New Books In Education

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

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 Exe

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.

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 i

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

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 Yo

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

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 critica

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

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 th

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 la

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 suppor

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. The

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 this website. Follow us on Twitter: @LashuelLab 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

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

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

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 Cen

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 incr

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 crit

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