New Books In Education

In 'We Want Better Education!': The 1960s Chicano Student Movement, School Walkouts, and the Quest for Educational Reform in South Texas (Texas A&M UP, 2023), James B. Barrera offers a detailed and comprehensive analysis of the educational, cultural, and political issues of the Chicano Movement in Texas, which remains one of the lesser-known social and political efforts of the Civil Rights Movement of the 1960s. This movement became the political training ground for greater Chicano empowerment for students. By the 1970s, it was these students who helped to organize La Raza Unida Party in Texas. This book explores the conditions faced by students of Mexican origin in public schools throughout the South Texas region, including Westside San Antonio, Edcouch-Elsa, Kingsville, and Crystal City.  Barrera focuses on the relationship of Chicano students and their parents with the school systems and reveals the types of educational deficiencies faced by such students that led to greater political activism. He also sho

An in-depth examination of the regulatory, entrepreneurial, and organizational factors contributing to the expansion and transformation of China’s supplemental education industry. Like many parents in the United States, parents in China, increasingly concerned with their children’s academic performance, are turning to for-profit tutoring businesses to help their children get ahead in school. China’s supplemental education industry is now the world’s largest and most vibrant for-profit education market, and we can see its influence on the US higher education system: more than 70% of Chinese students studying in American universities have taken test preparation classes for overseas standardized tests. The Fruits of Opportunism: Noncompliance and the Evolution of China's Supplemental Education Industry (U Chicago Press, 2022) offers a much-needed thorough investigation into this industry. This book examines how opportunistic organizations thrived in an ambiguous policy environment and how they catalyzed organiza

Teaching our students how to become flexible and accurate evaluators of information requires teaching them adaptable processes and not static heuristics. Our conventional information literacy teaching and learning tools are simply not up to tackling the life-long, real-world challenges and transferable applications required by today's evolving information landscape.  Information Literacy and Social Media: Empowered Student Engagement with the ACRL Framework (ACRL, 2024) by Michele Santamaria and A. Nicole Pfannenstiel (2024, ACRL) provides librarians and non-librarian practitioners with ways to teach and learn with social media. It addresses how to broadly conceptualize information literacy teaching with social media and allay any student reluctance to using social media for academic purposes. It proposes how to map some of the ACRL threshold concepts onto specific social media platforms, including Facebook, X, Instagram, and TikTok, while providing general guidance for if and when those platforms change. The

What does it take to become a teacher today and how does one become a teacher? Theodore G. Zervas's book With Grit and a Big Heart: A Beginners Guide to Teaching (Rowman and Littlefield, 2022) covers the ins and outs on becoming a teacher from receiving a teaching license, working with students, colleagues, and parents, and confronting some of the social and political issues that dominate American society today. This book covers urban, suburban, and rural school settings and is intended for both teachers and anybody interested in the teaching profession. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Elite colleges are boasting unprecedented numbers with respect to diversity, with some schools admitting their first majority-minority classes. But when the twin pandemics of COVID-19 and racial unrest gripped the world, schools scrambled to figure out what to do with the diversity they so fervently recruited. And disadvantaged students suffered. Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price (Princeton UP, 2024) exposes how woefully unprepared colleges were to support these students and shares their stories of how they were left to weather the storm alone and unprotected. Drawing on the firsthand experiences of students from all walks of life at elite colleges, Anthony Abraham Jack reveals the hidden and unequal worlds students navigated before and during the pandemic closures and upon their return to campus. He shows how COVID-19 exacerbated the very inequalities that universities ignored or failed to address long before campus closures. Jack examines how students dealt with the

