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Book SynopsisIn the aftermath of the genocide, the Rwandan government has attempted to use the education system in order to sustain peace and shape a new generation of Rwandans. Their hope is to create a generation focused on a unified and patriotic future rather than the ethnically divisive past. Yet, the government’s efforts to manipulate global models around citizenship, human rights, and reconciliation to serve its national goals have had mixed results, with new tensions emerging across social groups. Becoming Rwandan argues that although the Rwandan government utilizes global discourses in national policy documents, the way in which teachers and students engage with these global models distorts the intention of the government, resulting in unintended consequences and undermining a sustainable peace.Trade Review“Interesting and informative, Becoming Rwandan brings forth a new set of voices that adds to our understanding of post-genocide nation-building in Rwanda.” -- Molly Sundberg * author of Training for Model Citizenship *"Engaging, interesting, and well-written, Becoming Rwandan offers an original perspective on education and peacebuilding in Rwanda." -- Julia Paulson * editor of Education and Reconciliation *"Touching upon several topics—the role of education in building peace, the use of education in Rwanda specifically, and the failure to achieve true peace when politics enters into education—this work will be illuminating for those interested in education, genocide studies, and transitional justice. Recommended." * Choice *"This book is a must-read for practitioners and scholars exploring the effects of education policy in fragile contexts under a state-driven peacebuilding project." * International Journal of Human Rights Education *“Interesting and informative, Becoming Rwandan brings forth a new set of voices that adds to our understanding of post-genocide nation-building in Rwanda.” -- Molly Sundberg * author of Training for Model Citizenship *"Engaging, interesting, and well-written, Becoming Rwandan offers an original perspective on education and peacebuilding in Rwanda." -- Julia Paulson * editor of Education and Reconciliation *"Touching upon several topics—the role of education in building peace, the use of education in Rwanda specifically, and the failure to achieve true peace when politics enters into education—this work will be illuminating for those interested in education, genocide studies, and transitional justice. Recommended." * Choice *"This book is a must-read for practitioners and scholars exploring the effects of education policy in fragile contexts under a state-driven peacebuilding project." * International Journal of Human Rights Education *Table of ContentsContents List of Abbreviations 1 Introduction 2 The Role of Education in Transitional Justice, Peacebuilding, and Reconciliation 3 Constructing Citizenship and a Post-Genocide Identity 4 Using and Abusing Human Rights Norms 5 Addressing the Genocide and Promoting Reconciliation 6 The Potential and Limitations of Education for Peacebuilding Appendix 1: Research Methods and Data Analysis Appendix 2: National Policy Documents, Curricula, and Textbooks Acknowledgments Notes References Index

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Book Synopsis1 in 10 undergraduates in the US will study abroad. Extoled by students as personally transformative and celebrated in academia for fostering cross-cultural understanding, study abroad is also promoted by the US government as a form of cultural diplomacy and a bridge to future participation in the global marketplace. In Documenting the American Student Abroad, Kelly Hankin explores the documentary media cultures that shape these beliefs, drawing our attention to the broad range of stakeholders and documentary modes involved in defining the core values and practices of study abroad. From study abroad video contests and a F.B.I. produced docudrama about student espionage to reality television inspired educational documentaries and docudramas about Amanda Knox, Hankin shows how the institutional values of "global citizenship," "intercultural communication," and "cultural immersion" emerge in contradictory ways through their representation. By bringing study abroad and media studies into conversation with one another, Documenting the American Student Abroad: The Media Cultures of International Education offers a much needed humanist contribution to the field of international education, as well as a unique approach to the growing scholarship on the intersection of media and institutions. As study abroad practitioners and students increase their engagement with moving images and digital environments, the insights of media scholars are essential for helping the field understand how the mediation of study abroad rhetoric shapes rather than reflects the field's central institutional idealsTrade Review"Documenting the American Student Abroad is a cutting account of exactly how far off the study abroad industry is from forging a media culture, or what Hankin would call a collective visual grammar, that is ethically aligned with the many noble goals the educational field purports to promote. By placing study abroad practices under the scrutiny of analytical tools from media and cultural studies, Hankin renders the familiar unfamiliar: student-made youtube clips become avenues for fresh analysis of gender and race, and rote study abroad safety precautions become texts for questioning just how comfortable Americans really are with the ideals of global citizenship. For those with an interest in media studies, Documenting the American Student Abroad models the importance of close-reading visual texts as easily dismissed and as 'low brow' as an undergraduate's 'Vlog' sent home from abroad. For those concerned with improving the quality of international education, Hankin will provoke a full-on reckoning. Where institutions of study abroad typically see absence, Hankin finds voice. Where study abroad practitioners see accepted everyday communications strategies, Hankin finds troubling pedagogies and ideological presumptions that undermine the very premise of intercultural education. Documenting the American Student Abroad helps us to understand how it is that an educational practice that has been celebrated for an entire century as America's pathway to global redemption has ultimately done so little to shift some of the most stubborn imperialist ideals that underpin our nation's relationship to the world. "— Talya Zemach-Bersin, Education Studies Senior Capstone Coordinator and a Lecturer, Yale University The American Minute podcast: Kelly Hankin, University of Redlands – The Personal is Professional: The Study Abroad Video Contest— The American Minute podcast “This book offers an original and critical account of an influential domain of media practice—the “study abroad media culture” through which Americans learn about, experience, and document educational travel abroad. Through deft analysis of diverse types of travel media, including study abroad video contests, “homestay movies,” and student vlogs, Kelly Hankin traces how visions of the “globally engaged student” have emerged from a web of media histories, technologies, institutions, and stakeholders. Media, Hankin convincingly shows us, are central to understanding the fraught politics and transformative potential of international education.”— Katie Day Good, author of Bring The World to the Child: Technologies of Global Citizenship in American Education “Kelly Hankin’s wide-ranging and deftly argued analysis of the ‘study abroad gaze’ is a welcome addition to current debates about tourism, travel, and intercultural exchange. She expertly guides us through such diverse topics as theories of mediated travel, reality television and vlogs, the foreign homestay, and the risks and rewards of overseas experiences. The result is an innovative reading of how this formative, multi-layered educational experience for contemporary American students is continually reframed through film and television.”— Ben McCann, University of Adelaide, Australia "NAB Podcast: Kelly Hankin on Media Cultures of Study Abroad in Higher Education"— The New American Baccalaureate ProjectTable of ContentsContents Introduction: The Media Cultures of Study Abroad The Personal is Professional: First-Person Travelogues and The Study Abroad Video Contest Intercultural Communication Among “Intimate Strangers”: Reality Television and Documentary Study Abroad House Hunters International: Homestay Movies in the Digital Era Study Abroad’s Diversity Problem: Vlogs as Necessary Media Spy Kids: The Consequences of Global Citizenship in Game of Pawns Study Abroad and The Female Traveler in the “Amanda Knoxudramas” Acknowledgments Bibliography

