00 -0000

The system of educational apartheid that existed in the United States until the Brown v. Board of Education decision and its aftermath has affected every aspect of life for Black Americans.

Larry Roeder and Barry Harrelson's book Dirt Don't Burn: A Black Community's Struggle for Educational Equality Under Segregation (Georgetown UP, 2023) is the riveting narrative of an extraordinary community that overcame the cultural and legal hurdles of systematic racism. Dirt Don't Burn describes how Loudoun County, Virginia, which once denied educational opportunity to Black Americans, gradually increased the equality of education for all children in the area. The book includes powerful stories of the largely unknown individuals and organizations that brought change to enduring habits of exclusion and prejudice toward African Americans.

Dirt Don't Burn sheds new light on the history of segregation and inequity in American history. It provides new historical details and insights into African American experiences based on original research through thousands of previously lost records, archival NAACP files, and records of educational philanthropies. This book will appeal to readers interested in American history, African American history, and regional history, as well as educational policy and social justice.

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Danielle R. Olden, "Racial Uncertainties: Mexican Americans, School Desegregation, and the Making of Race in Post–Civil Rights America" (U California Press, 2022)

Wed, 22 May 2024 08:00:00 -0000

Mexican Americans have often fit uncertainly into the white/non-white binary that has goverens much of American history. After Colorado, and much of the rest of the American West, became American claimed territory after the Mexican-Americna War in 1848, thousands of formerly Mexican citizens became American citizens. Flash foward a century to post-war Denver. In the spring of 1969, Mexican American students staged a walk out in protest of poor quality education, racist teachers, and school segregation - they were met by police in riot gear, to beat and arrested dozens of peaceful protestors. Denver thus became ground zero for debates over race in the American West, a city as important to conceptions of whiteness, "minority" status, and colorblindness as any place in the South.

In the award winning book, Racial Uncertainties: Mexican Americans, School Desegregation, and the Making of Race in Post-Civil Rights America (U California Press, 2022), University of Utah historian Danielle Olden tracks the history of Chicano, Latinx, and Mexican American identities through Denver's history, focusing on the lead up to the 1973 Supreme Court case, Keyes v. Denver School District No. 1. Olden tracks the remarkable and complicated story of that city's Chicano, Black, and white communities through the halting process of school desegregation, and in doing so provides an explemary lesson in the social mutability of the concept of race.

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Jennifer Liu, "Indoctrinating the Youth: Secondary Education in Wartime China and Postwar Taiwan, 1937-1960" (U Hawaii Press, 2024)

Sat, 18 May 2024 08:00:00 -0000

Indoctrinating the Youth: Secondary Education in Wartime China and Postwar Taiwan, 1937-1960 (U Hawaii Press, 2024) examines how the Guomindang (GMD or Nationalists) sought to maintain control of middle-school students and cultivate their political loyalty over the trajectory of the Second Sino-Japanese War, Chinese Civil War, and postwar Taiwan. During the Sino-Japanese War the Nationalists managed middle-school refugee students by merging schools, publishing and distributing updated textbooks, and assisting students as they migrated to the interior with their principals and teachers. In Taiwan, the China Youth Corps (CYC) became a symbol of the regime’s successful establishment. Tracing Nationalist efforts to indoctrinate ideology and martial spirit, Jennifer Liu investigates how GMD leaders Chiang Kai-shek and his son Chiang Ching-kuo tried to build support among young people in their efforts to stabilize Taiwanese society under their rule. By comparing two key youth organizations—the Three People’s Principles Youth Corps in China, and the CYC on Taiwan—Liu uses education as a lens to analyze state-building in modern China.

Liu’s careful analysis of the inner workings of GMD youth organizations also illuminates the day-to-day operations of military training in gender-segregated upper-middle schools—including how the government selected instructors and the skills taught to students. According to Liu, mandatory military training contributed to preventing major protest against the government but the policy was not without critics. Intellectuals, parents, and students voiced their dissent at what they perceived as excessive control by a repressive government and a waste of resources interfering with academics. The government-mandated civics curriculum, including government-approved textbooks and standards, reveals the characteristics and duties GMD officials believed modern citizens of the next generation should possess. Through provisions for refugee students, youth organizations, military training, and civics classes, GMD secondary education policy played a critical role in the process of state building in both modern China and Taiwan.

Skillfully combining archival work in Nanjing and Taipei, along with oral interviews with former students and CYC administrators, instructors, and members, Liu offers a unique perspective toward a balanced assessment of Nationalist Party rule.

Jennifer Liu is associate professor of East Asian history at Central Michigan University. She specializes in the political and social history of twentieth-century China, particularly education, youth culture, student protest, and ethnic identity.

Li-Ping Chen is a teaching fellow in the Department of East Asian Languages and Cultures at the University of Southern California. Her research interests include literary translingualism, diaspora, and nativism in Sinophone, inter-Asian, and transpacific contexts.

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En Li, "Betting on the Civil Service Examinations: The Lottery in Late Qing China" (Harvard UP, 2023)

Fri, 17 May 2024 08:00:00 -0000

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 laurie.dickmeyer@angelo.edu.

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Matthew Berland and Antero Garcia, "The Left Hand of Data: Designing Education Data for Justice" (MIT Press, 2024)

Wed, 15 May 2024 08:00:00 -0000

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.

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Ketaki Chowkhani, "The Limits of Sexuality Education: Love, Sex, and Adolescent Masculinities in Urban India" (Routledge, 2024)

Mon, 13 May 2024 08:00:00 -0000

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.

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Rachelle Winkle-Wagner, "The Chosen We: Black Women's Empowerment in Higher Education" (SUNY Press, 2023)

Sun, 12 May 2024 08:00:00 -0000

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.

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Donald Opitz and Derek Melleby, "Learning for the Love of God: A Student's Guide to Academic Faithfulness" (Brazos Press, 2014)

Sat, 11 May 2024 08:00:00 -0000

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.

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Matteo Pangallo and Emily B. Todd, "Teaching the History of the Book" (U Massachusetts Press, 2023)

Tue, 07 May 2024 08:00:00 -0000

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.

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Ariana Mangual Figueroa, "Knowing Silence: How Children Talk about Immigration Status in School" (U Minnesota Press, 2024)

Tue, 07 May 2024 08:00:00 -0000

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.

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Community and Heritage Languages Schools Transforming Education

Mon, 06 May 2024 08:00:00 -0000

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.

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Leading from the Margins: College Leadership from Unexpected Places

Thu, 02 May 2024 08:00:00 -0000

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.

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Kathryn Telling, "The Liberal Arts Paradox in Higher Education: Negotiating Inclusion and Prestige" (Policy Press, 2023)

Sat, 27 Apr 2024 08:00:00 -0000

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.

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Diana Chapman Walsh, "The Claims of Life: A Memoir" (MIT Press, 2023)

Sun, 21 Apr 2024 08:00:00 -0000

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.

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Brooke Larson, "The Lettered Indian: Race, Nation, and Indigenous Education in Twentieth-Century Bolivia" (Duke UP, 2023)

Thu, 11 Apr 2024 08:00:00 -0000

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.

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Shardé M. Davis, "Being Black in the Ivory: Truth-Telling about Racism in Higher Education" (UNC Press, 2024)

Tue, 09 Apr 2024 08:00:00 -0000

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.

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Kelsey Keyes and Ellie Dworak, "Supporting Student Parents in the Academic Library: Designing Spaces, Policies, and Services" (ACRL, 2024)

Tue, 09 Apr 2024 08:00:00 -0000

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.

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Margaret Price, "Crip Spacetime: Access, Failure, and Accountability in Academic Life" (Duke UP, 2024)

Wed, 03 Apr 2024 08:00:00 -0000

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.

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José Tenorio, "School Food Politics in Mexico: The Corporatization of Obesity and Healthy Eating Policies" (Routledge, 2023)

Sat, 30 Mar 2024 08:00:00 -0000

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.

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Contingent Faculty and the Remaking of Higher Education

Thu, 28 Mar 2024 08:00:00 -0000

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:

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.

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John Warner on Teaching Writing in the Age of Generative AI

Mon, 25 Mar 2024 08:00:00 -0000

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.

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Colette Cann and Eric Demeulenaere, "The Activist Academic: Engaged Scholarship for Resistance, Hope and Social Change" (Myers Education Press, 2020)

Sun, 24 Mar 2024 08:00:00 -0000

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.

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Mary K. Bolin, "Refocusing Academic Libraries Through Learning and Discourse: The Idea of a Library" (Chandos, 2022)

Sat, 23 Mar 2024 08:00:00 -0000

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.

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Jeffrey Benson, "Hacking School Discipline Together" (Times Ten Publications, 2024)

Fri, 22 Mar 2024 08:00:00 -0000

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.

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Is Grad School for Me?: Demystifying the Application Process for First-Gen BIPOC Students

Thu, 21 Mar 2024 08:00:00 -0000

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.

Listeners may also like the episodes on this playlist:

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Fran Martin, "Dreams of Flight: The Lives of Chinese Women Students in the West" (Duke UP, 2021)

Wed, 20 Mar 2024 08:00:00 -0000

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.

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Matthias Doepke and Fabrizio Zilibotti, "Love, Money, and Parenting: How Economics Explains the Way We Raise Our Kids" (Princeton UP, 2019)

Wed, 20 Mar 2024 08:00:00 -0000

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.

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Flora Lu and Emily Murai, "Critical Campus Sustainabilities: Bridging Social Justice and the Environment in Higher Education" (Springer, 2023)

Mon, 11 Mar 2024 08:00:00 -0000

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.

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Freedom in the Academy: A Conversation with Niall Ferguson

Tue, 05 Mar 2024 09:00:00 -0000

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.

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Derron Wallace, "The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth" (Oxford UP, 2023)

Mon, 04 Mar 2024 09:00:00 -0000

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.

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Horace J. Maxile, Jr. and Kristen M. Turner, "Race and Gender in the Western Music History Survey: A Teacher's Guide" (Routledge, 2022)

Tue, 27 Feb 2024 09:00:00 -0000

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.

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How to Teach TESOL Ethically in an English-Dominant World

Tue, 20 Feb 2024 09:00:00 -0000

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.

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Mirelsie Velazquez, "Puerto Rican Chicago: Schooling the City, 1940-1977" (U Illinois Press, 2022)

Sat, 17 Feb 2024 09:00:00 -0000

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.

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Max Felker-Kantor, "DARE to Say No: Policing and the War on Drugs in Schools" (UNC Press, 2023)

Sat, 17 Feb 2024 09:00:00 -0000

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.

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Patrick Gamsby, "The Discourse of Scholarly Communication" (Lexington Books, 2023)

Wed, 14 Feb 2024 09:00:00 -0000

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.

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James S. Damico and Mark C. Baildon, "How to Confront Climate Denial: Literacy, Social Studies, and Climate Change" (Teachers College Press, 2022)

Tue, 13 Feb 2024 09:00:00 -0000

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.

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Richard A. Detweiler, "The Evidence Liberal Arts Needs: Lives of Consequence, Inquiry, and Accomplishment" (MIT Press, 2021)

Sun, 11 Feb 2024 09:00:00 -0000

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.

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Nicholas B. Dirks, "City of Intellect: The Uses and Abuses of the University" (Cambridge UP, 2024)

Fri, 09 Feb 2024 09:00:00 -0000

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

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Sheila Marie Bock, "Claiming Space: Performing the Personal Through Decorated Mortarboards" (Utah State UP, 2023)

Fri, 02 Feb 2024 09:00:00 -0000

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.

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Black Women, Ivory Tower: Revealing the Lies of White Supremacy in American Education

Thu, 01 Feb 2024 09:00:00 -0000

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:

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.

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The Culture Trap, with Sociologist Derron Wallace (EF, JP)

Thu, 01 Feb 2024 09:00:00 -0000

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

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The Future of School Reform: A Discussion with Alison Colwell

Wed, 31 Jan 2024 09:00:00 -0000

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.

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Maryam Kashani, "Medina by the Bay: Scenes of Muslim Study and Survival" (Duke UP, 2023)

Wed, 31 Jan 2024 09:00:00 -0000

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.

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Hajar Yazdiha, "The Struggle for the People’s King: How Politics Transforms the Memory of the Civil Rights Movement" (Princeton UP, 2023)

Tue, 30 Jan 2024 09:00:00 -0000

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.

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Ankhi Mukherjee and Ato Quayson, "Decolonizing the English Literary Curriculum" (Cambridge UP, 2023)

Sun, 28 Jan 2024 09:00:00 -0000

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.

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Andi Gustavson and Charlotte Nunes, "Transforming the Authority of the Archive: Undergraduate Pedagogy and Critical Digital Archives" (U Michigan Press, 2023)

Fri, 26 Jan 2024 09:00:00 -0000

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.

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Kathryn Fishman-Weaver and Jill Clingan, "Teaching Women's and Gender Studies (Grades 9-12)" (Routledge, 2022)

Tue, 23 Jan 2024 09:00:00 -0000

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.

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Kathryn Fishman-Weaver and Jill Clingan, "Teaching Women's and Gender Studies (Grades 6-8)" (Routledge, 2022)

Sat, 20 Jan 2024 09:00:00 -0000

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.

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.

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Black and Queer on Campus

Thu, 18 Jan 2024 09:00:00 -0000

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.

Listeners may also be interested in:

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.

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Marcy Simons, "Academic Librarianship: Anchoring the Profession in Contribution, Scholarship, and Service" (Rowman & Littlefield, 2023)

Wed, 17 Jan 2024 09:00:00 -0000

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.

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Sandro R. Barros et al., "The Dissidence of Reinaldo Arenas: Queering Literature, Politics, and the Activist Curriculum" (U Florida Press, 2022)

Tue, 09 Jan 2024 09:00:00 -0000

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.

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Christopher R. Martin, "No Longer Newsworthy: How the Mainstream Media Abandoned the Working Class" (Cornell UP, 2019)

Sun, 07 Jan 2024 09:00:00 -0000

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.

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Robert N. Gross, “Public vs. Private: The Early History of School Choice in America” (Oxford UP, 2018)

Wed, 03 Jan 2024 09:00:00 -0000

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 clamberson@angelo.edu.

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Lee McIntyre, "The Scientific Attitude: Defending Science from Denial, Fraud, and Pseudoscience" (MIT Press, 2019)

Tue, 02 Jan 2024 09:00:00 -0000

What can explain the success of science as an endeavor for getting closer to truth? Does science simply represent a successful methodology, or is it something more?

In The Scientific Attitude: Defending Science from Denial, Fraud, and Pseudoscience (MIT Press, 2019), Lee McIntyre addresses recent attacks on science in areas such as climate change, vaccination, and even belief that the world is flat by explaining why science is a culture built around a “scientific attitude” that embraces evidence and a willingness to change beliefs based on where evidence leads.

What does it mean for science education if the success of science derives as much from attitude as it does from methodology? And can science provide a model for other truth-seeking endeavors?

Join us for a conversation that draws together ideas from science, philosophy, and education and applies them to the most important issues we face as a society.

Lee McIntyre is a Research Fellow at the Center for Philosophy and History of Science at Boston University and an Instructor in Ethics at Harvard Extension School.

Jonathan Haber is an educational researcher and consultant working at the intersection of pedagogy, technology, and educational policy. His books include MOOCS and Critical Thinking from MIT Press and his LogicCheck project analyzes the reasoning behind the news of the day. You can read more about Jonathan’s work at http://www.degreeoffreedom.org.

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Nature-Study

Fri, 29 Dec 2023 09:00:00 -0000

In this episode, John Linstrom tells us about Nature-Study, an educational movement that began in the rural classrooms of American Progressive Era. It takes students and learners of all kinds out of the classroom, away from the textbook, and into the world, to observe and learn. It offers us a mode of attunement to the world that we might use to heal the divide between rural and urban, and kindle the kind of social change we need to get the world off fossil fuels.

Our conversation is centered around the new scholarly edition John edited of Liberty Hyde Bailey’s The Nature-Study Idea (Cornell University Press, 2023), which just came out. It’s the first book in the new The Liberty Hyde Bailey Library, a series for Cornell University Press reintroducing the ecological and critical-agrarian writings of L. H. Bailey (1858-1954). John was one of our first guests on High Theory back in 2020 – so if you want to listen back, you can check out the episode on Ecosphere. John told me when were were preparing to record that there was some debate about the dash in “Nature-Study” back in the day, but that he was on the side of the dashers, because the women teachers who led the movement favored the dash.

John is a Mellon Foundation Postdoctoral Fellow in Climate and Inequality at the Climate Museum in NYC. He is also the author of a book of poems called To Leave for Our Own Country coming out with Black Lawrence Press in April 2024. He believes in poetry's power to foster communities for change, human and more-than-human stories and visions of climate justice He received his PhD in Literature from New York University and his MFA in Creative Writing and Environment from Iowa State University. John, Kim, and Saronik spent a lot of time together as grad students at 244 Greene St. in NYC. John and Kim used to run a working group on agriculture and literature, called Farm to Text. John lives in Queens, where gleans deep joy from holding his baby daughter, singing choral music, and eating large quantities of pesto.

The image for this episode was made by Saronik Bosu, especially for his friend John, in 2023.

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Claudia Smith Brinson, "Stories of Struggle: The Clash over Civil Rights in South Carolina" (U South Carolina Press, 2020)

Fri, 29 Dec 2023 09:00:00 -0000

In Stories of Struggle: The Clash over Civil Rights in South Carolina (U South Carolina Press, 2020), longtime journalist Claudia Smith Brinson details the lynchings, beatings, bombings, cross burnings, death threats, arson, and venomous hatred that black South Carolinians endured―as well as the astonishing courage, devotion, dignity, and compassion of those who risked their lives for equality.

Through extensive research and interviews with more than one hundred fifty civil rights activists, many of whom had never shared their stories with anyone, Brinson chronicles twenty pivotal years of petitioning, preaching, picketing, boycotting, marching, and holding sit-ins. Participants' use of nonviolent direct action altered the landscape of civil rights in South Carolina and reverberated throughout the South.

These firsthand accounts include those of the unsung petitioners who risked their lives by supporting Summerton's Briggs v. Elliot, a lawsuit that led to the historic Brown v. Board of Education decision; the thousands of students who were arrested and jailed in 1960 for protests in Rock Hill, Orangeburg, Denmark, Columbia, and Sumter; and the black female employees and leaders who defied a governor and his armed troops during the 1969 hospital strike in Charleston.

Brinson also highlights contributions made by remarkable but lesser-known activists, including James M. Hinton Sr., president of the South Carolina Conference of Branches of the National Association for the Advancement of Colored People; Thomas W. Gaither, Congress of Racial Equality field secretary and scout for the Freedom Rides; Charles F. McDew, a South Carolina State College student and co-founder of the Student Nonviolent Coordinating Committee; and Mary Moultrie, grassroots leader of the 1969 hospital workers' strike.

These intimate stories of courage and conviction, both heartbreaking and inspiring, shine a light on the progress achieved by nonviolent civil rights activists while also revealing white South Carolinians' often violent resistance to change. Although significant racial disparities remain, the sacrifices of these brave men and women produced real progress―and hope for the future. For more information on this book, see storiesofstruggle.com

Matt Simmons is an Assistant Professor of History at Emmanuel University where he teaches course in U.S. and public history. His research interests focus on the intersection of labor and race in the twentieth-century American South. You can follow him on X @matthewfsimmons.

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Kevin Hood Gary, "Why Boredom Matters: Education, Leisure, and the Quest for a Meaningful Life" (Cambridge UP, 2022)

Fri, 29 Dec 2023 09:00:00 -0000

Boredom is an enduring problem. In response, schools often do one or both of the following: first, they endorse what novelist Walker Percy describes as a 'boredom avoidance scheme,' adopting new initiative after new initiative in the hope that boredom can be outrun altogether, or second, they compel students to accept boring situations as an inevitable part of life. Both strategies avoid serious reflection on this universal and troubling state of mind.

In Why Boredom Matters (Cambridge UP, 2022)k, Gary argues that schools should educate students on how to engage with boredom productively. Rather than being conditioned to avoid or blame boredom on something or someone else, students need to be given tools for dealing with their boredom. These tools provide them with internal resources that equip them to find worthwhile activities and practices to transform boredom into a more productive state of mind. This book addresses the ways students might gain these skills.

From reviews:

‘Kevin Gary’s important and insightful book challenges readers to consider the moral and practical dimensions of boredom so that we might educate for lives of meaning. He gathers a range of sources from across time, traditions, and disciplines, and he puts these in conversation with our everyday experiences of boredom in the modern world, while also exploring ways that boredom has been written about and experienced in the past. It is an excellent book, and I cannot recommend it highly enough.’--Jeff Frank

‘Why Boredom Matters is one of those delightful books in which the author seamlessly draws from thinkers from across multiple disciplines such as education, theology, philosophy, literature, and pop culture. Søren Kierkegaard, Walker Percy, David Wallace Foster, Leo Tolstoy, Robert Louis Stevenson, John Dewey, Albert Bormann, Simone Weil, Josef Pieper, St. Benedict, Groundhog Day, and The Karate Kid all contribute to a richer understanding of boredom.’-- Elizabeth Amato

Adrian Guiu holds a PhD in History of Christianity from the University of Chicago and teaches at Wright College in Chicago.

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Milton Gaither, "Homeschool: An American History" (Palgrave Macmillan, 2017)

Tue, 26 Dec 2023 09:00:00 -0000

With around two million children currently enrolled in home schools in the USA, no-one can doubt that the subject of Milton Gaither’s new book is timely. Gaither, a professor of education at Messiah College, PA, first published this study in 2008, but has updated his text to reflect both the levelling out of the number of children involved in the movement as well as to explain some of the scandals that have brought some parts of the movement into disrepute. Homeschool: An American History (Palgrave Macmillan, 2017) describes the long history of home education, from the colonial period to the present day, and it highlights the key roles played by individuals on the left, such as John Holt, and on the right, such as R. J. Rushdoony. Home education is changing, and might never have been more important than it is today – and this important new book explains why.

Crawford Gribben is a professor of history at Queen’s University Belfast. His research interests focus on the history of puritanism and evangelicalism, and he is the author most recently of John Owen and English Puritanism (Oxford University Press, 2016).

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Toward Equity in Science: A Discussion with Cassidy Sugimoto and Vincent Larivière

Sat, 16 Dec 2023 09:00:00 -0000

Listen to this interview of Cassidy Sugimoto and Vincent Larivière, co-authors of Equity for Women in Science: Dismantling Systemic Barriers to Advancement (Harvard UP, 2023). Cassidy is Professor and Tom and Marie Patton School Chair in the School of Public Policy at the Georgia Institute of Technology. She is also President of the International Society for Scientometrics and Informetrics. Vincent is Professor of Information Science at Université de Montréal, where he also serves as Associate Vice-President of Planning and Communications. He is Scientific Director of the Érudit journal platform and Associate Scientific Director of the Observatoire des Sciences et des Technologies.

We talk about how the science of science is advancing the work done by each and every scientist, by helping them to do work that is fairer, truer, and realer.

Vincent Larivière : "Scientists are group leaders, reviewers, editors, administrators — I mean, we are mostly an autonomous community, so there's mostly no one else to blame for inequity in our science practice. The system that we're in is the one that we've created collectively. So, there is a responsibility in all of the actions we do and in all of the different roles that we have to actually make science better and to fight inequality. Because the inequality, as so much work now demonstrates, is bad. It’s bad from the point of view of the individual scientist, but it’s bad too for the science itself — we could do better science by being more inclusive in our science practice."

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How to Build a Career: A Discussion with Ben Wildavsky

Thu, 14 Dec 2023 09:00:00 -0000

On this episode of the Academic Life, we dive into the book The Career Arts: Making the Most of College, Credentials, and Connections (Princeton UP, 2023) by Ben Wildavsky, which makes a persuasive case for building career success through broad education, targeted skills, and social capital. People today expect to hold many jobs over the course of their lives, which is why they need a range of essential skills. The Career Arts provides a corrective to the misleading notion that there is a direct trade-off between going to college and acquiring practical job skills. Drawing on evidence-based research, illuminating case studies, and in-depth interviews, Wildavsky shares vital lessons of what he calls the career arts, which include cultivating a mix of broad and targeted skills, taking advantage of employer-funded education benefits, and preparing for the world as it is, not as you wish it could be. He explains why college remains the gold standard of credentials, and presents the most promising supplements and alternatives to college that can help learners combine general and job-specific skills. He shows how building social capital is also critical to success, particularly for disadvantaged students. A guidebook for students, parents, counselors, and educators, The Career Arts reveals why college education and job preparation are not either-or propositions and identifies the blend of education and networking needed to support real-world career aspirations.

Our guest is: Ben Wildavsky, who is a visiting scholar at the University of Virginia's School of Education and Human Development. He is the award-winning author of The Great Brain Race and coeditor of Reinventing Higher Education, and Measuring Success. He is the host and co-producer of the Higher Ed Spotlight podcast.

Our host is: Dr. Christina Gessler, who is the host and 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.

Listeners to this episode may be interested in:

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 175+ Academic Life episodes? You’ll find them all archived here.

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Nettrice R. Gaskins, "Techno-Vernacular Creativity and Innovation: Culturally Relevant Making Inside and Outside of the Classroom" (MIT Press, 2021)

Wed, 13 Dec 2023 09:00:00 -0000

Today I talked to Nettrice R. Gaskins about Techno-Vernacular Creativity and Innovation: Culturally Relevant Making Inside and Outside of the Classroom (MIT Press, 2021).

The growing maker movement in education has become an integral part of both STEM and STEAM learning, tapping into the natural DIY inclinations of creative people as well as the educational power of inventing or making things. And yet African American, Latino/a American, and Indigenous people are underrepresented in maker culture and education. In this book, Nettrice Gaskins proposes a novel approach to STEAM learning that engages students from historically marginalized communities in culturally relevant and inclusive maker education. Techno-vernacular creativity (TVC) connects technical literacy, equity, and culture, encompassing creative innovations produced by ethnic groups that are often overlooked.

TVC uses three main modes of activity: reappropriation, remixing, and improvisation. Gaskins looks at each of the three modes in turn, guiding readers from research into practice. Drawing on real-world examples, she shows how TVC creates dynamic learning environments where underrepresented ethnic students feel that they belong. Students who remix computationally, for instance, have larger toolkits of computational skills with which to connect cultural practices to STEAM subjects; reappropriation offers a way to navigate cultural repertoires; improvisation is firmly rooted in cultural and creative practices. Finally, Gaskins explores an equity-oriented approach that makes a distinction between conventional or dominant pedagogical approaches and culturally relevant or responsive making methods and practices. She describes TVC habits of mind and suggests methods of instructions and projects.

Mentioned in this episode:

“Underwater Dreams,” 2014 film directed by Mary Mazzio
Dr. Gaskins’ collages, generative AI portrait of Greg Tate, links to Romare Bearden, and more

Nettrice Gaskins is an African American digital artist, academic, cultural critic and advocate of STEAM fields. She is currently the assistant director of the STEAM Learning Lab at Lesley University in Cambridge, MA.

Liliana Gil is Assistant Professor of Comparative Studies (STS) at the Ohio State University.

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Sarah Hartman-Caverly and Alexandria Chisholm, "Practicing Privacy Literacy in Academic Libraries" (ACRL, 2023)

Tue, 12 Dec 2023 09:00:00 -0000

Privacy is not dead: Students care deeply about their privacy and the rights it safeguards. They need a way to articulate their concerns and guidance on how to act within the complexity of our current information ecosystem and culture of surveillance capitalism.

Practicing Privacy Literacy in Academic Libraries: Theories, Methods, and Cases (Association of College and Research Libraries, 2023) edited by Sarah Hartman-Caverly and Alexandria Chisholm, can help you teach privacy literacy, evolve the privacy practices at your institution, and re-center the individuals behind the data and the ethics behind library work. Divided into four sections: What is Privacy Literacy? Protecting Privacy Educating about Privacy Advocating for Privacy Chapters cover topics including privacy literacy frameworks; digital wellness; embedding a privacy review into digital library workflows; using privacy literacy to challenge price discrimination; privacy pedagogy; and promoting privacy literacy and positive digital citizenship through credit-bearing courses, co-curricular partnerships, and faculty development and continuing education initiatives. Practicing Privacy Literacy in Academic Libraries provides theory-informed, practical ways to incorporate privacy literacy into library instruction and other areas of academic library practice.

Dr. Michael LaMagna is the Information Literacy Program and Library Services Coordinator and Professor of Library Services at Delaware County Community College.

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Learning Happens Where There's Meaning

Mon, 11 Dec 2023 09:00:00 -0000

Listen to Episode No.3 of All We Mean, a Special Focus of this podcast. All We Mean is an ongoing discussion and debate about how we mean and why. The guests on today's episode are Bill Cope and Mary Kalantzis, professors at the University of Illinois, and as well, Kit Nicholls, who is Director of the Cooper Union's Center for Writing and Learning. In this episode of the Focus, our topic is Learning happens where there's meaning.

Bill Cope : "At root, what we're talking about in this conversation is some very old values. We wouldn't disagree much with Jean-Jacques Rousseau, we wouldn't disagree much with John Dewey, we wouldn't disagree much with Maria Montessori — if you want to take some of the greats of education — Paulo Freire, we wouldn't want to disagree with. So, we're talking about some old values, but the reality is, The values have not been realized. They might be in small spots of time, for some of us, sometimes, in moments of idealism and extremely hard work. But the question is then, Is there an opportunity for us now with these new media, these digital technologies, to build structures of participation. If our keyword is participation — which is, how to build certain kinds of collaborative, participatory environments — then, can the digital help us do that? Or will the technology make things worse?"

Some related links:

Common Ground Scholar — Learn and work with meaning!
Here I talk to the authors of the book Syllabus
And here's a link to Syllabus

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Ann Medaille, "The Librarian's Guide to Learning Theory: Practical Applications in Library Settings" (ALA Editions, 2023)

Sat, 09 Dec 2023 09:00:00 -0000

Demonstrating how learning theories are applicable to a variety of real-world contexts, The Librarian's Guide to Learning Theory: Practical Applications in Library Settings (ALA Editions, 2023) will help library workers better understand how people learn so that they can improve support for instruction on their campuses and in their communities. In this book, Ann Medaille illustrates how libraries support learning in numerous ways, from makerspaces to book clubs, from media facilities to group study spaces, from special events to book displays. Medaille unchains the field of learning theory from its verbose and dense underpinnings to show how libraries can use its concepts and principles to better serve the needs of their users.

Through 14 chapters organized around learning topics, including motivation, self-regulation, collaboration, and inquiry, readers will explore succinct overviews of major learning theories drawn from the fields of psychology, education, philosophy, and anthropology, among others. All of these can support reflection on concrete ways to improve library instruction, spaces, services, resources, and technologies. This accessible handbook includes teaching librarian's tips, reflection questions, and suggestions for further reading at the end of each chapter.

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Education Behind the Wall: Why and How We Teach College in Prison

Thu, 30 Nov 2023 09:00:00 -0000

Why are college programs offered in some prisons? How are the students selected? Where do the professors come from? What are the logistics of preparing to teach, and to learn, behind the wall? How does the digital divide affect these students?

Today’s book is: Education Behind the Wall: Why and How We Teach College in Prison (Brandeis UP, 2022) edited by Mneesha Gellman, which is an edited volume reflecting on different aspects of teaching in prison and different points of view. This book seeks to address some of the major issues faced by faculty who are teaching college classes for incarcerated students. Composed of a series of case studies meant to showcase the strengths and challenges of teaching a range of different disciplines in prison, this volume brings together scholars who articulate some of the best practices for teaching their expertise inside alongside honest reflections on the reality of educational implementation in a constrained environment. The book not only provides essential guidance for faculty interested in developing their own courses to teach in prisons, but also places the work of higher education in prisons in philosophical context with regards to racial, economic, social, and gender-based issues. Rather than solely a how-to handbook, this volume also helps readers think through the trade-offs that happen when teaching inside, and about how to ensure the full integrity of college access for incarcerated students.

Our guest is: Dr. Mneesha Gellman, who is the founder and director of the Emerson Prison Initiative, which brings an Emerson College bachelor’s degree pathway to incarcerated students at the Massachusetts Correctional Institution at Concord. Gellman is an associate professor of political science at the Marlboro Institute for Liberal Arts and Interdisciplinary Studies at Emerson College.

Listeners may also be interested in:

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 175+ Academic Life episodes? You’ll find them all archived here.

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Saran Stewart et al., "Each One Teach One: Parental Involvement and Family Engagement in Jamaica's Education System" (U West Indies Press, 2022)

Sat, 25 Nov 2023 09:00:00 -0000

Each One Teach One: Parental Involvement and Family Engagement in Jamaica’s Education System (University of the West Indies Press, 2022) is a collection of research studies and essays across multiple educational fields: leadership, psychology, special education, early childhood, literacy studies, mathematics and teacher education. The contributors to this collection provide empirical evidence on the state of parental involvement and family engagement in Jamaica. A team approach has been used in completing the various chapters in which graduate researchers collaborated with lecturers in their areas of specialization. The different voices and data from the participants along with relevant literature shape the dialogue on the importance of home and school collaboration in students’ overall outcomes. Each One Teach One provides critical onto-epistemological frameworks grounded within the Jamaican context to examine the scope, prevalence, and effects of parental involvement and family engagement in schooling. The findings, implications and recommendations can guide policymakers in the formulation of strategies compatible with the needs of the schools, students and families and provide indispensable data on how to effectively work together to optimize students’ success.

Saran Stewart is Associate Professor of Higher Education and Student Affairs and Director of Global Education, Neag School of Education, University of Connecticut, Storrs, Connecticut.

Sharline Cole is Lecturer in Educational Psychology and Research, the School of Education, the University of the West Indies, Mona, Jamaica.

Yewande Lewis-Fokum is Lecturer in Literacy and Language Education, the School of Education, the University of the West Indies, Mona, Jamaica.

Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia.

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Lydia Zvyagintseva and Mary Greenshields, "Land in Libraries: Toward a Materialist Conception of Education" (Library Juice Press, 2022)

Thu, 23 Nov 2023 09:00:00 -0000

The question of land is largely absent in libraries. Deeply committed to the neoliberal project as a guiding ideology of the profession, libraries exist at once as ahistorical, atheoretical, and landless institutions in their understanding of themselves, their work, and their impact on people.

Land in Libraries: Toward a Materialist Conception of Education (Library Juice Press, 2023) seeks to contribute to the growing body of work on libraries and the anthropocene, decolonization, and climate change through writing in theory and practice. This edited volume explores both non-metaphorical (actual, material) as well as conceptual perspectives on land. Contributions to this book center land as a foundational category underpinning social relations, as a necessity for the function and reproduction of capitalism, and as a place where we work and learn together. Fundamentally, we live on the land and how we live in relation to the land matters to how we understand ourselves as individuals and a society.

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Robin Phylisia Chapdelaine et al., "When Will the Joy Come?: Black Women in the Ivory Tower" (U Massachusetts Press, 2023)

Thu, 23 Nov 2023 09:00:00 -0000

How do Black women in higher education create, experience, and understand joy? What sustains them? While scholars have long documented sexism, racism, and classism in the academy, one topic has been conspicuously absent from the literature--how Black women academics have found joy in the midst of adversity. Moving beyond questions of resilience, labor for others, and coping, Robin Phylisia Chapdelaine, Abena Ampofoa Asare, and Michelle Dionne Thompson's book When Will the Joy Come?: Black Women in the Ivory Tower (U Massachusetts Press, 2023) focuses on the journeys of over thirty Black women at various stages of their careers.

Joy is a mixture of well-being, pleasure, alignment, and purpose that can be elusive for Black women scholars. With racial reckoning and a global pandemic as context, this volume brings together honest and vital essays that ponder how Black women balance fatigue and frustrations in the halls of the ivory tower, and explore where, when, and if joy enters their lives. By carefully contemplating the emotional, physical, and material consequences of their labor, this collection demonstrates that joy is a tactical and strategic component of Black women's struggle.

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Cody D. Ewert, "Making Schools American: Nationalism and the Origin of Modern Educational Politics" (Johns Hopkins UP, 2022)

Tue, 21 Nov 2023 09:00:00 -0000

In recent years, public schools have become one of the central battlegrounds of American politics. Making Schools American: Nationalism and the Origin of Modern Educational Politics (Johns Hopkins University Press, 2022) lucidly explores how schools acquired such a critical role in the United States and its nation-building projects. Its author, Cody Dodge Ewert, illustrates how school reformers in the Progressive Era celebrated public education’s unique capacity to unite a diverse and diffuse citizenry while curing a broad swath of social and political ills. Pitching the school as a quintessentially American institution, these reformers’ lofty visions and nation-building projects inspired a historic expansion in public schooling, laying the groundwork for contemporary struggles over the structure and curriculum of public schools.

Making Schools American carefully historicizes this varied progressive movement, examining case studies in New York, Utah, and Texas which all shed a unique light on the development of American education and the broader debates of the turn-of-the-twentieth-century United States concerning what it meant to be an American.

Thomas Cryer is a PhD Student in American History at University College London, where he studies race, nationhood, education, and memory through the life, scholarship, and activism of the historian John Hope Franklin.

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Andrea Jamison, "Decentering Whiteness in Libraries: A Framework for Inclusive Collection Management Practices" (Rowman & Littlefield, 2023)

Tue, 21 Nov 2023 09:00:00 -0000

Decentering Whiteness in Libraries: A Framework for Inclusive Collection Management Practices (Rowman & Littlefield, 2023) serves as a "how to" guide for evaluating and crafting collection development policies that will help create equity in library collections. In this book, Andrea Jamison not only contextualizes the need for inclusive collection development policies but provides user-friendly tables, guides, and sample policies.

This episode discusses why the history of inequality in libraries matters to our work today and what we can learn from it; how the Library Bill of Rights can be used as an advocacy tool; how we can evaluate and create diverse collection management policies; where to get started with putting policy into practice; and more.

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Earl Lewis and Nancy Cantor, "Our Compelling Interests: The Value of Diversity for Democracy and a Prosperous Society" (Princeton UP, 2016)

Sat, 18 Nov 2023 09:00:00 -0000

Princeton University Press’ Our Compelling Interests series focuses on diversity, in racial, gender, socioeconomic, religious, and other forms. Some of the titles in this series so far include The Walls around Opportunity: The Failure of Colorblind Policy for Higher Education by Gary Orfield, Out of Many Faiths: Religious Diversity and the American Promise By Eboo Patel, and The Diversity Bonus: How Great Teams Pay Off in the Knowledge Economy, by Scott E. Page.

Earl Lewis is the Thomas C. Holt Distinguished University Professor of history, Afroamerican and African Studies, and Public Policy and director of the Center for Social Solutions at the University of Michigan. From March 2013-2018, he served as President of The Andrew W. Mellon Foundation.

Nancy Cantor is Chancellor of Rutgers University – Newark. A fellow of the American Academy of Arts and Sciences and member of the National Academy of Medicine, she previously led Syracuse University and the University of Illinois at Urbana-Champaign and was provost at the University of Michigan, where she was closely involved in the defense of affirmative action in 2003 Supreme Court cases Grutter and Gratz.

Caleb Zakarin is the Assistant Editor of the New Books Network.

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Terah J. Stewart, "Sex Work on Campus" (Routledge, 2022)

Fri, 17 Nov 2023 09:00:00 -0000

Terah J. Stewart's book Sex Work on Campus (Routledge, 2022) examines the experiences of college students engaged in sex work and sparks dialogue about the ways educators might develop a deeper appreciation for-and praxis of-equity and justice on campus.

Analyzing a study conducted with seven college student sex workers, the book focuses on sex work histories, student motivations, and how power (or lack thereof) associated with social identity shape experiences of student sex work. It examines what these students learn because of sex work, and what college and university leaders can do to support them. These findings are combined in tandem with analysis of current research, popular culture, sex work rights movements, and exploration of legal contexts.

This fresh and important writing is suitable for students and scholars in sexuality studies, gender studies, sociology, and education.

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Rachel Neff, "Chasing Chickens: When Life After Higher Education Doesn't Go the Way You Planned" (UP of Kansas, 2019)

Thu, 16 Nov 2023 09:00:00 -0000

The majority of PhDs won’t secure a tenure-track job. So how can you pivot, and find a new opportunity? Dr. Rachel Neff joins us to share her experiences post-grad, and offers her wisdom on how to turn “This wasn’t the plan!” into “Why not?”

Today’s book is: Chasing Chickens: When Life After Higher Education Doesn't Go the Way You Planned (UP of Kansas, 2019), by Dr. Rachel Neff, which retraces the steps that took her from her moment of reckoning—aka “failure”—to a new way of seeing and grasping success. Each chapter takes us along her new, unlikely career path, from revealing how she ended up chasing chickens on New Year’s Eve, to explaining what happens when a PhD becomes an executive assistant. Written with the benefit of hindsight, Dr. Neff offers advice on how to see the bigger picture, find your next career, and ace an interview. She takes the uncertainty and stress out of reinventing yourself, and provides tools for finding and making your own way.

Our guest is: Dr. Rachel Anna Neff, who is the owner of Exceptional Editorial, and has worked as a digital strategist, a copy editor, an adjunct instructor, and a tutor. She has written poetry since elementary school and has notebooks full of half-written novels. She earned her doctorate in Spanish literature, and holds two BAs, an MA, and a MFA. Her work has been published in JuxtaProse Magazine, Crab Fat Magazine and included in several anthologies. Her books include The Haywire Heart and Other Musings on Love, and Chasing Chickens: When Life after Higher Education Doesn't Go the Way You Planned.

Listeners may also be interested in:

Three Things I Wish I Knew When I Went on the Academic Job Market, by Rachel Neff
The Employability Journal, by Babara Bassot
Independent Scholars Meet the World: Expanding Academia Beyond the Academy, edited by Christine Caccipuoti and Elizabeth Keohane-Burbridge
Academic Life episode "Should I Quit My PhD Program?"
How to Leave Academia and Find a Good Job

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Kristofer Ray and Brady DeSanti, "Understanding and Teaching Native American History" (U Wisconsin Press, 2023)

Tue, 14 Nov 2023 09:00:00 -0000

Understanding and Teaching Native American History (University of Wisconsin Press, 2023), co-edited by Kristofer Ray and Brady DeSanti, is a timely and urgently needed remedy to a long-standing gap in history instruction. While the past three decades have seen burgeoning scholarship in Indigenous studies, comparatively little of that has trickled into classrooms. This volume is designed to help teachers effectively integrate Indigenous history and culture into their lessons, providing richly researched content and resources across the chronological and geographical landscape of what is now known as North America.

Despite the availability of new scholarship, many teachers struggle with contextualizing Indigenous history and experience. Native peoples frequently find themselves relegated to historical descriptions, merely a foil to the European settlers who are the protagonists in the dominant North American narrative. This collection offers a way forward, an alternative framing of the story that highlights the ongoing integral role of Native peoples via broad coverage in a variety of topics including the historical, political, and cultural. With its scope and clarity of vision, suggestions for navigating sensitive topics, and a multitude of innovative approaches authored by contributors from multidisciplinary backgrounds, Understanding and Teaching Native American History will also find use in methods and other graduate courses. Nearly a decade in the conception and making, this is a groundbreaking source for both beginning and veteran instructors.

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Speak UP!: Celebrating University Press Week with AUPresses President, Jane Bunker

Mon, 13 Nov 2023 09:00:00 -0000

University Press Week 2023 will provide an opportunity for presses and their supporters to shout to the rooftops about the value of the essential work of university presses: giving voice to the scholarship and ideas that shape conversations around the world. Through a variety of publications and platforms, university presses and their authors cultivate and amplify a diverse, inclusive, and exhilarating range of research and concepts.

For a complete list of UP Week events, see here

For the gallery of 103 publications, see here

For the gallery as listed on Bookshop.org with buy buttons next to relevant titles, see here

Some other news not discussed in the conversation:

University of Georgia and Wesleyan University Presses have finalists for the National Book Award poetry prize, and Yale University Press has a finalist for the nonfiction prize.
AUPresses Central Office will consult with an invited advisory group to conduct an environmental scan regarding AI.

Jane Bunker is Director of Cornell University Press and President of the Association of University Presses.

Caleb Zakarin is the Assistant Editor of the New Books Network.

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Stephanie K. Kim, "Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul" (MIT Press, 2023)

Sun, 12 Nov 2023 09:00:00 -0000

Constructing Student Mobility received the Best Book Award from the Association for the Study of Higher Education Council on International Higher Education.

Leslie Hickman is a translator and writer. She has an MA in Korean Studies from Yonsei University. You can follow her activities here.

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Caroline Levine, "The Activist Humanist: Form and Method in the Climate Crisis" (Princeton UP, 2023)

Thu, 09 Nov 2023 09:00:00 -0000

W. H. Auden once said, “Poetry makes nothing happen.” Auden’s quote has been used for so many purposes, it might be worth remembering what he meant. Auden’s line is importantly from a poem memorializing W.B. Yeats, a politician and a poet. Auden meant that despite Yeats’s poetry, “Ireland [still] has her madness and her weather still.” Yeats’s poetry didn’t stop suffering. But Auden acknowledges that poetry is a “way of happening” that survives and persists. Today’s guest, Caroline Levine, has written a brilliant new book The Activist Humanist: Form and Method in the Climate Crisis (Princeton UP, 2023). As I read the book, I began asking myself in the manner of Auden: “Does literary criticism make nothing happen? What kind of something might attention to social forms within aesthetic criticism make happen?”

I am excited to talk to Caroline Levine is David and Kathleen Ryan Professor of Humanities at Cornell University. Previously, she was Professor of English at the University of Wisconsin-Madison. She is the author of Forms: Whole, Rhythm, Hierarchy, Network (2015), which won the winner of the James Russell Lowell Prize from the Modern Language Association, as well as The Serious Pleasures of Suspense: Victorian Realism and Narrative Doubt (2003) and Provoking Democracy: Why We Need the Arts (2007).

John Yargo is Visiting Assistant Professor of Environmental Humanities at Boston College. He earned a PhD in English literature from the University of Massachusetts Amherst, specializing in the environmental humanities and early modern culture. In 2023, his dissertation won the J. Leeds Barroll Prize, given by the Shakespeare Association of America. His peer-reviewed articles have been published or are forthcoming in the Journal for Early Modern Culture Studies, Early Theatre, Studies in Philology, and Shakespeare Studies.

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Elisabet Kennedy, "Embracing Culturally Responsive Practice in School Libraries" (ALA Editions, 2023)

Wed, 08 Nov 2023 09:00:00 -0000

School librarians have always connected learners’ life experiences, cultures, and communities to materials, projects, and processes. As schools look to make these connections within the classroom and to the curriculum, school librarians are perfectly poised to lead and model meaningful steps toward a culturally responsive mindset. Embracing Culturally Responsive Practice in School Libraries (ALA Editions, 2023) by Elisabet Kennedy celebrates how learners’ cultures shape everything from their communication to how they process information.

This book translates complex concepts into accessible and practical school library strategies while challenging readers to embrace and nurture their personal and professional growth. An authentic and approachable guide to culturally responsive pedagogy aligned with the National School Library Standards, this book features an adapted framework with actionable steps and activities based on culturally responsive principles that directly relate to AASL Standards; scenarios offering context for learning, demonstrating conflicts, exploring potential harm, and suggesting strategies; and reflective exercises and challenges, introductory definitions, and resources for deeper exploration.

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Speak Freely: The Princeton Principles

Tue, 07 Nov 2023 09:00:00 -0000

Kicking off our new monthly series on freedom of speech, Keith Whittington and Donald Downs discuss the Princeton Principles for a Campus of Free Inquiry. These principles, outlined by a group of scholars convened by Professor Robert P. George here at the James Madison Program in March 2023, expand on the well-known Chicago Principles in ensuring campus free speech and institutional neutrality.

Professors Whittington and Downs are both among the original fifteen participants and endorsers of the Princeton Principles, and played significant roles in drafting the document. Keith Whittington is the William Nelson Cromwell Professor of Politics in the Department of Politics at Princeton University, and the author of Speak Freely: Why Universities Must Defend Free Speech (Princeton UP, 2019). He specializes in public law and American Politics, and will soon join the faculty of Yale Law School. Donald Downs is the Alexander Meiklejohn Professor of Political Science Emeritus at the University of Wisconsin, Madison. His areas of specialty include freedom of speech, academic freedom, and American politics. Since retiring, Downs has been the lead faculty advisor to the Free Speech and Open Inquiry Project of the Institute for Humane Studies in Washington, D.C.

Princeton's governing document, Rights, Rules, and Responsibilities, referenced during the episode. The James Madison Program's Initiative on Freedom of Thought, Inquiry, and Expression.

Annika Nordquist is the Communications Coordinator of Princeton University’s James Madison Program in American Ideals and Institutions and host of the Program’s podcast, Madison’s Notes.

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Tamson Pietsch, "The Floating University: Experience, Empire, and the Politics of Knowledge" (U Chicago Press, 2023)

Sun, 05 Nov 2023 09:00:00 -0000

A globe-trotting and scandal-ridden story of American empire and higher education, The Floating University: Experience, Empire, and the Politics of Knowledge (University of Chicago Press, 2023) tells the story of one of the first ‘semesters at sea’. Led by the New York University Professor of Experimental Psychology James E. Lough, the SS Ryndam departed from Hoboken, New Jersey in 1926, bringing over 500 American students to nearly fifty global ports and meetings with Benito Mussolini, Mahatma Gandhi, and Pope Pius XI. Along the way, the students came to terms with the contours of American empire and, through direct experience, learned subjects ranging from botany to painting and journalism, all the while leaving a vital imprint on the communities and people they intersected with. Looking behind the ribald headlines of jazz, drugs, and alcohol, The Floating University mines a diverse historical archive to reveal how the Ryndam’s voyage—for all its eventual failure—sheds a unique light on the footprint of American empire, the societal role of higher education, and the intellectual grounding of the generation of Americans that came to dominate international politics following World War Two.

Tamson Pietsch is an Associate Professor of Social and Political Sciences and Director of the Australian Centre for Public History at the University of Technology Sydney. Her research focuses on the history of ideas and the global politics of knowledge, particularly within universities and other institutions of knowledge. Professor Pietsch received her DPhil from the University of Oxford and worked at the Universities of Oxford, Sydney, and Brunel University London before taking up her present role.

Thomas Cryer is a PhD Student in American History at University College London, where he studies race, nationhood, and memory through the life, scholarship, and activism of the historian John Hope Franklin.

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David Alan Richards, "I Give These Books: The History of the Yale University Library, 1656-2016" (Oak Knoll, 2022)

Sat, 04 Nov 2023 08:00:00 -0000

The disparate stories of the libraries of the fledgling colleges in the colonies of the Eastern Seaboard, beginning more than one hundred fifty years before the Declaration of Independence, has been recorded occasionally in scattered scholarly journals, but never has there appeared a fully-fledged history of the library of one of America's oldest universities from its founding through the present day.

In I Give These Books: The History of the Yale University Library, 1656-2022 (Oak Knoll, 2022), David Allen Richards presents this story. In its pages, the founding, growth, organisation, and expansion of a major American university library is revealed over three and a half centuries of its history.

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Exploring the Emotional Arc of Turning a Dissertation into a Book

Thu, 02 Nov 2023 08:00:00 -0000

Imposter syndrome. Intellectual fatigue. Feeling like you have nothing interesting to say. Not liking your topic or your research anymore. Wondering if anyone even cares if you write a book. Is a pile of emotional luggage getting in the way of your progress? On this episode of the Academic Life, Dr. Leslie Wang joins us to talk about emotional blocks that arise when turning a dissertation into a book, and what to do about them.

Inside most scholars are the criticisms and judgments we’ve carried since graduate school (and a few we’ve carried longer than that), many of which have made a space inside us as our “inner critics,” and some of which leave us questioning our claim to being a writer at all. Dr. Wang takes us through three key questions we need to ask ourselves, offers suggestions for how to handle our inner critics, helps us imagine a generous reader awaiting our new book, and invites us to interrogate how the grind mentality is affecting our creativity.

Our guest is: Dr. Leslie Wang, who is a former Associate Professor of Sociology, at the University of Massachusetts Boston. She holds a PhD and Master’s Degree in Sociology, from the University of California Berkeley, and an International Coach Federation Certification. She is the author of Outsourced Children, and Chasing the American Dream in China, and the founder of Your Words Unleashed. When she is not working with high-achieving scholars, she enjoys cooking, international travel, and spending time with her husband and son.

Listeners to this episode may be interested in:

Why it’s so hard to turn your dissertation into a book, by Dr. Leslie Wang
Academic Life episode on book proposals
Becoming the Writer You Already Are, by Michelle R. Boyd

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Ben Wildavsky, "The Career Arts: Making the Most of College, Credentials, and Connections" (Princeton UP, 2023)

Wed, 01 Nov 2023 08:00:00 -0000

Young people coming out of high school today can expect to hold many jobs over the course of their lives, which is why they need a range of essential skills. The Career Arts: Making the Most of College, Credentials, and Connections (Princeton UP, 2023) provides a corrective to the widespread and misleading notion that there is a direct trade-off between going to college and acquiring practical job skills. Ben Wildavsky cuts through the noise and anxiety surrounding this issue to offer sensible, clear-eyed guidance for anyone who is making decisions about education and career preparation with a view to getting ahead in the workforce.

Drawing on evidence-based research, illuminating case studies, and in-depth interviews, Wildavsky shares the most vital lessons of what he calls the career arts, which include cultivating a mix of broad and targeted skills, taking advantage of employer-funded education benefits, and preparing for the world as it is, not as you wish it could be. He explains why college remains the gold standard of credentials, and presents the most promising high-quality supplements and alternatives to college that can help learners combine general and job-specific skills. He shows how building social capital is also critical to success, particularly for disadvantaged students.

An invaluable guidebook for students, parents, counselors, and educators, The Career Arts reveals why college education and job preparation are not either-or propositions and identifies the blend of education and networking needed to support real-world career aspirations.

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Henrik Fürst and Erik Nylander, "The Value of Art Education: Cultural Engagements at the Swedish Folk High Schools" (Palgrave MacMillan, 2023)

Mon, 30 Oct 2023 08:00:00 -0000

Is art education worthwhile? In The Value of Art Education: Cultural Engagements at the Swedish Folk High Schools (Palgrave MacMillan, 2023), Henrik Fürst, Associate Professor in the Department of Education at Stockholm University and Erik Nylander, Associate Professor in Education at Linköping University, explore this question using the case study of a unique form of educational institution in Sweden. Drawing on a project that examined questions of admissions, teaching, assessments, students’ experiences, and the value and values of art itself, the research delivers a comprehensive picture of why and how art education matters. Rich in detail and offering more general reflections on the importance of the arts, the book is essential reading across the social sciences and humanities, as well as for those interested in defending arts education.

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Utsa Mukherjee, "Race, Class, Parenting and Children's Leisure: Children's Leisurescapes and Parenting Cultures in Middle-Class British Indian Families" (Policy Press, 2022)

Sun, 29 Oct 2023 08:00:00 -0000

Children's leisure lives are changing, with increasing dominance of organised activities and screen-based leisure. These shifts have reconfigured parenting practices, too. However, our current understandings of these processes are race-blind and based mostly on the experiences of white middle-class families.

Drawing on an innovative study of middle-class British Indian families, this book brings children's and parents' voices to the forefront and bridges childhood studies, family studies and leisure studies to theorise children's leisure from a fresh perspective.

Demonstrating the salience of both race and class in shaping leisure cultures within middle-class racialised families, Utsa Mukherjee's Race, Class, Parenting and Children's Leisure: Children's Leisurescapes and Parenting Cultures in Middle-Class British Indian Families (Policy Press, 2022) is an invaluable contribution to key sociological debates around leisure, childhoods and parenting ideologies.

Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio. On Twitter: @slissw.

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Pat Thomson and Christine Hall, "Schools and Cultural Citizenship: Arts Education for Life" (Routledge, 2023)

Sat, 28 Oct 2023 08:00:00 -0000

Why study the arts in school? In Schools and Cultural Citizenship: Arts Education for Life (Routledge, 2023), Pat Thomson, Professor of Education at the University of Nottingham and Christine Hall, Emeritus Professor and former Head of Education at the University of Nottingham, examine this question by introducing findings from the Tracking Arts Learning and Engagement (TALE) Project. The book reflects on perspectives of teachers, students, school managers, and arts organisations as to how “arts rich” schools are constituted and what is needed for them to survive and thrive. The book is offers deep theoretical and empirical insights, and will be accessible and essential reading across the arts and humanities, the social sciences, and for anyone interested in the value of arts education.

Dave O'Brien is Professor of Cultural and Creative Industries, at the University of Manchester.

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William B. Eimicke et al., "Leveling the Learning Curve: Creating a More Inclusive and Connected University" (Columbia UP, 2023)

Thu, 26 Oct 2023 08:00:00 -0000

Will the COVID-19 pandemic be remembered as a turning point in how universities deliver teaching and learning? How might the widespread use of digital tools change higher education?

Leveling the Learning Curve: Creating a More Inclusive and Connected University (Columbia UP, 2023) explores the role of digital education at this crucial crossroads. Built on interviews with more than fifty leading practitioners from major universities and ed-tech firms, Leveling the Learning Curve is an indispensable guide to the inner workings of digital education. Written for university managers and leaders, it explores how new tools can allow universities to reach new audiences and address long-standing imbalances. The authors examine challenges to implementing digital education programs and provide insight into how universities have managed to balance the needs of faculty and on- and off-campus students. The book traces the history of digital education initiatives from Khan Academy, TED Talks, and MOOCs through the pandemic, examining both successes and failures. It offers compelling examples of what a "connected university" looks like in practice, sharing ways digital tools can bring in wider audiences, expand interdisciplinary teaching and learning, connect students to real-life issues, help meet equity goals, and open new revenue streams.

Designed as both a manual and an in-depth study, Leveling the Learning Curve is required reading for educational leaders looking to navigate the complex waters of postpandemic digital education.

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The Future of Paying Attention: A Discussion with Carolyn Dicey Jennings

Tue, 24 Oct 2023 08:00:00 -0000

Is it really harder to pay attention to something than it used to be? No doubt the world is getting faster, and social media platforms are so good at grabbing attention. But how real is the problem and in particular, does it impact our creativity? Carolyn Dicey Jennings is based at the University of California, Merced, and has just co-written a chapter called “Attention, Technology, and Creativity” in a book called Scenes of Attention: Essays on Mind, Time, and the Senses published by Columbia UP (2023) Listen to her in conversation with Owen Bennett Jones.

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Campbell F. Scribner, "A Is for Arson: A History of Vandalism in American Education" (Cornell UP, 2023)

Sun, 22 Oct 2023 08:00:00 -0000

In A Is for Arson: A History of Vandalism in American Education (Cornell UP, 2023), Campbell F. Scribner sifts through two centuries of debris to uncover the conditions that have prompted school vandalism and to explain why attempts at prevention have inevitably failed. Vandalism costs taxpayers hundreds of millions of dollars every year, as students, parents, and even teachers wreak havoc on school buildings. Why do they do it? Can anything stop them? Who should pay for the damage? Underlying these questions are long-standing tensions between freedom and authority, and between wantonness and reason. Property destruction is not simply a moral failing, to be addressed with harsher punishments, nor can the problem be solved through more restrictive architecture or policing.

Scribner argues that education itself is a source of intractable struggle, and that vandalism is often the result of an unruly humanity. To understand schooling in the United States, one must first confront the all-too-human emotions that have led to fires, broken windows, and graffiti. A Is for Arson captures those emotions through new historical evidence and diverse theoretical perspectives, helping readers understand vandalism variously as a form of political conflict, as self-education, and as sheer chaos. By analyzing physical artifacts as well as archival sources, Scribner offers new perspectives on children's misbehavior and adults' reactions and allows readers to see the complexities of education—the built environment of teaching and learning, evolving approaches to youth psychology and student discipline—through the eyes of its often resistant subjects.

Cambell F. Scribner is a scholar of educational policy, history, and philosophy at the University of Maryland.

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.

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The Benefits of New Forms of Assessments for Historical Thinking

Thu, 19 Oct 2023 08:00:00 -0000

Considering trying ungrading? Assigning the unessay? What helps, and what hinders student progress? Today’s guest shares her own interrupted journey to her degree, and considers how different assignments and assessment methods helped her connect in the classroom.

Today’s article is: "The Benefits of Nontraditional Assessments for Historical Thinking ," by Haley Armogida, published in 2022 in Teaching History: A Journal of Methods (47)1. In it, Haley Armogida considers which types of assessments benefited her as a student, and why. You can read a pdf of the full article here or find it online in free open access.

Our guest is: Haley Armogida, who was a nontraditional undergrad at Ball State University. She recently graduated with a History Bachelor’s in Science. During her second go at academia from 2020 to 2022, she presented her work at such conferences as the Johns Hopkins Macksey Symposium for undergraduate research and the Student History Conference at Ball State. She was published in Teaching History: A Journal of Methods in an article which discussed the benefits of nontraditional forms of assessment in history classrooms, and hopes that her contributions to the field will be to make the study of history more accessible to people outside the realm of academia. She and her husband Nick (both Ball State alumni) and their dog Luna recently moved to Colorado, where she plans to start a podcast of her own, and search for the perfect grad program.

Our host is: Dr. Christina Gessler, who is the producer 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 to this episode may also be interested in:

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Philipp Stelzel, "The Faculty Lounge: A Cocktail Guide for Academics" (Indiana UP, 2023)

Wed, 18 Oct 2023 08:00:00 -0000

The life of a scholar is stressful. The best way to muddle through is with a stiff drink. Balancing teaching, research, and service more than merits a cocktail at the end of a long day. So, sit back, relax, and infuse some intoxicating humor into old-fashioned academia. A humorous handbook for surviving life in higher education, The Faculty Lounge: A Cocktail Guide for Academics (Indiana University Press, provides deserving scholars with a wide range of academic-themed drink recipes. Philipp Stelzel shares more than 50 recipes for all palates, including The Dissertation Committee (rum), The Faculty Meeting (rye), The Presidential Platitude (gin), and more. Offering cocktails for every academic occasion along with spirited, amusing commentary, The Faculty Lounge is the perfect gift for graduate students, tenure-track professors, and disillusioned administrators.

Philipp Stelzel is a specialist in post-World War II German, West European, and transatlantic political and intellectual history. After earning his PhD at the University of North Carolina, Stelzel taught at Duke University and Boston College before coming to Duquesne in 2014. His first book first book, History after Hitler: a Transatlantic Enterprise (University of Pennsylvania Press, 2018) analyzes the intellectual exchange between German and American historians of modern Germany from the end of World War II to the 1980s.

Michael G. Vann is a professor of world history at California State University, Sacramento. A specialist in imperialism and the Cold War in Southeast Asia, he is the author of The Great Hanoi Rat Hunt: Empires, Disease, and Modernity in French Colonial Vietnam (Oxford University Press, 2018). When he’s not reading or talking about new books with smart people, Mike can be found surfing in Santa Cruz, California.

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Swati Ganguly, "Tagore's University: A History of Visva-Bharati, 1921-1961" (New India Foundation, 2022)

Mon, 16 Oct 2023 08:00:00 -0000

Swati Ganguly's book Tagore's University: A History of Visva-Bharati, 1921-1961 (New India Foundation, 2022) is for anyone who is searching for tangible ways to revamp higher education, re-organize our socio-economic life, and reimagine participatory democracy.

Tagore’s University is a history of Visva-Bharati, the world centre of learning and culture founded by Rabindranath Tagore a hundred years ago. The poet’s conception entailed several autonomous centres – for Asian studies, the visual arts, music, and rural reconstruction – in defiance of the standard notions of a university. Visva-Bharati was set up to break barriers between nations and races by rebuilding in miniature the visva – the world torn apart by World War I.

The book traces the first four decades of this large experiment in building a cultural community of learning, teaching, and scholarship. It tells the story of exceptional individuals from across Europe, Asia, America, and India who became Tagore’s collaborators in a mini-universe of creativity and humane intellection. It reveals why in its heyday Visva-Bharati was so internationally renowned as an extraordinarily attractive institution.

Swati Ganguly explores the many achievements of what Tagore called his “life’s best treasure”. She also narrates changes in the material life and spirit of the place after Tagore, when it was shaped by the larger forces of a newly independent India. Archives, memoirs, official documents, and oral narratives come alive in this compellingly written and little-known history of an institution that once redefined tradition and modernity.

Interested listeners can order a very affordable copy on AbeBooks. In general, AbeBooks is a good vender for getting printed books from Indian publishers.

The interview is a bit on the long side. Feel free to skip parts of it. Generally speaking, the first hour is about the administrative history (chronology) of Visvabharati and the second hour is about each program: oriental studies, arts, rural reform, and life (like adda) in Santiniketan. Trust me, wherever you begin, you'll find fascinating stories, amazing lives lived, and bold dreams and courageous experiments to build a different way of life for all.

Jessica Zu is an intellectual historian and a scholar of Buddhist studies. She is an assistant professor of religion at the University of Southern California.

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Kristen Green, "The Devil's Half Acre: The Untold Story of How One Woman Liberated the South's Most Notorious Slave Jail" (Seal Press, 2022)

Sat, 14 Oct 2023 08:00:00 -0000

The inspiring true story of an enslaved woman who liberated an infamous slave jail and transformed it into one of the nation’s first HBCUs. In The Devil's Half Acre: The Untold Story of How One Woman Liberated the South's Most Notorious Slave Jail (Seal Press, 2022), New York Times bestselling author Kristen Green draws on years of research to tell the extraordinary and little-known story of young Mary Lumpkin, an enslaved woman who blazed a path of liberation for thousands. She was forced to have the children of a brutal slave trader and live on the premises of his slave jail, known as the “Devil’s Half Acre.”

When she inherited the jail after the death of her slaveholder, she transformed it into “God’s Half Acre,” a school where Black men could fulfill their dreams. It still exists today as Virginia Union University, one of America’s first Historically Black Colleges and Universities. A sweeping narrative of a life in the margins of the American slave trade, The Devil’s Half Acre brings Mary Lumpkin into the light. This is the story of the resilience of a woman on the path to freedom, her historic contributions, and her enduring legacy.

Katrina Anderson is a doctoral candidate at the University of Delaware.

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Robert Greene and Tyler D. Parry, "Invisible No More: The African American Experience at the University of South Carolina" (U South Carolina Press, 2021)

Fri, 13 Oct 2023 08:00:00 -0000

Since its founding in 1801, African Americans have played an integral, if too often overlooked, role in the history of the University of South Carolina. Robert Greene and Tyler D. Parry's edited volume Invisible No More: The African American Experience at the University of South Carolina (U South Carolina Press, 2021) seeks to recover that historical legacy and reveal the many ways that African Americans have shaped the development of the university. The essays in this volume span the full sweep of the university's history, from the era of slavery to Reconstruction, Civil Rights to Black Power and Black Lives Matter. This collection represents the most comprehensive examination of the long history and complex relationship between African Americans and the university.

Like the broader history of South Carolina, the history of African Americans at the University of South Carolina is about more than their mere existence at the institution. It is about how they molded the university into something greater than the sum of its parts. Throughout the university's history, Black students, faculty, and staff have pressured for greater equity and inclusion. At various times they did so with the support of white allies, other times in the face of massive resistance; oftentimes, there were both.

Between 1868 and 1877, the brief but extraordinary period of Reconstruction, the University of South Carolina became the only state-supported university in the former Confederacy to open its doors to students of all races. This "first desegregation," which offered a glimpse of what was possible, was dismantled and followed by nearly a century during which African American students were once again excluded from the campus. In 1963, the "second desegregation" ended that long era of exclusion but was just the beginning of a new period of activism, one that continues today. Though African Americans have become increasingly visible on campus, the goal of equity and inclusion—a greater acceptance of African American students and a true appreciation of their experiences and contributions—remains incomplete. Invisible No More represents another contribution to this long struggle.

A foreword is provided by Valinda W. Littlefield, associate professor of history and African American studies at the University of South Carolina. Henrie Monteith Treadwell, research professor of community health and preventative medicine at Morehouse School of Medicine and one of the three African American students who desegregated the university in 1963, provides an afterword.

Adam McNeil is a Ph.D. Candidate in History at Rutgers, the State University of New Jersey.

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John Arena, "Expelling Public Schools: How Antiracist Politics Enable School Privatization in Newark" (U Minnesota Press, 2023)

Mon, 09 Oct 2023 08:00:00 -0000

Exploring the role of identitarian politics in the privatization of Newark’s public school system In Expelling Public Schools, John Arena explores the more than two-decade struggle to privatize public schools in Newark, New Jersey—a conflict that is raging in cities across the country—from the vantage point of elites advancing the pro-privatization agenda and their grassroots challengers. Analyzing the unsuccessful effort of Cory Booker—Newark’s leading pro-privatization activist and mayor—to generate popular support for the agenda, and Booker’s rival and ultimate successor Ras Baraka’s eventual galvanization of the charter movement, Arena argues that Baraka’s black radical politics cloaked a revanchist agenda of privatization.

John Arena's book Expelling Public Schools: How Antiracist Politics Enable School Privatization in Newark (U Minnesota Press, 2023) reveals the political rise of Booker and Baraka, their one-time rivalry and subsequent alliance, and what this particular case study illuminates about contemporary post–civil rights Black politics. Ultimately, Expelling Public Schools is a critique of Black urban regime politics and the way in which antiracist messaging obscures real class divisions, interests, and ideological diversity.

Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee.

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Nicholas Tampio, "Teaching Political Theory: A Pluralistic Approach" (Edward Elgar, 2022)

Thu, 05 Oct 2023 08:00:00 -0000

Nicholas Tampio, a political theorist at Fordham University, has a new book that focuses on teaching political theory. For many of us who teach political theory, this is another welcome addition to the growing library of texts that are designed to broaden and expand the scope of not only what is taught in political theory courses, but how this vital area of study is conveyed to students, and how students interact with complex and important texts. Tampio explains his thinking about how political theory undergirds our understanding of politics itself and political science as a discipline, thus the book not only discusses how to teach political theory and how to design courses in political theory, but it also makes the case as to why political theory is important and an overarching part of political science as a discipline.

Tampio, in the early section of Teaching Political Theory: A Pluralistic Approach (Edward Elgar, 2022), provides a useful guide to the different kinds of approaches to political theory as a discipline and the different ways that it can be studied and taught. The rest of the book is broken up into two sections, one on designing courses in political theory and more options to be included in a contemporary syllabus. The second section of the book is titled “Teaching Political Theory Today” and Tampio explores different subject matters and foci that open up a discussion of political theory concepts. In our podcast conversation, Tampio explains that he is not trying to prescribe particular texts or a particular way of teaching, so much as exploring avenues of inquiry that have worked for him in his classes over the years, and how he has worked and recrafted his approaches to teaching, especially teaching political theory. Teaching Political Theory: A Pluralistic Approach is an accessible and engaging text that provides a kind of conversation about teaching in general, with a particular focus on how to engage ideas and texts that might seem initially abstract, especially to contemporary undergraduates.

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James N. Druckman and Elizabeth A. Sharrow, "Equality Unfulfilled: How Title IX's Policy Design Undermines Change to College Sports" (Cambridge UP, 2023)

Thu, 05 Oct 2023 08:00:00 -0000

The year 1972 is often hailed as an inflection point in the evolution of women's rights. Congress passed Title IX of the Education Amendments of 1972, a law that outlawed sex-based discrimination in education. Many Americans celebrate Title IX for having ushered in an era of expanded opportunity for women's athletics; yet fifty years after its passage, sex-based inequalities in college athletics remain the reality. James N. Druckman and Elizabeth A. Sharrow's book Equality Unfulfilled: How Title IX's Policy Design Undermines Change to College Sports (Cambridge UP, 2023) explains why.

The book identifies institutional roadblocks - including sex-based segregation, androcentric organizational cultures, and overbearing market incentives - that undermine efforts to achieve systemic change. Drawing on surveys with student-athletes, athletic administrators, college coaches, members of the public, and fans of college sports, it highlights how institutions shape attitudes toward gender equity policy. It offers novel lessons not only for those interested in college sports but for everyone seeking to understand the barriers that any marginalized group faces in their quest for equality.

Kelly McFall is Professor of History and Director of the Honors Program at Newman University.

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Teaching (and Learning) at a University Online

Wed, 04 Oct 2023 08:00:00 -0000

There is a lot of talk about online learning, and particularly universities going online. Today I talked to Caleb Simmons, Executive Director of Arizona Online (and notable scholar of religion and South Asian Studies). We talk about how online learning is done at Arizona and the promise of online learning generally.

Listeners might be interested in Caleb's article Narrative Pedagogy and Transmedia Balancing.

Raj Balkaran is a scholar of Sanskrit narrative texts. He teaches at the Oxford Centre for Hindu Studies and at his own virtual School of Indian Wisdom. For information see rajbalkaran.com.

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Jody N. Polleck, "Facilitating Youth-Led Book Clubs As Transformative and Inclusive Spaces" (Teachers College Press, 2023)

Tue, 03 Oct 2023 08:00:00 -0000

Facilitating Youth-Led Book Clubs as Transformative and Inclusive Spaces (Teachers College Press) teaches us how to integrate book clubs into secondary school communities for transformation and inclusion so as to enhance and nurture students’ literacies along with their social and emotional development. Using her extensive experiences with culturally, neurologically, and linguistically diverse students, Jody Polleck provides a rich resource that demonstrates how book clubs serve as critical places where adolescents can develop as readers while simultaneously working to build authentic relationships with their peers. Polleck offers research and theories grounded in culturally sustaining pedagogies and healing-centered engagements along with practical strategies for book club facilitators—from developing specific student-centered pedagogical approaches to embodying critical and humanizing dispositions.

Educate for Action is the accompanying website with suggested reading lists, teaching materials, classroom activities, and more.

Dr. Jody Polleck is a full professor and the program coordinator for literacy education at Hunter College in New York City. She began her work with urban adolescents in 1994 as an outreach counselor in Washington, D.C. for displaced youth. In 1999, she received her Master’s in English education and worked as a high school reading and English teacher for emerging readers and writers. In 2002, Jody received National Board Certification for adolescent English language arts; and in 2003, she accepted a full-fellowship to New York University where she completed her doctoral degree in English education. Jody is a 2019 Fulbright scholar. Her current research focuses on culturally sustaining literacy instruction and its intersections with healing-centered and culturally-affirming social emotional learning. She has published in over 25 books and journals including ALAN Review, Contemporary Issues in Technology and and Teacher Education, English Journal, High School Journal, Journal of Teaching Writing, Literacy Research and Instruction, Preventing School Failure, Reading and Writing Quarterly, Reading Horizons, and Teacher Education Quarterly. Facilitating Youth-led Book Clubs as Transformative and Inclusive Spaces is her first book.

Madden Gilhooly is a humanities public-school teacher and casual academic based on Gadigal land in so-called-Sydney, Australia.

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Michael D. Smith, "The Abundant University: Remaking Higher Education for a Digital World" (MIT Press, 2023)

Fri, 29 Sep 2023 08:00:00 -0000

For too long, our system of higher education has been defined by scarcity: scarcity in enrollment, scarcity in instruction, and scarcity in credentials. In addition to failing students professionally, this system has exacerbated social injustice and socioeconomic stratification across the globe. In The Abundant University, Michael D. Smith argues that the only way to create a financially and morally sustainable higher education system is by embracing digital technologies for enrolling, instructing, and credentialing students—the same technologies that we have seen create abundance in access to resources in industry after industry.

The Abundant University: Remaking Higher Education for a Digital World (MIT Press, 2023) explains how we got our current system, why it’s such an expensive, inefficient mess, and how a system based on exclusivity cannot foster inclusivity. Smith challenges the resistance to digital technologies that we have already seen among numerous institutions, citing the examples of faculty resistance toward digital learning platforms. While acknowledging the understandable self-preservation instinct of our current system of residential education, Smith makes a case for how technology can engender greater educational opportunity and create changes that will benefit students, employers, and society as a whole.

Smith, the J. Erik Johnson Chaired Professor of Information Technology and Marketing at Carnegie Mellon University, argues that American higher education is subject to market forces just like any other industry. Forbes says, “With a straightforward, conversational style, Smith succeeds in portraying the current problems bearing down on higher education and offering a set of bold solutions for a future where he envisions a college education becoming ‘more open, flexible, inclusive, and lower-priced.’ The Abundant University is a provocative book that should be read by higher ed insiders as well as those in the general public who care about expanding the reach and the impact of higher education.”

John Emrich has worked for decades in corporate finance, investment management, and corporate strategy. He has a podcast about the investment advisory industry called Kick the Dogma.

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Rachel Elior, "The Unknown History of Jewish Women Through the Ages: On Learning and Illiteracy, On Slavery and Liberty" (de Gruyter, 2023)

Fri, 29 Sep 2023 08:00:00 -0000

Rachel Elior's book The Unknown History of Jewish Women: On Learning and Illiteracy, On Slavery and Liberty (de Gruyter, 2023) is a comprehensive study on the history of Jewish women, which discusses their absence from the Jewish Hebrew library of the "People of the Book" and interprets their social condition in relation to their imposed ignorance and exclusion from public literacy.

The book begins with a chapter on communal education for Jewish boys, which was compulsory and free of charge for the first ten years in all traditional Jewish communities. The discussion continues with the striking absence of any communal Jewish education for girls until the late nineteenth and early twentieth century, and the implications of this fact for twentieth-century immigration to Israel (1949-1959). The following chapters discuss the social, cultural and legal contexts of this reality of female illiteracy in the Jewish community-a community that placed a supreme value on male education. The discussion focuses on the patriarchal order and the postulations, rules, norms, sanctions and mythologies that, in antiquity and the Middle Ages, laid the religious foundations of this discriminatory reality.

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Andrew J. Hoffman, "The Engaged Scholar: Expanding the Impact of Academic Research in Today’s World" (Stanford UP, 2021)

Sat, 23 Sep 2023 08:00:00 -0000

Society and democracy are ever threatened by the fall of fact. Rigorous analysis of facts, the hard boundary between truth and opinion, and fidelity to reputable sources of factual information are all in alarming decline. A 2018 report published by the RAND Corporation labeled this problem "truth decay" and Andrew J. Hoffman lays the challenge of fixing it at the door of the academy.

But, as he points out, academia is prevented from carrying this out due to its own existential crisis—a crisis of relevance. Scholarship rarely moves very far beyond the walls of the academy and is certainly not accessing the primarily civic spaces it needs to reach in order to mitigate truth corruption. In this brief but compelling book, Hoffman draws upon existing literature and personal experience to bring attention to the problem of academic insularity—where it comes from and where, if left to grow unchecked, it will go—and argues for the emergence of a more publicly and politically engaged scholar.

The Engaged Scholar: Expanding the Impact of Academic Research in Today’s World (Stanford UP, 2021) is a call to make that path toward public engagement more acceptable and legitimate for those who do it; to enlarge the tent to be inclusive of multiple ways that one enacts the role of academic scholar in today's world.

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Jack Schneider and Ethan L. Hutt, "Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don't Have To)" (Harvard UP, 2023)

Fri, 22 Sep 2023 08:00:00 -0000

Amid widespread concern that our approach to testing and grading undermines education, two experts explain how schools can use assessment to support, rather than compromise, learning.

Anyone who has ever crammed for a test, capitulated to a grade-grubbing student, or fretted over a child’s report card knows that the way we assess student learning in American schools is freighted with unintended consequences. But that’s not all. As experts agree, our primary assessment technologies—grading, rating, and ranking—don’t actually provide an accurate picture of how students are doing in school. Worse, they distort student and educator behavior in ways that undermine learning and exacerbate inequality. Yet despite widespread dissatisfaction, grades, test scores, and transcripts remain the currency of the realm.

In Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don't Have To) (Harvard University Press, 2023), Jack Schneider and Ethan Hutt explain how we got into this predicament, why we remain beholden to our outmoded forms of assessment, and what we can do to change course. As they make clear, most current attempts at reform won’t solve the complex problems we face. Instead, Schneider and Hutt offer a range of practical reforms, like embracing multiple measures of performance and making the so-called permanent record “overwritable.” As they explain, we can remake our approach in ways that better advance the three different purposes that assessment currently serves: motivating students to learn, communicating meaningful information about what young people know and can do, and synchronizing an otherwise fragmented educational system.

Written in an accessible style for a broad audience, Off the Mark is a guide for everyone who wants to ensure that assessment serves the fundamental goal of education—helping students learn.

Ethan Hutt is the Gary Stuck Faculty Scholar in Education at the University of North Carolina.

Jack Schneider is the Dwight W. Allen Distinguished Professor at the University of Massachusetts-Amherst.

Max Jacobs is a PhD student in education at Rutgers University. He currently sit on the Graduate Student Council for the History of Education Society.

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C. J. Pascoe, "Nice Is Not Enough: Inequality and the Limits of Kindness at American High" (U California Press, 2023)

Thu, 21 Sep 2023 08:00:00 -0000

Nice is not enough: Inequality and the Limits of Kindness at American High (University of California Press, 2023) by Dr. C. J. Pascoe is a provocative story of contemporary high school that argues that a shallow culture of kindness can do more lasting harm than good.

Based on two years of research, Nice Is Not Enough shares striking dispatches from one high school's "regime of kindness" to underline how the culture operates as a band-aid on persistent inequalities. Through incisive storytelling and thoughtful engagement with students, this brilliant study by Dr. Pascoe exposes uncomfortable truths about American politics and our reliance on individual solutions instead of profound systemic change.

Nice Is Not Enough brings readers into American High, a middle- and working-class high school characterized by acceptance, connection, and kindness—a place where, a prominent sign states, "there is no room for hate." Here, inequality is narrowly understood as a problem of individual merit, meanness, effort, or emotion rather than a structural issue requiring deeper intervention. Surface-level sensitivity allows American High to avoid "political" topics related to social inequality based on race, sex, gender, or class. Being nice to each other, Dr. Pascoe reveals, does not serve these students or solve the broader issues we face; however, a true politics of care just might.

This interview was conducted by Dr. Miranda Melcher whose doctoral work focused on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars.

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A Better Way to Buy Books

Tue, 12 Sep 2023 08:00:00 -0000

Bookshop.org is an online book retailer that donates more than 80% of its profits to independent bookstores. Launched in 2020, Bookshop.org has already raised more than $27,000,000. In this interview, Andy Hunter, founder and CEO discusses his journey to creating one of the most revolutionary new organizations in the book world. Bookshop has found a way to retain the convenience of online book shopping while also supporting independent bookstores that are the backbones of many local communities.

Andy Hunter is CEO and Founder of Bookshop.org. He also co-created Literary Hub.

Caleb Zakarin is the Assistant Editor of the New Books Network.

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Michael S. Roth, "The Student: A Short History" (Yale UP, 2023)

Thu, 07 Sep 2023 08:00:00 -0000

In The Student: A Short History (Yale UP, 2023), Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very different contexts, from the sixth century BCE to the present.

Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom.

In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them.

Micheal Roth is president of Wesleyan University.

Benjamin Phillips is an MA student in History at Ohio University. His primary field is Late Antique Cultural and Intellectual History.

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Stephen Ramsay, "On the Digital Humanities: Essays and Provocations" (U Minnesota Press, 2023)

Wed, 06 Sep 2023 08:00:00 -0000

Stephen Ramsey's On the Digital Humanities: Essays and Provocations (University of Minnesota Press, 2023) is a witty and incisive exploration of the philosophical conundrums that animate the digital humanities. Since its inception, the digital humanities has been repeatedly attacked as a threat to the humanities: warnings from literary and cultural theorists of technology overtaking English departments and the mechanization of teaching have peppered popular media.

Stephen Ramsay’s On the Digital Humanities, a collection of essays spanning the personal to the polemic, is a spirited defense of the field of digital humanities. A founding figure in what was once known as “humanities computing,” Ramsay has a well-known and contentious relationship with what is now called the digital humanities (DH). Here Ramsay collects and updates his most influential and notorious essays and speeches from the past fifteen years, considering DH from an array of practical and theoretical perspectives.

The essays pursue a broad variety of themes, including the nature of data and its place in more conventional notions of text and interpretation, the relationship between the constraints of computation and the more open-ended nature of the humanities, the positioning of practical skills and infrastructures in both research and pedagogical contexts, the status of DH as a program for political and social action, and personal reflections on the author’s journey into the field as both a theorist and a technologist. These wide-ranging essays all center around one idea: that DH not forsake its connection to the humanities. While “digital humanities” may sound like an entirely new form of engagement with the artifacts of human culture, Ramsay argues that the field well reveals what is most essential to humanistic inquiry.

Hallel Yadin is an archivist and special projects manager at the YIVO Institute for Jewish Research.

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Kenneth J. Saltman, "The Alienation of Fact: Digital Educational Privatization, AI, and the False Promise of Bodies and Numbers" (MIT Press, 2022)

Wed, 06 Sep 2023 08:00:00 -0000

Today, conspiracy theories run rampant, attacks on facts have become commonplace, and systemic inequities are on the rise as individual and collective agency unravels. The Alienation of Fact: Digital Educational Privatization, AI, and the False Promise of Bodies and Numbers (MIT Press, 2022) explains the educational, technological, and ideological preconditions for these contemporary crises of truth and agency and explores the contradictions and competing visions for the future of education that lie at the center of the problem.

Schools are increasingly reimagined as businesses, and high-stakes standardized testing and curricula, for-profit charter schools, and the rise of educational AI put capital and technology at the center of education. Yet even as our society demands measure, data, and facts, politicians and news outlets regularly make unfounded assertions. How should we make sense of the contradictions between the demand for radical data-driven empiricism and the flight from evidence, argument, or theoretical justification?

In this critical investigation of the new digital directions of educational privatization—AI education, adaptive learning technology, biometrics, the quantification of play and social emotional learning—and the politics of the body, Saltman shows how the false certainty of bodies and numbers replaces deliberative and thoughtful agency in a time of increasing precarity. A distinctive contribution to scholarship on public school privatization and educational technology, politics, policy, pedagogy, and theory, The Alienation of Fact is a spirited call for democratic education that values creating a society of “thinking people” over capitalistic gains.

This book is available open access here.

Joao Souto-Maior is a postdoc at the New York University’s Institute of Human Development and Social Change.

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Al Davidoff, "Unionizing the Ivory Tower: Cornell Workers' Fifteen-Year Fight for Justice and a Living Wage" (ILR Press, 2023)

Mon, 04 Sep 2023 08:00:00 -0000

Unionizing the Ivory Tower: Cornell Workers' Fifteen-Year Fight for Justice and a Living Wage (ILR Press, 2023) chronicles how a thousand low-paid custodians, cooks, and gardeners succeeded in organizing a union at Cornell University. Al Davidoff, the Cornell student leader who became a custodian and the union's first president, tells the extraordinary story of these ordinary workers with passion, sensitivity, and wit.

His memoir reveals how they took on the dominant power in the community, built a strong organization, and waged multiple strikes and campaigns for livable wages and their dignity. Their strategies and tactics were creative and feisty, founded on worker participation and ownership.

The union's commitment to fairness, equity, and economic justice also engaged these workers—mostly rural, white, and conservative—at the intersections of racism, sexism, classism, and homophobia. Davidoff's story demonstrates how a fighting union can activate today's working class to oppose antidemocratic and white supremacist forces.

Al Davidoff is co-founder of the National Labor Leadership Initiative and the Director of Organizational and Leadership Development for US labor's global arm at the Solidarity Center.

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Hava Rachel Gordon, "This Is Our School!: Race and Community Resistance to School Reform" (NYU Press, 2021)

Thu, 31 Aug 2023 08:00:00 -0000

Parents, educators, and activists are passionately fighting to improve public schools around the country. In This Is Our School!: Race and Community Resistance to School Reform (NYU Press, 2021), Hava Rachel Gordon takes us inside these fascinating school reform movements, exploring their origins, aims, and victories as they work to build a better future for our education system.

Focusing on a school district in Denver, Colorado, Gordon takes a look at different coalitions within the school reform movement, as well as the surprising competition that arises between them. Drawing on over eighty interviews and ethnographic research, she explores how these groups vie for power, as well as the role that race, class, and gentrification play in shaping their successes and failures, strategies and structures.

Gordon shows us what happens when people mobilize from the ground up and advocate for educational change. This Is Our School! gives us an inside look at the diverse voices within the school reform movement, each of which plays an important role in the fight to improve public education.

Joao Souto-Maior is a postdoc at the New York University’s Institute of Human Development and Social Change.

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The Power of Play in Higher Education: A Conversation with Alison James

Thu, 31 Aug 2023 08:00:00 -0000

Why are academics encouraged to be rigorous and exhausted, instead of innovative and engaged? What learning outcomes are we sacrificing by being so serious? Dr. Alison James joins us to share insights from her research and practice of emphasizing play in higher education. This episode explores:

How having fun can strengthen problem solving skills and learning outcomes.
Why higher education doesn’t take play, creativity, and fun seriously enough.
What led her to prioritize play when other educators weren’t.
A discussion of her books The Value of Play in Higher Education, and The Power of Play in Higher Education.

Our guest is: Dr. Alison James, who is Professor Emerita of the University of Winchester. She is the author of numerous articles and publications on play and creativity in university learning, and of the three year study The Value of Play in HE, supported by the Imagination Lab Foundation and available free here. She is the co-editor, with Chrissi Nerantzi, of The Power of Play in HE: Creativity in Tertiary Learning, and the co-author, with Stephen D. Brookfield, of Engaging Imagination: Helping Students Become Creative and Reflective Thinkers.

Our host is: Dr. Christina Gessler, who is a freelance book editor. She has served as content director and producer of the Academic Life podcast since she launched it in 2020. The Academic Life is proud to be an academic partner of the New Books Network.

Listeners to this episode may also be interested in:

Awe: The New Science of Everyday Wonder and How It Can Transform Your Life, by Dacher Keltner
Hanging Out: The Radical Power of Killing Time, by Sheila Liming
Enchantment: Awakening Wonder in an Anxious Age, by Katherine May
The Fun Habit: How the Pursuit of Joy and Wonder Can Change Your Life, by Dr. Mike Rucker
The Well-Gardened Mind: The Restorative Power of Nature, by Sue Stuart-Smith
This conversation about seeking meaning instead of happiness
This conversation about the importance of spending time in nature
This conversation about the need to take a break from overworking and underliving
This conversation about belonging and the science of creating human connections
This conversation about the value of living a “good-enough” life

Welcome to the Academic Life! Join us here each week to learn from experts inside and outside the academy, and around the world, and embrace the broad definition of what it truly means to live an academic life. Missed any of the 150+ Academic Life episodes? You can find them all archived here. And check back soon: we’re in the studio creating more episodes for your academic journey—and beyond!

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James S. Damico et al., "Commemorative Literacies and Labors of Justice: Resistance, Reconciliation, and Recovery in Buenos Aires and Beyond" (Routledge, 2021)

Wed, 30 Aug 2023 08:00:00 -0000

Commemorative Literacies and Labors of Justice: Resistance, Reconciliation, and Recovery in Buenos Aires and Beyond (Routledge, 2021) examines literacy practices of commemoration marking the 40th anniversary of the March 24, 1976 coup in Argentina. Drawing on research conducted across three distinct sites in Buenos Aires in March 2016—a public university, a Catholic church, and a former naval base and clandestine detention center transformed into a museum space for memory and justice—this book sheds light on the ways commemorative literacies at these locations work spatially to mobilize memory of the past to address and advance justice concerns in the present. These labors of justice manifest in three ways: as resistance, reconciliation, and recovery. Damico, Lybarger, and Brudney also demonstrate how these particular kinds of commemorative literacies resonate transnationally in ways that necessitate a commitment to commemorative ethics.

This book is ideal not only for researchers, graduate students, and scholars in literacy studies but also for all those working in related fields, including memory studies, religious studies, area studies, and Latin American studies, to address issues pertaining to memory, testimony, transitional justice, state repression, and human rights in Argentina, Latin America, or the Global South, more generally.

Madden Gilhooly is a public high school geography/social science teacher, writer, poet and casual academic.

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Elly Fishman, "Refugee High: Coming of Age in America" (The New Press, 2021)

Sat, 26 Aug 2023 08:00:00 -0000

Lit Hub's Most Anticipated of 2021. Winner of the Studs and Ida Terkel Award. A year in the life of a Chicago high school that has one of the highest proportions of refugees of any school in the nation. “A wondrous tapestry of stories, of young people looking for a home. With deep, immersive reporting, Elly Fishman pulls off a triumph of empathy. Their tales and their school speak to the best of who we are as a nation—and their struggles, their joys, their journeys will stay with you.” —Alex Kotlowitz, author of There Are No Children Here.

For a century, Chicago’s Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred—or nearly half the school—and many were refugees new to the country. These young people came from thirty-five different countries, speaking among themselves more than thirty-eight different languages. For these refugee teens, life in Chicago is hardly easy. They have experienced the world at its worst and carry the trauma of the horrific violence they fled. In America, they face poverty, racism, and xenophobia, but they are still teenagers—flirting, dreaming, and working as they navigate their new life in America.

