New Books in Education

In this interview, we have a candid conversation with Dr. Christopher Key Chapple of Loyola Marymount University about his outlook, teaching philosophy, and new developments in the field – his Master of Arts in Yoga Studies in particular. Stay tuned for Part II where we will focus on Chris’ scholarship, in particular his new book Living Landscapes: Meditations on the Five Elements in Hindu, Buddhist, and Jain Yogas.Christopher Key Chapple is Doshi Professor of Indic and Comparative Theology and director of Master of Arts in Yoga Studies at Loyola Marymount University.For information on your host Raj Balkaran’s background, see rajbalkaran.com/scholarship. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Medical students and physicians-in-training embark on a long journey that, although steeped in scientific learning and technical skill building, includes little guidance on the emotional and interpersonal dimensions of becoming a healer.On Becoming a Healer: The Journey from Patient Care to Caring about Your Patients (Johns Hopkins University Press) is written for anyone in the health care community who hopes to grow emotionally and cognitively in the way they interact with patients, On Becoming a Healer explains how to foster doctor-patient relationships that are mutually nourishing.Dr. Saul J. Weiner, a physician-educator, argues that joy in medicine requires more than idealistic aspirations―it demands a capacity to see past the "otherness" that separates the well from the sick, the professional in a white coat from the disheveled patient in a hospital gown. Weiner scrutinizes the medical school indoctrination process and explains how it molds the physician's mindset into that of a task completer rather than a thoughtful professional. Taking a personal approach, Weiner describes his own journey to becoming an internist and pediatrician while offering concrete advice on how to take stock of your current development as a physician, how to openly and fully engage with patients, and how to establish clear boundaries that help defuse emotionally charged situations.Readers will learn how to counter judgmentalism, how to make medical decisions that take into account the whole patient, and how to incorporate the organizing principle of healing into their practice. Each chapter ends with questions for reflection and discussion to help personalize the lessons for individual learners.Saul J. Weiner, MD is a professor of medicine, pediatrics, and medical education at the University of Illinois at Chicago, the deputy director of the Veterans Health Administration's Center of Innovation for Complex Chronic Healthcare, and the cofounder of the Institute for Practice and Provider Performance Improvement (I3PI).Dr. Yakir Englander is the National Director of Leadership programs at the Israeli-American Council. He also teaches at the AJR. He is a Fulbright scholar and was a visiting professor of Religion at Northwestern University, the Shalom Hartman Institute and Harvard Divinity School.His books are Sexuality and the Body in New Religious Zionist Discourse (English/Hebrew and The Male Body in Jewish Lithuanian Ultra-Orthodoxy (Hebrew). He can be reached at: Yakir1212englander@gmail.com Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

What if everything we tell each other – and ourselves – about why we choose college isn’t true? Is higher education an ideal, a personal goal, or might it be a “job-to-be-done?”In Choosing College: How to Make Better Learning Decisions Throughout Your Life (Jossey-Bass, 2019), author Michael Horn and his co-author Bob Moesta look at how people make decisions regarding higher education through “Jobs-to-be-Done” theory which interrogates and exposes the real reasons people make personal choices, from buying a milk shake to make life-changing decisions.Based on this theory, students are not applying to colleges, being selected by them, and choosing where to go, but are rather looking to “hire” higher education as a way to achieve a goal. This analysis provides important insights, both for college-bound students and their families, but also institutions of higher education, many of which might be tooling themselves to perform the wrong job.Join us for a conversation that looks at disruption in K-12 and higher education, including what might happen to schools during and post pandemic.Michael B. Horn is a Distinguished Fellow at the Clayton Christensen Institute for Disruptive Education, a Senior Strategist at Guild Education and author of books on education including Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, Blended: Using Disruptive Innovation to Improve Schools and his latest book Choosing College. He hosts his latest podcast, Class Disrupted, with co-host Diane Tavenner of Summit Public Schools.Jonathan Haber is an educational researcher and consultant working at the intersection of pedagogy, technology, and educational policy. His books include MOOCS and Critical Thinking from MIT Press and his LogicCheck project analyzes the reasoning behind the news of the day. You can read more about Jonathan’s work at http://www.degreeoffreedom.org. