New Books in Education

Jeremiah McCall, a high school history teacher and scholar of game-based pedagogy, discusses turning classrooms into historical problem spaces. He explores how games teach agency, systems thinking, decision-making, and research. The conversation introduces his framework for designing and assessing student games, compares Twine, board games, card games, and role-playing formats, and offers practical ways to begin.

Who has the “right” to learn Mandarin Chinese? In Multiracial Mandarin: Asian Americans and Impossible Language (U Minnesota Press, 2026), Dr. David Shuang Song examines how matters of race and privilege shape US Mandarin language education and who has access to it. Through a two-year ethnographic study of two Bay Area high schools where diasporic and heritage speakers learn Mandarin alongside Black and Latinx students, Song advances a sociological and educational–linguistic inquiry into how language interacts with our understanding of identity and equity.Comparing classroom activities in two public schools, Dr. Song investigates teachers who seek to make Mandarin accessible while detaching it from its cultural roots. As he explores the difficulties of limited resources, racial inequality, and pedagogical practices inherent in multiracial Mandarin instruction, Dr. Song shows how language education complicates how educators understand Asian American students and troubles conventional conversations around race and racial equity in schools.Arguing that language practice and instruction must always be considered in relation to diaspora, ethnicity, and racialization, Multiracial Mandarin offers a frank analysis of the risks and benefits of teaching a diasporic language and asks if this practice ought to be replicated in more schools. As he applies innovative conceptual frameworks for talking about language among Asian Americans, Dr. Song’s timely and theoretically sophisticated analysis has wide-ranging implications for how students, teachers, and administrators approach essential questions around education, privilege, and language survival.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. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Dixie Dillon Lane, historian of education, author, and homeschooling mother, traces how American homeschooling grew from a hidden Cold War-era fringe movement into a mainstream choice. She explores parental control, John Holt’s unschooling philosophy, legal uncertainty, surprising early communities, COVID-19’s impact, public suspicion, and homeschooling’s possible future.

The French Médersa: Islamic Education and Empire in Northwest Africa (Cornell UP, 2026) explores how the French state pursued a century-long project of bicultural Franco-Muslim education in its northwest African colonies, resulting in a new type of school, the médersa, that combined French and Islamic curricula. French officials frequently described these schools and their students as "hyphens," drawing connections between larger French and Islamic forces. Samuel D. Anderson highlights this hyphenating idea, situating Franco-Muslim education between beliefs about not only France and Islam but also about tradition and modernity and about North and West Africa.The médersa project had two goals: to create an elite class of Muslims friendly to the French imperial project and, subsequently, to mold Islam into a form that could be more easily controlled. A total of ten médersas opened across Algeria, Senegal, French Soudan, and Mauritania and closed only in the 1950s. The graduates of these schools, the medérsiens, went on to shape their societies profoundly but not always in the ways the French anticipated.Drawing on archival and oral sources from Algeria, Mauritania, Senegal, and France, The French Médersa proposes new ways to approach trans-Saharan history. Anderson argues that across northwest Africa, and for more than a century, Franco-Muslim education was central to the history of the French empire and Islamic education alike.Samuel D. Anderson is history teacher at Polytechnic School in Pasadena, California.Madina Thiam is Fannie Gaston-Johansson Assistant Professor of History and Africana Studies at Johns Hopkins University. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

When the founding fathers of the United States inaugurated a system of government that was unprecedented in the modern world, they knew that a functioning democracy required an educated electorate capable of making rational decisions. But who would validate the information that influenced citizens’ opinions? By spotlighting various institutions of learning in Creating an Informed Citizenry: Knowledge and Democracy in the Early American Republic (U Virginia Press, 2025), George Oberle provides a comprehensive look at how knowledge was created, circulated, and consumed in the early American republic.Many of the founders, including George Washington, initially favored the creation of a centralized national university to educate Americans from all backgrounds. Over the first half of the nineteenth century, however, politicians moved away from any notion of publicly educated laypeople generating useful knowledge. The federal government ultimately founded the Smithsonian Institution in Washington, DC, to be run by experts only. Oberle’s insightful analysis of the competing ideas over the nature of education offers food for thought as we continue to grapple with a rapidly evolving media landscape amid contested meanings of knowledge, expertise, and the obligations of citizenship. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