Elly Fishman's book Refugee High: Coming of Age in America (The New Press, 2021) is a riveting chronicle of the 2017–8 school year at Sullivan High, a time when anti-immigrant rhetoric was at its height in the White House. Even as we follow teachers and administrators grappling with the everyday challenges facing many urban schools, we witness the complicated circumstances and unique education needs of refugee and immigrant children: Alejandro may be deported just days before he is scheduled to graduate; Shahina narrowly escapes an arranged marriage; and Belenge encounters gang turf wars he doesn’t understand. Equal parts heartbreaking and inspiring, Refugee High raises vital questions about the priorities and values of a public school and offers an eye-opening and captivating window into the present-day American immigration and education systems.

Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee.

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Frederick W. Gooding Jr. and Eric S. Yellin, "Public Workers in Service of America: A Reader" (U Illinois Press, 2023)

Sat, 26 Aug 2023 08:00:00 -0000

From white-collar executives to mail carriers, public workers meet the needs of the entire nation. In Public Workers in Service of America: A Reader (U Illinois Press, 2023), Frederick W. Gooding Jr. and Eric S. Yellin provide an edited collection of new research on this understudied workforce:

Part One begins in the late nineteenth- and early twentieth century to explore how questions of race, class, and gender shaped public workers, their workplaces, and their place in American democracy. In Part Two, essayists examine race and gender discrimination while revealing the subtle contemporary forms of marginalization that keep Black men and Black and white women underpaid and overlooked for promotion. The historic labor actions detailed in Part Three illuminate how city employees organized not only for better pay and working conditions but to seek recognition from city officials, the public, and the national labor movement. Part Four focuses on nurses and teachers to address the thorny question of whether certain groups deserve premium pay for their irreplaceable work and sacrifices or if serving the greater good is a reward unto itself. Contributors: Eileen Boris, Cathleen D. Cahill, Frederick W. Gooding Jr., William P. Jones, Francis Ryan, Jon Shelton, Joseph E. Slater, Katherine Turk, Eric S. Yellin, and Amy Zanoni.

Stephen Pimpare is a Senior Fellow at the Carsey School of Public Policy at the University of New Hampshire.

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Erica O. Turner, "Suddenly Diverse: How School Districts Manage Race and Inequality" (U Chicago Press, 2020)

Fri, 25 Aug 2023 08:00:00 -0000

For the past five years, American public schools have enrolled more students identified as Black, Latinx, American Indian, and Asian than white. At the same time, more than half of US school children now qualify for federally subsidized meals, a marker of poverty. The makeup of schools is rapidly changing, and many districts and school boards are at a loss as to how they can effectively and equitably handle these shifts.

Suddenly Diverse: How School Districts Manage Race and Inequality (U Chicago Press, 2020) is an ethnographic account of two school districts in the Midwest responding to rapidly changing demographics at their schools. It is based on observations and in-depth interviews with school board members and superintendents, as well as staff, community members, and other stakeholders in each district: one serving “Lakeside,” a predominately working class, conservative community and the other serving “Fairview,” a more affluent, liberal community. Erica O. Turner looks at district leaders’ adoption of business-inspired policy tools and the ultimate successes and failures of such responses. Turner’s findings demonstrate that, despite their intentions to promote “diversity” or eliminate “achievement gaps,” district leaders adopted policies and practices that ultimately perpetuated existing inequalities and advanced new forms of racism.

While suggesting some ways forward, Suddenly Diverse shows that, without changes to these managerial policies and practices and larger transformations to the whole system, even district leaders’ best efforts will continue to undermine the promise of educational equity and the realization of more robust public schools.

Joao Souto-Maior is a postdoc at the New York University’s Institute of Human Development and Social Change.

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Managing your Mental Health During Your PhD

Thu, 24 Aug 2023 08:00:00 -0000

Can your graduate school affect your mental health? Dr. Zoe Ayres joins us to discuss what she wishes she had known before starting graduate school, including:

What happens when you can’t access the hidden curriculum.
The myths we tell ourselves, and the systems that work against us.
How the pressures of graduate school can affect our mental health.
Why you need a to build a network of mentors outside your school.

Today’s book is: Managing Your Mental Health During Your PhD: A Survival Guide, by Dr. Zoe Ayres, which investigates why mental health issues are so common among the student population. Ayres looks honestly at the experiences of PhD students, and explores environmental factors that can impact mental health. These include the PhD student-supervisor relationship, the pressure to publish, and deep systemic problems in academia, such as racism, bullying and harassment. She provides resources students, while offering ideas for improvements that universities can make to ensure that academia is a place for all to thrive.

Our guest is: Dr. Zoë Ayres, who studied for a PhD in chemistry at the University of Warwick, looking at using electrochemical boron doped diamond sensors to monitor environmental contaminants, before transitioning to industry. She worked for several years as a Senior Scientist in the water industry, before becoming Head of Research and Technology for a biotechnology start-up. She has transitioned back into academia, and is Head of Laboratory Facilities at the Open University, working with her team to manage over 180 laboratories. Zoë cares passionately about creating spaces for people to thrive in research. She is the author of Managing Your Mental Health During Your PhD: A Survival Guide, and of articles and peer-reviewed papers on improving research culture. She is co-Founder of Voices of Academia, an international blog designed to share the academic mental health experiences of academics from around the world.

Our host is: Dr. Christina Gessler, who is a historian.

Listeners to this episode may also be interested in:

Welcome to The Academic Life! Join us here each week to learn from today’s experts inside and outside the academy, and embrace the broad definition of what it truly means to live an academic life.

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Cara Fitzpatrick, "The Death of Public School: How Conservatives Won the War Over Education in America" (Basic Books, 2023)

Wed, 23 Aug 2023 08:00:00 -0000

America has relied on public schools for 150 years, but the system is increasingly under attack. With declining enrollment and diminished trust in public education, policies that steer tax dollars into private schools have grown rapidly. To understand how we got here, The Death of Public School: How Conservatives Won the War Over Education in America (Basic Books, 2023) argues, we must look back at the turbulent history of school choice.

Cara Fitzpatrick uncovers the long journey of school choice, a story full of fascinating people and strange political alliances. She shows how school choice evolved from a segregationist tool in the South in the 1950s, to a policy embraced by advocates for educational equity in the North, to a conservative strategy for securing government funds for private schools in the twenty-first century. As a result, education is poised to become a private commodity rather than a universal good.

The Death of Public School presents the compelling history of the fiercest battle in the history of American education--one that already has changed the future of public schooling.

Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee.

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Kalani Adolpho et al., "Trans and Gender Diverse Voices in Libraries" (Library Juice Press, 2021)

Sun, 20 Aug 2023 08:00:00 -0000

In the library profession, and in the world as a whole, the experiences of trans and gender diverse people often go unnoticed, hidden, and ignored. Trans and Gender Diverse Voices in Libraries (Library Juice Press, 2021) is entirely written and edited by trans and gender diverse people involved in the field: its fifty-seven authors include workers from academic and public libraries, special collections and archives, and more; LIS students; and a few people who have left the library profession completely.

Editors Kalani Adolpho, Stephen G. Krueger, and Krista McCracken share in this interview how this book is not intended to be the definitive guide to trans and gender diverse experiences in libraries, but instead to start the conversation. This project hopes to help trans and gender diverse people in libraries realize that they are not alone, and that their experiences are worth sharing.

This book also demonstrates some of the reality in a field that loves to think of itself as inclusive. From physical spaces to policies to interpersonal ignorance and bigotry, the experiences recounted in this book demonstrate that the library profession continues to fail its trans and gender diverse members over and over again. You cannot read these chapters and claim that Safe Zone stickers and “libraries are for everyone” signs have done the job. You cannot assume that everything is fine in your workplace because nobody has spoken out. You can no longer pretend that trans and gender diverse people don’t exist.

Find the table of contents for Trans and Gender Diverse Voices in Libraries as well as open access chapters online here. Learn about the Trans and Gender Diverse LIS network here.

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Satish Kumar and Lorna Howarth, "Regenerative Learning: Nurturing People and Caring for the Planet" (Salt Desert Media, 2022)

Sat, 19 Aug 2023 08:00:00 -0000

Be The Change! Are you a policy maker? Parent? Teacher? Regenerative Learning: Nurturing People and Caring for the Planet (Salt Desert Media, 2022) is full of fresh ideas as well as practical solutions. Learn how we can make the whole world of education more inspiring - and more green. Education can be - and it should be - more inspiring, holistic, integrated, creative, and joyous! And that isn't a mere pipe dream.

This book will help you to achieve it. Published for the 30th anniversary of Schumacher College, this collection of independently-written essays is on a subject of urgent importance for a world afflicted by climate change, inequality, mass disadvantage, and pandemics. Schumacher College is synonymous with the effort to create a model of learning that develops alumni who have the skills and passions that will make the contemporary world a better place. Contributors include: Fritjof Capra, Vandana Shiva, David Orr, Charles Eisenstein, Gunter Pauli, Anthony Seldon, Jon Alexander, Alan Boldon, Pavel Cenkl, Lauren Elizabeth Clare, Joseph Bharat Cornell, Guy Dauncey, Alan Dyer, Natalia Eernstman, Guillem Ferrer, Herbert Girardet, Donald Gray, Stephan Harding, Ina Matijevic, Helena Norberg-Hodge, Dana Littlepage Smith, Isabel Losada, Thakur S. Powdyel, and Colin Tudge.

Satish Kumar is one of the editors of Regenerative Learning and is also the author of many other books, most recently Elegant Simplicity: The Art of Living Well and out this year Radical Love: From Separation to Connection with the Earth, Each Other, and Ourselves. Satish is also the founder of the Schumacher College and The Small School, as well as Editor Emeritus of Resurgence & Ecologist.

Madden Gilhooly is a humanities public-school teacher and casual academic based in London, England.

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Renyi Hong, "Passionate Work: Endurance after the Good Life" (Duke UP, 2022)

Fri, 18 Aug 2023 08:00:00 -0000

In Passionate Work: Endurance after the Good Life (Duke UP, 2022), Renyi Hong theorizes the notion of being "passionate about your work" as an affective project that encourages people to endure economically trying situations like unemployment, job change, repetitive and menial labor, and freelancing. Not simply a subject of aspiration, passion has been deployed as a means to build resilience and mend disappointments with our experiences of work.

Tracking the rise of passion in nineteenth-century management to trends like gamification, coworking, and unemployment insurance, Hong demonstrates how passion can emerge in instances that would not typically be understood as passionate. Gamification numbs crippling boredom by keeping call center workers in an unthinking, suspensive state, pursuing even the most banal tasks in hope of career advancement. Coworking spaces marketed toward freelancers combat loneliness and disconnection at the precise moment when middle-class sureties are profoundly threatened. Ultimately, Hong argues, the ideal of passionate work sustains a condition of cruel optimism in which passion is offered as the solution for the injustices of contemporary capitalism.

Hong is assistant professor in the Department of Communications and New Media at the National University of Singapore. He is interested in labor and its relationships with affect, technology and capitalism. His works can be found in Social Text, New Media & Society, European Journal of Cultural Studies, among others.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove, "Segregation by Experience: Agency, Racism, and Learning in the Early Grades" (U Chicago Press, 2021)

Fri, 18 Aug 2023 08:00:00 -0000

Early childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students’ fascination to create unique learning opportunities. Some teachers engage with their students’ ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments.

In Segregation by Experience: Agency, Racism, and Learning in the Early Grades (U Chicago Press, 2021), the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn’t think her practices would work with their own Black and brown students. Parents of color—many of them immigrants—liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.

Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee.

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Carl Van Ness, "The Making of Florida's Universities: Public Higher Education at the Turn of the Twentieth Century" (UP of Florida, 2023)

Thu, 17 Aug 2023 08:00:00 -0000

In The Making of Florida's Universities: Public Higher Education at the Turn of the Twentieth Century (UP of Florida, 2023), Carl Van Ness describes the remarkable formative years of higher education in Florida, comparing the trajectory to that of other states and putting it in context within the broader history and culture of the South. Central to this story is the Buckman Act of 1905, a state law that consolidated government support to three institutions and prompted decades of conflicts over where Florida’s public colleges and universities would be located, who would head them, and who would manage their affairs.

Van Ness traces the development of the schools that later became the University of Florida, Florida State University, and Florida A&M University. He describes little-known events such as the decision to move the University of Florida from its original location in Lake City, as well as a dramatic student rebellion at Florida A&M University in response to attempts to restrict Black students to vocational education and the subsequent firing of the president in 1923. The book also reflects on the debates regarding Florida’s normal schools, which provided coursework and practical training to teachers, a majority of whom were women. Utilizing rare historical records, Van Ness brings to light events in Florida’s history that have not been examined and that continue to affect higher education in the state today.

Carl Van Ness is university librarian emeritus at the University of Florida George A. Smathers Libraries.

Katie Coldiron is based at Florida International University. She is Outreach Program Manager for the Digital Library of the Caribbean at FIU Libraries and doctoral student in the FIU Department of History.

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Lauren S. Foley, "On the Basis of Race: How Higher Education Navigates Affirmative Action Policies" (NYU Press, 2023)

Wed, 16 Aug 2023 08:00:00 -0000

Diversity in higher education is under attack as the Supreme Court limits the use of race-conscious admissions practices at American colleges and universities. In On the Basis of Race: How Higher Education Navigates Affirmative Action Policies (NYU Press, 2023), Lauren S. Foley sheds light on our current crisis, exploring the past, present, and future of this contentious policy. From Brown v. Board of Education in the mid-twentieth century to the current Students for Fair Admissions v. Harvard and University of North Carolina, Chapel Hill, Foley explores how organizations have resisted and complied with public policies regarding race. She examines how admissions officers, who have played an important role in the long fight to protect racial diversity in higher education, work around the law to maintain diversity after affirmative action is banned.

Foley takes us behind the curtain of student admissions, shedding light on how multiple universities, including the University of Michigan, have creatively responded to affirmative action bans. On the Basis of Race traces the history of a controversial idea and policy, and provides insight into its uncertain future.

Stephen Pimpare is a Senior Fellow at the Carsey School of Public Policy at the University of New Hampshire.

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Keith A. Mayes, "The Unteachables: Disability Rights and the Invention of Black Special Education" (U Minnesota Press, 2023)

Sun, 13 Aug 2023 08:00:00 -0000

The Unteachables: Disability Rights and the Invention of Black Special Education (U Minnesota Press, 2023) examines the overrepresentation of Black students in special education over the course of the twentieth century. As African American children integrated predominantly white schools, many were disproportionately labeled educable mentally retarded (EMR), learning disabled (LD), and emotionally behavioral disordered (EBD). Keith A. Mayes charts the evolution of disability categories and how these labels kept Black learners segregated in American classrooms.

The civil rights and the educational disability rights movements, Mayes shows, have both collaborated and worked at cross-purposes since the beginning of school desegregation. Disability rights advocates built upon the opportunity provided by the civil rights movement to make claims about student invisibility at the level of intellectual and cognitive disabilities. Although special education ostensibly included children from all racial groups, educational disability rights advocates focused on the needs of white disabled students, while school systems used disability discourses to malign and marginalize Black students.

From the 1940s to the present, social science researchers, policymakers, school administrators, and teachers have each contributed to the overrepresentation of Black students in special education. Excavating the deep-seated racism embedded in both the public school system and public policy, The Unteachables explores the discriminatory labeling of Black students, and how it indelibly contributed to special education disproportionality, to student discipline and push-out practices, and to the school-to-prison pipeline effect.

Joao Souto-Maior is a postdoc at the New York University’s Institute of Human Development and Social Change.

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Academic Aunties: A Conversation with Dr. Ethel Tungohan

Thu, 10 Aug 2023 08:00:00 -0000

You’ve probably heard by now that there’s a hidden curriculum in academia. But it’s called hidden for a reason—only some [privileged] people are in the know about what it contains. And when you can’t find the answers you need, earning your degree is much harder than it should be. Today, higher education podcast host Dr. Ethel Tungohan of the Academic Aunties joins Dr. Christina Gessler, the producer and host of the Academic Life, to talk about why they are so passionate about bridging this knowledge gap. This episode explores:

The importance of seeing the structural barriers and gatekeepers.
Why the problem is not you, it’s them.
How being left out of important conversations harms women, first gen students, and people of color in academia.
Some advice that can help you survive and thrive in academia.

Our guest is: Dr. Ethel Tungohan, who is Associate Professor of Politics and Social Science at York University. She received her doctoral degree in Political Science and Women and Gender Studies from the University of Toronto. Her research looks at migrant labor, specifically assessing migrant activism. Her work has been published in academic journals such as the International Feminist Journal of Politics; Politics, Groups, and Identities; and Canadian Ethnic Studies. Dr. Tungohan specializes in socially engaged research and is actively involved in grassroots migrant organizations such as Gabriela-Ontario and Migrante-Canada. She is the host of the Academic Aunties.

Listeners to this episode may also be interested in:

Care Activism: Migrant Domestic Workers, Movement-Building, and Communities of Care, by Ethel Tungohan
Containing Diversity: Canada and the Politics of Immigration in the 21st Century, by Yasmeen Abu-Laban, Ethel Tungohan, and Christina Gabriel
Filipinos in Canada: Disturbing Invisibility, by Roland Sintos Coloma, Bonnie McElhinny, Ethel Tungohan, John Paul Catungal and Lisa M. Davidson
The Academic Life podcast on community-building and How We Show Up, with Mia Birdsong
The Academic Life episode on the Field Guide to Grad School
The Academic Life episode on barriers to tenure for women of color
The Academic Life podcast on feminist communication strategies
The Academic Life podcast on how to stop overworking and underliving
The Academic Life podcast about quitting a PhD program
The Academic Life episode on The Grant Writing Guide

Welcome to The Academic Life! On the Academic Life channel we are inspired and informed by today’s knowledge-producers, working inside and outside the academy, and around the world. Find us on Twitter: @AcademicLifeNBN.

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Yoni Furas, "Educating Palestine: Teaching and Learning History Under the Mandate" (Oxford UP, 2020)

Mon, 07 Aug 2023 08:00:00 -0000

Through the story of education and the teaching of history in Mandate Palestine, Yoni Furas reframes our understanding of the Palestinian and Zionist national movements. Educating Palestine: Teaching and Learning History Under the Mandate (Oxford UP, 2020) argues that Palestinian and Hebrew pedagogy could only be truly understood through an analysis of the conscious or unconscious dialogue between them. The conflict over Palestine, the study shows, shaped the way Arabs and Zionists thought, taught, and wrote about their past. British rule over Palestine promised the Jews a national home, but had no viable policy towards the Palestinians and established an education system that lacked a sustainable collective ethos. Nevertheless, Palestinian educators were able to produce a national pedagogy that knew how to work with the British and simultaneously promoted an ideology of progress and independence that challenged colonial rule.

Roberto Mazza is currently an independent scholar. He is the host of the Jerusalem Unplugged Podcast and to discuss and propose a book for interview can be reached at robbymazza@gmail.com. Twitter and IG: @robbyref Website: www.robertomazza.org

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Landon Mascareñaz and Doannie Tran, "The Open System: Redesigning Education and Reigniting Democracy" ((Harvard Education Press, 2023)

Sun, 06 Aug 2023 08:00:00 -0000

Landon Mascareñaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy.

In The Open System: Redesigning Education and Reigniting Democracy (Harvard Education Press, 2023), Mascareñaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing opportunity, bolstering public trust, and making room for cocreation and coproduction driven by community partnerships and family engagement.

Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and Colorado's Homegrown Talent Initiative, Mascareñaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking.

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Jack Cohen and Yosef Lynn, "Nurture Their Nature: The Torah’s Essential Guidance for Parents and Teachers" (Mosaica Press, 2021)

Fri, 04 Aug 2023 08:00:00 -0000

Embark on a journey of self-discovery and empowerment with Nurture their Nature; The Torah’s Essential Guidance for Parents and Teachers (Mosaica Press, 2021), an insightful book co-authored by Rabbi Jack Cohen and Rabbi Dr. Yosef Lynn. Drawing on wisdom from the Torah, this book guides parents and teachers in finding their own unique selves and igniting the same in their children and students. It's an essential read for those shaping the next generation.

Ohad Fedida lives in Miami and is a psychology research and clinical assistant. He is pursuing a graduate degree in psychology, and is involved in a wide array of initiatives and studies from legal philosophy, Jewish programming, and psychology.

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Alelard to Apple: The Fate of American Colleges and Universities

Wed, 02 Aug 2023 19:55:10 -0000

The vast majority of American college students attend two thousand or so private and public institutions that might be described as the Middle—reputable educational institutions, but not considered equal to the elite and entrenched upper echelon of the Ivy League and other prestigious schools. Richard DeMillo has a warning for these colleges and universities in the Middle: If you do not change, you are heading for irrelevance and marginalization. In Abelard to Apple, DeMillo argues that these institutions, clinging precariously to a centuries-old model of higher education, are ignoring the social, historical, and economic forces at work in today's world. In the age of iTunes, open source software, and for-profit online universities, there are new rules for higher education.

DeMillo, who has spent years in both academia and in industry, explains how higher education arrived at its current parlous state and offers a road map for the twenty-first century. He describes the evolving model for higher education, from European universities based on a medieval model to American land-grant colleges to Apple's iTunes U and MIT's OpenCourseWare. He offers ten rules to help colleges reinvent themselves (including “Don't romanticize your weaknesses”) and argues for a focus on teaching undergraduates.

DeMillo's message—for colleges and universities, students, alumni, parents, employers, and politicians—is that any college or university can change course if it defines a compelling value proposition (one not based in “institutional envy” of Harvard and Berkeley) and imagines an institution that delivers it.

Richard A. DeMillo is Distinguished Professor of Computing and Professor of Management, former John P. Imlay Dean of Computing, and Director of the Center for 21st Century Universities at Georgia Institute of Technology. Author of over 100 articles, books, and patents, he has held academic positions at Purdue University, the University of Wisconsin, and the University of Padua. He directed the Computer and Computation Research Division of the National Science Foundation and was Hewlett-Packard’s first Chief Technology Officer.

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Steve Mentz, "An Introduction to the Blue Humanities" (Routledge, 2023)

Thu, 27 Jul 2023 08:00:00 -0000

An Introduction to the Blue Humanities (Routledge, 2023) is the first textbook to explore the many ways humans engage with water, utilizing literary, cultural, historical, and theoretical connections and ecologies to introduce students to the history and theory of water-centric thinking. Comprised of multinational texts and materials, each chapter will provide readers with a range of primary and secondary sources, offering a fresh look at the major oceanic regions, salt and freshwater geographies, and the physical properties of water that characterize the Blue Humanities. Each chapter engages with carefully-chosen primary texts, including frequently-taught works such as Herman Melville's Moby Dick, Samuel Taylor Coleridge's The Rime of the Ancient Mariner, Homer's The Odyssey, and Luis Vaz de Camões' The Lusiads, to provide the perfect pedagogy for students to develop an understanding of the Blue Humanities chapter by chapter.

Readers will gain insight into new trends in intellectual culture and the long histories of humans thinking with water, ranging across the many coastlines of the World Ocean to Pacific clouds, Mediterranean lakes, Caribbean swamps, Arctic glaciers, Southern Ocean rainstorms, Atlantic groundwater, and Indian Ocean rivers. Providing new avenues for future thinking and investigation of the Blue Humanities, this volume will be ideal for both undergraduate and graduate courses engaging with the environmental humanities and oceanic literature.

Steve Mentz is a Professor of English at St. John’s University in New York City. His academic expertise includes environmental criticism, the blue humanities, Shakespeare studies, early modern European poetry, and critical theory. He has published five single-author books, including Ocean (2020), Break Up the Anthropocene (2019), and Shipwreck Modernity (2015). He has edited or co-edited six other volumes, published many chapters and articles in scholarly journals and collections, and organized exhibitions and symposia on blue humanities topics. His research has been funded by the Rachel Carson Center in Munich, the National Endowment for the Humanities, the Folger Shakespeare Library, the John Carter Brown Library, the National Maritime Museum in London, and other institutions. He received his Ph.D. in English from Yale University in 2000.

Scott T. Erich is a doctoral candidate in the Department of Anthropology at the Graduate Center, CUNY. His dissertation, "Taming the Sea: Property, Rights, and the Extractive Seascape of Southeastern Arabia," is an ethnographic and historical examination of how fishermen, local rulers, colonial officials, and private companies claim rights to oceanic “territory” and extract marine natural resources – including pearls, fish, sponges, and oil – from the Persian Gulf and Gulf of Oman. He is a recipient of the Fulbright-Hays Doctoral Dissertation Research Award and the Wenner-Gren Foundation Dissertation Fieldwork Grant. Previously, Scott was a Visiting Scholar at the American University of Sharjah, U.A.E., and a Fellow with the Institute of Current World Affairs in Muscat, Oman. He has worked at the University of Chicago, the Middle East Institute, and the Sultan Qaboos Cultural Center. Currently, he is an adjunct lecturer in the Department of Sociology & Anthropology at Baruch College, and a Community Reef Ambassador with the Billion Oyster Project.

Ahmed Yaqoub AlMaazmi is a Ph.D. candidate at Princeton University, Near Eastern Studies Department. His research focuses on the intersection of law, the occult sciences, and the environment across the western Indian Ocean. He can be reached by email at almaazmi@princeton.edu or on Twitter @Ahmed_Yaqoub. Listeners’ feedback, questions, and book suggestions are most welcome.

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Syed Ali and Margaret M. Chin, "The Peer Effect: How Your Peers Shape Who You Are and Who You Will Become" (NYU Press, 2023)

Wed, 26 Jul 2023 08:00:00 -0000

For decades, parents across America have asked their kids, “If your friends jumped off a bridge, would you?” The answer is, “Duh, yes.” Peers, as parents well know, have a tremendous impact on who their kids are and what they will become. And even while they insist otherwise, parents know that they’re largely powerless to change this. But the effect of peers is not just a story about kids; peers can also affect adult behavior—they affect what we do and who we are well into old age. Noted sociologists Syed Ali and Margaret M. Chin call this “the peer effect.”

In their book, The Peer Effect: How Your Peers Shape Who You Are and Who You Will Become (NYU Press, 2023), they take readers on a tour of how our peers, and the peer cultures they create, shape our behavior in schools and the workplace. Ali and Chin begin their look at the peer effect at the high school from which they both graduated: New York City’s prestigious Stuyvesant High School, arguably the best public high school in the nation. Through a fascinating and often humorous narrative, they show how peers can influence each other—in this case, how highly motivated students can create a culture of influence to achieve success in learning and in admission to elite colleges. They also show the many other ways that peers can influence one another beyond school performance, from hookup culture to school bullying and youth suicide.

Ali and Chin are also interested in the extent to which the peer effect can last. Through interviews with adult graduates of Stuyvesant, they investigate the long-lasting effects of high school peer culture. They also examine the peer effect in post–high school settings, notably around workplace misconduct, including the steroid culture in baseball and the use of excessive force by the police. The Peer Effect ultimately offers ways to understand the power of peer influence and apply this understanding to resolving issues regarding schools, college graduation rates, workplace culture, and police violence. In the tradition of big idea books like The Tipping Point, The Peer Effect will forever change the way we look at the world of human behavior.

Michael O. Johnston, Ph.D. is an Assistant Professor of Sociology at William Penn University. He is the author of The Social Construction of a Cultural Spectacle: Floatzilla (Lexington Books, 2023) and Community Media Representations of Place and Identity at Tug Fest: Reconstructing the Mississippi River (Lexington, 2022). His general area of study is about the construction of place in tourist cities and about the people who reside there. He is currently conducting research for his next project on the social construction of tourist cities. To learn more about Michael O. Johnston you can go to his website, Google Scholar, Twitter @ProfessorJohnst, or by email at johnstonmo@wmpenn.edu.

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Margareta von Oswald and Jonas Tinius, "Awkward Archives: Ethnographic Drafts for a Modular Curriculum" (Archive Books, 2022)

Tue, 18 Jul 2023 08:00:00 -0000

Awkward Archives: Ethnographic Drafts for a Modular Curriculum (Archive Books, 2022) proposes a manual for academic teaching and learning contexts. An ethnographic research approach is confronted with the demands of archival research as both disciplines challenge their inner logics and epistemologies. Through fieldwork and ethnographic tools and methods, both analogue and digital, the editors take various contemporary archival sites in Berlin as case studies to elaborate on controversial concepts in Western thought. Presenting as such a modular curriculum on archives in their awkwardness—with the tensions, discomfort and antagonisms they pose.

With case studies on Haus der Kulturen der Welt, the Hahne-Niehoff Archive and the Museum für Naturkunde Berlin, among others

This book is available open access

here.

Adam Bobeck is a PhD candidate in Sociocultural Anthropology at the University of Leipzig. His PhD is entitled “Object-Oriented Azadari: Ontology and Ritual Theory”.

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Juliet Schor, "After the Gig: How the Sharing Economy Got Hijacked and How to Win It Back" (U California Press, 2021)

Mon, 17 Jul 2023 08:00:00 -0000

When the "sharing economy" launched a decade ago, proponents claimed that it would transform the experience of work--giving earners flexibility, autonomy, and a decent income. It was touted as a cure for social isolation and rampant ecological degradation. But this novel form of work soon sprouted a dark side: exploited Uber drivers, neighborhoods ruined by Airbnb, racial discrimination, and rising carbon emissions. Several of the most prominent platforms are now faced with existential crises as they prioritize growth over fairness and long-term viability.

Nevertheless, the basic model--a peer-to-peer structure augmented by digital tech--holds the potential to meet its original promises. Based on nearly a decade of pioneering research, After the Gig: How the Sharing Economy Got Hijacked and How to Win It Back (U California Press, 2021) dives into what went wrong with this contemporary reimagining of labor. The book examines multiple types of data from thirteen cases to identify the unique features and potential of sharing platforms that prior research has failed to pinpoint. Juliet B. Schor presents a compelling argument that we can engineer a reboot: through regulatory reforms and cooperative platforms owned and controlled by users, an equitable and truly shared economy is still possible.

Juliet B. Schor is an American economist and Sociology Professor at Boston College. She has studied trends in working time, consumerism, the relationship between work and family, women's issues and economic inequality, and concerns about climate change in the environment. She is a New York Times bestselling author and the Chair of the Board of Directors of the Better Future Project.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Phoebe Ho et al., "Diversity and the Transition to Adulthood in America" (U California Press, 2022)

Wed, 12 Jul 2023 08:00:00 -0000

How do children and adolescents transition to adulthood in today’s America? How have American society’s entrenching economic inequality and increasing financial precarity profoundly shaped their coming-of-age experience? What does it mean to grow up in a diverse society interacting with peers and adults with very different racial and ethnic backgrounds? These are important questions to ask in order to understand young people’s life in the United States.

In Diversity and the Transition to Adulthood in America (U California Press, 2022), sociologists Phoebe Ho, Hyunjoon Park, and Grace Kao use large-scale and nationally representative data to address these important questions. The book offers a panoramic view of young people’s life in today’s increasingly diverse America. Through identifying the patterns and trends of when and how youths of different racial and ethnic backgrounds reach their life milestones, the book maps out the varying life paths of young Americans, who will play critical roles in shaping the future of this country.

In this episode, you will hear NBN host Pengfei Zhao talked with Phoebe Ho, the lead author of Diversity and the Transition to Adulthood in America. Their conversation ranges from the major findings of the book, to how these findings may inform public debates on issues related to young people, as well as how university instructors may use this book to engage students in their classrooms.

Phoebe Ho is Assistant Professor of Sociology at the University of North Texas. Her research focuses on family experiences with education and schooling in the United States, with a particular emphasis on race, ethnicity, immigrant status, and social class.
Hyunjoon Park is Korea Foundation Professor of Sociology and Director of the James Joo-Jin Kim Program in Korean Studies at the University of Pennsylvania. His research interests include social stratification, education, family, and the transition to adulthood, especially in East Asian societies.
Grace Kao is IBM Professor of Sociology and Professor of Ethnicity, Race, and Migration at Yale University. She is a past vice president of the American Sociological Association. Her research focuses on race, ethnicity, immigration, education, and youth outcomes.

Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution.

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Yi-Lin Chiang, "Study Gods: How the New Chinese Elite Prepare for Global Competition" (Princeton UP, 2022)

Tue, 11 Jul 2023 08:00:00 -0000

We understand very little about how elite individuals and families operate in everyday life to maintain their privileged statuses, as many of these status-maintaining activities are conducted out of the sight of the public, in private family settings, exclusive schools, and through privileged services.

Yi-Lin Chiang’s new book, Study Gods: How the New Chinese Elite Prepare for Global Competition (Princeton University Press, 2022), offers a rare look into this issue in the context of contemporary China. Based on solid, long-term ethnographic research, Study Gods documents the educational journeys of elite Chinese adolescents, some of whom were named “study gods” by their peers because of their effortless abilities to achieve high academic performance. Employing vivid descriptions and sophisticated analyses, Chiang has shown how these young people achieve and maintain elite status by absorbing and complying with the rules surrounding status.

In this episode, I talked with Yi-Lin Chiang about her new book, Studying Gods. You will hear not only her fascinating findings about the young generation of Chinese elite, but also behind-the-scene stories and reflections from a seasoned ethnographer, from how she interacted with these elite youths to what differs the younger generation of Chinese elites from the older ones, and why she thinks it is important to understand their elite world.

Yi-Lin Chiang is assistant professor of sociology at National Chengchi University in Taiwan. Chiang’s research focuses on educational stratification and intergenerational status transmission in greater China.

About the host: Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution.

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Adhaar Noor Desai, "Blotted Lines: Early Modern English Literature and the Poetics of Discomposition" (Cornell UP, 2023)

Tue, 04 Jul 2023 08:00:00 -0000

Almost every student that will enroll in a college Shakespeare course can expect two things. Students will have to engage with the style and themes of texts that were composed over four hundred years old. And students will have to submit a piece of original writing that is well-organized, has a fresh argument, and cites early modern sources correctly. Rarely do these two tracks of the course inform each other. Adhaar Noor Desai’s new book, Blotted Lines: Early Modern English Literature and the Poetics of Discomposition (Cornell University Press, 2023) seeks to address this disjunction. As Desai shows, the early modern archive proposed strategies and ideas about writing that students and teachers might profitably learn—and sometimes unlearn.

The innovative structure of Blotted Lines has an introduction, a coda, and five chapters that pair a topic from early modern poetics with a key writer: style (George Gascoigne), invention (Philip Sidney), revision (John Davies of Hereford), editing (Anne Southwell) and performance anxiety (William Shakespeare). After each chapter, Desai offers a brief conversational “reflection,” which offer a combination of practical teaching advice for the Shakespeare classroom and more expansive discussions about pedagogy in the twenty-first century university.

Desai is Professor of English at Bard College and is one of the co-founders of the Experimental Humanities Collaborative Network, an international project that brings together practitioners working at the intersection of technology, social justice, and creative practice. His scholarship has been published in English Literary Renaissance, Philological Quarterly, Configurations, Publicity and the Early Modern Stage, and Teaching Social Justice through Shakespeare. Blotted Lines is his first monograph.

John Yargo is Visiting Assistant Professor of English at Boston College. He earned a PhD in English literature from the University of Massachusetts Amherst, specializing in the environmental humanities and early modern culture. In 2023, his dissertation won the J. Leeds Barroll Prize, given by the Shakespeare Association of America. His peer-reviewed articles have been published or are forthcoming in the Journal for Early Modern Culture Studies, Early Theatre, Studies in Philology, and Shakespeare Studies.

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Peter L. Stiepleman, "An Imperfect Leader: Human-Centered Leadership in (after) Action" (Rowman & Littlefield, 2023)

Mon, 03 Jul 2023 08:00:00 -0000

An Imperfect Leader: Leadership in (After) Action (Rowman & Littlefield, 2023) tells the story of a superintendent from his first days to the pandemic. In each chapter, he responds to a series of questions to prompt genuine reflection. This book is structured to give leaders the tools to become predictably successful leaders. Peter Stiepleman, the 2021 Missouri Superintendent of the Year, lives and works in the Pacific Northwest. He serves as an advisor to leaders and hosts a weekly podcast where he talks to leaders across the nation.

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The War on Learning: Gaining Ground in the Digital University

Thu, 29 Jun 2023 21:27:14 -0000

Behind the lectern stands the professor, deploying course management systems, online quizzes, wireless clickers, PowerPoint slides, podcasts, and plagiarism-detection software. In the seats are the students, armed with smartphones, laptops, tablets, music players, and social networking. Although these two forces seem poised to do battle with each other, they are really both taking part in a war on learning itself. In The War on Learning, Elizabeth Losh examines current efforts to “reform” higher education by applying technological solutions to problems in teaching and learning. She finds that many of these initiatives fail because they treat education as a product rather than a process. Highly touted schemes—video games for the classroom, for example, or the distribution of iPads—let students down because they promote consumption rather than intellectual development.

Losh analyzes recent trends in postsecondary education and the rhetoric around them, often drawing on first-person accounts. In an effort to identify educational technologies that might actually work, she looks at strategies including MOOCs (massive open online courses), the gamification of subject matter, remix pedagogy, video lectures (from Randy Pausch to “the Baked Professor”), and educational virtual worlds. Finally, Losh outlines six basic principles of digital learning and describes several successful university-based initiatives. Her book will be essential reading for campus decision makers—and for anyone who cares about education and technology.

Elizabeth Losh directs the Culture, Art, and Technology Program at Sixth College at the University of California, San Diego. She is the author of Virtualpolitik: An Electronic History of Government Media-Making in a Time of War, Scandal, Disaster, Miscommunication, and Mistakes (MIT Press) and the coauthor of Understanding Rhetoric: A Graphic Guide to Writing.

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Jack Schneider and Jennifer Berkshire, "A Wolf at the Schoolhouse Door: The Dismantling of Public Education and the Future of School" (The New Press, 2023)

Wed, 28 Jun 2023 08:00:00 -0000

Across the U.S., state legislatures-often under the cover of darkness, and usually in spite of public opposition-are passing bills that channel public dollars to private schools. These voucher schemes promise to transfer billions from state treasuries to upper-income families. But that's just the start. Opponents of public schools want to dismantle the public education system entirely. Outrageous and unfounded attacks on the schools-about Critical Race Theory, "gender ideology," and "grooming"-are all part of a broader strategy to sow doubt and distrust. This is the end game.

Education historian Jack Schneider and journalist Jennifer Berkshire trace the war on public education to its origins, offering the deep backstory necessary to understand the threat presently posed to America's schools. The book also looks forward to imagine how current policy efforts will reshape the educational landscape and remake America's future.

A Wolf at the Schoolhouse Door: The Dismantling of Public Education and the Future of School (The New Press, 2023) offers readers a lively, accessible, yet scholarly view of a decades-long conservative cause: unmaking the system that serves over 90% of students in the U.S. Presenting a clear view of the ideology motivating this assault, the book also maps the future-outlining how current policy efforts will reshape the educational landscape and remake American democracy.

Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee.

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John L. Rudolph, "Why We Teach Science (and Why We Should)" (Oxford UP, 2023)

Tue, 20 Jun 2023 08:00:00 -0000

Today I talked to John L. Rudolph about his book Why We Teach Science (and Why We Should) (Oxford UP, 2023).

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Myka Kennedy Stephens, "Integrated Library Planning: A New Model for Strategic and Dynamic Planning, Management, and Assessment" (ACRL, 2023)

Mon, 19 Jun 2023 08:00:00 -0000

Many library project plans, from small projects to institution-wide strategic planning committees, follow a linear trajectory: create the plan, do the plan, then review the outcome. While this can be effective, it also sometimes leads to disregarding new information that emerges while executing the plan, making the outcome less effective. Planning processes can also feel forced and predetermined if stakeholder feedback is not seriously considered. When this happens too many times, people stop offering their honest opinions and new ideas because they have learned that the planners do not really want to hear them.

Integrated Library Planning: A New Model for Strategic and Dynamic Planning, Management, and Assessment (ACRL, 2023) offers a different kind of approach to planning that is both strategic and dynamic: fueled by open communication, honest assessment, and astute observation. Voices at the table, near the table, and far from the table are heard and considered. Its perpetual rhythm gives space to consider new information when it emerges and freedom to make changes at a time that makes sense instead of when it is most convenient or expected. The era of fixed-length strategic plans is coming to an end. Five-year strategic plans had already given way to three-year strategic plans, and now we find ourselves needing to plan and function when nothing is certain beyond the present moment.

The components of this model might look deceptively similar to the strategic planning practices used in libraries and organizations for decades; however, when implemented as a whole, with a monthly review cycle on a rolling planning horizon and space for regular analysis of information needs and behavior, it has the potential to shatter any previous notions of planning that serve only to satisfy administrators. Integrated Library Planning can help libraries effectively navigate and become agents of change.

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Olga Burlyuk and Ladan Rahbari, "Migrant Academics' Narratives of Precarity and Resilience in Europe" (Open Book Publishers, 2023)

Sat, 17 Jun 2023 08:00:00 -0000

Migrant Academics’ Narratives of Precarity and Resilience in Europe (Open Book Publishers, 2023) consists of narratives of migrant academics from the Global South within academia in the Global North. The autobiographic and autoethnographic contributions to this collection aim to decolonise the discourse around academic mobility by highlighting experiences of precarity, resilience, care and solidarity in the academic margins. The authors use precarity to analyse the state of affairs in the academy, from hiring practices to ‘culturally’ accepted division of labour, systematic forms of discrimination, racialisation, and gendered hierarchies, etc.

Building on precarity as a critical concept for challenging social exclusion or forming political collectives, the authors move away from conventional academic styles, instead adopting autobiography and autoethnography as methods of intersectional scholarly analysis. This approach creatively challenges the divisions between the system and the individual, the mind and the soul, the objective and the subjective, as well as science, theory, and art. This volume will be of interest not only to scholars within the field of migration studies, but also to instructors and students of sociology, postcolonial studies, gender and race studies, and critical border studies. The volume’s interdisciplinary approach also seeks to address university diversity officers, managers, key decision-makers, and other readers directly or indirectly involved in contemporary academia. The format and style of its contributions are wide-ranging (including poetry and creative prose), thus making it accessible and readable for a general audience.

The volume has been published open access and can be downloaded from here.

Rituparna Patgiri, PhD is an Assistant Professor of Sociology at Indraprastha College for Women, University of Delhi. She 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.

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Peter Baldwin, "Athena Unbound: Why and How Scholarly Knowledge Should Be Free for All" (MIT Press, 2023)

Wed, 14 Jun 2023 08:00:00 -0000

A clear-eyed examination of the open access movement: past history, current conflicts, and future possibilities. Open access (OA) could one day put the sum of human knowledge at our fingertips. But the goal of allowing everyone to read everything faces fierce resistance.

In Athena Unbound: Why and How Scholarly Knowledge Should Be Free for All (MIT Press, 2023), Peter Baldwin offers an up-to-date look at the ideals and history behind OA, and unpacks the controversies that arise when the dream of limitless information slams into entrenched interests in favor of the status quo. In addition to providing a clear analysis of the debates, Baldwin focuses on thorny issues such as copyright and ways to pay for “free” knowledge. He also provides a roadmap that would make OA economically viable and, as a result, advance one of humanity’s age-old ambitions. Baldwin addresses the arguments in terms of disseminating scientific research, the history of intellectual property and copyright, and the development of the university and research establishment. As he notes, the hard sciences have already created a funding model that increasingly provides open access, but at the cost of crowding out the humanities. Baldwin proposes a new system that would shift costs from consumers to producers and free scholarly knowledge from the paywalls and institutional barriers that keep it from much of the world. Rich in detail and free of jargon, Athena Unbound is an essential primer on the state of the global open access movement.

Peter Baldwin is Professor of History at UCLA, and Global Distinguished Professor at NYU.

Caleb Zakarin is the Assistant Editor of the New Books Network.

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Nate G. Hilger, "The Parent Trap: How to Stop Overloading Parents and Fix Our Inequality Crisis" (MIT Press, 2023)

Tue, 13 Jun 2023 08:00:00 -0000

Few people realize that raising children is the single largest industry in the United States. Yet this vital work receives little political support, and its primary workers--parents--labor in isolation. If they ask for help, they are made to feel inadequate; there is no centralized organization to represent their interests; and there is virtually nothing spent on research and development to help them achieve their goals. It's almost as if parents are set up to fail--and the result is lost opportunities that limit children's success and make us all worse off. In The Parent Trap: How to Stop Overloading Parents and Fix Our Inequality Crisis (MIT Press, 2023), Nate Hilger combines cutting-edge social science research, revealing historical case studies, and on-the-ground investigation to recast parenting as the hidden crucible of inequality.

Parents are expected not only to care for their children but to help them develop the skills they will need to thrive in today's socioeconomic reality--but most parents, including even the most caring parents on the planet, are not trained in skill development and lack the resources to get help. How do we fix this? The solution, Hilger argues, is to ask less of parents, not more. America should consider child development a public investment with a monumental payoff. We need a program like Medicare--call it Familycare--to drive this investment. To make it happen, parents need to organize to wield their political power on behalf of children--who will always be the largest bloc of disenfranchised people in this country.

The Parent Trap exposes the true costs of our society's unrealistic expectations around parenting and lays out a profoundly hopeful blueprint for reform.

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Timothy V. Kaufman-Osborn, "The Autocratic Academy: Reenvisioning Rule Within America's Universities" (Duke UP, 2023)

Sat, 10 Jun 2023 08:00:00 -0000

Critics of contemporary US higher education often point to the academy’s “corporatization” as one of its defining maladies. However, in The Autocratic Academy: Reenvisioning Rule Within America's Universities (Duke UP, 2023), Timothy V. Kaufman-Osborn argues that American colleges and universities have always been organized as corporations in which the power to rule is legally vested in and monopolized by antidemocratic governing boards.

This institutional form, Kaufman-Osborn contends, is antithetical to the free inquiry that defines the purpose of higher education. Tracing the history of the American academy from the founding of Harvard (1636), through the Supreme Court’s Dartmouth v. Woodward ruling (1819), and into the twenty-first century, Kaufman-Osborn shows how the university’s autocratic legal constitution is now yoked to its representation on the model of private property. Explaining why appeals to the cause of shared governance cannot succeed in wresting power from the academy’s autocrats, Kaufman-Osborn argues that American universities must now be reincorporated in accordance with the principles of democratic republicanism. Only then can the academy’s members hold accountable those chosen to govern and collectively determine the disposition of higher education’s unique public goods.

Timothy V. Kaufman-Osborn is Baker Ferguson Professor of Politics and Leadership Emeritus at Whitman College and author of From Noose to Needle: Capital Punishment and the Late Liberal State and Creatures of Prometheus: Gender and the Politics of Technology.

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Myra Strober and Abby Davisson, "Money and Love: An Intelligent Roadmap for Life's Biggest Decisions" (HarperOne, 2023)

Wed, 07 Jun 2023 08:00:00 -0000

Should we separate decisions related to love and money, approaching finance and career-related decisions solely in a rational way while relying more on our emotions in the personal domain? Perhaps it's time to start using both our heads and hearts together when making life's most significant decisions.

Myra Strober is an emerita Professor at the Schools of Education and Business at Stanford University. She also sits on the board of journal Feminist Economics and is the former president of the International Association for Feminist Economics. Abby Davisson is a social innovation leader and career development expert. She is a senior leader on global retailer Gap Inc.'s Environmental, Social, & Governance (ESG) team and is President of Gap Foundation. She is also an alumni career advisor at Stanford's Graduate School of Business.

Together they wrote the book Money and Love: An Intelligent Roadmap for Life's Biggest Decisions, exploring how to navigate life’s most consequential and daunting decisions.

Myra, Abby, and Greg discuss the importance of incorporating decision-making into an interdisciplinary curriculum at an early stage for students to equip them with the skills to make optimal strategic choices while avoiding the need to compromise their professional or personal lives.

Gregory LaBlanc is a lifelong educator with degrees in History, PPE, Business, and Law, Greg currently teaches at Berkeley, Stanford, and HEC Paris. He has taught in multiple disciplines, from Engineering to Economics, from Biology to Business, from Psychology to Philosophy. He is the host of the unSILOed podcast. unSILOed is produced by University FM.

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Mark R. Warren, "Willful Defiance: The Movement to Dismantle the School-to-Prison Pipeline" (Oxford UP, 2021)

Wed, 07 Jun 2023 08:00:00 -0000

The story of how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a movement that spread across the country.

In Willful Defiance: The Movement to Dismantle the School-to-Prison Pipeline (Oxford UP, 2021), Mark R. Warren documents how Black and Brown parents, students, and low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built an intersectional movement that spread across the country. Examining organizing processes in Mississippi, Los Angeles, Chicago, and other localities, he shows how relatively small groups of community members built the power to win policy changes to reduce suspensions and expulsions by combining deep local organizing with resources from the national movement. As a result, over the course of twenty years, the movement to combat the school-to-prison pipeline resulted in falling suspension rates across the country and began to make gains in reducing police presence in schools, especially in places where there have been sustained organizing and advocacy efforts. In documenting the struggle organizers waged to build national alliances led by community groups and people most impacted by injustice rather than Washington-based professional advocates, Warren offers a new model for movements that operate simultaneously at local, state and national levels, while primarily oriented to support and spread local organizing. In doing so, he argues for the need to rethink national social justice movements as interconnected local struggles whose victories are lifted and spread, In the end, the book highlights lessons from the school-to-prison pipeline movement for organizers, educators, policymakers and a broader public seeking to transform deep-seated and systemic racism in public schools and the broader society.

This episode's host, Laura Kelly, is an assistant professor of Educational Studies at Rhodes College.

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Athene Donald, "Not Just for the Boys: Why We Need More Women in Science" (Oxford UP, 2023)

Wed, 07 Jun 2023 08:00:00 -0000

Why are girls discouraged from doing science? Why do so many promising women leave science in early and mid-career? Why do women not prosper in the scientific workforce?

Not Just for the Boys: Why We Need More Women in Science (Oxford UP, 2023) looks back at how society has historically excluded women from the scientific sphere and discourse, what progress has been made, and how more is still needed. Athene Donald, herself a distinguished physicist, explores societal expectations during both childhood and working life using evidence of the systemic disadvantages women operate under, from the developing science of how our brains are―and more importantly aren't―gendered, to social science evidence around attitudes towards girls and women doing science.

It also discusses how science is done in practice, in order to dispel common myths: for example, the perception that science is not creative, or that it is carried out by a lone genius in an ivory tower, myths that can be very off-putting to many sections of the population. A better appreciation of the collaborative, creative, and multi-disciplinary nature of science is likely to lead to its appeal to a far wider swathe of people, especially women. This book examines the modern way of working in scientific research, and how gender bias operates in various ways within it, drawing on the voices of leading women in science describing their feelings and experiences. It argues the moral and business case for greater diversity in modern research, the better to improve science and tackle the great challenges we face today.

Athene Donald is Professor Emerita in Experimental Physics and Master of Churchill College, University of Cambridge. Other than four years postdoctoral research in the USA, she has spent her career in Cambridge, specializing in soft matter physics and physics at the interface with biology. She was the University of Cambridge's first Gender Equality Champion, and has been involved in numerous initiatives concerning women in science. She was elected Fellow of the Royal Society in 1999 and appointed DBE for services to Physics in 2010.

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Amanda Apgar, "The Disabled Child: Memoirs of a Normal Future" (U Michigan Press, 2023)

Tue, 06 Jun 2023 08:00:00 -0000

When children are born with disabilities or become disabled in childhood, parents often experience bewilderment: they find themselves unexpectedly in another world, without a roadmap, without community, and without narratives to make sense of their experiences.

Amanda Apgar's book The Disabled Child: Memoirs of a Normal Future (U Michigan Press, 2023) tracks the narratives that have emerged from the community of parent-memoirists who, since the 1980s, have written in resistance of their children's exclusion from culture. Though the disabilities represented in the genre are diverse, the memoirs share a number of remarkable similarities; they are generally written by white, heterosexual, middle or upper-middle class, ablebodied parents, and they depict narratives in which the disabled child overcomes barriers to a normal childhood and adulthood. Apgar demonstrates that in the process of telling these stories, which recuperate their children as productive members of society, parental memoirists write their children into dominant cultural narratives about gender, race, and class. By reinforcing and buying into these norms, Apgar argues, "special needs" parental memoirs reinforce ableism at the same time that they're writing against it.

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Philip Kitcher, "What's the Use of Philosophy?' (Oxford UP, 2023)

Mon, 05 Jun 2023 08:00:00 -0000

In What's the Use of Philosophy? (Oxford UP, 2023), Philip Kitcher here grapples with an essential philosophical question: what the point of philosophy is, and what it should and can be. Kitcher's portrait of the discipline is not a familiar defense of the importance of philosophy or the humanities writ large. Rather, he is deeply critical of philosophy as it is practiced today, a practice focused on narrow technical questions that are far removed from the concerns of human life. He provides a penetrating diagnosis of why exactly contemporary philosophy has come to suffer this crisis, showing how it suffers from various syndromes that continue to push it further into irrelevance. Then, taking up ideas from William James and John Dewey, Kitcher provides a positive roadmap for the future of philosophy: first, as a discipline that can provide clarity to other kinds of human inquiry, such as religion or science; and second, bringing order to people's notions of the world, dispelling confusion in favor of clarity, and helping us think through our biggest human questions and dilemmas. Kitcher concludes with a letter to young philosophers who wonder how they can align their aspirations with the hyper-professionalism expected of them.

Philip Kitcher has taught for nearly half a century at several American Universities, most recently at Columbia University in the City of New York. His work has been honored with a number of awards, including the Rescher Medal for systematic philosophy, and the Hempel Award for lifetime achievement in the Philosophy of Science. He is a Fellow of the American Academy of Arts and Sciences, a Member of the American Philosophical Society, a Fellow of the British Academy, and an Honorary Fellow of Christ's College, Cambridge.

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Embodied and Trauma-Aware Pedagogy

Mon, 05 Jun 2023 04:00:00 -0000

In this episode I sit down with Frances Garrett, a scholar of Tibetan culture, history, and language. We talk about Frances’s interests in embodiment and movement, and how her experiences as ballet dancer, surfer, and rock climber connect with her work on religion and healing. Our conversation focuses on her commitment to embodied and trauma-aware pedagogy, and how in the interest of flourishing, she engages the whole person in the learning process. Along the way, we talk about Tibetan bards, sacred mountains, and the importance of long walks.

Enjoy! And, if you want to hear from more experts on Buddhist medicine and related topics, subscribe to Blue Beryl for monthly episodes here.

Resources

Pierce Salguero is a transdisciplinary scholar of health humanities who is fascinated by historical and contemporary intersections between Buddhism, medicine, and crosscultural exchange.

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Jen Ross, "Digital Futures for Learning: Speculative Methods and Pedagogies" (Routledge, 2022)

Sun, 04 Jun 2023 08:00:00 -0000

What is the future of education? In Digital Futures for Learning: Speculative Methods and Pedagogies (Routledge, 2022), Jen Ross, a senior lecturer in digital education at the University of Edinburgh, analyses the way ideas about the future are produced and become accepted in education (and in society). This analysis is the basis for offering radical alternatives. In the educational context, the book reflects on four research projects that demonstrate the power of particular approaches- speculative methods- to engaging with digital pedagogy and research. The book has a rich theoretical engagement with a range of social and educational theory, as well as giving detailed practical guidance for educators. The detailed guidance for researchers and teachers who want to make alternative digital futures make the book essential reading for anyone interested in the future of education.

Dave O'Brien is Professor of Cultural and Creative Industries, at the University of Sheffield.

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Philip Kirby and Margaret J. Snowling, "Dyslexia: A History" (McGill-Queen's UP, 2022)

Sat, 03 Jun 2023 08:00:00 -0000

In 1896 the British physician William Pringle Morgan published an account of “Percy,” a “bright and intelligent boy, quick at games, and in no way inferior to others of his age.” Yet, in spite of his intelligence, Percy had great difficulty learning to read. Percy was one of the first children to be described as having word-blindness, better known today as dyslexia.

In Dyslexia: A History (McGill-Queen's UP, 2022), Philip Kirby and Margaret Snowling chart a journey that begins with Victorian medicine and continues to dyslexia’s current status as the most globally recognized specific learning difficulty. In an engaging narrative style, Kirby and Snowling tell the story of dyslexia, examining its origins and revealing the many scientists, teachers, and campaigners who put it on the map. Through this history they explain current debates over the diagnosis of dyslexia and its impact on learning.For those who have lived experience of dyslexia, professionals who have supported them, and scholars of social history, education, psychology, and childhood studies, Dyslexia reflects on the place of literacy in society – whom it has benefited, and whom it has left behind.

Philip Kirby is lecturer in social science, King’s College London. Margaret J. Snowling is professor of psychology, University of Oxford, and president of St John’s College.

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Educating for Solitude: A Conversation with William Deresiewicz

Wed, 31 May 2023 14:56:28 -0000

What kind of person is our education system designed to create? Best-selling author and award-winning essayist William Deresiewicz discusses the failures of our higher education system, how it mis-conditions our elite, and fails to value the humanities, as well as his latest collection of essays, The End of Solitude.

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Yang Va Lor, "Unequal Choices: How Social Class Shapes Where High-Achieving Students Apply to College" (Rutgers UP, 2023)

Tue, 30 May 2023 08:00:00 -0000

High-achieving students from socioeconomically disadvantaged backgrounds are more likely to end up at less selective institutions compared to their socioeconomically advantaged peers with similar academic qualifications. A key reason for this is that few highly able, socioeconomically disadvantaged students apply to selective institutions in the first place.

In Unequal Choices: How Social Class Shapes Where High-Achieving Students Apply to College (Rutgers University Press, 2023), Dr. Yang Va Lor examines the college application choices of high-achieving students, looking closely at the ways the larger contexts of family, school, and community influence their decisions. For students today, contexts like high schools and college preparation programs shape the type of colleges that they deem appropriate, while family upbringing and personal experiences influence how far from home students imagine they can apply to college. Additionally, several mechanisms reinforce the reproduction of social inequality, showing how institutions and families of the middle and upper-middle class work to procure advantages by cultivating dispositions among their children for specific types of higher education opportunities.

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Learning for Liberation: The Life and Legacy of Paulo Freire

Mon, 29 May 2023 08:00:00 -0000

Paulo Freire offers activists and academics everywhere a lesson in what it means to be a radical intellectual. He is known as the founder of critical pedagogy, which asks teachers and learners to understand and resist their own oppression. His subversive books have been banned and burned in many countries, including his native Brazil, where the military dictatorship of the 1960s imprisoned and then exiled him.

On this episode, we learn about Freire's life and the basics of his foundational text, Pedagogy of the Oppressed, with help from professor emeritus John Portelli. Then, we explore how Freire's legacy is still shaping our ideas of teaching and learning today. Academic/activist/artist Deborah Barndt takes us to York University's faculty of Environmental and Urban Change, which is rooted in the work of Freirean scholars. Next, we learn about how Freire's pedagogy is put into practice to advocate for disabled learners, with Marc Castrodale, a teacher, disability officer, and scholar of critical disability and Mad studies. Finally, social worker Sharon Steinhauer tells us the story of the University at Blue Quills, and how an act of Indigenous resurgence led to the beginning of a network of decolonial universities in Canada.

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Assessing Affirmative Action: A Conversation with Jason Riley

Mon, 29 May 2023 08:00:00 -0000

With the Supreme Court poised to potentially outlaw race-conscious admissions, Affirmative Action may soon be on the chopping block.

What will be the legacy of this half-century-old policy? Jason Riley, senior fellow at the Manhattan Institute and columnist at the Wall Street Journal, discusses affirmative action's impact both on the black community and the broader American education system. Riley is the author of Maverick: A Biography of Thomas Sowell and Please Stop Helping Us: How Liberals Make It Harder for Blacks to Succeed.

Riley's piece "Racial Preferences Harm Their Beneficiaries, Too" is here.

Riley's article "The College Board's Racial Pandering" is here.

Statistical evidence of the impact of racial preferences in college admissions, mentioned in the discussion is here.

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Kenji Yoshino and David Glasgow, "Say the Right Thing: How to Talk About Identity, Diversity, and Justice" (Atria Books, 2023)

Sun, 28 May 2023 08:00:00 -0000

In the current period of social and political unrest, conversations about identity are becoming more frequent and more difficult. On subjects like critical race theory, gender equity in the workplace, and LGBTQ-inclusive classrooms, many of us are understandably fearful of saying the wrong thing. That fear can sometimes prevent us from speaking up at all, depriving people from marginalized groups of support and stalling progress toward a more just and inclusive society.

Kenji Yoshino and David Glasgow, founders of the Meltzer Center for Diversity, Inclusion, and Belonging at NYU School of Law, are here to show potential allies that these conversations don't have to be so overwhelming. Through stories drawn from contexts as varied as social media posts, dinner party conversations, and workplace disputes, they offer seven user-friendly principles that teach skills such as how to avoid common conversational pitfalls, engage in respectful disagreement, offer authentic apologies, and better support people in our lives who experience bias.

Research-backed, accessible, and uplifting, Say the Right Thing: How to Talk About Identity, Diversity, and Justice (Atria Books, 2023) charts a pathway out of cancel culture toward more meaningful and empathetic dialogue on issues of identity. It also gives us the practical tools to do good in our spheres of influence. Whether managing diverse teams at work, navigating issues of inclusion at college, or challenging biased comments at a family barbecue, Yoshino and Glasgow help us move from unconsciously hurting people to consciously helping them.

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Navigating the Community College Job Market

Thu, 25 May 2023 08:00:00 -0000

What makes a community college job interview different than one at a four-year college or a university? Do you need a PhD to get hired? What are they looking for? Professor Rob Jenkins joins us to explain the hidden curriculum of navigating the community college job market, including:

How long a typical interview lasts.
What it really means when they ask you to do a job talk.
How much of your expertise they want to hear about.
Why your commitment to teaching well matters the most.
Important things not to say or do.

Our guest is: Professor Rob Jenkins, an associate professor of English at Georgia State University Perimeter College. He has spent more than 35 years in higher education, mostly at the two-year college level, where he has served as a faculty member, a department chair, an academic dean, and a program director. He writes the “Two-Year Track” columns in The Chronicle of Higher Education, and is the author of six books, including Welcome to My Classroom, and Think Better Write Better. For the past 15 years, he has led workshops on preparing for two-year college careers at research universities across the country. For more information, visit www.robjenkins.com.

Our host is: Dr. Christina Gessler, who is a historian.

Listeners to this episode may also be interested in:

The Employability Journal, by Barbara Bassot
Candid Advice for New Faculty Members, by Marybeth Gasman
Building a Career in America’s Community Colleges, by Rob Jenkins
Putting the Humanities PhD to Work, by Katina Rogers
Academic Life episode on leaving academia
Academic Life episode on moving far from home for an academic job
Academic Life episode on the long road to the dream job in academia
Academic life episode with the American Association of University Professors
Academic Life episode on the role of community colleges in higher education

Welcome to The Academic Life! Join us here each week to learn from today’s experts inside and outside the academy, and embrace the broad definition of what it truly means to live an academic life.

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May Hara and Annalee G. Good, "Teachers as Policy Advocates: Strategies for Collaboration and Change" (Teachers College Press, 2023)

Wed, 24 May 2023 08:00:00 -0000

May Hara and Annalee G. Good's Teachers as Policy Advocates: Strategies for Collaboration and Change (Teachers College Press, 2023) argues that teachers’ active participation in policy advocacy is crucial to creating a K–12 educational system that honors the needs of students, families, and communities. The authors examine obstacles to teacher involvement in policy, analyze preservice and practicing teachers' experiences, and present a model for collaborative professional development for teacher policy advocacy. Case studies are used to explore four contemporary policy areas—school safety, student assessment, public health, and digital learning—to identify what teachers know about policy, how they view their relationships to advocacy, and the impact of collaborative professional development on their beliefs and practices. This text offers pragmatic strategies for increasing teacher policy capacity and advocacy agency while simultaneously calling for systemic change at school, district, state, and national levels of policymaking. Teachers, teacher educators, researchers, and administrators can use this resource for reflection, discussion, and action with the goal of creating more effective and responsive educational policy.

Alex Tabor is a doctoral candidate in history, a government research consultant, and an experienced educator currently working with undergraduate and incarcerated adult learners.

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Money or Meaning? A Discussion on Choice and Restlessness with Ben and Jenna Storey

Tue, 23 May 2023 08:00:00 -0000

Madison Program alumni Ben and Jenna Storey discuss the philosophy of making choices and of restlessness, and critique the way universities treat those topics.

Ben and Jenna are senior fellows at the American Enterprise Institute in the Social, Cultural, and Constitutional Studies department, where they focus on political philosophy, classical schools, and higher education. Previously, they directed the Toqueville Program at Furman University in South Carolina. They are the authors of Why We Are Restless.

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Truth, Fiction, and Student Loan Forgiveness: A Conversation with Beth Akers

Mon, 22 May 2023 08:00:00 -0000

With the Biden Administration's student loan relief coming down the pike, Annika sits down with Dr. Beth Akers, a Senior Fellow at the American Enterprise Institute who specializes in higher education finance. Beth discusses the issue of student debt, and what the Biden relief plan will and will not achieve.

You can find more information about Dr. Akers and her recent writing and appearances here.

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Justine Ellis, "The Politics of Religious Literacy: Education and Emotion in a Secular Age" (Brill, 2022)

Sun, 14 May 2023 08:00:00 -0000

Religious Literacy has become a popular concept for navigating religious diversity in public life. In The Politics of Religious Literacy: Education and Emotion in a Secular Age (Brill, 2022), Justine Ellis challenges commonly held understandings of religious literacy as an inclusive framework for engaging with religion in modern, multifaith democracies. As the first book to rethink religious literacy from the perspective of affect theory and secularism studies, this new approach calls for a constructive reconsideration focused on the often-overlooked feelings and practices that inform our questionably secular age. This study offers fresh insights into the changing dynamics of religion and secularism in the public sphere.

Justine Esta Ellis received a doctorate from the University of Oxford and is the Associate Director of Columbia University’s Institute for Religion, Culture, and Public Life.

Schneur Zalman Newfield is an Assistant Professor of Sociology at Borough of Manhattan Community College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press, 2020). Visit him online at ZalmanNewfield.com.

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Locating Human Dignity in Cambodia: Prospects for Human Rights Education

Sat, 13 May 2023 08:00:00 -0000

The concept of human dignity is a foundational one within human rights discourses, and is commonly used in the context of human rights and sustainable development policies and programs. But the meaning of ‘human dignity’, and its role, have seldom been interrogated rigorously or systematically. Instead, there exists a widespread presumption of universality, despite growing evidence that the concept of human dignity can be understood in profoundly different ways in different socio-cultural and political settings. Dr Rachel Killean and Dr Natali Pearson discuss human dignity in Cambodia, and prospects for human rights education.

Dr Natali Pearson is Curriculum Coordinator at the Sydney Southeast Asia Centre, a university-wide multidisciplinary center at the University of Sydney, Australia. Her research focuses on the protection, management and interpretation of underwater cultural heritage in Southeast Asia.

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Karen Schrier, "We the Gamers: How Games Teach Ethics and Civics" (Oxford UP, 2021)

Thu, 11 May 2023 08:00:00 -0000

Ethics and civics have always mattered, but perhaps they matter now more than ever before. Recently, with the rise of online teaching and movements like #PlayApartTogether, games have become increasingly acknowledged as platforms for civic deliberation and value sharing. We the Gamers: How Games Teach Ethics and Civics (Oxford UP, 2021) explores these possibilities by examining how we connect, communicate, analyze, and discover when we play games. Combining research-based perspectives and current examples, this volume shows how games can be used in ethics, civics, and social studies education to inspire learning, critical thinking, and civic change.

We the Gamers introduces and explores various educational frameworks through a range of games and interactive experiences including board and card games, online games, virtual reality and augmented reality games, and digital games like Minecraft,Executive Command, Keep Talking and Nobody Explodes, Fortnite, When Rivers Were Trails, Politicraft, Quandary, and Animal Crossing: New Horizons. The book systematically evaluates the types of skills, concepts, and knowledge needed for civic and ethical engagement, and details how games can foster these skills in classrooms, remote learning environments, and other educational settings. We the Gamers also explores the obstacles to learning with games and how to overcome those obstacles by encouraging equity and inclusion, care and compassion, and fairness and justice.

Featuring helpful tips and case studies, We the Gamers shows teachers the strengths and limitations of games in helping students connect with civics and ethics, and imagines how we might repair and remake our world through gaming, together.

Rudolf Inderst is a professor of Game Design with a focus on Digital Game Studies at the IU International University of Applied Science, editor of “Game Studies Watchlist”, a weekly messenger newsletter about Game Culture and curator of @gamestudies at tiktok.

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Peter Felten and Leo M. Lambert, "Relationship-Rich Education: How Human Connections Drive Success in College" (Johns Hopkins UP, 2020)

Thu, 11 May 2023 04:00:00 -0000

During Leo Lambert’s 19-year tenure as president at Elon University, the institution moved from a regional college to becoming one of the U.S.’s top 100 national universities. It is consistently ranked #1 for undergraduate education, ahead of Brown and Princeton. Lambert describes the five core “Elon Experiences” and other high impact practices that have helped Elon become one of the leaders in active and engaged learning. He also discusses the other strategies that enabled Elon to advance so significantly, including: adding a law school, creating a top-ranked School of Communications, an AACSB-accredited Business School, and a new School of Health Sciences, and constructing over two-thirds of the buildings and facilities on its beautiful North Carolina campus. In Relationship-Rich Education: How Human Connections Drive Success in College (Johns Hopkins UP, 2020) he shares numerous insights from Elon and a diverse set of 16 other colleges and universities that have intentionally focused on building deep connections for students with faculty, staff and their peers.

David Finegold is the president of Chatham University.

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Bryan Alexander, "Universities on Fire: Higher Education in the Climate Crisis" (Johns Hopkins UP, 2023)

Tue, 09 May 2023 08:00:00 -0000

In Universities on Fire: Higher Education in the Climate Crisis (Johns Hopkins UP, 2023), futurist Bryan Alexander explores higher education during an age of unfolding climate crisis. Powered by real-world examples and the latest research, Alexander assesses practical responses and strategies by surveying contemporary programs and academic climate research from around the world. He establishes a model of how academic institutions may respond and offers practical pathways forward for higher education. How will the two main purposes of education—teaching and research—change as the world heats up? Alexander positions colleges and universities in the broader social world, from town-gown relationships to connections between how campuses and civilization as a whole respond to this epochal threat.

Brady McCartney is an environmental educator and the Consortium Director of the EcoLeague, an environmental education consortium currently based at Dickinson College's Center for Sustainability Education.

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Karin Chenoweth, "Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement" (Harvard Education Press, 2021)

Tue, 09 May 2023 08:00:00 -0000

In Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement (Harvard Education Press, 2021), long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement. Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts' successes, including leadership, processes, and systems.

Districts That Succeed reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture. Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts. With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, "change the path of poverty."

Host Laura Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee, where she researches and teaches about language and literacy learning and teaching in culturally and linguistically diverse educational contexts.

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The Politicization of Science: A Conversation with Dorian Abbot, Anna Krylov, David Romps, and Bernhardt Trout

Mon, 08 May 2023 14:43:26 -0000

How are hiring and admissions decisions made in the hard sciences if not by merit? What are the risks of allowing science to be politicized? Professors Dorian Abbot (University of Chicago), Anna Krylov (University of Southern California), David Romps (University of California, Berkeley), and Bernhardt Trout (Massachusetts Institute of Technology), join the show to answer these questions and others.

Resources:

Dorian Abbot "The Views That Made Me Persona Non Grata at MIT"
Yascha Mounk "Why the Latest Campus Cancellation Is Different"
Bret Stephens, "What Does a University Owe Democracy?"

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The Capitulation of MIT: A Conversation with Dorian Abbot

Fri, 05 May 2023 14:16:59 -0000

Dorian Abbot is an Associate Professor of Geophysical Sciences at the University of Chicago. The Massachusetts Institute of Technology (MIT) had invited Abbot to deliver their prestigious Carlson Lecture, but rescinded the invitation after receiving complaints about an article Abbot had written for Newsweek, titled "The Diversity Problem on Campus." In response, Princeton University's James Madison Program in American Ideals and Institutions invited Abbot to speak at the James Madison Program. He'll do so live on Zoom on October 21st, at 4:30 PM ET. Abbot joins the podcast to discuss MIT's capitulation, academic freedom in the hard sciences, and more.

Abbot's essay "The Diversity Problem on Campus" is here. Abbot's article "MIT Abandon's its Mission. And Me" is here.

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Do You Have Imposter Syndrome?

Thu, 04 May 2023 09:00:00 -0000

Why do so many students and academics worry that they are imposters? Is it normal to experience this kind of self-doubt? This episode explores:

The difference between imposter syndrome and imposter phenomenon.
How we can better understand imposter syndrome.
Why it strikes some people.
How to recognize it when it does.
Tips for helping others and ourselves.

Our guest is: Dr Darragh McCashin, who is an Assistant Professor in the School of Psychology at Dublin City University (DCU), and is interested in digital youth mental health, and clinical/forensic applications of technology. Previously, Darragh was a Marie Curie Fellow/PhD student at University College Dublin (UCD), examining technology-enabled youth mental health within the EU H2020-funded TEAM-ITN project, specifically the role of technology-assisted cognitive behavioural therapy for children using mixed methodologies. A second strand to Darragh’s research is that of forensic/criminal psychology. With an MSc in Applied Forensic Psychology (University of York), Darragh has previously worked as an Associate Lecturer and Research Assistant in the Online-Protect research group at the University of Lincoln case formulation tools for those with convictions for internet sexual offences.

With respect to policy-making, Darragh is currently the taskforce leader for Mental Health of Researchers within the Policy Working Group of the Marie Curie Alumni Association (MCAA), and co-founded the researcher mentoring programme Referent. Darragh also sits on two COST Actions: Researcher Mental Health Observatory (CA19117; Working Group Chair), and the European Network for Problematic Usage of the Internet (CA16207; management committee member for Ireland).

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

How We Show Up: Reclaiming Family, Friendship and Community, by Mia Birdsong
It’s a Wonderful Life: Insights on Finding a Meaningful Existence, by Frank Martela
Set Boundaries, Find Peace: A Guide to Reclaiming Yourself, by Nedra Glover Tawwab
The Rejection That Saved My Life, by Jessica Bacal
The Academic Life podcast on belonging and the science of creating connection and bridging divides
The Academic Life podcast Dealing With Rejection
The Academic Life podcast On The Museum of Failure

Welcome to The Academic Life! On the Academic Life channel we are inspired and informed by today’s knowledge-producers, working inside and outside the academy. Find us on Twitter: @AcademicLifeNBN.

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Parenting and Mindfulness

Thu, 04 May 2023 08:00:00 -0000

Today I sat down with Nadia Davis to discuss parenting and mindfulness. Nadia is the author of Home Is Within You: A Memoir of Recovery and Redemption (Girl Friday Books, 2021).

Nadia Davis is the mother of three sons, a writer, attorney, kundalini yoga teacher and former executive director and elected official.

She graduated from U.C.L.A. with a degree in Sociology and Specialization in Juvenile Justice, Loyola Law School with a Doctorate, and has received numerous state and national awards for her work improving the lives of others, including the John F. Kennedy Jr. Public Service Award, National Womens' Political Caucus Woman of the Year, and Hispanic Woman of the Year L.U.L.A.C. Her journey of recovery from childhood and adult trauma, a near death car accident, chronic pain, public shaming, addiction and mental health is an inspiration to many. She shows readers a way out of darkness into connection with their infinite true selves and our home within. Nadia lives in Southern California happily co-parenting her three sons. For more information, please visit her website.

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Locke, Tocqueville, and Civic Education: A Conversation with Jeffrey Sikkenga

Wed, 03 May 2023 08:00:00 -0000

Why is education so important in a democracy? Are democracies capable of producing the citizens they need? What do John Locke and Alexis de Tocqueville have to teach us about education in a liberal democracy? Jeffrey Sikkenga, Executive Director of the Ashbrook Center, joins Madison's Notes to answer these questions and more.

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Free Speech 69: Campus Misinformation with Bradford Vivian

Tue, 02 May 2023 08:00:00 -0000

State censorship and cancel culture, trigger warnings and safe spaces, pseudoscience, First Amendment hardball, as well as orthodoxy and groupthink: universities remain a site for important battles in the culture wars. What is the larger meaning of these debates? Are American universities at risk of conceding to mobs and cuddled “snowflake” students and sacrifice the hallowed values of free speech and academic inquiry? Bradford Vivian examines the heated debates over campus misinformation as a language unto itself that confirms existing notions and often provides simple explanations for complex shared problems. In his book, Campus Misinformation: The Real Threat to Free Speech in American Higher Education (Oxford UP), he shows how the free speech crisis on US college campuses has been manufactured through misinformation, distortion, and political ideology, and how campus misinformation is a threat not only to academic freedom but also to civil liberties in US society writ large.

In our conversation, Bradford explained how campus speech crises are used – and also how faculty, administrators, students and others can recognize recurring patterns and properly respond, for example to distinguish between abuses of scientific evidence and sound scientific claims in public argument. Bradford Vivian is a professor in the Department of Communication Arts and Sciences at Pennsylvania State University. His research and teaching focuses on theories of rhetoric (or the art of persuasion) and public controversies over memory, history, speech and other issues. Among his books are Commonplace Witnessing: Rhetorical Invention, Historical Remembrance, and Public Culture (Oxford University Press), Public Forgetting: The Rhetoric and Politics of Beginning Again (Penn State Press) and Being Made Strange: Rhetoric beyond Representation (SUNY Press). He is also co-editor, with Anne Teresa Demo, of Rhetoric, Remembrance, and Visual Form: Sighting Memory (Routledge). He has been awarded a National Endowment for the Humanities Summer Stipend and, from the National Communication Association, the James A. Winans-Herbert A. Wichelns Award for Distinguished Scholarship in Rhetoric and Public Address, the Critical/Cultural Studies Division Book of the Year Award, and the Karl R. Wallace Memorial Award.

Uli Baer teaches literature and photography as University Professor at New York University. A recipient of Guggenheim, Getty and Humboldt awards, in addition to hosting "Think About It” he hosts (with Caroline Weber) the podcast "The Proust Questionnaire” and is Editorial Director at Warbler Press. Email ucb1@nyu.edu; Twitter @UliBaer.

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Rachel Dunn et al., "What Is Legal Education For?" (Routledge, 2022)

Tue, 02 May 2023 08:00:00 -0000

This book delves deep into the question of what is legal education for? Who does it serve, and how, as educators can we reflect on what we deliver in the law classroom? In answering this question, What is Legal Education For? Re-assessing the Purposes of Early Twenty-First Century Learning and Law Schools (Routledge 2022), editors Dr Rachel Dunn, Professor Paul Maharg and Dr Victoria Roper bring together a collection that grew out of a Modern Law Review Seminar, which celebrated the works of Peter Birks' earlier collection, Pressing Problems in the Law: What is the Law School for? (1996). What is fascinating about this collection is that each chapter offers a unique lens of analysis to consider the role of legal education in society, from the perspective of lawyers, educators and students. We had a really great discussion which considers the challenges that legal educators face, specially with regard to the increasing corporatisation of law schools and what this means both from an international perspective, and also for students from minority backgrounds. This book will be useful for anyone interested in law, law teaching and lawyering, and marks an essential contribution in the evolution of legal pedagogy.

Jane Richards is a doctoral student at the University of Hong Kong. You can find her on twitter where she follows all things related to human rights and Hong Kong politics @JaneRichardsHK.

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Defending Academic Freedom: A Conversation with Keith Whittington

Mon, 01 May 2023 13:52:24 -0000

What is academic freedom for? What are the greatest threats to academic freedom today? Should Critical Race Theory be taught on college campuses? What about in K-12 classrooms? Keith Whittington, Chairman of the Academic Freedom Alliance's Academic Committee and the William Nelson Cromwell Professor of Politics at Princeton University, joins the show to answer these questions and discuss the work of the Academic Freedom Alliance.

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Book Talk 59: Reading the Classics with Louis Petrich

Mon, 01 May 2023 08:00:00 -0000

Why read the Classics, and how to do it best? Louis Petrich teaches at St. John’s College, the third-oldest college and “the nation's most contrarian college” (according to the New York Times, meant as a compliment). St. John’s takes a remarkable approach to the liberal arts: students and teachers read and discuss 3,000 years of Great Books over four years, all via primary readings without disciplinary boundaries. Louis Petrich and I talked about teaching and reading Classic Books as a means of deepening rather than resolving the mystery of who we are, what we do, and how best to engage the world around us. St. John’s offers the series Continuing the Conversation with professors where “questions are more important than answers,” which is a natural companion to Think About It.

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James Hibbard, "The Art of Cycling: Philosophy, Meaning, and a Life on Two Wheels" (Pegasus Books, 2023)

Sat, 29 Apr 2023 08:00:00 -0000

Interweaving a deeply personal narrative of elite-level cycling and mental health struggles with an evocative history of Western philosophy from Plato to the Existentialists, The Art of Cycling: Philosophy, Meaning, and a Life on Two Wheels (Pegasus Books, 2023) explores the limits of rationality and how the visceral, embodied nature of sport ultimately has the potential to redeem us from the painful, locked-in isolation of our own heads.

In the tradition of philosophical road trip titles like Zen and the Art of Motorcycle Maintenance and On the Road, The Art of Cycling turns a critical eye towards our increasingly disconnected digital lives --showing how re-engaging with the material world can breathe new vitality into everyday existence and serve as a countervailing force against the sense of detachment which has come to characterize modern life for so many.

A former professional cyclist, James Hamilton Hibbard studied philosophy at The University of California, Santa Cruz and DePaul University. He has received grants and been selected for workshops by PEN America and Tin House. Also a screenwriter, James' first feature film is currently being developed. He lives with his wife and son in Northern California.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Helle Strandgaard Jensen, "Sesame Street: A Transnational History" (Oxford UP, 2023)

Fri, 28 Apr 2023 08:00:00 -0000

Peter C. Kunze is a visiting assistant professor of communication at Tulane University.

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Ph.D. Employability: Struggles and Solutions

Thu, 27 Apr 2023 08:00:00 -0000

What happens when jobs in academia are scarce, and few of the descriptions of jobs outside academia seem like a fit? How can graduates find the right job for them, whether it’s inside academia or far afield? This episode explores:

Ways to explain your skills and expertise so an employer sees you as a good match for them.
Tips for reframing how graduate students talk about themselves and their research.
How advisors can encourage graduates to explore a wider range of jobs.
A discussion of the book chapter “Beyond the Data: Navigating the Struggles of Post-PhD Employability,” in The Sage Handbook of Graduate Employability.

Our guest is: Dr. Holly Prescott, who is a career guidance practitioner specializing in working with postgraduate researchers (graduate students/ PhDs). She completed a PhD in Literature and Cultural Geography at the University of Birmingham (UK) in 2011. Since then, she has gained ten years' experience in postgraduate student recruitment, admissions, and careers support. Holly also holds a PGDip (QCG) in Career Guidance from Coventry University (UK) and the Career Development Institute, and is a Fellow of the Higher Education Academy. She is currently the Careers Adviser for Postgraduate Researchers at the University of Birmingham (UK). Holly is particularly passionate about developing Postgraduate Researchers' awareness of career routes beyond and adjacent to academic research, helping them to make transitions into meaningful careers. This led her to found the PhD careers blog ‘PostGradual’ (www.phd-careers.co.uk). Holly lives with a rare autoimmune eye condition called AZOOR which causes visual field defects, and outside of work she volunteers for the British sight loss charity RNIB. She is also Assistant Artistic Director of Ottisdotter Theatre Company based in London. She is the author of “Beyond the Data: Navigating the Struggles of Post-PhD Employability,” in The Sage Handbook of Graduate Employability.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

The Employability Journal, by Barbara Bassot
Leaving Academia: A Practical Guide, by Christopher L. Caterine
Candid Advice for New Faculty Members, by Marybeth Gasman
Putting the Humanities PhD to Work: Thriving in and beyond the Classroom, by Katina Rogers
Going Alt-Ac: A Guide to Alternative Academic Careers, by Kathryn Linder, Keven Kelly, and Thomas Tobin
The Connected PhD podcast episode, part one
Academic Life podcast episode on Hope for the Humanities PhD
Academic Life podcast on Leaving Academia

Welcome to The Academic Life! Join us here each week, to learn from experts inside and outside the academy, and embrace the broad definition of what it means to lead an academic life.

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Rachael Gabriel, "How Education Policy Shapes Literacy Instruction" (Palgrave MacMillan, 2022)

Wed, 26 Apr 2023 08:00:00 -0000

Reading instruction is the most legislated area of education and the most frequently referenced metric for measuring educational progress. This book, How Education Policy Shapes Literacy Instruction: Understanding the Persistent Problems of Policy and Practice (Palgrave Macmillan, 2022), edited by Rachael Gabriel, traces the trajectories of policy issues with direct implications for literacy teaching, learning, and research in order to illustrate the dynamic relationships between policy, research, and practice as they relate to perennial issues such as: retention in grade, remediation, intervention, instruction for English learners, early literacy instruction, coaching, and leadership. Using policy documents and peer-reviewed articles published from the 1960s to the present, the editor and authors illustrate how issues were framed, what was at stake, and how policy solutions to persistent questions have been understood over time. In doing so, the book links a generation of scholars with research that illustrates trajectories of development for ideas, strategies, and solutions.

Laura Beth Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee.

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Transforming the Pennsylvania State System of Higher Education (PASSHE)

Wed, 26 Apr 2023 08:00:00 -0000

We have an engaging discussion with Dr. Dan Greenstein, who in 2018 left the Gates Foundation, where he led the Post-Secondary program, to become the Chancellor for the PASSHE system. He knew he was taking on a great challenge with a system that had seen enrollment decline over the prior decade from a peak of 120,000 to fewer than 90,000 students. He was able to garner the necessary political support for a major transformation of the system, starting with financial stabilization by taking out $300 million in costs while freezing tuition for 4 consecutive years. This was followed by a system redesign, integrating sets of 3 independent institutions in the Western and Eastern parts of Pennsylvania into two new universities: West Penn and Commonwealth University. He shares lessons from this reform effort that will be part of a forthcoming book.

David Finegold is the president of Chatham University.

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Nancy K. Miller and Tahneer Oksman. "Feminists Reclaim Mentorship" (SUNY Press, 2023)

Wed, 26 Apr 2023 08:00:00 -0000

Mentorship continues to loom large in stories about women's work and personal lives-- sometimes for the better, but often for the worse. If mentors can nurture and support, they can also bitterly disappoint, reproducing the hardships they once suffered and reinforcing the same old hierarchies and inequities. The stories gathered in Feminists Reclaim Mentorship (SUNY Press, 2023) challenge our fundamental assumptions about mentorship, illuminating the obstacles that make it difficult to connect meaningfully and ethically while reimagining the possibilities for reciprocity.

Does mentorship require sameness? Might we find more inventive, collaborative ways to bond than the traditional top-down model of mentoring? Drawing on their experiences in academia, creative writing, publishing, and journalism, the volume's editors, Nancy K. Miller and Tahneer Oksman, and their twenty-six contributors collectively strive for relationships that acknowledge differences alongside the importance of common bonds. Feminists Reclaim Mentorship will resonate across workspaces and arrives at a moment when the need to form feminist connections within and between generations couldn't feel more urgent.

Host Annie Berke sits down with Drs. Miller and Oksman, as well as contributor Dr. Elizabeth Alsop, to discuss the origins of this anthology, the biggest myths behind mentorship, and what mentors and mentees owe to one another.

Nancy K. Miller is Distinguished Professor of English and Comparative Literature at The Graduate Center of the City University of New York. Her many books include My Brilliant Friends: Our Lives in Feminism; Breathless: An American Girl in Paris; What They Saved: Pieces of a Jewish Past; and But Enough About Me: Why We Read Other People's Lives.

Tahneer Oksman is Associate Professor of Academic Writing at Marymount Manhattan College. She is the author of "How Come Boys Get to Keep Their Noses?" Women and Jewish American Identity in Contemporary Graphic Memoirs and coeditor (with Seamus O'Malley) of The Comics of Julie Doucet and Gabrielle Bell: A Place Inside Yourself. She reviews memoirs, graphic novels, and comics for NPR and The Washington Post.

Elizabeth Alsop is Assistant Professor of Communication and Media at the CUNY School of Professional Studies, and affiliated faculty in the M.A. in Liberal Studies program at the CUNY Graduate Center. She is the author of Making Conversation in Modernist Fiction (Ohio State UP, 2019) and a number of scholarly essays on 20th-century fiction, film and television aesthetics, and contemporary TV storytelling. Her cultural criticism has appeared in The Atlantic, The Los Angeles Review of Books, Salon, and The New York Times Magazine. She is currently writing a book on the films of Elaine May.

Annie Berke is the Film Editor at the Los Angeles Review of Books and author of Their Own Best Creations: Women Writers in Postwar Television (University of California Press, 2022). Her scholarship and criticism has been published in Feminist Media Histories, Public Books, Literary Hub, and Ms.

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Scott Newstok, "How to Think Like Shakespeare: Lessons from a Renaissance Education" (Princeton UP, 2020)

Sun, 23 Apr 2023 08:00:00 -0000

How to Think Like Shakespeare: Lessons from a Renaissance Education (Princeton UP, 2020) offers a short, spirited defense of rhetoric and the liberal arts as catalysts for precision, invention, and empathy in today's world. The author, a professor of Shakespeare studies at a liberal arts college and a parent of school-age children, argues that high-stakes testing and a culture of assessment have altered how and what students are taught, as courses across the arts, humanities, and sciences increasingly are set aside to make room for joyless, mechanical reading and math instruction. Students have been robbed of a complete education, their imaginations stunted by this myopic focus on bare literacy and numeracy.

Education is about thinking, Newstok argues, rather than the mastery of a set of rigidly defined skills, and the seemingly rigid pedagogy of the English Renaissance produced some of the most compelling and influential examples of liberated thinking. Each of the fourteen chapters explores an essential element of Shakespeare's world and work, aligns it with the ideas of other thinkers and writers in modern times, and suggests opportunities for further reading. Chapters on craft, technology, attention, freedom, and related topics combine past and present ideas about education to build a case for the value of the past, the pleasure of thinking, and the limitations of modern educational practices and prejudices.

Scott Newstok is professor of English and founding director of the Pearce Shakespeare Endowment at Rhodes College. A parent and an award-winning teacher, he is the author of Quoting Death in Early Modern England and the editor of several other books. He lives in Memphis, Tennessee.

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Shelly M. Jones, "Women Who Count: Honoring African American Women Mathematicians" (American Mathematical Society, 2019)

Sun, 16 Apr 2023 08:00:00 -0000

African-Americans and women are increasingly visible in professional mathematical institutions, organizations, and literature, expanding our mental models of the mathematics community. Yet early representation also matters: We begin building these models as soon as we begin seeing and doing mathematics, and they can be slow to adapt. In her wonderful activity book Women Who Count: Honoring African American Women Mathematicians (MAA Press, 2019), Dr. Shelly Jones invites children, and their parents and educators, to immerse themselves in the lives and deeds of Black women mathematicians.

The 29 profiles trace back to "the Firsts" in their fields, such as early PhD awardee Evelyn Boyd Granville; the "Pioneers" of emerging fields and programs, including ethnomathematics co-founder Gloria Gilmer; through "Unhidden Figures" like Dorothy Johnson Vaughan of recent biopic fame; and to "Contemporary Firsts" who are living, working, and opening new doors today. Along with their mathematical contributions, Dr. Jones shares details of these mathematicians' early lives, their hobbies and interests, and how they have been shaped by and in turn shaped their communities. Each mini-biography introduces a whole person whom readers new to mathematics can relate to and be inspired by.

Each profile is accompanied by a pencil-and-paper activity that brings to life the some part of their story. Some are classics, including word searches and I-Spy, while others introduce readers to mathematical and educational concepts explored by their subjects—coloring tessellations, for example, or solving equations to decode messages. The text and activities are targeted to grades 3–8, and are ideal for elementary and middle school classrooms.

In our conversation, Dr. Jones described how she conceived the book, assembled the stories and activities, and connected with illustrator Veronica Martins. I came away with a richer perspective on the state of the field for aspiring mathematicians—in addition to a perfect gift for my second-grade nephew.

Suggested companion works:

Dr. Shelly M. Jones is a Professor of Mathematics Education at Central Connecticut State University. She has been an educator for 30 years and currently teaches undergraduate mathematics content and methods courses for pre-service teachers as well as graduate level mathematics content, curriculum and STEM courses for in-service teachers. Dr. Jones serves her community by working with various professional and community organizations. You can see her CCSU TEDx talk on YouTube where she talks about culturally relevant mathematics. She is also a contributing author to The Brilliance of Black Children in Mathematics: Beyond the Numbers and Toward a New Discourse and co-author of Engaging in Culturally Relevant Math Tasks: Fostering Hope.

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Di Luo, "Beyond Citizenship: Literacy and Personhood in Everyday China, 1900-1945" (Brill, 2022)

Sun, 16 Apr 2023 08:00:00 -0000

Beyond Citizenship: Literacy and Personhood in Everyday China, 1900-1945 (Brill, 2022) focuses on the role of literacy in building a modern nation-state by examining the government provision of adult literacy training in early twentieth-century China. Based on untapped archives and diaries, Di Luo uncovers people’s strategic use of literacy and illiteracy in social interactions and explores the impact of daily experiences on the expansion of state power. Highlighting interpersonal and intergroup relations, Beyond Citizenship suggests a new methodology of studying literacy which foregrounds the agentive role of historical actors and so moves away from a more traditional approach that treats literacy itself as the key factor enabling social change.