When professor jobs are scarce and most academic jobs are temporary, what do you do if you still want to work on a campus? Can you make the leap to admin? How do you make the leap? Dr. Jacquelyn Ardam joins us to explain the hidden curriculum of the academic job market. She shares what helped her pivot roles from visiting professor to campus administrator, how research and writing are still a meaningful part of her life, and why she is happier now running a campus research center than she was in her previous jobs. Our guest is: Dr. Jacquelyn Ardam, who is the Director of the Undergraduate Research Center for the Humanities, Arts, and Social Sciences at UCLA. She has founded several undergraduate research programs and co-directs UCLA’s Mellon Mays University Fellowship program. Jacquelyn holds a PhD in English from UCLA and is a specialist in modern and contemporary poetry. She has written about art, literature, culture, and higher education for peer-reviewed journals and public venues, and is the author of Av

This is the Global Media & Communication podcast series. This podcast is a multimodal project powered by the Center for Advanced Research in Global Communication (CARGC) at the Annenberg School for Communication at the University of Pennsylvania. At CARGC, we produce and promote critical, interdisciplinary, and multimodal research on global media and communication. We aim to bridge academic scholarship and public life, bringing the best scholarship to bear on enduring global questions and pressing contemporary issues. Today, our hosts, Anjali DasSarma and Sim Gill, present the first of two episodes on neoliberalism and the state of the university as a deeply powerful structure, along with two incredible scholars: Professor Natalie Fenton and Professor Alison Hearn. In this episode, we explore the complex realm of neoliberalism and its profound impact on education systems in the UK, Canada, and the US. Join us as we unpack how neoliberal ideologies have transformed the very essence of the student experience. N

The earliest Jewish Sunday schools were female-led, growing from one school in Philadelphia established by Rebecca Gratz in 1838 to an entire system that educated vast numbers of Jewish youth across the country. These schools were modeled on Christian approaches to religious education and aimed to protect Jewish children from Protestant missionaries. But debates soon swirled around the so-called sorry state of “feminized” American Jewish supplemental learning, and the schools were taken over by men within one generation of their creation. It is commonly assumed that the critiques were accurate and that the early Jewish Sunday school was too feminized, saccharine, and dependent on Christian paradigms. Tracing the development of these schools from their inception through the first decade of the twentieth century, Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America (NYU Press, 2023), Laura Yares shows this was not the reality. Jewish Sunday Schools argues that the work of the women who shepher

During Hawai‘i’s territorial period (1900–1959), Native Hawaiians resisted assimilation by refusing to replace Native culture, identity, and history with those of the United States. By actively participating in U.S. public schools, Hawaiians resisted the suppression of their language and culture, subjection to a foreign curriculum, and denial of their cultural heritage and history, which was critical for Hawai‘i’s political evolution within the manifest destiny of the United States. In Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941 (U Nebraska Press, 2024), Derek Taira reveals that many Native Hawaiians in the first forty years of the territorial period neither subscribed nor succumbed to public schools’ aggressive efforts to assimilate and Americanize them but instead engaged with American education to envision and support an alternate future, one in which they could exclude themselves from settler society to maintain their cultural distinctiveness and protect

What do universal rights to public goods like education mean when codified as individual, private choices? Is the “problem” of school choice actually not about better choices for all but, rather, about the competition and exclusion that choice engenders—guaranteeing a system of winners and losers? Unsettling Choice: Race, Rights, and the Partitioning of Public Education (U Minnesota Press, 2024) addresses such questions through a compelling ethnography that illuminates how one path of neoliberal restructuring in the United States emerged in tandem with, and in response to, the Civil Rights movement.  Drawing on ethnographic research in one New York City school district, Unsettling Choice traces the contestations that surfaced when, in the wake of the 2007–2009 Great Recession, public schools navigated austerity by expanding choice-based programs. Ujju Aggarwal argues that this strategy, positioned as “saving public schools,” mobilized mechanisms rooted in market logics to recruit families with economic capita

