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Book SynopsisGrowing up during the Second World War, H. Bruce Franklin believed what he was told: that America’s victory would lead to a new era of world peace. Like most Americans, he was soon led to believe in a world-wide Communist conspiracy that menaced the United States, forcing the nation into a disastrous war in Korea. But once he joined the U.S. Air Force and began flying top-secret missions as a navigator and intelligence officer, what he learned was eye-opening. He saw that even as the U.S. preached about peace and freedom, it was engaging in an endless cycle of warfare, bringing devastation and oppression to fledgling democracies across the globe. Now, after fifty years as a renowned cultural historian, Franklin offers a set of hard-learned lessons about modern American history. Crash Course is essential reading for anyone who wonders how America ended up where it is today: with a deeply divided and disillusioned populace, led by a dysfunctional government, and mired in unwinnable wars. It also finds startling parallels between America’s foreign military exploits and the equally brutal tactics used on the home front to crush organized labor, antiwar, and civil rights movements. More than just a memoir or a history book, Crash Course gives readers a unique firsthand look at the building of the American empire and the damage it has wrought. Shocking and gripping as any thriller, it exposes the endless deception of the American public, and reveals from inside how and why many millions of Americans have been struggling for decades against our own government in a fight for peace and justice. Trade Review"A compelling memoir mixed with original historical research leading to fresh interpretations of the permanent war culture." * Kirkus *starred* review *"It's especially stunning for me personally, to read Franklin's gripping account of the era we both lived through--three years apart in age--and to realize that we followed the same unusual trajectory in beliefs and attitudes: Both committed Cold Warriors at the outset--my service in the Marine Corps and working on nuclear war plans in the Pentagon overlapping his active service in the Strategic Air Command rehearsing the catastrophic enactment of such plans--his disillusion with the Vietnam war and his turn to active resistance shortly preceding my own. Readers of any age will find this an exciting and startlingly self-aware memoir of a life transformed in our dangerous epoch, and most will find in it radically new perspectives on these perilous times, up to the present mind-boggling moment. A terrific book!" -- Daniel Ellsberg * author of The Doomsday Machine: Confessions of a Nuclear War Planner *"Only the late great Howard Zinn comes close to H. Bruce Franklin as truth-telling historian whose 'the personal is political' oeuvre should be read by every American, left or right, who aspires to be informed beyond headlines and rumor. Franklin’s Crash Course: From the Good War to the Forever War, meticulously researched, factually inarguable, is also a fascinating memoir in which the past is always prologue to the nearly out-of-body experience in which we find ourselves today. From 1939 through World War II to Korea to Vietnam to Iraq to Afghanistan to Syria to whatever is next: isn’t it time we figure out how we got here? May H. Bruce Franklin’s incendiary Crash Course crash into discussion on every street corner; in every board room, classroom, and bedroom in these our United States; and in the world beyond." -- Jayne Anne Phillips * National Book Award Finalist and author of Machine Dreams and Lark & Termite *"Two threads are skillfully interwoven in this absorbing memoir: the record of a remarkable life, with rich and varied experience; and astute analysis of the background of critical historical events. The outcome is a fascinating picture of post–World War II America, all under the grim shadow of 'forever war.'" -- Noam Chomsky * Institute Professor Emeritus, MIT, and author of Requiem for the American Dream *"Crash Course is a fabulous blend of exceptional memoir and astute political analysis. A quintessential American story of political coming-of-age. Highly recommended." -- Richard Falk * Professor Emeritus, International Law, Princeton University, and author of Palestine's Horizon *“This is a deeply personal and compelling account of Franklin’s lifelong entanglement with America’s perpetual war state, from his youthful enthusiasms, to his years of flight in the Strategic Air Command, to his sustained resistance to the Vietnam War, which changed his life in so many ways. Franklin has been one of the major scholars of America’s post-World War II commitment to war as policy, and here we learn how that happened. It’s a rousing and inspirational life story!” -- Kim Stanley Robinson * Hugo Award winner and author of New York 2140 *"A scorching overview of the militarization of America that is simultaneously the engrossing autobiography of an historian who came of age in World War Two and the early Cold War years. Crash Course is a vivid and sobering eyeopener for readers at every level from students to fellow seniors to everyone in between." -- John