Dr. Yi Ren is a lecturer in the Department of History at the University of Pennsylvania.

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Simon Strange, "Blank Canvas: Art School Creativity and the Development of Punk, Post Punk and New Wave Music" (Intellect, 2023)

Sat, 08 Apr 2023 08:00:00 -0000

In Blank Canvas: Art School Creativity From Punk to New Wave (Intellect Publishing, 2022), Simon Strange explores the relationship between art and music within education in the United Kingdom. Strange examines the diverse range of people who broke down the barriers between art, life, and the creative self. He looks at art school Britain in the 1960s and ’70s, a hotbed of experimental DIY creativity that blurred the lines between art and music. Tracing lines from the Bauhaus “blank slate” through the white heat of the Velvet Underground and the cutting edge of the Slits, Blank Canvas draws on interviews with giants of the genre across the spectrums of music, gender, and race, from Brian Eno to Pauline Black, Cabaret Voltaire to Gaye Advert. What emerges is a portrait of the era as an eclectic range of musical styles and cultures fused, erupting into a diverse flow of outspoken originality. Providing a framework for creativity within the arts and education, the book illuminates a path for the cultural evolution of both musicians and artists hoping to create the future.

Rebekah Buchanan is a Professor of English and Director of English Education at Western Illinois University. Her research focuses on feminism, activism, and literacy practices in youth culture, specifically through zines and music.

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Antero Garcia, "All through the Town: The School Bus as Educational Technology" (U Minnesota Press, 2023)

Thu, 06 Apr 2023 08:00:00 -0000

Everyone knows the yellow school bus. It’s been invisible and also omnipresent for a century. Dr. Antero Garcia shows how the U.S. school bus, its form unaltered for decades, is the most substantial piece of educational technology to ever shape how schools operate. As it noisily moves young people across the country every day, the bus offers the opportunity for a necessary reexamination of what “counts” as educational technology.

Particularly in light of these buses being idled in pandemic times, All through the Town: The School Bus as Educational Technology (University of Minnesota Press, 2023) questions what we take for granted and what we overlook in public schooling in America, pushing for liberatory approaches to education that extend beyond notions of school equity.

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Gay on God's Campus: Mobilizing for LGBT Equality at Christian Colleges and Universities

Thu, 06 Apr 2023 08:00:00 -0000

Today’s book is: Gay on God's Campus: Mobilizing for LGBT Equality at Christian Colleges and Universities (UNC Press, 2018), by Jonathan Coley. Although the LGBT movement has made rapid gains in the United States, LGBT people continue to face discrimination in faith communities. In this book, sociologist Jonathan S. Coley documents why and how student activists mobilize for greater inclusion at Christian colleges and universities. Drawing on interviews with student activists at a range of Christian institutions of higher learning, Dr. Coley shows that students, initially drawn to activism because of their own political, religious, or LGBT identities, are forming direct action groups that transform university policies, educational groups that open up campus dialogue, and solidarity groups that facilitate their members’ personal growth. He also shows how these LGBT activists apply their skills and values after graduation in subsequent political campaigns, careers, and family lives, potentially serving as change agents in their faith communities for years to come. Dr. Coley’s findings shed light on a new frontier of LGBT activism and challenge prevailing wisdom about the characteristics of activists, the purpose of activist groups, and ultimately the nature of activism itself. Gay on God’s Campus won the 2018 Stanford M. Lyman Distinguished Book Award, from the Mid-South Sociological Association. For more information about this project’s research methodology and theoretical grounding, please visit http://jonathancoley.com/book

Our guest is: Dr. Jonathan Coley, an Associate Professor of Sociology at Oklahoma State University and Deputy Editor of The Sociological Quarterly. His research focuses on social movements, politics, religion, education, gender and sexuality, and race and ethnicity. His current research projects examine LGBTQ activism at Christian colleges and universities; the presence of political, religious, and social activist groups at U.S. colleges and universities (with Dhruba Das, Gabby Gomez, Jericho McElroy, and Jessica Schachle); local-level church-state relations in the United States (with Gary Adler, Damon Mayrl, and Rebecca Sager); and LGBTQ faith leaders in the United States (with Joseph Anthony). His research has been published in American Journal of Sociology, Social Forces, Sociological Forum, Mobilization, Sociology of Religion, and Sociology of Education. He is the author of Gay on God's Campus: Mobilizing for LGBT Equality at Christian Colleges and Universities.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

Progressive Evangelicals and the Pursuit of Social Justice, by Brantley Gasaway
From Single to Serious: Relationships, Gender, and Sexuality on American Evangelical Campuses, by Dana Malone
Queer Faith: Reading Promiscuity and Race in the Secular Love Tradition, by Melissa Sanchez

Reforming Sodom: Protestants and the Rise of Gay Rights, by Heather White

The Queer Faith page at Union Theological Seminary This podcast on feminism and fierceness in the Bible

Welcome to The Academic Life! Join us each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today’s knowledge-producers working inside and outside the academy.

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Lost in Thought: A Conversation with Zena Hitz

Wed, 05 Apr 2023 14:14:21 -0000

What are the "great books"? What makes them great? Is the cultivation of an intellectual life especially important to citizens of a democratic republic? Zena Hitz, Tutor at St. John's College, joins the show to discuss all this and more!

You can buy Hitz's book Lost in Thought here.

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The Connected PhD, Part Three

Tue, 04 Apr 2023 08:00:00 -0000

How can a PhD program pivot from a professoriate-apprenticeship system, to one that is mindful of students’ post-grad career goals? This episode completes our three-part series on The Connected PhD, and explores:

The positive effect on professors when their graduate students can prepare for multiple career options.
How speaking one-on-one with students helped one program reexamine what “support” is, and what it needs to be.
The importance of restructuring PhD timelines.
Why the future of humanities PhD programs matters.

Our guest is: Dr. Ulka Anjaria, who teaches and researches South Asian literature and film. She is the author many articles and books, including Realism in the Twentieth-Century Indian Novel: Colonial Difference and Literary Form (Cambridge University Press, 2012); Reading India Now: Contemporary Formations in Literature and Popular Culture (Temple University Press, 2019); and Understanding Bollywood: The Grammar of Hindi Cinema, First Edition (Routledge, 2021). She is a professor of English, and the director of the Mandel Center for the Humanities at Brandeis University.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

Managing Your Mental Health During Your PhD: A Survival Guide, by Zoe Ayers
Being Well in Academia: Ways to Feel Stronger, Safer and More Connected, by Petra Boynton
The Field Guide to Grad School, by Jessica McCrory Calarco
Degrees of Difference: Reflections of Women of Color on Graduate School, by Kimberly McKee and Denise Delgado, eds.
Your PhD Survival Guide: Planning, Writing, and Succeeding in Your Final Year, by Katherine Firth. Liam Connell, and Peta Freestone
Putting the Humanities PhD to Work: Thriving in and beyond the Classroom, by Katina Rogers
The Field Guide to Grad School podcast
This podcast on protecting your wellbeing in graduate school
This podcast on finding good alt-ac jobs
The Connected PhD Part One
The Connected PhD Part Two

Welcome to the Academic Life, where we are inspired and informed by today’s knowledge-producers working inside and outside the academy. Missed any episodes? You’ll find over 150 of the Academic Life podcast episodes archived and freely available to you on the New Books Network website.

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School Authority, Parents' Rights: Rita Koganzon on Early Modern Education

Thu, 30 Mar 2023 08:00:00 -0000

Americans have always had mixed emotions about schooling: in popular literature and television, teachers are often depicted as tyrannical authorities, even as in classroom settings they often try to style themselves as "friends." Dr. Rita Koganzon, professor of political science at the University of Houston, discusses the history of the idea of authority in education, dwelling on Enlightenment thinkers like Locke, Rousseau, and Bodin. Along the way, she covers contemporary issues like homeschooling and parents' rights, and how attitudes towards those concepts have changed from the Early Modern period to the present.

Koganzon is the author of Liberal States, Authoritarian Families: Childhood and Education in Early Modern Thought (Oxford UP, 2021). Also see her recent article "There Is No Such Thing as a Banned Book: Censorship, Authority, and the School Book Controversies of the 1970s."

Annika Nordquist is the Communications Coordinator of Princeton University’s James Madison Program in American Ideals and Institutions and host of the Program’s podcast, Madison’s Notes.

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School Authority, Parents' Rights: Rita Koganzon on Early Modern Education

Thu, 30 Mar 2023 08:00:00 -0000

Annika Nordquist is the Communications Coordinator of Princeton University’s James Madison Program in American Ideals and Institutions and host of the Program’s podcast, Madison’s Notes.

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Joyce Kinkead, "A Writing Studies Primer" (Broadview Press, 2022)

Tue, 28 Mar 2023 08:00:00 -0000

Dr. Joyce Kinkead, Distinguished Professor of English at Utah State University discusses her recent book, A Writing Studies Primer (Broadview Press. 2022). A Carnegie Foundation/CASE US Professor of the Year, Professor Kinkead’s primary scholarly areas are in Writing Studies and Undergraduate Research. She has brought a tremendous amount of her expertise in undergraduate research, writing, and composition to the forefront of A Writing Studies Primer.

Writing is omnipresent in our lives, yet we rarely stop and consider its history and material culture. This volume introduces student readers to the development of writing across time and societies. The book incorporates autoethnography and asks readers to consider writing histories, influences, processes, and tools in their own lives. Designed for composition courses with a Writing about Writing focus or courses in writing studies, A Writing Studies Primer is a unique introduction to writing through its material culture.

Dr. Julia M. Gossard is Associate Dean for Research in the College of Humanities and Social Sciences and Associate Professor of History at Utah State University.

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Reinhold Martin, "Knowledge Worlds: Media, Materiality, and the Making of the Modern University" (Columbia UP, 2021)

Sat, 25 Mar 2023 08:00:00 -0000

What do the technical practices, procedures, and systems that have shaped institutions of higher learning in the United States, from the Ivy League and women’s colleges to historically black colleges and land-grant universities, teach us about the production and distribution of knowledge? Addressing media theory, architectural history, and the history of academia, Knowledge Worlds: Media, Materiality, and the Making of the Modern University (Columbia UP, 2021) reconceives the university as a media complex comprising a network of infrastructures and operations through which knowledge is made, conveyed, and withheld.

Reinhold Martin argues that the material infrastructures of the modern university—the architecture of academic buildings, the configuration of seminar tables, the organization of campus plans—reveal the ways in which knowledge is created and reproduced in different kinds of institutions. He reconstructs changes in aesthetic strategies, pedagogical techniques, and political economy to show how the boundaries that govern higher education have shifted over the past two centuries. From colleges chartered as rights-bearing corporations to research universities conceived as knowledge factories, educating some has always depended upon excluding others. Knowledge Worlds shows how the division of intellectual labor was redrawn as new students entered, expertise circulated, science repurposed old myths, and humanists cultivated new forms of social and intellectual capital. Combining histories of architecture, technology, knowledge, and institutions into a critical media history, Martin traces the uneven movement in the academy from liberal to neoliberal reason.

Nushelle de Silva is a PhD candidate in the Department of Architecture at the Massachusetts Institute of Technology. Her work examines museums and exhibitions, and how the dissemination of visual culture is politically mediated by international organizations in the twentieth century.

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Education in the World not of the World

Thu, 23 Mar 2023 08:00:00 -0000

Rich Meyer, president of JSerra High School—named for St. Junípero Serra, the ‘Apostle of California’—in Southern California, discusses what is working in Catholic education today. He and I are both fathers and teachers; and I ask him about his philosophy and his school’s approach about social media and some of the contentious cultural issues of our day. How do we help our children find sure footing on the right path and what is the correct balance of order and freedom, of justice and grace?

JSerra High School website.
JSerra High School podcast: Unplugged.

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Megan Swift, "Picturing the Page: Illustrated Children’s Literature and Reading under Lenin and Stalin" (U Toronto Press, 2020)

Mon, 20 Mar 2023 09:00:00 -0000

Based on sources from rare book libraries in Russia and around the world, Picturing the Page: Illustrated Children’s Literature and Reading under Lenin and Stalin (U Toronto Press, 2020) offers a vivid exploration of illustrated children’s literature and reading under Lenin and Stalin – a period when mass publishing for children and universal public education became available for the first time in Russia. By analyzing the illustrations in fairy tales, classic "adult" literature reformatted for children, and war-time picture books, Megan Swift elucidates the vital and multifaceted function of illustrated children’s literature in repurposing the past.

Picturing the Page demonstrates that while the texts of the past remained fixed, illustrations could slip between the pages to mediate and annotate that past, as well as connect with anti-religious, patriotic, and other campaigns that were central to Soviet children’s culture after the 1917 Revolution.

Megan Swift is an associate professor of Russian Studies at the University of Victoria and author of Picturing the Page: Illustrated Children’s Literature and Reading under Lenin and Stalin (University of Toronto Press, 2020).

Polina Popova is a Ph.D. student at the history department of the University of Illinois at Chicago.

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Liz Curran, "Better Law for a Better World: New Approaches to Law Practice and Education" (Routledge, 2021)

Mon, 20 Mar 2023 08:00:00 -0000

In Better Law for a Better World: New Approaches to Law Practice and Education (Routledge, 2021) I spoke with Dr Liz Curran about the urgent need for innovation in law, legal practice, and legal education. In her book, she challenges the adversarial and hierarchical nature of the legal system, to uncover the harms that these processes and systems cause by the failure to recognise the person behind the legal problem. Drawing on both quantitive and qualitative research, and also her own wealth of experience as a practitioner and educator, Dr Curran offers insights into the way that the legal system fails the most vulnerable. However, the book, is not without hope; it offers models of better practice, and space for further research provide the incentive and innovation necessary to create better law for a better world.

Dr Liz Curran is an Associate Professor in the School of Law at Nottingham Trent University.

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Hilary Falb Kalisman, "Teachers as State-Builders: Education and the Making of the Modern Middle East" (Princeton UP, 2022)

Wed, 15 Mar 2023 08:00:00 -0000

Today, it is hard to imagine a time and place when public school teachers were considered among the elite strata of society. But in the lands controlled by the Ottomans, and then by the British in the early and mid-twentieth century, teachers were key players in government and leading formulators of ideologies. Drawing on archival research and oral histories, Hilary Falb Kalisman's Teachers as State-Builders: Education and the Making of the Modern Middle East (Princeton University Press, 2022) brings to light educators’ outsized role in shaping the politics of the modern Middle East.

Kalisman's book tells the story of the few young Arab men—and fewer young Arab women—who were lucky enough to teach public school in the territories that became Iraq, Jordan, and Palestine/Israel. Crossing Ottoman provincial and, later, Mandate and national borders for work and study, these educators were advantageously positioned to assume mid- and even high-level administrative positions in multiple government bureaucracies. All told, over one-third of the prime ministers who served in Iraq from the 1950s through the 1960s, and in Jordan from the 1940s through the early 1970s, were former public school teachers—a trend that changed only when independence, occupation, and mass education degraded the status of teaching.

The first history of education across Britain’s Middle Eastern Mandates, this transnational study reframes our understanding of the profession of teaching, the connections between public education and nationalism, and the fluid politics of the interwar Middle East.

Reuben Silverman is a Postdoctoral Researcher at Stockholm University’s Institute for Turkish Studies.

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Bradford Vivian, "Campus Misinformation: The Real Threat to Free Speech in American Higher Education" (Oxford UP, 2022)

Wed, 15 Mar 2023 08:00:00 -0000

If we listen to the politicians and pundits, college campuses have become fiercely ideological spaces where students unthinkingly endorse a liberal orthodoxy and forcibly silence anyone who dares to disagree. These commentators lament the demise of free speech and academic freedom. But what is really happening on college campuses?

Campus Misinformation: The Real Threat to Free Speech in American Higher Education (Oxford UP, 2022) shows how misinformation about colleges and universities has proliferated in recent years, with potentially dangerous results. Popular but highly misleading claims about a so-called free speech crisis and a lack of intellectual diversity on college campuses emerged in the mid-2010s and continue to shape public discourse about higher education across party lines. Such disingenuous claims impede constructive deliberation about higher learning while normalizing suspect ideas about First Amendment freedoms and democratic participation.

Taking a non-partisan approach, Bradford Vivian argues that reporting on campus culture has grossly exaggerated the importance and representativeness of a small number of isolated events; misleadingly advocated for an artificial parity between liberals and conservatives as true viewpoint diversity; mischaracterized the use of trigger warnings and safe spaces; and purposefully confused critique and protest with censorship and "cancel culture." Organizations and think tanks generate pseudoscientific data to support this discourse, then advocate for free speech in highly specific ways that actually limit speech in general. In the name of free speech and viewpoint diversity, we now see restrictions on the right to protest and laws banning certain books, theories, and subjects from schools.

By deconstructing the political and rhetorical development of the free speech crisis, Vivian not only provides a powerful corrective to contemporary views of higher education, but provides a blueprint for readers to identify and challenge misleading language--and to understand the true threats to our freedoms.

Bradford Vivian is Professor of Communication Arts and Sciences and past Director of the Center for Democratic Deliberation at Penn State University. His previous books include Commonplace Witnessing: Rhetorical Invention, Historical Remembrance, and Public Culture (OUP 2017) and Public Forgetting: The Rhetoric and Politics of Beginning Again (2010), which received the Winans-Wichelns Award for Distinguished Scholarship in Rhetoric and Public Address awarded by the National Communication Association.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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The Hippie High-Rise: Rochdale College, Toronto’s Communal Living High Rise Free Education Experiment

Tue, 14 Mar 2023 04:00:00 -0000

From 1968 to 1975 one high-rise was the heart of Canada’s counterculture. Rochdale College in Toronto was jammed full with leftist organizers, hippies, draft dodgers, students, artists, and others just looking for a good time. Rochdale wasn’t really a “college”, it was something much bigger: a political, educational, communal, artistic, and psychedelic experiment. During its time, it was endlessly lambasted by conservatives and leftists alike… until it reached its inglorious end.

Today, like much of the counterculture, it’s often remembered for its problems: its ideological contradictions, drug-addled hedonism, bourgeois individualism, sexism, suicide, and more. However, is that the whole story? Were the kids in the hippie high rise onto something, …or was it indeed just one giant waste of time? We investigate with a special documentary presentation, produced by Marc Apollonio.

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Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play

Mon, 06 Mar 2023 09:00:00 -0000

Chris Gondek interviews Mitchel Resnick about his work at the MIT Media Lab, the foundation for his new book, Lifelong Kindergarten.

In kindergartens these days, children spend more time with math worksheets and phonics flashcards than building blocks and finger paint. Kindergarten is becoming more like the rest of school. In Lifelong Kindergarten, learning expert Mitchel Resnick argues for exactly the opposite: the rest of school (even the rest of life) should be more like kindergarten. To thrive in today's fast-changing world, people of all ages must learn to think and act creatively--and the best way to do that is by focusing more on imagining, creating, playing, sharing, and reflecting, just as children do in traditional kindergartens.

Drawing on experiences from more than thirty years at MIT's Media Lab, Resnick discusses new technologies and strategies for engaging young people in creative learning experiences. He tells stories of how children are programming their own games, stories, and inventions (for example, a diary security system, created by a twelve-year-old girl), and collaborating through remixing, crowdsourcing, and large-scale group projects (such as a Halloween-themed game called Night at Dreary Castle, produced by more than twenty kids scattered around the world). By providing young people with opportunities to work on projects, based on their passions, in collaboration with peers, in a playful spirit, we can help them prepare for a world where creative thinking is more important than ever before.

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Safe Spaces, Brave Spaces: Diversity and Free Expression in Education

Sun, 05 Mar 2023 09:00:00 -0000

In this episode, Chris Gondek interviews author John Palfrey about how diversity and free expression can coexist on a modern campus.

Safe spaces, trigger warnings, microaggressions, the disinvitation of speakers, demands to rename campus landmarks—debate over these issues began in lecture halls and on college quads but ended up on op-ed pages in the New York Times and the Wall Street Journal, on cable news, and on social media. Some of these critiques had merit, but others took a series of cheap shots at “crybullies” who needed to be coddled and protected from the real world. Few questioned the assumption that colleges must choose between free expression and diversity. In Safe Spaces, Brave Spaces, John Palfrey argues that the essential democratic values of diversity and free expression can, and should, coexist on campus.

Palfrey, currently Head of School at Phillips Academy, Andover, and formerly Professor and Vice Dean at Harvard Law School, writes that free expression and diversity are more compatible than opposed. Free expression can serve everyone—even if it has at times been dominated by white, male, Christian, heterosexual, able-bodied citizens. Diversity is about self-expression, learning from one another, and working together across differences; it can encompass academic freedom without condoning hate speech.

Palfrey proposes an innovative way to support both diversity and free expression on campus: creating safe spaces and brave spaces. In safe spaces, students can explore ideas and express themselves with without feeling marginalized. In brave spaces—classrooms, lecture halls, public forums—the search for knowledge is paramount, even if some discussions may make certain students uncomfortable. The strength of our democracy, says Palfrey, depends on a commitment to upholding both diversity and free expression, especially when it is hardest to do so.

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Stephen E. Neaderhiser, "Writing the Classroom: Pedagogical Documents As Rhetorical Genres" (Utah State UP, 2022)

Sat, 04 Mar 2023 09:00:00 -0000

Writing the Classroom: Pedagogical Documents As Rhetorical Genres (UP of Colorado, 2022) explores how faculty compose and use pedagogical documents to establish classroom expectations and teaching practices, as well as to articulate the professional identities they perform both inside and outside the classroom.

The contributors to this unique collection employ a wide range of methodological frameworks to demonstrate how pedagogical genres—even ones as seemingly straightforward as the class syllabus—have lives extending well beyond the classroom as they become part of how college teachers represent their own academic identities, advocate for pedagogical values, and negotiate the many external forces that influence the act of teaching. Writing the Classroom shines a light on genres that are often treated as two-dimensional, with purely functional purposes, arguing instead that genres like assignment prompts, course proposals, teaching statements, and policy documents play a fundamental role in constructing the classroom and the broader pedagogical enterprise within academia.

Writing the Classroom calls on experienced teachers and faculty administrators to critically consider their own engagement with pedagogical genres and offers graduate students and newer faculty insight into the genres that they may only now be learning to inhabit as they seek to establish their personal teacherly identities. It showcases the rhetorical complexity of the genres written in the service of pedagogy not only for students but also for the many other audiences within academia that have a role in shaping the experience of teaching.

Contributors: Michael Albright, Lora Arduser, Lesley Erin Bartlett, Logan Bearden, Lindsay Clark, Dana Comi, Zack K. De Piero, Matt Dowell, Amy Ferdinandt Stolley, Mark A. Hannah, Megan Knight, Laura R. Micciche, Cindy Mooty, Dustin Morris, Kate Navickas, Kate Nesbit, Jim Nugent, Lori A. Ostergaard, Cynthia Pengilly, Jessica Rivera-Mueller, Christina Saidy, Megan Schoen, Virginia Schwarz, Christopher Toth

This is a conversation with Dr. Stephen Neaderhiser who is an assistant professor of English at Kent State University at Stark. He also coordinates the Professional Writing Studies Program and teachers composition, digital literacies and popular culture. He has written about the disciplinary historiography of composition studies occlusion of pedagogical genres and the metaphoric language associated with teaching.

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Jeffrey Herlihy-Mera, "Decolonizing American Spanish: Eurocentrism and the Limits of Foreignness in the Imperial Ecosystem" (U Pittsburgh Press, 2022)

Sat, 04 Mar 2023 09:00:00 -0000

Jeffrey joins the podcast to discuss the prevalence of English in the academic ecosystem and in research publishing. Jeffrey critiques the lackadaisical approach US institutions take towards Spanish language content and research and makes a strong argument to follow the Puerto-Rican model which sees greater opportunity, equality, and sophistication in multilingual academic research. About his book:

Despite a pronounced shift away from Eurocentrism in Spanish and Hispanic studies departments in US universities, many implicit and explicit vestiges of coloniality remain firmly in place. While certain national and linguistic expressions are privileged, others are silenced with predictable racial and gendered results.

Decolonizing American Spanish: Eurocentrism and the Limits of Foreignness in the Imperial Ecosystem (U Pittsburgh Press, 2022) challenges not only the hegemony of Spain and its colonial pedagogies, but also the characterization of Spanish as a foreign language in the United States. By foregrounding Latin American cultures and local varieties of Spanish and reconceptualizing the foreign as domestic, Jeffrey Herlihy-Mera works to create new conceptual maps, revise inherited ones, and institutionalize marginalized and silenced voices and their stories. Considering the University of Puerto Rico as a point of context, this book brings attention to how translingual solidarity and education, a commitment to social transformation, and the engagement of student voices in their own languages can reinvent colonized education.

Jeffrey Herlihy-Mera is Professor at the University of Puerto Rico in Mayaguez.

Avi Staiman is the founder and CEO of Academic Language Experts.

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The Iko-Project: A Japanese Project on Intercultural Understanding Education

Fri, 03 Mar 2023 09:00:00 -0000

What can a classroom experiment teach us about how and when we start shaping our ideas of ‘the other’? Can the results from such an experiment help us challenge the ideas and preconceptions that we have on our own as well as other cultures? In this episode, Tyra Orton speaks to Marie Roesgaard about an ongoing project that she is the participant of, titled; “Programme development for intercultural understanding education for the understanding and coexistence of ‘Iko’”. Born out of discussions from an open forum on how to enhance Japan’s foreign relations at a conference in Japan in 2013, the project has brought together scholars from Japan, China, Korea, and most recently Denmark in a collaboration on fostering intercultural understanding education. Hear Marie’s take on the lessons we can learn from the Iko-project and how it can contribute to intercultural understanding and coexistence across cultures.

Marie Roesgaard is an associate professor of Japan studies at the University of Copenhagen. Her research focuses on the Japanese education system, especially topics relating to the reform, globalization, global citizenship, sustainable development goals and moral education.

Tyra Orton is a Master's student of Japan Studies at the University of Copenhagen and a student assistant at the Nordic Institute of Asian Studies.

The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the Nordic Institute of Asian Studies (NIAS) based at the University of Copenhagen, along with our academic partners: the Centre for East Asian Studies at the University of Turku, and Asianettverket at the University of Oslo.

We aim to produce timely, topical and well-edited discussions of new research and developments about Asia

About NIAS: www.nias.ku.dk

Transcripts of the Nordic Asia Podcasts: http://www.nias.ku.dk/nordic-asia-podcast

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Are We Done with Higher Education Rankings?

Thu, 02 Mar 2023 09:00:00 -0000

Why do most of the institutions of higher education in the United States participate in a rankings system? What do the rankings do? And what does it mean when some schools refuse to participate in rankings? This episode explores:

How and why the ranking system got started.
Who creates the ranking.
Why the statics and data collected for it aren’t neutral or even necessarily accurate.
What the rankings mean to prospective students, their families, and even alumni.
Why some schools might have to stay in the ranking system, even as more schools are refusing to participate.

Our guest is: Francie Diep, who is a senior reporter covering money in higher education for The Chronicle of Higher Education. She joined The Chronicle in 2019. Previously, she spent a decade covering health and science, including funding for academic labs, for publications including Pacific Standard, Popular Science, Scientific American, and The New York Times. She received her bachelor’s degree in English from the University of California at Los Angeles and her master’s in journalism from New York University.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

"A Third Top 10 Law School Pulls out of US News Rankings" by Francie Diep in The Chronicle of Higher Education
"Is This The Beginning of the End of the US News Rankings Dominance?" by Francie Diep in The Chronicle of Higher Education
The Truth about College Admission: A Family Guide to Getting In and Staying Together, by Brennan Barnard and Rick Clark
The Merit Myth: How Our Colleges Favor the Rich and Divide America, by Anthony Carnevale et al
Breaking Ranks: How the Rankings Industry Rules Higher Education and What to Do About It, by Colin Diver
This article in the Guardian about the Columbia University rankings whistleblower
This podcast on the book about admissions entitled Get Real and Get In

Welcome to the Academic Life! On the Academic Life channel we are inspired and informed by today’s knowledge-producers, working inside and outside the academy. Missed any of our episodes? You’ll find more than 100 of the Academic Life podcast episodes archived and freely available to you on the New Books Network website.

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Saida Grundy, "Respectable: Politics and Paradox in Making the Morehouse Man" (U California Press, 2022)

Tue, 28 Feb 2023 09:00:00 -0000

How does it feel to be groomed as the "solution" to a national Black male "problem"? This is the guiding paradox of Respectable: Politics and Paradox in Making the Morehouse Man (U California Press, 2022), an in-depth examination of graduates of Morehouse College, the nation's only historically Black college for men. While Black male collegians are often culturally fetishized for "beating the odds," the image of Black male success that Morehouse assiduously promotes and celebrates is belied by many of the realities that challenge the students on this campus. Saida Grundy offers a unique insider perspective: a graduate of Spelman college and a former "Miss Morehouse," Grundy crafts an incisive feminist and sociological account informed by her personal insights and scholarly expertise.

Respectable gathers the experiences of former students and others connected to Morehouse to illustrate the narrow, conservative vision of masculinity molded at a competitive Black institution. The thirty-two men interviewed unveil a culture that forges confining ideas of respectable Black manhood within a context of relentless peer competition and sexual violence, measured against unattainable archetypes of idealized racial leadership. Grundy underlines the high costs of making these men—the experiences of low-income students who navigate class issues at Morehouse, the widespread homophobia laced throughout the college's notions of Black male respectability, and the crushingly conformist expectations of a college that sees itself as making "good" Black men. As Morehouse's problems continue to pour out into national newsfeeds, this book contextualizes these issues not as a defect of Black masculinity, but as a critique of what happens when an institution services an imagination of what Black men should be, at the expense of more fully understanding the many ways these young people see themselves.

Mickell Carter is a doctoral student in the department of history at Auburn University. She can be reached at mzc0152@auburn.edu and on twitter @MickellCarter.

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Jonathan W. White and Lydia J. Davis, ed., "My Work Among the Freedmen: The Civil War and Reconstruction Letters of Harriet M. Buss" (U Virginia Press, 2021)

Sun, 26 Feb 2023 09:00:00 -0000

Between 1863 and 1871, Harriet M. Buss of Sterling, Massachusetts, taught former slaves in three different regions of the South, in coastal South Carolina, Norfolk, Virginia, and Raleigh, North Carolina. A white, educated Baptist woman, she initially saw herself as on a mission to the freedpeople of the Confederacy but over time developed a shared mission with her students and devoted herself to training the next generation of Black teachers.

The geographical and chronological reach of her letters is uncommon for a woman in the Civil War era. In each place she worked, she taught in a different type of school and engaged with different types of students, so the subjects she explored in her letters illuminate a remarkably broad history of race and religion in America. Her experiences also offer an inside perspective of the founding of Shaw University, an important historically Black university. Now available to specialists and general readers alike for the first time in My Work Among the Freedmen: The Civil War and Reconstruction Letters of Harriet M. Buss (U Virginia Press, 2021), her correspondence offers an extensive view of the Civil War and Reconstruction era rarely captured in a single collection.

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The Connected PhD, Part Two

Thu, 23 Feb 2023 09:00:00 -0000

How can PhD programs prepare graduate students for future paths beyond academia? This episode explores:

The positive effect on students when they are prepared to graduate with multiple career options.
Why most jobs for graduating students will be located outside of academia.
How students can build support networks outside of their own program.
The importance of graduate student internships.
Taking a broader view of what constitutes a “dissertation,” a “project,” and a career.

Our guest is: Dr. Alyssa Stalsberg Canelli, who is the Assistant Dean of Academic Affairs at the Graduate School of Arts and Sciences at Brandeis.

Our co-guest is: Anna Valcour (she/her) is currently a Ph. D. student in Musicology at Brandeis University while simultaneously earning her M.A. in Women’s, Gender, and Sexuality Studies. She holds a M.M. in Voice from the University of North Texas, a B.M. in Vocal Performance, and a B.A. in History from Lawrence University. Her research interests include witchcraft and demonology in Lieder, cultic groups and music, vocal pedagogy, representation in opera and its staging, and voice-based analysis. She is currently the Project Lead for the Connected PhD and is also interning with the African and African American Studies for the creation of their newsletter and alumni collective. Last year, she researched insular plainchant as an assistant under Dr. Karen Desmond. In addition to her scholarly pursuits, Anna is a professional opera singer. She has been a Resident Artist for the Dallas Opera, Toledo Opera, Cedar Rapids Opera, Opera MODO, Ann Arbor Opera, and Main Street Opera.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

Being Well in Academia: Ways to Feel Stronger, Safer and More Connected, by Petra Boynton
The Field Guide to Grad School, by Jessica McCrory Calarco
Degrees of Difference: Reflections of Women of Color on Graduate School, by Kimberly McKee and Denise Delgado, eds.
Your PhD Survival Guide: Planning, Writing, and Succeeding in Your Final Year, by Katherine Firth. Liam Connell, and Peta Freestone
Putting the Humanities PhD to Work: Thriving in and beyond the Classroom, by Katina Rogers
Imagine PhD, created by the Graduate Career Consortium
The Field Guide to Grad School podcast
This podcast on protecting your wellbeing in graduate school
This podcast on finding good alt-ac jobs
The podcast on dealing with rejection so you can grow your career

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Sara Pugach, "African Students in East Germany, 1949-1975" (U Michigan Press, 2022)

Fri, 17 Feb 2023 09:00:00 -0000

Sara Pugach's African Students in East Germany, 1949-1975 (U Michigan Press, 2022)explores the largely unexamined history of Africans who lived, studied, and worked in the German Democratic Republic. African students started coming to the East in 1951 as invited guests who were offered scholarships by the East German government to prepare them for primarily technical and scientific careers once they returned home to their own countries. Drawn from previously unexplored archives in Germany, Ghana, Kenya, Zambia, and the United Kingdom, African Students in East Germany, 1949–1975 uncovers individual stories and reconstructs the pathways that African students took in their journeys to the GDR and what happened once they got there. The book places these experiences within the larger context of German history and the overlapping contexts of the Cold War and decolonization. During this time, nations across the Western and Soviet blocs were inviting Africans to attend universities and vocational schools as part of a drive to offer development aid to newly independent countries and encourage them to side with either the United States or Soviet Union in the Cold War. African leaders recognized their significance to both Soviet and American blocs and played on the desire of each to bring newly independent nations into their folds.

Nicole Coleman is Associate Professor of German at Wayne State University. She tweets @drnicoleman.

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Elisabeth Eittreim, "Teaching Empire: Native Americans, Filipinos, and Us Imperial Education 1879-1918" (UP of Kansas, 2019)

Thu, 16 Feb 2023 09:00:00 -0000

At the turn of the twentieth century, the US government viewed education as one sure way of civilizing “others” under its sway—among them American Indians and, after 1898, Filipinos. Teaching Empire: Native Americans, Filipinos, and Us Imperial Education 1879-1918 (UP of Kansas, 2019) considers how teachers took up this task, first at the Carlisle Indian Boarding School in Pennsylvania, opened in 1879, and then in a school system set up amid an ongoing rebellion launched by Filipinos. Drawing upon the records of fifty-five teachers at Carlisle and thirty-three sent to the Philippines—including five who worked in both locations—the book reveals the challenges of translating imperial policy into practice, even for those most dedicated to the imperial mission.

These educators, who worked on behalf of the US government, sought to meet the expectations of bureaucrats and supervisors while contending with leadership crises on the ground. In their stories, Elisabeth Eittreim finds the problems common to all classrooms—how to manage students and convey knowledge—complicated by their unique circumstances, particularly the military conflict in the Philippines. Eittreim’s research shows the dilemma presented by these schools’ imperial goal: “pouring in” knowledge that purposefully dismissed and undermined the values, desires, and protests of those being taught. To varying degrees these stories demonstrate both the complexity and fragility of implementing US imperial education and the importance of teachers’ own perspectives. Entangled in US ambitions, racist norms, and gendered assumptions, teachers nonetheless exhibited significant agency, wielding their authority with students and the institutions they worked for and negotiating their roles as powerful purveyors of cultural knowledge, often reinforcing but rarely challenging the then-dominant understanding of “civilization.”

Examining these teachers’ attitudes and performances, close-up and in-depth over the years of Carlisle’s operation, Eittreim’s comparative study offers rare insight into the personal, institutional, and cultural implications of education deployed in the service of US expansion—with consequences that reach well beyond the imperial classrooms of the time.

Jane Scimeca is Professor of History at Brookdale Community College. @JaneScimeca1

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A Primer for Teaching Digital History

Thu, 16 Feb 2023 09:00:00 -0000

Today’s book is: A Primer for Teaching Digital History: Ten Design Principles (Duke UP, 2022), which is a guide for those who are teaching digital history for the first time, and for experienced instructors who want to reinvigorate their pedagogy. Offering design principles for approaching digital history that represent the possibilities that digital research and scholarship can take, Dr. Jennifer Guiliano outlines potential strategies and methods for building syllabi and curricula. Taking readers through the process of selecting data, identifying learning outcomes, and determining which tools students will use in the classroom, Guiliano outlines popular research methods including digital source criticism, text analysis, and visualization. She also discusses digital archives, exhibits, and collections as well as audiovisual and mixed-media narratives such as short documentaries, podcasts, and multimodal storytelling. Throughout, Guiliano illuminates how digital history can enhance understandings of not just what histories are told but how they are told and who has access to them.

Our guest is: Dr. Jennifer Guiliano, who is a white academic living and working on the lands of the Myaamia/Miami, Pokagon Band of Potawatomi, Wea, and Shawnee peoples. She currently holds a position as Associate Professor in the Department of History and affiliated faculty in both Native American and Indigenous Studies and American Studies at IUPUI in Indianapolis, Indiana. She is co-director with Trevor Muñoz of the Humanities Intensive Teaching + Learning Initiative (HILT). She is the author of Indian Spectacle: College Mascots and the Anxiety of Modern America , and of A Primer for Teaching Digital History: 10 Design Principles . She is co-editor with Roopika Risam of Reviews in Digital Humanities, of DevDH.org with Simon Appleford, and of Digital Humanities Workshops with Laura Estill. She is also completing a co-authored work Getting Started in the Digital Humanities (Wiley & Sons).

Listeners to this episode may also be interested in:

Engage in Public Scholarship!: A Guidebook on Feminist and Accessible Communication, by Alex D. Ketchum
Envisioning Public Scholarship for Our Time: Models for Higher Education Researchers, by Adriana J. Kezar et al
Using Digital Humanities in the Classroom: A Practical Introduction for Teachers, Lecturers, and Students, by Claire Battershill and Shawna Ross
What is Digital History? by Hannu Salmi
The Unessay as Native-Centered History and Pedagogy [an open journal article]
This episode on teaching about race and racism in the college classroom
This episode on From Equity Talk to Equity Walk with Dr. Tia Brown McNair
This podcast the Tribal College Journal of American Indian Higher Education

Welcome to The Academic Life! Join us here each week, where we learn directly from experts. We embrace the broad definition of what it means to lead an academic life, and are informed and inspired by today’s knowledge-producers working inside and outside the academy.

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The History of Student Loans in the United States

Tue, 14 Feb 2023 09:00:00 -0000

Elizabeth Tandy Shermer, an associate professor of history at Loyola University Chicago, talks about her book, Indentured Students: How Government-Guaranteed Loans Left Generations Drowning in Debt, with Peoples & Things host, Lee Vinsel. Indentured Students examines the long history of student loans in the United States, including important turning points in the 1960s. Shermer argues that elected officials have preferred student loans as an answer to an important social problem, the perceived-need for college education, over more structural solutions. Shermer and Vinsel also talk about what this legacy of debt means today as well as what recent public discussions about student debt might portend for the future.

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We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States

Thu, 09 Feb 2023 09:00:00 -0000

Today’s book is: We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. The “Dreamer narrative” celebrates the educational and economic achievements of undocumented youth to justify a path to citizenship, and has promoted the idea that access to citizenship and rights should be granted only to a select group of “deserving” immigrants. The contributors to We Are Not Dreamers—themselves currently or formerly undocumented—counter the Dreamer narrative by grappling with the nuances of undocumented life in this country. Theorizing those excluded from the Dreamer category—academically struggling students, transgender activists, and queer undocumented parents—the contributors call for an expansive articulation of immigrant rights and justice that recognizes the full humanity of undocumented immigrants while granting full and unconditional rights.

Our guest is: Dr. Genevieve Negrón-Gonzales, an Associate Professor of Leadership Studies at University of San Francisco, who is an interdisciplinary scholar of immigration and education. Her academic, activist and community work focuses on the ways undocumented young people are changing the political and legislative terrain around “illegality” and belonging in this country. Her work lies at the intersection of education, immigration, and social movements. She is the co-author of Encountering Poverty: Thinking and Acting in an Unequal World (2016, University of California Press) and co-editor of We Are Not DREAMers: Undocumented Scholars Theorize Undocumented Life in the United States (2020, Duke University Press).

Our co-guest is: Dr. Leisy J. Abrego, who is Professor in Chicana/o and Central American Studies at the UCLA. She studies the intimate consequences of U.S. foreign and immigration policies for Central American migrants and Latinx families in the United States. She is the author Sacrificing Families: Navigating Laws, Labor, and Love Across Borders (Stanford University Press, 2014), and co-editor of We Are Not Dreamers: Undocumented Scholars Theorize Undocumented Life in the United States. Her scholarship analyzing legal consciousness, illegality, and legal violence has garnered numerous awards from the Latin American Studies Association and the American Sociological Association. She dedicates much of her time to supporting and advocating for refugees and immigrants by writing editorials and pro-bono expert declarations in asylum cases.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

Negrón-Gonzales, G. (2017). Political possibilities: Lessons from the undocumented youth Movement for resistance to the Trump Administration. Anthropology and Education Quarterly. In press.
Negrón-Gonzales, G. (2017). Constrained inclusion: Access and persistence among undocumented community college students in California’s Central Valley. Journal of Hispanic Higher Education, 16(2), 105-122.
Negrón-Gonzales, G., Abrego, L., & Coll, K. (2016). Immigrant Latina/o youth and illegality: Challenging the politics of deservingness. Association of Mexican American Educators Journal, 9(3). 7-10.
Gonzales, R. G., Heredia, L. L. & Negrón-Gonzales, G. (2015). Untangling Plyler's legacy: Undocumented students, schools, and citizenship. Harvard Educational Review, 85(3), 318-341.
This podcast on structural inequality in higher education

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Bruce Kuklick, "Fascism Comes to America: A Century of Obsession in Politics and Culture" (U Chicago Press, 2022)

Wed, 08 Feb 2023 09:00:00 -0000

From the time Mussolini took power in Italy in 1922, Americans have been obsessed with and brooded over the meaning of fascism and how it might migrate to the United States. Fascism Comes to America: A Century of Obsession in Politics and Culture (U Chicago Press, 2022) examines how we have viewed fascism overseas and its implications for our own country. Bruce Kuklick explores the rhetoric of politicians, who have used the language of fascism to smear opponents, and he looks at the discussions of pundits, the analyses of academics, and the displays of fascism in popular culture, including fiction, radio, TV, theater, and film. Kuklick argues that fascism has little informational meaning in the United States, but instead, it is used to denigrate or insult. For example, every political position has been besmirched as fascist. As a result, the term does not describe a phenomenon so much as it denounces what one does not like. Finally, in displaying fascism for most Americans, entertainment--and most importantly film--has been crucial in conveying to citizens what fascism is about. Fascism Comes to America has been enhanced by many illustrations that exhibit how fascism was absorbed into the US public consciousness.

Bruce Kuklick is the Nichols Professor of American History, Emeritus, at the University of Pennsylvania. He is most recently the author of Death in the Congo: Murdering Patrice Lumumba written with Emmanuel Gerard, and The Fighting Sullivans.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Mike Murawski, "Museums as Agents of Change: A Guide to Becoming a Changemaker" (Rowman & Littlefield, 2021)

Tue, 07 Feb 2023 09:00:00 -0000

Museums everywhere have the potential to serve as agents of change—bringing people together, contributing to local communities, and changing people’s lives. So how can we, as individuals, radically expand the work of museums to live up to this potential? How can we more fiercely recognize the meaningful work that museums are doing to enact change around the relevant issues in our communities? How can we work together to build a stronger culture of equity and care within museums? Questions like these are increasingly vital for all museum professionals to consider, no matter what your role is within your institution. They are also important questions for all of us to be thinking about more deeply as citizens and community members. Museums as Agents of Change: A Guide to Becoming a Changemaker (Rowman & Littlefield, 2021) is about the work we need to do to become changemakers and demand that that our museums take action toward positive social change and bring people together into a more just, equitable, compassionate, and connected society. It is a journey toward tapping the energies within all of us to make change happen and proactively shape a new future.

Mike Murawski is a consultant, change leader, and educator living in Portland, Oregon. After more than 20 years of work in education and museums, Mike brings his personal core values of collaboration and care along with a deeper understanding of placed-based connections into the work that he leads within organizations, non-profits, schools, and communities. Mike is the author of Museums as Agents of Change, and author of the Substack publication Agents of Change. In 2016, he co-founded Super Nature Adventures LLC, a place-based education and creative design business that partners with parks, government agencies, schools, and non-profits to expand learning in the outdoors and public spaces. When he's not working on place-based projects or supporting change in nonprofits, you can find Mike on long trail runs in the forests and mountains of the Pacific Northwest.

Callie Smith is a poet and museum educator living in Louisiana.

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Jeremiah McCall, "Gaming the Past: Using Video Games to Teach Secondary History" (Routledge, 2022)

Tue, 07 Feb 2023 09:00:00 -0000

Gaming the Past: Using Video Games to Teach Secondary History (Routledge, 2022) is a complete handbook to help pre-service teachers, current teachers, and teacher educators use historical video games in their classes to develop critical thinking skills. It focuses on practical information and specific examples for integrating critical thinking activities and assessments using video games into classes. Chapters cover the core parts of planning, designing, and implementing lessons and units based on historical video games.

Topics include:

Talking to administrators, parents, and students about the educational value of teaching with historical video games.
Selecting games that are aligned to curricular goals by considering the genres of historical games.
Planning and implementing game-based history lessons ranging from whole class exercises, to individual gameplay, to analysis in groups.
Employing instructional strategies to help students learn to play and engage in higher level analysis
Identifying and avoiding common pitfalls when incorporating games into the history class.
Developing activities and assessments that facilitate interpreting and creating established and new media.

Gaming the Past also includes sample unit and lesson plans, worksheets and assessment questions, and a list of historical games currently available, both commercial and freely available Internet games.

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Truth, Fiction, and Student Loan Forgiveness: A Conversation with Beth Akers

Thu, 02 Feb 2023 09:00:00 -0000

You can find more information about Dr. Akers and her recent writing and appearances here.

Annika Nordquist is the Communications Coordinator of Princeton University’s James Madison Program in American Ideals and Institutions and host of the Program’s podcast, Madison’s Notes.

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The Grant Writing Guide: A Road Map for Scholars

Thu, 02 Feb 2023 04:00:00 -0000

Why is writing a grant proposal so stressful? Are you supposed to just know how to do it? This episode explores:

How to align your values and interests with a grant opportunity.
Why most of us will end up needing a grant.
Things you can learn from a grant proposal that succeeded, and from one that didn’t.
What your grant reviewer really needs from you and why.
How to use the funder’s guidelines and terminology to your advantage.
Why a guide book can help you write your grant proposal.
A discussion of the Grant Writing Guide.

Today’s book is: The Grant Writing Guide: A Road Map for Scholars (Princeton UP, , 2023) by Dr. Betty S. Lai, which is an essential handbook for writing fundable grants. This easy-to-use guide features writing samples, a glossary of important terms, answers common questions, and explains pitfalls to avoid. Dr. Lai focuses on skills that are universal to all grant writers, not just specific skills for one type of grant or funder. She explains how to craft phenomenal pitches and align them with your values, structure timelines and drafts, communicate clearly in prose and images, solicit feedback to strengthen your proposals, and much more. This incisive book walks you through every step along the way, from generating ideas to finding the right funder, determining which grants help you create the career you want, and writing in a way that excites reviewers and funders.

Our guest is: Dr. Betty S. Lai, who is an associate professor in the Lynch School of Education and Human Development at Boston College. Her research has been funded by the National Science Foundation, the National Institute of Mental Health, and the Gulf Research Program of the National Academies of Sciences, Engineering, and Medicine, among others. Her work has been recognized with awards from the American Psychological Association and the American Psychological Foundation.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may be interested in:

Welcome to The Academic Life! Join us here each week, to learn from experts inside and outside the academy, and embrace the broad definition of what it means to lead an academic life.

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Robert O'Mochain and Yuki Ueno, "Sexual Abuse and Education in Japan: In the (Inter)National Shadows" (Routledge, 2022)

Wed, 01 Feb 2023 09:00:00 -0000

Bringing together two voices, practice and theory, in a collaboration that emerges from lived experience and structured reflection upon that experience, O'Mochain and Ueno show how entrenched discursive forces exert immense influence in Japanese society and how they might be most effectively challenged. With a psychosocial framework that draws insights from feminism, sociology, international studies, and political psychology, the authors pinpoint the motivations of the nativist right and reflect on the change of conditions that is necessary to end cultures of impunity for perpetrators of sexual abuse in Japan.

Evaluating the value of the #MeToo model of activism, the authors offer insights that will encourage victims to come out of the shadows, pursue justice, and help transform Japan's sense of identity both at home and abroad. Ueno, a female Japanese educator and O'Mochain, a non-Japanese male academic, examine the nature of sexual abuse problems both in educational contexts and in society at large through the use of surveys, interviews, and engagement with an eclectic range of academic literature. They identify the groups within society who offer the least support for women who pursue justice against perpetrators of sexual abuse. They also ask if far-right ideological extremists are fixated with proving that so-called "comfort women" are higaisha-buru or "fake victims." Japan would have much to gain on the international stage were it to fully acknowledge historical crimes of sexual violence, yet it continues to refuse to do so.

In Sexual Abuse and Education in Japan: In the (Inter)National Shadows (Routledge, 2022), O'Mochain and Ueno shed light on this puzzling refusal through recourse to the concepts of 'international status anxiety' and 'male hysteria.' An insightful read for scholars of Japanese society, especially those concerned about its treatment of women.

Resources for seeking help in Japan:

AWARE(アウェア) [Jpn&Eng]

Ministry of Health, Labour, and Welfare No Harassment website [multiple languages]
Tokyo Women's Help Center [Jpn]
Links for regional help centers [Jpn]
Ministry of Justice Human Rights Counseling [multiple languages]

Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing.

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Money or Meaning? A Discussion on Choice, Restlessness, and Higher Education

Mon, 30 Jan 2023 09:00:00 -0000

What kinds of tools do we need to make big decisions, and why aren't our universities training us to make them? Are universities doing students a disservice by occupying them with myriads of boxes to tick? Are students right to prefer money to meaning? Madison Program alumni Ben and Jenna Storey discuss the philosophy of making choices and of restlessness, and critique the way universities treat those topics.

Prof. Barba-Kay's tribute to Leon Kass mentioned during the episode is here.

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Michael T. Rizzi, "Jesuit Colleges and Universities in the United States: A History" (Catholic U of America Press, 2022)

Sat, 28 Jan 2023 09:00:00 -0000

Jesuit Colleges and Universities in the United States: A History (Catholic University of America Press, 2022) provides a comprehensive history of Jesuit higher education in the United States, weaving together the stories of the fifty-four colleges and universities that the Jesuits have operated (successfully and unsuccessfully) since 1789. It emphasizes the connections among the institutions, exploring how certain Jesuit schools like Georgetown University gave birth to others like Boston College by sharing faculty, financial resources, accreditation, and even presidents throughout their history. The book also explores how the colleges responded to common challenges – including anti-Catholic prejudice in the United States, the push from government authorities to modernize their shared curriculum, and the pull from Roman authorities to remain loyal to Catholic tradition.

The story is comprehensive, covering the colonial era to the present, and takes a fresh look at themes like the rise of the research university in the 1880s and the administrative reforms of the 1960s. It also provides a modern and timely perspective on the role of Jesuit colleges in racial justice, women’s education, and other civil rights issues, drawing attention to underappreciated Jesuit contributions in these areas. It draws from both published and archival sources on the history of each institution to construct a single narrative, identifying common themes, challenges, and trends. Through the eyes of Jesuit colleges, it traces the evolution of American higher education and the role of Catholics in the United States over more than two centuries.

Allison Isidore is a Religious Studies Ph.D. student at the University of Iowa and is the Assistant Director for the American Catholic Historical Association. Her research interest is focused on the twentieth-century American Civil Rights Movement and the Catholic Church’s response to racism and the participation of Catholic clergy, nuns, and laypeople in marches, sit-ins, and kneel-ins during the 1950s and 1960s. She tweets from @AllisonIsidore1.

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The Connected PhD, Part One

Thu, 26 Jan 2023 09:00:00 -0000

Why do PhD programs assume students will become professors, when most people find careers outside academia? How can we better prepare graduate students for the post-grad career path? This episode explores:

What a “Connected PhD” program is, and why it’s necessary.
The negative impact on students when they feel "less than" or as if they have failed when they can't land a tenure-track job.
How to change the PhD so students graduate with multiple career options.
Why faculty need to approach graduate programs differently.
How students can build their mentoring and support network outside of their program, and outside of academia
The Connected PhD program's impact on the culture of doctoral pedagogy.

Our guest is: Dr. Alyssa Stalsberg Canelli, who is the Assistant Dean of Academic Affairs at Brandeis.

Our co-guest is: Dr. Jonathan Shapiro Anjaria, who is the Faculty Director of Professional Development at GSAS, and associate professor in the Anthropology department at Brandeis.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

Generous Thinking: A Radical Approach to Saving the University, by Kathleen Fitzpatrick
Putting the Humanities PhD to Work: Thriving in and beyond the Classroom, by Katina Rogers
Going Alt-Ac: A Guide to Alternative Academic Careers, by Kathryn Linder, Keven Kelly, and Thomas Tobin
The New PhD: How to Build a Better Graduate Education, by Leonard Cassuto and Robert Weisbuch
Slow Boil: Street Food, Public Space and Rights in Mumbai, by Jonathan Shapiro Anjaria
Urban Navigations: Politics, Space and the City in South Asia, edited by Jonathan Shapiro Anjaria and Colin McFarlane
Imagine PhD, created by the Graduate Career Consortium
This podcast on reimagining the academic conference
This podcast on hope for the humanities PhD

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Eric Adler, "The Battle of the Classics: How a Nineteenth-Century Debate Can Save the Humanities Today" (Oxford UP, 2020)

Wed, 25 Jan 2023 09:00:00 -0000

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics: How a Nineteenth-Century Debate Can Save the Humanities Today (Oxford UP, 2020) demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.

Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

Eric Adler is a Professor of Classics at the University of Maryland. Adler's scholarly interests include Roman historiography, Latin prose, the history of classical scholarship, and the history of the humanities.

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Engineering and Social Justice

Wed, 25 Jan 2023 09:00:00 -0000

Donna Riley, professor and head of the school of engineering education at Purdue University, talks about her path, her work, and her 2008 book, Engineering and Social Justice, with Peoples & Things host, Lee Vinsel. If technologies and infrastructures embody moral and political values, what should engineering students be taught about their roles in society? Riley and Vinsel also talk about how universities have changed since Riley’s book came out and Riley’s hopes for social justice in engineering education going forward.

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Elizabeth Farfán-Santos, "Undocumented Motherhood: Conversations on Love, Trauma, and Border Crossing" (U Texas Press, 2022)

Tue, 24 Jan 2023 09:00:00 -0000

Claudia Garcia crossed the border because her toddler, Natalia, could not hear. Leaving behind everything she knew in Mexico, Claudia recounts the terror of migrating alone with her toddler and the incredible challenges she faced advocating for her daughter's health in the United States. When she arrived in Texas, Claudia discovered that being undocumented would mean more than just an immigration status—it would be a way of living, of mothering, and of being discarded by even those institutions we count on to care.

Elizabeth Farfán-Santos spent five years with Claudia. As she listened to Claudia's experiences, she recalled her own mother's story, another life molded by migration, the US-Mexico border, and the quest for a healthy future on either side. Witnessing Claudia's struggles with doctors and teachers, we see how the education and medical systems enforce undocumented status and perpetuate disability. At one point, in the midst of advocating for her daughter, Claudia suddenly finds herself struck by debilitating pain. Claudia is lifted up by her comadres, sent to the doctor, and reminded why she must care for herself.

A braided narrative that speaks to the power of stories for creating connection, Undocumented Motherhood: Conversations on Love, Trauma, and Border Crossing (University of Texas Press, 2022) reveals what remains undocumented in the motherhood of Mexican women who find themselves making impossible decisions and multiple sacrifices as they build a future for their families.

Elizabeth Farfán-Santos is a medical anthropologist and the author of Black Bodies, Black Rights: The Politics of Quilombolismo in Contemporary Brazil.

Reighan Gillam is Associate Professor in the Department of Anthropology at the University of Southern California. She is the author of Visualizing Black Lives: Ownership and Control in Afro-Brazilian Media (University of Illinois Press).

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Rens Bod, "A New History of the Humanities: The Search for Principles and Patterns from Antiquity to the Present" (Oxford UP, 2014)

Mon, 23 Jan 2023 09:00:00 -0000

Many histories of science have been written, but A New History of the Humanities (Oxford UP, 2014) offers the first overarching history of the humanities from Antiquity to the present. There are already historical studies of musicology, logic, art history, linguistics, and historiography, but this volume gathers these, and many other humanities disciplines, into a single coherent account.

Its central theme is the way in which scholars throughout the ages and in virtually all civilizations have sought to identify patterns in texts, art, music, languages, literature, and the past. What rules can we apply if we wish to determine whether a tale about the past is trustworthy? By what criteria are we to distinguish consonant from dissonant musical intervals? What rules jointly describe all possible grammatical sentences in a language? How can modern digital methods enhance pattern-seeking in the humanities? Rens Bod contends that the hallowed opposition between the sciences (mathematical, experimental, dominated by universal laws) and the humanities (allegedly concerned with unique events and hermeneutic methods) is a mistake born of a myopic failure to appreciate the pattern-seeking that lies at the heart of this inquiry.

A New History of the Humanities amounts to a persuasive plea to give Panini, Valla, Bopp, and countless other often overlooked intellectual giants their rightful place next to the likes of Galileo, Newton, and Einstein.

Rens Bod is a professor of humanities at the University of Amsterdam.

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How Universities Are Plundering Our Cities

Mon, 23 Jan 2023 09:00:00 -0000

Davarian L. Baldwin is a professor of American studies and founding director of the Smart Cities Lab at Trinity College in Hartford, Conn. His latest book, In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities (Bold Type Books, 2021) is a wake-up call to the reality that higher education is no longer the ubiquitous public good it was once thought to be. But as Baldwin shows, there is an alternative vision for urban life, one that necessitates a more equitable relationship between our cities and our universities.

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The Thought of Ivan Illich

Fri, 20 Jan 2023 09:00:00 -0000

Author L. M. Sacasas talks about the life, thought, and legacy of the Catholic priest, philosopher, and social critic Ivan Illich with Peoples & Things host Lee Vinsel. Sacasas and Vinsel discuss Illich’s critiques of bureaucracy, technology, scale, and expertise and how these critiques apply to medicine, education, our credential society, and life with media technologies.

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Harry Gamble, "Contesting French West Africa: Battles Over Schools and the Colonial Order, 1900–1950" (U Nebraska Press, 2017)

Tue, 17 Jan 2023 09:00:00 -0000

After the turn of the twentieth century, schools played a pivotal role in the construction of French West Africa. But as this dynamic, deeply researched study reveals, the expanding school system also became the site of escalating conflicts. As French authorities worked to develop truncated schools for colonial "subjects," many African students and young elites framed educational projects of their own. Weaving together a complex narrative and rich variety of voices, Harry Gamble explores the high stakes of colonial education.

With the disruptions of World War II, contests soon took on new configurations. Seeking to forestall postwar challenges to colonial rule, French authorities showed a new willingness to envision broad reforms, in education as in other areas. Exploiting the new context of the Fourth Republic and the extension of citizenship, African politicians demanded an end to separate and inferior schools.

Harry Gamble's book Contesting French West Africa: Battles Over Schools and the Colonial Order, 1900–1950 (U Nebraska Press, 2017) critically examines the move toward educational integration that took shape during the immediate postwar period. Growing linkages to the metropolitan school system ultimately had powerful impacts on the course of decolonization and the making of postcolonial Africa.

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Neoliberalism and Higher Education

Sun, 08 Jan 2023 09:00:00 -0000

This episode is a roundtable discussion on the influence of the neoliberal project on higher education. Our guests are Professor Emeritus Frank Fear from Michigan State University, Professor Claire Polster from the University of Regina, and Professor Ruben Martinez from Michigan State University. The conversation is wide-ranging across topics such as the quantification of higher education and the concept of students as customers.

John Kaag is Professor and Chair of Philosophy at UMass Lowell and External Professor at the Santa Fe Institute. John W. Traphagan, Ph.D. is Professor and Mitsubishi Heavy Industries Fellow in the Department of Religious Studies at the University of Texas at Austin, where he is also a professor in the Program in Human Dimensions of Organizations.

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Book Talk 56: Roosevelt Montás on "Great Books"

Fri, 06 Jan 2023 09:00:00 -0000

Roosevelt Montás is Senior Lecturer in American Studies and English at Columbia University. A specialist in Antebellum American literature and culture and in American citizenship, he focuses mainly on the history, meaning, and future of liberal education. This question motivates his book Rescuing Socrates: How the Great Books Changed My Life and Why They Matter for a New Generation (Princeton University Press, 2021).

“Great Books” dominate “the Core” at Columbia University, where undergraduates must complete two years of non-departmental humanities courses. Montás teaches in the Core and was for ten years the director of the Center for the Core Curriculum. From this vantage point, he considers the function of “great books” today, particularly for members of historically marginalized communities like himself.

In Rescuing Socrates, he recounts how a liberal education transformed his life as a Dominican-born American immigrant. As many academics deem the Western canon to be inherently chauvinistic and the general public increasingly questions the very value of the humanities, Montás takes a different approach. He argues: “The practice of liberal education, especially in the context of a research university, is pointedly countercultural.” The New York Times praised the book for its compelling argument “for the value of a Great Books education as the foundation for receiving the benefits of everything else a school has to offer.”

I spoke with Montás about the complicated value of “great books,” the potential of a humanities education, and his conviction that a teacher in the humanities can trigger for students the beginning of a lifelong investigation of the self.

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Ellen Cassedy, "Working 9 to 5: A Women's Movement, a Labor Union, and the Iconic Movie" (Chicago Review Press, 2022)

Fri, 06 Jan 2023 09:00:00 -0000

Today I talked to Ellen Cassedy about her new book Working 9 to 5: A Women's Movement, a Labor Union, and the Iconic Movie (Chicago Review Press, 2022).

Many people may identify 9 to 5 with the comic film starring Jane Fonda, Dolly Parton and Lily Tomlin or perhaps only know Parton’s hit song that served as its theme. But 9 to 5 wasn't just a comic film—it was a movement built by Ellen Cassedy and her friends. Ten office workers in Boston started out sitting in a circle and sharing the problems they encountered on the job. In a few short years, they had built a nationwide movement that united people of diverse races, classes, and ages. They took on the corporate titans. They leafleted and filed lawsuits and started a woman-led union. They won millions of dollars in back pay and helped make sexual harassment and pregnancy discrimination illegal. The women office workers who rose up to win rights and respect on the job transformed workplaces throughout America. And along the way came Dolly Parton's toe-tapping song and a hit movie inspired by their work. Working 9 to 5 is a lively, informative, firsthand account packed with practical organizing lore that will embolden anyone striving for fair treatment.

Ellen Cassedy was a founder of the 9 to 5 organization in 1973. She is the coauthor with Karen Nussbaum of 9 to 5: The Working Woman's Guide to Office Survival and with Ellen Bravo of The 9 to 5 Guide to Combating Sexual Harassment. Ellen Cassedy is a former columnist for the Philadelphia Daily News, was a speechwriter in the Clinton administration, and has contributed to Huffington Post, Redbook, Woman's Day, Hadassah, Philadelphia Inquirer, and other publications.

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Why Did 48,000 UC Workers Go on Strike? A Conversation with Dr. Trevor Griffey

Thu, 05 Jan 2023 09:00:00 -0000

Why did thousands of workers at prestigious universities in the United States go on strike in 2022? How did we get to this historic moment, and is it really over? This episode explores:

The myriad ways universities can wield power over workers and even their families.
Why university workers are divided into different unions—and why some have no union representation at all.
How inflation, student debt, housing shortages, health insurance access, and the constriction of the tenure-track put unbearable pressure graduate students, adjuncts, and instructors.
The limitations of sympathy strikes.
How higher education became a gig economy.
Why this generation of students and their parents have more power to change academic inequality than they may realize.

Our guest is: Trevor Griffey is a Lecturer in U.S. History at UC Irvine and in Labor Studies at UCLA. He is co-founder of the Seattle Civil Rights and Labor History Project, and co-editor of the book Black Power at Work: Community Control, Affirmative Actiton and the Construction Industry (Cornell University Press, 2010). He currently serves as the Vice President of Legislation for the University Council-American Federation of Teachers (UC-AFT), which represents non-Senate faculty and librarians in the University of California system.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

This podcast on dealing with structural inequalities in the tenure pipeline
This podcast with the AAUP on how the demise of the tenure system is hurting students, professors, and academic freedom
The podcast on one professor's long road to the dream job in academia
The Gig Academy: Mapping Labor in the Neoliberal University by Adrianna Kezar, Tom DePaola, And Daniel T. Scott
State of the Union: A Century of American Labor - Revised and Expanded Edition, by Nelson Lichtenstein
Nelson Lichtenstein's piece about the UC Strike in Dissent Magazine
This LA Times article, which is one of many pieces in recent years about how graduate students and adjuncts cannot afford housing
The Guardian's article on firings of graduate student strikers in 2020
For teaching US labor and social history, this resource which is free and available online (free registration): https://wba.ashpcml.org/

Welcome to the Academic Life! On the Academic Life channel we are inspired and informed by today’s knowledge-producers, working inside and outside the academy. Missed any of our episodes? You’ll find over 130 of the Academic Life podcast episodes archived and freely available to you on the New Books Network website.

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It's Elementary! Catholic Education in the 21st Century

Thu, 05 Jan 2023 09:00:00 -0000

Joseph Nagel and Heather Skinner are principal and vice-principal of the School of the Madeleine in Berkeley, California; Mrs. Skinner was also once Joseph’s teacher and mine (your host, Chris Odyniec) and has been at the school for 45 years. Over this time, the school population and broader community has changed significantly. Mrs. Skinner and Mr. Nagel reflect on their experience teaching and working at a beloved and successful Catholic school in a progressive town like Berkeley, California; they discuss the School of the Madeleine, its mission, politics, and role in forming the whole child with the love of God.

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Comedies of 'Fair Use': Lewis Hyde on Owning Art and Ideas

Sun, 01 Jan 2023 09:00:00 -0000

In April 2006, The Institute held a two day symposium about copyright and intellectual property, titled Comedies of Fair Use. In this session, Lewis Hyde talks about owning art and ideas.

Hyde is a cultural critic and scholar, whose work focuses on the nature of imagination, creativity, and property. He is best known for his books, The Gift: Imagination and the Erotic Life of Property, and Trickster Makes This World: Mischief, Myth and Art.

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Life After Grad School Both Inside and Outside Academia: Part 4--Careers Beyond the Academy

Fri, 30 Dec 2022 09:00:00 -0000

Inspired by Bradley Sommer’s tweet this past summer about the ongoing challenges of the Humanities job market in the U.S., this four part podcast (produced by Erica Bennett, an M.A. student in the Department of Religious Studies at the University of Alabama) talks with an early career scholar now looking for work in academia, a senior scholar with a view from the inside, and those who either earned their doctorate and established a career outside the university or those who decided early on that graduate work was not their preferred career path.

In the fourth and final episode of the series, Erica and Jacob Barrett (himself just starting his Ph.D. at UNC Chapel Hill) explore careers well outside of the typical tenure-track by speaking with Shannon Trosper Schorey, who holds her Ph.D. in Religious Studies but who has established a successful career in the tech sector.

Shannon Trosper Schorey (Ph.D., UNC Chapel Hill) is a Principal Communications Specialist in the tech industry. She co-wrote and co-produced Day 88, a forthcoming audio play about technology, burnout, and the sonic fever dreams of religious perfection.

About the Study Religion Podcast: this series was first posted in the summer of 2022 on the University of Alabama’s Department of Religious Studies Podcast, which contains a variety of other episodes, all on the wider relevance of scholarship on religion—learn more, or subscribe, here.

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Abdul Alkalimat, "The Future of Black Studies" (Pluto Press, 2022)

Thu, 29 Dec 2022 09:00:00 -0000

The marginalisation of Black voices from the academy is a problem in the Western world. But Black Studies, where it exists, is a powerful, boundary-pushing discipline, grown out of struggle and community action. In The Future of Black Studies (Pluto Press, 2022), Abdul Alkalimat, one of the founders of Black Studies in the US, presents a reimagining of the future trends in the study of the Black experience.

Taking Marxism and Black Experientialism, Afro-Futurist and Diaspora frameworks, he projects a radical future for the discipline at this time of social crisis. Choosing cornerstones of culture, such as the music of Sun Ra, the movie Black Panther and the writer Octavia Butler, he looks at the trajectory of Black liberation thought since slavery, including new research on the rise in the comparative study of Black people all over the world.

Turning to look at how digital tools enhance the study of the discipline, this book is a powerful read that will inform and inspire students and activists.

Amanda Joyce Hall is a postdoctoral fellow at Northwestern University in the Department of African American Studies. She's on Twitter @amandajoycehall.

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Life After Grad School Both Inside and Outside Academia: Part 3--Deciding to Leave the Academy

Thu, 29 Dec 2022 09:00:00 -0000

In the third episode, Erica and Jacob Barrett (himself just starting his Ph.D. at UNC Chapel Hill) talk with Jared Powell, formerly a doctoral student in English at UNC, about the reasons why he recently left academia, midway through his Ph.D. program, and decided to investigate careers outside the university.

About the guest: Jared Powell earned a B.A. in English and Religious Studies and then an M.A. in English at the University of Alabama, going on to a Ph.D. in English at UNC Chapel Hill, specializing on the poetry of William Blake. After much deliberation, he recently decided to leave his doctoral program to pivot to a career outside of the academy. He now works as a trainer for a software company, putting his teaching and curriculum design experience to good use.

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Life After Grad School Both Inside and Outside of Academia: Part 2--A View from Inside

Wed, 28 Dec 2022 09:00:00 -0000

In the second episode of the series, Erica and Jacob Barrett (himself just starting his Ph.D. at UNC Chapel Hill) learn of some of the historical but also contemporary factors impacting the academic job market, as well as efforts by faculty to intervene in it, by talking with Pamela Gilbert, an English Professor at the University of Florida.

About the guest: Pamela K. Gilbert was a John Simon Guggenheim Fellow (2016) and Society for the Humanities Fellow at Cornell (2016-17) and, most recently, is the author of Victorian Skin: Surface, Self, History. She is on the executive committee for the North American Victorian Studies Association and is the series editor for the SUNY Press book series Studies in the Long Nineteenth Century. She regularly teaches courses in Victorian Literature, Literature and Medicine, and topics in Victorian Gender and Class.

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Life After Grad School Both Inside and Outside Academia: Part 1--The Job Search and Job Market

Tue, 27 Dec 2022 09:00:00 -0000

In the first episode of the series, Erica and Jacob Barrett (himself just starting his Ph.D. at UNC Chapel Hill) discuss the challenges of starting a PhD program in the humanities at this particular point in time, gaining some perspective from Bradley Sommer, a recent Ph.D. graduate in History.

About the guest: Bradley J. Sommer earned his Ph.D. in American History from Carnegie Mellon University and is a historian at the U.S. Army Center of Military History in Washington, D.C. He is also an online adjunct professor at Miami University in Ohio. Currently, he is working on a book about Toledo, OH, in the latter half of the 20th century, entitled Tomorrow Never Came: The Making of a Postindustrial City.

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Daniel Barish, "Learning to Rule: Court Education and the Remaking of the Qing State, 1861-1912" (Columbia UP, 2022)

Tue, 27 Dec 2022 09:00:00 -0000

The late Qing was a time of great turmoil and upheaval but also a time of great possibility, as scholars, officials, the press, and revolutionaries all sought to find ways to shape China’s future. For many, as explored in Daniel Barish’s new book, Learning to Rule: Court Education and the Remaking of the Qing State, 1861-1912 (Columbia UP, 2022), the solution lay not outside the Qing but within it — with the emperor himself.

Learning to Rule explores the education of the final three Qing emperors, looking at how debates about Western learning, foreign language education, the Manchu Way, and constitutionalism played out in the classrooms of the Qing emperors. Not only is this an intimate and deeply human look at the emperor and court life, it also shows just how involved the Qing was in global conversations about the role and education of a monarch, with many drawing on the examples of rulers in Russia and Japan when proposing their own plans for the Qing. Vividly written, this book will be of interest to any readers looking to learn about the late Qing, modern Chinese history, and the history of global empires — as well as those who might be curious about what it was like to try to teach the Son of Heaven.

Sarah Bramao-Ramos is a PhD candidate in History and East Asian Languages at Harvard. She works on Manchu language books and is interested in anything with a kesike. She can be reached at sbramaoramos@g.harvard.edu

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Sayan Dey, "Green Academia: Towards Eco-Friendly Education Systems" (Routledge, 2022)

Mon, 26 Dec 2022 09:00:00 -0000

Green Academia: Towards Eco-Friendly Education Systems (Routledge, 2022) can be read as a systemic long-term counter-intervention strategy against any form of impending pandemics in the post-COVID era and beyond. It argues that anti-nature and capitalistic knowledge systems have contributed to the evolution and growth of COVID-19 across the globe and emphasises the merits of reinstating nature-based and environment-friendly pedagogical and curricular infrastructures in mainstream educational institutions. The volume also explores possible ways of weaving ecology and the environment as a habitual practice of teaching and learning in an intersectional manner with Science and Technology Studies. With detailed case studies of the green schools in Bhutan and similar practices in India, Kenya, and New Zealand, the book argues for different forms of eco-friendly education systems and the possibilities of expanding these local practices to a global stage.

This book will be an essential read for scholars and researchers of sociology, cultural studies, decolonial studies, education, ecology, public policy social anthropology, sustainable development, sociology of education, and political sociology.

Rituparna Patgiri is an Assistant Professor of Sociology at Indraprastha College for Women, University of Delhi. She 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.

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Richard Brian Miller, "Why Study Religion?" (Oxford UP, 2021)

Tue, 20 Dec 2022 09:00:00 -0000

Can the study of religion be justified? Scholarship in religion, especially work in "theory and method," is preoccupied with matters of research procedure and thus inarticulate about the goals that motivate scholarship in the field. For that reason, the field suffers from a crisis of rationale. Richard B. Miller identifies six prevailing methodologies in the field, and then offers an alternative framework for thinking about the purposes of the discipline. Shadowing these various methodologies, he notes, is a Weberian scientific ideal for studying religion, one that aspires to value-neutrality. This ideal fortifies a "regime of truth" that undercuts efforts to think normatively and teleologically about the field's purpose and value. Miller's alternative framework, Critical Humanism, theorizes about the ends rather than the means of humanistic scholarship.

Why Study Religion? (Oxford UP, 2021) offers an account of humanistic inquiry that is held together by four values: Post-critical Reasoning, Social Criticism, Cross-cultural Fluency, and Environmental Responsibility. Ordered to such purposes, Miller argues, scholars of religion can relax their commitment to matters of methodological procedure and advocate for the value of studying religion. The future of religious studies will depend on how well it can articulate its goals as a basis for motivating scholarship in the field.

David Gottlieb is the Director of Jewish Studies at the Spertus Institute for Jewish Learning and Leadership in Chicago. He is the author of Second Slayings: The Binding of Isaac and the Formation of Jewish Memory (Gorgias Press, 2019).

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Sonya Y. Ramsey, "Bertha Maxwell-Roddey: A Modern-Day Race Woman and the Power of Black Leadership" (UP of Florida, 2022)

Sun, 18 Dec 2022 09:00:00 -0000

Bertha Maxwell-Roddey: A Modern-Day Race Woman and the Power of Black Leadership (UP of Florida, 2022) examines a life of remarkable achievements and leadership in the desegregated South. Sonya Ramsey modernizes the nineteenth-century term "race woman" to describe how Maxwell-Roddey and her peers turned hard-won civil rights and feminist milestones into tangible accomplishments in North Carolina and nationwide from the late 1960s to the 1990s.

Born in 1930, Maxwell-Roddey became one of Charlotte's first Black women principals of a white elementary school; she was the founding director of the University of North Carolina at Charlotte's Africana Studies Department; and she cofounded the Afro-American Cultural and Service Center, now the Harvey B. Gantt Center for African-American Art + Culture. Maxwell-Roddey founded the National Council for Black Studies, helping institutionalize the field with what is still its premier professional organization, and served as the 20th National President of Delta Sigma Theta Sorority, Inc., one of the most influential Black women's organizations in the United States.

Using oral histories and primary sources that include private records from numerous Black women's home archives, Ramsey illuminates the intersectional leadership strategies used by Maxwell-Roddey and other modern race women to dismantle discriminatory barriers in the classroom and the boardroom. Bertha Maxwell-Roddey offers new insights into desegregation, urban renewal, and the rise of the Black middle class through the lens of a powerful leader's life story.

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Hester Barron, "The Social World of the School: Education and Community in Interwar London" (Manchester UP, 2022)

Sun, 18 Dec 2022 09:00:00 -0000

The Social World of the School: Education and Community in Interwar London (Manchester UP, 2022) shows why the study of schooling matters to the history of twentieth-century Britain. Dr. Hester Barron integrates the history of education within the wider concerns of modern social history.

Drawing on a rich array of archival and autobiographical sources, she captures in vivid detail the individual moments that made up the minutiae of classroom life. The book focuses on elementary education in interwar London, arguing that schools were grounded in their local communities as lynchpins of social life and drivers of change. Exploring crucial questions around identity and belonging, poverty and aspiration, class and culture, behaviour and citizenship, Dr. Barron provides vital context for twenty-first century debates about education and society, showing how the same concerns were framed a century ago.

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Misrepresentation on Campus: A Conversation with Michelle Cyca

Thu, 08 Dec 2022 09:00:00 -0000

When a professor is not who they say they are, what does it take to get them to resign? This episode explores:

How an anonymous twitter account and a media investigation helped Ms. Cyca reveal the truth about a professor misrepresenting their identity.
Why professors can fail to fully acknowledge all the harm done to the students, staff, and community even after they are exposed.
A discussion of the article The Curious Case of Gina Adams: A “Pretendian” Investigation.

Our guest is: Michelle Cyca, a former employee at Emily Carr University of Art and Design, who currently works as a freelance writer, editor, and content strategist. For over 15 years she has written for numerous print magazines, digital publications, brands and creators. She is the author of The Curious Case of Gina Adams, and many other articles.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in these other articles by Michelle Cyca:

Resilience & Reconnection: Stories of Indigenous Parenting, Romper
Orange Shirt Day Is Not About Buying Orange Shirts, IndigiNews
Learning Cree with My Daughter, Romper
Monuments to What? The Tyee
Tanya Talaga Is Telling the Stories Canada Needs to Hear, Maclean’s
To Honour Lee Maracle’s Life, Read Indigenous Women, The Tyee
Resistance 150: Indigenous Artists Challenge Canadians to Reckon with Our History, Chatelaine

Welcome to The Academic Life! On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We are inspired by knowledge-producers working inside and outside the academy. Find us on Twitter: @AcademicLifeNBN.

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Mergers in Higher Education: A Discussion with Beth Hillman

Thu, 08 Dec 2022 09:00:00 -0000

Beth Hillman discusses the recent merger between Mills College and Northeastern University. Hillman, who served as President of Mills from 2016-22, describes the many strategies that the Oakland, CA-based women’s college attempted before moving forward with the merger, including a potential strategic partnership with its neighbor, UC Berkeley. She shares valuable insights for leaders considering such strategic alliances that offer a means to preserve an institution’s mission and protect its stakeholders even when facing dire financial circumstances.

David Finegold is the president of Chatham University.

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Barbara E. Mattick, "Teaching in Black and White: The Sisters of St. Joseph in the American South" (Catholic U of America Press

Wed, 07 Dec 2022 09:00:00 -0000

Teaching in Black and White: The Sisters of St. Joseph in the American South (Catholic University of America Press, 2022) discusses the work of the Sisters of St. Joseph of (the city of) St. Augustine, who came to Florida from France in 1866 to teach newly freed blacks after the Civil War, and remain to this day. It also tells the story of the Sisters of St. Joseph of Georgia, who sprang from the motherhouse in St. Augustine.

A significant part of the book is a comparison of the Sisters of St. Josephs’ work against that of their major rivals, missionaries from the Protestant American Missionary Association. Using letters the Sisters wrote back to their motherhouse in France, the book provides rare glimpses into the personal and professional (pun intended) lives of these women religious in St. Augustine and other parts of Florida and Georgia, from the mid-nineteenth century through the era of anti-Catholicism in the early twentieth century South. It carries the story through 1922, the end of the pioneer years of the Sisters of St. Josephs’ work in Florida, and the end of Sisters of St. Joseph of Georgia’s existence as a distinct order. Through the lenses of Catholicism, Florida and Southern history, gender, and race, the book addresses the Protestant concept of domesticity and how it was reinforced in Catholic terms by women who seemingly defied the ideal. It also relates the Sisters’ contributions in shaping life in the South during Reconstruction as they established elite academies and free schools, created orphanages, ministered to all during severe yellow fever epidemics, and fought the specter of anti-Catholicism as it crept across the rural regions of the country. To date, little has been written about Catholics in the South, much less the women religious who served there. This book helps to fill that gap.

Teaching in Black and White provides rare glimpses into the personal and professional lives of women religious in Florida and Georgia, from the mid-nineteenth to early twentieth-century.

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Robert Houghton, "Teaching the Middle Ages through Modern Games: Using, Modding and Creating Games for Education and Impact" (de Gruyter, 2022)

Sun, 04 Dec 2022 09:00:00 -0000

Games can act as invaluable tools for the teaching of the Middle Ages. The learning potential of physical and digital games is increasingly undeniable at every level of historical study. These games can provide a foundation of information through their stories and worlds. They can foster understanding of complex systems through their mechanics and rules. Their very nature requires the player to learn to progress.

The educational power of games is particularly potent within the study of the Middle Ages. These games act as the first or most substantial introduction to the period for many students and can strongly influence their understanding of the era. Within the classroom, they can be deployed to introduce new and alien themes to students typically unfamiliar with the subject matter swiftly and effectively. They can foster an interest in and understanding of the medieval world through various innovative means and hence act as a key educational tool.

Teaching the Middle Ages through Modern Games: Using, Modding and Creating Games for Education and Impact (de Gruyter, 2022), edited by Robert Houghton, presents a series of essays addressing the practical use of games of all varieties as teaching tools within Medieval Studies and related fields. In doing so it provides examples of the use of games at pre-university, undergraduate, and postgraduate levels of study, and considers the application of commercial games, development of bespoke historical games, use of game design as a learning process, and use of games outside the classroom. As such, Teaching the Middle Ages through Modern Games is a flexible and diverse pedagogical resource and its methods may be readily adapted to the teaching of different medieval themes or other periods of history.

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Elizabeth Tandy Shermer, "Indentured Students: How Government-Guaranteed Loans Left Generations Drowning in College Debt" (Harvard UP, 2021)

Sun, 04 Dec 2022 09:00:00 -0000

It didn't always take thirty years to pay off the cost of a bachelor's degree.

In Indentured Students: How Government-Guaranteed Loans Left Generations Drowning in College Debt (Harvard UP, 2021), Elizabeth Tandy Shermer untangles the history that brought us here and discovers that the story of skyrocketing college debt is not merely one of good intentions gone wrong. In fact, the federal student loan program was never supposed to make college affordable.

The earliest federal proposals for college affordability sought to replace tuition with taxpayer funding of institutions. But Southern whites feared that lower costs would undermine segregation, Catholic colleges objected to state support of secular institutions, professors worried that federal dollars would come with regulations hindering academic freedom, and elite-university presidents recoiled at the idea of mass higher education. Cold War congressional fights eventually made access more important than affordability. Rather than freeing colleges from their dependence on tuition, the government created a loan instrument that made college accessible in the short term but even costlier in the long term by charging an interest penalty only to needy students. In the mid-1960s, as bankers wavered over the prospect of uncollected debt, Congress backstopped the loans, provoking runaway inflation in college tuition and resulting in immense lender profits.

Today 45 million Americans owe more than $1.5 trillion in college debt, with the burdens falling disproportionately on borrowers of color, particularly women. Reformers, meanwhile, have been frustrated by colleges and lenders too rich and powerful to contain. Indentured Students makes clear that these are not unforeseen consequences. The federal student loan system is working as designed.

Elizabeth Tandy Shermer has written about labor, politics, and education for the Washington Post, HuffPost, and Dissent. Author of Sunbelt Capitalism: Phoenix and the Transformation of American Politics, she is Associate Professor of History at Loyola University Chicago.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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When Your Professor Asks You to Cheat: A Conversation with Dr. Joel Heng Hartse

Thu, 01 Dec 2022 09:00:00 -0000

We all know that academic integrity matters. But do we all agree on what academic integrity really is? Somewhere beyond the nuances and gray areas is blatant cheating. And that’s always wrong . . . but what if your professor asks you to cheat? This episode explores:

How well students understand academic integrity.
Why Dr. Heng Hartse designed a course that required cheating.
What he and his students learned from it.
How it feels to cheat, and why some students feel forced to do it.
A discussion of the article “What Happened When I Made My Students Cheat.”

Our guest is: Dr. Joel Heng Hartse, who teaches at Simon Fraser University. He wrote Sects, Love, and Rock and Roll (Cascade Books, 2010); Dancing About Architecture is a Reasonable Things to Do (Cascade Books, 2022); co-authored with Jiang Dong Perspectives on Teaching English at Colleges and Universities in China (TESOL Press, 2015); and is the author of the article “What Happened When I Made My Students Cheat,” published in Inside Higher Ed (November 9, 2022).

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

Intellectual Appetite, by Paul Griffiths
“Dishonest Behavior in the Classroom and Clinical Setting: Perceptions and Engagement” by Emily L. McClung and Joanna Kraenzle Schneider
“Literacy Brokers and the Emotional Work of Mediation,” by Ligia Ana Mihut, in Literacy and Composition Studies, volume 2, number 1 (2014)
Jeffrey Moro’s blog article “Against Cop Shit”
The New York Times article on the aftermath of “Harvard cheating scandal”
This podcast on learning from your failed research

Welcome to The Academic Life! On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We view education as a transformative human endeavor and are inspired by today’s knowledge-producers working inside and outside the academy. Find us on Twitter: @AcademicLifeNBN.

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Ourboox: A Conversation with Mel Rosenberg

Wed, 30 Nov 2022 09:00:00 -0000

In this interview, Mel Rosenberg discusses his love for children's literature, what makes for a memorable picture book, and the company he created, Ourboox. Ourboox is a free site that allows people to create online flipbooks and picture books. Mel's collection is available here.

Mel Rosenberg is a professor emeritus of microbiology (Tel Aviv University, emeritus) who fell in love with children's books as a small child and now writes his own. He is co-founder of Ourboox, a web platform with some 240,000 ebooks that allows anyone to create and share flipbooks comprising text, pictures and videos.

Caleb Zakarin is the Assistant Editor of the New Books Network (Twitter: @caleb_zakarin).

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Gregory Nobles, "The Education of Betsey Stockton: An Odyssey of Slavery and Freedom" (U Chicago Press, 2022)

Fri, 25 Nov 2022 09:00:00 -0000

The life of Betsey Stockton (ca. 1798–1865) is a remarkable story of a Black woman’s journey from slavery to emancipation, from antebellum New Jersey to the Hawai‘ian Islands, and from her own self-education to a lifetime of teaching others—all told against the backdrop of the early United States’ pervasive racism. It’s a compelling chronicle of a critical time in American history and a testament to the courage and commitment of a woman whose persistence grew into a potent form of resistance.

When Betsey Stockton was a child, she was “given, as a slave” to the household of Rev. Ashbel Green, a prominent pastor and later the president of what is now Princeton University. Although she never went to school, she devoured the books in Green’s library. After being emancipated, she used that education to benefit other people of color, first in Hawai‘i as a missionary, then Philadelphia, and, for the last three decades of her life, Princeton—a college town with a genteel veneer that never fully hid its racial hostility. Betsey Stockton became a revered figure in Princeton’s sizeable Black population, a founder of religious and educational institutions, and a leader engaged in the day-to-day business of building communities.

In The Education of Betsey Stockton: An Odyssey of Slavery and Freedom (U Chicago Press, 2022), Gregory Nobles illuminates both a woman and her world, following her around the globe, and showing how a determined individual could challenge her society’s racial obstacles from the ground up. It’s at once a revealing lesson on the struggles of Stockton’s times and a fresh inspiration for our own.

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Christopher Willoughby, "Masters of Health: Racial Science and Slavery in US Medical Schools" (UNC Press, 2022)

Thu, 24 Nov 2022 09:00:00 -0000

Medical science in antebellum America was organized around a paradox: it presumed African Americans to be less than human yet still human enough to be viable as experimental subjects, as cadavers, and for use in the training of medical students. By taking a hard look at the racial ideas of both northern and southern medical schools, Christopher D. E. Willoughby reveals that racist ideas were not external to the medical profession but fundamental to medical knowledge.

In this history of racial thinking and slavery in American medical schools, the founders and early faculty of these schools emerge as singularly influential proponents of white supremacist racial science. They pushed an understanding of race influenced by the theory of polygenesis—that each race was created separately and as different species—which they supported by training students to collect and measure human skulls from around the world. Medical students came to see themselves as masters of Black people's bodies through stealing Black people’s corpses, experimenting on enslaved people, and practicing distinctive therapeutics on Black patients. In documenting these practices Masters of Health: Racial Science and Slavery in US Medical Schools (UNC Press, 2022) charts the rise of racist theories in U.S. medical schools, throwing new light on the extensive legacies of slavery in modern medicine.

Claire Clark is a medical educator, historian of medicine, and associate professor in the University of Kentucky’s College of Medicine.

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Rhonda F. Levine, "When Race Meets Class: African Americans Coming of Age in a Small City" (Routledge, 2019)

Wed, 23 Nov 2022 09:00:00 -0000

In When Race Meets Class: African Americans Coming of Age in a Small City (Routledge, 2019), Rhonda Levine provides a 15-year ethnography that follows the lives of individual, low-income African American youth from the beginning of high school into their early adult years. Levine shows how their interaction and experience with multiple institutions (family, school, community) and individuals (parents, friends, teachers, coaches, strangers) shape their hopes, fears, aspirations, and worldviews. Levine explores the volatility and constraints underlying their decision-making and behaviors.

Rhonda Levine is Professor of Sociology, Emerita, at Colgate University, USA.

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Scholar Skills: Unraveling Faculty Burnout

Thu, 17 Nov 2022 09:00:00 -0000

“I’m burned out” is a familiar phrase in higher ed these days. This episode explores:

What burnout is and is not.
One scholar’s personal experience with burnout.
How higher ed’s culture and the “expectation escalation” encourage burnout.
Academic capitalism and its relationship to faculty burnout.
The missing voices from the conversation on burnout.
Imposter syndrome and how it plays out for women, especially, in the academy.

Our guest is: Dr. Rebecca Pope-Ruark, Director of the Office of Faculty Professional Development at the Georgia Institute of Technology. She is the author of Unraveling Faculty Burnout: Pathways to Reckoning and Renewal (Johns Hopkins University Press, 2022) and Agile Faculty: Practical Strategies for Managing Research, Service, and Teaching (The University of Chicago Press, 2017) as well as the coeditor of Redesigning Liberal Education: Innovative Design for a Twenty-First-Century Undergraduate Education (Johns Hopkins University Press, 2020).

Our host is: Dr. Dana M. Malone, co-producer and co-host of The Academic Life channel. Dana is energized by facilitating meaningful conversations and educational experiences for folks across the academy and beyond. Dana is the author of From Single to Serious: Relationships, Gender, and Sexuality on American Evangelical Campuses, (Rutgers University Press).

Listeners to this episode may also be interested in:

This Chronicle of Higher Education article on how to cope with Covid-19 burnout.
This Inside Higher Ed article on beating pandemic burnout.
The Maslach Burnout Inventory for Educators (MBI-ES).
This Academic Life conversation on community building and how we show up.
This Academic Life conversation on being well in academia.
This Academic Life conversation on finding your people and making meaningful connections.

