New Books in Education

Deondra Rose has written Citizens by Degree: Higher Education Policy and the Changing Gender Dynamics of American Citizenship (Oxford University Press, 2018). She is an assistant professor of public policy and political science at Duke University. Citizens by Degree examines the development and impact of federal higher education policy, specifically the National Defense Education Act, the Higher Education Act, and Title IX. Rose argues that these policies have been an overlooked-factor driving the progress that women have made in the United States. By significantly expanding women’s access to college, they led to women to surpassing men as the recipients of bachelor’s degrees, while also empowering them to become more economically successful and politically engaged. The book focuses on how Southern Democrats shaped U.S. higher policy development during the mid-twentieth century, expanding opportunities for women, while maintaining discriminatory practices for African Americans. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

When the state takes over, can local democracy survive? Over 100 school districts have been taken over by state governments since the late 1980s. In doing so, state officials relieve local officials, including those elected by local residents, of the authority to operate public schools. In cities with an increasingly powerful group of African-American leaders, a state takeover has the potential to roll-back gains in descriptive representation and democratic governance. How this has played out is the purpose of Domingo Morel‘s new book, Takeover: Race, Education, and American Democracy (Oxford University Press, 2018). Morel focuses on two cities, Central Falls, RI and Newark, NJ, as well as original quantitative data from cities across the country. What he discovers is a very real threat to local democracy, but one that has played out different ways. The case of Newark differs greatly from Central Falls, and Morel shows what we can learn about racial and ethnic politics by focusing on the changing ways that schools are operated. Morel is assistant professor of political science at Rutgers University, Newark. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Betsy DiSalvo, assistant professor in the School of Interactive Computing at Georgia Institute of Technology, joins us in this episode to discuss the recently published co-edited volume entitled, Participatory Design for Learning: Perspectives from Practice and Research (Routledge, 2017). The book puts into conversation ideas from the fields of the learning sciences and participatory design research. Betsy describes the learning sciences as already an interdisciplinary field of computing and cognition, with ties to psychology, sociology, and education, among others. Despite the common methodology of design-based research, what it means to do design has been underexplored. In contrast, the field of participatory design has developed techniques and scaffolding to engage in the practices of design, but often leaves unexplored how people learn from their design experiences. The opportunity for the fields to learn from, with, and through each other is evident from each chapter in the book. The case studies in the book illuminate the particulars of design, and Betsy describes her work engaging students in video game glitch testing and Day of the Dead puppets. We discuss the details of this case study from three different angles: what it means to use participatory design methods, along the lines of designing for design; the ideas of value-driven learning, in addition to other terms, such as interest-based learning, culturally relevant or responsive practices, and connected learning; and how to communicate the complexity of the design process. As conversations often do, this one leaves the reader (and authors themselves!) with more questions than answers. The authors conclude with a realization that there are far more divergent ideas about participatory design than we had anticipated (p.233) and that the two disciplines have only just begun to scratch the surface of understanding and respecting each other (p. 241). With the book and her perspectives shared in the interview, Betsy describes an area of scholarship that is full of opportunity and meaning at the leading edge of participatory design for learning. Julie Kallio is a graduate student in Educational Leadership and Policy Analysis at the University of Wisconsin Madison. Her research interests include educational change, innovation and improvement networks, and participatory design. You can find more about her work on her website, follow her on twitter, or email her at jmkallio@wisc.edu. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

What is the history of a “history book”? In How to Read a History Book: The Hidden History Of History (Zero Books, 2018), Marshall Poe, founder and Editor-In-Chief of the New Books Network, tells the story of why and how we have the “history books” we have. The book uses the literary device of “Elizabeth Ranke,” an ideal type of the modern academic historian, to show how academic disciplines, the structure of college and careers, the tensions between popular and academic publishing, and the morality and ethics of history, shape the “history book.” Whilst each chapter critically relates a stage in Elizabeth’s life and career to the form “history books” take, the overall message of the book is a positive defense of history in the current social and political juncture. A short and accessible text, the book will be essential reading for anyone interested in the artifact called “a history book.” Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Love in the Time of Ethnography: Essays on Connection as a Focus and Basis for Research (Rowman and Littlefield, 2017) is edited by Lucinda Carspecken, anthropologist and lecturer in the School of Education, Indiana University Bloomington. In this beautifully curated book, contributors from various social science disciplines—sociology, anthropology, education, psychology, etc.—explore different facets of a basic component of human life, love. The authors define love broadly to include affective feelings, expressions, practice and philosophy across different cultures and traditions. It not only reveals how affective feelings are deeply shaped by different cultural, social and political practice, but also examines love’s potential to transcend the boundaries between self and the other, to increase the solidarity among young activists, to overcome traumatic experiences, and to anchor the relationship between human beings and nature. While grounded in the ethnographic approach, the book also intentionally includes unconventional academic writings such as poems and autobiographies. Of particular interest is the discussion of love as a primary tenet in social science research methodology: the conceptualization of research praxis as love-in-action and the expatiation of the relationship between love and validity. Audience who are interested in the emotional and affective aspects of human life will find this book inspiring. It will also draw attention from social research methodologists who are searching for alternative research paradigms other than the predominant post-positivist approach. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