Dower * MIT Ford International Professor of History, emeritus, and author of The Violent American Century: W *"A required course for everyone concerned about how militarization has shaped American society and national identity from World War II through interventions in Korea and Vietnam to the current endless war on terror. Especially engaging is the interweaving of personal memoir and political analysis, of social life and foreign policy, by one of our greatest myth busters." -- Amy Kaplan * University of Pennsylvania, author of Our American Israel: the Story of an Entangled Alliance *"A passionate activist scholar, Franklin skillfully harnesses his lively and scrupulously candid autobiography to a deeply researched history of the emergence in the United States since World War II of what he calls the Forever War, which he places in compelling counterpoint to the growth of the wide-spread antiwar movement and allied progressive causes to which he himself was an important contributor. A terrific read." -- Michael Cowan * Professor Emeritus, American Studies, University of California Santa Cruz and author of City of The *"Trump’s Space Force Is Insane: Cultural Historian H. Bruce Franklin," by Daniel Falcone * Foreign Policy Journal *"From Conservative Patriot to Communist Vanguard: An Interview with H. Bruce Franklin," by Arvind Dilawar * Pacific Standard *"Franklin’s mastery of the craft of writing has created a book where each element enhances the essential nature of the other. The story he tells here describes not only an epoch in the history of a nation and an individual but also the consciousness that created that history." * Counter Punch *"Broken Bombers – How the U.S. Military Covered Up Fatal Flaws in the B-47 Stratojet with Disastrous Results," by H. Bruce Franklin * Military History Now *“I was spellbound. . . . Franklin’s story of his inspiring life. . .is reminiscent of the first American memoir, The Autobiography of Benjamin Franklin. Like Benjamin’s, Bruce Franklin’s purpose here is to teach. Ben wanted me to improve myself; Bruce wants me to think politically. He admonishes us to improve the world.” * Amherst Magazine *"Interchange – Undoing the Falsifications of History: A Crash Course with H. Bruce Franklin" interview * WFHB "Interchange" interview *"Talkies," KPFA interview with Kris Welch and H. Bruce Franklin * "Talkies" KPFA *"This thought-provoking book will be of interest to readers seeking to understand America’s 20th-century history and its ongoing war culture." * Publishers Weekly *"Long Island’s EPMD and Writer/Activist H. Bruce Franklin on Tom Needham’s The Sounds of Film" by Long Island News PR * Long Island.com *"Military History Inside Out," War Scholar interview with Bruce Franklin * Military History Inside Out *"Booked Up: the 25 Best Books of 2018" by Jeffery St. Clair * CounterPunch Magazine *"[Franklin] has spent his adult life tilting at windmills, and our current situation suggests not much has come of his efforts and those of millions of others. But, along with his wife Jane, whom he praises generously as his partner in activism and for her inspiration to him, he is persistent, and courageous, and has been around the block fighting the forces of brutality and militarism. We should hope to see more of his excellent scholarship and lucid writing in future years." * Washington Babylon *"[Crash Course] is a blend of the life he's led and of the world around him since he was a kid. It's an irreverent story." * Veterans for Peace *"Trump vs. McCain: an American Horror Story," by H. Bruce Franklin * CounterPunch Magazine *"Crash Course is a highly entertaining read, and Franklin’s talent as a writer is unmistakable." * The VVA Veteran *"This book should be read widely, particularly by younger people wondering where their own lives, and their country, have been and may be heading....Crash Course is a very good course of study. I recommend it most highly." * Logos journal *"Former professor, anti-war activist to return for book talk after controversial firing," by Elise Miller * Stanford Daily *"Franklin shares experiences, perceptions of nation at war" by Elise Miller * Stanford Daily *"At heart, this is a fascinating book and well worth reading." * H-Net *"How We Launched Our Forever War in the Middle East" by H. Bruce Franklin https://www.counterpunch.org/2019/09/20/how-we-launched-our-forever-war-in-the-middle-east/ * CounterPunch Magazine *"Interchange – Tell It Slant: The Truth of the Bombs Bursting in Air" interview with H. Bruce Franklin https://wfhb.org/news/interchange-tell-it-slant-all-the-truth-about-forever-war/ * Interchange *"The best book I read in 2019 is H. Bruce Franklin’s Crash Course: From the Good War to the Forever War. Franklin, who served in the U.S. Air Force in the 1950s before becoming an English professor, cultural historian, and outspoken opponent of the Vietnam War, is devastating in his critique of the military-industrial complex in this memoir. I recommend it highly to all Americans who want to wrestle with tough truths." * Bracing Views *"Crash Course is an absolutely thrilling odyssey from the secret insides of humankind’s deadliest air force bombers to at-the-gates picket lines demanding their