Welcome to The Academic Life! You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you podcasts on everything from how to finish that project to how to take care of your beautiful mind. Here on the Academic Life channel, we embrace a broad definition of what it means to be an academic and to lead an academic life. We view education as a transformative human endeavor and are inspired by today’s knowledge-producers working inside and outside the academy. Wish we’d bring on an expert about something? DMs us on Twitter: @AcademicLifeNBN.

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Adam Laats, "Creationism USA: Bridging the Impasse on Teaching Evolution" (Oxford UP, 2020)

Wed, 16 Nov 2022 09:00:00 -0000

Who are America's creationists? What do they want? Why do they think Jesus rode around on a dinosaur? In Creationism USA: Bridging the Impasse on Teaching Evolution (Oxford UP, 2021), Adam Laats reveals that common misconceptions about creationism have led Americans into a full century of unnecessary culture-war histrionics about evolution education and creationism. In fact, America does not now and never has had deep, fundamental disagreement about evolution. Not about the actual science of evolution, that is, and not in ways that truly matter to public policy. Americans do have significant disagreements about creationism, though, and Laats offers a new way to understand those battles. By describing the history of creationism and its many variations, this book demonstrates that the real conflict about evolution is not between creationists and evolution. The true landscape of American creationism is far more complicated than headlines suggest.

Your host, Ryan Shelton (@_ryanshelton) is a social historian of British and American Protestantism and a PhD researcher at Queen’s University Belfast.

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Naomi A. Moland, "Can Big Bird Fight Terrorism?: Children's Television and Globalized Multicultural Education" (Oxford UP, 2019)

Mon, 14 Nov 2022 09:00:00 -0000

Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria.

Can Big Bird Fight Terrorism?: Children's Television and Globalized Multicultural Education (Oxford UP, 2019) takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach the ideals of diversity and tolerance in countries suffering from internal conflicts.

Sharonee Dasgupta is currently a graduate student in the department of anthropology at UMass Amherst.

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Transforming the Urban University: Northeastern University, 1996-2006

Mon, 14 Nov 2022 09:00:00 -0000

It is rare to see colleges and universities achieve major and rapid changes in their national rankings. Richard Freeland, the president emeritus of Northeastern University, discusses how they were able to achieve this at Northeastern during his decade leading one of the nation’s largest private universities by doubling down and improving their historic strength in co-operative education. In parallel, Northeastern was able to achieve dramatic improvements in retention and graduation rates, from just 44% to over 70%. He also shares insights from his tenure leading the Massachusetts public higher education system.

David Finegold is the president of Chatham University.

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Where Does Research Really Begin?

Thu, 10 Nov 2022 09:00:00 -0000

Today’s book is: Where Research Begins: Choosing a Research Project That Matters to You (and the World) (U Chicago Press, 2022) by Thomas S. Mullaney and Christopher Rea, which tackles the two challenges every researcher faces with every new project: “How do I find a compelling problem to investigate—one that truly matters to me, deeply and personally? How do I then design my research project so that the results will matter to anyone else?” This easy-to-follow workbook guides you to find research inspiration within yourself, and in the broader world of ideas.

Our guest is: Dr. Thomas S. Mullaney, who is Professor of History at Stanford University and Professor of East Asian Languages and Cultures, by courtesy; the Kluge Chair in Technology and Society at the Library of Congress; and a Guggenheim Fellow. He is the author or lead editor of 7 books and the forthcoming The Chinese Computer—the first comprehensive history of Chinese-language computing. His writings have appeared in the Journal of Asian Studies, Technology & Culture, Aeon, Foreign Affairs, and Foreign Policy, and his work has been featured in the LA Times, The Atlantic, the BBC, and in invited lectures at Google, Microsoft, Adobe, and more. He holds a PhD from Columbia University.

Our guest is: Dr. Christopher Rea, who is a literary and cultural historian. His research focuses on the modern Chinese-speaking world, and his most recent publications concern research methods, cinema, comedy, celebrities, swindlers, cultural entrepreneurs, and the scholar-writers Qian Zhongshu and Yang Jiang. At University of British Columbia, he is a faculty member and Associate Head, External of the Department of Asian Studies; former Director of the Centre for Chinese Research; an associate of the Hong Kong Studies Initiative; and a Faculty Fellow of St. John’s College. He co-authored with Tom Mullaney, Where Research Begins: Choosing a Research Project That Matters to You (and the World).

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode may also be interested in:

The Craft of Research, by Wayne Booth et al
The Research Companion, by Petra Boynton
How to Write a Thesis, by Umberto Eco
The Art of Creative Research, by Philip Gerald
This podcast on learning from your failed research

Welcome to The Academic Life! We reach across our mentor network to bring you podcasts on everything from how to finish a project to how to take care of your beautiful mind. On the Academic Life channel we embrace a broad definition of what it means to lead an academic life. We view education as a transformative human endeavor and are inspired by today’s knowledge-producers working inside and outside the academy. DMs us on Twitter: @AcademicLifeNBN.

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Nancy Woloch, "The Insider: A Life of Virginia C. Gildersleeve" (Columbia UP, 2022)

Wed, 09 Nov 2022 09:00:00 -0000

Virginia C. Gildersleeve was the most influential dean of Barnard College, which she led from 1911 to 1947. An organizer of the Seven College Conference, or “Seven Sisters,” she defended women's intellectual abilities and the value of the liberal arts. She also amassed a strong set of foreign policy credentials and, at the peak of her prominence in 1945, served as the sole woman member of the U.S. delegation to the drafting of the United Nations Charter. But her accomplishments are undercut by other factors: she had a reputation for bias against Jewish applicants for admission to Barnard and early in the 1930s voiced an indulgent view of the Nazi regime.

In this biography, historian Nancy Woloch explores Gildersleeve’s complicated career in academia and public life. At once a privileged insider, prone to elitism and insularity, and a perpetual outsider to the sexist establishment in whose ranks she sought to ascend, Gildersleeve stands out as richly contradictory. The book examines her initiatives in higher education, her savvy administration, her strategies for gaining influence in academic life, the ways that she acquired and deployed expertise, and her drive to take part in the world of foreign affairs. Woloch draws out her ambivalent stance in the women’s movement, concerned with women’s status but opposed to demands for equal rights. Tracing resonant themes of ambition, competition, and rivalry, The Insider: A Life of Virginia C. Gildersleeve (Columbia UP, 2022) masterfully weaves Gildersleeve’s life into the histories of education, international relations, and feminism.

Jane Scimeca is Professor of History at Brookdale Community College.

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Andrew Fiss, "Performing Math: A History of Communication and Anxiety in the American Mathematics Classroom" (Rutgers UP, 2020)

Wed, 09 Nov 2022 09:00:00 -0000

Performing Math: A History of Communication and Anxiety in the American Mathematics Classroom (Rutgers University Press, 2020) by Dr. Andrew Fiss tells the history of expectations for math communication—and the conversations about math hatred and math anxiety that occurred in response.

Focusing on nineteenth-century American colleges, this book analyzes foundational tools and techniques of math communication: the textbooks that supported reading aloud, the burnings that mimicked pedagogical speech, the blackboards that accompanied oral presentations, the plays that proclaimed performers’ identities as math students, and the written tests that redefined “student performance.” Math communication and math anxiety went hand in hand as new rules for oral communication at the blackboard inspired student revolt and as frameworks for testing student performance inspired performance anxiety.

With unusual primary sources from over a dozen educational archives, Performing Math argues for a new, performance-oriented history of American math education, one that can explain contemporary math attitudes and provide a way forward to reframing the problem of math anxiety.

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Mental Health In Academia 7: Bullying in Academia

Tue, 08 Nov 2022 09:00:00 -0000

We are delighted to welcome you at All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk. For live webinar schedule please visit Lashuel lab website. Follow us on Twitter: @LashuelLab

Today’s talk is hosted by Prof. Hilal Lashuel and Galina Limorenko, and we are happy to welcome Prof. Morteza Mahmoudi to discuss bullying in academia.

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Making the Most of Academic Conferences: Insights and Tips from Dr. Thomas Tobin

Tue, 08 Nov 2022 09:00:00 -0000

You’re going to an academic conference—and maybe even presenting a project! Whether you are going virtually or in person, for the first time or the tenth, presenting or just attending, you want to feel prepared. Are you? This podcast episode explores:

Why we need to go to academic conferences.
Why it can be difficult to navigate them.
How can you get the most of out of it.

Our guest is: Dr. Thomas J. Tobin, who is a founding member of the Center for Teaching, Learning, and Mentoring at the University of Wisconsin at Madison. He is an internationally recognized speaker and author on quality in technology-enhanced education. His latest book is Going Alt-Ac: A Guide to Alternative Academic Careers, written with Katie Linder and Kevin Kelly, from Stylus Publishing. You can find him on Twitter @ThomasJTobin and at his website, Thomasjtobin.com.

Our host is: Dr. Christina Gessler, a historian of women and gender and an introvert, who has presented in dozens of academic conference, and like many of our listeners, she is still learning how to make the most of an academic conference.

Listeners to this episode may also be interested in:

The Chronicle of Higher Ed article “How to Make the Most Out of An Academic Conference”
The Chronicle of Higher Ed article “How to Make the Most of a Virtual Conference”
The Chronicle of Higher Ed article “How To Cope With Presentation Anxiety”
This article on The Introverts’ Guide to Speaking Up
Quiet: The Power of Introverts, by Susan Cain
The Craft of Research, by Wayne Booth et al
The Research Companion, by Petra Boynton
The Art of Creative Research, by Philip Gerald

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Timothy W. Burns, "Leo Strauss on Democracy, Technology, and Liberal Education" (SUNY Press, 2021)

Thu, 03 Nov 2022 08:00:00 -0000

There are few thinkers who engender as much debate about their legacy as Leo Strauss (1899 –1973). His critics and biographers often don’t even agree about what scholarly discipline he practiced. Political theory or philosophy? Was he a proto-neoconservative or a middle-of-the-road Cold War defender of liberal democracy? He is often depicted as a major intellectual influence on sections of the national security state right, especially during the presidency of George W. Bush when he was portrayed as a puppeteer pulling from the grave the strings of such notable hawks as Paul Wolfowitz.

But the writings of Strauss often go unexamined. That is partly because they lean towards the abstruse. Strauss was not a general-audience-friendly public intellectual in his day and much of the homage to and attacks on him at this point are to be found in the pages of academic journals and in the halls of think tanks.

We are fortunate, therefore, that we can turn to the 2021 book, Leo Strauss on Democracy, Technology, and Liberal Education by Timothy W. Burns for elucidation of Strauss's thinking about how we can preserve liberal democracy in the face of apathy from moderates, classical liberals and traditional conservatives flummoxed by the rise of an aggressive left that questions whether the United States is a democracy at all and an alienated alt-right that regards liberal democracy as now practiced as a character-sapping anachronism leading to civilizational decline.

We learn from Burns of Strauss's admiration for Winston Churchill and touting of him as an exemplar of greatness within democracy. In one of the most absorbing sections of the book we learn of a 1941 lecture by Strauss entitled, “German Nihilism” in which he examined the arguments of such groups as rightist German students in the 1920s that liberal democracy fostered moral mediocrity.

Burns contrasts in detail the ideas of Strauss and Martin Heidegger and shows that Strauss foresaw that the other man’s emphasis on resoluteness would metastasize into Heidegger’s support for Nazism. Burns tells us that Strauss can speak to us today via his call to defend democratic constitutionalism and its spiritual and religious traditions.

That call can lead to charges of elitism against Strauss because it entailed his championing of the idea of an “aristocracy within democracy,” a cadre of cultivated, well-educated leaders who would help maintain the intellectual and cultural moorings of democracies.

Let’s hear now from Professor Burns about who Leo Strauss was and what he actually wrote and thought.

Hope J. Leman is a grants researcher.

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Gurpinder Singh Lalli, "Schools, Space and Culinary Capital" (Routledge, 2022)

Thu, 03 Nov 2022 08:00:00 -0000

Gurpinder Singh Lalli's book Schools, Space and Culinary Capital (Routledge, 2022) introduces the notion of culinary capital to investigate socialisation and school mealtime experiences in an academy school based in the UK. Drawing on interviews collated from children, teachers and staff within the school, the text sheds light on food insecurity in society and schools as being a major issue in educational policy. The book examines schools as a microcosm for society with school food space being the playground for socialisation. It shows how forms of culinary capital can be extended in the school dining hall where social space is negotiated with notions of inclusion and exclusion during mealtime. The book uses gender, class and race to understand the school dining hall as a space where culinary capital can be exchanged and learnt. Thorough research accompanied by ethnographic visuals, field notes and observations, it also explores the sensory impact of school gardens. As such the book will be of interest to students, teachers, school leaders, educators and policy makers in the fields of Education, Sociology, Social Policy and Food Studies.

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Richard V. Reeves, "Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It" (Brookings Institution, 2022)

Thu, 03 Nov 2022 08:00:00 -0000

Today I talked to Richard Reeves about his important new book Of Boys and Men: Why the Modern Male Is Struggling, Why It Matters, and What to Do about It (Brookings Institution, 2022).

The statistics are stunning. Men have a 9% lower graduation rate from college. One in three men without a completed high school education are now out of the workforce. About 40% of births take place outside of marriage (up from 11% in 1970). And men are 50% more likely to die from Covid-19 than women after contracting the virus. The long and short of it, while also advocating for full, real opportunities for women, short shrift is often being given to the problems men face. Neither ignoring the problem (the liberal choice, often) or suggesting we turn-back-the-clock to the 1950s (the conservative choice, often) will suffice. In this episode, Richard Reeves dares to propose some real solutions regarding education reforms, workplace opportunities, and pro-childrearing roles for all dads, married or otherwise.

Richard Reeves is a senior fellow in economic studies at the Brookings Institution. He’s the author of the 2017 book Dream Hoarders and is also a regular contributor to The New York Times, Washington Post, Wall Street Journal, and The Atlantic.

Dan Hill, PhD, is the author of ten books and leads Sensory Logic, Inc. (https://www.sensorylogic.com). His newest book is Emotionomics 2.0: The Emotional Dynamics Underlying Key Business Goals. To check out his related “Dan Hill’s EQ Spotlight” blog, visit https://emotionswizard.com.

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Barbara W. Sarnecka, "The Writing Workshop: Write More, Write Better, Be Happier in Academia" (2019)

Wed, 02 Nov 2022 08:00:00 -0000

Listen to this interview of Barbara Sarnecka, Professor of Cognitive Sciences and Associate Dean of Research and Graduate Studies for Social Sciences, University of California, Irvine. We talk about putting your mind in print. She is the author of The Writing Workshop: Write More, Write Better, Be Happier in Academia.

Barbara Sarnecka : "The more quantitative a person's field of study is, the more likely they are to say that they just don't think that writing is a big requirement in their field. And they'll say, 'Well, writing isn't very important. I'm a biologist.' They imagine that writing is somehow for people in the humanities, or it's for playwrights or novelists, or something like that. But whenever anyone fails to be productive as a scientist, it's because they're not writing. It's because they're not publishing manuscripts or they're not producing funding proposals that are getting funded. It's not because they don't have enough ideas for experiments, or because they didn't collect enough data, or because they didn't learn to analyze the data properly. Those things are all kind of trivially easy, and that's why we can subcontract them to graduate students or the statistical consulting center or somebody to do them for us. You can't get somebody else to think for you, and you can't get somebody else to write for you."

Find about more about Barbara, including why she chose to self-publish, in this interview.
Read the research on Barbara's writing-shop intervention here.
Read the research on cascading mentorship here and here.
Contact Barbara's editor at michael.dylan.rogers@gmail.com

Daniel Shea is committed to helping scientists write at their best. Contact me at daniel.shea@kit.edu

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Elizabeth Drame et al., "The Resistance, Persistence and Resilience of Black Families Raising Children with Autism" (Peter Lang, 2020)

Tue, 01 Nov 2022 08:00:00 -0000

The Resistance, Persistence and Resilience of Black Families Raising Children with Autism (Peter Lang, 2020) presents nuanced perspectives in the form of counternarratives of what Black families who have children with autism experience at the intersection of race, class, disability and gender. It intentionally centers the expertise of Black parents, challenging what is considered knowledge, whose knowledge counts, and how knowledge can be co-generated for learning, sharing and advocacy. The book speaks directly to Black parents on the autism journey.

To right systemic racial inequities and to cultivate culturally responsive practices, it is critical for practitioners and professionals to understand what is known about Black families' experiences with autism in general and how these experiences differ because of our intersecting identities. University faculty and students in programs involving medicine, speech and language pathology, occupational therapy, nursing, political science, school psychology, teaching, special education and leadership can benefit from the wisdom offered by these parents. This text is perfect for several courses, including those in departments of anthropology, women and gender studies, health sciences, psychology, special education, teacher education and administrative leadership. In addition, given the uniquely Black perspective presented in the text, this text is relevant to other fields, including ethnic studies, cultural studies, urban studies and African American studies. It is relevant to individuals who wish to better understand how issues of race and intra-racial differences shape lived experiences with disability in American society.

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Scholar Skills: Managing and Re-Envisioning the Academic Mid-Career

Thu, 27 Oct 2022 08:00:00 -0000

Ever felt uncertain about how to manage the academic mid-career stage? This episode explores:

Why the mid-career stage is so important to mid-career faculty.
Strategies for taking control of your mid-career advancement plans.
Equity issues surrounding women, academic mothers, and faculty of color.
The importance of the department chair for mid-career faculty.
Being strategic about your mentoring needs in mid-career.
Two critical considerations for mid-career faculty developing programs.

Our guest is: Dr. Vicki L Baker, author of Managing Your Academic Career: A Guide to Re-Envision Mid-Career (Routledge). Vicki is the E. Maynard Aris Endowed Professor in Economics and Management at Albion College and serves as the Faculty Director of the Albion College Community Collaborative (AC3), Co-Chair of the Economics & Management Department, and instructor for Penn State University’s World Campus. Prior to joining the academy as a faculty member, Vicki worked at Harvard Business School (Executive Education) and AK Steel Corporation. Vicki is the author of 90 peer-reviewed articles, chapters, invited works, and several books. Recognized as a “Top 100 Visionary” in Education by the Global Forum for Education and Learning (20-21), Vicki is at the forefront of innovation and strategy in faculty and leadership development; her goal is to help faculty members and colleges and universities thrive. She earned her PhD (Higher Education) and MS (Management & Organization) from Penn State University, MBA from Clarion University and BS from Indiana University of Pennsylvania. Vicki also holds a certificate in Human Resource Management from Villanova University and is a certified professional in HR from the Society for Human Resource Management.

Listeners to this episode may also be interested in:

New Directions in Higher Education volume, Bridging the Research-Practice Nexus: Resources, Tools, and Strategies to Navigate Mid-Career in the Academy. Edited by Vick L. Baker and Aimee LaPointe Terosky.
The Evolving Faculty Affairs Landscape - a compilation of publications from Inside HigherEd focused on faculty (several focused at mid-career).
This Academic Life channel conversation with Vicki Baker on navigating mid-career choices as a faculty member.
This Academic Life channel conversation with Laura Gail Lunsford on how to create a mentor network.
How to Chair a Department by Kevin Dettmar (Johns Hopkins).
Unraveling Faculty Burnout: Pathways to Reckoning and Renewal by Rebecca Pope-Ruark (Johns Hopkins).

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Kelisha B. Graves, ed., "Nannie Helen Burroughs: A Documentary Portrait of an Early Civil Rights Pioneer, 1900-1959" (U Notre Dame Press, 2019)

Wed, 26 Oct 2022 08:00:00 -0000

Nannie Helen Burroughs (1879-1961) is just one of the many African American intellectuals whose work has long been excluded from the literary canon. In her time, Burroughs was a celebrated African American (or, in her era, a race woman) female activist, educator, and intellectual. Nannie Helen Burroughs: A Documentary Portrait of an Early Civil Rights Pioneer, 1900-1959 (U Notre Dame Press, 2019) represents a landmark contribution to the African American intellectual historical project by allowing readers to experience Burroughs in her own words. This anthology of her works written between 1900 and 1959 encapsulates Burroughs's work as a theologian, philosopher, activist, educator, intellectual, and evangelist, as well as the myriad of ways that her career resisted definition. Burroughs rubbed elbows with such African American historical icons as W. E. B. DuBois, Booker T. Washington, Anna Julia Cooper, Mary Church Terrell, and Mary McLeod Bethune, and these interactions represent much of the existing, easily available literature on Burroughs's life. This book aims to spark a conversation surrounding Burroughs's life and work by making available her own tracts on God, sin, the intersections of church and society, black womanhood, education, and social justice. Moreover, the volume is an important piece of the growing movement toward excavating African American intellectual and philosophical thought and reformulating the literary canon to bring a diverse array of voices to the table.

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Sherry Boschert, "37 Words: Title IX and Fifty Years of Fighting Sex Discrimination" (New Press, 2022)

Fri, 14 Oct 2022 08:00:00 -0000

A sweeping history of the federal legislation that prohibits sex discrimination in education, published on the fiftieth anniversary of Title IX.

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.” —Title IX’s first thirty-seven words

By prohibiting sex discrimination in federally funded education, the 1972 legislation popularly known as Title IX profoundly changed the lives of women and girls in the United States, accelerating a movement for equal education in classrooms, on sports fields, and in all of campus life.

Sherry Boschert's book 37 Words: Title IX and Fifty Years of Fighting Sex Discrimination (New Press, 2022) is the story of Title IX. Filled with rich characters—from Bernice Resnick Sandler, an early organizer for the law, to her trans grandchild—the story of Title IX is a legislative and legal drama with conflicts over regulations and challenges to the law. It’s also a human story about women denied opportunities, students struggling for an education free from sexual harassment, and activists defying sexist discrimination. These intersecting narratives of women seeking an education, playing sports, and wanting protection from sexual harassment and assault map gains and setbacks for feminism in the last fifty years and show how some women benefit more than others. Award-winning journalist Sherry Boschert beautifully explores the gripping history of Title IX through the gutsy people behind it.

In the tradition of the acclaimed documentary She’s Beautiful When She’s Angry, 37 Words offers a crucial playbook for anyone who wants to understand how we got here and who is horrified by current attacks on women’s rights.

Jane Scimeca is Professor of History at Brookdale Community College.

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Doron Taussig, "What We Mean by the American Dream: Stories We Tell about Meritocracy" (Cornell UP, 2021)

Fri, 14 Oct 2022 08:00:00 -0000

The American Dream is built on the idea that Americans end up roughly where we deserve to be in our working lives based on our efforts and abilities; in other words, the United States is supposed to be a meritocracy. When Americans think and talk about our lives, we grapple with this idea, asking how a person got to where he or she is and whether he or she earned it. In What We Mean by the American Dream: Stories We Tell about Meritocracy (Cornell UP, 2021), Taussig tries to find out how we answer those questions.

Weaving together interviews with Americans from many walks of life--as well as stories told in the US media about prominent figures from politics, sports, and business--What We Mean by the American Dream investigates how we think about whether an individual deserves an opportunity, job, termination, paycheck, or fortune. Taussig looks into the fabric of American life to explore how various people, including dairy farmers, police officers, dancers, teachers, computer technicians, students, store clerks, the unemployed, homemakers, and even drug dealers got to where they are today and whether they earned it or not.

Taussig's frank assessment of the state of the US workforce and its dreams allows him to truly and meaningfully ask the question that underpins so many of our political debates and personal frustrations: Did you earn it? By doing so, he sheds new light on what we mean by--and how we can deliver on--the American Dream of today.

Doron Taussig is Visiting Assistant Professor of Media and Communication Studies at Ursinus College, and a fellow with the Tow Center for Digital Journalism at Columbia University. Prior to becoming a Professor he was a journalist for ten years.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Miriam Plotinsky, "Hover Less, Teach More: How to Stop Micromanaging Your Secondary Classroom" (Norton, 2022)

Thu, 13 Oct 2022 08:00:00 -0000

What does it take to create a classroom environment in which students take the initiative in their learning and teachers can let go of the 'exhaustive hyper control' that so often leads to burnout? Miriam Plotinsky has written an engaging, honest and practical book that offers a pathway for teachers who want to make this happen. In this interview, we discuss four stages that Plotinsky identifies as crucial to increasing student autonomy: a teacher mindset shift, the development of deeper relationships, planning for meaningful engagement and choice-based, hands-off instruction.

While informed by research, Hover Less, Teach More: How to Stop Micromanaging Your Secondary Classroom (Norton, 2022) draws strongly on Plotinsky's school-based experience as a teacher and instructional specialist and leaves behind academic jargon. It addresses essential questions in classroom teaching practice in a pithy way that will speak to time-poor teachers seeking fresh ideas.

Miriam Plotinsky is an instructional specialist with Montgomery County Public Schools in Maryland, and the author of Teach More, Hover Less: How to Stop Micromanaging Your Secondary Classroom. Also a National Board Certified Teacher and certified administrator, she lives in Silver Spring, Maryland. On Twitter: @MirPloMCPS

Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia.

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SOAS’ Yoga Studies Online

Wed, 12 Oct 2022 08:00:00 -0000

Raj Balkaran speaks with Jacqui Hargreaves & Ruth Westoby about SOAS’ exciting new online learning platform: Yoga Studies Online.

Raj Balkaran is a scholar of Sanskrit narrative texts. He teaches at the Oxford Centre for Hindu Studies and at his own virtual School of Indian Wisdom. For information see rajbalkaran.com.

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Juan Pablo Pardo-Guerra, "The Quantified Scholar: How Research Evaluations Transformed the British Social Sciences" (Columbia UP, 2022)

Mon, 26 Sep 2022 08:00:00 -0000

How do metrics and quantification shape social science? In The Quantified Scholar: How Research Evaluations Transformed the British Social Sciences (Columbia UP, 2022), Juan Pablo Pardo-Guerra, an Associate Professor in sociology at the University of California, San Diego, explores this question using a case study of British academia. The book combines a rich array of quantitative and qualitative analysis, demonstrating the transformation of working conditions, institutional contexts, and research areas since the introduction of a metrics and quantification regime during the 1980s. Highlighting the complexity and ambivalences of metrics and quantification, as well as the uneven distribution of positive and negative impacts, the book offers essential reading for every academic, irrespective of the nation or institution in which they work. It also will be important for those seeing to better understand the role of metrics and markets in contemporary life.

Dave O'Brien is Professor of Cultural and Creative Industries, at the University of Sheffield.

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K. Linder et al., "Going Alt-Ac: A Guide to Alternative Academic Careers" (Stylus Publishing, 2020)

Fri, 23 Sep 2022 15:25:00 -0000

If you’re a grad student facing the ugly reality of finding a tenure-track job, you could easily be forgiven for thinking about a career change. However, if you’ve spent the last several years working on a PhD, or if you’re a faculty member whose career has basically consisted of higher ed, switching isn’t so easy. PhD holders are mostly trained to work as professors, and making easy connections to other careers is no mean feat. Because the people you know were generally trained to do the same sorts of things, an easy source of advice might not be there for you.

Thankfully, for anybody who wishes there was a guidebook that would just break all of this down, that book has now been written. Going Alt-Ac: A Guide to Alternative Academic Careers (Stylus Publishing, 2020) by Kathryn E. Linder, Kevin Kelly, and Thomas J. Tobin offers practical advice and step-by-step instructions on how to decide if you want to leave behind academia and how to start searching for a new career. If a lot of career advice is too vague or too ambiguous, this book corrects that by outlining not just how to figure out what you might want to do, but critically, how you might go about accomplishing that.

Zeb Larson is a recent graduate of The Ohio State University with a PhD in History. His research deals with the anti-apartheid movement in the United States. To suggest a recent title or to contact him, please send an e-mail to zeb.larson@gmail.com.

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College Baseball in the Offseason: Meet the Savannah Bananas

Thu, 22 Sep 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

The hard work of balancing academics and sports when you attend college on an athletic scholarship.
Kyle’s original dream for his life after college, and where he is now.
Why you need someone to have your back, and who that person has been in Kyle’s life for the last five years.
How playing ball in the college off-season for the Savannah Bananas reminded him about the importance of having fun, and what he had liked about the sport as a kid.
How learning to dance taught him not to take himself too seriously.

Our guest is: Kyle Luigs, who is the pitcher for the Savannah Banana’s professional premier team. He also works as their camp instructor. Kyle attended the University of North Georgia on a baseball scholarship, and graduated in 2021 with a kinesiology degree. From 2018 to 2021, he played summer baseball for the Savannah Bananas on the CPL team. He played his last year of college baseball at Jacksonville State University, while working on a masters in Sports Management.

Our host is: Dr. Christina Gessler, who is the co-producer of the Academic Life.

Listeners to this episode may also be interested in:

Ballparks: A Journey Through the Fields of the Past, Present, and Future, by Eric Enders
The Savannah Bananas
University of North Georgia baseball
This discussion of How to College
This discussion about making a meaningful life
A Wonderful Life: Insights on Finding a Meaningful Existence, by Frank Martela

You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you podcasts on everything from how to finish that project to how to take care of your beautiful mind. Here on the Academic Life channel, we embrace a broad definition of what it means to be an academic and to lead an academic life. We view education as a transformative human endeavor and are inspired by today’s knowledge-producers working inside and outside the academy. Wish we’d bring on an expert about something? DMs us on Twitter: @AcademicLifeNBN.

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Jennifer Clary-Lemon et al., "Try This: Research Methods for Writers" (CSU Open Press, 2022)

Mon, 19 Sep 2022 08:00:00 -0000

Try This: Research Methods for Writers (CSU Open Press, 2022) explores interdisciplinary research methods employed in research in writing studies but rarely drawn upon in undergraduate courses. This shifts writing instruction from a model of knowledge delivery and solitary research to a pedagogy of knowledge-making and an acknowledgment of research writing as collective, overlapping, and distributed. Each chapter is organized around methods to approach a particular kind of primary data--texts, artifacts, places, and images. Accompanying "Try This" invention projects in each chapter invite readers to "try" the research methods. Some projects are designed to try during class time and take 5 to 15 minutes, while others are extensive and will take days to accomplish. Each research writing opportunity introduced in a "Try This" invention project is designed to scaffold a research project. Each chapter offers different genres that allow research to circulate and connect meaningfully with audiences, including digital research posters, data visualizations, and short-form presentations.

This book is also available as an open access ebook through the WAC Clearinghouse.

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Thomas S. Mullaney and Christopher Rea, "Where Research Begins: Choosing a Research Project That Matters to You (and the World)" (U Chicago Press, 2022)

Thu, 15 Sep 2022 08:00:00 -0000

The hardest part of research isn't answering a question. It's knowing what to do before you know what your question is. Where Research Begins: Choosing a Research Project That Matters to You (and the World) (University of Chicago Press, 2022) tackles the two challenges every researcher faces with every new project: How do I find a compelling problem to investigate--one that truly matters to me, deeply and personally? How do I then design my research project so that the results will matter to anyone else?

This book will help you start your new research project the right way for you with a series of simple yet ingenious exercises. Written in a conversational style and packed with real-world examples, this easy-to-follow workbook offers an engaging guide to finding research inspiration within yourself, and in the broader world of ideas.

Read this book if you (or your students):

have difficulty choosing a research topic
know your topic, but are unsure how to turn it into a research project
feel intimidated by or unqualified to do research
worry that you're asking the wrong questions about your research topic
have plenty of good ideas, but aren't sure which one to commit to
feel like your research topic was imposed by someone else
want to learn new ways to think about how to do research.

Thomas S. Mullaney is professor of history at Stanford University and a Guggenheim fellow. His books include The Chinese Typewriter: A History and Your Computer is on Fire.

Christopher Rea is professor of Asian studies at the University of British Columbia. His books include Chinese Film Classics, 1922-1949 and The Age of Irreverence: A New History of Laughter in China.

Caleb Zakarin is the Assistant Editor of the New Books Network (Twitter: @caleb_zakarin).

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Hope for the Humanities PhD

Thu, 15 Sep 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Why a humanities degree actually opens many career paths.
The importance of curiosity.
The contingency crisis in higher ed.
How we can re-evaluate “academic success.”
Advice for students and faculty.

Our guest is: Dr. Katina Rogers, the author of Putting the Humanities PhD to Work: Thriving in and beyond the Classroom (Duke University Press, 2020). In 2021, she founded Inkcap Consulting to help universities build more supportive and sustainable graduate programs. Her career has included work at The Graduate Center, CUNY, the Modern Language Association, the Scholarly Communication Institute, and the Alfred P. Sloan Foundation. She has two young kids and a deep frustration with higher education, that is inextricably bound up with hope. She holds a PhD in Comparative Literature from the University of Colorado at Boulder.

Our host is: Dr. Christina Gessler, who has effectively used her humanities degrees for interesting jobs both inside and outside the academy. She is the co-producer of the Academic Life.

Listeners to this episode may also be interested in:

The Mushroom at the End of the World: On the Possibility of Life in Capitalist Ruins, by Anna Lowenhaupt Tsing
Imagine PhD, created by the Graduate Career Consortium:
Next Generation Dissertations
Inkcap and its resources
Get Sorted: How to Make the Most of Your Student Experience, by Jeff Gill and Will Medd
Where Research Begins: Choosing A Research Project that Matters to You, by Thomas Mullaney and Christopher Rea
Going Alt-Ac: A Guide to Alternative Academic Careers, by Kathryn Linder, Keven Kelly, and Thomas Tobin
The Employability Journal, by Barbara Bassot
Candid Advice for New Faculty Members, by Marybeth Gasman

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Bruce J. Dierenfield and David A. Gerber, "Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District" (U Illinois Press, 2020)

Wed, 14 Sep 2022 08:00:00 -0000

In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA).

In Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District (U Illinois Press, 2020), Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty.

David A. Gerber taught American History at the University at Buffalo (SUNY) from 1971 to his retirement in 2012. He was founding Director of the Center for Disability Studies at UB, and served in that capacity from 2009 through 2012. His interests in History have been grown over the course of years to encompass manifestations of personal and social identity in a wide variety of groups and individuals including during the course of his career: African Americans; American Jews; American Catholics; European immigrants, and people with disabilities.

Bruce Dierenfield has long been interested in the history of American race relations, and has written a popular textbook on the civil rights movement and another on African-American leadership since enslavement. As Peter Canisius Distinguished Teaching Professor, Dierenfield organized the “African-American Experience,” led student trips to West Africa and the Deep South, and invited distinguished historians and many influential activists of the 1960s to speak on campus

Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio.

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Finding Your Purpose

Tue, 13 Sep 2022 08:00:00 -0000

This episode is the edited version of a live event held on June 17 2022 to celebrate the launch of Finding Your Purpose: a Higher Calling Workbook for Justice-Oriented Scholars in an Unjust World.

Higher Calling is a project for everyone who decided to become a scholar because they believed in the mission of higher education, and specifically, for everyone who saw participating in and working for higher education as a way to turn the pursuit of justice into a career. It aims to help you understand how to better align a career in academia with your sense of purpose; how to recognize when your purposes are no longer served by academia; how to pursue scholarly purpose outside of an academic career; and when and how to fight back against the broken system which is higher education in the United States.

At times, one may wonder if the compromises are too great, the labor conditions untenable, or the barriers to doing meaningful work too high. This project aims to help you navigate these moments alone and in community through essays, exercises, and rituals.

You can download the workbook here.

Speakers:

Hannah Alpert-Abrams organizes the Visionary Futures Collective, and writes about labor, technology, and higher education.
Matt Cohen is a professor of English and scholar of Early American literature at the University of Nebraska, Lincoln.
Sonya Donaldson is a professor of English and scholar of Africana studies at New Jersey City University.
Quinn Dombrowski is an academic technology specialist and digital humanist at Stanford University.
Carter Hogan is a writer and new trans folk musician based in Austin, Texas.

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Nathan Long on Growth Strategies for Small Private Universities

Mon, 12 Sep 2022 08:00:00 -0000

Nathan Long shares insights from his career leading successful growth strategies for two small private universities. Saybrook University was formed in the 1970s by some of the leading scholars and practitioners in the field of humanist psychology and was an early pioneer in online/hybrid and residential conference education. Long discusses the many benefits to Saybrook of being part of the TCS Education System (see earlier interview with TCS founder Michael Horowitz), one of the few national, non-profit systems of higher education.

David Finegold is the president of Chatham University.

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The Two Keys to Student Retention: A Discussion with Aaron Basko

Thu, 08 Sep 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Why Aaron Basko thinks we are looking at student success backwards.
How asking alums why they stayed at a school often tells us more about student needs than asking the students who are withdrawing why they leave.
What the “Big Six” for student success is.
What two things to evaluate as you decide which college or university will be the right “fit” for you.
His advice to parents and incoming students.

Our guest is: Aaron Basko, who currently serves as Associate Vice President for Enrollment Services at the University of Lynchburg, in Lynchburg Virginia. With 25 years of experience serving as an enrollment growth specialist and student success strategist for multiple institutions, Aaron has been part of the leadership team that engineered historic growth comebacks at three different colleges and universities. Aaron specializes in creating cross-functional teams for strategic enrollment planning and retention success. A thought leader and author, Aaron has written for The Chronicle of Higher Education, Inside Higher Ed, The Times Higher Education, and the State Department’s Fulbright blog. As a 2015 Fulbright International Education Administrator and capacity building specialist, Aaron also assists institutions with student mobility and international partnership initiatives. Aaron loves to create “a-ha moments” and to help institutions clarify the distinctive voice that will resonate with the right students.

Our host is: Dr. Christina Gessler, who holds a PhD in American history. She is the co-producer of the Academic Life.

Listeners to this episode may also be interested in:

Aaron Basko’s article in Inside Higher Ed on how to attract more liberal arts college students to campus : Liberal arts colleges need new strategies (opinion)
“Have We Gotten Student Success Completely Backwards?” and Aaron’s other articles in The Chronicle of Higher Education: Aaron Basko (chronicle.com)
This discussion about the college admissions process.
Get Real and Get In: How to Get Into the College of Your Dreams by Being Your Authentic Self, by Aviva Legatt
This conversation about navigating the ups and downs of student life:
How To Human: An Incomplete Manual for Living in a Messed-Up World, by Alice Connor
How to College: What to Know Before You Go (and When You’re There), by Andrea Malkin Brenner and Lara Hope Schwartz
This conversation about rejection-recovery and dealing with mistakes

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William C. Kirby, "Empires of Ideas: Creating the Modern University from Germany to America to China" (Harvard UP, 2022)

Thu, 08 Sep 2022 08:00:00 -0000

Earlier this month, U.S. President Joe Biden signed the CHIPS and Science Act, a bill purportedly meant to revive U.S. dominance in research and development. “We used to rank number one in the world in research and development; now we rank number nine,” Biden said at the signing ceremony. “China was number eight decades ago; now they are number two.”

And a recent study from Japan’s science ministry reported that China now leads the world not just in quantity of scientific research, but in quality too.

The success of the U.S.--and perhaps China, into the future–is due to the “research university”, an academic institution that offers professors the freedom to study and research, and students the freedom to learn, leading to high-quality academic output. Those universities are the subject of Professor William Kirby’s Empires of Ideas: Creating the Modern University from Germany to America to China (Harvard University Press, 2022).

In this interview, Professor Kirby and I talk about the research university: Humboldt, Harvard, Berkeley, Tsinghua, Nanjing, and the University of Hong Kong. We also discuss what it means for China, and Chinese institutions, to play a bigger role in world academia. How might that change things?

William C. Kirby is Spangler Family Professor of Business Administration and T. M. Chang Professor of China Studies at Harvard University, as well as Chair of the Harvard China Fund and Faculty Chair of the Harvard Center Shanghai. His many books include Can China Lead? Reaching the Limits of Power and Growth (Harvard Business Review Press: 2014)

You can find more reviews, excerpts, interviews, and essays at The Asian Review of Books, including its review of Empires of Ideas. Follow on Facebook or on Twitter at @BookReviewsAsia.

Nicholas Gordon is an associate editor for a global magazine, and a reviewer for the Asian Review of Books. He can be found on Twitter at@nickrigordon.

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Claire Nader, "You Are Your Own Best Teacher!: Sparking the Imagination and Intellect of Tweens" (Essential Books, 2022)

Tue, 06 Sep 2022 08:00:00 -0000

You Are Your Own Best Teacher!: Sparking the Imagination and Intellect of Tweens (Essential Books, 2022) provides a variety of teachable antidotes to the punishing forces bearing down on youngsters from harmful marketing, the insidious grip of 'virtual reality' and the tyranny of peer groups. Apprehensive parents and burdened teachers will delight in the lessons of this book for Tweens (9-12 year olds). Tweens, who are whipsawed by relentless distractions, profit-driven manipulations and oncoming addictions, are guided toward elevating their own sense of significance, protection and realizable achievements. Claire Nader introduces the young to Benjamin Franklin, Frederick Douglass and Helen Keller to illustrate their profound awareness and discipline.

Claire Nader is a social scientist and activist.

Caleb Zakarin is the Assistant Editor of the New Books Network (Twitter: @caleb_zakarin).

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Phillip B. Levine, "A Problem of Fit: How the Complexity of College Pricing Hurts Students—and Universities" (U Chicago Press, 2022)

Tue, 06 Sep 2022 08:00:00 -0000

According to A Problem of Fit: How the Complexity of College Pricing Hurts Students—and Universities (U Chicago Press, 2022) a college education doesn't come with a sticker price and perhaps, he argues, it should. Millions of Americans miss out on the economic benefits of a college education because of concerns around the costs. Financial aid systems offer limited help and produce uneven distributions. In the United States today, the systems meant to improve access to education have in fact added a new layer of deterrence. In A Problem of Fit Levine examines the role of financial aid systems in facilitating (and discouraging) access to college. If markets require prices in order to function optimally, then the American higher-education system--rife as it is with hidden and variable costs--amounts to a market failure. It's a problem of price transparency, not just affordability. Ensuring that students understand exactly what college will cost, including financial aid, could lift the lid on not only college attendance for more people, but for greater representation across demographics and institutions. As he illustrates, our conversations around affordability and free tuition miss a larger truth: that the opacity of our current college-financing systems is a primary driver of inequities in education and society. A Problem of Fit offers a bold, trenchant new argument for an educational reform that is well within rea

Phillip B. Levine is the Katharine Coman and A. Barton Hepburn Professor of Economics at Wellesley College, a research associate of the National Bureau of Economic Research, and a nonresident fellow at the Brookings Institution. He is the author, coauthor, or coeditor of five books devoted to statistics, the analysis of social policy, and its effect on individual behavior.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Decoteau Irby, "Stuck Improving: Racial Equity and School Leadership" (Harvard Education Press, 2021)

Mon, 05 Sep 2022 08:00:00 -0000

An incisive case study of changemaking in action, Stuck Improving: Racial Equity and School Leadership (Harvard Education Press, 2021) analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process.

Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming.

Looking beyond this single school, Irby pinpoints the factors that are essential to the work of equity reform in education. He argues that lasting transformation relies most urgently on the cultivation of organizational conditions that render structural racism impossible to preserve. Irby emphasizes how schools must strengthen and leverage personal, relational, and organizational capacities in order to sustain meaningful change.

Stuck Improving offers a clear-eyed accounting of school-improvement practices, including data-driven instructional approaches, teacher cultural competency, and inquiry-based leadership strategies. This timely work contributes both to the practical efforts of equity-minded school leaders and to a deeper understanding of what the work of racial equity improvement truly entails.

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Cassidy Puckett, "Redefining Geek: Bias and the Five Hidden Habits of Tech-Savvy Teens" (U Chicago Press, 2022)

Thu, 25 Aug 2022 08:00:00 -0000

Picture a typical computer geek. Likely white, male, and someone you’d say has a “natural instinct” for technology. Yet, after six years teaching technology classes to first-generation, low-income middle school students in Oakland, California, Cassidy Puckett has seen firsthand that being good with technology is not something people are born with—it’s something they learn. In Redefining Geek: Bias and the Five Hidden Habits of Tech-Savvy Teens (U Chicago Press, 2022), she overturns the stereotypes around the digitally savvy and identifies the habits that can help everyone cultivate their inner geek.

Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and identify efficiencies. In Redefining Geek, she shows how to measure and build these habits, and she demonstrates how many teens historically marginalized in STEM are already using these habits and would benefit from recognition for their talent, access to further learning opportunities, and support in career pathways. She argues that if we can develop, recognize, and reward these technological learning habits in all kids—especially girls and historically marginalized racial and ethnic groups—we can address many educational inequities and disparities in STEM.

Revealing how being good with technology is not about natural ability but habit and persistence, Redefining Geek speaks to the ongoing conversation on equity in technology education and argues for a more inclusive technology learning experience for all students.

Joao Souto-Maior is PhD Candidate in Sociology of Education at the New York University.

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Opening Up the University for Displaced Students

Thu, 25 Aug 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

The Open Learning Initiative (OLIve) operating out of Central European University.
The importance of language related to students experiencing displacement.
How our guests center theory-informed practice in their work.
Three proposals for opening up the university to promote transformative experiences.
Advice to others in the field initiating programs for displaced students.

Our guests are: Dr. Ian M. Cook and Dr. Prem Kumar Rajaram, two of the three editors of Opening Up the University: Teaching and Learning with Refugees. Dr. Celine Cantat is also an editor on the volume. Ian M. Cook is Director of Studies at the Open Learning Initiative (OLIve), Budapest located at Central European University (CEU). An anthropologist by training, his work focuses on urban India, environmental justice, access to higher education, and podcasting. He strives to make scholarly practice more collaborative and multimodal. He is part of the Allegra Lab editorial collective.

Dr. Prem Kumar Rajaram is Professor of Sociology and Social Anthropology at Central European University and Head of the OLIve unit at the same university. He works on issues to do with race, capitalism, and displacement in historical and contemporary perspective.

Our host is: Dr. Dana M. Malone, a higher education scholar and practitioner energized by facilitating meaningful conversations and educational experiences. She specializes in college student relationships, gender, sexuality, and religious identities as well as student success and assessment planning.

Listeners to this episode may also be interested in:

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Brian Cafarella, "Community College Mathematics: Past, Present, and Future" (CRC Press, 2022)

Sun, 21 Aug 2022 04:00:00 -0000

In Community College Mathematics: Past, Present, and Future (CRC Press, 2022), Brian Cafarella addresses the key questions: How can we build a future model for community college gatekeeper math classes that is both successful and sustainable? Additionally, how can we learn from the past and the present to build such a model? From the 1970’s to the pandemic in the early 2020’s, the book uses interviews with 30 community college faculty members from seven community colleges to explore math curricula as well as trends, initiatives, teaching practices, and mandates that have impacted community college mathematics.

Brian Cafarella is a professor in mathematics at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus. Brian is a past recipient of the Roeche Award for teaching excellence and a past recipient of the Ohio Magazine Award for excellence in education.

Marc Goulet is Professor in mathematics and Associate Dean in the College of Arts and Sciences at the University of Wisconsin-Eau Claire.

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The Journal of Higher Education in Prison

Thu, 18 Aug 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

How both of today’s guests became involved in higher education in prison.
Why this work is personal to them.
Funding and representation issues in higher education in prison.
The complexities of supporting students who are incarcerated without supporting the carceral system.
And a discussion of the Journal of Higher Education in Prison.

Our guest is: Dr. Erin Corbett, who earned her doctorate from the University of Pennsylvania, where her dissertation examined the relationship between educational attainment level and post-release employment outcomes for formerly incarcerated people in Connecticut. While pursuing her doctorate, Erin launched a nonprofit that provides not-for-credit, postsecondary level courses in three correctional facilities in Connecticut. She has also taught in correctional facilities in Rhode Island with College Unbound, and guest lectured to incarcerated students in the Iowa through the University of Iowa Liberal Arts Beyond Bars (UI LABB) program. Erin was the Assistant Director for Applied Research at the Institute for Higher Education Policy focusing on federal policy related to the intersection of higher education policy and policy related to educational access for justice-impacted people; and she was the Director of Policy at the Katal Center for Health, Equity, and Justice before transitioning to working with SCEA full time and consulting.

Our guest is: Dr. Breea Willingham, incoming Associate Professor of Criminology at UNC Wilmington. Dr. Willingham earned her Ph.D. in American Studies from the State University of New York at Buffalo. As an interdisciplinary scholar, Dr. Willingham’s research examines the intersections of race, gender, higher education, and the injustice system. She is particularly interested in examining Black women’s pathways to incarceration, their experiences with higher education in prison, and providing a platform for Black women impacted by the injustice system to tell their stories. Influenced by her experiences as a sister and aunt of two men serving life sentences, Dr. Willingham’s research also focuses on the societal ramifications of mass incarceration, especially its impact on families. Her work on incarcerated fathers and their children, Black women’s prison narratives, teaching in women’s prisons, and Black women and police violence has been published in academic journals and edited collections. In 2020, Dr. Willingham was appointed Managing Editor of the Journal for Higher Education in Prison, a peer-reviewed journal that publishes on the topics and issues in higher education in prison.

Our host is: Dr. Christina Gessler, the co-creator of the Academic Life.

Listeners to this episode might also be interested in:

The Journal of Higher Education in Prison
The Alliance for Higher Education in Prison
Ear Hustle, a podcast hosted by persons who are incarcerated at San Quentin
A conversation about the Emerson Prison Initiative
Dr. Erin Corbett on Beyond Prisons
Abolition. Feminism. Now. edited by Angela Davis et al.
Punishment and Society, by Breea Willingham
Privilege and Punishment, by Matthew Clair
No Mercy Here, by Sarah Haley

You are smart and capable, but you aren’t an island and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Here on the Academic Life channel, we embrace a broad definition of what it means to be an academic and to lead an academic life. We view education as a transformative human endeavor and are inspired by today’s knowledge-producers working inside and outside the academy. Wish we’d bring on an expert about something? DMs us on Twitter: @AcademicLifeNBN.

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Ann Garcia, "How to Pay for College: A Complete Financial Plan for Funding Your Child's Education" (Harriman House, 2022)

Wed, 10 Aug 2022 08:00:00 -0000

Providing your children with a good education is one of the best gifts you can give. But it’s not straightforward.

Education costs and student loan debt are skyrocketing. In some cases, college costs upwards of $300,000 for four years. And calculations for financial aid and merit awards are complex and opaque.

How do you find the best education options that fit your budget and are right for your child? And how do you save for your kids’ college without wrecking your own retirement, or putting your other goals completely out of reach?

Ann Garcia―known as The College Financial Lady―is a CERTIFIED FINANCIAL PLANNER™ and college finance expert, and is here to help.

In How to Pay for College, Ann shows you how to develop a financial plan for college that really works, including:

How to save and how much to save.
How to find good college choices that fit your budget.
How to get scholarships and tax benefits.
How to talk to your kids about the costs and benefits of going to college.

Plus invaluable information and inside tricks to help you crack the college financial challenge.

Detailed explanations of the key elements in planning for college―the FAFSA’s methodology, merit awards, 529 plans, AP credits, student loans, financial aid awards, budgeting, and more―are paired with worksheets and exercises to give you a full picture of your family’s college financial position.

This definitive guide gives you everything you need to give your children the best education possible, at a price you can all afford.

John Emrich has worked for decades years in corporate finance, business valuation and fund management. He has a podcast about the investment space called Kick the Dogma.

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Katherine L. Carroll, "Building Schools, Making Doctors: Architecture and the Modern American Physician" (U Pittsburgh Press, 2022)

Tue, 09 Aug 2022 08:00:00 -0000

In the late nineteenth century, medical educators intent on transforming American physicians into scientifically trained, elite professionals recognized the value of medical school design for their reform efforts. Between 1893 and 1940, nearly every medical college in the country rebuilt or substantially renovated its facility. In Building Schools, Making Doctors: Architecture and the Modern American Physician (U Pittsburgh Press, 2022), Katherine Carroll reveals how the schools constructed during this fifty-year period did more than passively house a remodeled system of medical training; they actively participated in defining and promoting an innovative pedagogy, modern science, and the new physician.

Interdisciplinary and wide ranging, her study moves architecture from the periphery of medical education to the center, uncovering a network of medical educators, architects, and philanthropists who believed that the educational environment itself shaped how students learned and the type of physicians they became. Carroll offers the first comprehensive study of the science and pedagogy formulated by the buildings, the influence of the schools’ donors and architects, the impact of the structures on the urban landscape and the local community, and the facilities’ privileging of white men within the medical profession during this formative period for physicians and medical schools.

Rachel Pagones is an acupuncturist, educator, and author based in Cambridge, England. Her book, Acupuncture as Revolution: Suffering, Liberation, and Love (Brevis Press) was published in 2021.

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Tarez Samra Graban and Wendy Hayden, "Teaching Through the Archives: Text, Collaboration, and Activism" (Southern Illinois UP, 2022)

Tue, 09 Aug 2022 08:00:00 -0000

Archives are much more than silent repositories of historical material. They are rich sites for teaching and learning, for collaboration and for creative and critical exploration of our past, present and future. In their new book, Teaching through the Archives: Text, Collaboration, and Activism (Southern Illinois University Press, 2022), Tarez Samra Graban and Wendy Hayden bring together 37 contributors to explore the many possible uses of archival collections in the teaching of writing and history and in generating scholarly collaboration, pedagogical experimentation and community building within and beyond the university.

Section I focuses on how approaching the archive primarily as text fosters habits of mind essential for creating and using archives, for critiquing or inventing knowledge-making practices, and for being good stewards of private and public collections.

Section II argues for conducting archival projects as collaboration through experiential learning and for developing a preservationist consciousness through disciplined research.

Section III details praxis for revealing, critiquing, and intervening in historic racial omissions and gaps in the archives.

The book’s contributors see archives as sites of activism, as places where students can develop critical skills, test and question established research methodologies while also learning to appreciate the specialist knowledge of archivists.

Educators in disciplines including rhetoric and composition, literature, history and archival studies will find many inspiring ideas in this book. While the chapters offer university-based case studies, many of the ideas could also be adapted to the secondary classroom and to non-institutional educational settings.

In this episode, Alice Garner interviews Tarez Graban about the genesis of the book, the important lessons and possibilities she and Wendy Hayden sought to draw out from the contributors’ research, as well as Dr Graban’s recent work in transnational and postcolonial Southern African archival research and repatriation.

Jo Mackiewicz and Isabelle Thompson, "Talk about Writing: The Tutoring Strategies of Experienced Writing Center Tutors" (Routledge, 2018)

Tue, 09 Aug 2022 08:00:00 -0000

Listen to this interview with Jo Mackiewicz, professor of rhetoric and professional communication at Iowa State University, and with Isabelle Thompson, emerita professor of technical and professional communication and former coordinator of the English Center at Auburn University. We talk about their book Talk about Writing: The Tutoring Strategies of Experienced Writing Center Tutors (Routledge, 2018) and writing.

Jo Mackiewicz : "The more I think about writing center interactions and write books about it, the more I think that the value a tutor brings to learning is this: to show students a thinking process, to show students an analysis process about writing — to show them a self-questioning of yourself as writer, and also a questioning of any sort of text, a questioning of your relationship to the text, a questioning of what you know about the subject matter, of how you evaluate your handling of that subject matter. Tutors model this process for student writers."

Contact Daniel at writeyourresearch@gmail.com.

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Nicholas Rowe, "The Realities of Completing a PhD: How to Plan for Success" (Routledge, 2021)

Mon, 08 Aug 2022 08:00:00 -0000

Listen to this interview of Nicholas Rowe, researcher and educator based in Finland. We talk his book The Realities of Completing a PhD: How to Plan for Success (Routledge, 2021) and about what needs to change.

Nicholas Rowe : "Writing for different purposes, for different audiences is a huge skill, because people are going to need this communication skill in their research proposal when they present their ideas to advisors, but also in their publications when they share their ideas with colleagues. Now, of courses, everybody's systems and processes are different, but the key communicative skills that you need are fairly much the same, and if you don't need them at one stage of a project, you're going to need them at another."

Contact Daniel at writeyourresearch@gmail.com.

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Heide Hinrichs and Jo-Ey Tang, "Shelf Documents: Art Library as Practice" (Royal Academy of Fine Arts in Antwerp, 2021)

Fri, 05 Aug 2022 08:00:00 -0000

How can a library change the world? How can an art library change the art school or the gallery? Or even an art practice? In Shelf Documents: Art Library as Practice (Royal Academy of Fine Arts in Antwerp, 2021), artists, writers, curators, teachers, and librarians reflect on how they can use the beloved library as a source of inspiration or a field of action.

In thinking about diversity in collections, the publication proposes art libraries as sites of intersubjective communion. shelf documents is rooted in a collaborative book acquisition project, initiated by the artist Heide Hinrichs at the Royal Academy of Fine Arts in Antwerp, in which her group integrated over 200 new titles in art libraries as a way to fill gaps, to amplify voices, and seek out the self-initiated or the overlooked.

Heide Hinrichs, Elizabeth Haines, and Jo-ey Tang speak to Pierre d’Alancaisez about working with institutions, working slowly, and working together to interfere with the permanence of libraries.

Heide Hinrichs is an artist who works with found and existing materials. For the first Kathmandu Triennale, she developed the project On Some of the Birds of Nepal. In 2018, she published Silent Sisters/Stille Schwestern, an unauthorised German translation of Theresa Hak Kyng Cha’s novel Dictee.

Elizabeth Haines is a historian and Vice-Chancellor’s Fellow at the University of Bristol. Her interdisciplinary interest in the materiality of knowledge productions draws on her education in fine arts.

Jo-ey Tang is an artist, curator, and writer. He was previously the director of exhibitions at the Beeler Galery at Columbus College of Art & Design and is currently the director of Kadist, San Francisco.

The list of books involved in the project is available at second-shelf.org.

Pierre d’Alancaisez is a contemporary art curator, cultural strategist, researcher. Sometime scientist, financial services professional.

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Covering Higher Ed: A Chat with Sara Custer of Times Higher Education

Fri, 05 Aug 2022 08:00:00 -0000

A special opportunity to hear from Sara Custer, editor of The Campus (Times Higher Education), about the role of journalism and reporting in higher education. Avi and Sara cover topics ranging from the role of media in increasing cross-institution collaboration and sharing during the pandemic to how universities can do a better job supporting their junior scholars. Also, don't miss out on the opportunity to learn how you can publish in Times Higher Education yourself!

Avi Staiman is the founder and CEO of Academic Language Experts.

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Nick Huntington-Klein, "The Effect: An Introduction to Research Design and Causality" (CRC Press, 2021)

Thu, 04 Aug 2022 08:00:00 -0000

The Effect: An Introduction to Research Design and Causality (Routledge, 2021) is about methods for using observational data to make causal inferences. It provides an extensive discussion of causality and the variety of both obvious and subtle challenges to inferring a causal relationship between the variables, using causal diagrams. It then goes through the major techniques that economists use to address these challenges, including regression, matching, simulation, fixed effects, event studies, differences-in-differences, instrumental variables, and regression discontinuity. The book is designed to be accessible to students or practitioners without the extensive math background that is taken for granted in typical econometrics textbooks. Instead, the emphasis is on the intuition behind the techniques and how to implement them with the widely-used programming languages R, Stata, and Python.

Nick C. Huntington-Klein is an Assistant Professor at Seattle University. His research focuses on econometrics and higher education. His work has been published in the Economics of Education Review, AEA Papers and Proceedings, Economic Inquiry, Empirical Economics, and the Journal of Economic Behavior & Organization. His book can be read online for free or purchased in print, and is accompanied by a wealth of teaching materials on the same website. Nick can also be found on Youtube and on Twitter.

Host Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy. His own research focus is the political economy of governance in China.

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Victoria Reyes, "Academic Outsider: Stories of Exclusion and Hope" (Stanford UP, 2022)

Thu, 04 Aug 2022 08:00:00 -0000

In Academic Outsider: Stories of Exclusion and Hope (Stanford University Press, 2022), sociologist Victoria Reyes combines her personal experiences with research findings to examine how academia creates conditional citizenship for its marginalized members. Reyes draws from her family background, experiences during routine university life, and academic scholarship to theorize the academic outsiders as those who "are constantly reminded that our presence in the academy is contingent and in constant flux" (10-11). She elaborates on how love and worth are assessed in the university and her experiences as a mother in the academy. The final chapter calls for academic justice and offers practical strategies to combat the academy's exclusionary practices. In this book Reyes contributes to important conversations in the university on the experiences of people of color, women, and those from marginalized backgrounds. This book will be of interest to those who experience the academy's conditional citizenship, those who want to understand how the university perpetuates inequality, and those who want to challenge these conditions.

Victoria Reyes is Associate Professor in the Department of Gender & Sexuality Studies at the University of California, Riverside. She is the author of Global Borderlands (Stanford, 2019).

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Paul A. Djupe et al. "The Knowledge Polity: Teaching and Research in the Social Sciences" (Oxford UP, 2022)

Thu, 04 Aug 2022 08:00:00 -0000

Paul A. Djupe, Anand Edward Sokhey, and Amy Erica Smith, The Knowledge Polity: Teaching and Research in the Social Sciences (Oxford UP, 2022) explores a more holistic understanding of knowledge production in the social sciences, moving beyond the publication process often required by those in tenure/tenure-track positions to thinking about the role of community in the construction of knowledge. Political Scientists Paul A. Djupe (Denison University), Anand Edward Sokhey (University of Colorado-Boulder), and Amy Erica Smith (Iowa State University) emphasize the idea of academics as citizens in communities and institutions, endowed with certain rights and responsibilities with regard to knowledge production, exchange, and promotion. These actions go beyond simply research; knowledge production incorporates teaching, reviewing, blogging, podcasting, commenting, mentoring, and other similar actions, all of which inherently depend on collaboration and community.

Djupe, Smith, and Sokhey all have first-hand experience in the “publication pipeline” process. They accurately and intricately detail aspects of community that are overlooked within the academia. The collaborative nature of The Knowledge Polity speaks to the power of co-authorship in political science and sociology. The research indicates that building relationships with peers and mentors alike provides scholars with access to people whose advice is trusted, people who they consider friends, and people who know other scholars whose advice can also be trusted and valued. Similar to co-authorship, peer review is another dimension of knowledge exchange, collaboration, and the rights and responsibilities of the knowledge polity. The review process is reciprocal, and there is an innate sense that it is a duty, especially when the authors discuss “reviewer debt” (reviewing fewer papers than one is submitting) and how it is usually “paid off” when scholars reach tenure and have more time and capacity to give back to the community. Most academics would like to do more reviews, proving there is a powerful desire to participate in this important act of knowledge production.

The authors use data from an extensive Professional Activity in the Social Sciences (PASS) study, which sampled responses from 1,700 sociology and political science faculty about their publications, and experiences with regard to the process. They integrate different aspects of all of these findings in each chapter, examining for differences across disciplines, methodology, gender, race, and age, among other variables. The Knowledge Polity: Teaching and Research in the Social Sciences integrates a diversity of empirical research, qualitative inputs, and sophisticated analysis to better understand knowledge production within the social sciences. It becomes clear that the idea of the solitary scholar, alone in his/her office, creating knowledge is much more of a myth, since the reality is that knowledge production is much more of a collective undertaking and experience.

Emma R. Handschke assisted in the production of this podcast.

Lilly J. Goren is a professor of political science at Carroll University in Waukesha, WI. She is co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012), as well as co-editor of Mad Men and Politics: Nostalgia and the Remaking of Modern America (Bloomsbury Academic, 2015). Email her comments at lgoren@carrollu.edu or tweet to @gorenlj.

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Lindsay Pérez Huber and Susana M. Muñoz, "Why They Hate Us: How Racist Rhetoric Impacts Education" (Teachers College Press, 2021)

Wed, 03 Aug 2022 08:00:00 -0000

Why They Hate Us: How Racist Rhetoric Impacts Education (Teachers College Press, 2021) examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution.

Dr. Lindsay Pérez Huber is a professor of education at California State University-Long Beach as well as a visiting scholar at the UCLA Center for Critical Race Studies. Her research analyzes racial inequities in education, the impact on marginalized urban students of color, and how students and their communities respond to those inequities through strategies of resistance. Dr. Susana Muñoz is an associate professor of education at Colorado State University. Her research focuses on issues of access, equity, and college persistence for undocumented Latina/o students.

Autumn Wilke works in higher education as an ADA coordinator and diversity officer and is also an author and doctoral candidate with research/topics related to disability and higher education.

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Classroom as a Sacred Space and Presence as Radical Respect

Tue, 02 Aug 2022 08:00:00 -0000

In this episode we speak to EWP PhD graduate and EWP and ITP adjunct faculty Holly Adler from her classroom in Oakland, CA. As a teacher of underprivileged and marginalized youth, Holly discusses alternative approaches to education beyond the mythos and narratives of neoliberal normativity, which aims to help students critically engage with culturally constructed values systems based on commercial production and consumption. Holly shares her approach to an experimental pedagogy based on cultivating the classroom as a sacred space, and she considers experiences of how conscious and engaged presence in their lives can create structures of unconditional support and radical respect, an essential factor in empowering students to reconstruct themselves in their own image based on their own goals of becoming. Our discussion addresses contemporary problems of cultural disillusionment, the role of technology, and the importance of spiritual self-transcendence in overcoming hegemonic regimes of discipline and control. The podcast ends discussing how music can offer alternative models of individual and collective becoming.

Connect with EWP: Website • Youtube • Facebook • EWP Podcast Website

Music at the end of the episode titled The Architect, from Monsoon’s Arrival by the band Monsoon, released on Monsoon-Music Record Label

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Vivian Kao and Julia Kiernan, "Writing STEAM: Composition, STEM, and a New Humanities" (Routledge, 2022)

Tue, 02 Aug 2022 08:00:00 -0000

Listen to this interview of Vivian Kao, Associate Professor of Composition and Coordinator of the First-Year Writing Program, and Julia Kiernan, Assistant Professor of Communication and Coordinator of Technical and Professional Communication — both at Lawrence Technological University, Michigan. It's more than just hot air — we talk about their STEAM, and their book Writing STEAM: Composition, STEM, and a New Humanities (Routledge, 2022).

Vivian Kao : "Writing is really central to the project of STEM. And I'm talking about writing very capaciously, so that is, composing in multiple modes, in multiple media — that is, learning how to communicate to many different audiences and how to utilize many different genres. Because writing is a way of thinking and a way of understanding your place in the world."

Contact Daniel at writeyourresearch@gmail.com.

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The Science Wars: Post-Truth and the Nature of Science

Fri, 29 Jul 2022 08:00:00 -0000

Welcome to the final day of our weeklong deep dive into the politics of education. Today, we’ve got another episode of Cited for you. If you haven’t heard a Cited episode before, it’s the documentary show that came before Darts and Letters and it specialised in immersive storytelling.

This piece takes us on a journey through a little-known, long-past set of debates on the nature of science in democratic society: the Science Wars. They may seem lost to time, but some scholars say the Science Wars might just explain how we got our 'post-truth' moment. Learn about the bold hoax that became a determining factor in the Science Wars and how that moment in history might have foretold the wars on science to come.

Next week, we’ll be bringing you episodes on a whole new theme - activism and academia. You won’t want to miss it. And you really won’t want to miss our brand-new episodes, launching on the New Books Network from September 18th.

—————————-SUPPORT THE SHOW—————————-

If you want to do a little more we would love if you chip in. You can find us on patreon.com/dartsandletters. Patrons get content early, and occasionally there’s bonus material on there too.

—————————-CONTACT US————————-

To stay up to date, follow us on Twitter and Facebook. If you’d like to write to us, email darts@citedmedia.ca or tweet Gordon directly.

———-CREDITS———-

Today’s episode was produced by Gordon Katic, and edited by Cited's Sam Fenn.

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Humility and the Academic Administrator

Fri, 29 Jul 2022 08:00:00 -0000

This episode of How To Be Wrong explores questions of leadership and humility with Dr. Bill Tsutsui, Chancellor and Professor of History at Ottawa University, a private comprehensive university with residential campuses in Kansas and Arizona. Dr. Tsutsui has written extensively on Godzilla, among other things Japanese, and has developed a distinguished career both as an historian and in higher education administration, having held positions as associate dean for international studies in the College of Liberal Arts & Sciences at the University of Kansas, Dean of Dedman College of Humanities and Sciences at Southern Methodist University in Dallas, and the presidency of Hendrix College. Our conversation explores questions of diversity in higher education, as well as ways in which deeply learning about other cultures can influence approaches to leadership. We also discuss some of the major issues confronting higher education.

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Anthony Abraham Jack, "The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students" (Harvard UP, 2019)

Thu, 28 Jul 2022 08:00:00 -0000

The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

Joao Souto-Maior is a PhD Student in Sociology of Education at the New York University.

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John Waterbury, "Missions Impossible: Higher Education and Policymaking in the Arab World" (American U in Cairo Press, 2020)

Wed, 27 Jul 2022 08:00:00 -0000

John Waterbury's book Missions Impossible: Higher Education and Policymaking in the Arab World (American U in Cairo Press, 2020) is a rigorous examination of higher education policymaking in the Arab world. None of the momentous challenges Arab universities face is unique either in kind or degree. Other societies exhibit some of the same pathologies--insufficient resources, high drop-out rates, feeble contributions to research and development, inappropriate skill formation for existing job markets, weak research incentive structures, weak institutional autonomy, and co-optation into the political order. But, it may be that the concentration of these pathologies and their depth is what sets the Arab world apart.

Missions Impossible seeks to explain the process of policymaking in higher education in the Arab world, a process that is shaped by the region's politics of autocratic rule. Higher education in the Arab world is directly linked to crises in economic growth, social inequality and, as a result, regime survival. If unsuccessful, higher education could be the catalyst to regime collapse. If successful, it could be the catalyst to sustained growth and innovation--but that, too, could unleash forces that the region's autocrats are unable to control. Leaders are risk-averse and therefore implement policies that tame the universities politically but in the process sap their capabilities for innovation and knowledge creation. The result is sub-optimal and, argues John Waterbury in this thought-provoking study, unsustainable. Skillfully integrating international debates on higher education with rich and empirically informed analysis of the governance and finance of higher education in the Arab world today, Missions Impossible explores and dissects the manifold dilemmas that lie at the heart of educational reform and examines possible paths forward.

Shu Cao Mo's interests span continental philosophy, existential psychology and history of performance art. She previously served as the Asia representative for a global traveling university. She holds an Ed.M. in Arts in Education from Harvard and a B.A. in Political Philosophy and Theater from Duke. Her email address is shm785@mail.harvard.edu

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Koch Block My Campus: How Big Money Corrupts Academia

Wed, 27 Jul 2022 08:00:00 -0000

Why is so much right-wing money being funnelled at such a furious pace into universities across the US? Libertarian-minded billionaires like the Kochs and their partners have funded scholars and think tanks across the US, and similar things go on in Canada too. The money shows us that the right spends it because they care about education, for their own ideological reasons - and universities are all too happy to sell out.

For today’s episode on the politics of education, we look at how big money seeks to corrupt academic freedom and integrity - and how campus activists are fighting to un-Koch their schools.

This is another instalment of our Darts and Letters summer programming here on the New Books Network. We’ll be launching brand-new episodes starting on September 18th. Until then, tune in to our favourite past episodes - each week is a new theme!

——————-FURTHER READING AND LISTENING——————

Visit UnKoch My Campus to learn about the organization and their work, including groundbreaking reports and their campaigns. Plus, read more from Jasmine Banks in The Nation, including “The Radical Capitalist Behind the Critical Race Theory Furor.”
Visit James L. Turk’s academic page at the Centre for Free Expression. And check out his edited 2014 book Academic Freedom in Conflict: The Struggle Over Free Speech Rights in the University.
Read the Canadian Association of University Teachers’ report on the relationships between Canadian universities and corporations Open for Business on What Terms? An Analysis of 12 Collaborations Between Canadian Universities and Corporations, Donors, and Governments.
Dig into related works from the episode, and more on the Koch’s and their influence, Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America by Nancy Maclean and Jane Meyer’s Dark Money: The Hidden History of the Billionaires Behind the Rise of the Radical Right. Plus, read more of Jane’s work on dark money in the New Yorker.

—————————-SUPPORT THE SHOW—————————-

If you want to do a little more we would love if you chip in. You can find us on patreon.com/dartsandletters. Patrons get content early, and occasionally there’s bonus material on there too.

—————————-CONTACT US————————-

To stay up to date, follow us on Twitter and Facebook. If you’d like to write to us, email darts@citedmedia.ca or tweet Gordon directly.

———-CREDITS———-

Darts and Letters is hosted and edited by Gordon Katic. Our lead producer is Jay Cockburn and our assistant producer this week was Jason Cohanim. Our managing producer is Marc Apollonio. David Moscrop is our research assistant and wrote the show notes. This episode had research and advising from Franklynn Bartol and Professor Marc Spooner. Our theme song and music was created by Mike Barber, our graphic design was created by Dakota Koop, and our marketing was done by Ian Sowden.

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Michael S. Roth, "Safe Enough Spaces: A Pragmatist's Approach to Inclusion, Free Speech, and Political Correctness on College Campuses" (Yale UP, 2021)

Wed, 27 Jul 2022 08:00:00 -0000

From the president of Wesleyan University, a compassionate and provocative manifesto, Safe Enough Spaces (Yale UP, 2021) on the crises confronting higher education In this bracing book, Michael S. Roth stakes out a pragmatist path through the thicket of issues facing colleges today to carry out the mission of higher education. With great empathy, candor, subtlety, and insight, Roth offers a sane approach to the noisy debates surrounding affirmative action, political correctness, and free speech, urging us to envision college as a space in which students are empowered to engage with criticism and with a variety of ideas. Countering the increasing cynical dismissal--from both liberals and conservatives--of the traditional core values of higher education, this book champions the merits of different diversities, including intellectual diversity, with a timely call for universities to embrace boldness, rigor, and practical idealism.

Michael S. Roth is president of Wesleyan University and a historian, curator, and teacher. His previous books include Beyond the University: Why Liberal Education Matters.

Caleb Zakarin is the Assistant Editor of the New Books Network (Twitter: @caleb_zakarin).

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The Grift of Meritocracy: All About Grifting (Inside and Outside of the Academy)

Tue, 26 Jul 2022 08:00:00 -0000

Our society is dominated by grifters. Cheats, cons, frauds: people who don’t really believe what they tell you. They’re just what they need to do to get ahead or to sell you something. Isn’t that that really what capitalism is about? The grift!

We’re new here on the network, so we’re introducing Darts and Letters with some highlights of our past episodes. Each week over the summer has a different Darts theme! It’s day two of our “politics of education” themed week, and today we’re bringing back a favourite episode of ours about a pillar of our society: grifters.

Wanna hear an interview with an academic paper writer-for-hire? Ever wondered just what the “professional managerial class” is? This is the show for you. And don’t forget: we’ll have new episodes coming out on the New Books Network starting on September 18th! (We promise you it’s legit.)

——————-FURTHER READING AND LISTENING——————

Abebe, Nitsuh. “Why Are We Suddenly Surrounded by Grift?” The New York Times Magazine. Dec. 4, 2018.
Dante, Ed. “The Shadow Scholar.” The Chronicle of Higher Education. Nov. 12, 2010.
Gold, Lyta. “Presenting the 2020 ‘Griftie Awards’.” Current Affairs. Dec. 31, 2020.
Liu, Catherine. Virtue Hoarders. University of Minnesota Press, 2021.
Mishan, Logaya. “The Distinctly American Ethos of the Grifter.” The New York Times Style Magazine. Sept. 12, 2019.

—————————-SUPPORT THE SHOW—————————-

If you want to do a little more we would love if you chip in. You can find us on patreon.com/dartsandletters. Patrons get content early, and occasionally there’s bonus material on there too.

—————————-CONTACT US————————-

To stay up to date, follow us on Twitter and Facebook. If you’d like to write to us, email darts@citedmedia.ca or tweet Gordon directly.

———-CREDITS———-

Darts and Letters’ lead producer is Jay Cockburn, and our chase producer is Marc Apollonio. With research and support from David Moscrop. Our theme song was created by Mike Barber, and our graphic design was created by Dakota Koop.

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Effective Altruism: What it is, What it Does, and How You Can Help

Mon, 25 Jul 2022 08:00:00 -0000

80,000 Hours provides research and support to help students and graduates switch into careers that effectively tackle the world’s most pressing problems.

Benjamin Todd is the president and co-founder of 80,000 Hours. He managed the organisation while it grew from a lecture, to a student society, to the organization it is today. He also helped to get effective altruism started in Oxford in 2011.

Caleb Zakarin is the Assistant Editor of the New Books Network (Twitter: @caleb_zakarin).

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Michael Bérubé and Jennifer Ruth, "It's Not Free Speech: Race, Democracy, and the Future of Academic Freedom" (Johns Hopkins UP, 2022)

Mon, 25 Jul 2022 08:00:00 -0000

The protests of summer 2020 led to long-overdue reassessments of the legacy of racism and white supremacy in both American academe and cultural life more generally. But while universities have been willing to rename some buildings and schools or grapple with their role in the slave trade, no one has yet asked the most uncomfortable question: Does academic freedom extend to racist professors?

It's Not Free Speech: Race, Democracy, and the Future of Academic Freedom (Johns Hopkins University Press, 2022) considers the ideal of academic freedom in the wake of the activism inspired by outrageous police brutality, white supremacy, and the #MeToo movement. Arguing that academic freedom must be rigorously distinguished from freedom of speech, Michael Bérubé and Jennifer Ruth take aim at explicit defenses of colonialism and theories of white supremacy—theories that have no intellectual legitimacy whatsoever. Approaching this question from two angles—one, the question of when a professor's intramural or extramural speech calls into question his or her fitness to serve, and two, the question of how to manage the simmering tension between the academic freedom of faculty and the antidiscrimination initiatives of campus offices of diversity, equity, and inclusion—they argue that the democracy-destroying potential of social media makes it very difficult to uphold the traditional liberal view that the best remedy for hate speech is more speech.

In recent years, those with traditional liberal ideals have had very limited effectiveness in responding to the resurgence of white supremacism in American life. It is time, Bérubé and Ruth write, to ask whether that resurgence requires us to rethink the parameters and practices of academic freedom. Touching as well on contingent faculty, whose speech is often inadequately protected, It's Not Free Speech insists that we reimagine shared governance to augment both academic freedom and antidiscrimination initiatives on campuses.

Michael Bérubé (interviewed here) is Edwin Erle Sparks Professor of Literature at Pennsylvania State University; Jennifer Ruth is a professor of film at Portland State University. Both have served in various roles within the American Association of University Professors, and also coauthored The Humanities, Higher Education, and Academic Freedom: Three Necessary Arguments (2015).

Catriona Gold is a PhD candidate in Geography at University College London, researching security and mobility in the 20-21st century United States. Her current work concerns the US Passport Office's role in the Cold War. She can be reached by email or on Twitter.

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Wendy Fischman and Howard Gardner, "The Real World of College: What Higher Education Is and What It Can Be" (MIT Press, 2022)

Fri, 22 Jul 2022 08:00:00 -0000

For The Real World of College: What Higher Education Is and What It Can Be (MIT Press, 2022), Wendy Fischman and Howard Gardner analyzed in-depth interviews with more than 2,000 students, alumni, faculty, administrators, parents, trustees, and others, which were conducted at ten institutions ranging from highly selective liberal arts colleges to less-selective state schools. What they found challenged characterizations in the media: students are not preoccupied by political correctness, free speech, or even the cost of college. They are most concerned about their GPA and their resumes; they see jobs and earning potential as more important than learning. Many say they face mental health challenges, fear that they don't belong, and feel a deep sense of alienation. Given this daily reality for students, has higher education lost its way? Fischman and Gardner contend that US universities and colleges must focus sharply on their core educational mission.

Fischman and Gardner, both recognized authorities on education and learning, argue that higher education in the United States has lost sight of its principal reason for existing: not vocational training, not the provision of campus amenities, but to increase what Fischman and Gardner call "higher education capital"--to help students think well and broadly, express themselves clearly, explore new areas, and be open to possible transformations. Fischman and Gardner offer cogent recommendations for how every college can become a community of learners who are open to change as thinkers, citizens, and human beings.

Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland.

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Jason Resnikoff, "Labor's End: How the Promise of Automation Degraded Work" (U Illinois Press, 2021)

Thu, 21 Jul 2022 08:00:00 -0000

Labor's End: How the Promise of Automation Degraded Work (U Illinois Press, 2021) traces the discourse around automation from its origins in the factory to its wide-ranging implications in political and social life. As Jason Resnikoff shows, the term automation expressed the conviction that industrial progress meant the inevitable abolition of manual labor from industry. But the real substance of the term reflected industry's desire to hide an intensification of human work--and labor's loss of power and protection--behind magnificent machinery and a starry-eyed faith in technological revolution. The rhetorical power of the automation ideology revealed and perpetuated a belief that the idea of freedom was incompatible with the activity of work. From there, political actors ruled out the workplace as a site of politics while some of labor's staunchest allies dismissed sped-up tasks, expanded workloads, and incipient deindustrialization in the name of technological progress.

A forceful intellectual history, Labor's End challenges entrenched assumptions about automation's transformation of the American workplace.

Jason Resnifoff is Assistant Professor of Contemporary History at the University of Groningen (Rijksuniversiteit Groningen) in the Netherlands.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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The Cornell Sweatshirt Tweet

Thu, 21 Jul 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Dr. Ruby Tapia’s viral Cornell sweatshirt tweet.
How witnessing domestic violence, and the aftermath of her father’s suicide, influenced her decision to go to college far from home.
Difficulties she faced freshman year both on and off campus.
The professor who called her in to office hours, and how that changed her academic path.
The meaning she’s made of these experiences, and how they changed her.
Her hopes for future generation of college students, including her own daughters.

Our guest is: Dr. Ruby C. Tapia, who is Chair of the Department of Women's and Gender Studies, and Associate Professor of English and Women's and Gender Studies at the University of Michigan. Her work engages the intersections of photography theory, feminist and critical race theory, and critical prison studies. She is co-editor of Interrupted Life: Experiences of Incarcerated Women in the United States, co-editor of the University of California book series Reproductive Justice: New Visions for the 21st Century, and author of American Pietàs: Visions of Race, Death and the Maternal. Her current book project, The Camera in the Cage, interrogates the intersections of prison photography and carceral humanism and puts forth an argument and methodology for abolitionist aesthetics. She has facilitated creative writing workshops via the Prison Creative Arts Project at Women's Huron Valley Correctional Facility in Michigan, is a member of the Theory Group Think Tank at Macomb Correctional Facility for men and is the lead faculty member of the Critical Carceral Visualities component of the Documenting Criminalization and Confinement project at UM's Humanities Collaboratory.

Our host is: Dr. Christina Gessler, the co-producer of the Academic Life.

Listeners to this episode may also be interested in:

Borderlands, by Gloria Anzaldua
Academic Outsider, by Victoria Reyes
The Abortionist, by Rickie Solinger
Welfare, by Rickie Solinger
Ruby Tapia’s Avidly article “What I Was Looking For Was Green”
Ruby Tapia’s Avidly article “Never Been A Scared Bitch”
A discussion of Presumed Incompetent

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Jonna Perrillo, "Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands" (U Chicago Press, 2022)

Mon, 18 Jul 2022 08:00:00 -0000

Educating the Enemy: Teaching Nazis and Mexicans in the Cold War Borderlands (U Chicago Press, 2022) begins with the 144 children of Nazi scientists who moved to El Paso, Texas, in 1946 as part of the military program called Operation Paperclip. These German children were bused daily from a military outpost to four El Paso public schools. Though born into a fascist enemy nation, the German children were quickly integrated into the schools and, by proxy, American society. Their rapid assimilation offered evidence that American public schools played a vital role in ensuring the victory of democracy over fascism.

Jonna Perrillo not only tells this fascinating story of Cold War educational policy, but she draws an important contrast with another, much more numerous population of children in the El Paso public schools: Mexican Americans. Like everywhere else in the Southwest, Mexican American children in El Paso were segregated into "Mexican" schools, where the children received a vastly different educational experience. Not only were they penalized for speaking Spanish--the only language all but a few spoke due to segregation--they were tracked for low-wage and low-prestige careers, with limited opportunities for economic success. Educating the Enemy charts what two groups of children--one that might have been considered the enemy, the other that was treated as such--reveal about the ways political assimilation has been treated by schools as an easier, more viable project than racial or ethnic assimilation.

Listen to an interview with the author here and read an interview in Time and a piece based on the book in the Boston Review.

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Lorna Down and Therese Ferguson, "Education for Sustainable Development in the Caribbean: Pedagogy, Processes and Practices" (U West Indies Press, 2021)

Fri, 15 Jul 2022 08:00:00 -0000

Education for Sustainable Development in the Caribbean: Pedagogy, Processes and Practices (University of the West Indies Press, 2022) offers a unique perspective on educational approaches to creating a sustainable world. Lorna Down and Therese Ferguson complement their theoretical discussions with practical, “real world” engagements. Case studies and current research ground teaching and learning for sustainability and enable diverse communities of learners, inside and outside of classrooms, to transform their societies.

With its emphasis on the crucial role of education for the transformation to a peaceful, just, inclusive and environmentally sustainable world, this book is a valuable resource for students, lecturers and researchers working in education for sustainable development across disciplines. It also is a significant text for those working in community-based, non-governmental and intergovernmental fields.

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Penny Jane Burke et al., "Gender in an Era of Post-truth Populism: Pedagogies, Challenges and Strategies" (Bloomsbury, 2022)

Mon, 11 Jul 2022 08:00:00 -0000

Why does gender matter in our troubled global times? In Gender in an Era of Post-truth Populism: Pedagogies, Challenges and Strategies (Bloomsbury, 2022), the editors Penny Jane Burke, Rosalind Gill, Akane Kanai, and Julia Coffey have assembled a collection of interventions that seek to think through the relationship between the populism that seems to dominate many nation’s contemporary politics and the continuing need for feminist perspectives. The chapters range from feminist philosophical and theoretical reflections on the meaning of truth, through empirical work on digital feminism, to considerations on the role and purpose of education and the university. Across 11 chapters, with an agenda setting introduction, the book is essential reading for all in the humanities and social sciences, as well as for anyone seeking to understand the current post-truth populist crisis and how to intervene for change.

Dave O'Brien is Professor of Cultural and Creative Industries, at the University of Sheffield.

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Mergers in Higher Education

Mon, 11 Jul 2022 08:00:00 -0000

This episode is the latest in the series of cases we’ve profiled focusing on mergers within higher education. We speak with Bryon Grigsby, President of Moravian University and David Rowe, who served as Interim President of Lancaster Theological Seminary (LTS) who discuss how they partnered to integrate LTS into Moravian to operate alongside the existing Moravian Seminary. Moravian is the 6th oldest college in the U.S. and was the first to admit women. They describe how the vision for the merger evolved during their initial discussions from having LTS move to Moravian’s campus in Bethlehem, to enabling LTS to retain its historic campus and expanding it to serve as a branch campus for Moravian. They share the hard-earned lessons with all of the regulatory and other hurdles that need to be cleared to complete a successful merger.

David Finegold is the president of Chatham University.

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J. S. Antony et al., "The College President Handbook: A Sustainable and Practical Guide for Emerging Leaders" (Harvard Education Press, 2022)

Wed, 06 Jul 2022 08:00:00 -0000

An indispensable manual for the most demanding position in higher education, The College President Handbook: A Sustainable and Practical Guide for Emerging Leaders (Harvard Education Press, 2022) supports campus leaders in becoming powerful and effective stewards of their institutions.

This comprehensive guidebook offers clear counsel in the form of candid essays by highly regarded current and former college and university presidents from across the nation. It pairs their expert appraisals with research and data to examine the critical issues that define the role today.

The book's contributors acknowledge the broad skill set that presidents, and their executive teams, must cultivate in order to achieve success. Beginning with a macro view, the contributors address the universal questions of vision that each higher education leader must consider critically and understand strategically: Why be a president? How should campus leadership engage with our board of trustees? What tone should our actions communicate to stakeholders?

The book's chapters offer concrete tactical advice in a range of key leadership areas and emphasize essential career skills such as managing financial resources and strategic planning. The contributors speak to student-facing concerns as well as institutional interests, and discuss personal issues specific to the office, such as weathering controversy, attaining work–life balance, and planning for post-presidential life.

Drawing on the unique expertise of peers and predecessors, this work will prove to be a core resource for anyone who is or aspires to become a president or chancellor in higher education.

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Nilanjana Paul, "Bengal Muslims and Colonial Education, 1854–1947: A Study of Curriculum, Educational Institutions, and Communal Politics" (Routledge, 2022)

Tue, 05 Jul 2022 08:00:00 -0000

In this episode, Dr. Nilanjana Paul of the University of Texas, Rio Grande Valley speaks about her new monograph, Bengal Muslims and Colonial Education, 1854-1947: A Study of Curriculum, Educational Institutions and Communal Politics (Routledge, 2022). The book is a micro history of the spread of education among Muslims in Colonial Bengal. Dr. Paul discusses the role played by Muslim leaders such as Abdul Latif and Fazlul Huq in the spread of education and examines how segregation in education, supported by the British fueled Muslim anxiety and separatism. By examining the conflict of interest between Hindu elites and Muslim aristocrats over education and employment, Dr. Paul shows how discriminatory colonial education policies and pedagogy amplified religious separatism that would eventually culminate in the 1947 partition of India and Pakistan.

Bekeh Ukelina is Associate Professor of History and Director of the Center of Gender and Intercultural Studies at State University of New York, Cortland. Twitter: @bekeh/ Instagram @mwalimuwakusafiri/

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Bianca C. Williams et al., "Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education" (SUNY Press, 2021)

Thu, 23 Jun 2022 08:00:00 -0000

Plantation Politics and Campus Rebellions: Power, Diversity, and the Emancipatory Struggle in Higher Education (SUNY Press, 2021) provides a multidisciplinary exploration of the contemporary university's entanglement with the history of slavery and settler colonialism in the United States. Inspired by more than a hundred student-led protests during the Movement for Black Lives, contributors examine how campus rebellions—and university responses to them—expose the racialized inequities at the core of higher education. Plantation politics are embedded in the everyday workings of universities—in not only the physical structures and spaces of academic institutions, but in its recruitment and attainment strategies, hiring practices, curriculum, and notions of sociality, safety, and community. The book is comprised of three sections that highlight how white supremacy shapes campus communities and classrooms; how current diversity and inclusion initiatives perpetuate inequality; and how students, staff, and faculty practice resistance in the face of institutional and legislative repression. Each chapter interrogates a connection between the academy and the plantation, exploring how Black people and their labor are viewed as simultaneously essential and disruptive to university cultures and economies. The volume is an indispensable read for students, faculty, student affairs professionals, and administrators invested in learning more about how power operates within education and imagining emancipatory futures.

Adam McNeil is a Ph.D. Candidate in History at Rutgers, the State University of New Jersey.

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An Inside Look at the American Association of University Professors

Thu, 23 Jun 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Why the AAUP was formed.
Their role in supporting academic freedom.
Why the threat to tenure is a threat to higher education.
The importance of collective bargaining, and of transparency in academic salaries.

Our guest is: Dr. Irene Mulvey, who is a Professor of Mathematics at Fairfield University where she has been teaching for 37 years. She has been fighting to protect academic freedom, to promote shared governance, and to uphold AAUP principles and standards at the campus, state and national level for over 30 years. In 2020, she was elected to a four-year term as President of the AAUP on a platform pledging progress toward making the AAUP an anti-racist organization and dismantling structural racism in all aspects of higher education.

Our host is: Dr. Christina Gessler, the co-creator of the Academic Life.

Listeners to this episode might also be interested in:

The AAUP
The AAUP Foundation
Chronicle of Higher Education article on the Adjunct Problem
LA Times editorial about the adjunct crisis in California and how that affects Academic Freedom
Statement on academic freedom from the American Federation of Teachers
Academic Life interview with an Adjunct Professor
NBN episode on the future of tenure

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Eli Friedman, "The Urbanization of People: The Politics of Development, Labor Markets, and Schooling in the Chinese City" (Columbia UP, 2022)

Mon, 20 Jun 2022 08:00:00 -0000

Amid a vast influx of rural migrants into urban areas, China has allowed cities wide latitude in providing education and other social services. While millions of people have been welcomed into the megacities as a source of cheap labor, local governments have used various tools to limit their access to full citizenship.

The Urbanization of People: The Politics of Development, Labor Markets, and Schooling in the Chinese City (Columbia University Press, 2022) by Eli D. Friedman reveals how cities in China have granted public goods to the privileged while condemning poor and working-class migrants to insecurity, constant mobility, and degraded educational opportunities. Using the school as a lens on urban life, Eli Friedman investigates how the state manages flows of people into the city. He demonstrates that urban governments are providing quality public education to those who need it least: school admissions for nonlocals heavily favor families with high levels of economic and cultural capital. Those deemed not useful are left to enroll their children in precarious resource-starved private schools that sometimes are subjected to forced demolition. Over time, these populations are shunted away to smaller locales with inferior public services.

Based on extensive ethnographic research and hundreds of in-depth interviews, this interdisciplinary book details the policy framework that produces unequal outcomes as well as providing a fine-grained account of the life experiences of people drawn into the cities as workers but excluded as full citizens.

Michael O. Johnston, Ph.D. is Assistant Professor of Sociology at William Penn University. His most recent research, “The Queen and Her Royal Court: A Content Analysis of Doing Gender at a Tulip Queen Pageant,” was published in Gender Issues Journal. He researches culture, social identity, placemaking, and media representations of social life at festivals and celebrations. He is currently working on a book titled Community Media Representations of Place and Identity at Tug Fest: Reconstructing the Mississippi River. You can learn more about Dr. Johnston on his website, Google Scholar, on Twitter @ProfessorJohnst, or by email at johnstonmo@wmpenn.edu.

