New Books in Education

The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts.  Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Despite all the buzz about the reconstruction of Mostar’s beautiful Old Bridge, Mostar remains a largely divided city, with Bosniaks on one side and Croats on the other. In Citizens of an Empty Nation: Youth and State-Making in Postwar Bosnia-Herzegovina (University of Pennsylvania Press, 2015), anthropologist Azra Hromadžić takes the reader into the halls (and into the bathroom) of Mostar Gymnasium, Bosnia-Herzegovina’s first integrated high school. Through ethnographic details about the possibilities for and limitations of inter-ethnic socializing within the school, Hromadžić draws much broader insights about the complicated relationship between internationally-sponsored reunification initiatives and the ethnic segregation that is built into the very framework of the post-war state. Jelena Golubovic is a PhD candidate in Anthropology at Simon Fraser University. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

If you work in Asian studies as a scholarly field, you should read Fabio Lanza’s new book. The End of Concern: Maoist China, Activism, and Asian Studies (Duke University Press, 2017) takes as its central case study the Committee of Concerned Asian Scholars (CCAS) and The Bulletin of Concerned Asian Scholars that the CCAS published. Tracing the history of the organization from its founding in the midst of the global 60s to its transformations with the dissipation of global Maoism, the book is a carefully researched, beautifully written, and generous history of this organization and its members. But it is also much more broadly relevant to (and directly engaged with) themes of importance for any of us who work on scholarly pursuits within or beyond the academy right now, as it gives careful consideration to the modern history of tensions that many of us experience right now: between scholarship and activism, between the political and the intellectual, between thinking and acting. (And of course, these are not necessarily mutually exclusive poles or firm dichotomies.) Lanza’s book also gives helpful context to the history of Asian studies as a discipline and the role of “China” within it, looking closely at the contexts of its emergence, its transformations, and the scholarly practices that it has helped to create. Put another way, this is a book that’s also, on some level, about what it is )and what is has been, and what it could be in the future) to be a scholar of/in/with Asian studies. Carla Nappi is the Andrew W. Mellon Chair in the Department of History at the University of Pittsburgh. You can learn more about her and her work here. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his co-authors, Ross Benbow and Amanda Oleson, explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap: Preparing College Students for Life and Work (Harvard Education Press, 2016) challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students. The study, set in Wisconsin, takes place against the backdrop of heated political debates over the role of public higher education. This thoughtful and nuanced account, enriched by keen observations of postsecondary instructional practice, promises to contribute new insights to the rich literature on workforce development and to provide valuable guidance for postsecondary faculty and administrators. Matthew T. Hora is an assistant professor of adult and higher education at the University of Wisconsin-Madison, and a research scientist at the Wisconsin Center for Education Research. Follow him on Twitter @matt_hora. Hoover Harris, editor of Degree Or Not Degree?, holds a PhD in English and writes and speaks about trends in higher education. He can be reached by email at hooverharris@icloud.com or on Twitter @degreenot. 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 speak with Steven Alvarez about his book, Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (SUNY Press, 2017). This book highlights a grassroots literacy mentorship program that connects emerging bilingual and trilingual K-12 students with college students from similar backgrounds. We discuss how New York immigration has changed over the past quarter century, the attributes of effective mentors and support programs, and alternatives to the deficit theory in education. He recommends the following books for listeners interested in his work and our conversation: • Writing on the Move: Migrant Women and the Value of Literacy by Rebecca Lorimer Leonard • Del Otro Lado: Literacy and Migration Across the U.S.-Mexico Border by Susan V. Myers • Decolonizing Literacy: Mexican Lives in the Era of Global Capitalism by Gregorio Hernandez-Zamora Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

