Educational strategies and policy Books

Book SynopsisPolitics, Pedagogy and Power: Bullying in Faculties of Education is the result of research seeking to find explanations for bullying between faculty members in faculties of education around the world. The frank and devastating revelations of professors are shocking and painful, screaming for interrogation. Bullying in faculties of education is a strange phenomenon because anti-bullying programs abound while the behavior occurs at a significant number of faculties of education. The research finds that factors in leadership and neoliberal politics cause this odd phenomenon. Other causes were found in the problematic position of education in the academic world. The underdog position academics in education find themselves in works both ways: notions of being of less importance than any other science are mirrored in feelings people working in education have about themselves. In this research a bricolage is executed, the methodology that intelligently joins research methods driven by Table of ContentsContents: What? Teachers Are Bullying Teachers? – Educational Leadership - Safe Space - Dichotomy – The Bullied Speak – Break – Bullying and How It Works; Making Meaning – Neoliberal Politics Ruining Academia – Who Is Responsible?

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Book SynopsisOf late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles. Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education. This volume focuses on educational leadership--broadly defined. More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership. Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.

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Book SynopsisOf late, leadership has come to include individuals in elementary, secondary and tertiary institutions who do not necessarily carry leadership titles. Faculty in preK-16 institutions, along with other staff and community people, have increasingly begun to take on leadership responsibilities as shared leadership is articulated and practiced more and more in education. This volume focuses on educational leadership--broadly defined. More specifically, following several research-based thought pieces in which the authors define and discuss this new conception of leadership, contributors offer preK-16 case study illustrations of this recent conception of educational leadership. Readers will use this casebook as a foundational text for courses in teacher education, educational leadership, business and higher education. It includes detailed chapters focused on teacher leadership, principal leadership and higher educational leadership.

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Book SynopsisFighting Academic Repression and Neoliberal Education is a cutting-edge investigation of the alarming state of education today. This practical how-to handbook gives readers tactics and strategies to organize and challenge forces that threaten liberatory critical education. Drawn from scholars and activists from across the world, the fifteen chapters guide readers through a strategic method of understanding the academic industrial complex and corporate education in the twenty-first century. Education is being hijacked by banks and corporations that are tearing apart the foundational fabric of academic freedom, resulting in mass standardized education and debt for all students and furthering racial inequity. This is a must-read for anyone interested in democracy, education, social justice, critical pedagogy, and Black Lives Matter. Table of ContentsWard Churchill : Foreword: Remembering the Future? – Emma Pérez: Preface – Acknowledgments – Anthony J.Nocella II/Erik Juergensmeyer: Introduction—A Tactical Toolbox for Smashing Academic Repression – Part I.Neoliberal Education – Nick Clare/Gregory White/Richard J.White: Striking Out! Challenging Academic Repression in the Neoliberal University through Alternative Forms of Resistance: Some Lessons from the United Kingdom – Mary Heath/Peter Burdon: Academic Resistance: Landscape of Hope and Despair – Mark Seis: Parasites, Sycophants, and Rebels: Resisting Threats to Faculty Governance – Part II.Resisting – Camila Bassi: On Identity Politics, Ressentiment, and the Evacuation of Human Emancipation – Conor Cash/Geoff Boyce: Cutting Class: On Schoolwork, Entropy, and Everyday Resistance in Higher Education – Erik Juergensmeyer/Sue Doe: Owning Curriculum: Megafoundations, the State, and Writing Programs – Part III.Reclaiming – Laura L.Finley: Bureaucratic Stifling of Student and Faculty: Reclaiming College and University Campuses – Ryan Thomson: Reclaiming Campus as an Event Site: A Comparative Discussion of Student Resistance Tactics – John Lupinacci: Interrupt, Inspire, and Expose: Anarchist Pedagogy against Academic Repression – Part IV.Organizing – Diana Vallera: One of the Best Contracts in the Nation? How Part-time Faculty Organized for a Collective Bargaining Agreement – Sean Donaghue-Johnston/Tanya Loughead: Organizing Adjuncts and Citizenship within the Academy – Emil Marmol/Mary Jean Hande/Raluca Bejan: On Strike in the Ivory Tower: Academic Repression of Labor Organizing – Part V.Black Lives Matter In Education – Shannon Gibney: Racial Harassment in the "Postracial" Era: A Case of Discipline and Resistance in the Black Female Body – Kelly Limes-Taylor Henderson: On Academic Repression, Blackness, and Storytelling as Resistance – Z.B. Hurst: Black Student Unions and Identity: Navigating Oppression in Higher Education – Afterword: Southwest Colorado Sociology Collective – Contributors’ Biographies – Index.

