New Books In Education

The institutional history of mathematics in the United States comprises several entangled traditions—military, civil, academic, industrial—each of which merits its own treatment. David Lindsay Roberts, adjunct professor of mathematics at Prince George's Community College, takes a very different approach. His unique book, Republic of Numbers: Unexpected Stories of Mathematical Americans through History(Johns Hopkins University Press, 2019), anchors 20 biographical chapters to a decadal series of events, whose mathematical significance could not often have been anticipated. These short biographies range from the inauguration of military and civil engineering (Sylvanus Thayer) and the textbook industry (Catharine Beecher and Joseph Ray) to the influence of geopolitics during and after the Cold War (Joaquin Basilio Diaz, John F. Nash Jr.), and over the course of the book the subjects witness the professionalization of the research community (Charles H. Davis), radical expansions of educational access (Kelly Mille

Elena Jackson Albarrán’s book Seen and Heard in Mexico: Children and Revolutionary Cultural Nationalism (University of Nebraska Press, 2014) explores the changing politics of childhood during the period 1920-1940, in the wake of the Mexican Revolution. That conflict, a civil war which brought down an authoritarian regime, came with new political ideas about social justice that would elevate workers and peasants as quintessential revolutionary citizens. In the context of state formation and nation-building efforts, children became a key target population for revolutionary government programs to forge future citizens. Though interest in childrearing and health had been growing since the nineteenth century, in the 1920s and 1930s, the new state invested in children as never before and paid careful attention to the opinions of the nation’s youngest generation. The chapters examine state programs for art education, radio, and puppet theater as well as youth’s highly publicized incursion into civic life as spokespe

Most test prep books, textbooks, and classes miss the mark by only focusing on strategy and content. This essential guide tackles the other half of test prep: mindfulness and your mental performance. Mindfulness is widely embraced in the business and athletic communities as a valuable technique to optimize performance. Author Logan Thompson, an expert in both test prep and mindfulness, says that it's about time the test prep community embraces it as well. In his book, Beyond the Content: Mindfulness as a Test Prep Advantage (Kaplan Publishing, 2019) Logan Thompson explains, "The other half of test prep is the world of fleeting thoughts and emotions, always flickering, always murmuring inside your head, usually going unnoticed and unremarked upon. They shape our perceptions and perspectives. And, they dictate our performance on tests. The other half of test prep is happening all the time, whether we like it or not. Your mental and emotional state, your surfacing memories, your underlying beliefs are always the

In her new book, Teaching Migrant Children in West Germany and Europe, 1945-1992 (Palgrave Macmillan, 2019), Brittany Lehman examines the right to education for migrant children in Europe between 1949 and 1992. Using West Germany as a case study to explore European trends, the book analyzes how the Council of Europe and European Community’s ideological goals were implemented for specific national groups. The book starts with education for displaced persons and exiles in the 1950s. Then it compares schooling for Italian, Greek, and Turkish labor migrants. Finally, the monograph circles back to asylum seekers and returning ethnic Germans. For each group, the state entries involved tried to balance equal education opportunities with the right to personhood, an effort which became particularly convoluted due to implicit biases. When the European Union was founded in 1993, children’s access to education depended on a complicated mix of legal status and perception of cultural compatibility. Despite claims that all

In this episode of New Books in Law Siobhan talks with Candy Gunther Brown about her book Debating Yoga and Mindfulness in Public Schools: Reforming Secular Education or Reestablishing Religion? (UNC Press, 2019). Dr. Brown is a professor in the Department of Religious Studies at Indiana University Bloomington. She is a historian and ethnographer of religion and culture. Yoga and mindfulness activities, with roots in Asian traditions such as Hinduism or Buddhism, have been brought into growing numbers of public schools since the 1970s. While they are commonly assumed to be secular educational tools, Candy Gunther Brown asks whether religion is truly left out of the equation in the context of public-school curricula. An expert witness in four legal challenges, Brown scrutinized unpublished trial records, informant interviews, and legal precedents, as well as insider documents, some revealing promoters of “Vedic victory” or “stealth Buddhism” for public-school children. The legal challenges are fruitful cases f

With around two million children currently enrolled in home schools in the USA, no-one can doubt that the subject of Milton Gaither’s new book is timely. Gaither, a professor of education at Messiah College, PA, first published this study in 2008, but has updated his text to reflect both the levelling out of the number of children involved in the movement as well as to explain some of the scandals that have brought some parts of the movement into disrepute. Homeschool: An American History (Palgrave Macmillan, 2017) describes the long history of home education, from the colonial period to the present day, and it highlights the key roles played by individuals on the left, such as John Holt, and on the right, such as R. J. Rushdoony. Home education is changing, and might never have been more important than it is today – and this important new book explains why. Crawford Gribben is a professor of history at Queen’s University Belfast. His research interests focus on the history of puritanism and evangelicalism, a

