New Books in Education

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

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

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

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

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

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

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

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

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

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