There are numerous political debates about education policy today, but some of the most heated surround vouchers, charter schools, and other questions about public funding and oversight of private schools. Though many of these questions feel new, they, in fact, have a long history. Public vs. Private: The Early History of School Choice in America (Oxford University Press, 2018) examines that history, tracing early debates about school choice. Robert N. Gross, a history teacher and assistant academic dean at Sidwell Friends School in Washington, DC, explains how public schools developed with their promoters intending them to be a new monopoly in education. Then, in the late 19th century, Catholic immigrants sought to set up private schools, leading to an era of conflict and compromise between public and private school policy. Gross shows how and why regulation become an important tool for both sides in those conflicts. Further, the book shows how schools were thought of as a public utility and become a key part of larger trends in state regulation of private entities performing public functions. In this episode of the podcast, Gross discusses his new book. He explains the goals of public school promoters in the 19th and early 20th centuries, and how private schools challenged the dominance of common schools. Finally, we also discuss the importance of this history for thinking about regulation, public schools, and the law today. Christine Lamberson is an Assistant Professor of History at Angelo State University. Her research and teaching focuses on 20th-century U.S. political and cultural history. She’s currently working on a book manuscript about the role of violence in shaping U.S. political culture in the 1960s and 1970s. She can be reached at clamberson@angelo.edu. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Black Greek-Letter organizations (BGLOs) appeared as an initiative from black college students to provide support, opportunities and service, as well as a free space for the black community. Despite most BGLO members are black, there are some non-black students who decide to join these organizations. In their new book Diversity in Black Greek-Letter Organizations: Breaking the Line (Routledge, 2018), Wendy M. Laybourn and Devon R. Goss explore the motivations for membership as well as the impact that these experiences had for non-black BGLO members. Membership to BGLOs provides non-black members with the opportunity to reinterpret their own racial identities. Diversity in Black Greek-Letter Organizations provides a good opportunity to explore the opportunities and challenges of cross-racial interactions within civil society organizations. Felipe G. Santos is a PhD candidate at the Central European University. His research is focused on how activists care for each other and how care practices within social movements mobilize and radicalize heavily aggrieved collectives. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In cities ravaged by years of bloodshed and warfare, how did black populations, many formerly enslaved, help shape the new world that the Civil War left open for them to mold? In Dr. Hilary Green’s book Educational Reconstruction: African American Schools In The Urban South, 1865-1890 (Fordham University Press, 2016), she answers that question and more. Dr. Green chronicles the history of the black educational struggles in the urban centers of Richmond, Virginia and Mobile, Alabama during the Reconstruction period. During Reconstruction, African Americans fought vigorously on behalf of their race to have educational opportunities to better themselves in the postbellum South. Weathering the storms of physical violence, arson, political strife, and overall incivility in Richmond and Mobile, Dr. Green recovers the important history of how African Americans saw the interconnectedness of educational attainment to democracy and citizenship. Adam McNeil is a PhD student in History, African American Public Humanities Initiative and  Colored Conventions Project Fellow at the University of Delaware. He can be reached on Twitter @CulturedModesty. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Though many Americans, Republicans especially, regard universities as heavily disposed to the political left, few people understand how much this matters, how it happened, how deeply ideologically siloed the academy is, or what can be done about it. In The University We Need: Reforming American Higher Education (Encounter Books, 2018), Professor Warren Treadgold shows the crucial role of universities in American culture and politics, the causes of administrative bloat and inept academic hiring, the decline of teaching and research, and some possible ways of reversing the downward trend. In addition to recommending policies to address issues such as grade inflation and poor scholarship, Treadgold offers a specific proposal for the founding of a new, world-class university. He describes how to create a school which could seriously challenge the dominance of Harvard, Princeton, Yale, Stanford, and Berkeley, attracting conservative and moderate faculty and students and providing a much-needed alternative to the failing status quo. Warren Treadgold is the National Endowment for the Humanities Professor of Byzantine Studies and Professor of History at Saint Louis University. With a BA and PhD from Harvard, he has taught at UCLA, Stanford, UC Berkeley, Hillsdale College, and Florida International University and has held research fellowships at the University of Munich, the Free University of Berlin, All Souls College at Oxford, and the Woodrow Wilson International Center for Scholars in Washington. He has published ten books and many articles on Byzantine, medieval, and late ancient history and literature and published articles on higher education in Commentary, The Weekly Standard, The Wilson Quarterly, and Academic Questions. Hoover Harris, editor of Degree Or Not Degree?, holds a PhD in English and writes and speaks about trends in higher education. He can be reached by email at hooverharris@icloud.com or on Twitter @degreenot. 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 speak with Steven Alvarez about his book, Community Literacies en Confianza: Learning From Bilingual After-School Programs (National Council of Teachers of English, 2017). This book highlights effective bilingual after-school programs and how their models can be applied to the traditional classroom contexts. We discuss the role of relationships and trust in fostering learning as well as emerging Latinx identities in the South. Alvarez recommends the following books for listeners interested in his work and our conversation: Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Django Paris Raciolinguistics: How Language Shapes Our Ideas About Race by H. Samy Alim The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Ofelia García Alvarez joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @chastitellez and on Instagram at @stevenpaulalvarez and @tacoliteracy. Trevor Mattea is a teacher at Cascade Canyon School as well as an educational consultant and speaker. His areas of expertise include deeper learning, parent involvement, project-based learning, and technology integration. He can be reached by email at info@trevormattea.com or on Twitter at @tsmattea. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education