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The Great Resignation: In, Out, and Around Higher Education

Thu, 16 Jun 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Our guest Eric Frans’ career path into, out of, and around higher education
Key factors that influenced his decision to pursue employment outside the academy
The transition from higher education to a different industry
How he plans to use his doctorate in the future
His advice to those inside higher ed considering switching to other industries

Our guest is: Eric Frans, a career development professional currently working as a Talent Acquisition Manager for PrimePay, a human resources software company. Eric holds a master’s degree in Higher Education Counseling/Student Affairs from West Chester University (WCU) and is pursuing a doctorate in Higher Education Policy, Planning, and Administration from WCU. Eric worked as a career development professional at SUNY Oswego and WCU before moving into his current role at PrimePay. Eric was born in Ghana and raised in Lehigh Valley Pennsylvania. As an undergraduate student, Eric studied psychology at WCU and was highly engaged in campus life; he was a member of the men’s basketball team, a resident assistant, and an orientation leader.

Listeners to this episode may also be interested in:

Inside Higher Ed article: 7 Steps for Discerning Whether to Leave Higher Ed by Beth Godbee
Chronicle article: Many Student Affairs Officials are Considering Leaving the Field
Jenny Blake’s Book: Pivot: The Only Move That Matters is Your Next One (Portfolio/Penguin) - https://www.pivotmethod.com/
Dawn Graham’s book: Switchers: How Smart Professionals Change Careers and Seize Success (Harper Collins Leadership)
The Academic Life episode: The Self-Care Stuff: Considering Whether to Stay or Drop Out

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Jennifer Guiliano, "A Primer for Teaching Digital History: Ten Design Principles" (Duke UP, 2022)

Thu, 16 Jun 2022 08:00:00 -0000

A Primer for Teaching Digital History: Ten Design Principles (Duke UP, 2022) is a guide for college and high school teachers who are teaching digital history for the first time or for experienced teachers who want to reinvigorate their pedagogy. It can also serve those who are training future teachers to prepare their own syllabi, as well as teachers who want to incorporate digital history into their history courses. Offering design principles for approaching digital history that represent the possibilities that digital research and scholarship can take, Jennifer Guiliano outlines potential strategies and methods for building syllabi and curricula. Taking readers through the process of selecting data, identifying learning outcomes, and determining which tools students will use in the classroom, Guiliano outlines popular research methods including digital source criticism, text analysis, and visualization. She also discusses digital archives, exhibits, and collections as well as audiovisual and mixed-media narratives such as short documentaries, podcasts, and multimodal storytelling. Throughout, Guiliano illuminates how digital history can enhance understandings of not just what histories are told but how they are told and who has access to them.

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Louis M. Maraj, "Black or Right: Anti/Racist Campus Rhetorics" (Utah State UP, 2020)

Tue, 14 Jun 2022 08:00:00 -0000

Black or Right: Anti/Racist Campus Rhetorics (Utah State University Press, 2020) explores notions of Blackness in white institutional—particularly educational—spaces. In it, Louis M. Maraj theorizes how Black identity operates with/against ideas of difference in the age of #BlackLivesMatter. Centering Blackness in frameworks for antiracist agency through interdisciplinary Black feminist lenses, Black or Right asks how those racially signifying “diversity” in US higher education (and beyond) make meaning in the everyday. Offering four Black rhetorics as antiracist means for rhetorical reclamation—autoethnography, hashtagging, inter(con)textual reading, and reconceptualized disruption—the book uses Black feminist relationality via an African indigenous approach.

Maraj examines fluid, quotidian ways Black folk engage anti/racism at historically white institutions in the United States in response to violent campus spaces, educational structures, protest movements, and policy practice. Black or Right’s experimental, creative style strives to undiscipline knowledge from academic confinement. Exercising different vantage points in each chapter—autoethnographer, digital media scholar/pedagogue, cultural rhetorician, and critical discourse analyst—Maraj challenges readers to ecologically understand shifting, multiple meanings of Blackness in knowledge-making. Black or Right’s expressive form, organization, narratives, and poetics intimately interweave with its argument that Black folk must continuously invent “otherwise” in reiterative escape from oppressive white spaces. In centering Black experiences, Black theory, and diasporic Blackness, Black or Right mobilizes generative approaches to destabilizing institutional whiteness, as opposed to reparative attempts to “fix racism,” which often paradoxically center whiteness. It will be of interest to both academic and general readers and significant for specialists in cultural rhetorics, Black studies, and critical theory.

Anna E. Lindner is a doctoral candidate in the Communication Department at Wayne State University in Detroit, Michigan. On Twitter.

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A Discussion with Lynn Pasquerella, President of the American Association of Colleges & Universities

Mon, 13 Jun 2022 08:00:00 -0000

This episode features a wide-ranging discussion with Dr. Lynn Pasquerella, the President of the American Association of Colleges & Universities (AAC&U). She shares her experience as a community college student that launched her on a successful academic career as a philosopher and medical ethicist, and how she became president of Mt. Holyoke College. We also discuss her new book, What We Value: Public Health, Social Justice, and Educating for Democracy (U Virginia Press, 2022), which summarizes many of the hot button issues on today’s college campuses and provides a robust defense of the central importance of a liberal arts education to both prepare individuals for a highly uncertain economic future and to help safeguard our democracy.

David Finegold is the president of Chatham University.

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Danya Glabau, "Food Allergy Advocacy: Parenting and the Politics of Care" (U Minnesota Press, 2022)

Fri, 10 Jun 2022 08:00:00 -0000

A detailed exploration of parents' fight for a safe environment for their kids, interrogating how race, class, and gender shape health advocacy The success of food allergy activism in highlighting the dangers of foodborne allergens shows how illness communities can effectively advocate for the needs of their members.

In Food Allergy Advocacy: Parenting and the Politics of Care (U Minnesota Press, 2022), Danya Glabau follows parents and activists as they fight for allergen-free environments, accurate labeling, the fair application of disability law, and access to life-saving medications for food-allergic children in the United States. At the same time, she shows how this activism also reproduces the culturally dominant politics of personhood and responsibility, based on an idealized version of the American family, centered around white, middle-class, and heteronormative motherhood. By holding up the threat of food allergens to the white nuclear family to galvanize political and scientific action, Glabau shows, the movement excludes many, including Black women and disabled adults, whose families and health have too often been marginalized from public health and social safety net programs. Further, its strategies are founded on the assumption that market-based solutions will address issues of social exclusion and equal access to healthcare. Sharing the personal experiences of a wide spectrum of people, including parents, support group leaders, physicians, entrepreneurs, and scientists, Food Allergy Advocacy raises important questions about who controls illness activism. Using critical, intersectional feminism to interrogate how race, class, and gender shape activist priorities and platforms, it shows the way to new, justice-focused models of advocacy.

Danya Glabau is a medical anthropologist and science and technology studies scholar who researches patient activism, the political economy of the global pharmaceutical industry, and feminist cybercultures. She is a faculty member at the NYU Tandon School of Engineering and the Director of the Science and Technology Studies Program.

Autumn Wilke works in higher education as an ADA coordinator and diversity officer and am also an author and doctoral candidate with research/topics related to disability and higher education.

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Scholar Skills: Editing a Book Collection Through a Professional Organization

Thu, 09 Jun 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Dr. Karin Lewis’s experience pitching and winning the book bid
Karin and the editorial team’s vision for an inclusive and diverse collection
The process of working as a team to develop an idea into a book
The realities of editing a large volume with many authors
Blurring the lines of traditional scholarship with artistic and creative submissions
Her advice to other scholars considering editing an established collection

Our guest is: Dr. Karin A. Lewis, an associate professor in the Department of

Teaching and Learning at the University of Texas – Rio Grande Valley. She teaches educational psychology in the areas of cognition, learning, human development, and adult learning at the undergraduate, graduate, and doctoral levels. Her scholarship explores complexities of identity and agency from a multicultural, social justice perspective via transdisciplinary discourses and collaborative, collective ethnographic methodologies. Dr. Lewis is the Lead Editor for The Kaleidoscope of Lived Curriculum: Learning Through a Confluence of Crisis, 13th Annual Curriculum and Pedagogy Group, 2021 Edited Collection, published through Information Age Publishing.

Our host is: Dr. Dana M. Malone, a higher education scholar and practitioner specializing in college student relationships, gender, sexuality, and religious identities as well as student success and assessment planning. Dana first met Karin as a doctorate student at the University of Kentucky when Karin hired her as a graduate TA to teach courses offered through the university’s academic success unit. Dana has always been impressed with Karin’s dedication to students, love of teaching, and the grace with which she moves through the world.

Listeners to this episode may also be interested in:

Curriculum and Pedagogy Group Edited Collections
Journal of Curriculum and Pedagogy
About the Curriculum and Pedagogy Group
The Academic Life episode on writing a book proposal

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On Teaching Religious Studies in College

Wed, 08 Jun 2022 08:00:00 -0000

Dr. Chris Jones holds a Bachelor of Arts from Oklahoma Baptist University, a Master of Theology from Garrett-Evangelical Theological Seminary, and a PhD from Univeristy of Wisconsin-Madison. He is the sole religious studies professor at Washburn University.

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Brooklyn L. Raney, "One Trusted Adult: How to Build Strong Connections & Healthy Boundaries with Young People" (2019)

Tue, 07 Jun 2022 08:00:00 -0000

In a world facing more shootings, suicides, substance abuse, and sexual violence than ever before, there is more that we can do as educators, as parents, and as adults committed to leaving this world better than we found it. Research shows that just one trusted adult can have a profound effect on a child’s life, influencing that young person toward positive growth, greater engagement in school and community activities, better overall health, and prevention of risky and threatening behaviors. From educators to piano teachers, camp counselors to aunts and uncles, and athletic coaches to babysitters, every adult who encounters a young person holds the privilege of shaping that child’s life—and also the significant responsibility. With news headlines dominated by stories of abuse in schools, camps, and churches, those of us who guide or mentor adolescents must understand how to build trust with young people while simultaneously establishing boundaries that keep the relationship healthy.

Packed with real-life stories and invaluable tips, One Trusted Adult: How to Build Strong Connections & Healthy Boundaries with Young People inspires all adults to build strong connections, embrace sustainable career practices, break the silence around boundary violations and abuse, be present for the young people in their lives—and, in doing so, ensure that the young people in their care are growing into their greatest potential.

Brooklyn Raney is an experienced teacher, coach, and administrator who has spent the last decade working in independent schools. She is the founder and director of the Girls’ Leadership Camp, a group that hosts a one-week summer camp for middle school girls, as well as one-day boosts and leadership conferences. She is also a co-founder of Generation Change, a nonprofit that seeks to embolden youth to be empathic and compassionate change makers through cross-generational mentorship. Brooklyn is a workshop facilitator, speaker, and consultant for schools, camps, and other youth-serving organizations nationally and internationally. You can find out more about her and her programs at www.onetrustedadult.com

Elizabeth Cronin, Psy.D., is a licensed clinical psychologist and mindfulness meditation teacher with offices in Brookline and Norwood, MA. You can follow her on Instagram or visit her website.

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Welding Technical Communication: Teaching and Learning Embodied Knowledge

Mon, 06 Jun 2022 08:00:00 -0000

Listen to this interview of Jo Mackiewicz, Professor of Rhetoric and Professional Communication at Iowa State University and editor of the Journal of Business and Technical Communication. We talk about welds that hold and about sentences that stand.

Jo Mackiewicz : "Oh, I'd definitely agree that people can be motivated in what they're learning when they appreciate the art of it. I mean, for instance in welding, you need to put in a certain number of hours in order to have your mind and your body work as one in this technique — you know, you need to become the technique. And that kind of thing doesn't just happen. Your body has to do it over and over and over again for you to become an artist, or in the terms I use in the book, an expert. And those hours that you spend practising in a welding program, or in a writing program for that matter — those hours are all just building up your practice hours, building up your technique, and you keep continuing on towards true expertise."

Contact Daniel at writeyourresearch@gmail.com.

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Sheila L. Macrine and Jennifer M. B. Fugate, "Movement Matters: How Embodied Cognition Informs Teaching and Learning" (MIT Press, 2022)

Fri, 03 Jun 2022 08:00:00 -0000

In Movement Matters: How Embodied Cognition Informs Teaching and Learning (MIT, 2022), Sheila L. Macrine (Professor in Cognitive Science, UMass Dartmouth) and Jennifer M. B. Fugate (Associate Professor in Health Psychology, Kansas City University) bring together experts to translate the latest findings on embodied cognition to inform teaching and learning pedagogy.

Embodied cognition represents a radical shift in conceptualizing cognitive processes, in which cognition develops through mind-body environmental interaction. If this supposition is correct, then the conventional style of instruction—in which students sit at desks, passively receiving information—needs rethinking. Movement Matters considers the educational implications of an embodied account of cognition, describing the latest research applications from neuroscience, psychology, and cognitive science and demonstrating their relevance for teaching and learning pedagogy.

After a discussion of the philosophical and theoretical underpinnings of embodied cognition, contributors to the book describe its applications in language, including the areas of handwriting, vocabulary, language development, and reading comprehension; STEM areas, emphasizing finger counting and the importance of hand and body gestures in understanding physical forces; and digital learning technologies, including games and augmented reality. Finally, they explore embodied learning in the social-emotional realm, including how emotional granularity, empathy, and mindfulness benefit classroom learning.

Movement Matters introduces a new model, translational learning sciences research, for interpreting and disseminating the latest empirical findings in the burgeoning field of embodied cognition. The book provides an up-to-date, inclusive, and essential resource for those involved in educational planning, design, and pedagogical approaches.

Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia.

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Samaa Badawi et al., "School Farms: Feeding and Educating Children" (Routledge, 2021)

Fri, 03 Jun 2022 08:00:00 -0000

School Farms: Feeding and Educating Children (Routledge, 2021) highlights the potential of school farms to fight hunger and malnutrition by providing access to locally produced, fresh, and healthy food as well as providing young students with educational opportunities to learn, interact with nature, and develop their skills.

Hunger is one of the most pressing concerns we face today and there is a clear need to provide alternative sources of food to feed a fast-growing population. School farms offer a sustainable opportunity to produce food locally in order to feed underprivileged students who rely on school meals as an integral part of their daily diet. Approaching the concept of school farms through four themes, Problem, People, Process, and Place, the book shows how they can play an essential role in providing sustainable and healthy food for students, the critical role educational institutions can play in promoting this process, and the positive impact hands-on farming can have on students' mental and physical well-being. Utilising the authors' personal hands-on experiences, and drawing on global case studies, the book provides a theoretical framework and practical guidance to help with the establishment of school farms and community-based gardening projects and an education system which promotes a sustainable and healthy approach to food, agriculture, and the environment.

This book will be essential reading for students and scholars of food security, agriculture, healthy and sustainable diets, education for sustainable development, and urban studies. It will also be of great interest to practitioners and policymakers involved in food policy, developing school and community projects, global health and international development, as well as education professionals.

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Margie Meacham, "AI in Talent Development: Capitalize on the AI Revolution to Transform the Way You Work, Learn, and Live" (ASTD, 2020)

Thu, 02 Jun 2022 08:00:00 -0000

In AI in Talent Development: Capitalize on the AI Revolution to Transform the Way You Work, Learn, and Live (ASTD, 2020), Margie Meacham describes the benefits, uses, and risks of AI technology and offers practical tools to strengthen and enhance learning and performance programs. In layman's terms, Meacham demonstrates how we can free time for ourselves by employing a useful robot "assistant," create a chatbot for specific tasks (such as a new manager bot, a sales coach bot, or new employee onboarding bot), and build personalized coaching tools from AI-processed big data. She concludes each of the six chapters with helpful tips and includes a resource guide with planning tools, templates, and worksheets.

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Skills for Scholars: How Can Mindfulness Help?

Tue, 31 May 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

The science that explains our busy minds
What mindfulness is
The difference between mindfulness and meditation
How changing our habits is a small-step by small-step process
A discussion of the book Bettter Daily Mindfulness Habits: Simple Changes with Lifelong Impact

Today’s book is: Better Daily Mindfulness Habits: Simple Changes with Lifelong Impact Mindfulness by Kristen Manieri. Mindfulness is a powerful tool for staying calm, centered, and steady―but it can be challenging to remember to stay mindful. Better Daily Mindfulness Habits helps practitioners of any level. Rooted in proven habit-building methodology, the book contains 40 practices designed to orient your attention to the present. In as little as a few minutes at a time, it can become easier to practice self-compassion and connect with others, your work, and yourself more mindfully.

Our guest is: Kristen Manieri, a certified habits coach as well as a certified mindfulness teacher. Kristen believes that when we actively engage in our growth and evolution, we can begin to live a more conscious, connected, and intentional life. She is the author of Bettter Daily Mindfulness Habits: Simple Changes with Lifelong Impact.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode might also be interested in:

Atomic Habits by James Clear
Tiny Habits by BJ Fogg
Create Your Own Calm: A Journal for Quieting Anxiety by Meera Lee Patel
The Mindfulness Journal by Worthy Stokes
Quick Calm: Easy Meditations to Short-Circuit Stress Using Mindfulness and Neuroscience by Jennifer Wolkin
The 60 Mindful Minutes podcasts with Kristen Manieri
This discussion of meditation

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Charlie Eaton, "Bankers in the Ivory Tower: The Troubling Rise of Financiers in US Higher Education" (U Chicago Press, 2022)

Tue, 31 May 2022 08:00:00 -0000

Elite colleges have long played a crucial role in maintaining social and class status in America while public universities have offered a major stepping-stone to new economic opportunities. However, as Charlie Eaton reveals in Bankers in the Ivory Tower: The Troubling Rise of Financiers in US Higher Education (U Chicago Press, 2022), finance has played a central role in the widening inequality in recent decades, both in American higher education and in American society at large.

With federal and state funding falling short, the US higher education system has become increasingly dependent on financial markets and the financiers that mediate them. Beginning in the 1980s, the government, colleges, students, and their families took on multiple new roles as financial investors, borrowers, and brokers. The turn to finance, however, has yielded wildly unequal results. At the top, ties to Wall Street help the most elite private schools achieve the greatest endowment growth through hedge fund investments and the support of wealthy donors. At the bottom, takeovers by private equity transform for-profit colleges into predatory organizations that leave disadvantaged students with massive loan debt and few educational benefits. And in the middle, public universities are squeezed between incentives to increase tuition and pressures to maintain access and affordability. Eaton chronicles these transformations, making clear for the first time just how tight the links are between powerful financiers and America's unequal system of higher education.

Charlie Eaton is an economic sociologist and Assistant Professor of Sociology at UC Merced. He studies the role of social ties, organizations, and politics in the interplay between financiers, other elites, and subordinate social groups. His work has been published in Socio-Economic Review, Politics & Society, The Review of Financial Studies, Socius, Sociology Compass, and PS: Political Science and Politics.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Ilana M. Horwitz, "God, Grades, and Graduation: Religion's Surprising Impact on Academic Success" (Oxford UP, 2022)

Mon, 30 May 2022 08:00:00 -0000

In God, Grades, and Graduation: Religion's Surprising Impact on Academic Success (Oxford University Press, 2022), Ilana M. Horwitz offers a revealing and at times surprising account of how teenagers' religious upbringing influences their educational pathways from high school to college. Religious students orient their life around God so deeply that it alters how they see themselves and how they behave, inside and outside of church.

Ilana M. Horwitz is an Assistant Professor and Fields-Rayant Chair of Contemporary Jewish Life at Tulane University.

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The Path to a New Learning Paradigm: A Conversation with Sophie Adelman

Mon, 30 May 2022 08:00:00 -0000

Sophie Adelman is the co-founder of Multiverse and The Garden, two companies that are innovating the way people learn and enhance their personal skills. Multiverse offers professional apprenticeships as an alternative to traditional college approaches, and The Garden is launching a platform for building and educating a diverse community of people who share a passion for learning.

Sophie’s path to success began with no clear entrepreneurial role model, nor a precise idea of what she wanted to do with her professional life. After studies at Cambridge, Harvard, and Stanford Business School, she worked in a variety of positions in the corporate world, including stints in headhunting, banking, and finance.

But along the way, Sophie knew one thing for certain—she wanted to change the world, and she believed that meaningful change could begin at the organisational level. Today, her innovative learning models are levelling the playing field for people and businesses that want access to top-tier educational opportunities. Tune in and find out for yourself how it works.

About our guest:

As co-founder of Multiverse and The Garden, Sophie Adelman is on her way to pursuing her overriding dream—which is nothing less than trying to make the world a better place for everyone. How does she plan to do it? By levelling the playing field between those who can and those who traditionally didn’t have access to equal educational opportunities.

Sophie’s passion for driving change doesn’t stop there. She is also co-founder and president of WhiteHat, a tech scale-up committed to creating a whole new generation of leaders. In many ways, she is just getting started. Who knows where her passion for leadership and change will eventually lead her?

About NBN:

The NBN Entrepreneurship and Leadership podcast aims to educate, inform and entertain, sharing insights based on the personal stories of carefully selected guests—all in an informal atmosphere of unscripted conversations and open, personal accounts.

Find links to past episodes here.

About our Hosts:

Kimon Fountoukidis:

Kimon is the founder of both Argos Multilingual and PMR. He founded both companies in the mid-90s with zero capital, and both have gone on to become market leaders in their respective sectors. Kimon was born in New York and moved to Krakow, Poland in 1993. He is passionate about sharing his success with others and working entrepreneurs of all kinds to help them achieve their goals. Listen to his story here. Kimon's on Twitter here.

Richard Lucas:

Richard is a business and social entrepreneur who has founded or invested in more than 30 businesses, including Argos Multilingual, PMR and, in 2020, the New Books Network.

Richard has been a TEDx event organiser for years, supports the pro-entrepreneurship ecosystem, and leads entrepreneurship workshops at all levels. He was born in Oxford and moved to Poland in 1991, where continues to invest in promising companies and helps other entrepreneurs realise their dreams. Listen to his story in an autobiographical TEDx talk here. Richard is on Twitter here.

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Rachel Sagner Buurma and Laura Heffernan, "The Teaching Archive: A New History for Literary Study" (U Chicago Press, 2020)

Thu, 26 May 2022 08:00:00 -0000

Rachel Buurma and Laura Heffernan's The Teaching Archive: A New History for Literary Study (University of Chicago Press, 2020) is an excavation of a discipline through the work of its teachers, the traces of the tremendous and varied labour that went into preparing for and practicing literary study in classrooms from the first decades of the twentieth century to the 1970s. Exploring the teaching papers of scholars and instructors at institutions private and public--prestigious and privileged universities, extension schools, and HBCUs--the authors revisit the work of some of the scholars frequently identified as "founders" of the discipline, including T.S. Eliot, I.A. Richards, Cleanth Brooks. They also show how the work of women and other scholars/teachers neglected as shapers of literary critical methods before the 1960s and 1970s was indeed essential to the development of the ideas and practices at the heart of the discipline.

At once an intellectual and a labor history, the book emphasizes practices, complicating the stories literary study has told about itself about innovation, canon, and more while making a meaningful and moving contribution to urgent contemporary discussions of higher education more broadly. It is a book for anyone interested in what happens inside classrooms, how their content and form has changed over time, and how what takes place there is always already imbricated with research, with lives and contexts "outside." It is also just a wonderful read, written truly collaboratively from start to finish by two scholars and teachers deeply committed to an inclusive history of their field, to their work in the present, and to a better future for all of us.

Roxanne Panchasi is an Associate Professor of History at Simon Fraser University in Vancouver, Canada who specializes in twentieth and twenty-first century France and its empire. If you have a recent title to suggest for the podcast, please send her an email (panchasi@sfu.ca).

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Shoko Yamada, "Dignity of Labour for African Leaders: The Formation of Education Policy in the British Colonial Office and Achimota School" (Langaa RPCIG, 2018)

Thu, 26 May 2022 08:00:00 -0000

The Prince of Wales College, Achimota School, opened in 1927 north of Accra in the Gold Coast (Ghana). Achimota was to be a ‘model’ school—but a model of what, exactly? And for whom? Shoko Yamada’s book 'Dignity of Labour' for African Leaders: The Formation of Education Policy in the British Colonial Office and Achimota School (Langaa RPCIG, 2018) delves into the multiple discourses and contested politics that resulted in Achimota. Her careful analysis pulls apart the different strands of American and British educational models that influenced Achimota, while also attending to the specificities of Gold Coast politics that shaped the school’s creation. Yamada then tracks how those influences combined, in the context of the 1920s and 1930s Gold Coast, to create an entirely new colonial institution.

Elisa Prosperetti is an Assistant Professor in International History at the National Institute of Education in Singapore. Her research focuses on the connected histories of education and development in postcolonial West Africa. Contact her at here.

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Sean J. Drake, "Academic Apartheid: Race and the Criminalization of Failure in an American Suburb" (U California Press, 2022)

Wed, 25 May 2022 08:00:00 -0000

In Academic Apartheid: Race and the Criminalization of Failure in an American Suburb (U California Press, 2022), sociologist Sean J. Drake addresses long-standing problems of educational inequality from a nuanced perspective, looking at how race and class intersect to affect modern school segregation. Drawing on more than two years of ethnographic observation and dozens of interviews at two distinct high schools in a racially diverse Southern California suburb, Drake unveils hidden institutional mechanisms that lead to the overt segregation and symbolic criminalization of Black, Latinx, and lower-income students who struggle academically. His work illuminates how institutional definitions of success contribute to school segregation, how institutional actors leverage those definitions to justify inequality, and the ways in which local immigrant groups use their ethnic resources to succeed. Academic Apartheid represents a new way forward for scholars whose work sits at the intersection of education, race and ethnicity, class, and immigration.

Mickell Carter is a doctoral student in the department of history at Auburn University. She can be reached at mzc0152@auburn.edu and on twitter @MickellCarter.

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Ellen Schrecker, "The Lost Promise: American Universities in the 1960s" (U Chicago Press, 2021)

Mon, 23 May 2022 08:00:00 -0000

The Lost Promise: American Universities in the 1960s (University of Chicago Press, 2021) is a magisterial examination of the turmoil that rocked American universities in the 1960s, with a unique focus on the complex roles played by professors as well as students.

The 1950s through the early 1970s are widely seen as American academia’s golden age, when universities—well funded and viewed as essential for national security, economic growth, and social mobility—embraced an egalitarian mission. Swelling in size, schools attracted new types of students and professors, including radicals who challenged their institutions’ calcified traditions. But that halcyon moment soon came to a painful and confusing end, with consequences that still afflict the halls of ivy. In The Lost Promise, Ellen Schrecker—our foremost historian of both the McCarthy era and the modern American university—delivers a far-reaching examination of how and why it happened.

Schrecker illuminates how US universities’ explosive growth intersected with the turmoil of the 1960s, fomenting an unprecedented crisis where dissent over racial inequality and the Vietnam War erupted into direct action. Torn by internal power struggles and demonized by conservative voices, higher education never fully recovered, resulting in decades of underfunding and today’s woefully inequitable system. As Schrecker’s magisterial history makes blazingly clear, the complex blend of troubles that disrupted the university in that pivotal period haunts the ivory tower to this day.

Ellen Schrecker is a retired professor of history at Yeshiva University and the author of numerous books, including No Ivory Tower: McCarthyism and the Universities, Many Are the Crimes: McCarthyism in America, and The Lost Soul of Higher Education: Corporatization, the Assault on Academic Freedom, and the End of the American University.

Catriona Gold is a PhD candidate in Geography at University College London, researching security, subjectivity and mobility in the 20-21st century United States. Her current work concerns the US Passport Office's role in the Cold War. She can be reached by email or on Twitter.

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Roslyn Petelin, "How Writing Works: A Field Guide to Effective Writing" (Routledge, 2021)

Fri, 20 May 2022 08:00:00 -0000

Listen to this interview of Roslyn Petelin, Honorary Associate Professor at the University of Queensland, Australia. We talk about her book How Writing Works: A Field Guide to Effective Writing (Routledge, 2021) writing well and knowing why.

Roslyn Petelin : "My book caters for all kinds of writers: student writers, creative writers, technical writers, journalistic writers, corporate writers, all of whom need to be able to write well, write successfully, for either personal or corporate credibility."

Contact Daniel at writeyourresearch@gmail.com.

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On Teaching Religion in High School

Thu, 19 May 2022 08:00:00 -0000

George Coe is a religious studies, current events, and world history teacher in Fairfax County, Virginia. He runs a popular blog with teaching resources here.

This conversation talks about constitutionality of teaching about religion; how to arrange a semester of teaching high school religious studies, a wide-range of resources that he and I have used to with success in our own classrooms, and a deep dive investigation of a typical religious studies class in a typical United States high school. This is a snapshot of a hardworking teacher doing great work for teenagers in the United States.

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Pandemic Perspectives 11: The Covid Pandemic and Learning about Learning

Wed, 18 May 2022 08:00:00 -0000

In this Pandemic Perspectives Podcast, Ideas Roadshow founder and host Howard Burton talks to renowned cognitive psychologist Stephen Kosslyn about how the COVID-19 pandemic influenced, or didn't influence, our understanding of the learning process.

Ideas Roadshow's Pandemic Perspectives Project consists of three distinct, reinforcing elements: a documentary film (Pandemic Perspectives), book (Pandemic Perspectives: A filmmaker's journey in 10 essays) and a series of 24 detailed podcasts with many of the film's expert participants. Visit www.ideasroadshow.com for more details.

Howard Burton is the founder of Ideas Roadshow and host of the Ideas Roadshow Podcast. He can be reached at howard@ideasroadshow.com.

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Higher Education and the Humble Brag: A Discussion with Adrien Lenardic

Tue, 17 May 2022 08:00:00 -0000

In today’s episode of How To Be Wrong we welcome Adrian Lenardic, who is a professor in the Department of Earth, Environmental and Planetary Sciences at Rice University and an avid scakteboarder. Adrian has an interesting background, having started as a visual arts major at UW Madison before switching to geophysics. He went on to get his PhD in planetary science form UCLA and did his postdoctoral work at UC Berkeley. Our conversation explores the systemic problems in higher education that work against intellectual humility and that tend to have a negative influence on how scholarship operates in the modern university. Quite a bit of our conversation explores the negative impact the business model is having on higher education and particularly on junior faculty and graduate students.

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A Conversation with Mark Nordenberg: Chancellor Emeritus, University of Pittsburgh (Part 2 of 2)

Tue, 17 May 2022 04:00:00 -0000

We continue our discussion with Mark Nordenberg, who shares lessons from his successful 19 year tenure as Chancellor of the University of Pittsburgh and his subsequent career as Director of the Institute of Politics, including his recent stint chairing the Committee charged with making recommendations on Pennsylvania redistricting.

David Finegold is the president of Chatham University.

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Stacey Copeland and Hannah McGregor, "A Guide to Academic Podcasting" (Amplify Podcast Network, 2022)

Wed, 11 May 2022 08:00:00 -0000

A Guide to Academic Podcasting is a practical guidebook introducing scholars to the multiverse of podcasting. It’s an open-source publication made by Amplify Podcast Network, written by Stacey Copeland and Hannah McGregor. In this conversation, we talked about embodied knowledge, gendered (and racialized) voices, and how new media publishing is transforming the relationships scholars have with the public(s). We entered into the territory of the vulnerable scholar, examined our discomfort with silence, and the spaces of possibilities academics may discover in podcasting.

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Morteza Mahmoudi, "A Brief Guide to Academic Bullying" (Jenny Stanford Publishing, 2021)

Wed, 11 May 2022 08:00:00 -0000

Targets of bullying are often the most vulnerable members of the scientific workforce-they may be low-paid graduate students or postdocs, living in a foreign country, navigating a foreign language and culture, and whose immigration status is tied directly to their employment. They may also have young families, be living paycheck-to-paycheck, and have health insurance and other benefits that depend on a contract position that can be revoked with little to no notice or cause. Finally, targets on the low end of a power differential are not likely to be supported by their institutions, particularly institutions that rely on the big grant earnings brought in by senior "bullies." A Brief Guide to Academic Bullying (Jenny Stanford Publishing, 2021) is a brief guide to the causes of academic bullying and to their solutions.

Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland.

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Christopher Donoghue, "The Sociology of Bullying: Power, Status, and Aggression Among Adolescents" (NYU Press, 2022)

Wed, 11 May 2022 08:00:00 -0000

School shootings and suicides by young victims of bullying have spurred a proliferation of anti-bullying programs, yet most of the research done on school bullying has been from psychologists. The Sociology of Bullying: Power, Status and Aggression Among Adolescents edited by Christopher Donoghue and published by New York University Press in 2022 will be the first volume to present the leading ideas in sociology about bullying among adolescents that moves beyond an individualistic approach and instead offers ideas about how to address bullying as a by-product of social systems, biases, and status hierarchies. Sociologists investigate the impact of social forces on bullying among adolescents, such as inequality, heteronormativity, militarized capitalism, racism, cancel culture, power, and competition. Contributors explore a wide range of key topics, such as how homophobia and gender normativity encourage bullying; how anti-bullying curricula can ultimately lead to more bullying; and how adolescents use bullying against their friends to improve their own social standing. By advancing sociological perspectives on bullying, this important volume aims to shift the national conversation from one that focuses on villainizing bullies to one that encourages an inward look at the aspects of our culture that foster bullying behaviour among children.

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Mindy Capaldi, "Teaching Mathematics Through Games" (American Mathematical Society, 2021)

Tue, 10 May 2022 08:00:00 -0000

Games are an established aide in pre-college mathematics education. Meanwhile, innumerable popular books have investigated the mathematics of games. In a new edited volume for the AMS/MAA Classroom Resource Materials Series, topologist and NSF educational program director Mindy Capaldi and contributors join advanced topics with innovative lesson designs in possibly the first book of game-based mathematics education for college curricula. Teaching Mathematics Through Games (MAA Press, 2020) comprises lesson material for the full breadth of coursework taken by math students involving just as diverse and often surprising a breadth of games.

I've become interested in how edited collections come about, especially in mathematics, so i took some time at the start to ask Dr. Capaldi about the conception and production of this project. We then discussed a selection of six of the book's seventeen chapters that offer a sense of its scope and a taste of its value. To touch briefly on some chapters we did not discuss: Christine Latulippe use the combinatorial format of Sudoku and dates in the history of mathematics to practice converting between numeration systems; and Jacob Heidenreich adapts the game play of Battleship to hone students' understanding of properties of functions.

In addition to a detailed description of game play and how it ties in to the topic, each chapter contains exercises, problems, or activities that build upon the core lesson, and an online supplement provides material to support the lessons in practice. The book is designed specifically for instructors and provides rich material for an active learning curriculum, but avid and curious gamers and math geeks will also find much to enjoy.

Suggested companion works:

Mindy Capaldi is an Associate Professor of Mathematics and Statistics at Valparaiso University in Indiana. She completed her Ph.D. at North Carolina State University in 2010 and is currently on a leave of absence as a Program Director at the National Science Foundation.

Cory Brunson is an Assistant Professor at the Laboratory for Systems Medicine at the University of Florida. His research focuses on geometric and topological approaches to the analysis of medical and healthcare data.

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Katherine Dugan, "Millennial Missionaries: How a Group of Young Catholics Is Trying to Make Catholicism Cool" (Oxford UP, 2019)

Tue, 10 May 2022 08:00:00 -0000

Millennials in the U.S. have been characterized as uninterested in religion, as defectors from religious institutions, and as agnostic about the role of religious identity in their culture. Amid the rise of so-called "nones," though, there has also been a countervailing trend: an increase in religious piety among some millennial Catholics. The Fellowship of Catholic University Students (FOCUS), which began evangelizing college students on American university campuses in 1998, hires recent college graduates to evangelize college students and promote an attractive and culturally savvy Catholicism. These millennial Catholics have personal relationships with Jesus, attend Mass daily, and know and defend papal teachings, while also being immersed in U.S. popular culture. With their skinny jeans, devotional tattoos, and large-framed glasses, FOCUS missionaries embody a hip, attractive style of Catholicism. They promote a faith that interweaves distinctly Catholic identity with outreach methods of twentieth-century evangelical Protestants and the anxieties of middle-class emerging adulthood. Though this new generation of missionaries lives according to strict gender essentialism prescribed by papal teachings-including the notions that men lead while women follow and that biology dictates gender roles-they also support stay-at-home fatherhood and women earning MBAs.

Millennial Missionaries: How a Group of Young Catholics Is Trying to Make Catholicism Cool (Oxford UP, 2019) examines how these young people navigate their Catholic and American identities in the twenty-first century. Illuminating the ways missionaries are reshaping American Catholic identity, Katherine Dugan explores the contemporary U.S. religious landscape from the perspective of millennials who proudly proclaim "I am Catholic"-and devote years of their lives to convincing others to do the same.

Allison Isidore is the Assistant Director for the American Catholic Historical Association and is an Instructor of Record for the Religious Studies department at the University of Alabama. Her research interest is focused on the twentieth-century American Civil Rights Movement and the Catholic Church’s response to racism and the participation of Catholic clergy, nuns, and laypeople in marches, sit-ins, and kneel-ins during the 1950s and 1960s. Allison is also a Video Editor for The Religious Studies Project, producing videos for the podcast and marketing team. She tweets from @AllisonIsidore1.

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Kenny Xu, "An Inconvenient Minority: The Attack on Asian American Excellence and the Fight for Meritocracy" (Diversion Book, 2021)

Tue, 10 May 2022 08:00:00 -0000

Even in the midst of a nationwide surge of bias and incidents against them, Asians from coast to coast have quietly assumed mastery of the nation's technical and intellectual machinery and become essential American workers. Yet, they've been forced to do so in the face of policy proposals―written in the name of diversity―excluding them from the upper ranks of the elite.

In An Inconvenient Minority: The Attack on Asian American Excellence and the Fight for Meritocracy (Diversion Book, 2021), journalist Kenny Xu traces elite America's longstanding unease about a minority potentially upending them. Leftist agendas, such as eliminating standardized testing, doling out racial advantages to "preferred" minorities, and lumping Asians into "privileged" categories despite their deprived historical experiences have spurred Asian Americans to act.

Going beyond the Students for Fair Admission (SFFA) v. Harvard case, Xu unearths the skewed logic rippling countrywide, from Mayor Bill de Blasio's attempted makeover of New York City's Specialized School programs to the battle over "diversity" quotas in Google's and Facebook's progressive epicenters, to the rise of Asian American activism in response to unfair perceptions and admission practices.

Asian Americans' time is now, as they increase their direct action and amplify their voices in the face of mounting anti-Asian attacks. An Inconvenient Minority chronicles the political and economic repression and renaissance of a long ignored racial identity group―and how they are central to reversing America's cultural decline and preserving the dynamism of the free world.

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On Teaching Religion on YouTube

Tue, 10 May 2022 08:00:00 -0000

Andrew M. Henry is a Ph.D. candidate in the Department of Religion at Boston University and founder of the educational YouTube channel, Religion for Breakfast. Andrew has produced over 50 video lectures on a variety of religious studies topics, used by educators worldwide. You can follow him on twitter @andrewmarkhenry.

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Mental Health in Academia 6: Mental, Physical, and Social Determinants of Wellbeing

Wed, 04 May 2022 08:00:00 -0000

We are delighted to present All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks will shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Seminars are held online once per month on Wednesdays at 5pm CET/ 11am EST and free for all to attend. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk.

For live webinar schedule please visit Lashuel lab website. Follow us on Twitter: @LashuelLab

Today’s talk is with Mark Henick, Dr. Hilal Lashuel and Galina Limorenko

Join bestselling author and internationally recognized mental health advocate Mark Henick in a conversation on wellbeing across the lifespan. We will explore a broader understanding of mental health, including aspects of how the brain, the mind, and the social environment contribute to building a secure and healthy foundation. Practical strategies and takeaways for managing difficult emotions, and enriching positive experiences will be shared. Mark evocatively uses his personal lived experiences, as well as his years of professional advocacy, to provide clear, simple understanding in a context of supportive, curious inquiry where questions and discussion are welcome.

MARK HENICK’s hit viral TEDx talk about the stranger who saved his life has been viewed and shared millions of times. Over the last two decades, he has appeared in hundreds of television, radio, print and online features about mental health. His bylines include CNN, CNBC, USA Today, The Chicago Tribune, and many others. PEOPLE Magazine called Mark “one of Canada’s most prominent mental health advocates”. He's previously served on the board of the Mental Health Commission of Canada, and as the youngest ever president of a Canadian Mental Health Association division. As host and executive producer for both the So-Called Normal and Living Well podcasts, he's had hundreds of conversations with experts, celebrities, and public figures about mental health.

Today’s conversation features sensitive topics we engage with and explore.

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Moshe Shokeid, "Can Academics Change the World?: An Israeli Anthropologist's Testimony on the Rise and Fall of a Protest Movement on Campus" (Berghahn, 2020)

Tue, 03 May 2022 08:00:00 -0000

AD KAN (NO MORE) was founded in 1988 by a group of academics at Tel Aviv University. The initiative, a public pressure group, was prompted by public indifference (at best) about Israel’s 20-year occupation of the Palestinian Territories, and its forceful attempts to suppress the nascent First Intifada popular uprising in the West Bank. Whilst outward facing in their basic ambitions, the founder members of AD KAN also understood that academia’s failure to engage with the realities of the moment—through debate, protest, even applied research—could easily be taken too as acceptance of the status quo, embodying as it did the subaltern position of the Palestinian people.

Can Academics Change the World? An Israeli Anthropologist’s Testimony on the Rise and Fall of a Protest Movement on Campus (Berghahn Books, 2020) by Moshe Shokeid, is a personal account of the author’s experiences as co-founder of AD KAN. An account of dissent on campus, the book is at once a memoir, a historical account, and an anthropological consideration of the academic’s responsibility as a public intellectual.

Can Academics Change the World? remains relevant today, with many of the issues underpinning the formation and activities of AD KAN still live: the occupation of the West Bank; attempts to force Israel into concession and compromise, principally through the Boycott, Diversification, and Sanctions (BDS) campaign; and the continued status of the academic as public intellectual, in Israel and elsewhere—this cast against a university landscape that has reorganized itself around a different set of principles in the three decades since AD KAN ceased its activities.

Professor Moshe Shokeid is Professor Emeritus of Anthropology at Tel Aviv University. His other books include Three Jewish Journeys through the Anthropologist's Lens: From Morocco to the Negev, Zion to the Big Apple, the Closet to the Bimah; A Gay Synagogue in New York; Children of Circumstances: Israeli Emigrants in New York; and The Dual Heritage: Immigrants from the Atlas Mountains in an Israeli Village.

Akin Ajayi (@AkinAjayi) is a writer and editor, based in Tel Aviv.

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William F. Eadie, "When Communication Became a Discipline" (Lexington, 2021)

Mon, 02 May 2022 08:00:00 -0000

When Communication Became a Discipline (Lexington, 2021) argues that speech and journalism professors embraced the concept of communication between 1964 and 1982. They changed the names of their scholarly societies and journals and revised their academic curricula. Five “strands” of scholarship became and remain central to this transformation. Communication is not a traditional academic discipline, but its scholars convinced their colleagues to understand and embrace it. When Communication Became a Discipline presents an argument with historical evidence that illustrates scholarly creativity at its finest.

William F. Eadie is professor emeritus of journalism and media studies and director of the School of Communication at San Diego State University. William F. Eadie was former director of the School of Communication at San Diego State University, where he was responsible for leadership of a large program that encompassed all aspects of communication, media and journalism.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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A Conversation with Mark Nordenberg: Chancellor Emeritus, University of Pittsburgh (Part 1)

Mon, 02 May 2022 08:00:00 -0000

Mark Nordenberg is part of a vanishing breed within higher education – a leader who has spent almost his entire career at a single university. In the first of a two-part episode, Nordenberg shares his background and describes his journey at the University of Pittsburgh, beginning with a quick rise to full professor in the Law School, followed by successful stints as Dean, then interim Provost, and ultimately Chancellor, where he served for 19 years. He discusses the challenges Pitt was facing when he became Chancellor in 1996 and how he was able to address these, helping Pitt become one of the 5 leading research universities in the U.S. in grant dollars, and in the process help fuel the renaissance of Pittsburgh from Steel City to a focus on Eds & Meds.

David Finegold is the president of Chatham University.

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Ellen S. More, "The Transformation of American Sex Education: Mary Calderone and the Fight for Sexual Health" (NYU Press, 2022)

Fri, 29 Apr 2022 08:00:00 -0000

Mid-century America had a problem talking about sex. Dr. Mary Calderone first diagnosed this condition and, in 1964, led the uphill battle to de-stigmatize sex education. Supporters hailed her as the “grandmother of modern sex education” while her detractors painted her as an “aging libertine,” but both could agree that she was quickly shaping the way sex was discussed in the classroom.

Part biography, part social history, The Transformation of American Sex Education: Mary Calderone and the Fight for Sexual Health (NYU Press, 2022) for the first time situates Dr. Mary Calderone at the center of decades of political, cultural, and religious conflict in the fight for comprehensive sex education. Ellen S. More examines Americans’ attempts to come to terms with the vexed subject of sex education in schools from the late 1940s to the early twenty-first century. Using Mary Calderone’s life and career as a touchstone, she traces the origins of modern sex education in the United States from the work of a group of reformers who coalesced around Calderone to create the Sexuality Information and Education Council of the United States (SIECUS) in 1964, to the development and use of the competing approaches known as “abstinence-based” and “comprehensive” sex education from the 1980s into the twenty-first century.

A fascinating and timely read, The Transformation of American Sex Education provides a substantial contribution to the history of one of America’s most intense and protracted culture wars, and the first account of the woman who fought those battles.

Jane Scimeca is Professor of History at Brookdale Community College.

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Anthony Cerulli, "The Practice of Texts: Education and Healing in South India" (U California Press, 2022)

Thu, 28 Apr 2022 08:00:00 -0000

In this interdisciplinary study, Anthony Cerulli probes late- and postcolonial reforms in ayurvedic education, the development of the ayurvedic college, and the impacts of the college curriculum on ways that ayurvedic physicians understand and use the Sanskrit classics in their professional work today. By interrogating the politics surrounding the place of the Sanskrit classics in ayurvedic curricula, The Practice of Texts: Education and Healing in South India (U California Press, 2022) reveals a spectrum of views about the history and tradition of Ayurveda in modern India.

Raj Balkaran is a scholar, online educator, and life coach. For information see rajbalkaran.com.

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On Religious Literacy in American Education

Wed, 27 Apr 2022 08:00:00 -0000

Benjamin P. Marcus is the religious literacy specialist with the Religious Freedom Center of the Newseum Institute, where he examines the intersection of education, religious literacy, and identity formation in the United States. He is a contributing author in the Oxford Handbook on Religion and American Education, where he writes about the importance of religious literacy education.

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The Future of Race: A Discussion with John McWhorter

Tue, 26 Apr 2022 08:00:00 -0000

Race is the subject of passionate and increasingly angry debate. But amidst all the talk of unconscious bias it’s an area into which many fear to tread. In this podcast Professor McWhorter of Colombia University outlines his sometimes controversial views on these issues and explains why he wants to debate them in public. His latest book is Woke Racism: How a New Religion Has Betrayed Black America (Portfolio, 2021).

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Nate G. Hilger, "The Parent Trap: How to Stop Overloading Parents and Fix Our Inequality Crisis" (MIT Press, 2022)

Tue, 26 Apr 2022 08:00:00 -0000

Few people realize that raising children is the single largest industry in the United States. Yet this vital work receives little political support, and its primary workers—parents—labor in isolation. If they ask for help, they are made to feel inadequate; there is no centralized organization to represent their interests; and there is virtually nothing spent on research and development to help them achieve their goals. It’s almost as if parents are set up to fail—and the result is lost opportunities that limit children’s success and make us all worse off. In The Parent Trap: How to Stop Overloading Parents and Fix Our Inequality Crisis (MIT Press, 2022), Nate Hilger combines cutting-edge social science research, revealing historical case studies, and on-the-ground investigation to recast parenting as the hidden crucible of inequality.

Parents are expected not only to care for their children but to help them develop the skills they will need to thrive in today’s socioeconomic reality—but most parents, including even the most caring parents on the planet, are not trained in skill development and lack the resources to get help. How do we fix this? The solution, Hilger argues, is to ask less of parents, not more. America should consider child development a public investment with a monumental payoff. We need programs inspired by Medicare—call them Familycare—to drive this investment. To make it happen, parents need to become an interest group that can wield its political power on behalf of children—who will always be the largest bloc of disenfranchised people in this country.

The Parent Trap exposes the true costs of our society’s unrealistic expectations around parenting and lays out a profoundly hopeful blueprint for reform.

Nate Hilger is a Harvard and Stanford-trained economist who has worked as a professor of economics at Brown University and an economist and data scientist in Silicon Valley. While in academia he was a Research Fellow at the National Bureau of Economic Research and continues to hold an affiliation with the Population Studies and Training Center at Brown. In 2020 he served as a lead policy consultant on early childhood and non-K12 child development issues for Pete Buttigieg’s presidential campaign.

His academic research on child development and inequality has been published in The Quarterly Journal of Economics and other leading peer-reviewed journals, and has been featured in The New York Times, The Washington Post, and other major media outlets. He lives with his wife and son in Redwood City, California.

Peter Lorentzen is an Associate Professor in the Department of Economics at the University of San Francisco, where he leads a new Master's program in Applied Economics focused on the digital economy.

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Stacy G. Ulbig, "Angry Politics: Partisan Hatred and Political Polarization Among College Students" (UP of Kansas, 2020)

Thu, 21 Apr 2022 08:00:00 -0000

Political Scientist Stacy Ulbig has a new book that dives into the political attitudes and behaviors of college students to assess how polarization and partisan antipathy in the general public have some genesis on college campuses. Angry Politics: Partisan Hatred and Political Polarization Among College Students (UP of Kansas, 2020) explores affective polarization, and elicited responses from students who have noted that they are experiencing self-censorship, across the political spectrum. The study measured levels of political animosity based on different kinds of news media consumption, with those who consumed social media as the source of their news demonstrating the most animosity towards opposition partisans. Students tend to be nervous when faced with having to deal with conflict, and this inclination also leads them to self-sort and isolate from those who hold different political views. At the same time, the research indicates that students are feeling more vocal in articulating their opinions and beliefs. Part of the experience at college is to learn how to listen to different perspectives and opinions, and to assess diverse input and information. This study is fascinating, examining the layers of student behavior around politics in an atmosphere that is characterized as fraught by a variety of news outlets.

Lilly J. Goren is professor of political science at Carroll University in Waukesha, WI. She is co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012), as well as co-editor of Mad Men and Politics: Nostalgia and the Remaking of Modern America (Bloomsbury Academic, 2015). Email her comments at lgoren@carrollu.edu or tweet to @gorenlj.

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On High School Religious Studies

Wed, 20 Apr 2022 08:00:00 -0000

John Camardella teaches religion and social studies at Prospect High School in Mount Prospect, Illinois. This conversation touches on the organization, implementation, and day-to-day operations inside a high school course focused on world religions.

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John Measey, "How to Write a PhD in Biological Sciences: A Guide for the Uninitiated" (CRC Press, 2021)

Wed, 20 Apr 2022 08:00:00 -0000

Listen to this interview of John Measey, Associate Professor of Biological Sciences at Stellenbosch University, South Africa, and author of How to Write a PhD in Biological Sciences: A Guide for the Uninitiated (CRC Press, 2021). We talk about how the communication of science is changing, and we talk about how you can keep up and produce the research you want to produce.

John Measey : "We're in an extremely interesting time, because the potential that we have to not just publish what we've written — which is where we used to be with scholarly journals, which just had the articles and the predigested data (if you like) in the tables and figures — but now we're at a moment where we can actually put all the data out there, and we can also put out there all of the code that we wrote so that people can repeat the analysis. And really, the writing that we're doing is to communicate one team's particular understanding of the questions they've posed and of their particular interest in certain parts of the dataset. The writing is now a means of not just communicating the particular questions that we have there, but also of producing and of advertising the dataset for other people to use. So, I think we're starting to enter this very dynamic period in publishing where the actual article will be one of our many products in any study that we do."

Read and use How to Write a PhD in Biological Sciences http://howtowriteaphd.org/

Read and use How to Publish in Biological Sciences http://howtopublishscience.org...

Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com.

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Jennifer Delfino, "Speaking of Race: Language, Identity, and Schooling Among African American Children" (Lexington Book, 2020)

Mon, 18 Apr 2022 08:00:00 -0000

In Speaking of Race: Language, Identity, and Schooling Among African American Children (Lexington Books, 2020), Jennifer Delfino explores the linguistic practices of African American children in an after school program in Washington, DC. Drawing on ethnographic research, Delfino illustrates how students’ linguistic practices are often perceived as barriers to learning and achievement and provides an in-depth look at how students challenge this perception by using language to transform the meaning of race in relation to ideas about academic success.

Jennifer Delfino is assistant professor in the Department of Academic Literacy and Linguistics at Borough of Manhattan Community College, The City University of New York.

Schneur Zalman Newfield is an Assistant Professor of Sociology at Borough of Manhattan Community College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press, 2020).

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Corey Landon Wozniak, "The Buddha at the Bellagio: (Teaching) Religion in Sin City" (Revealer, 2022)

Mon, 18 Apr 2022 08:00:00 -0000

Today I talked to Corey Landon Wozniak about his Revealer article (2022) "The Buddha at the Bellagio: (Teaching) Religion in Sin City." As Wozniak points out, Las Vegas (for all that it's sin city) is full of religion, all kinds of it. He talks about how religion is done in America's Sodom and Gomorrah rolled into one.

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The University Network for Human Rights: A Discussion with Jim Calvallaro

Mon, 18 Apr 2022 08:00:00 -0000

The University Network for Human Rights facilitates supervised undergraduate engagement in the practice of human rights at colleges and universities in the United States and across the globe. The University Network partners with advocacy organizations and communities affected or threatened by abusive state, corporate, or private conduct to advance human rights at home and abroad; trains undergraduate students in interdisciplinary human rights protection and advocacy; and collaborates with academics and human rights practitioners in other parts of the world to foster the creation of practical, interdisciplinary programs in human rights.

James (Jim) Cavallaro is Executive Director of the University Network for Human Rights. He has taught human rights law and practice for nearly a quarter-century, most recently at Wesleyan University, Stanford Law School (2011-2019), and Harvard Law School (2002-2011).

Caleb Zakarin is the Assistant Editor of the New Books Network (Twitter: @caleb_zakarin).

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A Conversation with Autumn Wilke about Disability in Higher Education

Fri, 15 Apr 2022 08:00:00 -0000

Today I talked to Autumn Wilke of Grinnell College about her book (co-authored with Nancy J. Evans, Ellen M. Broido, and Kirsten R. Brown) Disability in Higher Education: A Social Justice Approach (Jossey-Bass, 2017).

Disability in Higher Education examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents.

The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations.

The book will help readers:

Consider issues in addition to access and accommodation
Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings
Understand how disability interacts with multiple aspects of identity and experience.

Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.

Marshall Poe is the founder and editor of the New Books Network. He can be reached at marshallpoe@newbooksnetwork.com.

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Caits Meissner, ed., "The Sentences That Create Us: Crafting a Writer's Life in Prison" (Haymarket Books, 2022)

Thu, 14 Apr 2022 08:00:00 -0000

The Sentences That Create Us: Crafting a Writer’s Life in Prison (Haymarket Books, 2022) is an expansive resource for incarcerated writers. With over 50 contributors like Reginald Dwayne Betts, Randall Horton, and Nicole Shawan Junior, this resource provides the foundations for crafting a vibrant literary life with the carceral state. The guide offers advice including editing, publishing works, and developing prison writing groups while weaving first-person narratives. The Sentences That Create Us will show incarcerated people and allies how to release their stories that prisons caged.

N'Kosi Oates is a Ph.D. candidate in Africana Studies at Brown University. Find him on Twitter at NKosiOates.

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John A. List, "The Voltage Effect: How to Make Good Ideas Great and Great Ideas Scale" (Currency, 2022)

Thu, 14 Apr 2022 08:00:00 -0000

Most economists would argue that policies and business strategies are most likely to succeed if they are evidence-based, with their efficacy demonstrated empirically by randomized controlled trials before they are implemented at scale. John List spearheaded the introduction of field experiments in economics, publishing a raft of influential studies with this approach, and using his research insights to help shape both government policy and business strategy. He has learned a thing or two along the way. In The Voltage Effect: How to Make Good Ideas Great and Great Ideas Scale (Currency, 2022), he draws upon his own experiences and his research to show all the ways in which an idea that “works” in a field experiment can fall flat when rolled out at a larger scale. This book provides tremendous insight into both the value of field experiments and the careful attention to detail needed to ensure that they teach us the right lessons.

John List is a professor of economics at the University of Chicago. He has also served as Chief Economist at tech economy pioneers Uber and Lyft, and recently agreed to take on the same role at an established linchpin of the middle-American retail, Walmart.

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The Future of Tenure: How Chatham University Brought Tenure Back

Mon, 11 Apr 2022 04:00:00 -0000

At a time when a growing number of universities are moving away from tenure and hiring a higher percentage of faculty on non tenure-track appointments, Chatham University in Pittsburgh, PA recently made the decision to reinstate tenure more than two decades after phasing it out. I discuss the factors that originally led Chatham to replace tenure with a capstone system and what convinced the Board to restore tenure with VPAA Dr. Jenna Templeton and Dr. Joe MacNeil, who chaired the faculty committee that conducted the review of the system for reviewing and promoting faculty. One of the distinctive elements of Chatham’s new tenure system is that it includes professors of practice and clinical professors through a broadened definition of scholarship. We conclude by examining the lessons for other institutions as they prepare for the challenges higher education will be facing in the coming decade.

David Finegold is the president of Chatham University.

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The College Writing Center: A Discussion with Joseph Cheatle

Fri, 08 Apr 2022 08:00:00 -0000

Listen to this interview of Joseph Cheatle, Director of the Writing & Media Center at Iowa State University. We talk about how communication will change your life.

Joseph Cheatle : "One of the typical traits of writing center tutors is that they are just really great. I don't know how else to describe it other than that they are often the best of the best at an institution in terms of their leadership, their vision, their work ethic, their desire for professional development. I mean, people who are writing center tutors, when they go out for job interviews, they often get asked about their writing center work, because people know that those are going to be good employees. So, there's a lot to be said for the students who come in and work at writing centers. Really these are just some of the best students at the institution: hard-working, ethical, interesting, and dedicated."

Visit the Writing & Media Center.

Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com.

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Robert Buderi, "Where Futures Converge: Kendall Square and the Making of a Global Innovation Hub" (MIT Press, 2022)

Tue, 05 Apr 2022 08:00:00 -0000

Kendall Square in Cambridge, Massachusetts, has been called “the most innovative square mile on the planet.” It's a life science hub, hosting Biogen, Moderna, Pfizer, Takeda, and others. It's a major tech center, with Google, Microsoft, IBM, Amazon, Facebook, and Apple all occupying big chunks of pricey office space. Kendall Square also boasts a dense concentration of startups, with leading venture capital firms conveniently located nearby. And of course, MIT is just down the block. In Where Futures Converge: Kendall Square and the Making of a Global Innovation Hub (MIT Press, 2022), Robert Buderi offers the first detailed account of the unique ecosystem that is Kendall Square, chronicling the endless cycles of change and reinvention that have driven its evolution.

Buderi, who himself has worked in Kendall Square for the past twenty years, tells fascinating stories of great innovators and their innovations that stretch back two centuries. Before biotech and artificial intelligence, there was railroad car innovation, the first long-distance telephone call, the Polaroid camera, MIT's once secret, now famous Radiation Laboratory, and much more. Buderi takes readers on a walking tour of the square and talks to dozens of innovators, entrepreneurs, urban planners, historians, and others. He considers Kendall Square's limitations—it's “gentrification gone rogue,” by one description, with little affordable housing, no pharmacy, and a scarce middle class—and its strengths: the “human collisions” that spur innovation.

What's next for Kendall Square? Buderi speculates about the next big innovative enterprises and outlines lessons for aspiring innovation districts. More important, he asks how Kendall Square can be both an innovation hub and a diversity, equity, and inclusion hub. There's a lot of work still to do.

Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland.

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Karl Kitching, "Childhood, Religion and School Injustice" (Cork UP, 2020)

Tue, 05 Apr 2022 08:00:00 -0000

In Childhood, Religion, and School Injustice (Cork University Press, 2020), Dr. Karl Kitching examines how debates about religion and education internationally often presume the neutrality of secular education governance as an irrefutable public good. However, understandings of secular freedom, rights and neutrality in schooling are continuously contested, and social movements have disrupted the notion that there is a uniform public to be educated. Simultaneously, unjust, neoliberal and majoritarian education policies constantly undermine collective notions of what is good and just.

Dr. Kitching presents original empirical research on how religious and secular schools are positioned as competitors for parents’ attention, and shows how inequalities shape parents’ interest in, and access to, both secular and religious schools. Kitching particularly explores how children in urban and rural settings negotiate the joys, pleasures, paradoxes and injustices of schooling and childhood. He outlines ways in which children’s social positions, relationships and encounters with religious and consumer objects inform who they can become, and who and what they value.

Drawing on the above research, Childhood, Religion and School Injustice demonstrates the need to engage with each child’s plurality, and to recognise multiple inequalities experienced by families across schools. Given that the mass privatisation and deregulation of schooling favours majority and advantaged social groups, Kitching argues for the becoming public of school systems and localities. In such a process, majoritarian, narrow self-interest is challenged, unchosen obligations to others are recognised, and collective imaginings of what a ‘good’ childhood is, are publicly engaged.

Dr. Karl Kitching joined the School of Education, University of Birmingham in June 2020 as a Reader in Education Policy. Previously he was a Senior Lecturer in Education, and Director of Equality, Diversity and Inclusion at University College Cork, Ireland.

Carrie Lynn Evans is a PhD student at Université Laval in Quebec City.

carrie-lynn.evans@lit.ulaval.ca

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The Business of Scholarly Communication and Publishing

Tue, 05 Apr 2022 08:00:00 -0000

Listen to this interview of Joe Esposito, Senior Partner of Clarke & Esposito. We talk about the space between academic research and consumer markets, and we travel in space to the metaverse!

Joe Esposito : "The thing that's at issue when a field of study begins publishing more in journals and less in books is another aspect of the audience. If you're a scientist, you write short articles because this is what gets you tenure, this is what gets you a promotion, this is what allows you to go to grants-making bodies and get money to hire postdoctoral students and to build out your laboratory. So the aspect of audience I'm talking about here is broader than just your fellow experts in your field — it's broader than just the readers of your communications, because it includes, too, the business model that these communications are placed into. There is money in articles in the sciences. There is very little money in books in the sciences. But switch over to history, anthropology, literary criticism, and the whole situation gets turned on its head. There the tenure promotion committees are looking for books, preferably published with a university press. So, when we talk about questions like where the book is going, where text is going, or whether digital or print, we can't escape the fact that all these things live within an environment of people pursuing their own personal interests, which itself has a economic basis as well."

Clarke & Esposito have an excellent newsletter on scholarly communication and publishing. You can read and subscribe here. Joe is also a regular contributor to The Scholarly Kitchen, which you can read and subscribe to here.

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On Teaching About Religion in an Age of Intolerance

Mon, 04 Apr 2022 08:00:00 -0000

A veteran journalist, essayist, and award-winning education writer, Linda K. Wertheimer is the author of Faith Ed: Teaching about Religion in an Age of Intolerance. The book focuses on public schools’ ups and downs as they teach about world religions.

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Michael J. Graetz and Ian Shapiro, "The Wolf at the Door: The Menace of Economic Insecurity and How to Fight It" (Harvard UP, 2020)

Mon, 04 Apr 2022 08:00:00 -0000

This is an age of crisis. That much we can agree on. But a crisis of what? And how do we get out of it? Many on the right call for tax cuts and deregulation. Others on the left rage against the top 1 percent and demand wholesale economic change. Voices on both sides line up against globalization: restrict trade to protect jobs. In The Wolf at the Door: The Menace of Economic Insecurity and How to Fight It (Harvard UP, 2020), two leading political analysts argue that these views are badly mistaken.

Michael Graetz and Ian Shapiro focus on what really worries people: not what the rich are making but rather their own insecurity and that of people close to them. Americans are concerned about losing what they have, whether jobs, status, or safe communities. They fear the wolf at the door. The solution is not protectionism or class warfare but a return to the hard work of building coalitions around realistic goals and pursuing them doggedly through the political system. This, Graetz and Shapiro explain, is how earlier reformers achieved meaningful changes, from the abolition of the slave trade to civil rights legislation. The authors make substantial recommendations for increasing jobs, improving wages, protecting families suffering from unemployment, and providing better health insurance and child care, and they guide us through the strategies needed to enact change.

These are achievable reforms that would make Americans more secure. The Wolf at the Door is one of those rare books that not only diagnose our problems but also show us how we can address them.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Mental Health in Academia 5: Harnessing the Power of Good Anxiety

Wed, 30 Mar 2022 08:00:00 -0000

For live webinar schedule please visit Lashuel lab website.

Today’s talk is with Dr. Wendy Suzuki, Dr. Hilal Lashuel and Galina Limorenko

Collectively, we are living through a time of unprecedented uncertainty including what feels like an endless series of real and existential threats to our health and well-being. These unique times have led to some of the highest levels of anxiety that have been reported in the general population. Prof. Suzuki will describe a novel, practical, and science-based approach to transform "bad" anxiety to good. This shift from bad to good anxiety can help you accelerate focus and productivity, boost performance and even foster more creativity. You will leave this presentation with a set of concrete tools that will allow you to harness the brain activation underlying your anxiety and make it work for you.

Dr. Wendy Suzuki is an award-winning Professor of Neural Science and Psychology at New York University where she studies the effects of physical activity and meditation on the brain. She is a best-selling author of the book Healthy Brain Happy Life that was also made into a PBS special. Her TED talk on the brain-changing benefits of exercise has more than 55 million views. Her second book Good Anxiety: Harnessing the Power of the Most Misunderstood Emotion was published in Fall of 2021. Suzuki is a passionate thought leader, spreading the understanding of how we can use the principles of brain plasticity to maximize our brain’s performance and transform our lives for the better.

Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland.

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Emily J. Levine, "Allies and Rivals: German-American Exchange and the Rise of the Modern Research University" (UChicago Press, 2021)

Fri, 25 Mar 2022 08:00:00 -0000

During the nineteenth century, nearly ten thousand Americans traveled to Germany to study in universities renowned for their research and teaching. By the mid-twentieth century, American institutions led the world. How did America become the center of excellence in higher education? And what does that story reveal about who will lead in the twenty-first century?

In Allies and Rivals: German-American Exchange and the Rise of the Modern Research University (University of Chicago Press, 2021), Dr. Emily Levine presents the first history of the ascent of American higher education seen through the lens of German-American exchange. “This book treats transatlantic culture exchange and competition as its topic, methodology, and causal historical mechanism. It uncovers the origins of the research university by pulling apart the strands of parallel, comparative, and intertwined stories that unfolded on both sides of the Atlantic. Chapters pair individuals and institutions from Germany and America to reveal side-by-side stories about how idealists made compromises to create universities they hoped would bring tangible benefits to their respective communities.”

In a series of compelling portraits of such leaders as Wilhelm von Humboldt, Martha Carey Thomas, and W. E. B. Du Bois, Dr. Levine shows how academic innovators on both sides of the Atlantic competed and collaborated to shape the research university. Even as nations sought world dominance through scholarship, universities retained values apart from politics and economics. Open borders enabled Americans to unite the English college and German PhD to create the modern research university, a hybrid now replicated the world over.

Dr. Levine argues that “the university did not emerge in isolation nor was it ever a finished project. Rather, the compromises were constantly renegotiated by these innovators and other social actors amid changing contexts. As the society that the university served evolved, the university coevolved into such forms as the central state university in Berlin, the land grant in California, and the privately funded urban university in Baltimore, and each time the academic social contract was reconstituted.”

In a captivating narrative spanning one hundred years, Dr. Levine upends notions of the university as a timeless ideal, restoring the contemporary university to its rightful place in history. In so doing she reveals that innovation in the twentieth century was rooted in international cooperation—a crucial lesson that bears remembering today.

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Tia Brown McNair, "From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education" (Jossey-Bass, 2020)

Thu, 24 Mar 2022 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear:

Why it is so important to have the conversation about “Equity in Higher Education” and why now is the time to do so
What equity means; for whom, and what equity entails in thought and action
What it means to perform equity as a routine practice in higher education
What makes individuals equity minded

Today’s book is: From Equity Talk to Equity Walk: Expanding Practitioner Knowledge for Racial Justice in Higher Education, draws from campus-based research projects sponsored by the AAC&U and the Center for Urban Education at the University of Southern California. The book is a practical guide on the design and application of campus change strategies for achieving equitable outcomes. The authors offer advice on how to build an equity-minded campus culture aligning strategic priorities and institutional missions to advance equity.

Our guest is: Dr. Tia Brown McNair, is the Vice President in the Office of Diversity, Equity, and Student Success and Executive Director for the Truth, Racial Healing, and Transformation (TRHT) Campus Centers at the Association of American Colleges and Universities (AAC&U) in Washington, DC. She oversees both funded projects and AAC&U’s continuing programs on equity, inclusive excellence, high-impact practices, and student success. McNair also directs AAC&U’s Summer Institutes on High-Impact Practices and Student Success, and Truth, Racial Healing, & Transformation Campus Centers. McNair currently serves as the project director for several AAC&U initiatives: "Truth, Racial Healing and Transformation Campus Centers," "Strengthening Guided Pathways and Career Success by Ensuring Students Are Learning," and “Purposeful Pathways: Faculty Planning and Curricular Coherence.”

Our host is: Dr. Zebulun R. Davenport, Vice President for Student Affairs, West Chester University.

Listeners to this episode might also be interested in:

AAC&U’s Committing to Equity and Inclusive Excellence: Campus Guide for Self-Study and Planning.
AAC&U’s Step Up and Lead for Equity: What Higher Education Can Do to Reverse Our Deepening Divides.
Five principles for enacting equity by design by E.M. Bensimon, A.C. Dowd, and K. Witham in Diversity & Democracy 19 (1)
Engaging the “Race Question”: Accountability and Equity in U.S. Higher Education, Multicultural Education Series by A.C. Dowd and E.M. Bensimon. (Teachers College Press).
Heutsche, A.M. and Hicks, K. (2018). Embedding equity through the practice of real talk. In: A Vision for Equity: Results from AAC&U’s Project: Committing to Equity and Inclusive Excellence: Campus-Based Strategies for Student Success. Washington, DC: Association of American Colleges.

You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN.

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Dana Mitra, "The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia" (Teachers College Press, 2021)

Wed, 23 Mar 2022 08:00:00 -0000

How can new faculty find success in academia and what can universities do to support them? In The Empowered Professor: Breaking the Unspoken Codes of Inequity in Academia (Teachers College Press, 2021), the author demonstrates how a coaching-focused stance toward faculty development can improve equitable conditions within the university and contribute to faculty retention and well-being. For faculty and graduate students, this book emphasizes the skills needed to be a successful academic with a focus on lifespan learning. For universities, this book articulates how institutions can implement an equity-driven plan for faculty development. In the first section, Mitra investigates the structures that can contribute to inequities, spotlighting the unspoken assumptions and lack of clarity of institutional processes. In the second section, she interweaves the building blocks needed for faculty success (agency, belonging, and competence) with the traditional academic expectations of research, teaching, and service. With engaging vignettes and extended examples of faculty experiences, The Empowered Professor centers on the space in which individuals can find success within academic settings while maintaining their integrity.

Dana Mitra is a professor of education policy studies at the Pennsylvania State University. Her books include Civic Education in the Elementary Grades: Promoting Student Engagement in an Era of Accountability.

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Tom Greenwell and Chris Bonnor, "Waiting for Gonski: How Australia Failed Its Schools" (UNSW Press, 2022)

Mon, 21 Mar 2022 08:00:00 -0000

Anyone interested in how education policy is made and unmade, in school funding models, their historical and contemporary development and their effects on equity, will find this book fascinating.

The ‘Gonski’ review of Australian education funding, commissioned in 2010 by a Labor federal government, sent an expert panel of educators from different sectors on a listening tour of the nation. Submissions from thousands of schools revealed that existing policies were not serving those students most in need of support.

The panel sought ways to respond to the troubling and growing gap between the educational outcomes of disadvantaged children and their more privileged peers. Their report proposed a model that provided targeted funding to disadvantaged students based on need, a solution that promised to close the gaps and improve overall achievement. Optimism gave way to intense politicking from lobby groups and many of the Gonski recommendations fell by the wayside or were twisted in ways that reinforced existing inequities.

Over a decade later, the problems have only worsened. Educational outcomes for Australian schoolchildren continue to decline, and there is a growing correlation between social disadvantage and educational under-achievement. Commonwealth funding continues to be skewed towards wealthier private schools and Australia’s PISA results are moving in the wrong direction. So, the authors ask: why hasn’t Gonski worked, and what should we do now?

Written by experienced educators with a keen interest in policy, Tom Greenwell and Chris Bonnor, Waiting for Gonski examines in detail how and why Australia has failed its schools and proposes solutions for the future.

UNSW Press webpage for Waiting for Gonski.

Tom Greenwell on Twitter: @TBGreenwell.

Chris Bonnor articles for The Guardian.

Alice Garner is a historian, teacher and performer with a PhD from the University of Melbourne, Australia.

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Richard A. Detweiler, "The Evidence Liberal Arts Needs: Lives of Consequence, Inquiry, and Accomplishment" (MIT Press, 2021)

Fri, 18 Mar 2022 04:00:00 -0000

David Finegold is the president of Chatham University.

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René V. Arcilla, "Wim Wenders's Road Movie Philosophy: Education Without Learning" (Bloomsbury, 2020)

Wed, 16 Mar 2022 08:00:00 -0000

What is education? Most of the time, we have little patience for this question because we take the answer to be obvious: we identify education with school learning. This book focuses on education outside of the school context as a basis for criticizing and improving school learning. Following the examples of Jean-Jacques Rousseau and John Dewey, Arcilla seeks to harmonize schooling with a more pervasive education we are all naturally undergoing. He develops a philosophical theory of education that stresses the experience of being led out —a theory latent in the Latin term, “educere”— by examining the road movies of Wim Wenders.

Wim Wenders's Road Movie Philosophy: Education Without Learning (Bloomsbury, 2020) contributes both to our understanding of another crucial kind of education our schooling could better serve, and to our appreciation of what unifies and distinguishes Wenders's achievements in cinema.

René V. Arcilla is Professor of Philosophy of Education in the Steinhardt School of Education, at New York University

Gustavo E. Gutiérrez Suárez is PhD candidate in Social Anthropology, and BA in Social Communication. His areas of interest include Andean and Amazonian Anthropology, Film theory and aesthetics. You can follow him on Twitter vía @GustavoEGSuarez

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Tamara Beauboeuf-Lafontant, "To Live More Abundantly: Black Collegiate Women, Howard University, and the Audacity of Dean Lucy Diggs Slowe" (U Georgia Press, 2022)

Tue, 15 Mar 2022 08:00:00 -0000

Today I talked to Tamara Beauboeuf-Lafontant about her book To Live More Abundantly: Black Collegiate Women, Howard University, and the Audacity of Dean Lucy Diggs Slowe (University of Georgia Press, 2022).

How have Black women fostered belonging in higher education institutions that have persisted in marginalizing them? Focusing on the career of Lucy Diggs Slowe, the first trained African American student affairs professional in the United States, this book examines how her philosophy of "living more abundantly" envisioned educational access and institutionalized campus thriving for Black college women.

Born in 1883, Slowe was orphaned at a young age, raised by a paternal aunt, and earned a scholarship to attend Howard University in 1904. As an undergraduate, she helped found Alpha Kappa Alpha, the first African American sorority in the United States, and served as its first president. After graduating valedictorian of her 1908 class, she excelled as a secondary school teacher and administrator and became a national tennis champion. In 1922, she returned to her alma mater as its first full-time dean of women.

Over her fifteen-year tenure at Howard University, Slowe empowered early twentieth-century Black college women to invest in their individual growth, engage in community building, and pursue leadership opportunities. To foster Black women's higher education success, Slowe organized both the National Association of College Women and the National Association of Women's Deans and Advisers of Colored Schools. As she established long-standing traditions and affirming practices to encourage Black women's involvement in the extracurricular life of their campuses, Slowe's deaning philosophy of "living more abundantly" represents an important Black feminist approach to inclusion in higher education.

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Paul Reitter and Chad Wellmon, "Permanent Crisis: The Humanities in a Disenchanted Age" (U Chicago Press, 2021)

Mon, 14 Mar 2022 08:00:00 -0000

The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show in Permanent Crisis: The Humanities in a Disenchanted Age (U Chicago Press, 2021), this crisis isn’t new—in fact, it’s as old as the humanities themselves.

Today’s humanities scholars experience and react to basic pressures in ways that are strikingly similar to their nineteenth-century German counterparts. The humanities came into their own as scholars framed their work as a unique resource for resolving crises of meaning and value that threatened other cultural or social goods. The self-understanding of the modern humanities didn’t merely take shape in response to a perceived crisis; it also made crisis a core part of its project. Through this critical, historical perspective, Permanent Crisis can take scholars and anyone who cares about the humanities beyond the usual scolding, exhorting, and hand-wringing into clearer, more effective thinking about the fate of the humanities. Building on ideas from Max Weber and Friedrich Nietzsche to Helen Small and Danielle Allen, Reitter and Wellmon dig into the very idea of the humanities as a way to find meaning and coherence in the world.

Paul Reitter is professor of Germanic languages and literatures at the Ohio State University. He is the author and editor of many books, including The Anti-Journalist: Karl Kraus and Jewish Self-Fashioning in Fin-de-Siecle Europe.

Chad Wellmon is professor of German studies and history at the University of Virginia. He is the author and editor of many books, The Rise of the Research University: A Sourcebook and Organizing Enlightenment: Information Overload and the Invention of the Modern Research University.

Alexandra Ortolja-Baird is Lecturer in Digital History and Culture at the University of Portsmouth. She tweets at @timetravelallie.

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Matthew C. Ehrlich, "Dangerous Ideas on Campus: Sex, Conspiracy, and Academic Freedom in the Age of JFK" (University of Illinois Press, 2021)

Thu, 10 Mar 2022 09:00:00 -0000

In 1960, University of Illinois professor Leo Koch wrote a public letter condoning premarital sex. He was fired. Four years later, a professor named Revilo Oliver made white supremacist remarks and claimed there was a massive communist conspiracy. He kept his job.

Matthew Ehrlich revisits the Koch and Oliver cases to look at free speech, the legacy of the 1960s, and debates over sex and politics on campus. The different treatment of the two men marked a fundamental shift in the understanding of academic freedom. Their cases also embodied the stark divide over beliefs and values--a divide that remains today. Ehrlich delves into the issues behind these academic controversies and places the events in the context of a time rarely associated with dissent but in fact a harbinger of the social and political upheavals to come.

An enlightening and entertaining history, Dangerous Ideas on Campus: Sex, Conspiracy, and Academic Freedom in the Age of JFK (University of Illinois Press) illuminates how the university became a battleground for debating America's hot-button issues.

Matthew C. Ehrlich is a professor emeritus of journalism at the University of Illinois Urbana-Champaign. His books include Kansas City vs. Oakland: The Bitter Sports Rivalry That Defined an Era and Radio Utopia: Postwar Audio Documentary in the Public Interest, winner of the James W. Tankard Book Award.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Alan Rubel et al., "Algorithms and Autonomy: The Ethics of Automated Decision Systems" (Cambridge UP, 2021)

Tue, 08 Mar 2022 09:00:00 -0000

Many have experienced moments where algorithms have made us uncomfortable or suspicious. In Algorithms and Autonomy: The Ethics of Automated Decision Systems (Cambridge University Press, 2021), Rubel, Phan, and Castro outline the stories of teachers and citizens subject to the criminal justice system who face serious consequences at the hands of algorithms. With a focus on locating the a philosophical touchstone to these harms, the authors look at how ideas of autonomy and freedom are affected by algorithms. When algorithms afford those subject to their decisions no transparency to endorse its use or worse hide responsibility for their decision in a network of actors laundering their own agency, citizens are harmed and democracy is harmed. This book mount a forceful lens of what exactly algorithms in criminal justice, education, housing, elections and beyond can do to autonomy, freedom, and democracy. This title is also available as Open Access on Cambridge Core.

Dr. Alan Rubel is Professor and Director of the Information School at University of Wisconsin Madison.

Austin Clyde is a Ph.D. candidate at the University of Chicago Department of Computer Science. He researches artificial intelligence and high-performance computing for developing new scientific methods. He is also a visiting research fellow at the Harvard Kennedy School's Science, Technology, and Society program, where my research addresses the intersection of artificial intelligence, human rights, and democracy.

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Mental Health in Academia 4: The Science of Managing “Stress”

Thu, 03 Mar 2022 09:00:00 -0000

Today’s talk is with Dr. Stuart Farrimond, Dr. Hilal Lashuel and Galina Limorenko

Dr Stuart Farrimond is a medical doctor turned science communicator and food scientist and is author of the DK bestsellers The Science of Cooking (2017) and Science of Spice (2018), and the Sunday Times bestseller The Science of Living (2021) (Sold as Live Your Best Life in North America). He is a science and medical writer, presenter, and educator. He makes regular appearances on TV, radio, and at public events, and his writing appears in national and international publications, including The Independent, The Daily Mail, and New Scientist. Since 2017, Dr Stu has been the food scientist for BBC's much-loved show Inside the Factory, hosted by Gregg Wallace and Cherry Healey. An avid blogger, Stuart is also the founder and editor of online lifestyle-science magazine Guru, which is supported by the Wellcome Trust, the world’s largest medical research charity.

A word of caution: some viewers may find topics on mental health discussed in QnA sensitive

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Trena M. Paulus and Jessica N. Lester, "Doing Qualitative Research in a Digital World" (Sage, 2021)

Thu, 03 Mar 2022 09:00:00 -0000

Whether you like it or not, the pandemic has pushed us to make many changes in our life, from working from home to following all the mitigation measures. In the previous episodes in New Books in Education, we talked with book authors about how the pandemic has impacted their field, or the particular groups of students and families with whom they work. We look at the new expansion of the use of educational technology, the challenges that students who are learning English as their second language have encountered, and experiences of undocumented immigrant families. In today’s episode, we shift our focus to doing educational research using digital tools. This topic is not new, but during the pandemic, a lot of educational researchers have found a new sense of urgency and relevance to look into it. Our guests for today’s episode are Trena Paulus, Professor in the Research Division of Family Medicine at East Tennessee State University, and Jessica Lester, Professor of Inquiry Methodology at Indiana University. They recently published a book, Doing Qualitative Research in a Digital World, to systematically investigate this topic.

Published by Sage Press in 2021, Doing Qualitative Research in a Digital World is a timely contribution to the field of social research methodology in a period when almost all the social research activities were moved to online. Even though we have gradually resumed our in-person activities, some researchers predict that many of the qualitative research activities will remain in the digital space. What does this mean to research communities and to the wider public? How are researchers going to do research differently? What has the new advancement of technology afforded to the current research practice? Doing Qualitative Research in a Digital World takes a deep dive into these questions. Both novice and seasoned researchers will benefit from the book’s comprehensive and in-depth discussion on digital tools and research methodology, which blends in together theories of technology, methodological theories, practical advice, and empirical cases.

Trena M. Paulus, Ph.D. is a professor in the Research Division of Family Medicine, Quillen College of Medicine, East Tennessee State University.

Jessica Nina Lester, Ph.D. is an Associate Professor of Inquiry Methodology (Qualitative Research) in the School of Education at Indiana University, Bloomington.

Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution.

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76 Land-Grab Universities with Robert Lee (Jerome Tharaud, JP)

Thu, 03 Mar 2022 09:00:00 -0000

John and new Brandeis host Jerome Tharaud (author of Apocalyptic Geographies) learn exactly how the growth of America's public universities relied on shameful seizures of Native American land. Working with Tristan Athone --editor of Grist and a member of the Kiowa Tribe--historian Robert Lee wrote a stunning series of pieces that reveal how many public land-grant universities were fundamentally financed and sustained by a long-lasting settle-colonial "land grab." Their meticulous work paints an unusually detailed picture of how most highly praised institutions of higher education in America (Cornell, MIT, UC Berkeley and virtually all of the great Midwestern public universities) were initially launched and sometimes later sustained by a flood of cash deriving directly or indirectly from that stolen and seized land.

Jerome and John discuss with Lee issues that are covered in the initial article in High Country News, a dedicated website with a better version of this fantastic map, a follow-up article tracing land that was never sold, and a scholarly forum that followed from their findings.

The Morrill Act (1862, right in the middle of the Civil War, and that is no coincidence). Its author Justin Morrill, a Vermont Senator, argued the land-grants were a payback for the East's investment in opening the West. The West was "a plundered province" wrote Bernard de Voto (Harpers, August 1934).

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Rejection Skills: How to Win or Learn

Thu, 03 Mar 2022 09:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

How rejection is normal and even inevitable
Skills to help you learn from and move through rejections toward your goals
Why you need to develop your capacity for patience
How asking people about their own rejections can help normalize yours
A discussion of the book Win or Learn

Today’s book is: Win or Learn: The Naked Truth About Turning Every Rejection into Your Ultimate Success, by rejection expert and New York Times bestselling author Harlan Cohen. Cohen lays the framework for identifying your wants, taking the risks necessary to pursue them, and finding success no matter the outcome. This step-by-step risk-taking experiment will guide you on a journey to understand your worth and fight for your goals—because rejection is a universal truth but not a final destination.

Our guest is: Harlan Cohen, bestselling author of seven books, a journalist, and a speaker who has visited over 500 college campuses. He loves helping people find support, happiness, hope, love, and light. He is the author of WIN or LEARN: The Naked Truth About Turning Every Rejection Into Your Ultimate Success.

Our host is: Dr. Christina Gessler, the co-creator and co-producer of the Academic Life. She is a historian of women and gender.

Listeners to this episode might also be interested in:

The Naked Roommate, by Harlan Cohen
Harlan’s TedX talk (watch TEDx talk here).
Mindset: The New Psychology of Success by Carol Dweck
The Rejection that Changed My Life by Jessica Bacal
How to Fail podcast by Elizabeth Day
The Museum of Failure website

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Andrea Flores, "The Succeeders: How Immigrant Youth Are Transforming What It Means to Belong in America" (UC Press, 2021)

Mon, 28 Feb 2022 09:00:00 -0000

Dr. Andrea Flores’ most recent book, The Succeeders: How Immigrant Youth Are Transforming What It Means to Belong in America (University of California Press, 2021), is a detailed account of how immigrant youth in Nashville, Tennessee negotiated the stakes of academic achievement by reproducing terms of belonging while at the same time recasting what it means to belong in the United States. By focusing on a nonprofit college access program for Latino youth from which the title of the book is derived, Flores argues that Succeeders’ educational achievements were viewed “as positive moral proof against deficit constructions of Latinos while also maintaining a link to educación’s [emphasis in original] personal, cultural, and familial value” (16). The hybridity of assigning moral value to book learning while also hinging their striving to familial networks is what Flores believes to be critical to the Succeeders’ perception of self. By offering a radically different route to belonging through the vehicle of family and care, the Succeeders hoped to earn not just their own national membership, but also the membership of those near and dear.

Flores conducted ethnographic research for twelve months while also serving as a volunteer for the Succeeders program of southern Nashville across four campuses for the academic year 2012 - 2013. She observed effective communication skits, field trips, organizational meetings, community service activities, musical performances, athletic games, scholarship selection committees, and graduation ceremonies to best understand the lived experiences of Succeeders within and outside of their educational institutions. Flores also conducted thirty-one semistructured interviews with Succeeders whose families were primarily from Mexican and Central America. Further, half of the interviews included undocumented youth, and students from all levels of academic achievement were selected. Strategic selecting of Succeeders allowed Flores to examine how students across a variety of academic preparations and immigrant backgrounds perceived themselves within larger conceptions of Latindidad and educational achievement. Interviews with the program’s leaders, teachers, and admissions officers revealed the internal dialogues of those most tasked with the Succeeders’ success. A robust textual archive in the form of college admissions handouts, college entrance essays, and Succeeders curricular materials were collected by the author. These mixed methods allowed Flores to provide detailed and rich accounts of how Latino youth navigated the college application process, the end of high school, and their personal lives.

Jonathan Cortez is currently the 2021-2023 César Chávez Postdoctoral Fellow in the Department of Latin American, Latino, and Caribbean Studies at Dartmouth College. You can follow Jonathan on Twitter @joncortz

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Charles E. Cotherman, "To Think Christianly: A History of L'Abri, Regent College, and the Christian Study Center Movement" (InterVarsity Press, 2020)

Mon, 21 Feb 2022 09:00:00 -0000

In the late 1960s and on into the next decade, the American pastor and bestselling author Francis Schaeffer regularly received requests from evangelicals across North America seeking his help to replicate his innovative learning community, L'Abri, within their own contexts. At the same time, an innovative school called Regent College had started up in Vancouver, British Columbia, led by James Houston and offering serious theological education for laypeople. Before long, numerous admirers and attendees of L'Abri and of Regent had launched Christian "study centers" of their own—often based on or near university campuses—from Berkeley to Maryland. For evangelical baby boomers coming of age in the midst of unprecedented educational opportunity and cultural upheaval, these multifaceted communities inspired a generation to study, pray, and engage culture more faithfully—in the words of James M. Houston, "to think Christianly."

In To Think Christianly: A History of L'Abri, Regent College, and the Christian Study Center Movement (IVP Academic 2021), Charles Cotherman traces the stories of notable study centers and networks, as well as their influence on a generation that would reshape twentieth-century Christianity. Beginning with the innovations of L'Abri and Regent College, Cotherman elucidates the histories of several key institutions and individuals that gave rise to these study centers across North America.

Each of these projects owed something to Schaeffer's and Houston's approaches, which combined intellectual and cultural awareness with compelling spirituality, open-handed hospitality, relational networks, and a deep commitment to the gospel's significance for all fields of study—and all of life. Cotherman argues that the centers' mission of lay theological education blazed a new path for evangelicals to fully engage the life of the mind and culture.

Built on a rich foundation of original interviews, archival documents, and contemporary sources, To Think Christianly sheds new light on this set of defining figures and places in evangelicalism's life of the mind.

Charles E. Cotherman (PhD, University of Virginia) is pastor of Oil City Vineyard Church in Oil City, Pennsylvania. He is the program director of the Project on Rural Ministry at Grove City College and has taught church history at Fuller Seminary and Pittsburgh Theological Seminary.

Justin McGeary is the Director of Christian Studies at John Witherspoon College and a graduate student at Union School of Theology.

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Frederic Fovet, "Handbook of Research on Applying Universal Design for Learning Across Disciplines (IGI Global, 2021)

Mon, 21 Feb 2022 09:00:00 -0000

Universal design for learning (UDL) has been hailed for over a decade as a revolutionary lens that allows campuses to shift their efforts to create inclusive environments. In recent years, UDL has gone beyond the field of disability and been explored with regards to international and indigenous students. There is now a sizable body of literature that details the benefits of implementing UDL in higher education, as well as a number of emerging studies examining the strategic challenges of developing UDL across institutions. There is, however, still a relative paucity of research discussing the transformation of instruction or assessment in concrete terms. Therefore, there is a necessity for research and information on UDL that has already been implemented in classrooms and the practical examples of what this process of transformation looks like.

The Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation (IGI Global, 2021) offers practical examples of UDL having successfully been embedded in courses within various disciplines and classroom formats, as well as across the undergraduate and graduate sectors. The chapters provide case studies and concrete examples of what the UDL reflection on practice might look like in specific faculties and departments. While highlighting UDL in areas such as educational technology, student engagement, assignment design, and inclusive education, this book is ideally intended for inservice and preservice teachers, administrators, teacher educators, higher education professors and leaders, practitioners, researchers, academicians, and students interested in the integration of UDL into strategic academic plans.

Christina Anderson Bosch is faculty at the California State University, Fresno. She is curious about + committed to public, inclusive education in pluralistic societies where critical perspectives on questions of social and ecological justice are valued enough to enact material dignity and metaphysical wellbeing on massive scales.

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Tanalís Padilla, "Unintended Lessons of Revolution: Student Teachers and Political Radicalism in Twentieth-Century Mexico" (Duke UP, 2021)

Fri, 18 Feb 2022 09:00:00 -0000

In the 1920s, Mexico established rural normales—boarding schools that trained teachers in a new nation-building project. Drawn from campesino ranks and meant to cultivate state allegiance, their graduates would facilitate land distribution, organize civic festivals, and promote hygiene campaigns. In Unintended Lessons of Revolution: Student Teachers and Political Radicalism in Twentieth-Century Mexico (Duke University Press, 2021), Tanalís Padilla traces the history of the rural normales, showing how they became sites of radical politics. As Padilla demonstrates, the popular longings that drove the Mexican Revolution permeated these schools. By the 1930s, ideas about land reform, education for the poor, community leadership, and socialism shaped their institutional logic. Over the coming decades, the tensions between state consolidation and revolutionary justice produced a telling contradiction: the very schools meant to constitute a loyal citizenry became hubs of radicalization against a government that increasingly abandoned its commitment to social justice. Crafting a story of struggle and state repression, Padilla illuminates education's radical possibilities and the nature of political consciousness for youths whose changing identity—from campesinos, to students, to teachers—speaks to Mexico’s twentieth-century transformations.