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Claudia Rueda’s book Students of Revolution: Youth, Protest, and Coalition-Building in Somoza-Era Nicaragua (University of Texas Press, 2019) is a history of student organizing against dictatorship in twentieth-century Nicaragua.By mobilizing in support of the Frente Sandinista de Liberación Nacional and other anti-Somoza forces, students helped to build what Rueda calls “a culture of insurrection” that made armed revolutionary struggle seem imaginable and needed to Nicaraguans from many backgrounds.What made students such an effective political force in Nicaragua was that as valuable future professionals and idealized youth, students enjoyed great latitude to express dissent and counted upon widespread public sympathy when they faced state repression.Drawing from oral histories and rich archives of student movements, Rueda documents how student activism against authoritarianism developed from the 1930s to 1979 as university enrollment grew and diversified. Student tactics and ideological commitments shifted during these decades in response to events at home (brief, limited democratic openings and harsh crackdowns on student dissidence) and abroad (the Cuban Revolution). By the 1960s, student organizations included moderate as well as leftist groups who were ultimately able to make common cause against the last Somoza dictator, Anastasio Somoza Debayle.Joining a growing body of scholarship on student politics in Latin America during the Cold War, Rueda’s book illustrates the profound impact of student activism in a small country which did not see major uprisings in 1968. Nevertheless, as dissident, organized, and well-connected youth, Nicaraguan students were instrumental in laying the groundwork for a successful revolution over a decade later, when the Sandinistas brought down Somoza in 1979.Claudia Rueda is an assistant professor of history at Texas A&M Corpus Christi.Rachel Grace Newman is Lecturer in the History of the Global South at Smith College. She has a Ph.D. in History from Columbia University, and she writes about youth, higher education, transnationalism, and social class in t Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

No Platform: A History of Anti-Fascism, Universities and the Limits of Free Speech (Routledge, 2020) is the first to outline the history of the tactic of ‘no platforming’ at British universities since the 1970s, looking at more than four decades of student protest against racist and fascist figures on campus.The tactic of ‘no platforming’ has been used at British universities and colleges since the National Union of Students adopted the policy in the mid-1970s. The author traces the origins of the tactic from the militant anti-fascism of the 1930s–1940s and looks at how it has developed since the 1970s, being applied to various targets over the last 40 years, including sexists, homophobes, right-wing politicians and Islamic fundamentalists.This book provides a historical intervention in the current debates over the alleged free speech ‘crisis’ perceived to be plaguing universities in Britain, as well as North America and Australasia.No Platform: A History of Anti-Fascism, Universities and the Limits of Free Speech is for academics and students, as well as the general reader, interested in modern British history, politics and higher education. Readers interested in contemporary debates over freedom of speech and academic freedom will also have much to discover in this book.Evan Smith is a research fellow in history at the College of Humanities, Arts and Social Sciences at Flinders University in South Australia.Kirk Meighoo is a TV and podcast host, former university lecturer, author and former Senator in Trinidad and Tobago. He hosts his own podcast, Independent Thought & Freedom, where he interviews some of the most interesting people from around the world who are shaking up politics, economics, society and ideas. You can find it in the iTunes Store or any of your favorite podcast providers. You can also subscribe to his YouTube channel. If you are an academic who wants to get heard nationally, please check out his free training at becomeapublicintellectual.com. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Colleges fiercely defend America’s higher education system, arguing that it rewards bright kids who have worked hard. But it doesn’t actually work this way.As the recent bribery scandal demonstrates, social inequalities and colleges’ pursuit of wealth and prestige stack the deck in favor of the children of privilege. For education scholars and critics Anthony P. Carnevale, Peter Schmidt, and Jeff Strohl, it’s clear that colleges are not the places of aspiration and equal opportunity they should (and claim to) be.The Merit Myth: How Our Colleges Favor the Rich and Divide America (The New Press) delves deeply into the rampant dysfunction of higher education today and critiques a system that pays lip service to social mobility and meritocracy, while offering little of either.Through policies that exacerbate inequality, including generously funding so-called merit-based aid rather than expanding opportunity for those who need it most, U.S. universities—the presumed pathway to a better financial future—are