New Books in Education

The dominant narrative in the history of the study of the Middle East has claimed that the Cold War was what pushed Middle East studies to develop, as part of a greater trend in area studies. Drawing on his previous work in 2004’s Contending Visions of the Middle East: The History and Politics of Orientalism, Zachary Lockman‘s Field Notes: The Making of Middle Eastern Studies in the United States (Stanford University Press, 2016) looks at the power of institutions, corporations, and foundations in the shaping of Middle East studies in the United States. It’s the story of how money changes hands and in the process, attempts to influence academic output; in many ways, this story complements what we already know of what research was being produced and how it was affecting the field at large. However, what we often neglect to mention is that universities themselves cannot found area studies centers alone and often receive the funding from wealthy benefactors. In Middle East studies, as in other fields, this also meant these benefactors had a research agenda; with area studies, there was a desire to break free of the disciplines history, philology, etc and establish unifying theories of area studies. While today’s Middle East studies is roughly bound together by a shared geographic interest and not by a unifying theory, this drive influenced how the field was shaped and the various infrastructures that still exist today. NA Mansour is a graduate student at Princeton University’s Department of Near Eastern Studies working on the global intellectual history of the Arabic-language press. She tweets @NAMansour26 and produces another Middle-East and North Africa-related podcast: Reintroducing.   Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Erica Halverson, professor of education at the University of Wisconsin Madison, joins us in this episode to discuss the recently published co-edited volume entitled, Makeology: Makers as Learners (Routledge, 2016). My conversation with Erica actually begins around her earlier work with Kimberly Sheridan (2014), in which they establish the warrant for studying making and learning and define theoretical and empirical approaches to making, makers, and makerspaces. We then discuss the insights that emerged from across each section of the book: the cultures and identities of makers, their tools and materials, and connecting making to the disciplines. For those unfamiliar with the Maker Movement, Erica describes what it is like to attend a Maker Faire. She also shares three vivid stories of makers, including two Hasidic Jewish men who created an electronic Mezuzah that chastises you for not touching it when you walk through the doorway, a boy who made a bow and arrow from straight wood pieces and hinges, and a social studies teacher who asked students to make monuments for women who should be honored on the Washington Mall. Responding to the cultural and gender stereotypes of the Maker Movement, Erica talks about a shared commitment that she sees among scholars in the learning sciences and the maker movement to the equity and diversity component of identity and culture. Throughout our conversation, Erica shares her perspectives on the role of authentic assessment and audience, the whimsy of making (beyond “put a bird on it!”), the role of tools, the STEM monster, and the challenges and opportunities of studying arts-based education. 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

Anxiety has become a social epidemic. People feel anxious all the time about nearly everything: their work, families, and even survival. However, research shows that some of us are more prone to chronic anxiety than others, due in large part to experiences in utero and during the first year of life. My guest, psychologist Dr. Daniel Keating, explores these biological and genetic mechanisms in his new book, Born Anxious: The Lifelong Impact of Early Life Adversity–and How to Break the Cycle (St. Martin’s Press, 2017). His many years of research inform his ideas about the role of social inequality in elevated stress levels, and the impact of stress and adversity on gene expression and manifestations of anxiety. In our interview, we talk about the implications of these findings for understanding why some people perpetually feel tightly-wound and easily triggered. He also shares his suggestions for breaking this cycle and reducing our proneness to anxiety. Daniel P. Keating is a professor of psychology at the University of Michigan. He has conducted research at leading North American universities, at Berlin’s Max Planck Institute, and with the Canadian Institute for Advanced Research, where he was a fellow for two decades and led the program in human development. His research focuses on developmental differences–cognitive, social, and emotional and in physical and mental health. Listen to our interview by clicking below. To subscribe to the New Books in Psychology podcast, click here. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Jim Rickabaugh, Senior Advisor to the Institute for Personalized Learning, joins us in this episode to discuss his recently published book, entitled Tapping the Power of Personalized Learning: A Roadmap for School Leaders (ASCD, 2016). Jim has worked in education for the last 40 years as a classroom teacher, building and district leader, regional director, author, and consultant. The book addresses both the why and how of personalized learning, using vignettes, quotes, activities, and questions for reflection to help readers make sense of what this looks like in practice. At the heart of the book is the honeycomb model, developed at the Institute, which serves as both a roadmap and conceptual model for change. As Jim says in the interview, “it’s not magic to make this happen, but when it happens, it’s magical.” This book presents his vision for leading students, teachers, parents, and the system of schooling into the future. 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