Brad Wright is an historian of Latin America specializing in postrevolutionary Mexico. I teach world history at Kennesaw State University currently. PhD in Public History with specialization in oral history. My research interests include post-1968 Mexico, the urban popular movement, Christian base communities, popular education, cities in Latin America, popular culture, class formation, Latin American social movements, rural migration, and place. Book manuscript tentatively titled “Counternarratives of Doña Lucha: Class, Power, and Women’s Leadership in Mexico’s Urban Popular Movement”

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How to Finish Your Dissertation

Thu, 17 Feb 2022 09:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

A process focused approach to completing a dissertation and other academic writing
The function of a dissertation and how it’s often misunderstood
The importance of the research question
The shift from student to scholar
How delaying writing saves time
The differences between fast writing, editing, and proof-reading

Our guests are: Dr. Sonja K. Foss and Dr. William Waters. Sonja and William are the coauthors of Destination Dissertation: A Traveler’s Guide to a Done Dissertation (Rowman & Littlefield). They offer writing retreats and present workshops at universities throughout the country on topics such as completing dissertations, publishing, and advisor advising and do individual coaching of scholars working on dissertations, articles, and books.

Sonja K. Foss is a professor emeritus in the Department of Communication at the University of Colorado Denver. Her research and teaching interests are in contemporary rhetorical theory and criticism, feminist perspectives on communication, the incorporation of marginalized voices into rhetorical theory and practice, and visual rhetoric. She is the author or coauthor of the books Feminism in Practice, Gender Stories, Rhetorical Criticism, Contemporary Perspectives on Rhetoric, Inviting Transformation, Feminist Rhetorical Theories, and Women Speak. Dr. Foss earned her Ph.D. in communication studies from Northwestern University and previously taught at Ohio State University, the University of Oregon, the University of Denver, Virginia Tech, and Norfolk State University.

William Waters is an associate professor in the Department of English at the University of Houston Downtown. His research and teaching interests are in writing theory and practice, the history of the English language, linguistics, and modern grammar. He was the managing editor of the book La Puerta: A Doorway into the Academy and has published several poems in national journals. Dr. Waters earned his Ph.D. in language and linguistics from the University of New Mexico and previously taught at Northwest Missouri State University; the University of Maine; University College in Galway, Ireland; and Cheongbuk National University in Korea.

Our host is: Dr. Dana Malone, a scholar and practitioner energized by facilitating meaningful learning experiences for students and educators alike. She benefited from Destination Dissertation as a doctoral student and is excited to share it with The Academic Life audience.

Listeners to this episode might also be interested in:

Dissertations and Project Reports: A Step by Step Guide by Stella Cottrell (Bloomsbury)
On Revision: The Only Writing that Counts by William Germano (Chicago UP)
Your PhD Survival Guide: Planning, Writing, and Succeeding in Your Final Year by Katherine Firth, Liam Connell, and Peta Freestone (Routledge)
How to Write a Better Thesis (3rd ed) by David Evans, Paul Gruba, and Justin Zobel (Springer)

You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you experts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN.

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Kate Henley Averett, "The Homeschool Choice: Parents and the Privatization of Education" (NYU Press, 2021)

Wed, 16 Feb 2022 09:00:00 -0000

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled, within an increasingly diverse subset of American families.

In The Homeschool Choice: Parents and the Privatization of Education (NYU Press, 2021), sociologist Kate Henley Averett examines the reasons why parents homeschool and how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children’s lives.

Drawing on in-depth interviews, surveys and close ethnographic observation of homeschooling conferences, Averett paints a rich picture of parental decision-making in a period dominated by a neoliberal discourse of school ‘choice’.

This book is essential reading not only for those interested in homeschooling, but for anyone concerned about the current state and the future of public education.

Kate Henley Averett is Assistant Professor in the Department of Sociology, and an affiliate of the Department of Women’s, Gender, and Sexuality Studies, at the University at Albany, SUNY.

-- Dr Alice Garner, educator and historian, Melbourne Graduate School of Education, University of Melbourne, Australia.

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Samuel Totten, "Teaching about Genocide: Advice and Suggestions from Professors, High School Teachers, and Staff Developers" (Rowman and Littlefield, 2020)

Tue, 15 Feb 2022 09:00:00 -0000

Samuel Totten's Teaching about Genocide (Rowman and Littlefield, 2020) presents the insights, advice and suggestions of secondary level teachers and professors in relation to teaching about various facets of genocide. The contributions are extremely eclectic, ranging from the basic concerns when teaching about genocide to a discussion as to why it is critical to teach students about more general human rights violations during a course on genocide, and from a focus on specific cases of genocide to various pedagogical strategies ideal for teaching about genocide.

Kelly McFall is Professor of History and Director of the Honors Program at Newman University.

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Mental Health in Academia 3: Students’ Health and Health Behavior during the COVID-19 Pandemic

Fri, 11 Feb 2022 09:00:00 -0000

Welcome to All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk.

For live webinar schedule please visit: https://www.epfl.ch/labs/lashu... Follow us on Twitter: @LashuelLab

Our conversation is between Dr. Julia Dratva and Dr. Hilal Lashuel, and Galina Limorenko.

The Corona pandemic is impacting all age groups and areas of society, irrespective of the risk of exposure or disease severity. University students were confronted with abrupt changes by the COVID-19 lock-down both in their personal and academic lives. The “Health in Students during the Corona pandemic” study (HES-C) investigated the impact on mental health and general and COVID-19 related health behaviors, concerns and views from the April 2020 to June 2021.

Prof. Dr. med. Julia Dratva, MPH is a specialist in prevention and public health (FMH) and professor of public health at the Zurich University of Applied Sciences. There, she heads the research area Health Sciences at the Department of Health. She is also an associated professor at the Medical Faculty of the University of Basel, President of the Swiss Society of Public Health Physicians (FMH) and Vice President of the EUPHA Child and Adolescent Public Health Section. In addition to her research focus on "Children and Adolescent Public Health", she has a profound expertise in health monitoring and observational cohort studies.

Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland.

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Catherine Cocks of "Feeding the Elephant" on Scholarly Communication

Thu, 10 Feb 2022 09:00:00 -0000

Hear from Catherine Cocks, assistant director and editor-in-chief at Michigan State University Press talk about her attempt to replicate the success of the Scholarly Kitchen blog in the humanities with the 'Feeding the Elephant' forum, her work to make university publishers more accessible to authors through ASK UP and publishing on the Great Lakes at Michigan State!

Avi Staiman is the founder and CEO of Academic Language Experts

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A Conversation with the Director of the Emerson Prison Initiative

Thu, 10 Feb 2022 09:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

The Emerson College Prison Initiative
The Bard Prison Initiative
How students apply to, enroll in, and attend college while in prison
Challenges faced by incarcerated students
Engaging effectively with incarcerated students

Our guest is: Dr. Mneesha Gellman, an Associate Professor of Political Science in the Institute for Liberal Arts and Interdisciplinary Studies at Emerson College, in Boston, MA, USA. her primary research interests include comparative democratization, cultural resilience, memory politics, and social movements in the Global South and the United States. She is the founder and Director of the Emerson Prison Initiative, which seeks to bring high quality liberal arts education to incarcerated students at Massachusetts Correctional Institute (MCI) at Concord, a men’s medium security prison. EPI follows the model of college-in-prison work led by the Bard Prison Initiative. Prior to joining the faculty at Emerson College, she was a Postdoctoral Fellow at the Centre for Global Cooperation Research in Duisburg, Germany. She holds a PhD in Political Science from Northwestern University, USA, and an MA in International Studies/Peace and Conflict Resolution from the University of Queensland, Australia.

Our host is: Dr. Christina Gessler, a historian of women and gender, and the co-founder of the Academic Life on NBN. She is the daughter of a public defender.

Listeners to this episode might also be interested in:

Education Behind the Wall: Why and How We Teach in Prison [Brandeis University Press, 2022], by Mneesha
The Alliance for Higher Education in Prison
The Prison Policy Initiative
This report from the ACLU
The Sentencing Project
Equal Justice Initiative
The Emerson Prison Initiative (EPI) Emerson Prison Initiative (EPI)
The Bard Prison Initiative Consortium for the Liberal Arts in Prison
Democratization and Memories of Violence: Ethnic Minority Social Movements in Mexico, Turkey, and El Salvador by Dr. Mneesha Gellman
The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield

You are smart and capable, but you aren’t an island and neither are we. We reach across our network to bring you experts about everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN.

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A Guide to Administering Distance Learning

Wed, 09 Feb 2022 09:00:00 -0000

The Pandemic led to a massive shift in the course of education as the world was forced to switch to distance learning. And with a new model comes new barriers, whether institutional, pedagogical, technical, or personal. These need to be solved through inclusive and strategic planning, comprehensive support infrastructure, collaboration among stakeholders, modern digital tools, and the creation of an environment of empathy and motivation both for the students as well as the instructors.

In this podcast, Dr. Lauren Cifuentes discusses her book A Guide to Administering Distance Learning, published by Brill, and talks about how she was preparing for a shift to the online model of education even before the pandemic. She believes that with the right infrastructure and resources it can be better than traditional learning.

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Rebecca S. Natow, "Reexamining the Federal Role in Higher Education: Politics and Policymaking in the Postsecondary Sector" (Teachers College Press, 2022)

Wed, 09 Feb 2022 09:00:00 -0000

Rebecca S. Natow's book Reexamining the Federal Role in Higher Education: Politics and Policymaking in the Postsecondary Sector (Teachers College Press, 2022) provides a comprehensive description of the federal government's relationship with higher education and how that relationship became so expansive and indispensable over time. Drawing from constitutional law, social science research, federal policy documents, and original interviews with key policy insiders, the author explores the U.S. government's role in regulating, financing, and otherwise influencing higher education. Natow analyzes how the government's role has evolved over time, the activities of specific governmental branches and agencies that affect higher education, the nature of the government's role in higher education today, and prospects for the future of federal involvement in higher education. Chapters examine the politics and practices that shape policies affecting nondiscrimination and civil rights, student financial aid, educational quality and student success, campus crime, research and development, intellectual property, student privacy, and more.

Stephen Pimpare is director of the Public Service & Nonprofit Leadership program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire.

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John Katzman: Founder and CEO of Noodle

Mon, 07 Feb 2022 09:00:00 -0000

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

David Finegold is the president of Chatham University.

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Elizabeth Anderson, "Private Government: How Employers Rule Our Lives (and Why We Don't Talk about It) (Princeton UP, 2019)

Mon, 07 Feb 2022 05:00:00 -0000

One in four American workers says their workplace is a "dictatorship." Yet that number almost certainly would be higher if we recognized employers for what they are-private governments with sweeping authoritarian power over our lives. Many employers minutely regulate workers' speech, clothing, and manners on the job, and employers often extend their authority to the off-duty lives of workers, who can be fired for their political speech, recreational activities, diet, and almost anything else employers care to govern. In Private Government: How Employers Rule Our Lives (and Why We Don't Talk about It) (Princeton UP, 2019), Elizabeth Anderson examines why, despite all this, we continue to talk as if free markets make workers free, and she proposes a better way to think about the workplace, opening up space for discovering how workers can enjoy real freedom.

Elizabeth Anderson is Arthur F. Thurnau Professor and John Dewey Distinguished University Professor of Philosophy and Women's Studies at the University of Michigan and specializes in political philosophy, ethics, and feminist philosophy. She is the author of The Imperative of Integration, and Value in Ethics and Economics.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Pascal P. Matzler, "Mentoring and Co-Writing for Research Publication Purposes: Interaction and Text Development in Doctoral Supervision" (Routledge, 2021)

Thu, 03 Feb 2022 09:00:00 -0000

Listen to this interview of Pascal Patrick Matzler, Associate Professor at Pontifical Catholic University of Valparaíso, Chile. We talk about his book Mentoring and Co-Writing for Research Publication Purposes: Interaction and Text Development in Doctoral Supervision (Routledge, 2021), mentorship in STEM — we talk about writing in STEM.

Pascal Matzler : "For me, perhaps the most beautiful aspect of the years that I spent with these three supervisors and three doctoral students was just seeing how scientific knowledge is gained, how it is reproduced, and how new scientists are born — so, just seeing how these students became scientists who are capable of reasoning and arguing as members of their fields, and also seeing how they even developed this notion, because that's maybe the one key point of my book: that the student walks into a meeting with a graph or a chart, and the student is convinced that this graph or chart contains the truth, and so all they need to do is send that graph or that chart to a journal and there will be a round of applause for the new knowledge. And the supervisor, slowly and carefully, over many months, will explain to the student, 'No, that's not how it works. First you have to verbalize this chart, verbalize what you see on it. Then you have to verbalize what you think it means, whatever you're seeing on the chart, and also why you think it means this. And then you have to convince your readers that it actually means this. And this process is going to be terribly challenging, because your readers are going to disagree with that. And some people's careers might be ruined by your interpretation. So we're going to have to do this very slowly and very carefully — and, we might even be wrong! We have to deal with that, as well.' So there's this slow and gradual awakening of the rhetorical persona in the doctoral student over the course of writing a first research article."

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Robin G. Isserles, "The Costs of Completion: Student Success in Community College" (Johns Hopkins UP, 2021)

Wed, 02 Feb 2022 09:00:00 -0000

America’s community colleges are facing a completion crisis. The college-going experience of too many students is interrupted, lengthening their time to completing a degree―or worse, causing many to drop out altogether. In The Costs of Completion: Student Success in Community College (Johns Hopkins University Press, 2021), Robin Isserles contextualizes this crisis by placing blame on the neoliberal policies that have shaped public community colleges over the past thirty years. The Costs of Completion offers a deeper, more complex understanding of who community college students are, why and how they enroll, and what higher education institutions can do to better support them and help them flourish.

Robin Isserles is a professor of sociology at the Borough of Manhattan Community College of the City University of New York.

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Wim Van Petegem et al., "Evolving as a Digital Scholar: Teaching and Researching in a Digital World" (Leuven UP, 2021)

Tue, 01 Feb 2022 09:00:00 -0000

What does it take to become a digitally agile scholar? This manual explains how academics can comfortably navigate the digital world of today and tomorrow. It foregrounds three key domains of digital agility: getting involved in research, education and (community) service, mobilising (digital) skills on various levels, and acting in multiple roles, both individually and interlinked with others.

After an introduction that outlines the foundations of the three-dimensional framework, the chapters focus on different roles and skills associated with evolving as a digital scholar. There is the author, who writes highly specialised texts for expert peers; the storyteller, who crafts accessible narratives to a broader audience in the form of blogs or podcasts; the creator, who uses graphics, audio, and video to motivate audiences to delve deeper into the material; the integrator, who develops and curates multimedia artefacts, disseminating them through channels such as websites, webinars, and open source repositories; and finally the networker, who actively triggers interaction via social media applications and online learning communities. Additionally, the final chapters offer a blueprint for the future digital scholar as a professional learner and as a change agent who is open to and actively pursues innovation.

Informed by the authors' broad and diverse personal experience, Evolving as a Digital Scholar: Teaching and Researching in a Digital World (Leuven UP, 2021) offers insight, inspiration, and practical advice. It equips a broad readership with the skills and the mindset to harness new digital developments and navigate the ever-evolving digital age. It will inspire academic teachers and researchers with different backgrounds and levels of knowledge that wish to enhance their digital academic profile.

Free ebook available at OAPEN Library, JSTOR and Project Muse.

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Brian Cafarella, "Breaking Barriers: Student Success in Community College Mathematics" (A K Peters, 2021)

Tue, 01 Feb 2022 09:00:00 -0000

Students' success in mathematics at community colleges has been the subject of thorough quantitative research, which has reported poor overall results and described a range of explanations for them. Even as policies, course formats, and the composition of the student population have changed, success rates have remained dishearteningly low. The challenges confronted by community college students in developmental and higher-level math classes are historical, financial, social, and personal. Brian Cafarella's new book, which examines these challenges through the perspectives of the students themselves, is a welcome contribution to the topic.

Breaking Barriers: Student Success in Community College Mathematics (CRC Press, 2021) is a qualitative study of the barriers faced, and the paths blazed through them, by more than 20 community college students who required developmental math at the starts of their programs and successfully completed college-level courses. From his interviews and exchanges with these students, Dr. Cafarella synthesizes several key themes, from the demoralizing impact of high school experiences to the urgent effects of family and work pressures, and indeed students' own attitudes, behaviors, and lifestyles. I was especially struck by the students' diverse responses to the diverse class modalities their colleges offered, and by the extent of personal support these institutions mustered to see the students through bleak periods.

The book concludes with several core lessons distilled from the study, most of which came through in some form during our discussion but provide an excellent point of reference for decision-makers—including present and prospective students. I hope that teachers, administrators, and especially policymakers will also be able to put these lessons to good use, and that they will help drive a continuing effort to understand and chart pathways through the barriers students face.

Suggested companion works: journal articles on community college mathematics by

Brian Cafarella is a mathematics professor at Sinclair Community College in Dayton, Ohio. He has taught a variety of courses ranging from developmental math through pre-calculus, and he has published articles in several peer-reviewed journals on implementing best practices in developmental math and various math pathways for community college students. Brian is a past recipient of the Roueche Award for teaching excellence, the Ohio Magazine Award for excellence in education, and the Article of the Year Award from the Journal of Developmental Education.

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R. David Lankes, "The New Librarianship Field Guide" (MIT Press, 2016)

Mon, 31 Jan 2022 09:00:00 -0000

Can libraries be radical positive change agents in their communities?

R. David Lenkes offers a guide for librarians who see their profession as a chance to make a positive difference in their communities —librarians who recognize that it is no longer enough to stand behind a desk waiting to serve.

Lankes reminds libraries and librarians of their mission: to improve society by facilitating knowledge creation in their communities. In this book, he provides tools, arguments, resources, and ideas for fulfilling this mission. Librarians will be prepared to become radical positive change agents in their communities, and other readers will learn to understand libraries in a new way.

The libraries of Ferguson, Missouri, famously became positive change agents in August 2014 when they opened their doors when schools were closed because of civil unrest after the shooting of an unarmed teen by police. Working with other local organizations, they provided children and their parents a space for learning, lunch, and peace. But other libraries serve other communities—students, faculty, scholars, law firms—in other ways. All libraries are about community.

In The New Librarianship Field Guide (MIT Press, 2016), Lankes addresses the mission of libraries and explains what constitutes a library. He offers practical advice for librarian training; provides teaching notes for each chapter; and answers “Frequently Argued Questions” about the new librarianship.

Renee Garfinkel, Ph.D. is a psychologist, writer, Middle East television commentator and host of The New Books Network’s Van Leer Jerusalem Series on Ideas. Write her at reneeg@vanleer.org.il

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Language Bias: The Last Back Door of Discrimination in America?

Thu, 27 Jan 2022 09:00:00 -0000

Hear Dr. Rosina Lippi-Green talk about some of her shocking findings on language discrimination and bias on campus. Lippi-Green and Avi discuss her book English with an Accent: Language, Ideology and Discrimination in the US (Routledge, 2011) and what the academic community can do to be more inclusive of scholars with different levels of English. We also discuss Rosina's transition from researcher to popular novelist.

Avi Staiman is the founder and CEO of Academic Language Experts.

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Your PhD Survival Guide: Succeeding in Your Final Year

Thu, 27 Jan 2022 09:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

The hidden curriculum of the final year of the PhD program
Writing your dissertation when you still have so much left to read about
Why the final year of grad school is uniquely challenging
How to determine if you should stay in your program or leave
Why finishing your degree causes both relief and grief
A discussion of the book Your PhD Survival Guide:Planning, Writing, and Succeeding in Your Final Year

Our book is: Your PhD Survival Guide: Planning, Writing, and Succeeding in Your Final Year (Routledge, 2020).

by Katherine Firth, Liam Connell, and Peta Freestone. Part of the 'Insider Guides to Success in Academia' series from Routledge, this book offers practical and realistic guidance to students. Written in short chapters, this book is designed as an accessible toolkit for final year doctoral students. Drawing on an understanding of the intellectual, professional, practical and personal elements of the doctorate to help readers gain insight into what it means to finish a PhD and how to get there, this book covers the common challenges and ways to resolve them. Written for students in all disciplines, and relevant to university systems around the world, this book expertly guides students through the final 6–12 months of the thesis.

Our guest is: Dr. Katherine Firth, who manages the academic programs of a residential college at the University of Melbourne, Australia and founded the Research Insiders Blog which has been running since 2013.

Our guest is: Dr. Liam Connell, who has worked in research training and education since the late 2000s. He works in research development at La Trobe University, Australia.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode might also be interested in:

How to Fix your Academic Writing Trouble (Open University Press) by Inger Mewburn, Katherine Firth and Shaun Lehmann
Being Well in Academia: Ways to Feel Stronger, Safe and More Connected by Petra Boynton
A Field Guide to Grad School by Jessica Calarco
Level Up Your Essays by Katherine Firth
Katherine Firth, ‘Should a PhD be hard?’, Research Degree Insiders
Peta Freestone, ‘Valuing your writing: making a time budget’

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Nigel A. Caplan, "Grammar Choices for Graduate and Professional Writers" (U Michigan Press, 2019)

Wed, 26 Jan 2022 09:00:00 -0000

Listen to this interview of Nigel Caplan, Associate Professor at the English Language Institute, University of Delaware. We talk generically.

Nigel Caplan : "And this sort of brings us to an important point about knowledge and expertise in a discipline. The great genre scholar Doreen Starke-Meyerring said that academic writing tends to be transparent to experts in the discipline, and they forget how opaque it is to novices. So, if you study engineering, biology, philosophy, whatever it is, and you're immersed in that world all the time, it's very easy to believe that that is the only way of writing, because that's the only type of writing you have done for decades. And it quickly becomes, 'Well, that's obviously good writing.' And the idea is, 'Anything else is bad writing.' But experts don't realize what we see as English teachers, especially as teachers in English for Academic Purposes, where we work with students across the disciplines — what we see is that each discipline does have its own way of creating knowledge and communicating that knowledge. But that can be very opaque to a novice. And I think what novices need are the tools to crack open that opacity, and what experts need is a little reminder now and then that good writing is actually not transparent. It is highly contextual, it is something that needs to be learned, it is not natural in any sense. It is not automatically good writing just because you like it and it works in your field."

Visit the Michigan Series in English for Academic and Professional Purposes here. Visit and join the Consortium on Graduate Communication here.

Watch Daniel edit your science here. Contact Daniel at writeyourresearch@gmail.com.

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Neil Vallelly, "Futilitarianism: Neoliberalism and the Production of Uselessness" (MIT Press, 2021)

Wed, 26 Jan 2022 09:00:00 -0000

If maximizing utility leads to the greatest happiness of the greatest number of people, as utilitarianism has always proposed, then why is it that as many of us currently maximize our utility--by working endlessly, undertaking further education and training, relentlessly marketing and selling ourselves--we are met with the steady worsening of collective social and economic conditions? In Futilitarianism: Neoliberalism and the Production of Uselessness (MIT Press, 2021), social and political theorist Neil Vallelly eloquently tells the story of how neoliberalism transformed the relationship between utility maximization and the common good.

Drawing on a vast array of contemporary examples, from self-help literature and marketing jargon to political speeches and governmental responses to the COVID-19 pandemic, Vallelly coins several terms--including the futilitarian condition, homo futilitus, and semio-futility--to demonstrate that in the neoliberal decades, the practice of utility maximization traps us in useless and repetitive behaviors that foreclose the possibility of collective happiness.

This urgent and provocative book chimes with the mood of the time by at once mapping the historical relationship between utilitarianism and capitalism, developing an original framework for understanding neoliberalism, and recounting the lived experience of uselessness in the early twenty-first century. At a time of epoch-defining disasters, from climate emergencies to deadly pandemics, countering the futility of neoliberal existence is essential to building an egalitarian, sustainable, and hopeful future.

Neil Vallelly is a political and social theorist based at the University of Otago, New Zealand. His research has appeared in journals such as Rethinking Marxism, Angelaki, and Poetics Today, and magazines, including New Internationalist and ROAR. In 2022, he will take up a two-year Rutherford Foundation Postdoctoral Fellowship at Otago, working on a history of capitalism and migrant detention. An Italian translation of Futilitarianism will be published in March 2022.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Pandemic, Disruption and Adjustment in Higher Education

Wed, 26 Jan 2022 09:00:00 -0000

The pandemic has rapidly changed the world, making it one rife with online activity and information abundance. Education systems must be modified to match this new world. It must cater to the entrepreneurial, competitive, and independent generation that thrives in this world.

In this podcast, Susana Gonçalves and Suzanne Majhanovich discuss their book Pandemic, Disruption and Adjustment in Higher Education and talk about the changing needs of students today, the challenges of tailoring higher education to be in tandem with the growing world of technology, and how to maintain integrity and mental health in the face of it all.

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Navigating the Two-Body Problem

Thu, 20 Jan 2022 09:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

What the two-body problem is
Dr. Kelly Baker’s experience on the academic job market as a wife and mother
How gender bias can play out in academic job searches
Why the three-body problem is a more accurate framing of this issue
How Kelly reimagined herself and her skill set for jobs outside the professoriate
Kelly and Chris’s advice to other dual-career academic couples

Our guests are: Dr. Kelly J. Baker and Dr. Chris Baker. Kelly is a religious studies Ph.D. and writer. She's the author of five books, including Sexism Ed: Essays on Gender and Labor in Academia, and the co-editor of Succeeding Outside the Academy with Joseph Fruscione. Her chapter, “What Would Your Poor Husband Do? Living with the Two-Body Problem” is the basis of this episode. Currently, she's the editor of Women in Higher Education and The National Teaching and Learning Forum.

Chris has been a researcher and software developer in academia, industry, and government for over 20 years. Previously a scientist for the US Department of Energy, he developed software for the world’s largest supercomputers and published research in leading international journals. At ServiceMesh, and later CSC, Chris worked to streamline development and IT operations for numerous Fortune 1000 companies. After developing and leading the Nomad ecosystem team at HashiCorp, Chris joined Amazon Web Services as a Principal Engineer in the Core Container Technology group. Chris holds a Ph.D. in Computational Science from Florida State University.

Our host is: Dr. Dana M. Malone, a higher education scholar and practitioner. She specializes in college student relationships, gender, sexuality, and religious identities as well as assessment planning. Dana enjoys engaging conversations, delicious food, practicing yoga, and wandering the Jersey shore.

Listeners to this episode may also be interested in:

The Freelance Academic by Katie Pryal
Sexism Ed: Essays on Gender and Labor in Academia by Kelly J. Baker
From PhD to Life
Women in Higher Education
Succeeding Outside the Academy: Career Paths beyond the Humanities, Social Sciences, and STEM, edited by Joseph Fruscione and Kelly J. Baker, The University Press of Kansas
Dr. Frank Martela episode: Stop Chasing Happiness and Make a Meaningful Life

You are smart and capable, but you aren’t an island, and neither are we. We reach across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN.

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A Conversation with Bijal Shah: Chief Experience Officer, Guild Education

Mon, 17 Jan 2022 10:00:00 -0000

Bijal Shah shares story of the meteoric rise of Guild Education, the Denver-based ed tech firm that has quickly emerged as the leading marketplace for corporate education. True to its B-Corporation status, Guild focuses on building shared success for its corporate partners, adult learners and education and training providers. As a new start-up, Guild was able to sign up the U.S.'s largest private employer, Wal-Mart to provide tuition-free learning opportunities to its more than 2 million employees. This helped attract other leading employers, like Target, Chipotle, Macy's and Waste Management, and has enabled Guild to grow from 75 to more than 1300 employees in the last 4 years. Shah discusses the keys to Guild's success and whether every college and university needs a Chief Experience Officer.

David Finegold is the president of Chatham University.

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Marshall Poe: The Founder and Editor of the New Books Network

Mon, 17 Jan 2022 09:00:00 -0000

This interview was recorded and first published in early 2020 when the NBN had about a million downloads a month. Since then the downloads have increased more than four-fold to just below 5 million monthly downloads at the end of 2021 and the number of hosts has increased greatly as well. On the New Books Network authors to talk about their books with a specialist host. Founded in 2007 by Marshall Poe, formerly a Russian history professor from the US. The NBN has grown to be the most downloaded podcast of its type in the world.

About your host Richard Lucas

Richard is a business and social entrepreneur who founded, led and/or invested in more than 30 businesses, Richard has been a TEDx event organiser, supports the pro-entrepreneurship ecosystem, and leads entrepreneurship workshops at all levels: from pre-schools to leading business schools. Richard was born in Oxford and moved to Poland in 1991. Read more here.

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Michael Newall, "A Philosophy of the Art School" (Routledge, 2021)

Thu, 13 Jan 2022 09:00:00 -0000

If one were to devise a motto for the art school of today, the choice between 'you too are an artist' and 'abandon all hope you who enter here' would be difficult. Despite significant changes in mainstream art education in recent decades, many anglophone art schools have not abandoned the principal tools of the masterclass or the crit that stem from some stubborn 18th-century ideas and the belief that creativity is the preserve of the artistic genius. Considering these histories can shed light on the role of the art school in the 21st century.

Research on art schools has been largely occupied with the facts of particular schools and teachers. Michael Newall's A Philosophy of the Art School (Routledge, 2021) presents a philosophical account of the underlying practices and ideas that have come to shape contemporary art school teaching in the UK, US and Europe. It analyses two models that, hidden beneath the diversity of contemporary artist training, have come to dominate art schools. The book draws on first-hand accounts of art school teaching and is deeply informed by disciplines ranging from art history and art theory to the philosophy of art, education and creativity.

Michael Newall speaks to Pierre d'Alancaisez about the masterclass and the crit, the pervasive idea of the Romantic genius, creative disagreements with Kant, and the lessons for the future that a historical perspective may offer.

Michael Newall is a programme leader in art and philosophy at the University of Kent.

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Eric D. Loepp et al., "The Palgrave Handbook of Political Research Pedagogy" (Palgrave Macmillan, 2021)

Thu, 13 Jan 2022 09:00:00 -0000

Political Scientists Daniel Mallinson (Pennsylvania State University-Harrisburg), Julia Marin Hellwege (University of South Dakota), and Eric Loepp (University of Wisconsin-Whitewater) have assembled more than thirty chapters that examine how to think about and teach political science research. Reading The Palgrave Handbook of Political Research Pedagogy (Palgrave Macmillan, 2021) is almost like attending a teaching and learning conference focused on how to teach the research process to students. The book is divided into four sections: information literacy, research design, research methods, and research writing. Each section includes numerous chapters written by a diversity of authors. These authors include not only political scientists, but also graduate students and librarians. The broad array of authors come from a wide cross section of kinds of institutions, they represent a variety of ranks and positions, and they also provide representative diversity in terms of gender, race, and ethnicity. One of the common themes throughout the chapters is the integration of personal experience in teaching aspects of the research process—thus, the chapters provide the audience with stories of successes and failures, reconceptualizing the learning objectives in research, particularly research methods, classes, and many “how to” guides to integrating different approaches into the classroom.

As we discuss in the conversation, The Handbook was originally conceptualized as two volumes: one volume on teaching students how to consume political science research, learning how to interpret and digest research; the other volume directed at how to produce political science research, so how to teach students about research methods and writing up their work. Ultimately, both approaches were integrated into a singular, very accessible volume that has guidance for so many of us who teach any number of aspects of the research process. The many authors pay attention to how much knowledge students have as they enter the political science classroom, and thus where we, as educators, need to meet them. Being aware of this starting point also helps to guide the pedagogical approaches that we take in teaching students about the research process, the skills and capacities that are needed to master an understanding of political science, and how to help students to learn these skills and abilities. This is a very valuable handbook for anyone who is teaching political science, regardless of substantive area within the discipline or years of experience—and it is engaging and accessible.

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A Conversation about Teaching While Nerdy

Thu, 13 Jan 2022 09:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

The hidden curriculum of transforming yourself from student to teacher
Accepting and embracing your nerdy/geeky/introverted self
Challenges faced by introverted teachers
Prep [for yourself, your syllabus, and your course]
Engaging effectively with students
A discussion of the book Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers

Todays’ book is: Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers, a funny and pragmatic guide to the process of learning and relearning how to be an effective college teacher. It is the first college teaching guide that encourages faculty to embrace their inner nerd. Neuhaus eschews formulaic depictions of idealized exemplar teaching, instead inviting readers to join her in an engaging, critically reflective conversation about the vicissitudes of teaching and learning in higher education as a geek, introvert, or nerd. Written for the wonks and eggheads who want to translate their vast scholarly expertise into authentic student learning, Geeky Pedagogy is packed with practical advice and encouragement for increasing readers’ pedagogical knowledge.

Our guest is: Dr. Jessamyn Neuhaus, a professor of popular culture, historian of gender, and scholar of teaching and learning, and a recipient of the SUNY Chancellor’s Award for Excellence in Teaching. As an educational developer, she advocates for introverts in the college classroom. She is the author of Geeky Pedagogy: A Guide for Intellectuals, Introverts, and Nerds Who Want to Be Effective Teachers. You can learn more about her work and publications here https://geekypedagogy.com/about-jessamyn-neuhaus

Our host is: Dr. Christina Gessler, an introvert who is probably geeky or nerdy or both. She is a historian of women and gender, and the co-founder of the Academic Life on NBN.

Listeners to this episode might also be interested in:

“The Damaging Myth of the Natural Teacher” by Beth McMurtrie in The Chronicle of Higher Education, vol 68, number 5, p. 13-21
Ungrading by Susan D. Blum
The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield
Quiet: The Power of Introverts in a World that Can’t Stop Talking by Susan Cain
This discussion of effective teaching strategies
Geeky Bonus Materials: A Bibliographic Essay from Dr. Neuhaus

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How World Events are Changing Education

Wed, 12 Jan 2022 09:00:00 -0000

Formal education became widespread only as recently as the end of the 19th century, as a way to train people for jobs created by the boom in industrialization. Today, with most of those jobs phasing out, world politics radically changing at both the individual and macro levels, diverse cultures and disciplines increasingly coming together as communities, and the pandemic catalyzing a global move to predominantly e-learning, it may be time for us to rethink formal education.

In this podcast, Dr. Rosemary Sage and Dr. Riccarda Matteucci discuss their book How World Events are Changing Education and talk about education in their day, what it has become for Gen Z, and lessons from pockets of the world where robots, online learning, and the science of human interest have been accounted for in education programs.

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Being Well in Academia: A Candid Conversation About Challenges and Connection

Thu, 06 Jan 2022 09:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

The other hidden curriculum: the support and care strategies necessary for being well in academia
Systemic and structural barriers
Undiagnosed academic challenges, and personal traumas guest and host have faced
Why we all need support
How to support someone in tough times and why “help” needs to be customized
the book Being Well in Academia: Ways to Fell Stronger, Safer and More Connected

Our book is: Being Well in Academia: Ways to Fell Stronger, Safer and More Connected

by Dr. Petra Boynton. Part of the 'Insider Guides to Success in Academia' series from Routledge, this book offers practical and realistic guidance to students and early-career researchers on wellbeing topics that really matter, but which often get overlooked. Being Well addresses many of the personal challenges of trying to remain in academia when you are in need of support [perhaps you’re finding your work, study or personal life challenging or overwhelming; are experiencing bullying, harassment or abuse; or your progress is being blocked by unfair, exploitative or precarious systems; or you want to support a friend or colleague who’s struggling]. Being Well in Academia provides resources and workable solutions to help you feel stronger, safer and more connected in what has become an increasingly competitive and stressful environment.

Our guest is: Dr. Petra Boynton, a social psychologist and Agony Aunt who teaches and researches in International Healthcare. She specializes in addressing the safety and wellbeing of students and staff in academic settings.

Our host is: Dr. Christina Gessler, a historian specializing in under-represented voices. As referenced in this episode, between December 2017 and early 2020 she survived a wildfire, a mudslide, lost five loved ones on by one, and then the pandemic hit. She coped by joining a poetry writing group for reluctant grief experts, asking friends to take her to a lot of movies, and spending time in nature. She believes everyone deserves support [inside and outside academia]. It was out of this belief this that she co-founded the Academic Life channel on NBN with Dr. Dana Malone in 2020; she and Dr. Malone serve as the co-producers and hosts.

Listeners to this episode might also be interested in:

The Unrecovery Star, referenced in this episode, found on page 78 and the Kvetching Circle and The Ring Theory, found on page 79 of Being Well in Academia
Your PhD Survival Guide by Katherine Firth, Liam Connell, and Peta Freestone
A Field Guide to Grad School by Jessica Calarco
These videos and resources from Dr. Pooky Knightsmith.
A discussion about natural disasters and poetry writing by Dr. Christina Gessler and her friend and neighbor, poet Jen Strube.

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Yuka Hiruma Kishida, "Kenkoku University and the Experience of Pan-Asianism: Education in the Japanese Empire" (Bloomsbury, 2019)

Mon, 03 Jan 2022 09:00:00 -0000

Kenkoku University and the Experience of Pan-Asianism: Education in the Japanese Empire (Bloomsbury, 2019) by Yuka Kiruma Kishida makes a fresh contribution to the recent effort to re-examine the Japanese wartime ideology of Pan-Asianism by focusing on the experiences of students at Kenkoku University or “Nation-Building University,” abbreviated as Kendai (1938-1945). Located in the northeastern provinces of China commonly designated Manchuria, the university proclaimed to realize the goal of minzoku kyōwa (“ethnic harmony”). It recruited students of Japanese, Chinese, Korean, Taiwanese, Mongolian and Russian backgrounds and aimed to foster a generation of leaders for the state of Manchukuo. Distinguishing itself from other colonial schools within the Japanese Empire, Kendai promised ethnic equality to its diverse student body, while at the same time imposing Japanese customs and beliefs on all students. In this book, Yuka Hiruma Kishida examines not only the theory and rhetoric of Pan-Asianism as an ideal in the service of the Japanese Empire, but more importantly its implementation in the curriculum and the daily lives of students and faculty whose socioeconomic backgrounds were broadly representative of their respective societies. She draws on archival material which reveals dynamic exchanges of ideas about the meaning of Asian unity among the campus community, and documents convergences as well as clashes of competing articulations of Pan-Asianism. Kishida argues that an idealistic and egalitarian conception of Pan-Asianism exercised considerable appeal late into the Second World War, even as mobilization for total war intensified contradictions between ideal and practice. More than an institutional history, this book makes an important intervention into the historiography on Pan-Asianism and Japanese imperialism.

Yuka Hiruma Kishida is an associate professor of history at Bridgewater College in Virginia, specializing in modern East Asian history.

Shatrunjay Mall is a PhD candidate at the Department of History at the University of Wisconsin-Madison. He works on transnational Asian history, and his dissertation explores intellectual, political, and cultural intersections and affinities that emerged between Indian anti-colonialism and imperial Japan in the twentieth century.

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Dominique Townsend, "A Buddhist Sensibility: Aesthetic Education at Tibet's Mindröling Monastery" (Columbia UP, 2021)

Mon, 03 Jan 2022 09:00:00 -0000

Founded in 1676 during a cosmopolitan early modern period, Mindröling monastery became a key site for Buddhist education and a Tibetan civilizational center. Its founders sought to systematize and institutionalize a worldview rooted in Buddhist philosophy, engaging with contemporaries from across Tibetan Buddhist schools while crystallizing what it meant to be part of their own Nyingma school. At the monastery, ritual performance, meditation, renunciation, and training in the skills of a bureaucrat or member of the literati went hand in hand. Studying at Mindröling entailed training the senses and cultivating the objects of the senses through poetry, ritual music, monastic dance, visual arts, and incense production, as well as medicine and astrology.

Dominique Townsend investigates the ritual, artistic, and cultural practices inculcated at Mindröling to demonstrate how early modern Tibetans integrated Buddhist and worldly activities through training in aesthetics. Considering laypeople as well as monastics and women as well as men, A Buddhist Sensibility: Aesthetic Education at Tibet's Mindröling Monastery (Columbia UP, 2021) sheds new light on the forms of knowledge valued in early modern Tibetan societies, especially among the ruling classes. Townsend traces how tastes, values, and sensibilities were cultivated and spread, showing what it meant for a person, lay or monastic, to be deemed well educated. Combining historical and literary analysis with fieldwork in Tibetan Buddhist communities, this book reveals how monastic institutions work as centers of cultural production beyond the boundaries of what is conventionally deemed Buddhist.

Jue Liang is scholar of Buddhism in general, and Tibetan Buddhism in particular. My research examines women in Tibetan Buddhist communities past and present using a combination of textual and ethnographical studies.

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Exploring Science Literacy and Public Engagement with Science

Fri, 31 Dec 2021 09:00:00 -0000

Listen to this interview of Ayelet Baram-Tsabari. We talk about the accessibility of science using Google to scholars and students in languages beyond English and how scholars can de-jargonize their research to ensure increase their reach.

Avi Staiman is the founder and CEO of Academic Language Experts

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Curriculum and Learning for Climate Action

Wed, 29 Dec 2021 09:00:00 -0000

Education is one of our main weapons in the fight against climate change. The need of the hour, therefore, is to enhance the world’s commitment to climate education, and incorporate climate change into our education systems.

In a special episode that combines two of our ongoing themed series, Survival by Degrees and Quality Education, Radhika Iyengar and Christina T. Kwauk, co-editors of the book “Curriculum and Learning for Climate Action”, urge readers to pay attention to climate change in education, not just as a peripheral topic, but as a core part of curriculum design and implementation.

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Joyce W. Nutta, "English Learners at Home and at School: Stories and Strategies" (Harvard Education Press, 2021)

Tue, 28 Dec 2021 09:00:00 -0000

This episode of the New Books in Education features English Learners at Home and at School: Stories and Strategies (Harvard Education Press, 2021), by Joyce Nutta.

Published in 2021 by the Harvard Education Press, English Learners at Home and at School sheds light on the lived experience of English Learners and their families through presenting six research-based and carefully crafted non-fictional stories. Each of the stories centers on an English learner’s immigration and educational journey. Nutta’s inspiring writing offers rich and detailed portraits of these immigrant children and youths, who walked diverse life paths and strived to become proficient English speakers while adapting to their new life in the United States. The book highlights factors in families, schools and communities that contribute to the success of minoritized English Learner students. It also examines and suggests educational strategies that can scaffold English learners’ academic success, such as including establishing dual-language classrooms, adapting instruction, and inviting parent participation.

English Learners at Home and at School helps teachers and policy makers develop a more comprehensive understanding of their English Learner students. It is also a compelling and highly readable text for parents, families, and the general public who are interested in this topic.

Joyce W. Nutta is professor of World Languages Education and the ESOL Endorsement, Dual Language Education Graduate Certificate, and TESOL PhD Track Coordinator at the University of Central Florida. She is devoted to educating teachers of all subjects and grade levels about English learners and to equipping teachers with tools and techniques that support English learners’ academic achievement and language development.

Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution.

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Patricia Gándara and Jongyeon Ee, "Schools Under Siege: The Impact of Immigration Enforcement on Educational Equity" (Harvard Education Press, 2021)

Mon, 27 Dec 2021 09:00:00 -0000

Much has been reported and discussed about the hotly debated issue of immigration enforcement, yet a question is still to be explored: What is the impact of the immigration enforcement on schools and our educational system? In Schools Under Siege: The Impact of Immigration Enforcement on Educational Equity (Harvard Education Press, 2021), Patricia Gándara and Jongyeon Ee addressed this question using rich and comprehensive data from their survey and interview studies. More than 6 million school aged children and youths live in a household in which at least one of their close family members is undocumented. Schools Under Siege sheds light on what the immigration enforcement by US Immigration and Customs Enforcement (ICE) means to these children. The book also explores the multi-faceted consequences, both direct and indirect, for their classmates, educators, schools, and communities.

Schools Under Siege found that fear, stress, and trauma invoked by the threat of ICE detention and deportation contribute to increased absenteeism, decreased student achievement, and parent disengagement. Bullying becomes more widespread, and a multitude of other effects impact school climate and student health and well-being. Amplifying the burden, these effects are experienced disproportionately in poorly funded districts and Title I schools and are felt more acutely among vulnerable populations such as immigrant students, English language learners, and Latinx students.

In this episode, you will hear their findings, with vivid examples, about the challenges that these children encountered living under the fear of being separated from their family members. Many children are American citizens and they faced the challenges of absenteeism, trauma, bully, among other things. Patricia and Jongyeon also discussed various innovative ways that educators come up with to support these students, including the idea of sanctuary schooling. They offer informative suggestions to educators and policy makers and engage the public in understanding the profound challenges schools and educators are facing today in supporting disadvanted and minoritized studenets.

Patricia Gándara is research professor and codirector of the Civil Rights Project at UCLA. She is also director of education for the University of California–Mexico Initiative.

Jongyeon Ee is an assistant professor at the School of Education, Loyola Marymount University (LMU).

Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution.

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Joyce W. Nutta, "English Learners at Home and at School: Stories and Strategies" (Harvard Education Press, 2021)

Fri, 24 Dec 2021 09:00:00 -0000

In Intersectionality in the Muslim South Asian-American Middle Class: Lifestyle Consumption beyond Halal and Hijab (Lexington Books, 2021), wherein Ternikar theorizes the everyday consumption of South Asian Muslim American women through case studies of their food, clothing, and social media presence. Through feminist, intersectional, and sociology of consumption theories, she provides excellent insights into the nuanced ways that these women negotiate their gendered, classed, racial, and religious identities. Far from being simply a book about the clothing styles, dietary habits and preferences, and social media presence of Muslim American women of South Asian backgrounds, it is an excellent exploration of the ways that this group of American women maintain, form, and re-invent new identities through consumption while maintaining and re-negotiating inherited ethno-religious traditions.

Farha Bano Ternikar is an associate professor of Sociology and director of Gender and Women’s Studies at Le Moyne College. She has an MA in Religious Studies and a PhD in Sociology. Her publications include “Feeding the Muslim South Asian Immigrant Family" in Feminist Food Studies (2019), “Constructing the Halal Kitchen in the American Diaspora” (2020), and “Hijab and the Abrahamic Traditions” in Sociology Compass (2010). Her publications “Ethical consumption and Modest fashion” is forthcoming in Fashion Studies Journal (Spring 2022), and “The Changing Face of Arranged Marriage irl and online in the Muslim Diaspora” in the Politics of Tradition, Resistance and Change (summer 2022).

In our interview today, we discuss the main contributions and findings of her book Intersectionality in the Muslim South Asian-American Middle Class: Lifestyle Consumption beyond Halal and Hijab, her choice to focus on upper-middle class South Asian American women, her respondents’ complex ideas of hijab, modesty, and halal consumption of food, and their presence on and consumption of social media.

Shehnaz Haqqani is an Assistant Professor of Religion at Mercer University. She earned her PhD in Islamic Studies with a focus on gender from the University of Texas at Austin in 2018. Her dissertation research explored questions of change and tradition, specifically in the context of gender and sexuality, in Islam. She can be reached at haqqani_s@mercer.edu.

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Gill Grose: A Volunteer Librarian Changing Lives in South Africa

Mon, 20 Dec 2021 10:00:00 -0000

Gill has been s a volunteer librarian at Claremont Primary School in Cape Town South Africa since 2010. Through her initiative she has been able to give several hundred children aged 6-14 from largely disadvantaged backgrounds access to books and advice about reading. She believes that this has been life changing for a significant number of her readers – as well as giving her life profound value.

Gill is a great example of a social entrepreneur. Richard nominated her to speak at TEDxCapeTown,

Watch her talk here For the love of books | Gill Grose | TEDxCapeTown

About your host Richard Lucas

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Sam de Muijnck and Joris Tieleman, "Economy Studies: A Guide to Rethinking Economics Education" (Amsterdam UP, 2021)

Mon, 20 Dec 2021 09:00:00 -0000

The Economy Studies project emerged from the worldwide movement to modernise economics education, spurred on by the global financial crisis of 2008, the climate crisis, and the COVID-19 pandemic. It envisions a wide variety of economics graduates and specialists, equipped with a broad toolkit, enabling them to collectively understand and help tackle the issues the world faces today.

Economy Studies: A Guide to Rethinking Economics Education (Amsterdam University Press, 2021) is a practical guide for (re-)designing economics courses and programs. Based on a clear conceptual framework and ten flexible building blocks, this book offers refreshing ideas and practical suggestions to stimulate student engagement and critical thinking across a wide range of courses.

Sam de Muijnck is chief economist at the Dutch independent think tank Our New Economy. Earlier, he was the chair of the Future Generations Think Tank, as well as that of the Dutch branch of the international student movement, ‘Rethinking Economics’. He completed his undergraduate economics degree at the Radboud University in Nijmegen, and then pursued an interdisciplinary research master’s at the University of Amsterdam.

Joris Tieleman completed his PhD from the Institute for Housing and Urban Development Studies, Erasmus University Rotterdam. He previously worked as a staff research journalist for the Volkskrant (a Dutch daily), and co-founded the Dutch branch of Rethinking Economics.

Utsav Saksena is a Research Fellow at the National Institute of Public Finance and Policy (NIPFP), an autonomous institute under the Ministry of Finance, Government of India. He can be reached at utsavsaksena95@hotmail.com. Note: opinions expressed in this podcast are purely personal and do not reflect the official position of NIPFP or the Ministry of Finance, Government of India.

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Wasif Rizvi: President of Habib University, Karachi, Pakistan

Mon, 20 Dec 2021 09:00:00 -0000

Wasif Rizvi is the founding president of Habib University, the first liberal arts institution in Pakistan. Planning for the University began in 2010, with the first calls of students accepted in 2014. Thanks to the largest gift in the history of higher education in Pakistan, $50M from the Habib Corporation, the University was able to quickly build a new campus. Rizvi shares insights on all the elements that went into creating a successful new institution that has greatly expanded access to higher education for talented, low-income students in Pakistan.

David Finegold is the president of Chatham University.

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Joanne W. Golann, "Scripting the Moves: Culture and Control in a "No-Excuses" Charter School" (Princeton UP, 2021)

Fri, 17 Dec 2021 09:00:00 -0000

Ethnographer and sociologist Joanne Golann spent 18 months observing the day-to-day life of students and teachers in a “no-excuses” charter school. In her book Scripting the Moves, she explores the school’s use of behavioural scripts, including SLANT. Golann investigates the reasoning behind the use of these scripts, their implementation and their impacts on the school community, and questions whether the micro-management shaping every school day serves its stated purpose, namely, to prepare students for college in the future.

Exploring ideas about cultural capital, authority, socialisation, leadership and autonomy in the charter school setting, Golann’s study provides a rare glimpse into the internal workings of an educational institution that should be required reading for anyone interested in school reform.

Joanne Golann is an Assistant Professor of Public Policy and Education and an Assistant Professor of Sociology (secondary) at Vanderbilt University. Twitter: @jwgolann,

Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia.

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Homeschooling: A Guidebook of Practices, Claims, Issues, and Implications

Wed, 15 Dec 2021 09:00:00 -0000

Over the past few years and especially now— with COVID-19-related lockdowns necessitating that families stay at home—an increasing number of parents have chosen to home-school their children. This choice stems from several reasons: political views and distrust in the education system; anxiety about their children’s safety; or simply as an expression of their right to freedom.

In the newest episode of our podcast, Quality Education, Dr. Jameson Brewer, Assistant Professor of Social Foundations of Education at the University of North Georgia and author of ‘Homeschooling: A Guidebook of Practices, Claims, Issues, and Implications’, published by Brill, talks in detail about the changing trends in home-schooling practices. His compelling evidence makes us rethink our perception of formal education and lays bare the reality of educating a child without the support of experts or an educational system.

We discuss how COVID-19, and socioeconomic, political, and racial status (among other factors), influence a parent’s decision of choosing a school for their child.

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George Drake: President Emeritus (1979-1991) of Grinnell College

Wed, 15 Dec 2021 09:00:00 -0000

Today I had the pleasure of talking to George Drake, historian, professor emeritus and president emeritus of Grinnell College. George has written a memoir: Seventy Years in Academe. George brought a wealth of experience to the interview. We talked about a lot of things: why he elected to go to Grinnell, his experience as a Rhodes Scholar, how he got his first academic job, how he became president of Grinnell, the challenges he faced as president, and his rich life after he stepped down as president in 1991. George was president when I was at Grinnell, so it was an absolute joy for me to talk to him. Enjoy!

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Cinthia Gannett and John Brereton, "Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies" (Fordham UP, 2016)

Tue, 14 Dec 2021 09:00:00 -0000

Traditions of Eloquence: The Jesuits and Modern Rhetorical Studies (Fordham UP, 2016) explores the important ways Jesuits have employed rhetoric, the ancient art of persuasion and the current art of communications, from the sixteenth century to the present. Much of the history of how Jesuit traditions contributed to the development of rhetorical theory and pedagogy has been lost, effaced, or dispersed. As a result, those interested in Jesuit education and higher education in the United States, as well as scholars and teachers of rhetoric, are often unaware of this living 450-year-old tradition. Written by highly regarded scholars of rhetoric, composition, education, philosophy, and history, many based at Jesuit colleges and universities, the essays in this volume explore the tradition of Jesuit rhetorical education-that is, constructing "a more usable past" and a viable future for eloquentia perfecta, the Jesuits' chief aim for the liberal arts. Intended to foster eloquence across the curriculum and into the world beyond, Jesuit rhetoric integrates intellectual rigor, broad knowledge, civic action, and spiritual discernment as the chief goals of the educational experience.

Consummate scholars and rhetors, the early Jesuits employed all the intellectual and language arts as "contemplatives in action," preaching and undertaking missionary, educational, and charitable works in the world. The study, pedagogy, and practice of classical grammar and rhetoric, adapted to Christian humanism, naturally provided a central focus of this powerful educational system as part of the Jesuit commitment to the Ministries of the Word. This book traces the development of Jesuit rhetoric in Renaissance Europe, follows its expansion to the United States, and documents its reemergence on campuses and in scholarly discussions across America in the twenty-first century.

Traditions of Eloquence provides a wellspring of insight into the past, present, and future of Jesuit rhetorical traditions. In a period of ongoing reformulations and applications of Jesuit educational mission and identity, this collection of compelling essays helps provide historical context, a sense of continuity in current practice, and a platform for creating future curricula and pedagogy. Moreover it is a valuable resource for anyone interested in understanding a core aspect of the Jesuit educational heritage.

Cinthia Gannett is Professor Emerita of English at Fairfield University where she directs the Core Writing Program. She is the author of a variety of articles in composition and has previously directed writing programs, writing centers, and Writing Across the Curriculum programs at the University of New Hampshire and Loyola University in Maryland.

John C. Brereton is Professor Emeritus of English at the University of Massachusetts at Boston and the Editor of The Origins of Composition Studies in the American College, 1875-1925.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Davarian L Baldwin, "In the Shadow of the Ivory Tower: How Universities Are Plundering Our Cities" (Bold Type Press, 2021)

Mon, 13 Dec 2021 09:00:00 -0000

In the Shadow of the Ivory Tower: How Universities are Plundering our Cities (Bold Type Books, 2021) by Dr. Davarian Baldwin examines the political economy of the American university over the twentieth and twentieth-first centuries. He brings a Black Studies lens to interrogate the ways that universities hide behind the notion of administering public goods to protect their tax-exempt status while generating astronomical profits off of the backs of working-class people, graduate student teachers and researchers, and underpaid and contingent faculty. We discuss the securitization and development implications of growing university wealth and how it engenders forms of radicalized plunder, racist policing, gentrification, and exploitation by the 1%. With a focus on this and more, we talk about what it means to live in the shadow of ivory tower.

Amanda Joyce Hall is a Ph.D. Candidate in History and African American Studies at Yale University. She is writing an international history on the global movement against South African apartheid during the 1970s and 1980s. She tweets from @amandajoycehall.

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Eric Hayot, "Humanist Reason: A History, an Argument, a Plan" (Columbia UP, 2021)

Fri, 03 Dec 2021 09:00:00 -0000

In Humanist Reason: A History, an Argument, a Plan (Columbia UP, 2021), Eric Hayot develops the concept of “humanist reason” to understand the nature and purpose of humanist intellectual work and lays out a serious of principles that undergird this core idea. Rather than appealing to familiar ethical or moral rationales for the importance of the humanities, Humanist Reason lays out a new vision that moves beyond traditional disciplines to demonstrate what the humanities can tell us about our world.

Eric Hayot is Distinguished Professor of Comparative Literature and Asian Studies at Penn State University, where he is also Director of the Center for Humanities and Information. His books include Chinese Dreams: Pound, Brecht, Tel quell (U of Michigan P), The Hypothetical Mandarin: Sympathy, Modernity, and Chinese Pain (Oxford UP), On Literary Worlds (Oxford UP), The Elements of Academic Style: Writing for the Humanities (Columbia UP), and, most recently, Humanist Reason (Columbia UP), published in 2021. He edited and co-edited numerous books and in 2018 he published with Lea Pao a translation of Peter Janich’s What is Information? (U of Minnesota P).

Bryant Scott is a professor in the Liberal Arts department at Texas A & M University at Qatar.

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Mental Health in Academia 2: Hacks for Cultivating and Sustaining Wellbeing

Fri, 03 Dec 2021 09:00:00 -0000

We are delighted to present All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks will shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Seminars are held online once per month on Wednesdays at 5pm CEST/ 11am EST and free for all to attend. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk. For live webinar schedule please visit this website. Follow us on Twitter: @LashuelLab

The first conversation is between Dr. Roy Richard Grinker and Dr. Hilal Lashuel, with support from Galina Limorenko.

Mental health experts and advocates tell us that "stigma" is the major barrier to mental health care throughout the world. But where did stigma come from? And how can we begin to eradicate it? Dr. Grinker, a cultural anthropologist, specializing in psychological anthropology will discuss his new book, Nobody's Normal. Drawing on research in sub-Saharan Africa, the U.S., and South Korea, as well as his own history as the son, grandson, and great-grandson of psychiatrists, Dr. Grinker writes that we are on the cusp of ending the marginalization of people with mental illnesses and developmental disorders.

Galina Limorenko is a doctoral candidate in Neuroscience with a focus on biochemistry and molecular biology of neurodegenerative diseases at EPFL in Switzerland. To discuss and propose the book for an interview you can reach her at galina.limorenko@epfl.ch.

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Jan Nisbet and Nancy Weiss, "Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities" (Brandeis UP, 2021)

Thu, 02 Dec 2021 09:00:00 -0000

Amid a string of fall 2021 news reports about past-due exonerations and (white) self-defense that document the limits of racial justice within the U.S. legal system, Pain and Shock in America: Politics, Advocacy, and the Controversial Treatment of People with Disabilities (Brandeis University Press, 2021) becomes an even more relevant and timely book. Dr. Jan Nisbet, who authored the book with contributions from Nancy Weiss, introduces it succinctly: “The story is long, complicated, and filled with questions about society and its ability to care about, protect, and support the most vulnerable citizens. It is a story that calls into question the degree to which people who do not have disabilities can separate themselves from those who do, allowing painful interventions that they themselves would not likely tolerate” (2021, p. 8). If justice is central to evaluations of the social policies and public institutions charged with administering it, disability–as core issue theorized in philosophies of justice–must be centered as well (Putnam et al., 2019).

To this end, Pain and Shock in America “intentionally highlights the hard-fought battles of disabled survivors like Jennifer Msumba and disabled-led advocacy organizations like the Autistic Self-Advocacy Network,” as “disabled self-advocates (who also happen to be lawyers)” (Nisbet 2021, p. vii-viii) Shain M. Neumeier and Lydia X.Z. Brown write in the Foreword––themselves appearing in the book as leaders with critical roles. The volume chronicles a nearly half-century saga involving the law, education, psychology, and medical fields as they converge in methods and culture of The Judge Rotenberg Center, a privately-run facility in Massachusetts which, despite six student deaths and consistent frequent citations for abuse and neglect, has been funded by taxpayers from about a dozen states and our nation’s capital as a placement for students with disabilities. Though its use of a self-made electric shock device makes the Judge Rotenberg Center unique in the country and perhaps the world, its institutional history provides a broader if extreme “lens through which we can understand the societal issues facing people with disabilities and their families” (Nisbet 2021, p. 10)

Jan Nisbet is professor emeritus at the University of New Hampshire, where she served for ten years as the senior vice provost for research. Before assuming that position, she was the founding director of the Institute on Disability and professor in the Department of Education. She has been principal investigator on many state- and nationally-funded projects related to children and adults with disabilities.

Nancy R. Weiss is a faculty member and the Director of the National Leadership Consortium on Developmental Disabilities at the University of Delaware. She is the former Executive Director of TASH, an international advocacy association committed to the full inclusion of people with disabilities. She has more than forty years of experience in the field of intellectual and developmental disabilities and has worked extensively providing community living and positive behavioral supports.

Christina A. Bosch is an assistant professor of special education in the Literacy, Early, Bilingual and Special Education Department of the Kremen School of Education and Human Development at California State University Fresno; on Twitter as @DocCABosch

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Socially Responsible Higher Education: International Perspectives on Knowledge Democracy

Wed, 01 Dec 2021 09:00:00 -0000

With radical changes being engineered in society, education systems everywhere need to match up. As part of our podcast, Humanities Matter, the all-new series, Quality Education, looks at ways to improve these systems.

Higher education has traditionally been viewed as a privilege affordable to only specific strata of society, mainly higher income groups. However, this trend is now changing, with governments and institutes actively trying to make higher education accessible to all.

In this episode, we chat with Dr. Budd Hall, from the Centre for Global Studies at the University of Victoria, Canada, and Dr. Rajesh Tandon, the Founder-President of the Society for Participatory Research in Asia, a global research and training centre based in New Delhi, India. Dr. Hall and Dr. Tandon are both UNESCO co-chairs in community-based research and social responsibility in higher education.

Drawing insights from their book, “Socially Responsible Higher Education: International Perspectives on Knowledge Democracy”, published by Brill, they talk about the various changes that have been implemented in different countries to ensure social inclusivity in higher education.

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Elizabeth Kiss: Warden of the Rhodes Trust and former President of Agnes Scott College

Mon, 29 Nov 2021 09:00:00 -0000

We speak with Elizabeth Kiss about the design and launch of the very successful SUMMIT initiative that led Agnes Scott College to be recognized as “the most innovative liberal arts college” in the U.S. SUMMIT features four distinctive elements that are a part of every Agnes Scott undergrad’s education: a global immersive experience, leadership, a personal Board of Advisors, and a digital portfolio. The initiative has played a crucial role in growing enrollment and stabilizing the finances of the College. Kiss left Agnes Scott in 2018 to become the head of the Rhodes Trust. She describes the exciting ways in which the Rhodes Trust has been transformed since she was a scholar herself in the 1980s.

David Finegold is the president of Chatham University.

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Jeffrey Guhin, "Agents of God: Boundaries and Authority in Muslim and Christian Schools" (Oxford UP, 2020)

Wed, 24 Nov 2021 09:00:00 -0000

Jeff Guhin joins us today to talk about his book Agents of God: Boundaries and Authority in Muslim and Christian Schools (Oxford University Press, 2020). Jeff, an Assistant Professor of Sociology at UCLA, shares with us how his experiences with religious schooling shaped his interests in education, culture and religion. Agents of God is the culmination of Jeff’s dissertation work while he was a doctoral student in Sociology at Yale University, a thoughtful comparative ethnography of Muslim and Conservative Protestant high schools.

In today’s conversation we explore the nuances of religious education, how people negotiate boundaries and the agentification of institutions. We also discuss the politics of national identity and the role of schools in this nationalization. Jeff also touches on his experiences with mental health and how he works to navigate those within academia and in the process of writing this book. This book provides a compelling lens for how to understand the forces of Science, Scripture and Prayer as “external authorities” that shape individual and national behavior.

Nafeesa Andrabi is a 4th year Sociology PhD student at UNC-Chapel Hill, a Biosocial Fellow at Carolina Population Center and a National Science Foundation Graduate Research Fellow.

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Mental Health in Academia: A Conversation with Roy Richard Grinker

Tue, 23 Nov 2021 09:00:00 -0000

We are delighted to present All for One and One for All: Public Seminar Series on Mental Health in Academia and Society. All for One and One for All talks will shine the light on and discuss mental health issues in academia across all levels – from students to faculty, as well as in wider society. Seminars are held online once per month on Wednesdays at 5pm CEST/ 11am EST and free for all to attend. Speakers include academics, organisations, and health professionals whose work focuses on mental health. Live Q and A sessions will be held after each talk. For live webinar schedule please visit this website. Follow us on Twitter: @LashuelLab

The first conversation is between Dr. Roy Richard Grinker and Dr. Hilal Lashuel, with support from Galina Limorenko.

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Robin Ince, "The Importance of Being Interested: Adventures in Scientific Curiosity" (Atlantic Books, 2021)

Tue, 23 Nov 2021 09:00:00 -0000

Comedian Robin Ince quickly abandoned science at school, bored by a fog of dull lessons and intimidated by the barrage of equations. But, twenty years later, he fell in love and he now presents one of the world's most popular science podcasts. Every year he meets hundreds of the world's greatest thinkers.

In this erudite and witty book, Robin reveals why scientific wonder isn't just for the professionals. Filled with interviews featuring astronauts, comedians, teachers, quantum physicists, neuroscientists and more - as well as charting Robin's own journey with science - The Importance of Being Interested: Adventures in Scientific Curiosity (Atlantic Books, 2021) explores why many wrongly think of the discipline as distant and difficult. From the glorious appeal of the stars above to why scientific curiosity can encourage much needed intellectual humility, this optimistic and profound book will leave you filled with a thirst for intellectual adventure.

John Weston teaches academic communication at Tampere University, Finland. His work focuses on the sociolinguistics of knowledge, and creative writing and wellbeing. Twitter: @johnwphd. Email: john.weston.media@gmail.com

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Michelle R. Nario-Redmond, "Ableism: The Causes and Consequences of Disability Prejudice" (John Wiley and Sons, 2019)

Mon, 22 Nov 2021 09:00:00 -0000

Of the dozens of juicy questions for future inquiry that Dr. Michelle Nario-Redmond provides at the end of Ableism: The Causes and Consequences of Disability Prejudice (Published by Wiley in 2021), the following stands out the most to me, in my various group-membership roles:

How do we build common ground between disadvantaged groups for effective cross-impairment coalitions?

Though it seemed impossible for this question to feel any more urgent after over a year and a half of COVID-19 and the parallel prominence of social movements to make Black Lives Matter, a recent article by my latest author crush unpacking a profoundly intersectional moment in the meme culture of what we should be calling (thanks to Neal Stephenson’s 30-year old book) Metaverse 1.0 – AKA social media, especially those platforms now owned by the maybe-monopoly formerly known as Facebook – reminded me again of the immense possibilities of disability as a political identity (see Annamma & Morrison, 2018, particularly the footnotes for more background on this). Nicole Froio’s article-that-should-become-a-book extrapolates from a celebrity’s (whack!) Instagram post as an exemplification of what the writer dubs the masculine “performativity of doing the least,” in which the “‘model’ heterosexual family consists of an all-sacrificing mother, a paternalistic father, and children free from disability.”

The timing of Froio’s deft analysis and the 34,000 likes it has garnered–compared to the upwards of 2 million bestowed upon the post in question—remind me of beloved if nuclear boomer Bill Maher’s synchronous editorial segment comparing “model citizen” Greta Thunburg (who is autistic), with 13 million followers, to the “model” (capitalist straight femme normate) Kylie Jenner, with 279 million.

Christina Anderson Bosch is an assistant professor of special education at the California State University, Fresno, also on Twitter @DocCABosch.

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Bill Carroll: President of Benedictine University from 1995-2015 and founder and CEO of Hunter Global Education

Mon, 22 Nov 2021 09:00:00 -0000

Under Bill Carroll’s leadership, Benedictine University, in Lisle Illinois became the fastest growing university in the U.S. from 2000-12. Carroll describes how Benedictine was able to expand from 1400 to over 10,000 students and become one of the most diverse universities in the US by “adding multiple legs to the table”, with each leg being a new type of student served through a new program. These innovative initiatives include: 5 j.v. campuses in China and 3 in Vietnam, branch US campuses in Mesa, AZ and Springfield, IL, online and senior learning programs, outreach to different ethnic and religious groups, and free educational offerings and partnerships for first responders and displaced workers. He also shares his insights on the future of higher education from his unique perspective leading Hunter Global Education, that is working to foster educational partnerships between US and Asian colleges and universities.

David Finegold is the president of Chatham University.

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Mike Palmquist and Barbara Wallraff, "Joining the Conversation: A Guide and Handbook for Writers With 2020 APA Update" (Bedford Books, 2020)

Fri, 19 Nov 2021 09:00:00 -0000

Listen to this interview of Mike Palmquist, Professor of English (with a focus on rhetoric and composition) and also University Distinguished Teaching Scholar. We have a conversation.

Mike Palmquist : "We tend to think, 'Oh, writing. Just learn how to put your sentences together. Learn how to develop a nice paragraph. Learn the rules of grammar.' And somehow that's supposed to transfer magically into another discipline. But in fact, the kinds of debate and discourse and discussion and reporting and inquiry that go on in a particular discipline are highly conditioned by the knowledge they share, by the things they think are important — by the conversations, in a sense, that are going on in that discipline. You really have to learn it. Otherwise, you'll just be writing about stuff but won't quite know how to connect it to what everybody else is researching and publishing on."

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Steve Katsouros, "Come to Believe: How Jesuits Are Reinventing Education (Again)" (Orbis, 2017)

Mon, 15 Nov 2021 09:00:00 -0000

Father Steve Katsouros, founder and CEO of the Come To Believe Network, shares the inspirational story of the founding of Arrupe College at Loyola University Chicago which has been recognized as a national model for increasing the college graduation rates for low-income students of color. Arrupe operates as a two-year, liberal arts college within the University that has been able to quadruple the national graduation rate for high-need students to obtain an associate’s degree by integrating a set of best practices: a year-round cohort, intensive faculty advising, wraparound support services and building a strong sense of community. Fr. Katsouros left Arrupe last year to found the Come to Believe Network that is now seeking to replicate the Arrupe model nationally with partner universities. He is also the author of Come to Believe: How Jesuits Are Reinventing Education (Again) (Orbis, 2017).

David Finegold is the president of Chatham University.

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How to Be Wrong: An Introduction to the Podcast

Wed, 10 Nov 2021 09:00:00 -0000

"How To Be Wrong" is a podcast series hosted by John J. Kaag, Professor and Chair of Philosophy at the University of Massachusetts Lowell and John W. Traphagan, Professor of Religious Studies and in the Program in Human Dimensions of Organizations at the University of Texas at Austin. The series explores mistakes, errors, and the importance of embracing intellectual humility in a world that seems increasingly dominated by dualistic an uncritically oppositional thinking, argument, and debate. We talk with scholars, artists, authors, and others about their ideas and stories related to things that have gone wrong and ask them to discuss the ways this has influenced their lives and work and influenced their ideas about certainty and humility.

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How University Presses Keep Up With Everything: A Discussion with Lisa Bayer

Mon, 08 Nov 2021 09:00:00 -0000

At the New Books Network, we love university presses. So we're happy to tell you about University Press Week, the annual celebration of UPs and their important work. Today I talked to Lisa Bayer, the director of the University of Georgia Press and the president of the Association of University Presses. We discuss a lot of things--open access, business models, libraries, peer review, careers in UP publishing--all knit together by a theme, that being how UPs keep up with everything that is going on, scholarly-communications-wise. Enjoy.

Marshall Poe is the founder and editor of the New Books Network. He can be reached at marshallpoe@newbooksnetwork.com.

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Vicky Neale, "Why Study Mathematics?" (London Publishing Partnership, 2020)

Fri, 05 Nov 2021 09:00:00 -0000

Students and their families face a consequential choice in whether to pursue a degree, and in what area. For those considering mathematics programs, the choice may be particularly fraught: A gulf separates the exploratory and experimental mathematics done by professionals from the computational training of most secondary schools, and this can obscure the meanings of program options. Meanwhile, cultural anxieties and stereotypes can dissuade students who would flourish in mathematical careers. This despite mathematical professionals being among the most satisfied and well-compensated in their careers.

In Why Study Mathematics? (2020), Vicky Neale provides a compact guide to this juncture, which i expect students and their families and teachers will find hugely valuable. As part of the London Publishing Partnership's "Why Study" series, her book in Part I explores in detail the substance and varieties of math degrees, how students can shape them to their needs and interests, and what those who complete them go on to do after. For Part II, Neale gives the reader a deeper view into a selection of subfields and the work their practitioners do, including the technologically vital study of data compression and the (for now) more humanistic study of abstract networks known as Ramsey theory.

Dr. Neale has exceptional experience and skill as a mentor that comes through as she addresses questions that, in my experience, often aren't: Are mathematics degrees mostly for mathematically adept students? Once in a program, whom should i get to know? Where are all the job postings for "mathematician"? It was a treat to hear her expound further on the book, and i would suggest that anyone at the beginning of their professional life, with interest, aptitude, or just curiosity about mathematics, seek out this resource (or recommend it to their mentors and guidance offices!) as they weigh their options.

Suggested companion works:

Vicky Neale is the Whitehead Lecturer at the Mathematical Institute, University of Oxford, and a Supernumerary Fellow at Balliol College. She teaches pure mathematics to undergraduates, and combines this with work on public engagement with mathematics: she gives public lectures, leads workshops with school students, and has appeared on numerous BBC radio and television programmes. One of her current interests is in using knitting and crochet to explore mathematical ideas. She is the author of Closing the Gap: The Quest to Understand Prime Numbers (Oxford University Press, 2017)—listen to her interview with Jim Stein about that book here.

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Alcino Silva, “Learning and Memory” (Open Agenda, 2021)

Thu, 04 Nov 2021 08:00:00 -0000

Learning and Memory is based on an in-depth filmed conversation between Howard Burton and Alcino Silva, Distinguished Professor of Neurobiology, Psychiatry and Psychology at the David Geffen School of Medicine and Director of the Integrated Center for Learning and Memory at UCLA. Alcino Silva runs a learning and memory lab at UCLA that is focused on a vast number of topics, from schizophrenia and autism to learning and memory. This fascinating conversation explores how he and his colleagues focus on understanding the specific molecular mechanisms of neurobiology with the goal of being able to intervene and repair these mechanisms when they go awry. Further topics include plasticity of the brain, implanting memories, how cognitive deficits associated with developmental disorders can be reversed, the importance of “research maps” for the field and inspired optimism for the future.

Howard Burton is the founder of the Ideas Roadshow, Ideas on Film and host of the Ideas Roadshow Podcast. He can be reached at howard@ideasroadshow.com.

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Steven Nadler and Lawrence Shapiro, "When Bad Thinking Happens to Good People: How Philosophy Can Save Us from Ourselves" (Princeton UP, 2021)

Mon, 01 Nov 2021 08:00:00 -0000

There is an epidemic of bad thinking in the world today. An alarming number of people are embracing crazy, even dangerous ideas. They believe that vaccinations cause autism. They reject the scientific consensus on climate change as a “hoax.” And they blame the spread of COVID-19 on the 5G network or a Chinese cabal. Worse, bad thinking drives bad acting—it even inspired a mob to storm the U.S. Capitol. In this book, Steven Nadler and Lawrence Shapiro argue that the best antidote for bad thinking is the wisdom, insights, and practical skills of philosophy. When Bad Thinking Happens to Good People: How Philosophy Can Save Us from Ourselves (Princeton UP, 2021) provides an engaging tour through the basic principles of logic, argument, evidence, and probability that can make all of us more reasonable and responsible citizens.

When Bad Thinking Happens to Good People shows how we can more readily spot and avoid flawed arguments and unreliable information; determine whether evidence supports or contradicts an idea; distinguish between merely believing something and knowing it; and much more. In doing so, the book reveals how epistemology, which addresses the nature of belief and knowledge, and ethics, the study of moral principles that should govern our behavior, can reduce bad thinking. Moreover, the book shows why philosophy’s millennia-old advice about how to lead a good, rational, and examined life is essential for escaping our current predicament.

In a world in which irrationality has exploded to deadly effect, When Bad Thinking Happens to Good People is a timely and essential guide for a return to reason.

Marshall Poe is the founder and editor of the New Books Network. He can be reached at marshallpoe@newbooksnetwork.com.

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Michael Horowitz: Founder and President of TCS Education System (Part 2)

Mon, 01 Nov 2021 08:00:00 -0000

In Part II of this interview, TCS Education Founder Michael Horowitz discusses the evolution of the TCS system from its origins in Chicago to a national system that now includes students from all 50 states pursuing a wide range of undergraduate and professional degrees. He provides multiple examples of the benefits of TCS’s model of “radical cooperation”, while also discussing why there have been so few imitators despite their openness about sharing the model.

David Finegold is the president of Chatham University.

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Vania Smith-Oka, "Becoming Gods: Medical Training in Mexican Hospitals" (Rutgers UP, 2021)

Mon, 01 Nov 2021 08:00:00 -0000

Reighan Gillam is an assistant professor in the Department of Anthropology at the University of Southern California.

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David Madland, "Re-Union: How Bold Labor Reforms Can Repair, Revitalize, and Reunite the United States" (Cornell UP, 2021)

Mon, 01 Nov 2021 08:00:00 -0000

In Re-Union: How Bold Labor Reforms Can Repair, Revitalize, and Reunite the United States (Cornell UP, 2021), David Madland explores how labor unions are essential to all workers. Yet, union systems are badly flawed and in need of rapid changes for reform. Madland's multilayered analysis presents a solution--a model to replace the existing firm-based collective bargaining with a larger, industry-scale bargaining method coupled with powerful incentives for union membership.

These changes would represent a remarkable shift from the norm, but would be based on lessons from other countries, US history and current policy in several cities and states. In outlining the shift, Madland details how these proposals might mend the broken economic and political systems in the United States. He also uses three examples from Britain, Canada, and Australia to explore what there is yet to learn about this new system in other developed nations.

Madland's practical advice in Re-Union extends to a proposal for how to implement the changes necessary to shift the current paradigm. This powerful call to action speaks directly to the workers affected by these policies--the very people seeking to have their voices recognized in a system that attempts to silence them.

David Madland is Senior Fellow and Strategic Director of the American Worker Project at the Center for American Progress. He is author of Hollowed Out: Why the Economy Doesn’t work without a strong middle class.

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Machteld Venken, "Peripheries at the Centre: Borderland Schooling in Interwar Europe" (Berghahn Books, 2021)

Wed, 27 Oct 2021 08:00:00 -0000

Following the Treaty of Versailles, European nation-states were faced with the challenge of instilling national loyalty in their new borderlands, in which fellow citizens often differed dramatically from one another along religious, linguistic, cultural, or ethnic lines. Peripheries at the Centre: Borderland Schooling in Interwar Europe (Berghahn Books, 2021) compares the experiences of schooling in Upper Silesia in Poland and Eupen, Sankt Vith, and Malmedy in Belgium — border regions detached from the German Empire after the First World War. It demonstrates how newly configured countries envisioned borderland schools and language learning as tools for realizing the imagined peaceful Europe that underscored the political geography of the interwar period.

Jill Massino is a scholar of modern Eastern Europe with a focus on Romania, gender, and everyday life.

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Kurt Squire, "Making Games for Impact" (MIT Press, 2021)

Tue, 26 Oct 2021 08:00:00 -0000

Digital games for learning are now commonplace, used in settings that range from K–12 education to advanced medical training. In Making Games for Impact (MIT Press, 2021), Kurt Squire examines the ways that games make an impact on learning, investigating how designers and developers incorporate authentic social impact goals, build a team, and work with experts in order to make games that are effective and marketable. Because there is no one design process for making games for impact—specific processes arise in response to local needs and conditions—Squire presents a series of case studies that range from a small, playable game created by a few programmers and an artist to a multimillion-dollar project with funders, outside experts, and external constraints.

These cases, drawn from the Games + Learning + Society Center at the University of Wisconsin–Madison, show designers tackling such key issues as choosing platforms, using data analytics to guide development, and designing for new markets. Although not a how-to guide, the book offers developers, researchers, and students real-world lessons in greenlighting a project, scaling up design teams, game-based assessment, and more. The final chapter examines the commercial development of an impact game in detail, describing the creation of an astronomy game, At Play in the Cosmos, that ships with an introductory college textbook.

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Michael Alexander: President, Lasell University

Mon, 25 Oct 2021 09:00:00 -0000

This episode feature an interview with Michael Alexander, one of the most innovative small university presidents in the U.S. He discusses a number of the innovations during his 15-year tenure at Lasell University located in the suburbs of Boston, MA: Lasell Village, a very successful retirement community where residents sign up to be full-time students for the rest of their lives, Lasell Works and a new program that lowers the costs of obtaining a degree for students who agree to spend their whole sophomore year learning online while working off campus. Alexander is also one of the co-founders of the Low-Cost Models Consortium that is fostering collaboration among private colleges and industry to find ways to significantly reduce the debt for students to complete their degrees.

David Finegold is the president of Chatham University.

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Jean Hopman, "Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice" (Routledge, 2020)

Fri, 22 Oct 2021 08:00:00 -0000

Jean Hopman’s book Surviving Emotional Work for Teachers: Improving Wellbeing and Professional Learning Through Reflexive Practice (Routledge, 2020), is a guide to improving teachers' wellbeing and practice through support of their emotional workload. The book argues that teachers should be given a formal opportunity to debrief on challenging events, allowing them to reflect on and reframe these experiences in a way that informs future practice to prevent the emotional fatigue that can lead teachers to leave the field altogether.

Each chapter opens with a teacher's story, acknowledging the emotional layers present in the scenario and what learnings can be drawn from it. This is valuable reading for teachers at all stages of their career, whether preparing for the complex work ahead or making sense of past and current experiences. This book offers a reflexive process that teachers and schools can implement to facilitate the useful exploration of their emotion, a process vital for the overall wellbeing of any school.

Dr Jean Hopman works in Initial Teacher Education at Victoria University in Melbourne, Australia. Her doctoral work explored the emotional aspects of teaching by exploring the underlying layers of a teacher's role. She initially completed a Bachelor of Primary and Secondary Education and a Graduate Diploma in Child Psychotherapy Studies. Since 2000 she has taught and counselled in diverse educational settings, including government schools, private schools, international schools, alternative education settings and universities.

Discount for listeners: Save 30% on Surviving Emotional Work for Teachers when you purchase here by entering PBC30at the checkout. Offer valid until the 31 October, 2021.

Alice Garner is historian, teacher and performer with a PhD from the University of Melbourne, Australia.

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Long Road to the Dream Job in Academia: A Conversation with Liz W. Faber

Thu, 21 Oct 2021 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Dr. Liz Faber’s long road from completed PhD to dream job
Why academia said she was a failure
The financial reasons she worked two academic jobs at once
The importance of speaking out about pay-scale and departmental inequities
Putting kindness in the classroom
Why you have to define your own success

Our guest is: Dr. Liz W Faber, an Assistant Professor of English & Communication at Dean College. Her teaching and research interests include multimodal communication, science communication, representations of AI in science fiction, computer history, and gender/sexuality studies. She is the author of The Computer's Voice: From Star Trek to Siri (U. Minnesota Press, 2020) and the guest editor for the Popular Culture Studies Journal special issue on robots and labor. She can be found on Twitter (@lizwfab) or at her website (lizwfaber.com).

Our host is: Dr. Christina Gessler, the co-producer of the Academic Life podcasts.

Listeners to this episode might be interested in:

"Faculty Talk about Teaching at a Community College" by Dianne Finley and Sherry Kinslow
Academic Ableism by Jay Dolmage (U Michigan Press, 2017)
More than Machines? by Laura Voss (Columbia U Press, 2021)
Carleigh Brower’s work
The Computer's Voice: From Star Trek to Siri by Liz Faber (U. Minnesota Press, 2020)
Articles on robots and labor, ed by Dr. Liz Faber Popular Culture Studies Journal https://mpcaaca.org/the-
NEA article on the need for change
Inside Higher Ed examines contingent faculty wages
The Daily Beast finds making coffee pays more than being an adjunct

You are smart and capable, but you aren’t an island and neither are we. We reach across our mentor network to bring you podcasts. Wish we’d bring on a particular expert? DM on Twitter @AcademicLifeNBN.

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How to Write a Better Book: The Minority-Serving Institution Virtual Book Workshop Project

Mon, 18 Oct 2021 08:00:00 -0000

Book workshops produce great books, but too few scholars have access to the resources needed to organize and execute one, especially scholars at Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Pacific Islander Serving Institutions, and Tribal Colleges and Universities. The 2021 American Political Science Association Annual Meeting in Seattle, launched a new initiative, The Minority-Serving Institution Virtual Book Workshop Project, to provide book workshops for scholars (tenured, untenured, VAP, term appointments) at Minority-Serving Institutions.

In the podcast, the co-directors of the Project discuss the importance of supporting MSI faculty, how to successfully apply, and what other authors, editors, and administrators can do to make this project a success.

Niambi M. Carter, Associate Professor of Political Science at Howard University, published American While Black: African Americans, Immigration, and the Limits of Citizenship (Oxford 2019) and listeners may remember her New Books in Political Science podcast.

Heath Brown, Associate Professor of Public Policy at John Jay College of Criminal Justice City University of New York (and former host of New Books Political Science), published Homeschooling the Right: How Conservative Education Activism Erodes the State (Columbia 2021) and Lilly Goren interviewed him for NBPS.

Minority-Serving Institution Virtual Book Workshop | Deadline: January 14, 2022 | Apply Now!

Susan Liebell is Dirk Warren '50 Professor of Political Science at Saint Joseph’s University in Philadelphia.

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Michael Horowitz: Founder and President of TCS Education System

Mon, 11 Oct 2021 08:00:00 -0000

Michael Horowitz discusses the origins and evolution of The Cooperative Solution (TCS) Education System, which was created in 2009 as a spinout from The Chicago School of Professional Psychology. TCS is one of the only private, non-profit systems of separately accredited schools and colleges in the U.S., with each of the 6 members focusing on different educational niches, while benefitting from centralized shared services. As the higher ed sector faces growing competitive pressure in the coming decades, TCS may offer a model that allows institutions to focus on their benefit, while saving costs, gaining economies of scale, and providing strong supports for online learners.

David Finegold is the president of Chatham University.

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Teaching College Students to Communicate: A Discussion with Elena Cotos

Mon, 11 Oct 2021 08:00:00 -0000

Listen to this interview of Elena Cotos, Director of the Center for Communication Excellence at the Graduate College (Iowa State University) and also Associate Professor in the English Department (Iowa State University). We talk about the needs of both students and faculty for training in scholarly communication, and we talk about one excellent way that those needs are being met, the Center for Communication Excellence.

Elena Cotos : "When I'd begun, as a student, to write academic texts, you know, initially I'd thought it was my English that was to blame, but then I discovered I just didn't know the genre. Because, when I started, I wasn't really thinking about how a genre has certain conventions that are accepted by the disciplinary community and that are expected by the readership in a field—and not only in just a field, but across fields, because conventions are also cross-disciplinary. And this is what I discovered through my research. This is what I uncovered when I looked at multiple disciplines and saw that really they do share communicative goals, and that really they do use very similar sets of rhetorical strategies when they build their scientific arguments. So, I was a bit mistaken to think that the problem was my English, because it's really more about genre knowledge than about English-language proficiency."

Danie Sheal hosts Scholarly Communication, the podcast about how knowledge gets known.

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Cyndi Kernahan, "Teaching about Race and Racism in the College Classroom: Notes from a White Professor" (West Virginia UP, 2019)

Thu, 07 Oct 2021 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Why White professors need to teach about race and racism in their courses
The gap between “inside” and “outside” knowledge
How to effectively provide data in an atmosphere of strong emotions
Why having debates and discussing misinformation won’t work
The reasons students resist learning about race and racism
How to meet students where they are and help them cross the learning threshold

Today’s book is: Teaching About Race and Racism in the College Classroom: Notes from a White Professor (U West Virginia Press, 2019). Teaching about race and racism can be difficult. Students and instructors alike often struggle with strong emotions, and many have preexisting beliefs about race. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy. Dr. Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes, and avoids shaming students. She provides practical teaching strategies to help instructors feel more confident, and differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.

Our guest is: Dr. Cyndi Kernahan, professor of psychology at the University of Wisconsin–River Falls. She is also the assistant dean for teaching and learning in the College of Arts and Sciences. Her research and writing are focused primarily on teaching and learning, including the teaching of race, inclusive pedagogy, and student success. She is the author of Teaching About Race and Racism in the College Classroom.

Our host is: Dr. Christina Gessler, co-producer of the Academic Life. She is a historian of women and gender.

Listeners to this episode might be interested in:

White Trash: The 400-Year Untold History of Class in America, by Nancy Isenberg
The Making of Asian America: A History, by Erika Lee
Teaching Black History to White People, by Leonard N. Moore
The Other Slavery: The Uncovered Story of Indian Enslavement in America, by Andres Resendez
Critical Race Theory: An Introduction, by Richard Delgado and Jean Stefancic
Why Are All The Black Kids Sitting Together in the Cafeteria, by B.D. Tatum

You are smart and capable, but you aren’t an island and neither are we. We reach across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN.

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Sara Ahmed, "Complaint!" (Duke UP, 2021)

Thu, 07 Oct 2021 08:00:00 -0000

In Complaint! (Duke UP, 2021), Sara Ahmed examines what we can learn about power from those who complain about abuses of power. Drawing on oral and written testimonies from academics and students who have made complaints about harassment, bullying, and unequal working conditions at universities, Ahmed explores the gap between what is supposed to happen when complaints are made and what actually happens. To make complaints within institutions is to learn how they work and for whom they work: complaint as feminist pedagogy. Ahmed explores how complaints are made behind closed doors and how doors are often closed on those who complain. To open these doors---to get complaints through, keep them going, or keep them alive---Ahmed emphasizes, requires forming new kinds of collectives. This book offers a systematic analysis of the methods used to stop complaints and a powerful and poetic meditation on what complaints can be used to do. Following a long lineage of Black feminist and feminist of color critiques of the university, Ahmed delivers a timely consideration of how institutional change becomes possible and why it is necessary.

Shraddha Chatterjee is a doctoral candidate at York University, Toronto, and author of Queer Politics in India: Towards Sexual Subaltern Subjects (Routledge, 2018).

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A Conversation with Judy McLaughlin: Senior Lecturer, Harvard GSE and Founder and Chair of the Harvard Seminars for New College Presidents and Experienced Presidents

Mon, 04 Oct 2021 09:00:00 -0000

Judy McLaughlin has helped prepare over 1000 college and university presidents to take on the varied responsibilities of their role since founding the Harvard Seminar for New Presidents in 1990. The Seminar was based on over a decade of research she and her colleagues conducted on the presidential search process, and the need they identified to provide a safe, confidential space for these leaders to discuss the issues and challenges they faced with experts and peers. She shares insights on how the role of college president has evolved over the last 3 decades and the key issues they are likely to face in the coming decade.

David Finegold is the president of Chatham University.

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Kerry F. Crawford and Leah C. Windsor, "The PhD Parenthood Trap: Gender, Bias, and the Elusive Work-Family Balance in Academia" (Georgetown UP, 2021)

Mon, 04 Oct 2021 08:00:00 -0000

Academia has a big problem. For many parents—especially mothers—the idea of "work-life balance" is a work-life myth. Parents and caregivers work harder than ever to grow and thrive in their careers while juggling the additional responsibilities that accompany parenthood. Sudden disruptions and daily constraints such as breastfeeding, sick days that keep children home from school, and the sleep deprivation that plagues the early years of parenting threaten to derail careers. Some experience bias and harassment related to pregnancy or parental leave. The result is an academic Chutes and Ladders, where career advancement is nearly impossible for parents who lack access to formal or informal support systems.

In The PhD Parenthood Trap: Gender, Bias, and the Elusive Work-Family Balance in Academia (Georgetown UP, 2021), Kerry F. Crawford and Leah C. Windsor reveal the realities of raising kids, on or off the tenure track, and suggest reforms to help support parents throughout their careers. Insights from their original survey data and poignant vignettes from scholars across disciplines make it clear that universities lack understanding, uniform policies, and flexibility for family formation, hurting the career development of parent-scholars. Each chapter includes recommendations for best practices and policy changes that will help make academia an exemplar of progressive family-leave policies. Topics covered include pregnancy, adoption, miscarriage and infant loss, postpartum depression, family leave, breastfeeding, daily parenting challenges, the tenure clock, and more. The book concludes with advice to new or soon-to-be parents to help them better navigate parenthood in academia.

The PhD Parenthood Trap provides scholars, academic mentors, and university administrators with empirical evidence and steps to break down personal and structural barriers between parenthood and scholarly careers.