woefully (and in some cases criminally) complicit in reproducing racial and class privilege across generations.This timely and incisive book argues for unrigging the game by dramatically reducing the weight of the SAT/ACT; measuring colleges by their outcomes, not their inputs; designing affirmative action plans that honor the relationship between race and class; and making 14 the new 12—guaranteeing every American a public K–14 education.The Merit Myth shows the way to higher education becoming the beacon of opportunity it was intended to be.Anthony P. Carnevale, a chairman under President Clinton of the National Commission on Employment Policy, is the director of the Georgetown University Center on Education and the Workforce. He lives in Washington, DC.Peter Schmidt, the author of Color and Money, is an award-winning writer and editor who has worked for Education Week and the Chronicle of Higher Education. He lives in Washington, DC.Jeff Strohl is the director of research at the Georgetown University Center on Education and the Workforce. He lives in Washington, DC.Stephen Pimpare is Senior Lecturer in the Politics & Society Program and Faculty Fellow at the Carsey School of Public Policy at the University of New Hampshire. He is the author of The New Victorians (New Press, 2004), A People’s History of Poverty in America (New Press, 2008), winner of the Michael Harrington Award, and Ghettos, Tramps and Welfare Queens: Down and Out on the Silver Screen (Oxford, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

We Are Worth Fighting For: A History of the Howard University Student Protest of 1989 (NYU Press, 2019) is the first history of the 1989 Howard University protest. The three-day occupation of the university’s Administration Building was a continuation of the student movements of the sixties and a unique challenge to the politics of the eighties. Upset at the university’s appointment of the Republican strategist Lee Atwater to the Board of Trustees, students forced the issue by shutting down the operations of the university. The protest, inspired in part by the emergence of “conscious” hip hop, helped to build support for the idea of student governance and drew upon a resurgent black nationalist ethos. At the center of this story is a student organization known as Black Nia F.O.R.C.E. Co-founded by Ras Baraka, the group was at the forefront of organizing the student mobilization at Howard during the spring of 1989 and thereafter.We Are Worth Fighting For explores how black student activists—young men and women— helped shape and resist the rightward shift and neoliberal foundations of American politics. This history adds to the literature on Black campus activism, Black Power studies, and the emerging histories of African American life in the 1980s.Joshua C. Myers teaches Africana Studies in the Department of Afro-American Studies at Howard University. He serves on the editorial board of The Compass and is editor of A Gathering Together: Literary Journal.Latif Tarik is Assistant Professor of History at Elizabeth City State University located in Elizabeth City, NC. He is Elizabeth City State University history program coordinator, editorial board member for the digital journal Evoke: A Historical, Theoretical, and Cultural Analysis of Africana Dance and Theatre, and serves as book review editor for the Southern Conference of African American Studies, Latif is a contributor to Race and Ethnicity In America From Pre-Contact to the Present, Islam and the Black Experience African American History Reconsidered, African Religions Beliefs and Practices through History, and Africology: The Journal of Pan African Studies. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In Pursuit of Knowledge: Black Women and Educational Activism in Antebellum America (NYU Press, 2019) is an intellectual and cultural history of the educational activism of African American women and girls in the long nineteenth century. Kabria Baumgartner focuses her narrative on the actions of “African American women and girls living in the antebellum Northeast” in cities such as New York, Boston, and Philadelphia. These women including individuals such as Sarah Mapps Douglas and Sarah Parker Remond wrote essays about education, built schools, and became educators in their own right while living their lives with a “sense of purpose” defined as a “purposeful womanhood”. Activism is “broadly construed” by the author to note that Black women engaged in “concerted efforts to procure advancing schooling (beyond the primary level) and teaching opportunities for themselves and their community”. Baumgartner notes that not only did these women advocate for entrance into educational institutions for themselves, but that they also developed schools that welcomed students of all races.In this text, the author essentially traces the historical development of victories against segregation won at the state and local level, in the educational system, a century before the historic Supreme Court decision in Brown vs. the Board of Education, Topeka Kansas in 1954 that helped to make the Civil Rights Movement a mass movement across the United States (U.S.). Baumgartner, in her text, importantly notes