New Books in Education

Kevin Dougherty and Vikash Reddy are the authors of Performance Funding for Higher Education: What Are the Mechanisms What Are the Impacts (Jossey-Bass, 2013). Dr. Dougherty is Associate Professor of Higher Education and Education Policy at Teachers College-Columbia University and Mr. Reddy is a Senior Research Assistant at the Community College Research Center. In their book, the authors explore past research on performance funding in higher education, a practice where state governments tie university or college budget allocation to certain indictors–like graduation rates, remedial education, or drop out rates. This kind of funding has been around since the late 70s, but has not really taken off in the national discussion, even as around 25 states have some kind of performance funding for their higher education system. Dougherty and Reddy chronicle an expansive of past research on performance funding, dating back to 1979. The book provides a sprawling landscape, yet a concise explanation, of the discourse in the higher education sector for this type of budgetary reform policy. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Benjamin A. Elman‘s new book explores the civil examination process and the history of state exam curricula in late imperial China. Civil Examinations and Meritocracy in Late Imperial China (Harvard UP, 2013) is organized into three major sections that collectively provide a careful, deeply researched, and elegantly written account of the Ming and Qing exam systems. Part I looks at the construction of “Way Learning” from its Southern Song institutionalization as a form of mainstream classicism through its emergence as political orthodoxy during the early Ming. Part II considers the consequences (both positive and unintended) after 1450 of an empire full of well-trained civil exam failures, and Part III traces the many ways that the civil exams were transformed in response to changing times. There are gripping stories along the way, from a history of early Ming exam curricula that’s traced in blood, to the examination dreams of a rising cult figure who would launch the Taiping Rebellion. Though set in late imperial China, Elman’s narrative also has wide-ranging implications for thinking about education and examinations today. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In this episode, I sit down with Karen G. Weiss, associate professor in the Department of Sociology and Anthropology at West Virginia University, to talk about her book, Party School: Crime, Campus, and Community (Northeastern University Press, 2013). We discuss the subculture of the “party university,” and how such an environment normalizes and encourages extreme binge drinking and reckless partying. We talk about how extreme partying harms students as well as the larger community, and why students willingly put themselves (and others) at risk for victimization. We discuss why the party subculture appears so resistant to change, and why efforts from university personnel and law enforcement often appear futile. We also explore possible ways to transform the party subculture and address the problems it causes. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Nicholas Hartlep is the author of The Model Minority Stereotype: Demystifying Asian American Success (Information Age, 2013). Dr. Hartlep is an Assistant Professor of Educational Foundations at Illinois State University Dr. Hartlep’s book, The Model Minority Stereotype, is a sourcebook of annotated bibliographies that offers summaries and sometimes critiques of Asian American scholarship dealing with the model minority stereotype. As the stereotype has continued to be a heated political and social issue among Asian Americans scholars, activists and people, it can be difficult to decipher the thousands of articles, chapters and theses written about it. By framing his project through an aggressive and forward-thinking lens, Dr. Hartlep traces the diverse history and themes pervading model minority scholarship, revealing their presumptions and contributions to the general field. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Germany embarked on the age of imperialism a bit later than other global powers, and the German experience of empire was much shorter-lived than that of Britain or France or Portugal. Nonetheless, empire was fundamental, Jeff Bowersox argues, to Germans’ self-understanding and sense of place in the world in an era marked by sweeping changes, including rapid industrialization and economic growth; the rise of an urban proletariat in ever-expanding cities; and the emergence of mass consumer culture and mass politics. Indeed, Bowersox notes, a linkage between German identity and empire long outlasted the German Empire itself. Raising Germans in the Age of Empire: Youth and Colonial Culture, 1871-1914 (Oxford University Press, 2013) looks specifically at youth in this context, and at how young Germans encountered their nation’s overseas empire through a variety of media from the founding of the German nation-state to the eve of World War One. Germany was not only a brand-new country in this period, as Bowersox points out, it was also a decidedly youthful one: in the first decade of the twentieth century, four in five Germans were under the age of 45. Raising Germans in the Age of Empire looks at how a nation of young people experienced exotic places, at least imaginatively, through material culture, mass education, and social movements like Scouting. The book uses truly fascinating sources–toys, games, school books, cartoons, among many others–to make new and engaging arguments about the German experience of colonialism in the age of European imperialism. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