demise. The range of Bruce Franklin’s experiences and his powers as a storyteller are as astonishing as his transformation from a man of war to a Gandhian peacemaker. This is a fast, moving book we all need to read on the road to saving our planet and our souls. Don’t miss it!" -- Harvey Wasserman * author of The People's Spiral of US History *"Solartopia Green Power Wellness Hour" interview with Bruce Franklin * Solartopia Green Power & Wellness Hour *"What Is Covid-19 Trying to Teach Us?" by H. Bruce Franklin * CounterPunch Magazine *"A fascinating examination of a dark transformation in American history." * The Historian *"We read Crash Course for the autobiography of an intellect. Franklin is one of twentieth-century America’s consummate intellectuals, an embodiment of mind and practice — praxis, if you will — that transcends career and celebrity." * Diplomatic History *"Talkies," KPFA interview with Bruce Franklin, hosted by Kris Welch https://archives.kpfa.org/data/20200812-Wed1100.mp3 * "Talkies," KPFA *"August 12-22, 1945: Washington Starts the Korean and Vietnam Wars," by H. Bruce Franklin https://www.counterpunch.org/2020/08/14/august-12-22-1945-washington-starts-the-korean-and-vietnam-wars/ * CounterPunch Magazine *Dr. H. Bruce Franklin: “Ever Since World War II, The U.S. Has Assumed More and More of the Hallmarks of a Fascist State” by Moshen Abdelmoumen https://ahtribune.com/interview/4377-bruce-franklin.html * American Herald Tribune *"What Happened to the 'World of Tomorrow'?" An interview with H. Bruce Franklin * Join Activism *"Ready for Another Game of Russian Roulette?," by H. Bruce Franklin * Counterpunch *Table of ContentsContents 1 The Last Victory? 2 The Bombs Bursting in Air, Or, How We Lost World War II 3 New Connections 4 Working for Communists during the Korean War 5 On the Water Front 6 Thirteen Confessions of a Cold Warrior 7 Wake Up Time 8 Burning Illusions 9 French Connections 10 Coming Home 11 The War Comes Home Acknowledgments Notes Index

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Book SynopsisFifty years ago, students who were parents were a rarity in college classrooms, but by the beginning of the twenty-first century, over a quarter of all undergraduate students were parents. In Back in School, A. Fiona Pearson explores how these student parents navigate cultural norms and institutional resources, forging pathways as they journey to become better parents and successful students. Back in School examines how policy makers, professors, college administrators, counselors, and social workers provide or deny access to child care, tutoring, financial aid, or other campus- or community-based resources. Pearson further explores how social norms and governmental and organizational policies influence access to these resources and student parents’ experiences on campus and at home.Trade Review"Rich in history and policy, Back in School is a strong cultural analysis of the ways that student parents understand their own decisions to return to higher education. A compelling read!" -- Lisa Nunn * author of Defining Student Success: The Role of School and Culture *"In this thoughtful study of student parents, Pearson shows us the assumptions, organization, and values embedded in contemporary college education -- and the costs to all of us." -- Barbara Katz Rothman * author of A Bun in the Oven: How the Food and Birth Movements Resist Industrialization *Chronicle of Higher Education 'Selected New Books on Higher Education' compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666 * Chronicle of Higher Education *"A meticulously researched, deftly written, accessibly organized and presented work of exceptional scholarship and relevancy." * Midwest Book Review *"Pearson’s study is a significant contribution to existing scholarship on student populations in general and student parents in particular. Insightful, well-written, and accessible, it is an ideal choice for undergraduate and graduate courses in sociology, gender studies, education, and public policy. In addition, it would be an excellent choice for faculty, support staff, and administrators who wish to further their understanding of the realities and needs of America’s increasingly diverse postsecondary student population." * Academe *"This small book is surprisingly ambitious in the reach of its argument; it is highly recommended for all those concerned with the future direction of policy around the further expansion of higher education." * Contemporary Sociology *Table of ContentsContents 1 "We're Not Living in the Old School Anymore:" Student Parents on Campus 2 The American Dream?: Expanding Opportunities & The Changing University 3 "I'm Just Looking for Some Kind of Understanding:" Academic Resources and Campus Culture 4 What Students Want and Why 5 Weaving Existing and New Identities at Home 6 False Promises?: Go to College, Get a Job 7 "It's a Marathon, Not a Sprint:" Final Thoughts Appendix Acknowledgments Notes References Index