that these achievements gained in the nineteenth century were the result of both individual and collective efforts of Black women such as Sarah Harris, Mary E. Miles, Serena de Grasse, Rosetta Morrison, Sarah Parker Remond, Susan Paul, Sarah Mapps Douglass and Charlotte Forten.This text is concisely organized around two major sections and six chapters with an “Introduction” and a “Conclusion.” Baumgartner reads the activism of Black women in the nineteenth century as “continuous and dynamic, becoming more and more organized” by the mid-nineteenth century. For women such as Sarah Harris, profiled in Chapter One of the text, the schoolhouse was both “an extension of the home and a defining civic space” or place for these women to define a purposeful womanhood. Harris and other Black women who helped to integrate schools in Connecticut such as the Canterbury Female Boarding School did so with the larger goal of securing rights as citizens beyond the schoolhouse. Baumgartner weaves together a network of Black women activists in her narrative who forged a collective attack against school segregation and laid the foundations for the ideology of a beloved community moving beyond the schoolhouse that eventually became the intellectual basis for the Black freedom struggle in the twentieth century. She does this by reading an array of sources against the grain including census records, letters, pamphlets, school records, annual reports, almanacks, petitions, newspapers, abolitionist literature and published writings.Hettie V. Williams PhD is an Assistant Professor of African American history in the Department of History and Anthropology at Monmouth University where she teaches courses in African American history and U.S. history. She has published book chapters, essays, and edited/authored five books. Her latest publications include Bury My Heart in a Free Land: Black Women Intellectuals in Modern U.S. History (Praeger, 2017) and, with Dr G. Reginald Daniel, professor of historical sociology at the University of California, Santa Barbara, Race and the Obama Phenomenon: The Vision of a More Perfect Multiracial Union (University Press of Mississippi 2014). Website: hettiewilliams.com/ Follow me on twitter: @DrHettie2017 Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Do you have an active intellectual life? That is a question you may feel uncomfortable answering these days given that the very phrase “intellectual life” can strike some people as pretentious or self-indulgent, even irresponsible in a time of pandemic disease. But what better time could there be for an examination of the subject of the inner life? And what is “the intellectual life,” anyway?In her 2020 book, Lost in Thought: The Hidden Pleasures of an Intellectual Life (Princeton University Press, 2020), Zena Hitz explores the interior world and shows that intellectual endeavor is not simply a matter of reading by oneself but can encompass everything from a lifelong fascination with falcons to strategies for retaining one’s sanity and humanity in a gulag or producing ground-breaking political and sociological writings in a prison cell in Mussolini’s Italy.In the course of her book, Hitz deploys real-world examples from young Einstein in his day job in a Swiss patent office to Malcolm X’s encounter with the fellow prison inmate who first urged him to embark on a life-changing course of reading to Dorothy Day’s encounters with books throughout her life and their influence on her youthful secular radicalism to her conversion to Catholicism and continued activism. We also encounter St. Augustine and take a deep dive into Elena Ferrante’s Neapolitan Novels and travel with a Preston Sturges hero in a screwball comedy/social commentary film.Hitz’s reader-friendly examination of the intellectual life is ideal reading for the millions of us confined to our homes due to the coronavirus and who now have time to read and think seriously about matters of mortality and the meaning of life, which are suddenly front and center in our daily lives.And at a time of pandemic-related economic peril for liberal arts colleges and programs, Hitz’s take on what ailed them even before our current crisis and her prescription for a way forward for those that survive the next several years are must reading for not only academics but all citizens who care about how civilization itself carries on.Give a listen. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Where do good ideas come from? How does an idea go from creation to a research project? How is historical research done? And how does research find its way into a finished book? And what impact can a book have?Today, I discuss these topics and more with my colleague and friend Dr. Neil Roberts. Dr. Roberts teaches Africana studies, political theory, and the philosophy of religion at Williams College. Roberts is also the Chair and Associate Professor of Africana Studies and Faculty Affiliate in Political Science and Religion. Additionally, Roberts is the W. Ford Schumann Faculty Fellow in Democratic Studies.Adam McNeil is a third year Ph.D. in History student at Rutgers, the State University of New Jersey. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education