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Book SynopsisFighting Academic Repression and Neoliberal Education is a cutting-edge investigation of the alarming state of education today. This practical how-to handbook gives readers tactics and strategies to organize and challenge forces that threaten liberatory critical education. Drawn from scholars and activists from across the world, the fifteen chapters guide readers through a strategic method of understanding the academic industrial complex and corporate education in the twenty-first century. Education is being hijacked by banks and corporations that are tearing apart the foundational fabric of academic freedom, resulting in mass standardized education and debt for all students and furthering racial inequity. This is a must-read for anyone interested in democracy, education, social justice, critical pedagogy, and Black Lives Matter. Table of ContentsWard Churchill : Foreword: Remembering the Future? – Emma Pérez: Preface – Acknowledgments – Anthony J.Nocella II/Erik Juergensmeyer: Introduction—A Tactical Toolbox for Smashing Academic Repression – Part I.Neoliberal Education – Nick Clare/Gregory White/Richard J.White: Striking Out! Challenging Academic Repression in the Neoliberal University through Alternative Forms of Resistance: Some Lessons from the United Kingdom – Mary Heath/Peter Burdon: Academic Resistance: Landscape of Hope and Despair – Mark Seis: Parasites, Sycophants, and Rebels: Resisting Threats to Faculty Governance – Part II.Resisting – Camila Bassi: On Identity Politics, Ressentiment, and the Evacuation of Human Emancipation – Conor Cash/Geoff Boyce: Cutting Class: On Schoolwork, Entropy, and Everyday Resistance in Higher Education – Erik Juergensmeyer/Sue Doe: Owning Curriculum: Megafoundations, the State, and Writing Programs – Part III.Reclaiming – Laura L.Finley: Bureaucratic Stifling of Student and Faculty: Reclaiming College and University Campuses – Ryan Thomson: Reclaiming Campus as an Event Site: A Comparative Discussion of Student Resistance Tactics – John Lupinacci: Interrupt, Inspire, and Expose: Anarchist Pedagogy against Academic Repression – Part IV.Organizing – Diana Vallera: One of the Best Contracts in the Nation? How Part-time Faculty Organized for a Collective Bargaining Agreement – Sean Donaghue-Johnston/Tanya Loughead: Organizing Adjuncts and Citizenship within the Academy – Emil Marmol/Mary Jean Hande/Raluca Bejan: On Strike in the Ivory Tower: Academic Repression of Labor Organizing – Part V.Black Lives Matter In Education – Shannon Gibney: Racial Harassment in the "Postracial" Era: A Case of Discipline and Resistance in the Black Female Body – Kelly Limes-Taylor Henderson: On Academic Repression, Blackness, and Storytelling as Resistance – Z.B. Hurst: Black Student Unions and Identity: Navigating Oppression in Higher Education – Afterword: Southwest Colorado Sociology Collective – Contributors’ Biographies – Index.

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Book SynopsisWritten during a time characterized by catalyzing Indigenous environmental movements such as Idle No More, political upheaval, and the final years of Canada's Truth and Reconciliation Commission, Protest as Pedagogy: Teaching, Learning, and Indigenous Environmental Movements was motivated by Gregory Lowan-Trudeau's personal experiences as an activist, educator, and researcher. Insights from interviews with activists and educators in a variety of school, community, and post-secondary contexts are presented in relation to teaching and learning during, and in response to, Indigenous environmental movements. Looking toward future possibilities, the rise of renewable energy development by Indigenous communities across Canada is also considered. Throughout Protest as Pedagogy, these inquiries are guided by a theoretical framework built on concepts such as decolonization, Herbert Marcuse's repressive tolerance, Elliot Eisner's three curricula, and broader fields of study Trade Review"In Protest as Pedagogy: Teaching, Learning, and Indigenous Environmental Movements, Gregory Lowan-Trudeau carefully and eloquently integrates inquiry, scholarship, and narrative while demonstrating the pedagogical potential of Indigenous environmental movements, as well as the social movement potential of education. He shows that whatever one means by contested terms such as ‘decolonization’ and ‘reinhabitation,’ these concepts remain mere abstractions unless one begins to live within the tangle of possibilities they suggest. This book helps us see how the meanings of social change and cultural reinvention need to be constantly revised as we develop embodied practices of becoming in relation to others who are also becoming.”—David Greenwood, Professor and Canada Research Chair in Environmental Education, Lakehead UniversityTable of ContentsAcknowledgements – Author’s Note – Introduction and Overview – Narrating a Critical Indigenous Pedagogy of Place: Education, Activism, and Research – Indigenous Environmental Activism and Education in Urban, Rural, and Remote Contexts: a Tale of Two Cities – A Rose by any Other Name: Repressive Tolerance, Burnout, and Hope in the New West – Protest as Pedagogy: Exploring Teaching and Learning in Indigenous Environmental Movements – From Reticence to Resistance: Understanding Educators’ Engagement with Indigenous Environmental Issues – Critical Media Literacy and Engagement: Insights from Indigenous Environmental Movements and Educational Contexts – Resistance Revisioned: Indigenous Renewable Energy Development and Education – Conclusions, Implications, and Future Possibilities – Index.