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Book SynopsisCollege Belonging reveals how colleges’ and universities’ efforts to foster a sense of belonging in their students are misguided. Colleges bombard new students with the message to “get out there!” and “find your place” by joining student organizations, sports teams, clubs and the like. Nunn shows that this reflects a flawed understanding of what belonging is and how it works. Drawing on the sociological theories of Emile Durkheim, College Belonging shows that belonging is something that members of a community offer to each other. It is something that must be given, like a gift. Individuals cannot simply walk up to a group or community and demand belonging. That’s not how it works. The group must extend a sense of belonging to each and every member. It happens by making a person feel welcome, to feel that their presence matters to the group, that they would be missed if they were gone. This critical insight helps us understand why colleges' push for students simply to “get out there!” does not always work. Trade Review"Teaching First-Year and First-Generation Students: A Conversation with Lisa Nunn"— New Books Network: The Academic Life "College Belonging: Author discusses her new book on first-generation students and how they navigate college life," by Scott Jaschik— Inside Higher Education "An important update to sense of belonging literature because of its claims regarding campus-community belonging and how belonging cannot be earned by an individual but rather must be received from a community." — The Review of Higher Education "Administrators have long persisted with a problematic notion of inclusion that puts the responsibility on individual students, without thought to what belonging looks and feels like. In this fabulous book, Nunn skillfully argues that institutional context shapes the most salient forms of belonging. Nobody has tackled the issue of belonging quite in this way, and the intervention is so needed."— Laura T. Hamilton, author of Parenting to a Degree: How Family Matters for College Women’s Success "College Belonging presents a fascinating account of students’ experiences, informed by in-depth interviews, and offers a level of complexity rarely encountered. Nunn compellingly argues that those who care about equity must care about belonging. Her findings show why common practices in higher education are insufficient and what colleges can do to meet the belonging needs of their students." — Blake R. Silver, author of The Cost of Inclusion: How Student Conformity Leads to Inequality on College Campuses New Books Network: Academic Life podcast interview with Lisa M. Nunn— New Books Network: Academic Life podcastTable of ContentsContents Acknowledgements Introduction 1 Social Belonging vs. Campus-Community Belonging 2 Campus Community Belonging and Organizational Structures 3 Academic Competence and Academic Belonging 4 The Academic Community and Academic Belonging 5 Ethnoracial Diversity and Belonging 6 “Nice” Diversity 7 Recommendations for Campuses Theoretical Appendix: Durkheim and Belonging Methodological Appendix Notes References Index

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Book SynopsisThe Mason Gross School of the Arts in New Brunswick, New Jersey, stands as a memorial to one of Rutgers University’s most influential leaders. Gross started teaching at Rutgers as an assistant professor of philosophy in 1946, but quickly rose through the ranks to become the university’s provost in 1949 and finally its president from 1959 to 1971. He led the university through an era when it experienced both some of its greatest growth and most intense controversies. Free Spirit explores how Gross helped reshape Rutgers from a sleepy college into a world-renowned public research university. It also reveals how he steered the university through the tumult of the Red Scare, civil rights era, and the Vietnam War by taking principled stands in favor of both racial equality and academic freedom. This biography tells the story of how, from an early age, Gross came to believe in the importance of doing what was right, even when the backlash took a toll on his own health. Written by his youngest son Thomas, this book offers a uniquely well-rounded portrait of Gross as both a public figure and a private person. Covering everything from his service in World War II to his stints as a game-show personality, Free Spirit introduces the reader to a remarkable academic leader.Trade Review"This truly engaging and eminently readable biography recounts with insight, candor, and empathy the compelling life and the exemplary, highly principled career of the author’s father. It is particularly valuable for its treatment of how Mason Gross successfully met the recurring challenges he confronted during his eventful presidency of Rutgers." -- B. Robert Kreiser * author of Miracles, Convulsions, and Ecclesiastical Politics in Early Eighteenth-Century Paris *"Gross’s life story is an inspiring testament to the power of ideas and principles, one that offers an important lesson and a warning in our era." -- Chris Rasmussen * Associate Professor of History, Farleigh Dickinson University *"Mason W. Gross promoted a sense of calm and reason during a decade of political action and social awareness." -- Thomas J. Frusciano * Rutgers University Archivist, The Journal of the Rutgers University Libraries *Alumni Profiles: The Living Legacy of Mason