New Books in Education

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. 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, 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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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 TothThis 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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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 AsiaAbout NIAS: www.nias.ku.dkTranscripts of the Nordic Asia Podcasts: http://www.nias.ku.dk/nordic-asia-podcast Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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 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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

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. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education