Despite the prominence of LGBTQ issues in our current social consciousness, many people still know little about the LGBTQ community, which means that teaching about this community and its issues is an important job. It’s also a difficult one that’s been handled with varying degrees of effectiveness and sensitivity over the past few decades. Many of us can recall during our undergrad or graduate training having a single class day devoted to the topic, or our instructors trying to squeeze it in alongside other material. Fortunately, the teaching of LGBTQ issues has advanced dramatically, thanks to the work of psychologists such as Theodore Burnes and Jeanne Stanley. Their new edited book, entitled Teaching LGBTQ Psychology: Queering Innovative Pedagogy and Practice (American Psychological Association, 2017), covers pedagogical concepts as well as practical suggestions for bringing the material to life and helping students feel at home with it. In our interview, we have a frank discussion about the challenges of teaching LGBTQ psychology–such as fear, prejudice, and misinformation among students–and how to best rise to those challenges. Theodore Burnes is associate professor and director of the LGBT specialization of Antioch University’s clinical psychology masters program. He has 15 years of experience constructing, facilitating, and evaluating undergraduate and graduate coursework in psychology, Black studies, writing, LGBT studies, poetry, women’s studies, teacher education, and counseling in various university settings. He is a licensed psychologist and licensed professional clinical counselor in private practice in Los Angeles. Jeanne Stanley is Executive Director of Watershed Counseling and Consultation Services. She regularly conducts training around the country on best practices for supporting and affirming LGBTQ individuals and is a licensed psychologist in private practice in the Chestnut Hill are of Philadelphia. Listen to our interview by clicking below. To subscribe to the New Books in Psychology podcast, click here. Eugenio Duarte is a licensed psychologist and psychoanalyst practicing in New York City. He treats individuals and couples, with specialties in LGBTQ issues, eating and body image problems, and relationship problems. Follow him on Twitter and Instagram. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Lee Trepanier, Professor of Political Science at Saginaw Valley State University in Michigan, edited this important analysis of why the humanities matter, especially within higher education. Trepanier’s collection, Why the Humanities Matter Today: In Defense of Liberal Education (Lexington Books, 2017), brings together authors in a variety of fields within the humanities to reconsider the arguments that have been made in support of the humanities over the past decades, even as these disciplines have declined in terms of majors and faculty appointments across the United States. Kirk Fitzpatrick, James W. Harrison, Nozomi Irei, David Lunt, Kristopher G. Phillips and the collection editor, Lee Trepanier, represent perspectives from philosophy, literature, history, languages, political philosophy, while also engaging the question of what constitutes a liberal education in the 21st century, especially given the role of education within society. This text, which provides some thoughtful considerations beyond the often-given reasons for why the humanities are fundamentally important, is a kind of starting point for dialogue across disciplines, within colleges and university, but also among the public in considering the role of higher education in our contemporary democracy. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Author, illustrator and international speaker/teacher, Linda Ragsdale talks about her Peace Dragon Tale series of books for children and shares how the powerful skills of View, Voice and Choice can lead children and adults through challenging parts of their lives with a peaceful and productive outcome. A survivor of the 2008 Mumbai terrorist attack, her work in peace education has led her around the world, empowering over 30,000 students to see and speak with a new voice, and an expanded capability of choice. Every path of her career supports her current work, which has bloomed in her Peace Dragon series picture books, including Not Opposites, and Alphabetter (Flowerpot Press, 2017). Each story is part of a living curriculum where conflict management skills can be applied whenever an issue arises. More information on Linda’s books and Peace Dragon initiative are at www.thepeacedragon.com. Susan