During the 1924-25 school year, John Scopes was filling in for the regular biology teacher at Rhea County Central High School in Dayton, Tennessee. The final exam was coming up, and he assigned reading from George W. Hunter’s 1914 textbook A Civic Biology to prepare students for the test. What followed has become one of the most well-known accounts in the history of science and one of the most famous trials of twentieth-century America. In Trying Biology: The Scopes Trial, Textbooks, and the Anti-Evolution Movement in American Schools (University of Chicago Press, 2013), Adam R. Shapiro urges us to look beyond the rubrics of “science” and “religion” to understand how the Scopes trial became such an important event in the histories of both.  The story begins with a pair of Pinkerton detectives spying on a pair of textbook salesmen in the Edwards Hotel in Jackson, Mississippi. Shapiro brings us from that hotel room into a series of classrooms, boardrooms, and courtrooms while exploring the battle over textbook reform in the twentieth-century US. Based on a close reading of high school curricular materials around the discipline of botany, with special attention to the emergence of “civic botany” as a pedagogical field, Shapiro’s book uses the debates over pedagogy, evolution, and the textbook industry to explore a number of issues that are of central importance to the history of science: the construction of authorship, the histories of reading practices, the co-emergence of economies and technologies, and the ways that urban and rural localities shape the nature of sciences and their publics. It is a gripping, moving, and enlightening story. Enjoy! Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

On the day you were born, you arrived with your own unique biology and into your own unique social and cultural context. It would have been impossible to predict on that day how your life would unfold, or exactly the person you would become in the future. Why? Because there are so many complex and interrelated factors in the development of each and every human being. In his new book, The Human Spark: The Science of Human Development (Basic Books, 2013) world-renowned psychology professor Jerome Kagan tackles some of the most fascinating and important questions about what makes a human a human, and how we become who we are over the course of our lives. He draws from his decades of experience in developmental psychology, as well biology, neuroscience, and even literature and biographies, to inform his nuanced and big-picture view. And never one to shy away from critical thinking, Kagan also provides thoughtful remarks on the limitations of psychology as a field of research. If you want to listen to a person with an amazing mind and decades of experience talk about psychology, this is the interview for you! Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

One of the basic rules of human behavior is that people generally want to do what their peers do. If your friends like jazz, you’ll probably like jazz. If your friends want to go to the movies, you’ll probably want to go to the movies. If your friends enjoy comic books, you’ll probably enjoy comic books. The force of peer pressure is likely strongest in high school, but college is not far behind. In their eye-opening book Paying for the Party: How College Maintains Inequality (Harvard UP, 2013), Elizabeth A. Armstrong and Laura T. Hamilton examine how peer groups and the pressure they create move college students into specific tracks. Though students’ aspirations at the time of entry matter to some extent, the peer groups they join matter much more in terms of outcomes, that is, how they do during their college experience. College students mold themselves to the expectations of their groups. Armstrong and Hamilton also note a distinctive class element in the process of peer group formation and entry. Not everyone gets to belong to any group. Listen in and find out how these groups–which, it should be said,are largely hidden from administrators and professors–maintain socio-economic inequality. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

You know you are not going to get the same old story about progressive literacies and education from Carmen Kynard, who ends the introduction to her book with a saying from her grandmother: “Whenever someone did something that seemed contradictory enough to make them untrustworthy, my grandmother simply called it runnin’ with the rabbits but huntin’ with the dogs.” Kynard persuasively illustrates throughout her book the extent to which progressive and liberal educationalists hold up progress toward truly liberatory education for African Americans and Latinos because they seek to please both rabbits and dogs in the 21st Century. In her own words, Kynard begins with this critique: “American schools and universities, through their scholarship and instructional designs, have often upheld a racial status quo alongside a rhetoric of dismantling it. These [are] not the workings of contradictory and confused individuals merely locked within their space and time. My grandmother understood that such contradictions happen inside of a totemic system. And once she pointed out that someone or something was runnin with the rabbits and huntin with the dogs, the expectation was that I would question the process and work to achieve an alternative awareness, ideological approach, and set of cultural practices” (19). Kynard is not taking the easy road. She looking calling out the racial double-tongue that characterizes the current educational discourse on cultural relevant teaching and learning. This is why a book such as this, which traces the histories, legacies, and influences of black protest movements (mostly student lead) on education and literacy is a must read now. Please listen in as I discuss this book with Kynard. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

“School was a place that devalued who we are as Indigenous people,” says Noelani Goodyear-Kapua. These were institutions — at least since white settlers deposed the Indigenous government in the late 19th century — that Native students “tolerated and survived…experienced more as a carceral space than a place of learning.” So she and her community decided to start their own. Founded in 1999, the HKM Public Charter School in Honolulu enacts a host of educational practices that Goodyear-Kapua labels “sovereign pedagogies.” From the “land-based literacies” of their Papa Lo’i agricultural project to Olelo language classes, HKM signaled a “radical departure from the fences, walls, and bell schedules that kept young people cut off from their ‘aina and other storehouses of ancestral knowledge.” Now an associate professor of political science at the University of Hawai’i at Manoa,Goodyear-Kapua tells the inspiring story of HKM in The Seeds We Planted: Portraits of a Native Hawaiian Charter School (University of Minnesota Press, 2013). No simple tale of triumph, Goodyear-Kapua explores the tensions and contradictions of fostering sovereign education in a settler colonial context and appropriating elements of the neocolonial/neoliberal charter school movement for anti-colonial ends. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education