Gross by Leslie Aristo Pfaff * Rutgers Today/Rutgers Alumni Association *"This is a book that historians of higher education will find invaluable, especially for the insights it offers to Mason’s character and temperament." -- G. Kurt Piehler * NJS Journal *Table of ContentsAuthor’s Note 1 Prologue: The Inauguration, 1959 2 Postmark: Willcox, Arizona, 1928 3 Postmark: Cambridge, England,1930 4 The Blind Date, 1939 5 Postmark: Somewhere in Italy, 1944 6 The Homecoming, 1945 7 Goodbye to New York, 1946 8 In the Second Chair, 1949 9 Rutgers v. the Red Scare, 1954 10 Philosophy of Education v. the “Big Lie” 11 The Inauguration, 1959 12 Into the Fishbowl, 1959 13 The Cultural Wasteland, 1959 14 Nothing at Rutgers Was Ever Easy 15 Crisis, 1961 16 Faith and Reason 17 Score Once More, 1965 18 The Inflection Point, 1965 19 The Silent Steinway, 1965 20 The Jewel in the Crown 21 The Year Everything Went Wrong, 1968 22 Law and Order, 1968 23 Faith and Reason v. Law and Order 24 June 1970 25 Complicated, 1971 26 Guggenheim, 1972 27 The Door Opens, Then Closes Tight, 1975–1977 28 The Last Post, 1977 29 The Hope That Lies within You, 2020 Appendix: Personal Histories, Correspondence, Reminiscences, and Interviews Acknowledgments Notes Bibliography Index

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Book SynopsisAlthough foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education. Drawing on data from one of the most extensive studies of young people in foster care, Nathanael J. Okpych examines a wide range of factors that contribute to the chances that foster youth enroll in college, persist in college, and ultimately complete a degree. Okpych also investigates how early trauma affects later college outcomes, as well as the impact of a significant child welfare policy that extends the age limit of foster care. The book concludes with data-driven and concrete recommendations for policy and practice to get more foster youth into and through college.Trade Review"Climbing a Broken Ladder provides a rigorous collection of observational studies that outline the key challenges foster alumni face in their post-secondary education journeys and speaks to critical solutions that child welfare and higher education authorities should heed. This is a wonderful example of a cross-disciplinary study that yields equal importance to the social work and educational fields."— Angelique Day, University of Washington, Seattle, Co-Founder, National Research Collaborative on Foster Alumni in Higher Education (NRC-FAHE) "Few studies have used long-term data on former foster youth to illuminate the challenges faced on the path toward college completion in such a balanced and confident way as Climbing a Broken Ladder. Okpych’s work straddles both social work and educational studies while greatly advancing both fields." — Jacob Paul Gross, University of LouisvilleTable of ContentsPart I: Background Introduction 1. Framework for the Book 2. Description of the Midwest Study Part II: Findings 3. Exploring College Outcomes 4. College Enrollment Patterns 5. Predictors of College Enrollment 6. Predictors of College Persistence 7. Predictors of Degree Completion 8. Role of Avoidant Attachment on Persistence and Degree Completion 9. Impact of Extended Foster Care on College Outcomes Part III: Recommendations 10. Policy and Practice Steps to Increase College Enrollment and Completion Appendix A: Statistics in Plain Language Appendix B: Making Sense of Odds Ratios Appendix C: What is Multivariable Regression and Why Do We Need It? Appendix D: Description of Study Covariates Acknowledgments Notes Bibliography Index

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Book SynopsisAlthough foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education. Drawing on data from one of the most extensive studies of young people in foster care, Nathanael J. Okpych examines a wide range of factors that contribute to the chances that foster youth enroll in college, persist in college, and ultimately complete a degree. Okpych also investigates how early trauma affects later college outcomes, as well as the impact of a significant child welfare policy that extends the age limit of foster care. The book concludes with data-driven and concrete recommendations for policy and practice to get more foster youth into and through college.Trade Review"Climbing a Broken Ladder provides a rigorous collection of observational studies that outline the key challenges foster alumni face in their post-secondary education journeys and speaks to critical solutions that child welfare and higher education authorities should heed. This is a wonderful example of a cross-disciplinary study that yields equal importance to the social work and educational fields."— Angelique Day, University of Washington, Seattle, Co-Founder, National Research Collaborative on Foster Alumni in Higher Education (NRC-FAHE) "Few studies have used long-term data on former foster youth to illuminate the challenges faced on the path toward college completion in such a balanced and confident way as Climbing a Broken Ladder. Okpych’s work straddles both social work and educational studies while greatly advancing both fields." — Jacob Paul Gross, University of LouisvilleTable of ContentsPart I: Background Introduction 1. Framework for the Book 2. Description of the Midwest Study Part II: Findings 3. Exploring College Outcomes 4. College Enrollment Patterns 5. Predictors of College Enrollment 6. Predictors of College Persistence 7. Predictors of Degree Completion 8. Role of Avoidant Attachment on Persistence and Degree Completion 9. Impact of Extended Foster Care on College Outcomes Part III: Recommendations 10. Policy and Practice Steps to Increase College Enrollment and Completion Appendix A: Statistics in Plain Language Appendix B: Making Sense of Odds Ratios Appendix C: What is Multivariable Regression and Why Do We Need It? Appendix D: Description of Study Covariates Acknowledgments Notes Bibliography Index