In her book, The Mindful Twenty-Something (New Harbinger, 2016), Holly Rogers presents a unique, evidence based approach to help you make important life decisions with clarity and confidence.  As cofounder of the extremely popular Koru Mindfulness program developed at Duke University, her work with students serves as inspiration for this book. As a twenty-something, you may feel like you are being pulled in dozen different directions.  With the daily tumult, busyness, and major life changes you experience as a young adult, you may also be particularly vulnerable to stress and its negative effects. Emerging adulthood, which occurs between the ages of 18 and 29, is a developmental stage of life when you’re faced with important decisions about school, relationships, sex, your career, and more. With so much going on, you need a guide to help you navigate with less stress and more ease. The Koru Mindfulness program, developed at Duke University and already in use on numerous college campuses—including Harvard, Yal

In The Chicana M(other)work Anthology: Porque Sin Madres No Hay Revolucion (University of Arizona Press, 2019) editors Cecilia Caballero, Yvette Martinez-Vu, Judith Perez-Torres, Michelle Tellez, and Christine Vega, bring together a diverse collective of Women of Color Mother-Scholars to end the silence experienced by Mothers of Color in academia. In this expansive collection of research, testimonios, and essays, the authors share the networks, tools, and strategies created by working-class Women of Color as they confront and overcome societal and institutional barriers to pursuing higher education and advancing in the professorate. Chicana M(other)work, the editors explain, is “care work that includes the care provided in homes, classrooms, communities, and selves.” As such, this labor permeates and informs the praxis performed by Mothers of Color in their overlapping spheres of influence. As part of the larger Chicana M(other)work Project, which includes managing a website, blog, podcast, and engaging in gr

David Resnick combines two of his passions, movies and education, in his book, Representing Education In Film: How Hollywood Portrays Educational Thought, Settings and Issues (Palgrave Macmillan, 2018). Films are powerful messengers which both project and reflect particular values, ideas and social behavior. Using many examples of Hollywood movies, Resnick analyzes the way movies perform in a variety of formal and informal educational settings, including sports, arts and religion. In this lively and engaging interview David Resnick shares insights he gained through decades of experience in education and research. Renee Garfinkel is a Jerusalem-based psychologist, writer, and television & radio commentator.  Write her at r.garfinkel@yahoo.com or tweet @embracingwisdom Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The metaphor “object lesson” is a familiar one, still in everyday use. But what exactly does the metaphor refer to? In her book Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World (Oxford University Press, 2018), my guest Sarah Anne Carter reveals that object lessons were a classroom exercise, in wide use during the nineteenth century. She traces them from the Swiss educational reformer Pestalozzi, through his English adherents, to seemingly unlikely outposts of educational revolution as the Oswego, New York school system. And she takes the story into politics, advertising, and racial segregation. Her book is study of intellectual history and of intellectual culture. But Sarah’s book, and this conversation, is also about asking questions of things which cannot speak. Sarah’s interest in objects comes not simply from her training as an intellectual historian, but as a curator of museums. She is curator and director of research at the Chipstone Foundation in Milwaukee, a

Eric Blanc is the author of Red State Revolt: The Teachers’ Strike Wave and Working-Class Politics(Verso, 2019). Blanc is a former teacher, journalist, and doctoral student in sociology at New York University. He has written for The Nation, The Guardian, and Jacobin magazine. Red State Revolt explains the emergence and development of the historic wave of teacher strikes in Arizona, West Virginia, and Oklahoma. Blanc embedded himself into the organizations that helped plan the walkouts, gaining access to internal planning meetings and secret Facebook groups. The result is a rich portrait of the labor movement and contemporary political organizing. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

The sixties happened in Oklahoma too, argued Sarah Eppler Janda in Prairie Power: Student Activism, Counterculture, and Backlash in Oklahoma, 1962–1972(University of Oklahoma Press, 2018). While not a hub of activism and student protest on the scale of UC-Berkeley or Columbia, schools such as the University of Oklahoma and (to a lesser extent) Oklahoma State nonetheless had active student organizations such as Students for a Democratic Society. Borrowing from the language of the activists themselves, Janda dubs midwestern student protest to be “Prairie Power,” which had its beginnings in administrative paternalism and the stifling of student dissent. While typically less radical than its coastal analogues, Prairie Power was nonetheless similarly rooted in youth rebellion against censorship, American foreign policy, social norms, and racial hierarchy. Janda, a Professor of history at Cameron University, makes a compelling case for telling a broader story of 1960s and 1970s counterculture that looks beyond the

American society is deeply divided at this moment—not just on values and opinions but on basic perceptions of reality. In their latest book, One Nation, Two Realities: Dueling Facts in American Democracy (Oxford University Press, 2019), Morgan Marietta and David Barker attribute such division to the natural human tendency towards having different versions of reality. They introduce the concept of ‘dueling fact perceptions’ based on years of research, and for our interview, Morgan Marietta explains how they arrived at such conclusions and their implications for our country’s future. We have a sobering conversation about how fact-checking and greater education will not fix the problem of dueling fact perceptions, and we address the importance of trust—in our politicians, media, and other information sources—can ultimately shape how we use information to advance our beliefs. This interview is essential for those seeking to making sense of our current political climate and will provide realistic but thoughtful an