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Book SynopsisFirst-Generation Faculty of Color: Reflections on Research, Teaching, and Service is the first book to examine the experiences of racially minoritized faculty who were also the first in their families to graduate college in the United States. From contingent to tenured faculty who teach at community colleges, comprehensive, and research institutions, the book is a collection of critical narratives that collectively show the diversity of faculty of color, attentive to and beyond race. The book is organized into three major parts comprised of chapters in which faculty of color depict how first-generation college student identities continue to inform how minoritized people navigate academe well into their professional careers, and encourage them to reconceptualize research, teaching, and service responsibilities to better consider the families and communities that shaped their lives well before college.Trade Review"Stories of love, affirmation, and resistance can find themselves in many places—real and imagined. We search for those stories, or they find us. Those powerful stories of First-Gen Scholars are here in the pages of this book. These are the chronicles previous generations of First-Gen Scholars would have benefited from reading. I know I would have. First-Gen Scholars of Color today and future generations will see themselves and be served by this gift." -- Daniel Solorzano * author of Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism *"This book stands alone in elevating voices of first-generation faculty of color who nuance what it means to gain access to academia while not always thriving in it. This volume unapologetically demands for us to honor the full humanity of first-generation faculty of color as they embark on breaking down traditional notions of research, humanizing teaching, and challenging the overburden of service in inhospitable campus climates. If universities, particularly those seeking designation as minority serving, seek to create an environment where first-generation students of color will feel as though they belong, they need to learn from the varied experiences of first-generation faculty of color who have been doing this work, uncompensated and unacknowledged." -- Elizabeth Montaño * Associate Professor of Teaching at UC Davis and Chair of the Capital Area North Doctorate in Educati *Table of Contents Foreword CAROLINE SOTELLO VIERNES TURNER Preface TRACY LACHICA BUENAVISTA, DIMPAL JAIN, AND MARÍA C. LEDESMA Introduction: Toward a First-Generation Faculty Epistemology MARÍA C. LEDESMA PART ONE Research Illustration: Research with Community, Not on Community 1 Food on the Table: The Hidden Curriculum of the Academic Job Market DIMPAL JAIN 2 Neoliberal Racism and the Experiences of First-Generation Asian American Scholars VARAXY YI AND SAMUEL D. MUSEUS 3 A Nanny’s Daughter in the Academy MARIA ESTELA ZARATE 4 On Navigating with Flavor: A Reluctant Professor on the Pathway Here DARRICK SMITH 5 What Are We Willing to Sacrifice? Mental Health among First-Generation Faculty of Color OMAR RUVALCABA PART TWO Teaching Illustration: “Échale Ganas” 6 The Classroom as Negotiated Space: A Chinese-Vietnamese American Community College Faculty Experience CINDY N. PHU 7 Taking Up Space: Reflections from a Latina and a Filipino American Faculty Teaching for Racial Justice NORMA A. MARRUN AND CONSTANCIO R. ARNALDO JR. 8 Ambitions as a Ridah: Using Lived Experience as a Professional Asset Instead of a Liability PATRICK ROZ CAMANGIAN 9 Sage and Tissue Boxes: Critical Race Feminista Perspectives on Office Hours JOSÉ M. AGUILAR-HERNÁNDEZ AND ALMA ITZÉ FLORES PART THREE Service Illustration: Service Perception versus Service Reality 10 Financial Redistribution as Faculty Service: “The Hustle” and Challenging Racist Classism in the Neoliberal University TRACY LACHICA BUENAVISTA 11 Mexicana and Boricua First-Generation Scholars: Serving Our Communities with Alma, Mente y Corazón JUDITH FLORES CARMONA, IVELISSE TORRES FERNANDEZ, AND EDIL TORRES RIVERA 12 Continuing Cultural Mismatches: Reflections from a First-Generation Latina Faculty Navigating the Academy REBECCA COVARRUBIAS 13 Fugitivity within the University as First-Generation Black-Pinay, Indigenous, and Chicanx Faculty: Cultivating an Undercommons NINI HAYES, DOLORES CALDERÓN, AND VERÓNICA NELLY VÉLEZ Acknowledgments Notes on Contributors Index