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Book SynopsisScholars have long explored school desegregation through various lenses, examining policy, the role of the courts and federal government, resistance and backlash, and the fight to preserve Black schools. However, few studies have examined the group experiences of students within desegregated schools. Crossing Segregated Boundaries centers the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools. Chicago’s housing segregation and declining white enrollments severely curtailed the city’s school desegregation plan, and as a result desegregation options were academically stratified, providing limited opportunities for a chosen few while leaving the majority of students in segregated, underperforming schools. Nevertheless, desegregation did provide a transformative opportunity for those students involved. While desegregation was the external impetus that brought students together, the students themselves made integration possible, and many students found that the few years that they spent in these schools had a profound impact on broadening their understanding of different racial and ethnic groups. In very real ways, desegregated schools reduced racial isolation for those who took part.Trade Review"In a nation still grappling with segregation, this timely book elevates the voices of Black, Latinx, and White students to craft a compelling collective narrative of the experience of desegregation." -- Elizabeth S. Todd-Breland * author of A Political Education: Black Politics and Education Reform in Chicago since the 1960s *"Thoughtful and well-written, Crossing Segregated Boundaries complicates a literature that people think they know well. This book will be celebrated by Chicagoans and by anyone interested in school desegregation, race and education, and the experiences of minority students during desegregation." -- Hilton Kelly * author of Race, Remembering, and Jim Crow's Teachers *"A unique window into the lesser-known experiences of students who participated in a desegregation programme in a northern city in the 1980s, three decades after the Brown rulings." * Ethic and Racial Studies *"The recollections that Danns assembles in Crossing Segregated Boundaries constitute an important contribution to histories of the desegregation era. Chicago's school integration programs were anti-systemic, built from a pessimistic view of the city's body politic. Yet in Danns's narrators, we recover memories of a buoyant optimism about intercultural connection and belonging. Danns reminds us that if we want a better view of how schools have structured social arrangements and condensed civic values, we might need to ask people what it was like when it was happening." * History of Education Quarterly *"In a nation still grappling with segregation, this timely book elevates the voices of Black, Latinx, and White students to craft a compelling collective narrative of the experience of desegregation." -- Elizabeth S. Todd-Breland * author of A Political Education: Black Politics and Education Reform in Chicago since the 1960s *"Thoughtful and well-written, Crossing Segregated Boundaries complicates a literature that people think they know well. This book will be celebrated by Chicagoans and by anyone interested in school desegregation, race and education, and the experiences of minority students during desegregation." -- Hilton Kelly * author of Race, Remembering, and Jim Crow's Teachers *"A unique window into the lesser-known experiences of students who participated in a desegregation programme in a northern city in the 1980s, three decades after the Brown rulings." * Ethic and Racial Studies *"The recollections that Danns assembles in Crossing Segregated Boundaries constitute an important contribution to histories of the desegregation era. Chicago's school integration programs were anti-systemic, built from a pessimistic view of the city's body politic. Yet in Danns's narrators, we recover memories of a buoyant optimism about intercultural connection and belonging. Danns reminds us that if we want a better view of how schools have structured social arrangements and condensed civic values, we might need to ask people what it was like when it was happening." * History of Education Quarterly *Table of ContentsContents Introduction 1 Segregation, Politics, and School Desegregation Policy 2 Busing, Boycotts, and Elementary School Experiences 3 “The World is Bigger than Just My Local Community”: Choosing and Traveling to High Schools 4 “I Don’t Know If It Was a Racial Thing or Not”: Academic Experiences and Curriculum 5 “We Were from All Over Town”: Interracial Experiences in and out of School 6 “We All Got Along”: Difficulties and Difference 7 After High School and Desegregation Benefits Conclusion: Continuing Inequality Acknowledgments Notes Index