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Jonathan Marks, "Let's Be Reasonable: A Conservative Case for Liberal Education" (Princeton UP, 2021)

Mon, 04 Oct 2021 08:00:00 -0000

Do we really need universities and colleges anymore? Have they become too politicized? Many conservatives have started to write off American academia. They contend that it is so irremediably, irretrievably woke that the best that those on the right can hope for is to try to advance their ideas and live according to their principles outside it.

Other conservatives still in academe just keep their heads down and try to maintain some kind of conservative presence within it, get their work done and do their best for their students.

What does the increasing dominance of the left/liberal worldview in academe have on the intellectual development of college students and what are the consequences for conservative academics and for American society at large?

Or are things really that bad for academics who do not swear fealty to left-liberal values? Is there still a healthy respect on college campuses for fundamentals such as the cultivation of reason and respect for the notion of “reasonableness?” Is “reasonableness” even something worth salvaging?

In his 2021 book Let's Be Reasonable: A Conservative Case for Liberal Education (Princeton UP, 2021), Jonathan Marks examines the deleterious effects of the left-leaning sociocultural homogenization of American higher education. He calls upon college instructors to renew their commitment to inculcating in their students the ability to reason for themselves and to reason with others. He argues that a healthy democracy requires a strong base of liberally-educated people given that reason is the best way to solve economic and political problems and simply to lead fulfilling lives.

Marks identifies as a conservative and yet he takes issue with conservatives and populists who are giving up on American higher education as nothing more than a vast leftist indoctrination mill. He disputes this despairing, defeatist position of the right when it comes to academia while presenting a clear-eyed view of how the left does indeed frequently politicize scholarship.

Marks provides a case study of this trend in the shape of the Boycott, Divestment, Sanctions (BDS) movement against the state of Israel.

Jonathan Marks makes a passionate case for the value of liberal education—and lays out clearly what that consists of and its importance for those who consider themselves liberal and those who very much don’t.

This book should be read by academics, college students, parents about to send their children off to college and anyone who cares about where society-shaping new ideas are developed and timeless ones are passed along to new generations. And for millions of Americans, colleges are still where much of this occurs.

Give a listen.

Hope J. Leman is a grants researcher.

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The Role of “Failure” in Student Success

Thu, 30 Sep 2021 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

the importance of normalizing failure in college
the emotional work involved with coming back from a failure
the role institutions have in resilience work
the power of reflection for student success

Our guest is: Dr. Anna Sharpe, Associate Dean for Student Success at Berry College. Dr. Sharpe has spent the last six years reimagining academic success and support programming at Berry College. She has the privilege of leading an incredible team of five professional staff and over a hundred student employees working in the areas of academic success, first-year experience, accessibility, and retention. Holding a PhD in Geography from University of Kentucky, Dr. Sharpe also researches the interplay of race, politics, law, and land use, focusing on the southeastern coast, where she was born and raised. When she is not on Berry’s beautiful campus, you can find her with her husband and son--cooking, hiking, and making frequent trips to the coast.

Our host is:

Dr. Dana M. Malone, the co-producer of the Academic Life podcasts. She is a higher education scholar and practitioner. Dana met Anna at the University of Kentucky, where they worked together with students in academic jeopardy and assisted them in reimagining and refocusing their college trajectories.

Listeners to this episode might be interested in:

The Stanford Resilience Project: Stanford Resilience Project videos
Carol Dweck’s work: Carol Dweck’s TED Talk on the Power of Believing You Can Improve
Mindset: The New Psychology of Success by Carol Dweck
Grit: The Power of Passion and Perseverance by Angela Duckworth
From the National Resource Center for the First-Year Experience and Students in Transition, Promoting Belonging, Growth Mindset, and Resilience to Foster Student Success (Baldwin, A., et al.)
NBN Podcasts with Lisa Nunn on College Belonging
NBN Podcast with Lisa Nunn on Teaching First-Year and First-Generation Students:

Wish we’d bring on an expert about something? DM us on Twitter: The Academic Life @AcademicLifeNBN.

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Joshua Preiss, "Just Work for All: The American Dream in the 21st Century" (Taylor & Francis, 2020)

Wed, 29 Sep 2021 08:00:00 -0000

This is a book about the American Dream: how to understand this central principle of American public philosophy, the ways in which it is threatened by a number of winner-take-all economic trends, and how to make it a reality for workers and their families in the 21st century. Integrating political philosophy and the history of political thought with recent work in economics, political science, and sociology, Joshua Preiss' book Just Work for All: The American Dream in the 21st Century (Taylor & Francis, 2020) calls for renewed political and policy commitment to "just work."

Such a commitment is essential to combat the negative moral externalities of an economy where the fruits of growth are increasingly claimed by a relatively small portion of the population: slower growth, rising inequality, declining absolute mobility, dying communities, the erosion of social solidarity, lack of faith in political leaders and institutions, exploding debt, ethnic and nationalist backlash, widespread hopelessness, and the rapid rise in what economists Angus Deaton and Anne Case call deaths of despair.

Covid-19 threatens to pour gasoline on these winner-take-all fires, further concentrating economic and political power in the hands of those best suited to withstand (and even profit from) the pandemic-driven economic crisis. In this book, the author provides a model for understanding the American Dream and making it a reality in a post-Covid-19 economy.

A tour de force, this book is essential reading for scholars and researchers of political philosophy, political economy, political theory, and economics, as well as for the layperson trying to make sense of the post-pandemic world.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Jonathan Zimmerman, "The Amateur Hour: A History of College Teaching in America" (Johns Hopkins UP, 2020)

Tue, 28 Sep 2021 08:00:00 -0000

Listen to this interview of Jonathan Zimmerman, Professor of History of Education at the University of Pennsylvania Graduate School of Education and author of The Amateur Hour: A History of College Teaching in America (Johns Hopkins UP, 2020). We talk about yesterday today.

Jonathan Zimmerman : "Look, I don't think anyone questions that some of the best teaching they do is in their responses to student drafts and student papers. And, I think this restates the obvious, but: That is highly individuated, right? I mean, unlike a collective exercise, this is targeted directly at the student, and at what she or he has to say, and at different strengths or weaknesses in the way they're presenting what they have to say. But look, here's the important context, teaching through writing takes a great deal of time and effort. There's no way to do it on the cheap. And the bigger the university gets, the more costly everything becomes and the less likely it is that we're going to engage in the practices I'm describing—they're too expensive—they're too labor-intensive. You've probably heard the name Richard Arum. Well, he wrote, together with Josipa Roksa, the book Academically Adrift, the first sociological study of how much people are learning at college, and what they found, unsurprisingly, is that a lot of people are not learning very much. Now, there are many reasons for that, but one of them actually has to do exactly with this point of teaching through writing. One of the reasons is how little writing is actually assigned or evaluated. So again, what does this tell you? I think it tells you how little we value a process such as learning through writing. Would it cost more to teach like this? Of course it would! Things of value exert costs. And if you're not willing to pay the costs, you don't value it."

Daniel hosts Scholarly Communication, the podcast about how knowledge gets known.

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Stanley S. Litow and Tina Kelley, "Breaking Barriers: How P-Tech Schools Create a Pathway from High School to College to Career" (Teachers College Press, 2021)

Mon, 27 Sep 2021 08:00:00 -0000

What is the purpose of education? Folks outside the field are likely to think of a relatively clear or concrete answer—learning, citizenship, preparation for life, which for the vast majority encompasses work and skills. Upon probing, however, most are likely to realize that these explanations are deceptively simple. Learning what, how, and according to which or whose values? Citizenship within what communities, through which policies and enacted with how much equity, not to mention care? Why are we preparing certain kids for certain kinds of work, especially if laboring in certain ways will not necessarily earn material dignity or social capital?

Consensus on the purpose of education has perhaps always been elusive, and maybe it is now most of all. So I appreciate when authors in the education space disclose their perspectives on this perennial and critical question. In Breaking Barriers: How P-TECH Schools Create a Pathway from High School to College to Career, Stanley S. Litow and Tina Kelley are quite forthright on this matter: “Public education is the lifeblood of our democracy. If our schools fail, our economy fails. Our students’ achievement is eventually connected to every issue of consequence our country will face, including racial justice, public health, closing the digital divide, income inequality, and economic empowerment” (p. 170). The authors position P-TECH schools as more than a scalable model working towards “fairer” public schools; they argue for P-TECH as a reform movement that centers students within a coalition of education stakeholders. Ultimately, they show that “education stakeholders” is a category encompassing literally everyone.

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Aviva Legatt, "Get Real and Get In: How to Get Into the College of Your Dreams by Being Your Authentic Self" (St. Martin's Griffin, 2021)

Thu, 23 Sep 2021 08:00:00 -0000

Welcome to The Academic Life! In this episode you’ll hear about:

Aviva Legatt’s journey into and through college
Why she became an Ivy League college admissions officer
What that job taught her about common application missteps
How to determine which school is right for you and show them you’re right for it
Month-by-month application checklist for high school seniors.

Our guest is:

Dr. Aviva Legatt, who has been in the higher education field for over fifteen years. She is a faculty member in Organizational Dynamics at the University of Pennsylvania and at The Wharton School, teaching in-person and online through Coursera. She has a column in Forbes about issues affecting higher education, and is the author of Get Real and Get In: How to Get Into the College of Your Dreams by Being Your Authentic Self (St. Martin's Griffin, 2021).

Our host is:

Dr. Christina Gessler, co-producer of the Academic Life, who attended college on a writing scholarship. She chose the school for its pet policy, relationship with the natural environment, and faculty-student ratio. She is a historian of women and gender.

Listeners to this episode might be interested in:

The Enlightened College Applicant: A New Approach to the Search and Admissions Process by Andrew Belasco and Dave Bergman
Fiske Guide to Colleges
College Admission Essentials: A Step-by-Step Guide to Showing Colleges Who You Are and What Matters to You by Ethan Sawyer
How To College :What To Know Before You Go (and When You’re There) by Andrea Malkin Brenner and Laura Hope Schwartz
Show Them You're Good: A Portrait of Boys in the City of Angels the Year Before College by Jeff Hobbs
The Merit Myth: How our Colleges Favor the Rich and Divide America by Anthony Carnevale, Peter Schmidt, and Jeff Strohl
A Discussion of the book How To College: What To Know Before You Go (and When You’re There)
A Discussion of the book Show Them You’re Good

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A Discussion with Ben Nelson (Part 2): Founder of the Minerva Project and Minerva University

Mon, 20 Sep 2021 08:00:00 -0000

In Part II of our discussion with Ben Nelson, he shares information on the outcomes for the first Minerva graduates and how Minerva has diversified its business model with new partners for its platform and an extension to high school. He also provides his perspective on the changes likely to unfold in higher education over the coming decade and lessons for other entrepreneurs contemplating the launch of a higher ed start-up.

David Finegold is the president of Chatham University.

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A Discussion with Ben Nelson (Part 1): Founder of the Minerva Project and Minerva University

Mon, 13 Sep 2021 09:00:00 -0000

In the first of two parts, we meet Ben Nelson, the charismatic founder of the Minerva Project and Minerva University. Ben shares the fascinating story of how he was able to convince one of the leading venture capital firms in Silicon Valley to back him as a young entrepreneur with no background in education to take on the Ivy League and create the world’s most selective university. Minerva attracts some of the most talented students from around the world who spend their 4 undergraduate years in 7 different leading global cities. Years before the higher education world was forced to move to Zoom by the pandemic, Minerva had figured out how to deliver high quality, live video classes globally delivering a radically different curriculum and educational experience than most colleges.

David Finegold is the president of Chatham University.

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Andy Hoffman, “Saving the World at Business School (Part 2)” (Open Agenda, 2021)

Mon, 13 Sep 2021 08:00:00 -0000

Saving the World at Business School (Part 2) is based on an in-depth filmed conversation between Howard Burton and Andy Hoffman, Holcim Professor of Sustainable Enterprise at the University of Michigan’s Ross School of Business and School of Environment and Sustainability. This extensive conversation starts with inspiring insights into how Andy Hoffman became interested in environmental issues when he declined acceptances from graduate school at Harvard and Berkeley and instead worked as a carpenter for several years in Nantucket. Topics include the notions of ‘environmental sustainability’ and ‘big business’ which sometimes seem as incompatible as oil and water and ways to make a synthesis a reality by seriously reconsidering the way we currently conduct public policy and even some deep aspects of our current societal values.

Howard Burton is the founder of the Ideas Roadshow, Ideas on Film and host of the Ideas Roadshow Podcast. He can be reached at howard@ideasroadshow.com.

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Andy Hoffman “Saving the World at Business School (Part 1)” (Open Agenda, 2021)

Fri, 10 Sep 2021 08:00:00 -0000

Saving the World at Business School (Part 1) is based on an in-depth filmed conversation between Howard Burton and Andy Hoffman, Holcim Professor of Sustainable Enterprise at the University of Michigan’s Ross School of Business and School of Environment and Sustainability. This extensive conversation starts with inspiring insights into how Andy Hoffman became interested in environmental issues when he declined acceptances from graduate school at Harvard and Berkeley and instead worked as a carpenter for several years in Nantucket. Topics include the notions of ‘environmental sustainability’ and ‘big business’ which sometimes seem as incompatible as oil and water and ways to make a synthesis a reality by seriously reconsidering the way we currently conduct public policy and even some deep aspects of our current societal values.

Howard Burton is the founder of the Ideas Roadshow, Ideas on Film and host of the Ideas Roadshow Podcast. He can be reached at howard@ideasroadshow.com.

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Alex Poole, "Learning a Foreign Language: Understanding the Fundamentals of Linguistics" (Rowman & Littlefield, 2020)

Thu, 09 Sep 2021 08:00:00 -0000

In Learning a Foreign Language: Understanding the Fundamentals of Linguistics (Rowman and Littlefield, 2020), Alex Poole, professor of English at Western Kentucky University helps potential learners to negotiate the vagaries of learning a new language. In each chapter he details issues inherent in the learning process such as motivation, strategic decisions, and error analysis. How does language learning become enjoyable and not just a chore which one has to daily practice is the question he poses to himself and the readers. He emphasizes the need to have realistic expectations and analyses age and the acquisition of a new language. The text focuses on first time learners and its amenable style makes it ideal for high school and college students as well as independent learners.

Minni Sawhney is a professor of Hispanic Studies at the University of Delhi.

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Ursula Hackett, "America's Voucher Politics: How Elites Learned to Hide the State" (Cambridge UP, 2020)

Thu, 09 Sep 2021 08:00:00 -0000

Political Scientist Ursula Hackett’s new book, America's Voucher Politics: How Elites Learned to Hide the State (Cambridge UP, 2020), is the winner of the APSA 2021 Education Policy and Politics Section Best Book Award. America’s Voucher Politics examines the way that the approach to vouchers, as a policy design and as a point of advocacy, has evolved over the past decades, and, in the process, this policy area has shifted strategic losses into strategic and growing wins. School vouchers, essentially the central case study in Hackett’s book, are a perfect example of what Hackett describes as “attenuated governance.” Attenuated governance is the form that a particular policy design and often the associated rhetoric with that policy take in an effort to disconnect the policy itself from the state, so as to avoid or elide constitutional conflicts that may strike down the policy that was passed by state or national legislative bodies. Attenuated governance is the umbrella concept that includes both the attenuated delivery of the goods or services and the rhetoric to accompany the policy design and delivery. As Hackett notes, school vouchers are the perfect lens for this exploration of American political development and examining the shifting approaches that courts and judges have taken to how the policies work within public and private institutions.

As the subtitle of the book indicates, the story of school vouchers is the tale of hiding the role of the state in shifting funds from public schools to private and parochial schools and doing so in such a way so that the courts would decide in favor of the constitutionality of these new policy designs. Many of the initial attempts at this form of attenuated governance were unsuccessfully made in the 1950s and 1960s in response to the Brown v. Board of Education decision and other moves to desegregate schools, and other public entities and spaces. But these early failures in court provided the blueprint for subsequent successes, not just in designing policy that would be more attenuated or disconnected from the state itself, but also in the way that these policies were publicly discussed and argued. America’s Voucher Politics is a fascinating study not only of this particular policy area as it developed over the past 70 years, but also of this concept of attenuated governance, which builds on America’s foundational identity struggles around religion, race and racism, and civic institutions.

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An Interview with Sheldon Schuster and Jim Sterling about the Keck Graduate Institute

Wed, 08 Sep 2021 08:00:00 -0000

The third episode in our series on the Keck Graduate Institute (KGI) of Applied Life Sciences, the 7th of the Claremont Colleges founded in 1998, features a discussion with Sheldon “Shelly” Schuster, KGI’s 2nd President, and Jim Sterling, a founding faculty member who has held many leadership roles at KGI, including PhD Program Director. They describe the dramatic evolution and growth of the Institute, from a single program, the Master of Business and Science, with 45 students, to today when the have a wide and growing range of graduate degrees in the life sciences. Many of the initial expansions were natural outgrowths of the MBS, including a Master’s in BioProcessing, a post-grad certificate for pre-meds, and one to prepare bioscience post docs to enter industry. More recently they have been adding highly regulated health science programs – i.e. PharmD, Occupational Therapy, Physician Assistant – but giving each an innovative KGI twist. They also discuss their innovative partnerships with Biocon Academy in India and serving as the host institution for Minerva Schools, the global undergraduate degree program that will be the subject of our next podcast.

David Finegold is the president of Chatham University.

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Audrey Watters, "Teaching Machines: The History of Personalized Learning" (MIT Press, 2021)

Tue, 07 Sep 2021 08:00:00 -0000

Contrary to the claims of many of today’s advocates of computerized instruction and online learning, efforts to use technology to improve the education process are hardly new. In Teaching Machines: The History of Personalized Learning (MIT Press, 2021), Audrey Watters recounts the attempts over the past century to use technology to improve educational procedures. These began over a century ago with psychologist Sidney Pressy’s effort to invent an “automatic teacher” that would eliminate drudgery by automating test scoring. While such efforts gained momentum in the 1930s, the attempts by manufacturers to profit from such technology often complicated their introduction and adoption. In the 1950s B. F. Skinner gave new life to these endeavors by developing devices and processes that applied his theories of behavioral psychology to the learning process. Though the idea of “push-button education” seized the public’s imagination and stimulated efforts to introduce his teaching machines to the classroom, by the end of the 1960s the growing backlash against Skinner’s ideas and regimentation in education ensured the demise of his vision of the automated classroom.

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Sarah Bunin Benor et al., "Hebrew Infusion: Language and Community at American Jewish Summer Camps" (Rutgers UP, 2020)

Thu, 02 Sep 2021 08:00:00 -0000

Each summer, tens of thousands of American Jews attend residential camps, where they may see Hebrew signs, sing and dance to Hebrew songs, and hear a camp-specific hybrid language register called Camp Hebraized English, as in: “Let’s hear some ruach (spirit) in this chadar ochel (dining hall)!” Using historical and sociolinguistic methods, Hebrew Infusion: Language and Community at American Jewish Summer Camps, by Sarah Bunin Benor, Jonathan Krasner, and Sharon Avni (Rutgers University Press, 2020), explains how camp directors and staff came to infuse Hebrew in creative ways and how their rationales and practices have evolved from the early 20th century to today.

Some Jewish leaders worry that Camp Hebraized English impedes Hebrew acquisition, while others recognize its power to strengthen campers’ bonds with Israel, Judaism, and the Jewish people. Hebrew Infusion explores these conflicting ideologies, showing how hybrid language can serve a formative role in fostering religious, diasporic communities. The insightful analysis and engaging descriptions of camp life will appeal to anyone interested in language, education, or American Jewish culture.

Interviewees:

Sarah Bunin Benor is Professor of Contemporary Jewish Studies at Hebrew Union College and courtesy Professor of Linguistics at the University of Southern California.

Jonathan Krasner is the Jack, Joseph and Morton Mandel Associate Professor of Jewish Education Research at Brandeis University.

Sharon Avni is Professor of Literacy and Linguistics at Borough of Manhattan Community College, City University of New York, and a Research Associate at the Research Institute for the Study of Language in Urban Society at the CUNY Graduate Center.

Host: Schneur Zalman Newfield is an Assistant Professor of Sociology at Borough of Manhattan Community College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press, 2020). Visit him online at ZalmanNewfield.com.

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Gordon Gee: President, West Virginia University

Wed, 01 Sep 2021 08:00:00 -0000

Gordon Gee was named the Top University President in the U.S. by Time Magazine, and is the only higher education leader to have been a president 7 times, including return stints at both The Ohio State University and WVU. He shares lessons and insights from his more than 4 decades of experience as a university president, including how he has boiled down all the information he needs to run WVU onto a card he can carry in his wallet. He discusses the vital role of our flagship public universities that he describes in detail in Land-Grant Universities for the Future: Higher Education for the Public Good (Johns Hopkins University Press), and that will appear in a new book with the same publisher.

David Finegold is the president of Chatham University.

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Zachary M. Howlett, "Meritocracy and Its Discontents: Anxiety and the National College Entrance Exam in China" (Cornell UP, 2021)

Fri, 27 Aug 2021 08:00:00 -0000

Every year millions of high school seniors in China take the gaokao, China’s standardized college entrance exam. Students, parents, and head teachers all devote years, sweat, and tears to this consequential and chancy exam — even though the ideal of the gaokao as a fair, objective, and scientific measure of individual merit is known to be something of a myth.

Why examinees and their families continue to believe in the relative fairness of the gaokao is what Zachary Howlett’s book, Meritocracy and Its Discontents: Anxiety and the National College Entrance Exam in China (Cornell University Press, 2021), seeks to explore. Based on fieldwork conducted in China’s Fujian province, this rich and engaging book looks at what it means for individuals and communities to believe in both the gaokao and the myth of meritocracy that it engenders. Accessible to both experts and those entirely unfamiliar with the gaokao, this book offers a fresh perspective on the role of examinations in the lives of individuals and in their communities, as well as a useful comparative tool, that of ‘fateful rites of passage,’ for future work. It is also filled with stories of examination candidates, their hopes, dreams, and the lengths that they (and their teachers and parents) go to in order to succeed, all of which should be of interest to anyone who has ever experienced a fateful right of passage of their own.

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Scott Miller: President, Virginia Wesleyan University

Thu, 26 Aug 2021 08:00:00 -0000

Scott Miller, who has been recognized as one of the most innovative and influential college presidents in the U.S., shares insights from his over 3 decades of experience leading four private, independent colleges: Lincoln Memorial University, Wesley College, Bethany College, and Virginia Wesleyan University. Scott, who became the youngest college president in the U.S. when he took the helm at Lincoln Memorial at the age of 31, shares some of the secrets of his success, including how he has adapted with the times to master social media. He has been generous in sharing these through a number of publications he edits with his long-time professional partner, Mary Louise “Weezie” Fennell, including a series of essays on all aspects of presidential leadership and President to President.

David Finegold is the president of Chatham University.

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Rachel Steinig and Rodi Steinig, "Math Renaissance: Growing Math Circles, Changing Classrooms, and Creating Sustainable Math Education" (Natural Math, 2018)

Thu, 26 Aug 2021 08:00:00 -0000

Math Renaissance: Growing Math Circles, Changing Classrooms, and Creating Sustainable Math Education (Natural Math, 2018) couples two educational memoirs: Student Rachel Steinig brings her experience from diverse schooling models, surveys of teachers and fellow students, and selections of peer-reviewed scholarship to an examination of math instruction in the United States. Her chapters seek to locate root causes, transcend conventional advice, and inspire readers to imagine radical alternatives. Teacher Rodi Steinig invites readers into the role of leading math circles with detailed play-by-plays from her own experience. These chapters evince the importance (and interplay) in this role of background knowledge, preparation, compassion, and improvisation—and, perhaps most saliently for beginning teachers, of resisting the urge to rescue.

Taken together, the book critiques the existing systems that provide children's math education and drills down on an alternative model whose popularity continues to grow. Among my favorite parts of the book were Rodi's self-reflective thought bubbles on her performance facilitating math circles and Rachel's chapter on math instruction from a human rights perspective. The book is intended for teachers and parents of school-age children, though i think middle and high school students and even casual readers would find value in this forthright, thorough, and readable work. It was an absolute delight to discuss the book with both its authors!

Rodi Steinig is an educator, author, and teacher trainer who has educated K-12 students in an inquiry-based approach for over twenty years. She received a B.S.in Economics from the Wharton School of the University of Pennsylvania and her M.S.Ed. from Cabrini University. While Rodi finds joy in almost everything, she finds exceptional joy in pedagogy, communication about mathematics and pedagogy, and mathematics (current favorite math topic: isomorphic problems). Rodi has a great passion for sitting on the floor with a group of students in a collaborative spirit of inquiry.

Rachel Steinig (she/her) is an educator, advocate, author, and future human rights lawyer. She recently graduated Phi Beta Kappa and Summa Cum Laude from the University of Pennsylvania with a B.A. in Political Science, a concentration in International Relations, and triple minors in Hispanic Studies, Modern Middle Eastern Studies, and Latin American and Latinx Studies. She is passionate about human rights, education access, making math fun, gender equity, and conflict resolution.

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Mentoring in the Academy: A Conversation with Dr. Claire Renzetti

Thu, 26 Aug 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island and neither are we. So, we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring on an expert about something? DM us your suggestion on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear: mentoring across academic careers from graduate students to seasoned faculty, optimal conditions for mentor-mentee relationships, mentoring scholars through the publishing process, and gender and power dynamics within academic mentoring.

Our guest is: Dr. Claire M. Renzetti, Professor and Chair of Sociology and the Judi Conway Patton Endowed Chair for Studies of Violence Against Women at the University of Kentucky. She received a Ph.D. in Sociology from the University of Delaware, with specialties in criminology and the sociology of gender.

For more than 40 years, Dr. Renzetti’s research has focused on the violent victimization experiences of socially and economically marginalized women and girls. She founded in 1995, and continues to edit, the peer-reviewed, international and interdisciplinary journal Violence Against Women, through Sage Publications. Dr. Renzetti is also the editor of the Gender and Justice book series for University of California Press; co-editor of the Interpersonal Violence book series for Oxford University Press, and editor of the Family and Gender-based Violence book series for Cognella. She has written or edited 26 books as well as numerous book chapters and journal articles based on her own research. She also studies the problem of domestic sex trafficking. Additionally, she conducts research on the effects of religiosity and religious self-regulation on intimate partner violence perpetration and victimization. She has held elected offices in several national and regional professional associations, including the American Sociological Association, the American Society of Criminology, the Society for the Study of Social Problems, and the Eastern Sociological Society. Her research and community service has been recognized with awards from the American Sociological Association, the American Society of Criminology, the Society for the Study of Social Problems, the University of Delaware, Artemis Center (Dayton, OH), and the YWCA of Dayton (OH).

Your host is: Dr. Dana Malone, a higher education scholar and practitioner. Dana met Claire as a PhD student at the University of Kentucky, when one of Dana’s academic mentors introduced them.

Listeners to this episode might be interested in:

Positive Academic Leadership: How to Stop Putting Out Fires and Start Making a Difference by Jeffrey L. Buller
Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia edited by: Yolanda Flores Niemann, Gabriella Gutiérrez y Muhs, and Carmen G. González
NBN Podcast on Presumed Incompetent II
NBN Podcast on How to Create a Mentor Network
Claire Renzetti’s video series on academic publishing for the American Sociological Association (ASA).*Please note access requires an ASA membership

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AAAS Book Awards Part 4: Kandice Chuh’s "The Difference Aesthetics Makes"

Wed, 25 Aug 2021 08:00:00 -0000

This is the last episode of a four-part series featuring the winners and honorable mentions of the 2021 Book Awards for the Association of Asian American Studies (AAAS). This episode focuses on the winner of the award in Humanities and Cultural Studies in Media, Performance, and Visual Studies: Kandice Chuh’s The Difference Aesthetics Makes: On the Humanities “After Man.” This insightful and critical book challenges our divisions of aesthetics and politics, while showing how liberal humanism has persisted within the ways we organize in institutions, the ways we teach, and the ways that we think of ourselves.

Kandice Chuh is a professor of English, American studies, and Critical Social Psychology at the CUNY Graduate Center. She’s currently working on The Disinterested Teacher, a collection of essays on pedagogies and praxis, and When/Where/How ‘Asia’, a project on Asian racialization in the contemporary era.

Christopher B. Patterson is an Assistant Professor in the Social Justice Institute at the University of British Columbia.

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Salvatore Pappalardo, "Modernism in Trieste: The Habsburg Mediterranean and the Literary Invention of Europe, 1870-1945" (Bloomsbury, 2021)

Tue, 24 Aug 2021 08:00:00 -0000

When we think about the process of European unification, our conversations inevitably ponder questions of economic cooperation and international politics. Salvatore Pappalardo offers a new and engaging perspective, arguing that the idea of European unity is also the product of a modern literary imagination. This book examines the idea of Europe in the modernist literature of primarily Robert Musil, Italo Svevo, and James Joyce (but also of Theodor Däubler and Srecko Kosovel), all authors who had a deep connection with the port city of Trieste.

Writing after World War I, when the contested city joined Italy, these authors resisted the easy nostalgia of the postwar period, radically reimagining the origins of Europe in the Mediterranean culture of the Phoenicians, contrasting a 19th-century nationalist discourse that saw Europe as the heir of a Greek and Roman legacy. These writers saw the Adriatic city, a cosmopolitan bazaar under the Habsburg Empire, as a social laboratory of European integration. Salvatore Pappalardo's book Modernism in Trieste: The Habsburg Mediterranean and the Literary Invention of Europe, 1870-1945 (Bloomsbury, 2021) seeks to fill a critical gap in the extant scholarship, securing the literary history of Trieste within the context of current research on Habsburg and Austrian literature.

Lea Greenberg is a scholar of German studies with a particular focus on German Jewish and Yiddish literature and culture; critical gender studies; multilingualism; and literature of the post-Yugoslav diaspora.

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Jennifer Morton, "Moving Up Without Losing Your Way: The Ethical Costs of Upward Mobility" (Princeton UP. 2021)

Mon, 16 Aug 2021 08:00:00 -0000

Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, Moving Up Without Losing Your Way: The Ethical Costs of Upward Mobility (Princeton UP. 2021) looks at the ethical dilemmas of upward mobility—the broken ties with family and friends, the severed connections with former communities, and the loss of identity—faced by students as they strive to earn a successful place in society.

Drawing upon philosophy, social science, personal stories, and interviews, Jennifer Morton reframes the college experience, factoring in not just educational and career opportunities but also essential relationships with family, friends, and community. Finding that student strivers tend to give up the latter for the former, negating their sense of self, Morton seeks to reverse this course. She urges educators to empower students with a new narrative of upward mobility—one that honestly situates ethical costs in historical, social, and economic contexts and that allows students to make informed decisions for themselves.

A powerful work with practical implications, Moving Up without Losing Your Way paves a hopeful road so that students might achieve social mobility while retaining their best selves.

Marshall Poe is the founder and editor of the New Books Network. He can be reached at marshallpoe@newbooksnetwork.com.

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Derek Gladwin, "Rewriting Our Stories: Education, Empowerment, and Well-Being" (Atrium, 2020)

Fri, 13 Aug 2021 08:00:00 -0000

Rewriting Our Stories: Education, Empowerment, and Well-Being (Atrium, 2020) harnesses the therapeutic power of storytelling to convert feelings of fear and powerlessness into affirmative life narratives. Rather than seeing fear as an outcome, we can view it as a feeling in the moment largely governed by narratives. Many of our fears are stories we tell ourselves, even if they are largely fictional and rooted in sociocultural belief systems. The result is that we often feel helpless in the face of those fears. This transformational book considers a potent antidote: by recognising our recurring negative stories, we can rewrite and transform them to achieve greater empowerment and well-being in our lives. Throughout human existence, no matter where our place of origin or when in history, storytelling shapes our societies, influencing personal, sociocultural, educational, and public discourses that impact how we live. Creating and communicating the language of stories - to ourselves and others - enhances our innate voices and can empower us to engage in greater empathy, compassion, and possibility. Intended for educators, leaders, therapists, mental health professionals, and youth organisations, as well as the general public, Derek Gladwin offers practical and positive tools for everyone to re-author their lives.

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Anna Ruddock, "Special Treatment: Student Doctors at the All India Institute of Medical Sciences" (Stanford UP, 2021)

Tue, 10 Aug 2021 08:00:00 -0000

The All India Institute of Medical Sciences (AIIMS) is iconic in the landscape of Indian healthcare. Established in the early years of independence, this enormous public teaching hospital rapidly gained fame for the high-quality treatment it offered at a nominal cost; at present, an average of ten thousand patients pass through the outpatient department each day. With its notorious medical program acceptance rate of less than 0.01%, AIIMS also sits at the apex of Indian medical education. To be trained as a doctor here is to be considered the best.

In what way does this enduring reputation of excellence shape the institution's ethos? How does elite medical education sustain India's social hierarchies and the health inequalities entrenched within? In Special Treatment: Student Doctors at the All India Institute of Medical Sciences (Stanford UP, 2021), Anna Ruddock considers prestige as a byproduct of norms attached to ambition, aspiration, caste, and class in modern India, and illustrates how the institution's reputation affects its students' present experiences and future career choices. Ruddock untangles the threads of intellectual exceptionalism, social and power stratification, and health inequality that are woven into the health care taught and provided at AIIMS, asking what is lost when medicine is used not as a social equalizer but as a means to cultivate and maintain prestige.

Anna Ruddock is a medical anthropologist, writer, and disability activist.

Sneha Annavarapu is a postdoctoral researcher at the University of Chicago.

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Sean Creighton: President of New American Colleges & Universities

Mon, 09 Aug 2021 08:00:00 -0000

Sean Creighton, the President of New American Colleges & Universities, discusses the origins and evolution of this Association that serves 24 institutions that each combine an undergraduate liberal arts core with a range of professional programs. He describes the distinctive role that NACU members play within the US higher ed system and the different services that the Association provides for its members. In Part II, Sean interviews David Finegold for the NACU podcast, discussing his recent visit to Chatham, one of the newest NACU members.

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Helen Sword, "The Writer's Diet: A Guide to Fit Prose" (U Chicago Press, 2016)

Fri, 06 Aug 2021 08:00:00 -0000

Helen Sword, writing champion, brings us into the word gym. Or maybe kitchen. Either way, The Writer's Diet: A Guide to Fit Prose (U Chicago Press, 2016) is a short, sharp introduction to great writing based around 5 principles:

--use active verbs whenever possible;

--favour concrete language over vague abstractions;

--avoid long strings of prepositional phrases;

--employ adjectives and adverbs only when they contribute something new to the meaning of a sentence;

--reduce your dependence on four pernicious “waste words”: it, this, that, and there.

There are examples of the good - William Shakespeare, Emily Dickinson, Martin Luther King Jr., John McPhee, A. S. Byatt, Richard Dawkins, Alison Gopnik, and well, the bad. But you can fix the bad - really Dr Sword's point.

Dr Helen Sword received her doctorate in comparative literature from Princeton University and has lived since 2001 in New Zealand, where she is a Professor of Humanities at the University of Auckland and runs a private writing consultancy, WriteSpace Limited.

Bede Haines is a solicitor, specialising in litigation and a partner at Holding Redlich, an Australian commercial law firm. He lives in Sydney, Australia. Known to read books, ride bikes and eat cereal (often). bede.haines@holdingredlich.com

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Peter B. Kaufman, "The New Enlightenment and the Fight to Free Knowledge" (Seven Stories Press, 2021)

Thu, 05 Aug 2021 08:00:00 -0000

Listen to this interview of Peter Kaufman, Program Manager in Strategic Initiatives and Resource Development at MIT Open Learning and author of The New Enlightenment and the Fight to Free Knowledge (Seven Stories Press, 2021). We talk about us. All of us.

Peter Kaufman : "Well, I'd say this about how to bring about the change my book calls for. Take a broad look at our knowledge institutions. Define them as broadly as we can, so obviously the universities, but there are museums, there are libraries, there are archives, there are public broadcasting institutions, there are historical societies–––and just figure out ways for all of these institutions, which have so many stakeholders, so many members, so many funders, so many visitors and readers and people who absorb things emanating from these institutions–––figure out ways for all these institutions to publish more, to publish more on to the Web, because (as someone put it) 'The truth is paywalled but the lies are free.' And you know, if these knowledge institutions can band together, can commit in principle and practice to publishing more, to linking to each others' content, to citing and sourcing each others' work, then we'll be a much stronger world, we'll be a much stronger society, and we'll be a little bit better equipped the next time that the gladiators from the Monsterverse manage to gain access to the most powerful offices in the land."

Daniel heads Scholarly Communication, the podcast about how knowledge gets known. Daniel's YouTube Channel is called Write Your Research.

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Pandemic Perspectives from an Associate Professor: A Discussion with Ulices Piña

Thu, 05 Aug 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? DM us your suggestion on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: Dr. Piña’s path through higher education, the importance of mentors and coaches in achieving personal and professional success, how he found his current job, some of the concerns of first gen and of working class students, student grief, the complexity of using campus resources in a pandemic, and what he’s hopeful about.

Our guest is: Dr. Ulices Piña, an Assistant Professor of History at California State University, Long Beach. A native of Long Beach and a product of the California public school system, his teaching and research interests include Mexico, Modern Latin America, revolutions and social movements, and social activism. He is currently writing a book tentatively titled Rebellious Citizens: Democracy and the Search for Dignity in Revolutionary Mexico. The book places the roles of ordinary people in the country’s long fight for democracy, front and center, to tell the story of how they actively shaped the political process and struggled for equality and dignity in the decades following the Mexican Revolution of 1910. He also has a forthcoming article in the Journal of Social History titled “Rebellion at the Fringe: Conspiracy, Surveillance, and State-Making in 1920s Mexico.

Our host is: Dr. Christina Gessler, a historian of women and gender. She heard Dr. Piña’s presentation about pandemic pedagogy lessons at the recent WAWH conference, and invited him to share this on the Academic Life.

Listeners to this episode might be interested in:

H-LatAm
The History Teacher
Zapata and the Mexican Revolution by John Womack
Pedro Páramo by Juan Rulfo
The TV Series: Ted Lasso
The History Department at California State University Long Beach
The Latino Studies Channel on NBN
There’s a Revolution Outside, My Love: Letters from a Crisis edited by Tracy K. Smith and John Freeman
Resources for College Students Dealing With Grief
Resource List for First Gen Students

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Leo Casey, "The Teacher Insurgency: A Strategic and Organizing Perspective" (Harvard Education Press, 2020)

Wed, 04 Aug 2021 08:00:00 -0000

In The Teacher Insurgency: A Strategic and Organizing Perspective (Harvard Education Press, 2020), Leo Casey addresses how the unexpected wave of recent teacher strikes has had a dramatic impact on American public education, teacher unions, and the larger labor movement. Casey explains how this uprising was not only born out of opposition to government policies that underfunded public schools and deprofessionalized teaching, but was also rooted in deep-seated changes in the economic climate, social movements, and, most importantly, educational politics.

With an eye to maintaining the momentum of the insurgency, the author examines four key strategic questions that have arisen from the strikes: the relationship of mobilization to organizing; the relationship between protests and direct action; the conditions under which teacher strikes are most likely to be successful; and the importance of "bargaining for the common good." More broadly, Casey examines how to organize teachers for collective action, focusing on four discourses of teaching: teaching as nurturance; as professionalism; as labor and craft; and as a vocation of democratic intellectual work.

Leo Casey is the Executive Director of the Albert Shanker Institute, a strategic think tank affiliated with the American Federation of Teachers. He taught and worked in New York City public high schools for twenty-eight years. During this time, he was a union activist and leader, serving for six years as a Vice President of New York City's United Federation of Teachers. In that role, he led the union's organizing in charter schools. Casey has won a number of awards for his teaching and was named the 1992 Social Studies Teacher of the Year for the American Teacher Awards. For ten years, his students--all of color, and predominantly immigrants and girls--won city and state championships in the "We the People" civics competition, twice placing fourth in the nation. Casey has worked with teachers in Tanzania and Russia on the development of civics education, and with teachers in China on promoting critical pedagogical methods. He has written extensively on civics, education, unionism and politics, in both print and on-line publications. Casey holds a PhD in political science from the University of Toronto.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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David Chard, "When Colleges Close: Leading in a Time of Crisis" (Johns Hopkins UP, 2020)

Mon, 26 Jul 2021 08:00:00 -0000

David Chard, the President of Wheelock College in Boston, MA, discusses the process of merging Wheelock successfully into Boston University to become the BU Wheelock College of Education and Human Development. His book, When Colleges Close: Leading in a Time of Crisis (Johns Hopkins University Press, 2020), written with Wheelock’s VPAA Mary Churchill, provides the most detailed guide available on each step involved in merging a struggling small college into a large university in a way that preserve and amplified its mission and impact. Chard shares what led them to write the book so soon after completing this painful process, and many additional insights about what goes into a successful merger.

David Finegold is the president of Chatham University.

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Anna Stenning et al., "Neurodiversity Studies: A New Critical Paradigm" (Routledge, 2020)

Wed, 21 Jul 2021 08:00:00 -0000

Building on work in feminist studies, queer studies and critical race theory, this volume challenges the universality of propositions about human nature, by questioning the boundaries between predominant neurotypes and 'others', including dyslexics, autistics and ADHDers.

Neurodiversity Studies: A New Critical Paradigm (Routledge, 2020) is the first work of its kind to bring cutting-edge research across disciplines to the concept of neurodiversity. It offers in-depth explorations of the themes of cure/prevention/eugenics; neurodivergent wellbeing; cross-neurotype communication; neurodiversity at work; and challenging brain-bound cognition. It analyses the role of neuro-normativity in theorising agency, and a proposal for a new alliance between the Hearing Voices Movement and neurodiversity. In doing so, we contribute to a cultural imperative to redefine what it means to be human. To this end, we propose a new field of enquiry that finds ways to support the inclusion of neurodivergent perspectives in knowledge production, and which questions the theoretical and mythological assumptions that produce the idea of the neurotypical.

Working at the crossroads between sociology, critical psychology, medical humanities, critical disability studies, and critical autism studies, and sharing theoretical ground with critical race studies and critical queer studies, the proposed new field - neurodiversity studies - will be of interest to people working in all these areas.

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David Finegold talks to Plexuss about Current Issues in Higher Education

Mon, 19 Jul 2021 08:00:00 -0000

For a change of pace this week, David Finegold is the interviewee, speaking with Brad Johnson, the host of the Plexuss podcast, about a range of current issues in higher education. Plexuss is an educational technology company that helps high school students identify the best college for them.

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Christian Ydesen, "The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex" (Palgrave Macmillan, 2019)

Mon, 19 Jul 2021 08:00:00 -0000

In 1961, it was famously declared that the “fight for education is too important to be left solely to the educators.” Enter the OECD. In The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex (Palgrave Macmillan, 2019), Christian Ydesen offers a well-edited volume that illuminates how the OECD normalized its influence over global education policy from its Cold War origins until today. Ydesen argues for an interpretation of the OECD as a “global governing complex” that roots its power in comparative data and the production of educational norms. How did the OECD, initially an outgrowth of Marshall Plan funds, become a dominant player in global education policy? Listen in to find out.

Elisa Prosperetti is a Visiting Assistant Professor in African history at Mount Holyoke College. Her research focuses on the connected histories of education and development in postcolonial West Africa. Contact her at: www.elisaprosperetti.net.

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Terry McGlynn, "The Chicago Guide to College Science Teaching" (U Chicago Press, 2020)

Mon, 19 Jul 2021 08:00:00 -0000

Listen to this interview of Terry McGlynn, author of The Chicago Guide to College Science Teaching (U Chicago Press, 2020). McGlynn is also a professor of biology at California State University Dominguez Hills and research associate in the Department of Entomology in the Natural History Museum of Los Angeles County. We talk about learning, actually.

Terry McGlynn : “If you’re giving students a writing assignment, like an experimental protocol, and they’re supposed to write about what they did in the lab or in the field, and it’s a cookbook project, you know, where the students don’t design the methods themselves and they're just doing what they were told to do and they're writing that down–––well, then the students are just jumping through a hoop and there's no ownership. That just gets you following through the prescribed steps, and in each of those steps, you just need to know, 'Oh, I just need to write a sentence where I've said This is where I did this,' and you write that sentence. And so, I think you can get through the whole assignment without thinking about the grand reason why you're doing it, right? Because the grand reason why you're doing it is because you need to turn it in and get your grade. And so all the little decisions you're making when you're doing the writing assignment–––all those decisions are all based on a micro level of, 'Okay, this next sentence, and that next sentence,' rather than if you had more control over what you're writing or if you had a bigger set of questions–––basically, if you knew why you're doing this assignment, you know like, what is the purpose of the assignment other than to turn it in and to get a grade–––because then that would be the purpose which is behind all those other small decisions, the purpose that guides you toward some destination."

McGlynn's blog is here.

Daniel Shea heads Scholarly Communication, the podcast about how knowledge gets known. Daniel is Director of the Writing Program at Heidelberg University, Germany. Daniel's YouTube Channel is called Write Your Research.

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Christina R. Foust et al., "What Democracy Looks Like: The Rhetoric of Social Movements and Counterpublics" (U Alabama Press, 2017)

Fri, 16 Jul 2021 08:00:00 -0000

Recent protests around the world (such as the Arab Spring uprisings and Occupy Wall Street movements) have drawn renewed interest to the study of social change and, especially, to the manner in which words, images, events, and ideas associated with protestors can "move the social." What Democracy Looks Like: The Rhetoric of Social Movements and Counterpublics (U Alabama Press, 2017) is an attempt to foster a more coherent understanding of social change among scholars of rhetoric and communication studies by juxtaposing the ideas of social movements and counterpublics--historically two key factors significant in the study of social change. Foust, Pason, and Zittlow Rogness's volume compiles the voices of leading and new scholars who are contributing to the history, application, and new directions of these two concepts, all in conversation with a number of acts of resistance or social change.

The theories of social movements and counterpublics are related, but distinct. Social movement theories tend to be concerned with enacting policy and legislative changes. Scholars flying this flag have concentrated on the organization and language (for example, rallies and speeches) that are meant to enact social change. Counterpublic theory, on the other hand, focuses less on policy changes and more on the unequal distribution of power and resources among different protest groups, which is sometimes synonymous with subordinated identity groups such as race, gender, sexuality, and class.

Nonetheless, contributors argue that in recent years the distinctions between these two methods have become less evident. By putting the literatures of the two theories in conversation with one another, these scholars seek to promote and imagine social change outside the typical binaries.

Christina Foust is an Associate Professor of Communication Studies at Metropolitan State University of Denver.

Amy Pason is an Associate Professor of Communication Studies at the University of Nevada, Reno, and currently spends most of her time as Faculty Senate Chair and most recently, been elected to represent all Faculty Senate Chairs for the Nevada System of Higher Education.

Kate Zittlow Rogness, Ph.D., is a faculty member in the Department of Communication at Minneapolis College.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Teaching First-Year and First-Generation Students: A Conversation with Lisa Nunn

Thu, 15 Jul 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler05@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: distinguishing between student abilities and academic skill sets, why the goal should not be making first-generation students more like continuing generation students, how to introduce yourself in a way that promotes student success, the mini-midterm, and other strategies to promote student success.

Our guest is: Lisa M. Nunn, Ph.D., author of 33 Simple Strategies for Faculty: A Week-by-Week Resource for Teaching First-Year and First-Generation Students (Rutgers University Press, 2018) and Professor of Sociology at the University of San Diego. She is the Director of her campus' Center for Educational Excellence. She is also the author of College Belonging: How First-Year and First-Generation Students Navigate Campus Life as well as a book on high school students, Defining Student Success: The Role of School and Culture. She didn't grow up knowing that she would become a sociologist and she graduated college as a literature and theater major, still not knowing that she would become a sociologist. It was during her years with the Peace Corps in Limbaži, Latvia in her early twenties when she started to recognize how fascinating cultural ideas and social structures are. How they shape who we are, who we want to become, and how they also constrain the paths available to us to get there. She hasn't stopped thinking about or talking about these dynamics since.

Your host is: Dr. Dana Malone, a higher education scholar and practitioner. She specializes in college student relationships, gender, sexuality, and religious identities as well as assessment planning. Dana enjoys engaging conversations, delicious food, practicing yoga, and wandering the Jersey shore.

Listeners to this episode might be interested in:

College Belonging: How First-Year and First-Generation Students Navigate Campus Life by Lisa M. Nunn
Interview with Lisa Nunn on her book College Belonging.
Defining Student Success: The Role of School and Culture by Lisa Nunn
The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom by Stephen Brookfield
Small Teaching Online: Applying Learning Science in Online Classes by Flower Darby and James Lang

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What Can Wittgenstein Teach Us About Raising Our Kids?: A Discussion with Ryan Ruby

Tue, 13 Jul 2021 08:00:00 -0000

Ryan Ruby is a writer and translator from Los Angeles, California. His fiction and criticism have appeared in The New York Review of Books, The Paris Review Daily, Conjunctions, n+1, The Baffler, and elsewhere. The piece we are discussing here is Child’s Play. What can Wittgenstein teach us about raising kids published in June 2021 in The Believer.

His debut novel The Zero and the One was published in March 2017 by Twelve Books. It has subsequently appeared in the UK, Australia, New Zealand, and France. He is the author of a book-length poem, Context Collapse, which was a Finalist for the 2020 National Poetry Series and a Semi-Finalist for the 2020 Tomaž Šalamun Prize.

He has translated Roger Caillois and Grégoire Bouillier from the French for Readux Books.

A graduate of Columbia University and the University of Chicago, he lives in Berlin, where he is on the faculty of the Berlin Writers' Workshop and an Affiliate Fellow of the Institute for Cultural Inquiry.

Agata Popeda is a Polish-American journalist. Interested in everything, with a particular weakness for literature and foreign relations.

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Nicholas Harrison, "Our Civilizing Mission: The Lessons of Colonial Education" (Liverpool UP, 2019)

Tue, 13 Jul 2021 08:00:00 -0000

Nicholas Harrison's Our Civilizing Mission: The Lessons of Colonial Education (Liverpool UP, 2019) is a fascinating examination of colonial education not just as a facet of colonialism, but as an "example" of education in a broader sense, albeit an "extreme" one. At once a historical study, a series of close readings of texts, ideas, and authors, and a set of intellectual, professional, and political biographies, the book explores and interrogates approaches to the teaching of languages, literatures, and histories within and beyond colonial contexts.

Centering as educators writers and thinkers essential to our critical understanding of colonialism and postcolonialism literature, the book has implications for how we think about the project of education as a whole, particularly in the Humanities, and especially right now. In chapters that pursue the educational, intellectual, and teaching stories of figures like Edward Said, Mouloud Ferraoun, Assia Djebar, and Albert Memmi, Our Civilizing Mission takes up issues of power and resistance in the definition and interpretation of "canon," pedagogic philosophies and approaches within and beyond classrooms, and the complex relationships between teaching, scholarship, and politics.

Reading this book and speaking with Nick, I was surprised by how much these chapters held for me, not just as a historian and scholar of France and empire, but as a teacher of these things who regularly asks myself questions about my own choices, goals, and approaches to working with students. It is a book I would recommend enthusiastically to anyone interested in the figures mentioned above, in the role that education has played in colonialisms past and present, and in the project of education on a much wider scale. What we do as teachers, why and how we do it, is interrogated here in ways that might surprise, and will certainly enlighten.

I hope listeners will enjoy our conversation!

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Gert Biesta, "Obstinate Education: Reconnecting School and Society" (Brill, 2019)

Mon, 12 Jul 2021 08:00:00 -0000

What should the relationship between school and society be? Obstinate Education: Reconnecting School and Society (Brill, 2019) argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it. This text makes a strong case for the connection between education and democracy, both in the context of schools, colleges and universities and in the work of public pedagogy.

Kai Wortman is a PhD candidate at the Institute of Education, University of Tübingen, interested in philosophy of education.

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An Interview with Bob Fisher: Former President, Belmont University

Mon, 12 Jul 2021 08:00:00 -0000

Bob Fisher earned the moniker “Bob the Builder” by spearheading over $1 billion in new construction during his 21-year tenure at Belmont University. Accompanying and enabling the physical transformation of the campus was a dramatic expansion of the University’s programs, including the addition of medical, law and pharmacy schools, the acquisition of two colleges of art & design, that enabled Belmont to grow from fewer than 3,000 students to over 8,000 during his tenure. A core part of growth strategy was becoming “Nashville’s University”, including the largest Music Business program in the U.S. and a new performing arts center that serves as home for the Nashville Opera. Bob share how he was able to leverage his economics and business training to create one of the most remarkable financial success stories in higher education – with the University generating an $82 million annual surplus on a budget of $350 million, while drawing under 2% of the endowment and offering annual faculty salary increases averaging 5%/year.

David Finegold is the president of Chatham University.

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Funké Aladejebi, "Schooling the System: A History of Black Women Teachers" (McGill-Queen's University Press, 2021)

Wed, 07 Jul 2021 08:00:00 -0000

In post-World War II Canada, black women’s positions within the teaching profession served as sites of struggle and conflict as the nation worked to address the needs of its diversifying population. From their entry into teachers’ college through their careers in the classroom and administration, black women educators encountered systemic racism and gender barriers at every step. So they worked to change the system.

Using oral narratives to tell the story of black access and education in Ontario between the 1940s and the 1980s, Schooling the System provides textured insight into how issues of race, gender, class, geographic origin, and training shaped women’s distinct experiences within the profession.

In Schooling the System: A History of Black Women Teachers (McGill-Queen's UP, 2021), Funké Aladejebi illustrates that black women, as a diverse group, made vital contributions to the creation and development of anti-racist education in Canada. As cultural mediators within Ontario school systems, these women circumvented subtle and overt forms of racial and social exclusion to create resistive teaching methods that centred black knowledges and traditions. Within their wider communities and activist circles, they fought to change entrenched ideas about what Canadian citizenship should look like.

As schools continue to grapple with creating diverse educational programs for all Canadians, Schooling the System is a timely excavation of the meaningful contributions of black women educators who helped create equitable policies and practices in schools and communities.

Pamela Fuentes is an Assistant Professor in the Women’s and Gender Studies Department at Pace University-NYC campus

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An Interview with Paul LeBlanc: President, Southern New Hampshire University

Mon, 05 Jul 2021 08:00:00 -0000

When Paul LeBlanc arrived at Southern New Hampshire University in 2003 it had just attained university-status and begun a few online degrees to supplement its small on-campus population in Manchester, NH. Today it is one of the world’s few “mega-universities”, with 170,000 students, all but 4,000 of which are in online degree programs. LeBlanc describes how he applied the teachings of his friend and board member, the late Harvard Business School Professor Clayton Christensen, to take on the University of Phoenix and other for-profits that were dominating online education in the early 2000s, and then to disrupt SNHU’s own successful online degrees by launching low-cost, self-paced or competency-based education. He discuss the trends that are further destabilizing today’s higher education market and how SNHU is positioning itself to benefit from them.

David Finegold is the president of Chatham University.

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Rachel S. Buurma and Laura Heffernan, "The Teaching Archive: A New History for Literary Study" (U Chicago Press, 2020)

Mon, 05 Jul 2021 08:00:00 -0000

Listen to this interview of Rachel Sagner Buurma (associate professor of English literature at Swarthmore College) and Laura Heffernan (associate professor of English at the University of North Florida). We talk about there book The Teaching Archive: A New History for Literary Study (University of Chicago Press, 2020) and

the great figures of English Studies--the professors and the students.

Laura Heffernan : "There is this real sense right now that the ability to read carefully, to learn how to think critically, to learn how to write well, and to conceive of those things as part of a larger life is under threat for the majority of American students. And one of the things our book really tries to do is to recover just how many of those students have participated in the making of English Studies, a discipline which is now being taking away from students, essentially. And so, our intellectual histories need really now to incorporate the institutions where such majors in the humanities are under threat and show, in really material ways as we do, that those students at those schools helped to make some of the core concepts and methods in the humanities."

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An interview with Thomas O'Reilly: President of Pine Manor College

Mon, 05 Jul 2021 08:00:00 -0000

Thomas O’Reilly tells the inspiring story of Pine Manor College, which serves more students of color (90%) and first-generation college students (85%) than almost any small private college in the U.S. He shares how he was able to quickly turnaround the College that was in crisis – 6 presidents in 10 years and decades of structural deficits that had depleted the endowment. By developing a range of strategic partnerships and auxiliary revenue streams (that quickly grew to more than 50% of college revenues) he was able to balance the budget and gain national attention for the College’s mission. When the COVID pandemic hit cutting off all this auxiliary revenue overnight, the College was thrown back into crisis. Tom quickly pivoted to Plan B, engineering a strategic partnership with nearby Boston College in record time (under 2 weeks), that included a $50 million investment in a new Pine Manor Institute at BC to carry on the College’s mission of serving high-need students. He shares the lessons from this experience for other colleges and universities considering strategic partnerships.

David Finegold is the president of Chatham University.

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Open Access Publishing Explained: A Discussion with Ros Pyne

Thu, 01 Jul 2021 08:00:00 -0000

In this episode you’ll hear about: Ros Pyne’s path through higher education, how she found her way to her current job, her role at Bloomsbury Publishers, what Open Access [OA] is and is not, how OA can democratize knowledge, and what she’s hopeful about.

Our guest is: Ros Pyne, who is the Global Director of Research and Open Access at Bloomsbury Publishers. She has worked in academic publishing since 2007, initially as an editor, and for the last eight years in roles focusing on open access. She has a particular interest in bringing open access to long-form scholarship and to the humanities, and is the co-author of several reports on open access books. She holds a degree in English from the University of Cambridge, and an MA in early modern English literature from King’s College London.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode might be interested in:

Open access at Bloomsbury
Directory of Open Access Books
OAPEN OA Books Toolkit (for anyone interested in learning more about what open access books are and how they work)
Open Access Books Network (a free online network for people working on open access books or interested in getting involved)
Open Access and the Humanities (a 2014 book by an open access expert Martin Paul Eve that’s still an excellent primer on this topic)

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Tracing the Rich, Varied History of the Nordic Education System Through Textbooks

Wed, 30 Jun 2021 08:00:00 -0000

The highest literacy rates worldwide, free universal healthcare, social security, strong economies —these are traits commonly associated with the Nordic countries.

They also reflect the equally renowned, well-developed system of education available to the residents of each country.

Despite the similarities, each country’s education system is distinct, thanks to their differing historical experiences and shifts in political climates. And the complexities of each system unfold neatly on pages of the school textbooks that have been used in each country throughout this time.

In this episode, Merethe Roos and Henrik Edgren, two of the editors of “Exploring Textbooks and Cultural Change in Nordic Education 1536–2020”talk about delving deep into the centuries-old history of the education systems in the Nordic countries through their school textbooks, right from the era of the Reformation in the 16th century and through the subsequent educational acts that shaped the systems in each country. Their book encapsulates the rich academic traditions in each country and highlights the role that textbooks have had to play in building each nation by influencing national cultural politics and legislation.

This episode is a part of a new special series by Brill, which focuses on Brill’s commitment to the United Nations’ Sustainable Development Goals (SDGs). Each episode is related to a specific SDG. This episode covers SDG 4: Quality Education.

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Carly S. Woods, "Debating Women: Gender, Education, and Spaces for Argument, 1835-1945" (Michigan State UP, 2018)

Wed, 30 Jun 2021 08:00:00 -0000

Spanning a historical period that begins with women’s exclusion from university debates and continues through their participation in coeducational intercollegiate competitions, Debating Women: Gender Education, and Spaces for Argument, 1835-1945 (Michigan State University Press, 2018) highlights the crucial role that debating organizations played as women sought to access the fruits of higher education in the United States and United Kingdom. Despite various obstacles, Carly S. Woods shows how women transformed forests, parlors, dining rooms, ocean liners, classrooms, auditoriums, and prisons into vibrant spaces for ritual argument. There, they not only learned to speak eloquently and argue persuasively but also used debate to establish a legacy, explore difference, engage in intercultural encounter, and articulate themselves as citizens. These debaters engaged with the issues of the day, often performing, questioning, and occasionally refining norms of gender, race, class, and nation. In tracing their involvement in an activity at the heart of civic culture, Woods demonstrates that debating women have much to teach us about the ongoing potential for debate to move arguments, ideas, and people to new spaces.

Carly S. Woods (she/her) is Associate Professor in the Department of Communication and affiliate faculty in the Department of Women's Studies at the University of Maryland. Connect on Twitter @debatingwomen.

Resources in this episode here and here.

Lee M. Pierce (they & she) is Assistant Professor in the Department of Communication at the State University of New York College at Geneseo. Connect on Twitter @rhetoriclee.

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Ben Williams on Contemplative Education

Wed, 30 Jun 2021 08:00:00 -0000

Is it possible to integrate scholarly study with contemplative practice? What are the benefits and potential pitfalls of doing so? Join us as we speak to Dr. Ben William about Naropa University’s vision of Contemplative Education along with their brand-new Masters in Yoga Studies program.

Raj Balkaran is a scholar, educator, consultant, and life coach. For information see rajbalkaran.com.

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Pandemic Perspectives from a Student Studying Abroad

Tue, 29 Jun 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler05[at]gmail.com or dr.danamalone[at]gmail.com Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: a student’s goal to study abroad during college, how she dealt with unexpected restrictions on becoming an international student during a pandemic, her transatlantic travels, living in a “bubble” in her new dorm, and what she’s hopeful about for her return to her American campus for her senior year.

Our guest is: Emma Halfin, who is a junior at Case Western Reserve University (CWRU) majoring in Political Science and History and minoring in French. She is currently a visiting student at the University of Oxford in the UK studying history and politics and is looking forward to returning to CWRU in the fall for her senior year.

Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality.

Listeners to this episode might be interested in:

Woollacott, Angela, ‘“Khaki Fever” and its Control: Gender, Class, Age and Sexual Morality on the British Home Front in the First World War’, Journal of Contemporary History, 29/2 (1994), pp. 325-347
Giorgio Agamben, State of Exception (2003)
Hannah Arendt, The Origins of Totalitarianism (1951)
Jeanne Boydston, “Gender as a Question of Historical Analysis”, Gender and History 20/3 (2008)
The Visiting Student Program at the University of Oxford
American students studying abroad during the pandemic
International Students studying in America during the pandemic
The College of Arts and Sciences at Case Western Reserve University
Visa concerns for students studying abroad during the pandemic

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William G. Tierney, "Get Real: 49 Challenges Confronting Higher Education" (SUNY, 2020)

Mon, 21 Jun 2021 08:00:00 -0000

Listen to this interview of William Tierney, University Professor Emeritus and Founding Director of the Pullias Center for Higher Education at the University of Southern California. We talk about his book Get Real: 49 Challenges Confronting Higher Education (SUNY, 2020), about what people really believe when it comes to higher education, and also about what people need to do when it comes to higher education.

William Tierney : "Oftentimes the board and the administration and the faculty are in cahoots with one another, in the sense that the marker is only how to improve in the rankings. And you can see this when a teaching college becomes a state university, and then it will try to move away from teaching and move towards research. And a board member will feel good about that: 'Boy, I came in, and my institution was ranked 250th, and now it's a 100. We the board are doing a great job.' And what the administration will say is: 'I transformed the institution. We were 250, and now we're 100.' And the faculty will say, 'Yup, the students are better.' And all this impacts on writing centers like this: Writing centers are often seen as problems–––you know, that kids go to the writing center because they have a problem. Well, then, if we don't have writing centers, then we don't have students who have problems–––which is, of course, the exact wrong way to think about an essential skill that we need for the twenty-first century."

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Patricia Somers and Matt Valentine, "Campus Carry: Confronting a Loaded Issue in Higher Education" (Harvard Education Press, 2020)

Fri, 18 Jun 2021 08:00:00 -0000

In Campus Carry: Confronting a Loaded Issue in Higher Education (Harvard Education Press, 2020), editors Patricia Somers and Matt Valentine lead an examination of the unintended consequences of campus gun policy and showcase voices from the college community who are grappling with the questions, issues, and consequences that have emerged at their respective institutions. While making the case that campus carry legislation is harmful, the book gathers some of the very best thinking around enacting such policies and offers valuable recommendations for mitigating its effects and preserving university values.

The implementation of campus carry is complex and has provoked many questions: How does concealed carry on campus affect the free expression of ideas in the classroom or the safety of faculty holding unpopular or even controversial views? Should students who misplace or leave their weapons unattended be disciplined? How are communities of color impacted by campus carry? Along with the book's contributors, Somers and Valentine provide higher education leaders, administrators, and faculty with a valuable resource that will guide them toward considerations that might otherwise be overlooked, help them avoid pitfalls that have been encountered elsewhere, and protect institutional priorities.

The book features reflection pieces from students, alumni, and faculty to illustrate the complexity and controversy of the campus carry policy. Given that the legal possession of guns in the classroom is now a reality for American educators and students in much of the country, Campus Carry concludes with a passionate call for more university-based original research on gun violence.

Pat Somers is an Associate Professor in the Program of Higher Education Leadership in the Educational Leadership and Policy Department at the University of Texas at Austin. Matt Valentine teaches writing at the University of Texas at Austin, where he is a fellow of the Trice Professorship in the Plan II Honors Program.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Pandemic Perspective from a Dual MA Student and New Bride

Thu, 17 Jun 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: how Clair adapted to changes in her academic timeline, re-planned her wedding, and postponed taking the Bar exam due to the pandemic.

Our guest is: Clair Wright Sumerfield, a fourth-year, dual-degree graduate student at the University of Denver. She is earning both a JD from Sturm College of Law and an MA is Art History & Museum Studies from the School of Art and Art History. She expects to graduate from both programs by fall 2021 and hopes to find a job that combines both fields. Originally from Illinois, Clair currently lives in Denver, Colorado with her husband and two cats and enjoys exploring Colorado’s beautiful scenery in her free time.

Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality.

Listeners to this episode might be interested in:

Center for Art Law
“Understanding Grief in the Age of the Covid-19 Pandemic”
Textile & Fashion Collection at the Denver Art Museum
“Alexander McQueen: Savage Beauty”
Alexander McQueen Savage Beauty (video)
Experimental Fashion: Performance Art, Carnival and the Grotesque Body by Francesca Granata
The Grotesque in Western Art and Culture: The Image at Play by Frances S. Connelly
Supporting Graduate Students in Times of Stress
Reflections on the downsides of remote work

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Katina L. Rogers, "Putting the Humanities PhD to Work: Thriving in and Beyond the Classroom" (Duke UP, 2020)

Wed, 16 Jun 2021 08:00:00 -0000

In Putting the Humanities PhD to Work: Thriving in and Beyond the Classroom (Duke University Press, 2020), Katina L. Rogers tackles three major issues in academia – post-PhD careers, academic labor practices, and inclusivity and equity. Rogers demonstrates how scholarly reward practices hide the realities of faculty work, value normative rather than innovative outcomes, drive admissions practices for graduate programs, and narrow the definition of post-PhD success. Yet Rogers does not accept that the university of the past – or even the present – must be the university of the future.

Rogers begins from the basis that higher education, humanities graduate study and scholarly research are public goods. She calls for a more expansive view of humanities graduate training that is generative rather than replicative. Rogers argues against reducing humanities PhD cohorts and programs, instead laying out a framework for faculty and advisors to initiate institutional change. She provides graduate students with context and analysis to inform the ways they discern their own graduate training. Perhaps most importantly, she highlights that multiple careers pathways can offer engaging, fulfilling, and even unexpected pathways for students who seek them out.

Amanda Jeanne Swain, PhD. Historian. Humanities Center executive director. Navigating academic systems with faculty and grad students.

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Jeffrey Benson, "Improve Every Lesson Plan with SEL" (ACSD, 2021)

Tue, 15 Jun 2021 08:00:00 -0000

“Every bit of SEL”—or Social Emotional Learning, writes Jeffrey Benson—“you can integrate into your planning will not only begin to heal the wounds of passivity, racism, and inequity, but also give students an experience today, in your classroom, of that better world.” (157) The book, Improve Every Lesson Plan with SEL (ASCD, 2021), speaks to big ideas of the teacher’s role in expanding (and “saving”) democracy, while suggesting concrete tools that teacher can use tomorrow morning when the bell rings. Since “emotions and intellect operate in partnership” (7), we know our students must be engaged in order to enjoy meaningful learning. Benson proposes activities and techniques to draw students in, to help them become full participants and co-owners of their learning. He offers ways for us to get our students to share and give feedback that immediately improve their learning experience, while reducing the amount of work a teacher needs to do. For such a short and readable book, Improve Every Lesson with SEL, is a hefty and indispensable toolbox of good ideas.

Jeffrey Benson has been a teacher for over 40 years, also a school director, mentor, author, and leader in education, working in school reform, teacher training, curricular development, and conflict resolution. His books include Hanging In: Strategies for Working with the Students Who Challenge Us Most, ... 10 Steps for Managing Change in Schools, ... and Teaching the Whole Teen: Everyday Practices That Promote Success and Resilience in School and Life. He is also the author of many articles and is a member of the faculty at the ASCD, the Association of Supervision and Curriculum Development.

To learn more about Jeffrey Benson’s work or to contact him, go to https://jeffreybenson.org/.

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: https://www.jsusd.org/Domain/167.

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Inger Mewburn and Katherine Firth, "Level Up Your Essays: How to Fix Your University Essays and Get Better Grades" (NewSouth, 2021)

Tue, 15 Jun 2021 08:00:00 -0000

I've had 18 years of formal education - why is writing so hard? Today's guests Dr Katherine Firth explains the disease's cure. The book Level Up Your Essays guides the reader through university essay writing, running through stages including essay plans, developing research strategies, writing with distinction, finishing strongly with editing, and getting your referencing right.

Katherine Firth manages learning programs for undergraduates and graduates in university settings, and has been developing students as writers for more than a decade. She runs writing workshops for doctoral students and currently runs the academic program at International House, a college of the University of Melbourne. She is co-author of Your PhD Survival Guide and gives writing advice on her blog Research Degree Insiders.

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Kathleen Fitzpatrick, "Generous Thinking: A Radical Approach to Saving the University" (Johns Hopkins UP, 2021)

Tue, 15 Jun 2021 04:00:00 -0000

In an age characterized by rampant anti-intellectualism, Kathleen Fitzpatrick in her 'Generous Thinking: A Radical Approach to Saving the University' (Johns Hopkins University Press, 2021) charges the academy with thinking constructively rather than competitively, building new ideas rather than tearing old ones down. She urges us to rethink how we teach the humanities and to refocus our attention on the very human ends that the humanities can best serve. One key aspect of that transformation involves fostering generous thinking, a mode of engagement that emphasizes listening over speaking, community over individualism, and collaboration over competition.

Kai Wortman is a PhD candidate at the Institute of Education, University of Tübingen, interested in philosophy of education.

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David Galas: Founding Chief Academic Officer and Chancellor of the Keck Graduate Institute

Mon, 14 Jun 2021 08:00:00 -0000

David Galas describes his unusual journey from Air Force brat to theoretical physicist to Systems Biologist in charge of the Human Genome Project for the U.S. Department of Energy. He then became a bioscience entrepreneur creating both a string of start-up companies and co-founding, along with Hank Riggs, the Keck Graduate Institute of Applied Life Science, the 7th and newest of the Claremont Colleges. He describes their unusual partnership and what led Hank to create KGI after his successful tenures as President of Harvey Mudd College and leading the first billion-dollar campaign in higher education for Stanford University. Together with the founding faculty they created the first higher education institution with the mission of bridging the gap between scientists and business to develop leaders who could help commercialize the exciting breakthroughs coming from the life science revolution.

David Finegold is the president of Chatham University.

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Amaka Okechukwu, "To Fulfill These Rights: Political Struggle Over Affirmative Action and Open Admissions" (Columbia UP, 2019)

Fri, 11 Jun 2021 08:00:00 -0000

In 2014 and 2015, students at dozens of colleges and universities held protests demanding increased representation of Black and Latino students and calling for a campus climate that was less hostile to students of color. Their activism recalled an earlier era: in the 1960s and 1970s, widespread campus protest by Black and Latino students contributed to the development of affirmative action and open admissions policies. Yet in the decades since, affirmative action has become a magnet for conservative backlash and in many cases has been completely dismantled.

In To Fulfill These Rights: Political Struggle Over Affirmative Action and Open Admissions (Columbia University Press, 2019), Amaka Okechukwu offers a historically informed sociological account of the struggles over affirmative action and open admissions in higher education. Through case studies of policy retrenchment at public universities, she documents the protracted―but not always successful―rollback of inclusive policies in the context of shifting race and class politics. To Fulfill These Rights provides a new analysis of the politics of higher education, centering the changing understandings and practices of race and class in the United States.

Amaka Okechukwu is an Assistant Professor of sociology at George Mason University.

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Jamila Lyiscott, "Black Appetite. White Food. Issues of Race, Voice, and Justice Within and Beyond the Classroom" (Routledge, 2019)

Thu, 10 Jun 2021 08:00:00 -0000

One year to the day after George Flloyd’s murder, Dr. Jamila Lyiscott discusses her book on racial justice in education: Black Appetite. White Food. Issues of Race, Voice, and Justice Within and Beyond the Classroom (Routledge, 2019) A community-engaged scholar-activist, nationally renowned speaker and spoken word artist, Assistant Professor of Social Justice Education at the University of Massachusetts Amherst, and founding co-director of its new Center for Racial Justice and Youth Engaged Research, Lyiscott—who may also invite you to call her Dr. J, if you’re cool—offers educators support for thinking and acting on issues of race, language, and the colonial logics that maintain white supremacy at the expense of Black wholeness through the lens of what she calls “Vision-Driven Justice.”

Personal stories, scholarly citations, original poetry, choice excerpts of literature, and theoretical as well as applied analyses are written in the author’s flow of American Standard English, American Black English, and Carribbean Creolized English to manifest Black Appetite. White Food. The result is a material yet breathing example of what Lyiscott (and others) call fugitive literacies: a book that evades replicating multiple facets of the white supremacy enmeshed in education systems and products. The book invites readers to reflect thoroughly and continuously, but also expects us to move beyond those realms and into action. As Lyiscott writes, “The authority to author new, more equitable social realities belongs to each of us.”

Christina Bosch is an assistant professor of special education at California State University at Fresno.

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Pandemic Perspectives from The Chronicle of Higher Education

Thu, 10 Jun 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: Karin Fischer’s job as a contributing writer for the Chronicle of Higher Education, how she researches stories about international students, what the pandemic means for her work and for the students she writes about, and what she’s hopeful about.

Our guest is: Karin Fischer, a higher-education journalist with a focus on international education, American colleges’ activities overseas, the globalization of the college experience, and study abroad. Her work has appeared in the Chronicle of Higher Education, the New York Times, EdSource, the Washington Monthly, and University World News. Ms. Fischer is also a research associate at the Center for Studies in Higher Education at the University of California at Berkeley and an international education leadership fellow at the University at Albany. She is a recipient of the East-West Center’s Jefferson Fellowship for reporting in Asia and the International Reporting Project fellowship. Her work has been honored by the Education Writers Association, the National Press Foundation, and the Poynter Institute.

Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality.

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Frank Clooney on “The Scholar-Practitioner”

Wed, 09 Jun 2021 08:00:00 -0000

To what extent should scholarship foreground the beliefs and experiences of the scholar producing it? Where does the scholar-practitioners fit at the academy today? Join us as we explore such issues in conversation with Dr. Francis Clooney, Jesuit Priest and Harvard Professor of Comparative Theology, specializing in Catholic and Hindu traditions.

Raj Balkaran is a scholar, educator, consultant, and life coach. For information see rajbalkaran.com.

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Michael Crow: President, Arizona State University

Mon, 07 Jun 2021 08:00:00 -0000

Michael Crow describes his 19-year tenure leading ASU’s transformation from a regional, “party school” to what has been recognized as the U.S.’s most innovative research universities for six years in a row. He outlines the model of “The New American University” that represents “The Fifth Wave” in the Evolution of American Universities”, described in his books with these titles by William DeBars, to create an institution that defines its success by how many students it can serve, rather than how selective it has become, and pushing forward transdisciplinary research that has a positive real-world impact on Arizona and the planet. He sees his role as a design-architect, creating an environment that fosters the development of new schools, colleges and institutes bringing together experts from different fields to seek solutions to important problems.

David Finegold is the president of Chatham University.

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Lesley Lavery, "A Collective Pursuit: Teachers' Unions and Education Reform" (Temple UP, 2020)

Thu, 03 Jun 2021 08:00:00 -0000

A Collective Pursuit: Teachers' Unions and Education Reform (Temple UP, 2020) focuses on the idea that individuals, in this case, teachers, are multifaceted and multidimensional actors who pursue goals for a variety of reasons and those reasons are connected to their capacity to do their jobs, to the best of their abilities, as well as their interests as citizens and community members. According to Lesley Lavery’s research, the data indicate that teachers are the most important in-school predictors of student success. This suggests that in thinking about educational structure and reform, the focus should always include the individual teacher in a classroom and their capacity to do their job well. Thus, Lavery’s analysis in A Collective Pursuit is both to understand the capacity and role of the individual teacher in the classroom and in the American educational system, and to understand the role that organized labor has played in working on behalf of teachers but within a changing educational landscape.

This landscape, in recent decades, has seen the advent and expansion of the charter school movement, and various teachers’ strikes in expected places (Chicago public schools) and in unexpected places (West Virginia, Oklahoma, Kentucky, and elsewhere). Lavery peels apart the various dimensions of these dynamics, examining the establishment of the two largest teachers’ unions in the United States (the AFT and the NEA) and how their origins impact both the way they approach their missions and how they work on behalf of educators. Into this dynamic, of public schools, teachers’ unions, state regulations of funding streams and the perpetual reform of education, we see the advent of charter schools, which are also public schools, but are allowed to operate a bit differently, in a number of states, from the traditional public-school model. Lavery’s analysis examines how charter schools have been integrated into the public-school arena, and now, how the teachers at some of these schools are moving towards unionization efforts and why they are inclined to do so. Lavery explores the important connection between organized labor, the individual teacher, and educational reform efforts. These connections are complex, but they are also at the heart of the American educational system and they need to be considered in context of reform, new approaches, and, as so many have experienced in the midst of the COVID pandemic, home schooling efforts and parent involvement in their children’s education.

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How To: Create a Mentor Network

Thu, 03 Jun 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler05@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: how mentoring differs from friendship, common (mis)perceptions of how mentoring happens across the academy, what makes a great mentor, steps to take when connecting with a potential mentor, and how to construct your optimal “board of advisors.”

Dr. Laura Gail Lunsford, author, scholar, speaker, consultant, and southerner. Dr. Lunsford is an expert in mentoring and leadership. She has written over 40 peer-reviewed articles, case studies and chapters on leadership and mentoring. She wrote the Handbook for Managing Mentoring Programs, co-edited the Sage Handbook of Mentoring, and co-authored Faculty Development in Liberal Arts Colleges. Funny and engaging, she consults with organizations on effective mentoring and coaching. Presently, she professes psychology at Campbell University, a beautiful liberal arts college in rural NC. Laura enjoys her Japanese Zen Garden, cycling, kayaking, and karate (and holds a black belt in Shoto kan) in addition to eating her husband’s cooking. A Rotarian, she also volunteers with the American Red Cross.

Dr. Dana Malone, a higher education scholar and practitioner. She specializes in college student relationships, gender, sexuality, and religious identities as well as assessment planning. Dana enjoys delicious, healthy food, practicing yoga, and wandering the Jersey shore.

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Jeanne Simons and Sabine Oishi, "Behind the Mirror: The Story of a Pioneer in Autism Treatment and Her Work with Children on the Spectrum" (Johns Hopkins UP, 2021)

Tue, 01 Jun 2021 08:00:00 -0000

Jeanne Simons devoted her career as a social worker and educator to the study, treatment, and care of children with autism. In 1955, she established the Linwood Children's Center in Ellicott City, Maryland, one of the first schools dedicated to children with autism. Her Linwood Model, developed there, was widely adopted and still forms the basis for a variety of autism intervention techniques. Incredibly—although unknown at the time—Jeanne was herself autistic.

Behind the Mirror: The Story of a Pioneer in Autism Treatment and Her Work with Children on the Spectrum (Johns Hopkins UP, 2021) reveals the remarkable tale of Simons. In this interview I speak with Dr. Sabine Oishi, who co-author this book with Simons and also the book, the hidden child.

Sabine Oishi, PhD, was educated first as a teacher and then as a child psychologist at the University of Geneva. She earned her PhD in child development and family therapy from the University of Maryland. She has worked as a teacher, researcher, and therapist both in Switzerland and the United States. With Jeanne Simons, she was the coauthor of The Hidden Child.

Dr. Yakir Englander is the National Director of Leadership programs at the Israeli-American Council. He also teaches at the AJR. He can be reached at: Yakir1212englander@gmail.com

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Martin Paul Eve et al. "Reading Peer Review: PLOS One and Institutional Change in Academia" (Cambridge UP, 2021)

Tue, 01 Jun 2021 08:00:00 -0000

Listen to this interview of Martin Paul Eve (Birkbeck, University of London), Cameron Neylon (Curtin University), Daniel Paul O'Donnell (University of Lethbridge), Samuel Moore (Coventry University), Robert Gadie (University of the Arts London), Victoria Odeniyi (University College London), and Shahina Parvin (University of Lethbridge) about their book Reading Peer Review: PLOS One and Institutional Change in Academia, published this year by Cambridge University Press. The book is part of Cambridge UP's "Elements" series. It's also open access. We talk about excellence in higher education and about excellence in scientific research, and we talk about all the trouble that can bring.

Martin Paul Eve : "Yeah, I think that's right that in scholarly communication, we're dealing less with language and more with discourse. And the most frustrating defenses of the humanities disciplines try to claim some exclusivity around language and expression and so on. And really, when you're dealing with extremely complicated scientific concepts, the way you express them does matter, and if there isn't clarity in your expression, it leads to poor communication. I mean, part of the challenge here is that the evolution of the research article in the sciences means that you're only ever really getting a description of what has been done. And so making the description as perspicacious as possible is a core part of that. Now the questions is: Since we have practices like open data, like replication studies that attempt to give more of an insight into the process, into what's going on–––Do they obviate that need for such careful language usage, given that you're exposing more of the process itself or does it remain as important as ever. I think it's probably the latter. But it's interesting to me that this need for precision has evolved, that it does play a role, and that reviewers nearly always comment upon it when they think it's lacking."

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Shai Reshef: Founding President, University of the People

Mon, 31 May 2021 08:00:00 -0000

Shai Reshef shares the remarkable story of the creation of the University of the People, which has grown from an initial small class of students in 2008 to over 55,000 low-income students all over the world today. Reshef founded University of the People after a successful career as an educational technology entrepreneur, setting out to leverage these technologies to launch the world’s first free US-accredited asynchronous online university with a goal of serving the 100 million+ talented young people who lack access to a quality education. The University of the People has been able to make remarkable progress toward this ambitious goal by adopting a peer learning model overseen by a huge volunteer faculty workforce. It offers undergraduate and Master’s degrees in the high-demand areas of Business, Nursing, and Computer Science; courses are free, but students who want college credit pay for the final proctored assessment, with the cost of a full degree about $4800 and scholarships to support those who can’t afford that.

David Finegold is the president of Chatham University.

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Martin Paul Eve and Jonathan Gray, "Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access" (MIT Press, 2020)

Mon, 31 May 2021 08:00:00 -0000

Listen to this interview of Martin Paul Eve and Jonathan Gray, editors of Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access (published open access by MIT in 2020). We talk about a lot, and all of it, really, falls under the head "Ethics of Scholarly Communication."

interviewer : "How did you conceive of a project of this diversity on the subject of open access and publishing?"

Martin Paul Eve : "What's really interesting to me is that most academics think they know about scholarly publishing because they have all published. This is a bit like me saying that I'm an expert in how car engines work because I can drive. It doesn't equate to the same thing. And so what we really wanted to do was to put together a volume that did not really attempt forcibly to synthesize all of the propositions made under its roof, but rather to give a space for a debate to develop, a space for argument and conversation to flourish about the difficulties surrounding open access."

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interviewer : "The book just tells all it has to tell from every perspective, and these disagreements, and agreements, make for the feel of a real discussion. I wonder what your basic view of scholarly communication was throughout the, surely, long editing process."

Jonathan Gray : "Well, we thought of it like this: so if you look at work on the sociology of art––rather than looking at the artwork, you look at everything around that artwork which is required for it to be seen and appreciated as an artwork. You look at the supply chains involved in producing print and canvas, you look at the gallery workers, you look at ticket sales and so on. And I guess we were keen to kind of do a similar thing with this book, to perform a kind of inversion around scholarly communication and open access, and really situate it and re-world it in relation to all sorts of issues, communities, forms of labor, and infrastructures."

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James Fredal, "The Enthymeme: Syllogism, Reasoning, and Narrative in Ancient Greek Rhetoric" (Penn State UP, 2020)

Mon, 31 May 2021 08:00:00 -0000

James Fredal is Associate Professor in the Department of English at The Ohio State University. The recipient of multiple awards for his work in rhetorical theory and history, Fredal is the author in 2006 of Rhetorical Action in Ancient Athens: Persuasive Artistry from Solon to Demosthenes and now The Enthymeme: Syllogism, Reasoning and Narrative in Ancient Greek Rhetoric (Penn State UP, 2020).

Central to rhetorical theory, the enthymeme is most often defined as a truncated syllogism. Suppressing a premise that the audience already knows, this rhetorical device relies on the audience to fill in the missing information, thereby making the argument more persuasive. James Fredal argues that this view of the enthymeme is wrong. Presenting a new exegesis of Aristotle and classic texts of Attic oratory, Fredal shows that the standard reading of Aristotle's enthymeme is inaccurate--and that Aristotle himself distorts what enthymemes are and how they work.

From close analysis of the Rhetoric, Topics, and Analytics, Fredal finds that Aristotle's enthymeme is, in fact, not syllogistic and is different from the enthymeme as it was used by Attic orators such as Lysias and Isaeus. Fredal argues that the enthymeme, as it was originally understood and used, is a technique of storytelling, primarily forensic storytelling, aimed at eliciting from the audience an inference about a narrative. According to Fredal, narrative rather than formal logic is the seedbed of the enthymeme and of rhetoric more broadly.

The Enthymeme reassesses a fundamental doctrine of rhetorical instruction, clarifies the viewpoints of the tradition, and presents a new form of rhetoric for further study and use. This groundbreaking book will be welcomed by scholars and students of classical rhetoric, the history of rhetoric, and rhetorical theory as well as communications studies, classical studies, and classical philosophy.

Tom Discenna is Professor of Communication at Oakland University whose work examines issues of academic labor and communicative labor more broadly.

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Ellen Peters, "Innumeracy in the Wild: Misunderstanding and Misusing Numbers" (Oxford UP, 2020)

Mon, 31 May 2021 08:00:00 -0000

To many mathematicians and math enthusiasts, the word "innumeracy" brings to mind popular writing like that of John Allen Paulos. But inequities in our quantitative reasoning skills have received considerable interest and attention from researchers lately, including in psychology, development, education, and public health. Innumeracy in the Wild: Misunderstanding and Misusing Numbers (Oxford University Press, 2020) is a unified treatment of these broad-ranging studies, from the ways more and less numerate people differ in our perceptions of risk and our number-based decisions to the roots of our numeric faculties and how we can make the best of them. Dr. Ellen Peters has made significant contributions to the subject and brings her expertise and an exceptional clarity to its presentation.

Precious little of the research surveyed in her book could fit into this interview! We discussed the three components of numeric ability—objective numeracy, subjective numeracy, and the innate number sense—and how they vary within and across populations. We talked through some key lessons from this literature, such as the importance of calibrating our self-efficacy to our real ability and an awareness of how our cultural allegiances can drive even our mathematical reasoning. And we identified some of the essential personal habits and policy levers (early childhood education!!) available to us in our efforts to improve our individual numeracy and our collective numeric decision-making. For a firm grounding in the state of knowledge and urgent open questions, there may be no better resource for many years to come.

Suggested companion works: Contributions from the labs of Isaac Lipkus, Angela Fagerlin, John Opfer, Edward Cokely, Rocio Garcia-Retamero, Jakub Traczyk, Agata Sobków, Wändi Bruine de Bruin, Keith Stanovich, and Valerie Reyna.

Ellen Peters, Ph.D., is the Philip H. Knight Chair, and Director of the Center for Science Communication Research, in the University of Oregon’s School of Journalism and Communication. As a decision psychologist, she studies the basic building blocks of human judgment and decision making and their links with effective communication techniques and has published more than 150 peer-reviewed papers on these topics. She is former President of the Society for Judgment and Decision Making and a fellow of the American Association for the Advancement of Science, Association for Psychological Science, the American Psychological Association, and the Society for Experimental Social Psychology. She also works with federal agencies to advance decision and communication sciences in health and health policy, including having been Chair of FDA’s Risk Communication Advisory Committee and member of the NAS’s Science of Science Communication committee. She has been awarded the Jane Beattie Scientific Recognition Award and an NIH Group Merit Award. Finally, she has received extensive funding from the National Science Foundation and National Institutes of Health.

Cory Brunson is a Research Assistant Professor at the Laboratory for Systems Medicine at the University of Florida. His research focuses on geometric and topological approaches to the analysis of medical and healthcare data. He welcomes book suggestions, listener feedback, and transparent supply chains.

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Hannah Hoechner, "Quranic Schools in Northern Nigeria: Everyday Experiences of Youth, Faith, and Poverty" (U Cambridge Press, 2018)

Fri, 28 May 2021 08:00:00 -0000

In a global context of widespread fears over Islamic radicalization and militancy, poor Muslim youth, especially those socialized in religious seminaries, have attracted overwhelmingly negative attention. In northern Nigeria, male Qur'anic students have garnered a reputation of resorting to violence in order to claim their share of highly unequally distributed resources. Drawing on material from long-term ethnographic and participatory fieldwork among Qur'anic students and their communities, Quranic Schools in Northern Nigeria: Everyday Experiences of Youth, Faith, and Poverty (Cambridge University Press, 2018) offers an alternative perspective on youth, faith, and poverty. Mobilizing insights from scholarship on education, poverty research and childhood and youth studies, Hannah Hoechner, lecturer at the School of International Development, University of East Anglia, describes how religious discourses can moderate feelings of inadequacy triggered by experiences of exclusion, and how Qur'anic school enrollment offers a way forward in constrained circumstances, even though it likely reproduces poverty in the long run. In our conversation we discuss the rural economy of Northern Nigeria, educational options for young boys, the activities of the Qur’anic school, how boys support themselves through domestic service, youth masculinity, poverty and economic instability, politics of respectability, the “prayer economy” and spiritual services, and participatory research and video production.

Kristian Petersen is an Assistant Professor of Philosophy & Religious Studies at Old Dominion University. You can find out more about his work on his website, follow him on Twitter @BabaKristian, or email him at kpeterse@odu.edu.

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Michelle Miller-Adams, "The Path to Free College: In Pursuit of Access, Equity, and Prosperity" (Harvard Education Press, 2021)

Fri, 28 May 2021 08:00:00 -0000

In The Path to Free College: In Pursuit of Access, Equity, and Prosperity (Harvard Education Press, 2021), Michelle Miller-Adams argues that tuition-free college, if pursued strategically and in alignment with other sectors, can be a powerful agent of change. She makes the case that broadly accessible and affordable higher education is in the public interest, yielding dividends not just for individuals but also for the communities, states, and nation in which they reside. Miller-Adams offers a comprehensive analysis of the College Promise movement--its history, impacts, and unintended consequences--and its relationship to access, affordability, and workforce readiness.

These factors are explored through data, analysis, and case studies of existing place-based scholarship programs. She also examines historical precursors of the free-college movement and evaluates the possibility of national action. The Path to Free College outlines how the design of free-college programs should relate to programmatic goals and explores the suitability of different approaches. In addition, the book describes both the need for and the challenges of implementing a nationwide free-college program, as well as the variety of models and research-based evidence. Given the raging national debate about tuition-free college, the moment is right for a book that assesses state and local efforts and offers policy leaders and practitioners guidance going forward. The Path to Free College asserts that the promise of private and public gains warrants public investment in tuition-free college.

Stephen Pimpare is director of the Public Service & Nonprofit Leadership program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire.

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From the Military to Academia: A Discussion with Maurice Wilson

Thu, 27 May 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler05@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: Maurice Wilson’s journey from the military to higher education, how he has pursued his dual interests in aviation and creative writing, and a discussion of his chapter in Learning from the Lived Experiences of Graduate Student Writers.

Our guest is: Maurice Wilson, who considers himself the “Robin Hood” of academic literacy. Maurice develops and implements a comprehensive training program curriculum for writing center consultants at a large urban university. He is the administrator for a developmental writing program, and provides training and support for instructors and other writing groups. A career US Army aviator, Maurice taught basic and advanced composition and literature at the U.S. Military Academy at West Point, and retired from military service following his stint as a graduate teaching fellow before moving into writing center administration. Maurice also teaches professional writing for Ed.D. students. His research interests include the diverse student voices in writing centers, the writing of military veterans, and HBCU writing programs.

Our host is: Dr. Christina Gessler, a historian of women and gender.