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Book SynopsisFirst-Generation Faculty of Color: Reflections on Research, Teaching, and Service is the first book to examine the experiences of racially minoritized faculty who were also the first in their families to graduate college in the United States. From contingent to tenured faculty who teach at community colleges, comprehensive, and research institutions, the book is a collection of critical narratives that collectively show the diversity of faculty of color, attentive to and beyond race. The book is organized into three major parts comprised of chapters in which faculty of color depict how first-generation college student identities continue to inform how minoritized people navigate academe well into their professional careers, and encourage them to reconceptualize research, teaching, and service responsibilities to better consider the families and communities that shaped their lives well before college.Trade Review"Stories of love, affirmation, and resistance can find themselves in many places—real and imagined. We search for those stories, or they find us. Those powerful stories of First-Gen Scholars are here in the pages of this book. These are the chronicles previous generations of First-Gen Scholars would have benefited from reading. I know I would have. First-Gen Scholars of Color today and future generations will see themselves and be served by this gift." -- Daniel Solorzano * author of Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism *"This book stands alone in elevating voices of first-generation faculty of color who nuance what it means to gain access to academia while not always thriving in it. This volume unapologetically demands for us to honor the full humanity of first-generation faculty of color as they embark on breaking down traditional notions of research, humanizing teaching, and challenging the overburden of service in inhospitable campus climates. If universities, particularly those seeking designation as minority serving, seek to create an environment where first-generation students of color will feel as though they belong, they need to learn from the varied experiences of first-generation faculty of color who have been doing this work, uncompensated and unacknowledged." -- Elizabeth Montaño * Associate Professor of Teaching at UC Davis and Chair of the Capital Area North Doctorate in Educati *Table of Contents Foreword CAROLINE SOTELLO VIERNES TURNER Preface TRACY LACHICA BUENAVISTA, DIMPAL JAIN, AND MARÍA C. LEDESMA Introduction: Toward a First-Generation Faculty Epistemology MARÍA C. LEDESMA PART ONE Research Illustration: Research with Community, Not on Community 1 Food on the Table: The Hidden Curriculum of the Academic Job Market DIMPAL JAIN 2 Neoliberal Racism and the Experiences of First-Generation Asian American Scholars VARAXY YI AND SAMUEL D. MUSEUS 3 A Nanny’s Daughter in the Academy MARIA ESTELA ZARATE 4 On Navigating with Flavor: A Reluctant Professor on the Pathway Here DARRICK SMITH 5 What Are We Willing to Sacrifice? Mental Health among First-Generation Faculty of Color OMAR RUVALCABA PART TWO Teaching Illustration: “Échale Ganas” 6 The Classroom as Negotiated Space: A Chinese-Vietnamese American Community College Faculty Experience CINDY N. PHU 7 Taking Up Space: Reflections from a Latina and a Filipino American Faculty Teaching for Racial Justice NORMA A. MARRUN AND CONSTANCIO R. ARNALDO JR. 8 Ambitions as a Ridah: Using Lived Experience as a Professional Asset Instead of a Liability PATRICK ROZ CAMANGIAN 9 Sage and Tissue Boxes: Critical Race Feminista Perspectives on Office Hours JOSÉ M. AGUILAR-HERNÁNDEZ AND ALMA ITZÉ FLORES PART THREE Service Illustration: Service Perception versus Service Reality 10 Financial Redistribution as Faculty Service: “The Hustle” and Challenging Racist Classism in the Neoliberal University TRACY LACHICA BUENAVISTA 11 Mexicana and Boricua First-Generation Scholars: Serving Our Communities with Alma, Mente y Corazón JUDITH FLORES CARMONA, IVELISSE TORRES FERNANDEZ, AND EDIL TORRES RIVERA 12 Continuing Cultural Mismatches: Reflections from a First-Generation Latina Faculty Navigating the Academy REBECCA COVARRUBIAS 13 Fugitivity within the University as First-Generation Black-Pinay, Indigenous, and Chicanx Faculty: Cultivating an Undercommons NINI HAYES, DOLORES CALDERÓN, AND VERÓNICA NELLY VÉLEZ Acknowledgments Notes on Contributors 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 Synopsis

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Book Synopsis

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Book Synopsis

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Book Synopsis

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