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Book SynopsisScholars have long explored school desegregation through various lenses, examining policy, the role of the courts and federal government, resistance and backlash, and the fight to preserve Black schools. However, few studies have examined the group experiences of students within desegregated schools. Crossing Segregated Boundaries centers the experiences of over sixty graduates of the class of 1988 in three desegregated Chicago high schools. Chicago’s housing segregation and declining white enrollments severely curtailed the city’s school desegregation plan, and as a result desegregation options were academically stratified, providing limited opportunities for a chosen few while leaving the majority of students in segregated, underperforming schools. Nevertheless, desegregation did provide a transformative opportunity for those students involved. While desegregation was the external impetus that brought students together, the students themselves made integration possible, and many students found that the few years that they spent in these schools had a profound impact on broadening their understanding of different racial and ethnic groups. In very real ways, desegregated schools reduced racial isolation for those who took part.Trade Review"In a nation still grappling with segregation, this timely book elevates the voices of Black, Latinx, and White students to craft a compelling collective narrative of the experience of desegregation." -- Elizabeth S. Todd-Breland * author of A Political Education: Black Politics and Education Reform in Chicago since the 1960s *"Thoughtful and well-written, Crossing Segregated Boundaries complicates a literature that people think they know well. This book will be celebrated by Chicagoans and by anyone interested in school desegregation, race and education, and the experiences of minority students during desegregation." -- Hilton Kelly * author of Race, Remembering, and Jim Crow's Teachers *"A unique window into the lesser-known experiences of students who participated in a desegregation programme in a northern city in the 1980s, three decades after the Brown rulings." * Ethic and Racial Studies *"The recollections that Danns assembles in Crossing Segregated Boundaries constitute an important contribution to histories of the desegregation era. Chicago's school integration programs were anti-systemic, built from a pessimistic view of the city's body politic. Yet in Danns's narrators, we recover memories of a buoyant optimism about intercultural connection and belonging. Danns reminds us that if we want a better view of how schools have structured social arrangements and condensed civic values, we might need to ask people what it was like when it was happening." * History of Education Quarterly *"In a nation still grappling with segregation, this timely book elevates the voices of Black, Latinx, and White students to craft a compelling collective narrative of the experience of desegregation." -- Elizabeth S. Todd-Breland * author of A Political Education: Black Politics and Education Reform in Chicago since the 1960s *"Thoughtful and well-written, Crossing Segregated Boundaries complicates a literature that people think they know well. This book will be celebrated by Chicagoans and by anyone interested in school desegregation, race and education, and the experiences of minority students during desegregation." -- Hilton Kelly * author of Race, Remembering, and Jim Crow's Teachers *"A unique window into the lesser-known experiences of students who participated in a desegregation programme in a northern city in the 1980s, three decades after the Brown rulings." * Ethic and Racial Studies *"The recollections that Danns assembles in Crossing Segregated Boundaries constitute an important contribution to histories of the desegregation era. Chicago's school integration programs were anti-systemic, built from a pessimistic view of the city's body politic. Yet in Danns's narrators, we recover memories of a buoyant optimism about intercultural connection and belonging. Danns reminds us that if we want a better view of how schools have structured social arrangements and condensed civic values, we might need to ask people what it was like when it was happening." * History of Education Quarterly *Table of ContentsContents Introduction 1 Segregation, Politics, and School Desegregation Policy 2 Busing, Boycotts, and Elementary School Experiences 3 “The World is Bigger than Just My Local Community”: Choosing and Traveling to High Schools 4 “I Don’t Know If It Was a Racial Thing or Not”: Academic Experiences and Curriculum 5 “We Were from All Over Town”: Interracial Experiences in and out of School 6 “We All Got Along”: Difficulties and Difference 7 After High School and Desegregation Benefits Conclusion: Continuing Inequality Acknowledgments Notes Index