Pete Imperial has been principal of St. Mary’s Catholic High School in Berkeley, California, a Lasallian Catholic School of 160 years and going strong. Yet only 45% of the students are Catholics (though a similar number are Protestant Christians) and some of the kids have had no religious experience at all. How does a good Catholic school infuse the souls of its charges and the secular society at large with the Gospel and the teachings of the Holy Roman Catholic Church? Dr. Imperial has a BA from the University of California in Berkeley, an MA in history from San Francisco State University, and an EdD in Educational Administration from the University of San Francisco. In addition to running the school, he also teaches Islamic Studies, Economics, and East Asian History. This episode is indebted to Ryan Anderson, the listener and a friend of the podcast who suggested this episode and introduced me to Peter. St. Mary’s College High School website and Pete’s faculty webpage. About Lasallian education. Other A

This interview with Shawn(ta) Smith-Cruz about Grabbing Tea: Queer Conversations on Identity and Libraries and Grabbing Tea: Queer Conversations on Archives and Practice (available in 2024 from the Litwin Books Series on Gender and Sexuality in Library and Information Studies) explores how queerness is centered within library and archival theory and practice. Smith-Cruz and co-editor Sara A. Howard invited library and archives workers to share conversations which became the chapters for these two volumes. These conversations explore a huge range of topics: identity, community practice and outreach, visibility and coming out or being outed in the library, as well as the archive as a site for reclamation, narrative storytelling, ancestral recalling, and historical revisioning within LGBTQ+ communities. Contributions to these volumes integrate interpersonal experiences of professionalism for queer folks in the field, dive into their relationships and points of connection with each other and the communities they

Israeli universities have long enjoyed a reputation as liberal bastions of freedom and democracy. Drawing on extensive research and making Hebrew sources accessible to the international community, Maya Wind shatters this myth by documenting how Israeli universities are directly complicit in the violation of Palestinian rights.  In Towers of Ivory and Steel: How Israeli Universities Deny Palestinian Freedom (Verso, 2024) shows, Wind argues that Israeli universities serve as pillars of Israel's system of oppression against Palestinians. Academic disciplines, degree programs, campus infrastructure, and research laboratories all service Israeli occupation and apartheid, while universities violate the rights of Palestinians to education, stifle critical scholarship, and violently repress student dissent. Towers of Ivory and Steel is a powerful exposé of Israeli academia’s ongoing and active complicity in Israel’s settler-colonial project. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our s

A primary question for many librarians, directors, and board members is how to evaluate diversity in a collection on an ongoing basis. Curating Community Collections: A Holistic Approach to Diverse Collection Development (Bloomsbury, 2024) by Mary Schreiber and Wendy Bartlett provides librarians with the tools they need to understand the results of diversity audits and to formulate a reasonable, achievable plan for increasing diversity, equity, and inclusion not only in the collection itself, but also in library collection policies and practices. Information on ways to make diversity, equity, and inclusion part of a library's everyday workflow will help ensure the sustainability of these principles. Schreiber and Bartlett teach readers how to increase the number of diverse materials in their collections and make them more discoverable to library patrons through the implementation of a community collections program. Stories from librarians around the United States and Canada who are auditing and improving the

Building on the success and impact of Library 2020: Today’s Leading Visionaries Describe Tomorrow’s Library by Joseph Janes, Library 2035: Imagining the Next Generation of Libraries (Rowman & Littlefield, 2024) edited by Sandra Hirshupdates, expands upon, and broadens the discussions on the future of libraries and the ways in which they transform information services to best serve their communities. Library 2035 explores the lessons learned over the past decade and forecasts the opportunities, strengths, and challenges for libraries in the future. Contributors including R. David Lankes, Kelvin Watson, Annie Norman, Miguel Figueroa, and Nicole Cooke, along with 25 other library leaders, were asked to describe the “library of 2035” in whatever way they wanted. Their responses to this question will inspire, provoke, challenge, and expand our thinking about the role and importance of libraries in the future. Library leaders, LIS students and faculty will find this book particularly meaningful and useful as we gra