On Second Thought: Learned Women Reflect on Profession, Community, and Purpose (University of Utah Press, 2017) is a collection of thirteen essays by women, all in the second half of their lives, in which they contemplate the ways in which the different facets of their identities—personal, professional and spiritual—have hitherto unfolded and intertwined. Among their number is the folklorist, ethnographer, oral historian, and prolific independent scholar Luisa Del Giudice, who is also the editor of the volume and the driving force behind it. The seed for the book began some years ago, when a career crisis led Del Giudice to question many aspects of her life. In the process, she developed an acute awareness of its often fragmented nature, a fragmentation exacerbated, if not caused, by an academic establishment that tends to looks askance on its members bringing any aspect of their personal lives, still less their spiritual beliefs, into their work. Del Giudice decided to push back against the resulting dichotomous state, which effectively pits the pursuit of knowledge (academia) against the pursuit of wisdom (spirituality). She contacted a number of women, most of whom she knew personally, and asked if they would be willing to provide written reflections on their lives to date often complex and multifaceted lives that encompassed a range of personal and professional identities. She encouraged each to describe how their existence has accrued meaning and purpose, as well as any spiritual leanings underpinning that process. The result is a kind of textual “Wise Women’s Circle.” It includes four folklorists (aside from Del Giudice herself, there is Mary Ellen Brown, Sabina Magliocco, and Christine Zinni) along with contributors whose professional backgrounds embrace a range of other scholarly disciplines, as well as practitioners of law, medicine, public health, and art. The spiritual and cultural leanings expressed are similarly diverse and include Catholicism, Paganism, Episcopalianism, Jungian Psychology, Judaism and Zen Buddhism. The paths of the women have often been shaped by societal and cultural expectations and institutional constraints. Despite the singular nature of each essay, a number of recurring themes emerge, not least the importance of cultural heritage, the challenges of combining a professional role with that of a domestic caregiver, workplace side-lining, the power of story-telling, and, perhaps most notably, an ongoing experience of existing within a creative, albeit uncomfortable, state of betwixt and betweeness. Del Giudice describes the contributors as “masters of bricolage and diverse resources who find meaning in lonely marginalized places, who struggle to weave together disparate aspects of life to make them meaningful” (23). All can speak to lessons learned, rewards gained, and the critical need for women’s voices to be heard. Overall, this collection is designed to inspire its readers to examine their own lives, to help them clarify their own sense of purpose, and then commit to fulfilling it, despite the obstacles which will surely arise. Rachel Hopkin is a UK born, US based folklorist and radio producer and is currently a PhD candidate at the Ohio State University. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

During the late nineteenth and early twentieth centuries, Native American students from across the United States attended federally-managed boarding schools where they were taught English, math, and a variety of vocational skills, all for the purpose of forcing their assimilation into white, American society. While enrolled at these schools, students also showcased their writing, editing, and printing skills by publishing school newspapers. In Recovering Native American Writings in the Boarding School Press (University of Nebraska Press, 2017), Assistant Professor of English Jacqueline Emery provides the first comprehensive collection of Native American writings published in boarding school newspapers, and demonstrates the ways in which students used these periodicals to both challenge and reflect assimilationist practices at the schools. The collection includes student-authored letters, editorials, fiction, and folklore, and examines the writings of Gertrude Bonin, Charles Eastman, and Luther Standing Bear, among additional, lesser-known writers. Samantha M. Williams is a PhD candidate in History at the University of California, Santa Cruz. She is currently writing her dissertation, which examines the history of the Stewart Indian School in Carson City, Nevada through the lenses of settler colonialism and public history. She can be reached at swillia7@ucsc.edu. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

It takes courage to walk into a classroom when students don’t look like you. It takes courage to return every day to teach a class when students devalue education. Media has portrayed the scenario in films like Freedom Writers and Dangerous Minds with white teachers symbolizing the great white hope to a class of minority students. Well, Michelle Kuo is not the great white hope, but she becomes hope and maintains hope for young black students in Mississippi Delta, specifically Patrick. Kuo writes about her journey in the memoir Reading with Patrick: A Teacher, a Student, and a Life-Changing Friendship (Random House, 2017). Her story focuses on race, justice and education in the rural south where she taught American History through black literature. Kuo, a Harvard graduate born to Taiwainese parents, wanted to work in a place where she was needed. Thus, she was assigned to an alternative school, which the local administration used as a dumping ground for the so-called “bad kids”—where rabble-rousers who had already been expelled from mainstream schools now given a final chance before being permanently ejected from the public education system. Her memoir navigates the terrain of teacher speaking to students through books and poems they can understand. Reading with Patrick points to a teacher who breaks the rule, choosing favorites. The memoir includes effective teaching tools Kuo used in the classroom. Most importantly, the memoir illustrates humanity when Kuo leaves Helena for a law school but returns after discovering her favorite student, Patrick, has gone to jail. Michelle Kuo teaches in the History, Law and Society program at the American University of Paris. She and Patrick share the royalties from this book. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In her new book, Youth Encounter Programs in Israel: Pedagogy, Identity and Social Change (Syracuse University Press, 2017), Karen Ross conducts an in-depth analysis of Jewish-Palestinian youth encounter peace-building programs in Israel. She adopts a narrative approach and carefully considers how these youth programs impacted their young participants in long-term, positive and profound ways. Of particular interest is her insights about how to research and evaluate the “impact” of education programs in a non-linear, non-causal and broadly conceived approach. Her work has rich and multi-layered practical implications for the continuous peace-building efforts both within and out of the Israeli/Palestinian context. Karen Ross is an assistant professor in the Department of Conflict Resolution, Human Security, and Global Governance at the University of Massachusetts, Boston. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution.   Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

“Marriage is the foundation of a successful society,” proclaimed the Clinton-era welfare reform bill. Since then, national and state governments have spent nearly a billion dollars on programs designed to encourage poor and low-income Americans to get married and to remain married. But do any of these initiatives achieve their stated goals? To find out, listen to our interview with Jennifer Randles, author of Proposing Prosperity?: Marriage Education Policy and Inequality in America (Columbia University Press, 2016), who knows first-hand what happens in such programs, bringing important new insight into evaluating claims that there is a “success sequence” that will bring people out of poverty. 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 University Press, 2017). Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education