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Book SynopsisMeeting students’ basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students’ academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students’ Needs explores the factors that both enable and constrain teachers in their efforts to meet students’ needs and the consequences of how schools organize this work on teachers’ labor and students’ learning. Trade Review"The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public Policy "The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public PolicyTable of ContentsIntroduction Part I The Work of Teaching 1 Beyond Standardized Testing: Meeting Students’ Social, Emotional, and Material Needs Part II Oak Grove Elementary 2 Working in an Audit Culture: Surveillance and Teaching at Oak Grove Elementary 3 “This is the Most Dreadful Test”: The Hidden Curriculum of Standardized Testing Part III City Charter School 4 Working as Part of a School Reform Movement: Urgency, Achievement Gaps, and Individual Responsibility 5 “I Would Love to Hear What You Have to Say”: Cultural Reproduction in Social and Emotional Learning Conclusion Appendix Acknowledgments Notes Bibliography Index

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Book SynopsisMeeting students’ basic needs – including ensuring they have access to nutritious meals and a sense of belonging and connection to school – can positively influence students’ academic performance. Recognizing this connection, schools provide resources in the form of school meals programs, school nurses, and school guidance counselors. However, these resources are not always available to students and are not always prioritized in school reform policies, which tend to focus more narrowly on academic learning. This book is about the balancing act that schools and their teachers undertake to respond to the social, emotional, and material needs of their students in the context of standardized testing and accountability policies. Drawing on conversations with teachers and classroom observations in two elementary schools, How Schools Meet Students’ Needs explores the factors that both enable and constrain teachers in their efforts to meet students’ needs and the consequences of how schools organize this work on teachers’ labor and students’ learning. Trade Review"The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public Policy "The data is interesting and the stories are compelling. How Schools Meet Students’ Needs is a significant contribution to a field without adequate attention."— Jennifer A. Reich, Author of Calling the Shots: Why Parents Reject Vaccines "Kerstetter provides a vivid ethnographic account of how policies such as No Child Left Behind actually produce the opposite outcomes from what they supposedly aim to accomplish, constraining public schools from being able to effectively educate low-income children. How Schools Meet Students’ Needs is well-written and easy to read."— Julia Sass Rubin, Edward J. Bloustein School of Planning and Public PolicyTable of ContentsIntroduction Part I The Work of Teaching 1 Beyond Standardized Testing: Meeting Students’ Social, Emotional, and Material Needs Part II Oak Grove Elementary 2 Working in an Audit Culture: Surveillance and Teaching at Oak Grove Elementary 3 “This is the Most Dreadful Test”: The Hidden Curriculum of Standardized Testing Part III City Charter School 4 Working as Part of a School Reform Movement: Urgency, Achievement Gaps, and Individual Responsibility 5 “I Would Love to Hear What You Have to Say”: Cultural Reproduction in Social and Emotional Learning Conclusion Appendix Acknowledgments Notes Bibliography Index

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Book SynopsisMit dem Tod des nach Amerika emigrierten Romanisten Ernst Levy im September 1968 fand eine Epoche der Heidelberger Fakultätsgeschichte ihren definitiven Beschluss, die zu den großartigsten ihrer langen Geschichte zählt. Wesentlich beigetragen haben zu dem bis heute bestehenden internationalen Renommee der Heidelberger Juristischen Fakultät insbesondere Rechtslehrer jüdischer Herkunft. Ein außergewöhnlich offenes, liberales geistiges Klima zeichnete die Ruperto Carola von der zweiten Hälfte des 19. Jahrhunderts bis zum Beginn der 'Hitlerei' aus. Gefördert wurde die Bereitschaft der Fakultät, Gelehrte jüdischer Herkunft zu berufen, auch durch die Karlsruher Regierung.Klaus-Peter Schroeder ergänzt mit dieser Studie die bereits 2011 vorgelegte Geschichte der Heidelberger Juristischen Fakultät im 19. und 20. Jahrhundert um eine vertiefende Darstellung der herausragenden Leistungen, welche die Rechtsgelehrten jüdischer Abstammung für die Ruperto Carola erbracht haben, wächst doch zusehends die Gefahr, dass sie nach mehr als siebzig Jahren seit Ende des Zweiten Weltkriegs in Vergessenheit geraten."Schroeder hat damit nicht nur um die Universität Heidelberg, sondern für ganz Heidelberg und die Region Baden ein Meisterstück geschaffen. Konflikte und Dozenten kommen und gehen, Schroeders Werk aber wird sie alle überdauern." Frank L. Schäfer ZRG GA 2018, 621-624

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