Brenda Elsey and Joshua Nadel’s new book, Futbolera: A History of Women and Sports in Latin America (University of Texas Press, 2019), uncovers the hidden history of the arrival of physical education for girls in the late-nineteenth century, it’s expansion beyond schools, and the subterranean struggles of girls and women to play and expand access and support for sports across Latin America. While sports has often been sidelined in histories of gender, class, nationalism, and the so-called Social Question in the region, Elsey and Nadel show how women’s involvement in sports animated eugenic debates over healthy citizens, nationalism, and proper motherhood in government, the Church, and the press. Beginning with women’s sports clubs in schools and moving to charity events, informal play, and regional leagues, women began to take up previously denied national and international pastimes much earlier than previously acknowledged. With women’s sports facing opposition, underfunding, neglect, silence, and outright o

Annalee Good, an evaluator and researcher at the Wisconsin Center for Education Research at the University of Wisconsin – Madison, joins us in this episode to discuss her recently published book, Teachers at the Table: Voice, Agency, and Advocacy in Educational Policymaking (Lexington Press, 2018). Our conversation begins with her own journey from teaching middle school social studies to studying teacher engagement in policy advocacy. This research is particularly timely (though of course always timely!) with the 2018 wave of teacher strikes across the United States and record numbers of teachers running for office. Having teachers involved in policy advocacy is critical for policy quality and legitimacy, yet they often aren’t. Annalee’s book is a systematic inquiry into the institutional forces that make it hard for teachers to engage in policymaking, and she contrasts these barriers with the ways they are do have a voice and agency. Her study focuses on mentor and intern teachers who participated in a polic

In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through as

Gender in the Political Science Classroom (Indiana University Press, 2018) is part of a series at Indiana University Press on the scholarship of teaching and learning (SOTL), and there is much within the book that is directly within the SOTL arena, but this book is significantly broader and more extensive in its reach and analysis. Ekaterina M. Levintova and Alison K. Staudinger have brought together, into this volume, a variety of fascinating and important perspectives on political science as a discipline and how it is taught, studied, pursued and understood, especially in regard to the role, presence, absence, impact and understanding of gender. This is a useful and important text that does two different things simultaneously—it explores the ways of and roles in teaching political science (and other disciplines and subject areas that specifically focus on power in some form), while also examining the difficulty of how to teach more consciously in terms of gender, and the interaction between power and gender

In this episode, I talked with Patricia Leavy on her new book, Spark (The Guilford Press, 2019). The book is a highly original novel about an unexpected yet extremely fruitful journey of a sociologist professor, Peyton Wilde. Peyton, together with a diverse group of companions, was charged with answering a perplexing question in a five-day seminar held in Iceland. As they worked to address the question from very different perspectives, the experience also transformed each and every one of the team members. This innovative text offers far more than what a typical novel could offer: The author seamlessly incorporates into it a process of social inquiry. Readers can relate to the book on multiple levels—It can be read for fun, for a book club discussion, or adapted as a required text for qualitative inquiry courses in fields such as education, social work, and communication. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitati

Who is excluded from science? What is the role of museums in this exclusion? In Equity, Exclusion and Everyday Science Learning: The Experiences of Minoritised Groups (Routledge, 2019), Dr Emily Dawson, an Associate Professor in the Department of Science and Technology Studies at University College London, introduces the idea of everyday science learning to critically engage with our understandings of science and the role of institutions in that understanding. The book challenges science centres and museums to move from participation policies and schemes, which have failed to significantly change the institution and its audience, to offer recognition and respect to diverse social groups. The need for change is grounded in detailed empirical work across a range of communities and organisations in London, with lessons that go well beyond science education and debates over the role of the museum. The book is essential reading for all social science and humanities scholars, as well as offering important insights

Jamila Lee-Johnson and Ashley Gaskew, doctoral students in education at the University of Wisconsin – Madison, join us in this episode to discuss their recently published co-edited volume entitled, Critical Theory and Qualitative Data Analysis in Education. In addition to talking about their own journey to becoming critical scholars, Jamila and Ashley talk to us about the importance of centering voices and perspectives that have been traditionally marginalized in the academy. Their work builds a pathway forward for rigorous data analysis that will shape future generations of critical scholars. After an overview of the book and its contribution, Ashley and Jamila each summarize their chapters. Ashley’s chapter applies Habermas’ theory of colonization of the lifeworld to the analysis of for-profit television advertisements. She talks about why it is important to study the for-profit sector in higher education, how she transcribed and coded the advertisement, and what this technique allows us to understand about