In An Anticolonial Development: Race, Schooling, and Emancipation in Twentieth-Century West Africa (Cambridge UP, 2026), Elisa Prosperetti argues that while racialized, colonial notions of development saw African bodies as the primary sites of economic value, anticolonial development imagined the minds of Africans as the key to economic productivity. Thus, the broadening of access to Europhone education (that is, using European languages) was a central component of anticolonial and antiracist visions of an emancipated African future. But this educationally-driven vision of the future had deep roots, calling back to other experiences of freedom, however partial, in the Black Atlantic world. Thus, the book further argues that the forms that decolonization took in coastal West Africa are best explained by framing decolonization as a Black Atlantic emancipation, akin to 19th-century slavery abolitions. Although decolonization in West Africa shared parallels with what happened across other parts of Africa, Asia, and the Middle East after World War II, a Black Atlantic frame accounts for certain regional specificities that the general process/category of decolonization does not. Combining more than sixty interviews with former students, teachers, and school administrators with research in state and institutional archives in West Africa, Europe, and the United States, An Anticolonial Development analyzes the rise and fall of public education as the principal project of anticolonial development in West Africa.Elisa Prosperetti is a historian at the National Institute of Education (part of the Nanyang Technological University) in Singapore. Her research focuses on modern African and global history, particularly histories of diaspora, education, race, development, economic and intellectual history, and decolonization. Her first book, An Anticolonial Development: Race, Schooling, and Emancipation in Twentieth-Century West Africa, was published in 2026 by Cambridge University Press. She received her MA (2015) and PhD (2019) degrees in History from Princeton University and her BSc in International History and International Relations from the London School of Economics (2008). Prior to graduate school, she worked for several years as a classroom teacher.You can learn more about Dr. Prosperetti’s work here  Afua Baafi Quarshie is a Ph.D. candidate in history at the Johns Hopkins University. Her research focuses on mothering and childhood in post-independence Ghana. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Working with Critical Realism: Stories of Methodological Encounters (Routledge, 2022) is an international and interdisciplinary collection that gathers stories from researchers and research students about their methodological encounters with critical realism. Whether the contributors are experienced or novice researchers, they are predominantly new to critical realism. For various reasons, as the contributors' detail, they have all been drawn to critical realism. It is well known that critical realism can be bewildering and even overwhelming to newcomers, especially to those unfamiliar with language of, and without a grounding in, philosophy. While there are now numerous and important introductory and applied critical realist texts that make critical realism more accessible to a broader audience, stories from newcomers have been absent - especially as part of a single collection. The significance and uniqueness of this collection lies in its documentation of first-hand reflective insights on the practical use and implementation of critical realism. The contributors feature critical realist inspired research journeys in Australia, England, Scotland, Belgium, Sweden, and Spain. The hope of this book is that the stories and accounts presented in it will inspire - or at least sufficiently arouse - the curiosity of others to explore critical realist possibilities, which we believe offer enormous value to serious researchers across and within all disciplines and subjects who are interested in rigorous intellectual work with a socially progressive purpose. Books and resources mentioned in the episodeCritical Realism Network —useful general hub with introductory materials, library, workshops, videos, interviews and links into the wider CR community, Roy Bhaskar, ed. Gary Hawke, The Order of Natural Necessity: A Kind of Introduction to Critical Realism Mervyn Hartwig, Up From Midnight: Fathoming the Depths of Reality with Ram Roy Bhaskar Andrew Collier, Critical Realism: An Introduction to Roy Bhaskar’s Philosophy Roy Bhaskar edited by Gary Hawke - The Order of Natural Necessity: A Kind of Introduction to Critical RealismGrant Banfield, Critical Realism for Marxist Sociology of Education Alpesh Maisuria, ed., Encyclopaedia of Marxism and Education  Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