Raab is president of Raab Associates, an internationally recognized agency that specializes in marketing literature, products and initiatives that help improve the lives of young people. Clients have included National Geographic, Scholastic, the International Board on Books for Young People, and bestselling authors and illustrators. Susan is marketing advisor for the Society of Children’s Book Writers and Illustrators (SCBWI). She’s also a journalist reporting on publishing, education and human rights. Her work as a broadcast correspondent has been hosted by the University of Connecticut, and by the University of Florida’s Recess Radio, a program syndicated to 500 public radio stations. Her many interviews, including with Art Spiegelman, Jon Scieszka, Norton Juster, Laurie Halse Anderson and many others talking about art and literature can be heard here. Follow Susan at: https://twitter.com/sraab18 Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Dr. Edward Vickers, Professor of Comparative Education at Kyushu University, joins New Books Network to discuss his recently published book, entitled Education and Society in Post-Mao China (Routledge Studies in Education and Society in Asia, 2017). He co-authored the book along with Xiaodong Zeng, Professor at Beijing Normal University. The book chronicles educational development in post-Mao PR China. In just 40 years, the nation and its educational system rapidly transformed, ranging from subtle reforms made after the Chairman’s death in 1976 to rapid changes that came about with the Reform and Opening, culminating with the current international craze seen in the country’s educational sector today. The book covers the important aspect of this development, with a keen sense of politics and power. For any questions, comments, or recommendations for the New Books in Education podcast, you can connect with the host, Ryan M. Allen, at @PoliticsAndEd. 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 Tim Walker, the author of Teach Like Finland: 33 Simple Strategies for Joyful Classrooms (W. W. Norton & Company, 2017). This book stems from recent interest in Finland’s educational system resulting from its success on international assessments and explains how policy translates into classroom routines and structures as well as what American teachers can learn from their Finnish counterparts. We discuss how the two countries take different views on what makes good teachers and learning outcomes as well as ways teachers can promote well-being in any school context. He recommends the following books for listeners interested in his work and our conversation: Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? by Pasi Sahlberg The Smartest Kids in the World: And How They Got That Way by Amanda Ripley The Well-Balanced Teacher: How to Work Smarter and Stay Sane Inside the Classroom and Out by Mike Anderson Walker joins New Books in Education for the interview. To share your thoughts on the podcast, you can connect with him on Twitter at @timdwalk. Trevor Mattea is 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

“Hookup” has become a buzzword, a misleading concept for students, parents and educators alike–one that confuses more than explains the nuances of this complex and pervasive trend. In American Hookup: The New Culture of Sex on Campus (W. W. Norton, 2017), Lisa Wade analyzes its cultural roots: the evolution of courtship, our unrealized feminist revolution, America’s new business model of higher education, and the increasingly tenuous economic futures faced by young people. The hookup came to dominate college campuses in this context, but the trouble extends beyond hooking up to the culture itself. It rewards students who endorse and embrace meaningless sex, while ostracizing those who don’t. And there is no escaping it. It permeates not just dorm rooms and frat houses, but dining halls, quads, Facebook and Instagram feeds, and even classrooms. It is now part of the quintessential college experience, necessary for forming and maintaining friendships, and it often determines social status, whether students opt in or out. By including students’ own perspectives and experiences through their college years and beyond, Wade presents a personal and compelling portrait of hookup culture, exploring how it affects a diverse range of students and what it says about the changing face of dating and sex in Tinder-era America. By the end of their senior year, even the most enthusiastic supporters of hookup culture wanted to feel more in hookups and to hurt or be hurt less, to abide by their own standards of attraction, and to opt out of a culture of sexual competition that leaves very few winners and too many losers. Wade challenges readers to envision new sexual cultures, ones that are more equal, more pleasurable, more respectful, kinder, and safer. Wade’s takeaway is for educators, parents, and students alike, asking not “How can we go back?” but “Where do we go from here?” College campuses have always been and should be a place of cultural revolution, and there’s no better place to re-imagine hookup culture and transform American culture in the process. Learn more about your ad choices. Visit megaphone.fm/adchoicesSupport our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education