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Ana Honnacker, "Pragmatic Humanism Revisited: An Essay on Making the World a Home" (Palgrave, 2019)

Wed, 26 May 2021 08:00:00 -0000

How can we feel at home in this world? Pragmatic Humanism Revisited: An Essay on Making the World a Home (Palgrave, 2019) offers a humanist re-reading of philosophical pragmatism and explores its potentials for a worldview that relies only on human resources. Thinking along with authors like William James and F.C.S. Schiller, it highlights a humanist strand of pragmatism aimed at fostering human creativity and transformative action. It is grounded in everyday experience and underlines our responsibility to strive for the better. Ana Honnacker traces perspectives on science, religion, and ethics in the light of a pragmatic understanding of humanism. Furthermore, she suggests how to address the existential challenges we face today. Thus, pragmatic humanism is explored as "a philosophy for real human beings".

Kai Wortman is a PhD candidate at the Institute of Education, University of Tübingen, interested in philosophy of education.

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Cary Nelson, "Not in Kansas Anymore: Academic Freedom in Palestinian Universities" (AEN, 2021)

Tue, 25 May 2021 08:00:00 -0000

“Allying with a Hamas cell (on a Palestinian university campus) is not the same as joining the College Republicans at the University of Kansas...in the West Bank and Gaza, we are not in Kansas anymore” - Cary Nelson

Why is there no academic freedom on university campuses in the Palestinian territories? In Not in Kansas Anymore: Academic Freedom in Palestinian Universities (AEN, 2021), Cary Nelson examines this question in the first empirical study of campus life under the Palestinian Authority and Hamas governance.

For years, anti-Zionist activists have accused Israel of undermining academic freedom and campus free speech in both Gaza and the West Bank. Not in Kansas Anymore demonstrates conclusively that the major threats to academic freedom come from Palestinians themselves, including from both the Palestinian Authority and from paramilitary and terrorist groups, Hamas most prominent among them.

Renee Garfinkel, Ph.D. is a psychologist, writer, Middle East television commentator and host of The New Books Network’s Van Leer Jerusalem Series on Ideas. Write her at r.garfinkel@yahoo.com.

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Sarah Drummond: Founding Dean Andover Newton Seminary at Yale Divinity School

Mon, 24 May 2021 09:00:00 -0000

Sarah Drummond provides a master class for any higher education leader contemplating a strategic alliance or merger with another institution. She describes and draws lessons from the many earlier failed partnership efforts of Andover Newton Seminary as it sought ways to continue its mission and become financially viable. And then describes in detail the carefully crafted, three-stage process which ANS negotiated with Yale Divinity School to move the Seminary to New Haven. This is the first of three episodes with presidents who’ve led the successful integration of their institutions into larger universities.

David Finegold is the president of Chatham University.

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Nathan D. Grawe, "The Agile College: How Institutions Successfully Navigate Demographic Changes" (Johns Hopkins UP, 2021)

Mon, 24 May 2021 08:00:00 -0000

In his highly influential book, Demographics and the Demand for Higher Education, Carleton College Professor of Economics, Nathan Grawe, alerted college and university leaders to the challenges they would be facing with the accelerating decline in the number of U.S. high school graduates that will come in the middle of this decade. In his new book, The Agile College: How Institutions Successfully Navigate Demographic Changes (Johns Hopkins UP, 2021), he updates the demographic trends through the mid-2030s and describes the variety of strategies different institutions are adopting to respond to the decline in their traditional student population. He shares what led him to become an economist and the rigorous training he received at the University of Chicago. We have an engaging discussion of the implications of his work for both university leaders and policymakers as they debate reforms for funding college students. He also shares some insights from his new project looking at the publishing and career paths of economists working in liberal arts colleges.

David Finegold is the president of Chatham University.

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Ken Hyland, "Second Language Writing" (Cambridge UP, 2019)

Tue, 18 May 2021 08:00:00 -0000

Listen to this interview of Ken Hyland, Professor of Applied Linguistics in Education at the University of East Anglia, UK. We talked about his book Second Language Writing (Cambridge UP, 2019), the importance of reflection to teaching, and about the importance of teaching to research, and about the importance of research to reflection.

Interviewer : "I wonder whether second language writing isn't sometimes identifying itself too closely with language learning, and not–––well, it should be writing in a second language, shouldn't it? You know, put something up front which is what this is really about."

Ken Hyland : "Yeah, I think that one thing that an emphasis on second language writing has given us is the recognition that writing is important. I don't think that there is a university anywhere now that doesn't have a writing center or at least an office where students can go and get consultation about their texts. Writing has been recognized as important, and also in native-English-speaking contexts as well, and in UK universities. And in fact, when we look at writing at advanced levels, like PhDs and writing for publication, language doesn't really come into it anymore. It's a rhetorical issue. And this crude native/nonnative polarization I think breaks down entirely. You know, it's counterproductive, because it demoralizes second-language writers who are trying to get their PhD or publish in journals, and it ignores the very real writing problems experienced by native English speakers, by L1s, you know. So, the L1s get ignored, in favor of the L2s, who get the courses, but everyone's unhappy because it's seen as a language issue rather than as a writing issue."

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Marc Brackett, "Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive" (Celadon, 2019)

Tue, 18 May 2021 08:00:00 -0000

Marc Brackett is a professor in Yale University's Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults - a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he'd endured. And that was the beginning of Marc's awareness that what he was going through was temporary. He wasn't alone, he wasn't stuck on a timeline, and he wasn't "wrong" to feel scared, isolated, and angry. Now, best of all, he could do something about it.

In the decades since, Marc has led large research teams and raised tens of millions of dollars to investigate the roots of emotional well-being. His prescription for healthy children (and their parents, teachers, and schools) is a system called RULER, a high-impact and fast-effect approach to understanding and mastering emotions that has already transformed the thousands of schools that have adopted it. RULER has been proven to reduce stress and burnout, improve school climate, and enhance academic achievement. This book is the culmination of Marc's development of RULER and his way to share the strategies and skills with readers around the world. It is tested, and it works.

Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive (Celadon, 2019) combines rigor, science, passion and inspiration in equal parts. Too many children and adults are suffering; they are ashamed of their feelings and emotionally unskilled, but they don't have to be. Marc Brackett's life mission is to reverse this course, and this book can show you how.

Debbie Sorenson is a psychologist in Denver and the host of the excellent podcast Psychologists Off the Clock.

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Pandemic Perspectives: Loneliness in Graduate School

Mon, 17 May 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: how Sarah dealt with loneliness, worked as a teaching assistant from a tent her own backyard, and what the pandemic means for her dissertation, her timeline, and her funding.

Our guest is: Sarah Paschal Gerenday is a PhD student in Earth Science at University of California Santa Barbara researching the use of recycled water for groundwater replenishment. She lives with a few friends and a dog in Santa Barbara.

Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality.

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College Belonging: A Conversation with Lisa M. Nunn

Thu, 13 May 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: the three realms of college belonging, why “finding your place” is bad advice for first-gen students, how financial aid packages affect students’ experiences of belonging, “nice” and “not-so-nice” diversity, and the hypocrisy of white niceness on college campuses.

Our guest is: Lisa M. Nunn, Ph.D., author of College Belonging: How First-Year and First-Generation Students Navigate Campus Life and Professor of Sociology at the University of San Diego. She is the Director of her campus' Center for Educational Excellence. She is also the author of 33 Simple Strategies for Faculty: A Week-by-Week Resource for Teaching First-Year and First-Generation Students as well as a book on high school students, Defining Student Success: The Role of School and Culture. She didn't grow up knowing that she would become a sociologist and she graduated college as a literature and theater major, still not knowing that she would become a sociologist. It was during her years with the Peace Corps in Limbaži, Latvia in her early twenties when she started to recognize how fascinating cultural ideas and social structures are. How they shape who we are, who we want to become, and how they also constrain the paths available to us to get there. She hasn't stopped thinking about or talking about these dynamics since.

Listeners to this episode might be interested in:

33 Simple Strategies for Faculty: A Week-by-Week Resource for Teaching First-Year and First-Generation Students by Lisa M. Nunn
Defining Student Success: The Role of School and Culture by Lisa Nunn
The Cost of Inclusion: How Student Conformity Leads to Inequality on College Campuses by Blake R. Silver
The Privileged Poor: How Elite Colleges Are Failing Disadvantaged Students by Anthony Abraham Jack

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Leonard Cassuto and Robert Weisbuch, "The New PhD: How to Build a Better Graduate Education" (John Hopkins UP, 2021)

Wed, 12 May 2021 08:00:00 -0000

Whether and how to reform, indeed to transform graduate education has been a matter for debate, discussion and experimentation over the past 30 years – at least. In The New PhD: How to Build a Better Graduate Education (Johns Hopkins University Press, 2021), Leonard Cassuto and Robert Weisbuch look back at the many attempts, successes and failures to do so since the 1990s. They argue that graduate school has been preparing PhD students for jobs that don’t exist and encouraging students to want those jobs to the detriment of their career success and personal wellbeing. Cassuto and Weisbuch propose what they call a more humane and socially dynamic PhD experience that reconceives of graduate education as a public good. In The New PhD, Cassuto and Weisbuch provide recommendations from admissions to advising to curriculum to the dissertation, as well as suggestions for how to begin conversations at the departmental and graduate school level to make changes.

Leonard Cassuto is a professor of English and American Studies at Fordham University. He is the author of The Graduate Adviser column for The Chronicle of Higher Education, which inspired his book The Graduate School Mess: What Caused It and How We Can Fix It.

Robert Weisbuch, formerly a professor of English, department chair, and dean at the University of Michigan, served as the president of the Woodrow Wilson National Fellowship Foundation, and the eleventh president of Drew University.

Amanda Jeanne Swain is executive director of the Humanities Center at the University of California, Irvine. She holds a PhD in Russian & East European European History from the University of Washington.

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Mary Marci: President of Dominican University

Wed, 12 May 2021 08:00:00 -0000

Mary Marcy discusses her influential new book, The Small College Imperative: Models for Sustainable Futures (Stylus, 2020) which lays out five different models that small colleges and universities can use to succeed in today’s highly competitive marketplace. This begins with the “Traditional” liberal arts model that is increasingly limited to the most highly selective and well-endowed colleges. Most tuition-dependent institutions have made the move toward a more “Integrated” Model that retains a liberal arts core, but has added pre-professional and graduate programs. This model is perhaps best exemplified by the 25 members of the New American Colleges & Universities (NACU). “The Distinctive Model” adopted by institutions like Agnes Scott and Furman, and implemented with great success by Marcy at Dominican University, builds off the literature on High-Impact Practices to create a common set of experiences for all undergraduates. The models that entail the greatest transformation are “Growth” and “Distributed” that entail substantial expansion beyond the liberal arts core to include satellite campuses and online offerings. In the Distributed model, exemplified by institutions like Southern New Hampshire University, the original campus is no longer central to the strategy.

David Finegold is the president of Chatham University.

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S. Garnett Russell, "Becoming Rwandan: Education, Reconciliation, and the Making of a Post-Genocide Citizen" (Rutgers UP, 2020)

Wed, 12 May 2021 08:00:00 -0000

In Becoming Rwandan: Education, Reconciliation and the Making of a Post-Genocide Citizen (Rutgers UP, 2020), S. Garnett Russell argues that although the Rwandan government makes use of global discourses in national policy documents, the way in which teachers and students engage with these global models distorts the curricular intentions of the government, resulting in unintended consequences and an undermining of sustainable peace. She is assistant professor of international and comparative education and the director of the George Clement Bond Center for African Education at Teacher’s College, Columbia University.

Susan Thomson is an Associate Professor of Peace and Conflict Studies at Colgate University. I like to interview pretenure scholars about their research. I am particularly keen on their method and methodology, as well as the process of producing academic knowledge about African places and people.

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Matthew K. Shannon, "Losing Hearts and Minds: American-Iranian Relations and International Education during the Cold War" (Cornell UP, 2017)

Thu, 06 May 2021 08:00:00 -0000

In Losing Hearts and Minds: American Iranian Relations and International Education During the Cold War (Cornell UP, 2017), Matthew K. Shannon, an associate professor of history at Emory & Henry College, shows the complex role that Iranian student migration to the United States played in shaping the relations between the two countries. For U.S. policymakers, Iranian student migration to the United States was as a useful way to provide Shah Mohammad Reza Pahlavi with the training and technical expertise necessary for his modernization program. But as Shannon shows, Iranian students quickly became immersed in the progressive student movements of the 1960, eventually turning their critical energies to the shah’s own authoritarian regime and contributing to his overthrow in the 1979 Iranian Revolution. This fascinating monograph is full of many unexpected twists and turns and will be of interest to historians of the U.S. in the world, US-Iran Relations, scholars of higher education, and anyone interested in this important era of U.S. foreign relations.

Steven P. Rodriguez is a PhD Candidate in history at Vanderbilt University. You can reach him at steven.p.rodriguez@vanderbilt.edu and follow his twitter at @SPatrickRod.

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David Komline, "The Common School Awakening: Religion and the Transatlantic Roots of American Public Education" (Oxford UP, 2020)

Thu, 06 May 2021 08:00:00 -0000

The origins of American public schools can help shed light on continued contemporary discussions around religion and education in American discourse. In The Common School Awakening: Religion and the Transatlantic Roots of American Public Education (Oxford UP, 2020), historian David Komline explores the rise of educational models that introduced professional teaching and systematic educational standards alongside a period of interdenominational Protestant cooperation. Some of the origins of American public education were linked to religious revivals in the early nineteenth century, though many of the educational innovations would outlive their religious movement that catalyzed them. Komline's study brings attention to the under-explored religious dimension of the rise of American public education, and provides much-needed insight into the origins some of the perennial tensions of public education in a pluralistic society.

Ryan David Shelton (@ryoldfashioned) is a social historian of British and American Protestantism and a PhD researcher at Queen’s University Belfast.

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Heath Brown, "Homeschooling the Right: How Conservative Education Activism Erodes the State" (Columbia UP, 2021)

Thu, 06 May 2021 08:00:00 -0000

Political Scientist Heath Brown’s new book, Homeschooling the Right: How Conservative Education Activism Erodes the State (Columbia UP, 2021) is an excellent overview of the homeschooling movement in the United States, but it is much more than an exploration of that movement, since it centers on the way that this movement developed into a parallel political structure within states and localities with substantial capacity to influence policy and politics. Brown notes that initially the homeschool movement was ideologically diverse, but that over the past forty years it has become much more directly connected to conservative politics and the Religious Right. As parents chose to opt out of public education and provide education for their children at home, an entire industry grew up around this undertaking, providing, in the pre-internet days, support, content, approaches, and the means to help parents negotiate this at home. Along the way, as this movement continued to grow and expand, even though it was composed of only a fraction of school-age children, it also became a politically vocal movement, with lobbyists who worked on behalf of homeschoolers to keep government intrusion and regulation at bay.

These threads came together and helped to mobilize the members of the homeschool movement. Brown argues that the ideology and the political dimensions of the homeschool movement ultimately migrated over to the Tea Party Movement that takes root in the first decade of the 21st century, since the homeschool ideas are pulling together conservative libertarianism in the anti-government, anti-regulatory vein, and the reintegration of Christian beliefs within academic settings. As we discussed the book, Brown noted that every Republican presidential candidate over the past two decades has paid attention to the homeschool movement, and that President George W. Bush made a point of thanking the homeschool parents and children who had worked so diligently on his campaign and with the GOP Get Out The Vote efforts, since the homeschool students were able to fold these experiences into their curriculum and assignments. The Home School Legal Defense Association (HSLDA), which developed to provide legal support for home school advocates across the states, had initially become a key player in conservative politics, but has now refocused much more narrowly, specifically on homeschool policy.

Homeschooling the Right also gets at the complicated position of the homeschool movement within a democracy, since the movement itself is a way of removing the individual or the family from the public sphere. What is ironic, and important to understand, as Brown notes, is that this political movement has a louder, heightened political voice because of the capacity to mobilize many of its adherents, thus it is both actively inside and outside the political sphere.

This is a wonderfully written book and so accessible to readers—and it will be of interest to many across a broad spectrum of disciplines.

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Inside Look: "Tribal College: Journal of American Indian Higher Education"

Thu, 06 May 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: Dr. Bradley Shreve’s decision to leave academia after he became a parent; his job as the editor of Tribal College: Journal of American Indian Higher Education; what the American Indian Higher Education Consortium (AIHEC) does; and his work as a podcaster interviewing tribal elders.

Our guest is: Dr. Bradley Shreve, the editor of Tribal College: Journal of American Indian Higher Education, the quarterly publication of the American Indian Higher Education Consortium (AIHEC). Previously, he taught history and chaired the Division of Social and Behavioral Sciences at Diné College, America’s first tribal college, which is located in the Navajo Nation. Bradley is the author of numerous articles, essays, and the book Red Power Rising: The National Indian Youth Council and the Origins of Native Activism (University of Oklahoma Press, 2011).

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode might be interested in:

TCJ
Tribal College Press
TCJ student magazine
Meditation on Ceremonies of Beginnings: The Tribal College and World Indigenous Nations Higher Education Consortium Poems, by Thomas Davis
The Pathfinders: Women Leaders in the Tribal College Movement
Remembering Diné College: Origin Stories of America’s First Tribal College
Red Power Rising: The National Indian Youth Council and the Origins of Native Activism by Bradley Shreve
A Conversation with Verna Fowler [Audio Podcast].
Native American Studies channel on NBN

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Jerry Cohon and Mark Kamlet: Former President and Former Provost of Carnegie Mellon University

Wed, 05 May 2021 08:00:00 -0000

This features our first tag team on the podcast, with an engaging discussion with Jared “Jerry” Cohon, who served as President of CMU from 1997-2013, and Dr. Mark Kamlet, who was his provost. The two describe the key initiatives they led that built on the successful momentum of their predecessors, Richard Cyert and Robert Mehrabian, that enabled CMU to advance quickly from a regional technical school with a strong arts program to one of the world’s leading research universities. This begins with a discussion of the merger that formed CMU in 1967 between Carnegie Institute of Technology and the Mellon Institute. They share how with limited resources they were able to transform CMU from a predominantly Pittsburgh-based institution with some small satellite degree programs in the U.S. into one of the world’s most global universities, with campuses in Rwanda, Portugal, Qatar, Australia, and Silicon Valley. At the same time, they partnered with the University of Pittsburgh to help bring about the resurgence of their home city, transforming it from a reliance on heavy industry to an innovation hub focused on Eds & Meds, with CMU’s tech transfer office serving as the engine of growth for Pittsburgh’s emergence as a leader in Robotics, AI, driverless vehicles, and Computer Science. Cohon concludes: “My hope is when education scholars look back in 2050 to understand how CMU, with a fraction of Harvard’s endowment, was able to pass it as the world’s leading research university, it will be because we made the decision to bring CMU to students around the world, while Harvard decided they must continue to come to Cambridge, MA.”

David Finegold is the president of Chatham University.

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Pandemic Perspectives: A Student Speaks About Mental Health

Mon, 03 May 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: the challenges Kaylah Marcello, a STEM graduate student at UC Davis, suddenly faced when she was having coffee with a friend in mid-March 2020 and her phone rang telling her that her son’s elementary school was closing down. She quickly realized she couldn’t work in the lab she was assigned to while homeschooling her son. Kaylah shares openly about her personal history, her mental health struggles, and why taking care of herself was crucial to taking care of her family and her own educational goals.

Our guest is: Kaylah Marcello, a Microbiology PhD student at the University of California, Davis. Kaylah is researching cold tolerance genes that support photosynthesis in Antarctic cyanobacteria with Dr. Dawn Sumner. She has been a teaching assistant for in-person microbiology lab courses during the pandemic. Prior to pursuing a graduate education, she was a transfer student from the California Community College system to the UC system. She is passionate about science communication, educational outreach, mental health awareness and making academia more accessible to people who would otherwise not pursue it. She is a mother and an all-around science enthusiast, taking life one minute at a time.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode might be interested in:

Dr. Christina Gessler is a historian of women, gender, and sexuality.

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Matthew A.M. Thomas et al., "Examining Teach For All: International Perspectives on a Growing Global Network" (Routledge, 2021)

Fri, 30 Apr 2021 08:00:00 -0000

Teach for America (TFA) continues to be the single largest preparation program for teachers in the United States. As that program grew in the US (attracting attention, support, and controversy in the process), it also expanded overseas with TFA-like programs (starting with TeachFirst in the UK) currently on the ground in over 50 countries.

How has the internationalization of TFA gone in countries with different cultures and different educational systems than the American one in which the program originated? And what might “going global” mean as TFA transforms from a national to an international phenomenon?

Three scholars who have been tracking TFA/TFAll trajectory join us today at New Books Network to discuss Examining Teach for All: International Perspectives on a Growing Global Network (Routledge, 2021) which brings together the work of over a dozen researchers examining TFAll programs around the world from a range of perspectives.

You can learn more about the editors of Examining Teach for All at: Matthew A.M. Thomas, Emilee Rauschenberger, Katherine Crawford-Garrett

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Teaching Buddhist Studies Online: A Discussion with Kate Hartmann

Fri, 30 Apr 2021 08:00:00 -0000

Join Raj Balkaran as he talks with Dr. Kate Hartmann, Assistant Professor of Buddhist Studies at the University of Wyoming and Director of Buddhist Studies Online, a new educational platform providing coursework on the history, philosophy, and practices of Buddhism. Founded in 2021 by Seth Powell as a sister institute to Yogic Studies, Buddhist Studies Online provides accessible, affordable, and high-quality courses for the broader community interested in learning more about Buddhism in a non-sectarian way. It aims to bridge the gap between widespread interest in meditation and other aspects of Buddhist traditions and the all-too-often inaccessible research of the academy.

Raj and Kate discuss the mission of BSO, the surprising role the NBN podcast played in BSO's origin story, and growing landscape of public-facing teaching and scholarship. How should scholars think about how to address multiple publics? How can they make their research and teaching available and meaningful to popular audiences while still being academically grounded and responsible? How do platforms like BSO fit into the larger landscape of lineage-based Buddhist teachers, mindfulness coaches, and orientalizing discourses about Asian religions? Kate and Raj draw on their respective experiences with BSO and the School of Indian Wisdom in this wide-ranging conversation about what it means to be a scholar in this exciting new era of the humanities.

Plus, learn about Buddhist Studies Online's first course, BSO 101 | Intro to Buddhism: History, Philosophy, and Practice, which runs from May 3 to June 11, and get a sneak peek about future courses with Jay Garfield, Daniel Stuart, and Sonam Kachru!"

Raj Balkaran is a scholar, educator, consultant, and life coach. For information see rajbalkaran.com.

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Inside Look: Campus Mental Wellness Services

Thu, 29 Apr 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: mental wellness services on campus, asking for help, embracing who you are, and why you need support to succeed at your life.

Our guest is: Elisabeth Gonella, a Licensed Marriage and Family Therapist who has worked in the mental health and spiritual counseling fields for over 25 years. The early years of her career were spent working primarily with adolescents in various institutional settings where she facilitated therapeutic wilderness programs, Gestalt based group therapy, expressive arts, and daily activities as a vehicle for self-reflection. She has received training in working with substance abuse and dually diagnosed clients in both in-patient and out-patient settings. Currently, Elisabeth is seeing clients in private practice and in a College Counseling and Psychological Services Department. Elisabeth develops curriculum for The Therapist Development Center assisting hundreds of interns to pass the MFT exams (both California and National). Since 2012, Elisabeth has served as an adjunct faculty member at Pacifica Graduate Institute. Elisabeth is a clinical member of both the American Association of Marriage and Family Therapists and the California Association of Marriage and Family Therapists. She is also a graduate of Community Choir Leadership Training and facilitates Community Singing in Santa Barbara, California to promote well-being through music.

Our host is: Dr. Christina Gessler, a historian of women and gender.

Listeners to this episode might be interested in:

Elisabeth’s website
Care of the Soul by Thomas Moore
The Gift of Therapy by Irvin Yalom, MD
The documentary film Finding Joe
Flow: The Psychology of Optimal Experience by Mihaly Csikszentmihalyi
Flow, the Ted Talk:
The Hero's Journey: Joseph Campbell on His Life and Work by Joseph Campbell
Acacia Counseling and Wellness

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Helen Sword, "Air & Light & Time & Space: How Successful Academics Write" (Harvard UP, 2017)

Thu, 29 Apr 2021 08:00:00 -0000

Today I talked to Helen Sword about Air & Light & Time & Space: How Successful Academics Write (Harvard UP, 2017). We talk about what not enough people talk about when the subject is writing.

interviewer : "You offer the advice of forming a writing group, because writing groups are, well, just all-around terrific for helping people write as they want to."

Helen Sword : "Exactly, and well, so I try not to be didactic about just about anything having to do with writing––I'm much more about, 'Here's a range of possibilities. Make a considered decision here,' rather than, 'I'm going to tell you what to do.' But if I were to give one piece of advice concerning the social dimensions of writing, I would say, 'Really, really strongly consider belonging to some kind of writing group.' And I define a writing group as being two or more people who meet more than once to talk about any aspect of writing. So, if you have somebody you meet with for coffee once a month, one other person, and all you do is you sit there and complain about your supervisor and how you wish that they were more sympathetic to your writing––That's already a writing group. So, it doesn't have to be some big kind of formal thing. It's opening yourself up to the social dimensions of writing and particularly to the idea of having supporters in your corner, having some cheerleaders, having some people you can talk to about writing who are not there to criticize you––who are there to help you."

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Paul M. Renfro et al., "Growing Up America: Youth and Politics Since 1945" (U Georgia Press, 2019)

Thu, 29 Apr 2021 08:00:00 -0000

Growing Up America: Youth and Politics Since 1945 (U Georgia Press, 2019) is a fascinating book that weaves together the burgeoning field of Childhood History, the post-World War II history of the United States, and the familiar concepts of political advocacy by younger citizens. Eckelmann Berghel, Fieldston, and Renfro, all historians, have brought together a rigorous and engaging work by other historians, legal scholars, and ethnic and indigenous studies experts, to which they have also contributed their own expertise. This book brings in the actual voices of children in the United States in the postwar period, highlighting their roles as political actors in their own right, and examining so many aspects of politics and culture as seen through the eyes of young people. The contributing authors of Growing Up America are knitting together, in their respective chapters of the book, children as agents, as actively engaged members of the society, and children as symbols, used in a whole host of different ways by different political actors and organizations.

The book is divided into three sections that follow the chronological direction of recent American history, but that also focus on conceptual frameworks for each era under examination. The first part of the book is focused on the Cold War period and how children were integrated into both the symbolic and the political constructions of life during the Cold War. This section integrates the book’s first discussion of young people and science, as well as exploring the role that groups like the Boy Scouts played in building America’s Cold War empire. There is also research about the ways in which American girls and women, in particular, were supposed to look and act and how they were taught these qualities in school and how they were to shape the projected image of Americans. The second part of Growing Up America follows the arc of history through the Rights revolution that comes to dominate the political and cultural landscape in the U.S. (and elsewhere) in the 1960s and 1970s. This part of the book examines expected areas of youth involvement, but perhaps in unexpected ways, such as the many pre-adolescents who wrote to President Lyndon Johnson supporting the U.S. involvement in Vietnam. The final section of the book examines the late 20th century political turn towards conservativism in American politics, and how this shift impacted and was experienced by children. Growing Up America brings in another chapter focusing on young people and science in this section, with a chapter on young women and STEM. The final chapter in this section evaluates the real and perceived vulnerability of childhood, especially in the racially segregated symbolism that was the milk carton campaign for missing children in the mid-1980s. Growing up America will be of great interest to scholars and students across a range of disciplines and areas of expertise, especially in the ways it draws on different arenas of politics and culture to explore youth engagement in the United States since 1945.

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Jeff Docking, President of Adrian College: On Saving Liberal Arts Colleges

Wed, 28 Apr 2021 08:00:00 -0000

President Jeff Docking shares insights from his book, Crisis in Higher Education: A Plan to Save Liberal Arts Colleges in America (Michigan State University Press, 2015), and how he implemented the Admissions Growth Model to transform the fortunes of Adrian College in Michigan. By focusing on building first-class extra and co-curricular programs that offer the +1 element to attract and retain students, he shows how Adrian has been able to grow from fewer than 900 students when he arrived, with a structural budget deficit and large deferred maintenance, to a thriving and revitalized campus of over 2,000 students that has been a vital driver of job and economic growth for the surrounding community. Today this includes 50 DIII and club sports teams – ranging from lacrosse and six ice hockey teams to bass fishing – along with a marching band, orchestra and other thriving clubs and student organizations. He also shares the genesis and growth of a second transformation to help improve the long-term prospects of liberal arts colleges – the Low-Cost Models Consortium.

David Finegold is the president of Chatham University.

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Dave Auckly, et al., "Inspiring Mathematics: Lessons from the Navajo Nation Math Circles" (AMS, 2019)

Tue, 27 Apr 2021 08:00:00 -0000

Math circles defy simple narratives. The model was introduced a century ago, and is taking off in the present day thanks in part to its congruence with cutting-edge research in mathematics education. It is a modern approach to teaching—or facilitation—that resonates and finds mutual reinforcement with traditional practices and cultural preservation efforts. A wide range of math circle resources have become available for interested instructors, including the MSRI Math Circles Library, now in its 14th year of publication by the AMS.

I was excited to talk with three editors and contributors to a recent volume in the series, Inspiring Mathematics: Lessons from the Navajo Nation Math Circles (American Mathematical, 2019). Drs. Dave Auckly, Amanda Serenevy, and Henry Fowler have been instrumental to the Navajo Nation Math Circles Project, along with co-editors Tatiana Shubin and Bob Klein and a broader contact and support network. Their book showcases scripts developed and facilitated in Navajo Nation, including an introduction to modular arithmetic through bean bag tossing, prefix sorting in the guise of pancake flipping, and a tactile use of limiting behavior to folding a necktie. We discussed the origin and expansion of math circles, their potential to indigenous mathematics educators and students, and the content of and stories behind a selection of the scripts.

Dr. Fowler's foreword and the editors' introduction situate the math circles movement and the Navajo Nation Math Circles Project in history, geography, and culture. Each script begins with a (minimal!) list of the necessary materials and a student handout that invites explorations with them. A short survey of connections to deeper mathematics precedes each handout, and each is followed by an extensive teacher's guide with (illustrative) solutions and presentation suggestions. The scripts vary in complexity and are suitable for student- and teacher-focused math circles. I hope the text becomes widely adopted for science-based and culturally conscious mathematics education and helps introduce others like myself to the greater math circles project.

Suggested companion works:

-James Tanton

-The Julia Robinson Mathematics Festival

-Gordon Hamilton and Lora Saarnio, MathPickle

-Robert Kaplan and Ellen Kaplan, Out of the Labyrinth: Setting Mathematics Free

-Rachel and Rodi Steinig, Math Renaissance

Dave Auckly is a research mathematician at Kansas State University and Co-founder and Director of the Navajo Nation Math Circles Project. Amanda Serenevy is Co-founder and Director of the Riverbend Community Math Center. Henry Fowler is Associate Professor of Mathematics at Navajo Technical University and Co-director of the Navajo Nation Math Circles Project.

Cory Brunson is a Research Assistant Professor at the Laboratory for Systems Medicine at the University of Florida.

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Itay Snir, "Education and Thinking in Continental Philosophy" (Springer, 2020)

Tue, 27 Apr 2021 08:00:00 -0000

Itay Snir's book Education and Thinking in Continental Philosophy (Springer, 2020) draws on five philosophers from the continental tradition – Theodor Adorno, Hannah Arendt, Gilles Deleuze, Jacques Derrida, and Jacques Rancière – in order to “think about thinking” and offer new and surprising answers to the question: How can we educate students to think creatively and critically? Despite their differences, all of these philosophers challenge the modern understanding of thinking, and offer original, radical perspectives on it. In very different ways, each rejects the modern approach to thinking, as well as the reduction of proper thought to rationality, situating thinking in sociohistorical reality and relating it to political action. Thinking, they argue, is not a natural, automatic activity, and the need to think has become all the more important as political reality seems to exhibit less thinking, or to even celebrate thoughtlessness. Bringing these continental conceptions of thinking to bear on the urgent need to educate young people to think against the current, this book makes a significant contribution to educational theory and political philosophy, one that is particularly relevant in today’s anti-intellectual climate. (The podcast focuses especially on Adorno's thoughts about thinking.)

Kai Wortman is a PhD candidate at the Institute of Education, University of Tübingen, interested in philosophy of education.

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Pandemic Perspectives: Graduating, Job Searching, and Being a New Professional

Mon, 26 Apr 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear: the realities of completing a master’s program, initiating a job search, and transitioning into a new professional role during a pandemic; losses and silver linings around key milestones and traditions, the significance of physical spaces; lessons learned; and advice to other graduate students.

Our guest is: Alex Schmied, M.S., an academic coordinator for Spectrum Scholars, a comprehensive college-to-career program for University of Delaware undergraduates on the autism spectrum. She supports students in obtaining their personal and academic success by providing holistic coaching sessions focused on executive functioning, academics, self-care, self-advocacy, social engagement, career exploration and interdependent living skills. Alex holds an M.S. in Higher Education Policy and Student Affairs from West Chester University and a B.S. in Public Health from Temple University, merging her two interests she loves identifying ways to support the whole student and focuses on wellbeing. She lives in Philadelphia, PA, a city she loves to explore. She prizes the time she spends with her friends, partner, family, and dogs.

Your host is: Dr. Dana Malone, a higher education scholar and practitioner, with a background in student affairs. She specializes in college student relationships, gender, sexuality, and religious identities as well as assessment planning. Dana enjoys making (and, of course, eating) delicious, healthy food, practicing yoga, and wandering the Jersey shore.

Listeners to this episode might be interested in:

Stacey Flower’s TEDx talk entitled, “The 5 People You Need to be Happy” Alex uses this when choosing “her circle” of people. The 5 People You Need To Be Happy | Stacey Flowers
Drew Dudley’s TEDx Talk on “Everyday Leadership” A reminder to celebrate the little moments! Everyday Leadership | Drew Dudley
“The Opposite of Loneliness” by Marina Keegan. Alex read this her senior year of undergrad when everything feels so uncertain. The author was the same age as Alex when she died in a car crash after graduating from Yale. The Opposite of Loneliness | Marina Keegan
The Opposite of Loneliness: Essays and Stories by Marina Keegan
NPR News Now Podcast and Inside Higher Ed. Alex uses these to stay informed as a new professional. NPR News Now Podcast & Inside Higher Ed
NASPA New Professionals and Graduate Students Knowledge Community and ACPA Graduate Students and New Professionals Community of Practice. It’s also important to get involved in your field. NASPA New Professionals & Graduate Students Knowledge Community & ACPA Graduate Students and New Professionals Community of Practice
Pedagogy of the Oppressed by Paulo Freire. This was a classic grad school read that really opened Alex’s eyes. Pedagogy of the Oppressed | Paulo Freire

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Gary Saul Morson and Morton Schapiro, "Minds Wide Shut How the New Fundamentalisms Divide Us" (Princeton UP, 2021)

Mon, 26 Apr 2021 08:00:00 -0000

Two very thoughtful oddfellows--a labor economist and a Russian literature scholar--take on the world's problems in their newest collaboration, Minds Wide Shut How the New Fundamentalisms Divide Us (Princeton University Press, 2021).

Gary Saul Morson and Morton Schapiro bring to bear the remarkably powerful tool of great 19th century Realist literature (and other parts of the Western canon) to define and counter the all-or-nothing fundamentalisms that have come to divide us in recent years. They touch upon politics, religion and economics, as well as great literature itself, and advocate bridging the divides with assertion and dialogue rather than the crude dismissal of opponents based upon absolute, unyielding assumptions.

Daniel Peris is Senior Vice President at Federated Hermes in Pittsburgh. He can be reached at DanielxPeris@gmail.com or via Twitter @HistoryInvestor. His History and Investing blog and Keep Calm & Carry On Investing podcast are at https://strategicdividendinvestor.com/

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Jarvis R. Givens, "Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching" (Harvard UP, 2021)

Mon, 26 Apr 2021 08:00:00 -0000

Welcome to New Books in African American Studies, a channel on the New Books Network. I am your host, Adam McNeil. On today’s podcast, I am interviewing Dr. Jarvis R. Givens, Assistant Professor at the Harvard Graduate School of Education and the Suzanne Young Murray Assistant Professor at the Radcliffe Institute for Advanced Study at Harvard University. Dr. Givens joins us to discuss Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching, published by our friends at Harvard University Press in 2021. In our discussion we chopped it up about Carter G. Woodson, Black educational history, the origin story behind "fugitive pedagogy" as a term, his journey from grad school at Berkeley, to his post at Harvard, and much much more. Enjoy the conversation family!

Adam McNeil is a third year Ph.D. in History student at Rutgers, the State University of New Jersey.

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The Writing Center Today: An Interview with Gerd Bräuer

Mon, 26 Apr 2021 08:00:00 -0000

Listen to this interview of Gerd Bräuer, Head of the Schreibzentrum, the writing center, at Freiburg University of Education. We talk about the place of the internet in writing development, we talk about views on writing in German higher education and more widely in German society and culture, and we talk about Bert Brecht's journals.

Tnterviewer: "What part does a person's biography play in their writing? And I mean the academic writing students do, or also, the academic writing we publish, and not just literature and memoir."

Gerd Bräuer: "Well, in the writing process, there's something we call writer-based prose. And here the writer would really get the chance, from the institution and from the instructor, to pay attention to this first phase within the writing process, where the writer struggles with his or her own thoughts and ideas and also reconnects to what he or she has learned through the writing––or however else they've learned it––and the writer gets the chance to be always trying to figure out what to explore and how to explore it, before he or she starts to think about how to say it to a certain audience within a certain text genre. This writer-based prose is focused on immediate work with knowledge, with creating new knowledge. Peter Elbow, an American writing researcher that I admire greatly––he speaks about cooking, about letting your ideas boil and simmer, and then tasting to find out whether you like it and what to change. And all this I see as part of biographical work. You work on your biography as a learner, and that phenomenon, learning, is lifelong and includes everyone. So, with every single new writing assignment you get a learning chance. But of course, the institution or whoever assigns the writing would also have to provide the framework to make this learning happen."

Daniel Shea, heads Scholarly Communications, a Special Series on the New Books Network. Daniel is Director of the Heidelberg Writing Program, a division of the Language Center at Heidelberg University, Germany. Just write Daniel.Shea@zsl.uni-heidelberg.de

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Esther Barazzone (2): President Emerita of Chatham University

Thu, 22 Apr 2021 08:00:00 -0000

Esther Barazzone describes the latter part of the transformation she led at Chatham University in Pittsburgh, PA. In a whirlwind of activity in 2007-08, Chatham changed its status from a college to a university, to reflect the fact that a majority of its students were in graduate programs, and then made two major acquisitions – an $18 million investment in a 300,000+ sq. ft old manufacturing building in a struggling neighborhood 1-mile from its Shadyside Campus that became home to its graduate health science and interior architecture programs and the gift of 388-acre Eden Hall Farm, that was transformed over the next 8 years into the world’s greenest campus and the home for the Falk School of Sustainability and Environment. The final chapter in Barazzone’s transformation of Chatham came in 2014-15, with the difficult decision that the only way to save the undergraduate college was for it go all-gender. Barazzone describes the careful planning that went into the successful co-ed transition and offers her lessons from her 24-year career for new college presidents.

David Finegold is the president of Chatham University.

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Esther Barazzone (1): President Emerita of Chatham University

Wed, 21 Apr 2021 08:00:00 -0000

When Esther Barazzone took over Chatham College in 1992, it was in danger of closing – selling off property each year surrounding its beautiful in Pittsburgh, PA campus to cover its budget shortfall. In this episode, she describes the first stages of her remarkable 24-year tenure that transformed Chatham from a small, all women’s liberal arts college of fewer than 600 students into a thriving 2200+ university with three campuses and innovative online doctoral degree programs. She discusses the educational and career experiences that gave her the capabilities needed to save Chatham and some of the difficult decisions to make this possible – including cutting 20% of faculty and staff in her first year to free the resources needed to launch graduate programs and the first NCAA women’s ice hockey program in Pennsylvania, and phasing out tenure to replace it with long-term, renewable contracts.

David Finegold is the president of Chatham University.

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Michael J. Kruger, "Surviving Religion 101: Letters to a Christian Student on Keeping the Faith in College" (Crossway, 2021)

Wed, 21 Apr 2021 08:00:00 -0000

For many young adults, the college years are an exciting period of self-discovery full of new relationships, new independence, and new experiences. Yet college can also be a time of personal testing and intense questioning— especially for Christian students confronted with various challenges to Christianity and the Bible for the first time.

In Surviving Religion 101: Letters to a Christian Student on Keeping the Faith in College (Crossway, 2021), Michael Kruger addresses common objections to the Christian faith—the exclusivity of Christianity, Christian intolerance, homosexuality, hell, the problem of evil, science, miracles, and the reliability of the Bible.

If you’re a student dealing with doubt or wrestling with objections to Christianity from fellow students and professors alike, this book will equip you to engage secular challenges with intellectual honesty, compassion, and confidence—and ultimately graduate college with your faith intact.

Zach McCulley (@zamccull) is a historian of religion and literary cultures in early modern England and PhD candidate in History at Queen's University Belfast.

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Carolyn J. Heinrich, et al., "Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education" (Harvard Education Press, 2020)

Tue, 20 Apr 2021 08:00:00 -0000

The COVID19 pandemic has profoundly changed the landscape of K-12 education in our society. Last March, many states closed their brick-and-mortar schools and shifted to remote education. The massive shift is historic and unprecedented. Until now, while we see the light at the end of the tunnel in our battle against the coronavirus, millions and millions of students are still learning at home via online platforms. It is also because of this shift that digital learning all of a sudden has drawn attention from not only educators but also the general public from families to policy makers. Over the past months we have seen concerted efforts to invest in digital learning and improve the required infrastructure. In spite of this unexpected yet much welcomed attention from the society at large, digital teaching and learning a field has existed for a long time. Experts in the field have been documenting and exploring the best practice of digital teaching and learning. Today I am going to talk with three researchers who have been working in this field for a long time, Carolyn Heinrich from Vanderbilt University, Jennifer Darling-Aduana from Georgia State University and Annalee G. Good from the University of Wisconsin-Madison.

Last year, they published their new book with Harvard Education Press, titled Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education (2020). It systematically studies the implementation and best practice of using digital tools to reduce inequities in educational opportunities and improve student outcomes. Although the book was out right before the start of the pandemic, the lessons, best practice and insights they highlighted in their book have so much to offer for educators, policy makers and families to navigate a teaching-and-learning landscape during and after this pandemic.

Carolyn J. Heinrich is the Patricia and Rodes Hart Professor of Public Policy and Education and Chair of the Department of Leadership, Policy, and Organizations, and an affiliated Professor of Economics at Vanderbilt University.

Jennifer Darling-Aduana is an Assistant Professor of Learning Technologies in the Department of Learning Sciences, College of Education and Human Development, at Georgia State University.

Annalee G. Good is co-director of the Wisconsin Evaluation Collaborative and Director of the Clinical Program at the Wisconsin Center for Education Research at the University of Wisconsin-Madison.

Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida.

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Richard K. Miller (3): Founding President of Olin College of Engineering

Wed, 14 Apr 2021 08:00:00 -0000

In the concluding episode, Richard K. Miller, Olin College of Engineering President Emeritus, discusses how Olin has shared the key learnings from this innovative higher ed start-up, hosting over 800 groups from around the world who’ve come to observe what makes Olin so successful, and his current focus on translating these lessons about the value of hands-on, project-based learning to other top engineering institutions (UICU and MIT) and other academic disciplines.

David Finegold is the president of Chatham University.

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Morten T. Korsgaard, "Bearing with Strangers: Arendt, Education and the Politics of Inclusion" (Routledge, 2018)

Tue, 13 Apr 2021 09:00:00 -0000

Bearing with Strangers: Arendt, Education and the Politics of Inclusion (Routledge, 2018) looks at inclusion in education in a new way. By introducing the notion of the instrumental fallacy, it shows how this is not only an inherent feature of inclusive education policies, but also omnipresent in modern educational policy. It engages with schooling through an Arendtian framework, namely as a practice with the aim of mediating between generations. It outlines a didactic and pedagogical theory that presents inclusion not as an aim for education, but as a constitutive feature of the activity of schooling. Drawing on the work of Hannah Arendt, the book offers a novel and critical perspective on inclusive education, as well as a contribution to a growing literature re-engaging didactic and pedagogical conceptions of teaching and the role of the teacher. Schooling is understood as a process of opening the world to the young and of opening the world to the renewal that the new generations offer. The activity of schooling offers the possibility of becoming attentive towards what is common while learning to bear with that which is strange and those who are strangers. The book points to valuable metaphors and ideas - referred to in the book as 'pearls' - that speak to the heart of what schooling and teaching concerns, such as exemplarity, judgement, and enlarged thought.

Kai Wortman is a PhD candidate at the Institute of Education, University of Tübingen, interested in philosophy of education.

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Richard K. Miller (2): Founding President of Olin College of Engineering

Tue, 13 Apr 2021 08:00:00 -0000

In part two of the interview with Rick Miller, the founding President of Olin College of Engineering, he describes the key elements of the Olin model that have helped this bold start-up become one of the most highly-rated and innovative models of undergraduate engineering education.

David Finegold is the president of Chatham University.

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Pandemic Perspectives from a Recent College Graduate: A Discussion with Amy Sumerfield

Mon, 12 Apr 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: social justice, chronic illness, the importance of self-advocacy and a support network, and what it’s like graduating from college and then applying to graduate school during a pandemic.

Our guest is Amy Sumerfield, who describes herself like this: I am a 23 year old cisgendered woman living in Loveland, Colorado. I was born in South Korea and lived with a foster family there until I was five months old. I was eventually adopted by my current family where I then grew up in Boulder, Colorado. I am more than privileged to have the upbringing that I did and I would not be here today if it wasn't for their constant support. Growing up as an adoptee was certainly hard to process, and especially as I grew older, I began to struggle greatly with my multi intersectionality. Not only was I confused about my identity at the time, but I was also learning to live with an autoimmune disease - Lupus. I was diagnosed with Lupus when I was 11 years old, and having to limit my activity in an extremely active town was difficult and only added to my idea that I didn't fit in. It took a lot of ups and mostly downs for me to learn how to cope, but I eventually came out on a better end. I received my degrees in Social Work and Sociology from Colorado State University in Fort Collins, Colorado in August 2020 and am currently applying for my Masters in School Counseling. My goals are to take not only my educational background, but my personal experiences as well, to help advocate and support children and families in need. Although I had a very positive environment growing up, I had my own struggles and everyone does. Especially as children, they are extremely vulnerable and impressionable and I believe this is the most important time of their lives as it sets the foundation for their future and beyond.

Our host is: Dr. Christina Gessler, a historian of women and gender. She is Amy’s first cousin. Christina co-created the Academic Life channel with Dr. Dana Malone during the pandemic.

Listeners to this episode might be interested in:

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Richard K. Miller (1): Founding President of Olin College of Engineering

Mon, 12 Apr 2021 08:00:00 -0000

This is the first of three episodes featuring Richard K. Miller, the Founding President of Olin College of Engineering, in Needham, MA. Olin was created in 1997, by at the time, the largest gift in higher education history, when the Olin Foundation decided to give its entire $460 million endowment to create a new college that could serve as a model for reinventing undergraduate engineering education. Miller, who served as Olin’s President from 1999 to 2020, describes his career before Olin and his decision to defy the advice of his colleagues and mentors to give up a secure, leadership position at the University of Iowa to join a start-up.

David Finegold is the president of Chatham University.

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John Sexton (4): President Emeritus of New York University

Fri, 09 Apr 2021 08:00:00 -0000

We conclude the discussion with NYU President Emeritus John Sexton by discussing key points from his book, “Standing for Reason: Universities in a Dogmatic Age,” where he describes the pivotal role of universities in creating a “Second Axial Age.” He also reflects on the leadership lessons from his successful tenure as NYU Law School Dean and President, and how he was able to teach a full course load on top of the demands of these positions. And he describes what may be the longest planned transition out of a University presidency that occurred between 2009 and 2016, as well as the wonderful life he’s built since he returned full-time to the NYU Law School faculty.

David Finegold is the president of Chatham University.

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Emile Bojesen, "Forms of Education: Rethinking Educational Experience Against and Outside the Humanist Legacy" (Routledge, 2019)

Fri, 09 Apr 2021 08:00:00 -0000

Emile Bojesen's book Forms of Education: Rethinking Educational Experience Against and Outside the Humanist Legacy (Routledge, 2019) analyses the tenets of the humanist legacy in terms of its educational ethos, examining its contradictions and its limits, as well as the extent of its capture of educational thought. It develops a broader conception of educational experience, which challenges and exceeds the limits of the humanist educational legacy. The book defines education, openly and non-restrictively, as the (de)formation of non-stable subjects, arguing that education does not require specific formations, nor the formation of specific forms, only that form does not cease being formed in the experience of the non-stable subject. Exploding and pluralising what amounts to 'education', this book rethinks what might still be called 'educational experience' against and outside the humanist legacy that confines its meaning.

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John Sexton (3): President Emeritus of New York University

Thu, 08 Apr 2021 08:00:00 -0000

NYU President Emeritus John Sexton provides a detailed history of the evolution of NYU into the world’s first, global network university. This began with the recognition that New York itself was home to immigrants and neighborhoods representing most of the world’s cultures. Version 2.0 involved foreign-language focused study away sites in Generalisimo Franco’s Madrid and Paris. Under Version 3.0 NYU added a large number of study abroad sites, each taking advantage of the distinctive strengths of its location (e.g. London for finance and theater). Version 4.0 featured transformational partnerships first with Abu Dhabi and then Shanghai to create comprehensive universities to develop global leaders and citizens that quickly became among the most selective and successful in the world. The COVID pandemic has accelerated the development of Version 5.0 by connecting all of these campuses more closely into a virtual network where students across the locations are taking shared courses.

David Finegold is the president of Chatham University.

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A Field Guide to Grad School: A Conversation with Jessica McCrory Calarco

Thu, 08 Apr 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear: things you really need to know to navigate graduate school, why there’s a hidden curriculum, and a discussion of the book A Field Guide to Grad School.

Our guest is: Dr. Jessica McCrory Calarco, an Associate Professor of Sociology at Indiana University in Bloomington. She is the author of A Field Guide to Grad School: Uncovering the Hidden Curriculum (Princeton, 2020), and Negotiating Opportunities: How the Middle Class Secures Advantages in Schools (Oxford 2018). Her research examines inequalities in education and family life, which she has written about for The New York Times, The Atlantic, Inside Higher Ed, and The Conversation.

Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. She sincerely wished she had had a guide to graduate school; the lack of one coupled with the ongoing mysteries of the hidden curriculum of her PhD program led her to create a mentorship program while still a student. She later co-created the Academic Life channel for NBN with Dr. Dana Malone.

Listeners to this episode might be interested in:

A Field Guide to Grad School: Uncovering the Hidden Curriculum by Jessica McCrory Calarco
The Merit Myth by Anthony Carnevale, Peter Schmidt and Jeff Strohl
The Hidden Curriculum by Rachel Gable
Degrees of Difference: Reflections of Women of Color on Graduate School by Kimberly McKee and Denise Delgado, eds.
The Academic Life channel on New Books Network
Dr. Calarco’s graduate school advice here.

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John Sexton (2): President Emeritus of New York University

Wed, 07 Apr 2021 08:00:00 -0000

We continue the discussion with NYU President Emeritus John Sexton who shares how it took an intervention from his close friends to get him to give up his career as a professor of theology at St. Francis College and champion high school debate to go to law school and how it took a special recommendation from his friend and Constitutional Law Professor Lawrence Tribe to get Harvard Law to reconsider his initial rejection. He would go on to become one of the most successful law school deans in American history, lifting NYU into the upper echelon of legal education by systematically recruiting stars from the leading schools to join its faculty. It took several years for his close friend and eventual NYU Board chair to overcome his initial reluctance to become NYU President.

David Finegold is the president of Chatham University.

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Ramsey McGlazer, "Old Schools: Modernism, Education, and the Critique of Progress" (Fordham UP, 2020)

Wed, 07 Apr 2021 04:00:00 -0000

Ramsey McGlazer's Old Schools: Modernism, Education, and the Critique of Progress (Fordham University Press, 2020), traces the ways in which a group of modernist cultural practitioners (thinkers, politicians, artists, poets, novelists, and filmmakers) across varied linguistic and cultural contexts ((Italian, English, Irish, and Brazilian) resisted certain notions of education perceived as “progressive”. At the heart of this remarkable study, pulses a nexus of issues that are of interest to anyone teaching anything anywhere: What is education? How does it differ from “instruction”? What is education for? (if anything) What does it mean to ask the question “what is education for”? Who is education for? What are the stakes of that question?

Education reforms from the end of the Victorian Era until the mid-20th century sought to surpass the “sterile and narrow” forms of education that insisted on rote learning (memorization, declamation, imitation, and so forth) that did not help students of any age or grade “transform.” Resisting the ideology of “progressive” education, the figures in McGlazer’s fascinating study propose instead a “counter tradition” that sought to offer resistant strategies in “old school” pedagogies focusing on rote means, reproducing (though McGlazer will “queer” that term) ordained content. The practitioners McGlazer focuses on include figures like Walter Pater, author of the influential Studies in the History of the Renaissance, first published in 1873 and whose interest in mechanistic pedagogies anchors the first chapter. Giovanni Pascoli and his focus on grammar follows, then a chapter on “direct instruction” in James Joyce’s Ulysses. McGlazer concludes by focusing on films centering on instruction, like the pedagogy of pain in Pier Paolo Pasolini’s Salò, or the 120 Days of Sodom (1975) and avant-garde Brazilian filmmaker Glauber Rocha’s film Claro (1975). McGlazer’s focus on this nucleus of texts and practitioners from the end of the 19th Century to about the middle of the 20th gives rise to questions about tradition, resistance, and the ideology of education that are evergreen and of interest to educators in a wide array of places and spaces and Old Schools will be of interest to anyone who has taught and anyone who has learned.

Ellen Nerenberg is a founding editor of g/s/i-gender/sexuality/Italy and reviews editor of the Journal of Italian Cinema and Media Studies. Recent scholarly essays focus on serial television in Italy, the UK, and North America; masculinities in Italian cinema and media studies; and student filmmakers. Her current book project is La nazione Winx: coltivare la futura consumista/Winx Nation: Grooming the Future Female Consumer, a collaboration with Nicoletta Marini-Maio (forthcoming, Rubbettino Editore, 2020). She is President of the American Association for Italian Studies.

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John Sexton (1): President Emeritus of New York University

Tue, 06 Apr 2021 08:00:00 -0000

New York University (NYU) President Emeritus and consummate story-teller John Sexton describes how his childhood experiences as a young entrepreneur growing up in a working-class neighborhood of Brooklyn prepared him to lead the world’s largest private university. He shares the profound impact that his teacher and mentor, Charlie, had on his lifelong passion for teaching, and the role that high-school forensics, first as a national champion debater, then as a volunteer coach of the debate at the local Catholic girls high school had on his vision of the modern, ecumenical university.

David Finegold is the president of Chatham University.

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Free College is Bad Public Policy

Mon, 05 Apr 2021 08:00:00 -0000

One of the major debates surrounding higher education is whether to make college – whether 2- or 4-year public colleges and universities – free for all qualified applicants.

Dr. David Finegold, President of Chatham University, discusses why this is bad public policy, based on comparisons with the experience in the UK and Germany and an analysis of the policy proposal in the US context. He shows that the two key elements of a more equitable and effective approach already exist and simply need to be expanded – doubling the resources available for Pell grants to increase the level of grant and the income thresholds for those families who qualify for it, and converting all Federal Student Loans to income-contingent repayment so individuals only begin repaying the investment in their education once they are earning enough to afford it.

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An Introduction to "The Future of Higher Education" Podcast

Mon, 05 Apr 2021 07:00:00 -0000

Dr. David Finegold, the President of Chatham University in Pittsburgh, PA and international expert on education and training systems and how they relate to changes underway in the global economy and workplace, provides an introduction to this new podcast which will focus on the forces that are shaping The Future of Higher Education and leaders that have found ways to help their institutions thrive in this challenging environment. He discusses the long-term trends that are disrupting the higher education marketplace – demographic decline in number of high school graduates, rising price competition, declining public funding, growth in large, higher quality online providers – that have been compounded by the pandemic. And he outlines the different types of episodes to come: interview with university leaders who have transformed the fortunes of their colleges and universities for the better, who have pioneered new models of higher education, or have created strategic partnerships or mergers that have enabled their institutions to continue to pursue their mission in a new way. He’ll also be speaking with leading experts on higher education, like Nathan Grawe and Mary Marcy, about their new books.

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Matt Brim, "Poor Queer Studies: Confronting Elitism in the University" (Duke UP, 2020)

Fri, 02 Apr 2021 08:00:00 -0000

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Cristina V. Groeger, "The Education Trap: Schools and the Remaking of Inequality in Boston" (Harvard UP, 2021)

Fri, 02 Apr 2021 08:00:00 -0000

Education is thought to be the route out of poverty, but history disagrees. For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality.

The Education Trap: Schools and the Remaking of Inequality in Boston (Harvard UP, 2021) returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger's test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences--both intended and unintended--for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality.

The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.

Stephen Pimpare is director of the Public Service & Nonprofit Leadership program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire.

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Joan Turner, "On Writtenness: The Cultural Politics of Academic Writing" (Bloomsbury, 2018)

Wed, 31 Mar 2021 08:00:00 -0000

Listen to this interview of Joan Turner, author of On Writtenness: The Cultural Politics of Academic Writing (Bloomsbury Academic 2018). We talk about writers, writing, writers writing, unwritten subtexts, and written text.

Interviewer: "What do you see as the step which writing practitioners can take in the direction of their discipline-based colleagues, and what's the step that researchers can take toward writing practice?"

Joan Turner: "Well, obviously, it has to be something that has to be ongoing, and in many respects, it comes down to individuals. There are a lot of well-meaning researchers who value collaboration with writing practitioners, as there are many who don't. And I think is it probably incumbent upon the writing practitioners to kind of put themselves forward more, to kind of slough off the sense of inferiority that might surround them because of how institutions position writing development, and they just have to attempt to begin the conversation. I think that often, when they do, on an individual level, it works. Although often, another problem that occurs with that, is, if you're actually making contact with a particular department where you've got a lot of students, then you might make contact with a particular individual, who then leaves that institution or goes on to a different role in the institution, and is no longer collaborating with the writing center, and then you have to begin again with another one. So, it can be an uphill struggle, but I do have some optimism that things will get better."

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Pandemic Perspectives from a University Administrator: A Discussion with James D. Breslin

Mon, 29 Mar 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear: reflections on the shutdown, the weight and tension involved in decision-making during this time, mental and soul exhaustion, centering the humanity in higher education work, and thoughts on what we’re taking out of this pandemic as a field.

Our guest is: Dr. James (Jim) D. Breslin, PhD a higher education scholar, practitioner, and consultant who specializes in student success, academic support and advising, assessment, institutional effectiveness, and leadership and administration. He currently serves as the Assistant Provost for Assessment, Accreditation, and Institutional Effectiveness at Bellarmine University.

Dr. Breslin has presented more than 70 conference sessions and published several peer-reviewed articles and book chapters on a variety of topics. He is engaged currently with research teams that range from developing new conceptual and practical frameworks for assessment to exploring the relationships between higher education professionals and peer educators.

Dr. Breslin participates as an active citizen in the field of higher education and has consulted with institutions and organizations across the US and beyond. He has served on editorial boards for several peer-reviewed publications and in leadership roles in professional organizations, including his current roles as Director-elect of Professional Development on the ACPA Governing Board and Chair of the ACPA Assessment Oversight Task Force. Dr. Breslin has been recognized for his contributions to the field of higher education and most recently was named a Diamond Honoree by the American College Personnel Association Foundation.

Your host is: Dr. Dana Malone, a higher education scholar and practitioner. Dana first met Jim in graduate school in their “Theories of College Student Development” course. Over the years, a kindred professional relationship – and friendship – developed, which includes working, presenting, and writing together as well as sharing drinks over Facetime.

Listeners to this episode might be interested in:

Code Switch podcast.
Throughline podcast.
ACPA’s A Bold Vision Forward.
If anyone is interested in Dr. Breslin’s thoughts on pressing issues in higher ed just prior to COVID, check out Emerging Trends in Higher Education.
A recent read that stands out: Heavy: An American Memoir.

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Jelani Favors, "Shelter in A Time of Storm: How Black Colleges Fostered Generations of Leadership and Activism" (U of North Carolina Press, 2020)

Tue, 23 Mar 2021 08:00:00 -0000

Shelter in A Time of Storm: How Black Colleges Fostered Generations of Leadership and Activism (University of North Carolina Press, 2020) by Dr. Jelani Favors fills the “missing pages” of history by highighting the enduring role that Black colleges have played in African American freedom movements in the long-twentieth century.

Favors shows that Black colleges created freedom fighters whose organizing, dedication, and fearlessness made the Black Freedom Struggle’s most pivotal moments possible. Favors also argues that Historically Black Colleges and Universities (HBCUs) were fortified interstitial spaces for consciousness-raising and solidarity-building among race women and race men. HBCU students, faculty, and administrators were vital players in fashioning blueprints for Black liberation and ensuring the inter-generational transmission of resistance wisdom.

Taking the long view and moving through a tour of Black higher education, Favors theorizes that a hidden second curriculum and a Black college communitas thrived on each campus, making them both seedbeds of racial justice and shelter in a time of storm.

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Robert Samuels, "Teaching Writing, Rhetoric, and Reason at the Globalizing University" (Routledge, 2020)

Tue, 23 Mar 2021 08:00:00 -0000

Listen to this interview of Robert Samuels, author of Teaching Writing, Rhetoric, and Reason at the Globalizing University (Routledge, 2021). We talk about grammar, which is what everything really fits inside of. Mostly.

Interviewer : "Clearly, the liberal globalist position will cause some pushback. What would you say to our listeners, what would you say to your readers to help them make that pushback into counterargument?"

Robert Samuels : "Well, it's difficult, because on one hand, if I'm saying we should focus on logic and reason, it seems like I'm saying that we should ignore emotion, but what I'm also saying is that we should really think about how emotion is manipulated through language and the role that language plays in communication. And so the problem is you want to have a more complex argument, where it's not just either-or. But in our current debate culture it seems that everything often comes into this very polarized either-or discourse. And so it's difficult to figure out how to get people who are not already on your side to listen to you. And I think that's a general problem we have within culture and society, at least in the United States: that is, how to open up this space where people can try to judge arguments based on facts and their merit and their logic and not on some predetermined ideological investment."

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Pandemic Perspectives: From a Vice President of Student Affairs

Mon, 22 Mar 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at dr.danamalone@gmail.com or cgessler@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear: reflections on the shutdown, lessons learned, leading through change and ambiguity, impacts and challenges facing students, the future of higher education, and the distinctive nuances of a vocation versus a job.

Our guest is: Dr. Zebulun Davenport, the Vice President for Student Affairs at West Chester University. He earned his Doctorate in Higher Education and Leadership from Nova Southeastern University, an M.Ed. in College Student Personnel Administration, and a B.S. in Communications/Public Relations from James Madison University. His contributions have advanced campus culture, organizational structure, and student success. Dr. Davenport has served as a Vice President for Student Affairs for three institutions and under his leadership, two of those divisions of student affairs have received Diverse Magazine’s the distinction of “Most Promising Places to Work.”

His expertise includes student retention, outcomes assessment, strategic planning, and strategies for assisting first-generation college students. Dr. Davenport’s publications include co-authoring two books entitled First-Generation College Students – Understanding and Improving the Experience from Recruitment to Commencement; and Student Affairs Assessment, Evaluation, and Research: A Guidebook for Graduate Students and New Professionals, a chapter in an edited volume entitled The Student Success Conundrum, in B. Bontrager (Ed.), Strategic Enrollment Management: Transforming Higher Education; a chapter in an edited monograph entitled Creating Collaborative Conditions for Student Success in S. Whalen (Ed.), Proceedings of the 8th National Symposium on Student Retention 2012, and a chapter in the fourth edition of The Handbook of Student Affairs Administration in Jossey Bass 2016. He has presented at workshops for numerous public agencies; educational institutions; state, regional, and national conferences; as well as to thousands of college students and professionals throughout his career.

Your host is: Dr. Dana Malone, a higher education scholar and practitioner with a background in student affairs. Dana has known Zeb for several years. His dynamic personality and ability to relate over what really matters in work and life sparked a kindred connection from their first meeting.

Listeners to this episode might be interested in:

Working with Emotional Intelligence by Daniel Goleman
Five Dysfunctions of a Team by Patrick Lencioni
Multipliers: How the Best Leaders Make Everyone Smarter
by Liz Wiseman
Uncommon Candor: A Leader's Guide to Straight Talk
by Nancy K. Eberhardt

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Neriko Musha Doerr, "The Global Education Effect and Japan: Constructing New Borders and Identification Practices" (Routledge, 2020)

Thu, 18 Mar 2021 08:00:00 -0000

The Global Education Effect and Japan: Constructing New Borders and Identification Practices (Routledge, 2020) volume investigates the "global education effect"--the impact of global education initiatives on institutional and individual practices and perceptions--with a special focus on the dynamics of border-construction, recognition, subversion, and erasure regarding "Japan". The Japanese government's push for global education has taken shape mainly in the form of English-Medium Instruction programs and bringing in international students who actually serve as a foreign workforce to fill the declining labour force. Chapters in this volume draw from education, anthropology, sociology, linguistics, and psychology to examine the ways in which demographic changes, economic concerns, race politics, and nationhood intersect with the efforts to "globalize" education and create specific "global education effects" in the Japanese archipelago. This book will provide a valuable resource for anyone who is interested in Japanese studies and global education.

Jingyi Li is a PhD Candidate in Japanese History at the University of Arizona. She researches about early modern Japan, literati, and commercial publishing.

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The Self-Care Stuff: Parenting and Personal Life in Academia

Thu, 18 Mar 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: navigating academia, gender creative parenting, and a discussion of the book Raising Them.

Our guest is: Dr. Kyl Myers, author of Raising Them: Our Adventure in Gender Creative Parenting. Kyl is a sociologist, parent, partner, professor, and advocate of gender creative parenting. Kyl’s work has been featured on social media, a TedX Talk, and in numerous articles. She can be found at raisingzoomer.com and at kylmyers.com.

Your host is: Dr. Christina Gessler, a historian of women, gender, and sexuality.

Listeners to this episode might be interested in:

TheybyParenting.com
Parenting Beyond Pink and Blue, by Christia Spears Brown
Gender Revolution, Documentary from National Geographic
Beyond the Gender Binary by Alok Vaid-Menon
Raising Them: Our Adventure in Gender Creative Parenting by Kyl Myers
Raising Baby Grey, video and story from The New Yorker

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Joe Essid and Brian McTague, "Writing Centers at the Center of Change" (Routledge, 2020)

Wed, 17 Mar 2021 08:00:00 -0000

Today I talked Joe Essid and Brian McTague about their book Writing Centers at the Center of Change (Routledge 2020). We discuss about critical thinking through writing and we talk about what it is that's critical to writing.

Interviewer: What's the next big change you see coming?

Brian McTague: I don't know exactly what that's going to be, but I think it's going to have something to do with adapting what the previous 'normal' model was for writing centers into this new normal that definitely takes into account technology on a broader scale and how we communicate. You know, we can communicate face-to-face via technology, so does it have to be in person? One example from my own writing center: Over the last year we have done a lot of online-Zoom group workshops. And group workshops are something that we've always offered in person, and sometimes we'd get ten people, sometimes we'd get nobody. Now, we have a Zoom workshop, and we get up to eighty students, or actually, eighty participants, because there are also often some faculty and staff there, too. So to me, that shows that there's potential to learn a lot from what we've done well in this very challenging past year.

Joe Essid: Brian, that's grounded optimism. And I think it's something I will do on our campus, once I have the breathing space. That's a post-pandemic opportunity to begin to host some workshops, and use Zoom, because then faculty can attend them from home, students don't have to trek to a room that we have to book. So, I think our writing workshop program is going to move to Zoom, and I can bring in outside experts.

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Pandemic Perspective from an Adjunct: A Discussion with Dawn Fratini

Mon, 15 Mar 2021 08:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: the paid and unpaid workload required of adjuncts, Dawn’s personal pandemic perspective as she had to suddenly pivot from teaching on campus to teaching online, the effect of the pivot on her students, and her love of film studies and why she’s hopeful for the future.

Our guest is: Dawn Fratini, who has nearly twenty years adjunct teaching experience at the community college and college level. She is currently an adjunct professor at Chapman University’s Dodge College of Film and Media Arts where she teaches courses in Film History, Animation History, the Walt Disney Company, the Horror Genre and more. She hold an MFA in Screenwriting and is a PhD candidate at UCLA’s School of Film, Television and Digital Media. She researches technical labor in Hollywood and is currently completing her PhD dissertation, The Genies in the System: The Motion Picture Research Council, 1947-1960.

Our host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. Christina and Dawn are members of the Friday Morning Molas, a writing group founded during the pandemic. Christina is the co-creator the Academic Life channel for NBN with Dr. Dana Malone, a channel they started during the pandemic.

Listeners to this episode might be interested in:

Academy of Motion Picture Arts and Sciences, Margaret Herrick Library, Digital Collections.
UCLA Oral History Digital Collection.
Media History Digital Archive.
The Internet Archive.
Aca-Media podcast of the Society of Cinema and Media Studies, which looks at a variety of issues in the field, including teaching during the pandemic.
Teaching Media, which hosts an online journal on media pedagogy, and also serves as open source for sharing teaching ideas and resources.
SCMS Precarious Labor Organization. "The Precarious Labor Organization provides community and advocacy for the Society’s members who are in positions without job security or a clear route to promotion and advancement."
SCMS. "The Society for Cinema and Media Studies is the leading scholarly organization in the United States dedicated to promoting a broad understanding of film, television, and related media through research and teaching grounded in the contemporary humanities tradition.”

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How to College: A Conversation with Lara Hope Schwartz

Thu, 11 Mar 2021 09:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear: what you need to know before you go, the talk you need to have with your family and friends before you leave for school, what to do when you get there, and a discussion of the book How to College.

Our guest is: Lara Hope Schwartz, the co-author of How To College. She has served as a Faculty Fellow at American University’s Center for Teaching, Research, and Learning. She teaches at American University’s School of Public Affairs, and serves as Honors Program Director. Previously, Lara was Director of Strategic Engagement at the American Constitution Society for Law & Policy, Courts Matter director at Media Matters, Legal Director at the Human Rights Campaign, and Vice President of External Affairs at the American Association of People with Disabilities. She earned her Juris Doctor Cum Laude from Harvard Law School and her AB in English and American Literature Magna Cum Laude from Brown University.

Our guest is: Andrea Malkin Brenner, PhD, the co-author of How To College. She was a faculty member in the Department of Sociology at American University for 20 years, and directed the University College program. She created the American University Experience (AUx) Program, a mandatory full-year course that serves as a college transition course, and a cross-cultural communication class. She holds a BA in Sociology from Brandeis University, an MA in Curriculum, Instruction and Administration in Higher Education from Boston College, and a PhD in Sociology from American University. She currently consults with colleges that wish to create their own first-year transitions courses.

Your host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. She specializes in decoding diaries written by rural women in 19th century America.

Listeners to this episode might be interested in:

How to College: What to Know Before You Go and When You’re There, by Andrea Malkin Brenner and Lara Hope Schwartz
What Parents Should do to Help Students Prepare for The First Year of College
https://www.pennlive.com/opini... Lara Schwartz and Andrea Brenner virtual interactive workshop focused on building college learning communities where open, respectful, and collaborative communication can flourish.

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Joris Vlieghe and Piotr Zamojski, "Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World" (Springer, 2019)

Thu, 11 Mar 2021 09:00:00 -0000

Joris Vlieghe and Piotr Zamojski's book Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World (Springer, 2019) opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about. Therefore, the authors develop the idea of a thing-centered pedagogy, as opposed to both teacher-centered and student-centered approaches. The authors furthermore illustrate their purely educational account of teaching by looking at the writing and the television performance of Leonard Bernstein who embodies what teaching out of love and care for a subject is all about. This book is of interest to all those concerned with fundamental and philosophical questions about education and to those interested in (music) education.

Kai Wortman is a PhD candidate at the Institute of Education, University of Tübingen, funded by the State Postgraduate Scholarship Programme.

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Melissa Moschella, "To Whom Do Children Belong?: Parental Rights, Civic Education, and Children's Autonomy" (Cambridge UP, 2016)

Tue, 09 Mar 2021 09:00:00 -0000

The Supreme Court’s decision in Bostock v. Clayton, which ruled that the Title VII prohibition on sex discrimination in employment extends to discrimination based on sexual orientation and transgender status, may imperil the fundamental right of parents to educate their children in line with their values.

This right is examined brilliantly in the 2016 book, To Whom Do Children Belong? Parental Rights, Civic Education, and Children's Autonomy by scholar Melissa Moschella. Given the rise of the transgender movement and other aspects of wokeism, this book has only increased in importance. It is a rare combination of a serious scholarly work and a book that general audiences, particularly and crucially, the parents of school-age children should read.

Moschella addresses timely questions such as, “Can we defend parental rights against those who believe we need more extensive state educational control to protect children's autonomy or prepare them for citizenship in a diverse society?” and draws upon psychological and social scientific research to make a compelling philosophical argument for the right of parents to determine fundamental questions of morals when it comes to their children.

And this is not only a matter for philosophers. Moschella makes clear that under the cover of such seemingly innocuous verbiage as “diversity education” and “education for citizenship,” public schools are engaging in outright indoctrination of children in left-wing social justice and libertarian moral views. Moreover, progressives are increasingly targeting even private schools and some are even calling for an outright ban on homeschooling.

Moschella’s book is eerily prescient in the way she was able to predict that parents who seek to pass on a traditional understanding of sexuality find their efforts directly undermined in ever more public schools. Many parents cannot afford private schools or are unable to home school—and, as noted, even those refuges are under threat. Moschella foretold in her book that if the views of the progressive scholars whose arguments she delineates with scrupulous fairness prevail, parents will have no choice but to send their children into an educational environment that may sow damaging confusion about the basic truths of human identity.

Readers of this book need not even be religious but simply parents and other readers who worry that children will be stigmatized and parents’ rights erased if children are forced by schools to deny that maleness and femaleness are grounded on objective biological reality rather than subjective self-image, or that the purpose of human sexuality is not merely pleasure or self-expression, but to unite a man and woman in marriage and enable them to form a family. This is not solely a question of religious liberty but of conscience rights more broadly, which she discusses both authoritatively and movingly.

Moschella examines the arguments for expanding school choice, vouchers and granting exemptions when educational programs or regulations threaten parents' ability to raise their children in line with their values and moral codes.

The questions raised in this important book have become even more salient in the era of the Biden administration.

Give a listen.

Hope J. Leman is a grants researcher.

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Theodore D. Segal, "Point of Reckoning: The Fight for Racial Justice" (Duke UP, 2021)

Mon, 08 Mar 2021 09:00:00 -0000

Duke University officially integrated its student body in the early 1960s, but the University itself did little to make students of color feel as though Duke was their academic home. During this decade, black students organized, agitated, protested, and finally took the bold step of occupying the University's main administrative building for one harrowing day, all in an effort to bring equality and rights to this historically white university campus.

In his deeply researched book, Point of Reckoning: The Fight for Racial Justice (Duke University Press, 2021) Theodore D. Segal tells the story of the students, administrators, and activists who forced Duke to acknowledge and address its segregation and disparity.

Lane Davis is a doctoral candidate in the Graduate Program in Religious Studies at Southern Methodist University where he studies American religious history. Find him on Twitter @TheeLaneDavis

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Common Ground Scholar: A Discussion with Bill Cope and Mary Kalantzis

Thu, 04 Mar 2021 09:00:00 -0000

Listen to this interview of Bill Cope and Mary Kalantzis, creators of the website newlearningonline.com and also professors at the College of Education, University of Illinois. We talk about monastic instruction in the sixth century, we talk about textbook learning in the sixteenth century, and we talk about cybersecurity education in the twenty-first century, but overall we talk about imbalances in self agency.

Interviewer: "Could you describe one pedagogical affordance of the technology on your learning platform CGScholar?"

Bill Cope: "So, what we're doing is we're using big data and learning analytics as an alternative feedback system. So, what we say, then, is, okay, well: 'The test is dead! Long live assessment!' We have so much data from CGScholar. Why would you create a little sample of an arrow or two at the end of a course, when we can from day one be data mining every single thing you do? And by the way, by the end of the course, we have these literally millions of data points and for every student. Now, the other thing, as well, is, our argument is––and we call this recursive feedback––is that every little data point is a piece of actionable feedback. Someone makes a comment on what you do, you get a score from somebody on your work against a Likert scale...so what we're doing is, we have this idea of complete data transparency, but also, we're not going to make any judgments for you or about you, or the system's not going to do it, without that feedback being actionable, so that you can then improve your work. It feeds into your work. So, the difference is, instead of assessment being retrospective and judgmental, what we're doing is making micro-judgments which are prospective and constructive and going towards your learning."

Visit the Learning Design and Leadership Program here and visit CGScholar here.

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Morton Schoolman, "A Democratic Enlightenment: The Reconciliation Image, Aesthetic Education, Possible Politics" (Duke UP, 2020)

Thu, 04 Mar 2021 09:00:00 -0000

Morton Schoolman, Professor in the Rockefeller College of Public Affairs and Policy at the State University of New York at Albany, has published a new book that explores the idea of democratic enlightenment in the United States, and the way that we may want to consider both how to achieve this enlightenment and how we can be guided by our literary and philosophical traditions. Schoolman explains that we need to come to democratic enlightenment through a process of reconciliation, and that this concept of reconciliation is at the heart of the work by Walt Whitman and Theodore Adorno.

The centerpieces of A Democratic Enlightenment: The Reconciliation Image, Aesthetic Education, Possible Politics (Duke UP, 2020) are explications of how Whitman and Adorno each, separately, approach this need and capacity for reconciliation, and how they delineate it in their work, and finally, how it is vitally important to democracy. Schoolman’s reading of Whitman notes that this is what Whitman set out to do with his poetry, to teach or guide the capacity to reconcile identity, especially with all those who are different. Whitman’s work and his reflection on this need for reconciliation was written during the period of Reconstruction, and he saw the need and the means to provide a path towards healing America’s differences through the democratic media of his time, poetry. Theodore Adorno is pursuing a parallel concept in his work, examining modern artwork as the fulcrum for reconciliation, explaining that these images, while they may be static in some form, are, in fact, images in motion—all visual works of art are in motion. Thus, both Adorno and Whitman provide Schoolman with an aesthetic space and definition for the place where democratic reconciliation can and does occur. But Schoolman builds on the foundation provided by these two theorists, himself constructing the place where he thinks it is most likely that citizens will experience and engage with this idea of reconciliation, especially around those who have been othered or prevented from inclusion by American politics and culture. Schoolman centers this space in film, in part because films are accessible by so much of the populace, and because they provide the aesthetic images, not only the narrative framework, to confront and engage democratic reconciliation. A Democratic Enlightenment: The Reconciliation Image, Aesthetic Education, Possible Politics is a fascinating and complex exploration of how aesthetic education has an important role in democratic politics, especially in regard to the function of the reconciliation image as a dynamic component of that education.

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Exploring Careers After Graduation: Writing for the Kid’s Lit Market

Thu, 04 Mar 2021 09:00:00 -0000

Welcome to The Academic Life. You are smart and capable, but you aren’t an island, and neither are we. So we reached across our mentor network to bring you podcasts on everything from how to finish that project, to how to take care of your beautiful mind. Wish we’d bring in an expert about something? Email us at cgessler@gmail.com or dr.danamalone@gmail.com. Find us on Twitter: The Academic Life @AcademicLifeNBN.

In this episode you’ll hear about: the steps to creating a writing career after college; the children’s book market; the difference between a pitch, a hook, a logline, and a synopsis; the importance of building a support network; and a discussion of the book Premeditated Myrtle.

Our guest is: Elizabeth C. Bunce, the author of the Myrtle Hardcastle mystery book series. Elizabeth’s books are inspired by real places and cultures of the past, often with otherworldly or magical elements. She has been writing for as long as she can remember, and has always been interested in literature, folklore, history, and culture. She studied English and anthropology in college. When she’s not writing, she’s usually making something—cosplay, needlework, historical costuming, quilting—but not cooking.

Your host is: Dr. Christina Gessler, a historian of women, gender, and sexuality. She specializes in decoding diaries written by rural women in 19th century America. She belongs to a critique group for children’s book writers, and has been an active member of SCBWI for over a decade. When she’s not reading, writing, podcasting, or teaching, she can be spotted taking walks along the shore and working on her nature photography. She seldom cooks.

Listeners to this episode might be interested in:

Premeditated Myrtle by Elizabeth Bunce
Wired for Story by Lisa Cron
The Magic Words: Writing Great Books for Children and Young Adults by Cheryl Klein
Book in a Month by Victoria Lynn Schmidt
Stealing Hollywood: Screenwriting Tricks for Authors by Andrea Sokoloff
The Society of Children’s Book Writers and Illustrators
The Highlights Foundation
The Vermont College of Fine Arts MFA in Writing for Children and Young Adults

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Writing in Disciplines: A Discussion with Shyam Sharma

Wed, 24 Feb 2021 09:00:00 -0000

Listen to this interview of Shyam Sharma, Associate Professor and Graduate Program Director in the Department of Writing and Rhetoric at Stony Brook University. We talk about how mutually appreciative attitudes advance Writing in the Disciplines, about how other languages matter to writing in English, and about how US Presidents have changed the ways we teach writing and learn to write.

Interviewer: "Where does language come in to the sort of writing development called Writing Studies or English for Academic Purposes or Academic Literacies?"

Shyam Sharma: "Well, there are language-focused academic curriculums around the world. But language is not writing. If it was, then I wouldn't have my job. You know, for the most part, students who speak English as a native language wouldn't need to learn anything about genres and conventions and writing and rhetoric and communication. And so, where English is taught in non-English-speaking regions, the concern about language buries everything so far down that it is difficult for people to foreground it and to pay specialized attention to it and to develop research programs and to be funded and to be recognized and so on."

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A Roundtable on the History of the Japanese Student Movement: A Discussion with Naoko Koda and Chelsea Szendi Schieder

Wed, 24 Feb 2021 09:00:00 -0000

Chelsea Szendi Schieder’s Co-Ed Revolution: The Female Student in the Japanese New Left and Naoko Koda’s The United States and the Japanese Student Movement, 1948-1973: Managing a Free World provide new insights into the postwar Japanese student movement.

Koda, a scholar of diplomatic history and international relations, situates student activism within the larger context of the Cold War. Among its historiographical contributions, Managing a Free World pushes back the timeline of the student movement’s origins to occupation-era policies, explores the role of subsequent American cultural diplomacy in combating the Marxist bent of major student organizations, and spotlights the particular importance of Okinawa in the development and ultimate neutralization of leftist activism in postwar Japan. Koda highlights the Kennedy administration’s “Kennedy-Reischauer Offensive” and promotion of modernization theory amongst intellectuals on the one hand and effective promotion of American democratic ideals in driving fissures in the New Left.

In contrast, Co-Ed Revolution focuses on the convoluted gender dynamics of the campus-based New Left. Schieder approaches this issue from a number of different angles, including the media-manufactured public memory of a number of important women activists such as Kanba Michiko, killed in demonstrations against renewal of the U.S.-Japan Security Treaty, and the “titillating and terrifying” figures of the so-called “Gewalt Rosas” of the student movement such as Kashiwazaki Chieko. In addition to these analyses of both individual thinkers and their transformation into manipulable media spectacles, Schieder also shows that the historiographical tendency to focus on the aggressive and violent masculinity of the New Left in the late 1960s not only minimizes the role of women in the campus-based New Left, but does so in a way that repeats the internal gender politics of the movement itself; the “masculine ideal of political action” justified and masked the way that women were relegated to support and care work.

These two books are part of a wave of recent scholarship reexamining the student movement and New Left in Japan from fresh angles, and seeing the campus protests of the 1960s as both a distinctly Japanese history and part of larger global currents.

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New Books in Education

Emely Rumble, "Bibliotherapy in The Bronx" (Row House, 2025)

Amanda Anderson and Simon During, "Humanities Theory" (Oxford UP, 2026)

Yingyi Ma, "Ambitious and Anxious: How Chinese College Students Succeed and Struggle in American Higher Education" (Columbia UP, 2020)

The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want

Gabriel S. Estrada, "Queer Indigenous Cinemas: Sovereign Genders from Seven Directions" (U Arizona Press, 2026)

Flower Darby, "The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes" (﻿U Oklahoma Press, 2026)

David M. Perry, "The Public Scholar: A Practical Handbook" (JHU Press, 2026)

Teaching English Pronunciation

Nick Juravich, "Para Power: How Paraprofessional Labor Changed Education" (U ﻿Illinois Press, 2024)

Mark Hlavacik, "Willing Warriors: A New History of the Education Culture Wars" (U Chicago Press, 2025)

Sarah Jaffe, "Work Won't Love You Back: How Devotion to Our Jobs Keeps Us Exploited, Exhausted, and Alone" (Bold Type Books, 2021)

Gabrielle Oliveira, "Now We Are Here: Family Migration, Children’s Education, and Dreams for a Better Life" (Stanford UP, 2025)

Helmut Schuster and David Oxley, "Artificial Death of a Career: A Tale of Professional Obsolescence and How to Avoid It" (Practical Inspiration Publishing, 2025)

Sam Illingworth and Rachel Forsyth, "GenAI in Higher Education: Redefining Teaching and Learning" (Bloomsbury, 2026)

Upper Caste Liberalism with Ravikant Kisana

Suzanne Bost, "Quiet Methodologies: Humility in the Humanities" (U Minnesota Press)

Podcast Intellectuals Panel #3 with Joy Connolly, Barry Lam, and Aurora Hutchinson

Podcast Intellectuals Panel #2 with Ellen Horne, Chenjerai Kumanyika, Barry Lam, and Julia Barton

Tamara Kay, "Sesame Street Around the World: Culture, Politics, and Transnational Organizational Partnerships" (Oxford UP, 2025)

Bryan Caplan's Case Against Education

Jessi Streib, "The Accidental Equalizer: How Luck Determines Pay After College" (U Chicago Press, 2023)

A Light in the Tower: A New Reckoning with Mental Health in Higher Education

Bin Chen, "Hui Muslims in the Shaping of Modern China: Education, Frontier Politics, and Nation-State" (Routledge, 2025)

Ruixue Jia et al., "The Highest Exam: How the Gaokao Shapes China" (Harvard UP, 2025)

Claire Nicolas, "Une si longue course: Sport, genre, et citoyenneté au Ghana et en Côte d’Ivoire (années 1900-1970)" (Presses Universitaires de Rennes, 2024)

Nina Bandelj, "Overinvested: The Emotional Economy of Modern Parenting" (Princeton UP, 2026)

Educated Out: How Rural Students Navigate Elite Colleges—And What It Costs Them

Arnoud S. Q. Visser, "On Pedantry: A Cultural History of the Know-it-All" (Princeton UP, 2025)

John L. Rudolph, "Why We Teach Science (and Why We Should)" (Oxford UP, 2023)

Jose Eos Trinidad, "Subtle Webs: How Local Organizations Shape US Education" (Oxford UP, 2025)

Ian M. Cook, "Scholarly Podcasting: Why, What, How" (Routledge, 2022)

Ofer Sharone, "The Stigma Trap: College-Educated, Experienced, and Long-Term Unemployed" (Oxford UP, 2024)

Jo Mackiewicz, "Learning Skilled Trades in the Workplace" (Springer, 2025)

Terra Jacobson and Spencer Brayton, "Valuing the Community College Library: Impactful Practices for Institutional Success" (ACRL, 2025)

Helle Strandgaard Jensen, "Sesame Street: A Transnational History" (Oxford UP, 2023)

Ruby Oram, "Home Work: Gender, Child Labor, and Education for Girls in Urban America, 1870-1930" (U Chicago Press, 2025)

Aaron G. Fountain Jr., "High School Students Unite! Teen Activism, Education Reform, and FBI Surveillance in Postwar America" (UNC Press, 2025)

Scott D. Seligman, "The Great Christmas Boycott Of 1906: Antisemitism and the Battle Over Christianity in the Public Schools" (U Nebraska Press, 2025)

Amanda Nichols Hess, "Information Literacy and Critical Thinking: Using Perspective Transformation to Break Information Bubbles" (ALA, 2025)

Try to Love the Questions: From Debate to Dialogue in Classrooms and Life

Carlo Rotella, "What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics" (U California Press, 2025)

Jennifer Conrad on Teaching Through Picture Book Appreciation

Democracy and Freedom: The Role of Philanthropy and Education

Margaret Grace Myers, "The Fight for Sex Ed: The Century-Long Battle Between Truth and Doctrine" (Beacon Press, 2025)

Doing the Work of Equity Leadership for Justice and Systems Change

Carlo Rotella, "What Can I Get Out of This?: Teaching and Learning in a Classroom Full of Skeptics" (U California Press, 2025)

Ethan W. Ris, "Other People's Colleges: The Origins of American Higher Education Reform" (U Chicago Press, 2022)

Joseph P. Viteritti, "Radical Dreamers: Race, Choice, and the Failure of American Education" (Oxford UP, 2025)

Vania Smith-Oka, "Becoming Gods: Medical Training in Mexican Hospitals" (Rutgers UP, 2021)

Julie Fette, "Gender by the Book: 21st-Century French Children's Literature" (Routledge, 2025)

Fang Yu Hu, "Good Wife, Wise Mother: Educating Han Taiwanese Girls Under Japanese Rule" (U Washington Press, 2024)

James Elwick, "Making a Grade: Victorian Examinations and the Rise of Standardized Testing" (U Toronto Press, 2025)

Diane Ravitch, "An Education: How I Changed My Mind About Schools and Almost Everything Else" (Columbia UP, 2025)

Matthew D. Nelsen, "The Color of Civics: Civic Education for a Multiracial Democracy" (Oxford UP, 2023)

Genocide Studies International Vol 16.1, Special Issue on The Future of Genocide Education

Leading Toward Liberation: How to Build Cultures of Thriving in Higher Education

Debaditya Bhattacharya, "The Indian University: A Critical History" (Orient BlackSwan, 2025)

Designing and Facilitating Workshops with Intentionality

Stephanie K. Kim, "Constructing Student Mobility: How Universities Recruit Students and Shape Pathways between Berkeley and Seoul" (MIT Press, 2023)

Sarah McLaughlin, "Authoritarians in the Academy: How the Internationalization of Higher Education and Borderless Censorship Threaten Free Speech" (Johns Hopkins UP, 2025)

Christopher Willard et al., "College Mental Health 101: A Guide for Students, Parents, and Professionals" (Oxford UP, 2025)

Who Needs College Anymore: Imagining A Future Where Degrees Don’t Matter

Sexual Imperialism and English Language Teaching

Wade Davies, "Native Hoops: The Rise of American Indian Basketball, 1895-1970" (UP of Kansas, 2020)

Philis Barragán-Goetz, "Reading, Writing, and Revolution: Escuelitas and the Emergence of a Mexican American Identity in Texas" (U Texas Press, 2020)

Jérémy Filet, "The Jacobites and the Grand Tour: Educational Travel and Small-States' Diplomacy" (Manchester UP, 2025)

Elaine Weiss, "Spell Freedom: The Underground Schools That Built the Civil Rights Movement" (Simon and Schuster, 2025)

Marlee S. Bunch, "Unlearning the Hush: Oral Histories of Black Female Educators in Mississippi in the Civil Rights Era"

Christopher R. Matthews, "Doing Good Social Science: Lessons from Immersion, Understanding Social Life and Exploring the In-Between" (Routledge, 2025)

Lost in Thought: The Hidden Pleasures of an Intellectual Life

David Theo Goldberg, "The War on Critical Race Theory: Or, The Remaking of Racism" (Polity Press, 2023)

Hannah Star Rogers, "Art, Science, and the Politics of Knowledge (MIT Press, 2022)

Kenneth Jones, "African American Males and Video Games: How Gaming Technology Can Motivate and Enhance Learning" (Myers Education, 2025)

Alexandra Freidus, "Unequal Lessons: School Diversity and Educational Inequality in New York City" (NYU Press, 2025)

Teacher by Teacher: The People Who Change Our Lives

Aline Nardo, "Evolutionary Theory and Education" (Brill, 2025)

How ClioVis is Transforming Education and Historical Research

Steve Haberlin, "Meditation in the College Classroom: A Pedagogical Tool to Help Students De-Stress, Focus, and Connect" (Rowman & Littlefield Publishers, 2023).

Pooja Agarwal, Cynthia Nebel, Veronica Yan, "Smart Teaching Stronger Learning: Practical Tips From 10 Cognitive Scientists" (Unleash Learning Press, 2025)

Flower Darby, "The Joyful Online Teacher: Finding Our Fizz in Asynchronous Classes" (U Oklahoma Press, 2026)

Nick Juravich, "Para Power: How Paraprofessional Labor Changed Education" (U Illinois Press, 2024)