Teaching and Transformation in Popular Confucian Literature of the Late Qing (U Michigan Press, 2025) by Katherine L. Alexander explores how one late Qing Confucian reformer sought to rebuild society in the aftermath of the Taiping Civil War. Focusing on the prolific writer and teacher Yu Zhi (1809–1874), the book examines how he used writing, printing, education, and performance to promote a vision of moral renewal from the ground up, arguing that ordinary people could become agents of social transformation through literature and teaching.Drawing on Yu Zhi’s extensive body of writings, the book shows how literature functioned not simply as a vehicle for moral instruction but as a practical tool for social reform. Through detailed and careful readings of Yu’s efforts to reach schoolchildren, women, and popular audiences through textbooks, morality plays, precious scrolls, and other forms of vernacular literature, the book reveals how conservative Confucian ideals were advanced through innovative and accessible media. More broadly, it offers a compelling portrait of how late imperial intellectuals responded to crisis and how they framed texts, performance, and education as a means to restore a fractured society.Teaching and Transformation in Popular Confucian Literature of the Late Qing should appeal to readers interested in late Qing history, popular literature, religion, education, and anyone interested in how print and performance can be used to shape ideas about moral reform and social change. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

What does it mean to learn when algorithms increasingly shape how knowledge is produced, organized, and interpreted? Editors Elizabeth de Freitas, Matthew X. Curinga, and Ezekiel J. Dixon-Román join Shreya Urvashi to talk about their book Learning Under Algorithmic Conditions (U Minnesota Press, 2026), a collection that examines how artificial intelligence and computational systems are changing education, cognition, and ideas of human intelligence. The editors discuss the complexities of algorithm, training data as curriculum, AI bias, and the concept of more-than-human learning. They also explore the relationship between contemporary technologies and colonial forms of reason, the limits of treating bias as a purely technical problem, and what happens to human agency as learning becomes increasingly entangled with algorithmic systems. Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.

How Girls Achieve points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Dr. Sally Nuamah calls “feminist schools,” deliberately designed to provide girls with achievement-oriented identities. And she shows how these schools would help all students, regardless of their gender.Educated women raise healthier families, build stronger communities, and generate economic opportunities for themselves and their children. Yet millions of disadvantaged girls never make it to school—and too many others drop out or fail. Upending decades of advice and billions of dollars in aid, Dr, Nuamah argues that this happens because so many challenges girls confront—from sexual abuse to unequal access to materials and opportunities—go unaddressed. But it isn’t enough just to go to school. What you learn there has to prepare you for the world where you’ll put that knowledge to work.Dr. Nuamah reveals that developing resilience is not a gender-neutral undertaking. Preaching grit doesn’t help girls; it actively harms them. Drawing on her deep immersion in classrooms in the United States, Ghana, and South Africa, Nuamah calls for a new approach: creating feminist schools that will actively teach girls how and when to challenge society’s norms, and allow them to carve out their own paths to success.Guest: Dr. Sally A. Nuamah is an associate professor of Urban Politics in Human Development, Social Policy and Political Science (by courtesy) at Northwestern University. She has received numerous awards; began the TWII Foundation to provide funding for girls striving to be first in their families to go to college; and was a postdoctoral fellow at Princeton University and a Women and Public Policy fellow at the Harvard Kennedy School.Host is: Dr. Christina Gessler is the producer of the both Academic Life podcast and the show’s weekly newsletter. She is a writing coach and developmental editor for academics.Listeners may be interested in:Teacher By TeacherDoing the Work of Equity Leadership for Justice and Systems ChangeBlack Girls and How We Fail ThemLeading from the MarginsHow We Show UpHow Schools Make RaceBlack Woman On BoardRemembering LucilleCan I Say That?Teaching About Race And RacismWelcome 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!This episode was originally published Nov 6, 2020 Hosted by Simplecast, an AdsWizz company. See pcm.adswizz.com for information about our collection and use of personal data for advertising.