Despite a mass expansion of the higher education sector in the UK since the 1960s, young people from socio-economically disadvantaged backgrounds remain less likely to enter university than their advantaged counterparts. Drawing on unique new research gathered from three contrasting secondary schools in England, including interviews with children from three year groups and careers advisors, Schooling Inequality: Aspirations, Opportunities and the Reproduction of Social Class (Bristol University Press, 2024) by Dr. Jessie Abrahams explores the aspirations, opportunities and experiences of young people from different social-class backgrounds against a backdrop of continuing inequalities in education. By focusing both on the stories of young people and the schools themselves, the book sheds light on the institutional structures and practices that render young people more, or less, able to pursue their aspirations. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict militar

Throughout the nineteenth and twentieth centuries, teachers, administrators, and policymakers fashioned a system of industrial education that attempted to transform Black and Indigenous peoples and land. This form of teaching—what Bayley J. Marquez names plantation pedagogy—was built on the claim that slavery and land dispossession are fundamentally educational. Plantation pedagogy and the formal institutions that encompassed it were thus integrally tied to enslavement, settlement, and their inherent violence toward land and people. Marquez investigates how proponents developed industrial education domestically and then spread the model abroad as part of US imperialism. A deeply thoughtful and arresting work, Plantation Pedagogy: The Violence of Schooling Across Black and Indigenous Space (U California Press, 2024) sits where Black and Native studies meet in order to understand our interconnected histories and theorize our collective futures. Bayley J. Marquez is an Indigenous scholar from the Santa Ynez Band

A landmark work that weaves captivating stories about the past, present, and personal into an inspiring vision for how America can educate immigrant students Setting out from her classroom, Jessica Lander takes the reader on a powerful and urgent journey to understand what it takes for immigrant students to become Americans. A compelling read for everyone who cares about America’s future, Making Americans: Stories of Historic Struggles, New Ideas, and Inspiration in Immigrant Education (Beacon Press, 2022) brims with innovative ideas for educators and policy makers across the country. Lander brings to life the history of America’s efforts to educate immigrants through rich stories. Making Americans is an exploration of immigrant education across the country told through key historical moments, current experiments to improve immigrant education, and profiles of immigrant students. Making Americans is a remarkable book that will reshape how we all think about nurturing one of America’s greatest assets: the newc

A perfectly timed book for the educational resistance—those of us who believe in public schools Culture wars have engulfed our schools. Extremist groups are seeking to ban books, limit what educators can teach, and threaten the very foundations of public education. What’s behind these efforts? Why are our schools suddenly so vulnerable? And how can the millions of Americans who love their public schools fight back?  In this concise, hard-hitting guide, journalist Jennifer C. Berkshire and education scholar Jack Schneider answer these questions and chart a way forward. The Education Wars: A Citizen’s Guide and Defense Manual (The New Press, 2024) explains the sudden obsession with race and gender in schools, as well as the ascendancy of book-banning efforts. It offers a clear analysis of school vouchers and the impact they’ll have on school finances. It deciphers the movement for “parents’ rights,” explaining the rights that students and taxpayers also have. And it reveals how the ostensible pursuit of “religi

In 2009, Fudan University launched China’s first MFA program in creative writing, spurring a wave of such programs in Chinese universities. Many of these programs’ founding members point to the Iowa Writers Workshop and, specifically, its International Writers Program, which invited dozens of Mainland Chinese writers to take part between 1979 and 2019, as their inspiration. In her book, The Transpacific Flow: Creative Writing Programs in China (Association for Asian Studies, 2024), Jin Feng explores why Chinese authors took part in the U.S. programs, and how they tried to implement its teaching methods in mainland China–clearly, a very different political and cultural environment. In this interview, Jin and I talk about the Iowa Writers Workshop, the Chinese authors that attended, and the surprising links between U.S. and Chinese academia. Jin Feng is Professor of Chinese and Japanese and the Orville and Mary Patterson Routt Professor of Literature at Grinnell College, USA. She has published four English mono