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Book SynopsisThe Shifting Landscape of the American School District offers a new perspective on the American school district. The educational system of the United States has long been characterized by its tradition of local control, and the district has symbolized community involvement in education. Scholars have written insightful studies on individual city systems and school districts, but rarely has the districtas an organizational form itselfbeen the subject of scrutiny, and Americans have continued to take the district for granted as the primary unit of local schooling. In recent years reformers have also built many of their innovations upon the belief that it is the traditional, bureaucratic, hierarchical district that requires overhaul. The Shifting Landscape of the American School District seeks to challenge that perception. The editors argue that the pervasive view of district historythe notion that the school district is a holdover from the progressive reforms of the eaTrade Review«This excellent collection of essays is a great first step toward addressing these and other questions, and for focusing historians and policy scholars on the need to more carefully historicize and problematize the American school district.» (Tracy L. Steffes, History of Education Quarterly, 59/1 2019)Table of ContentsFigures and Tables – David A. Gamson and Emily M. Hodge: Preface: Re-examining the American School District – David A. Gamson and Emily M. Hodge: The Relentless Reinvention of the American School District – John L. Rury and Sanae Akaba: The Geo-Spatial Distribution of Educational Attainment: School Districts, Cultural Capital and Inequality in Metropolitan Kansas City, 1960–1980 – Emily M. Hodge: District Consolidation, Detracking, and School Choice: Lessons from the Woodland Hills School District in Western Pennsylvania – Genevieve Siegel-Hawley and Stefani Thachik: Crossing the Line? School District Responses to Demographic Change in the South – Ansley T. Erickson: Fairness, Commitment, and Civic Capacity: The Varied Desegregation Trajectories of Metropolitan School Districts – Emily E. Straus: From the District to the State to the Nation: How a High-needs District became the Testing Ground for Federal High-stakes Accountability Policies – Karen Benjamin: The Limits of Top-Down Versus Bottom-Up Educational Reform During the Great Depression – Norm Fruchter, Toi Sin Arvidsson, Christina Mokhtar, and John Beam: Demographics and Performance in New York City’s School Networks: An Initial Inquiry – Tina M. Trujillo, Laura E. Hernández, and René Espinoza Kissell: Enduring Dilemmas in Democratic Urban District Reform: The Oakland Case – Judith Kafka: Institutional Theory and the History of District-level School Reform: A Reintroduction – Contributors.

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Book SynopsisThe Shifting Landscape of the American School District offers a new perspective on the American school district. The educational system of the United States has long been characterized by its tradition of local control, and the district has symbolized community involvement in education. Scholars have written insightful studies on individual city systems and school districts, but rarely has the districtas an organizational form itselfbeen the subject of scrutiny, and Americans have continued to take the district for granted as the primary unit of local schooling. In recent years reformers have also built many of their innovations upon the belief that it is the traditional, bureaucratic, hierarchical district that requires overhaul. The Shifting Landscape of the American School District seeks to challenge that perception. The editors argue that the pervasive view of district historythe notion that the school district is a holdover from the progressive reforms of the eaTrade Review«This excellent collection of essays is a great first step toward addressing these and other questions, and for focusing historians and policy scholars on the need to more carefully historicize and problematize the American school district.» (Tracy L. Steffes, History of Education Quarterly, 59/1 2019)Table of ContentsFigures and Tables – David A. Gamson and Emily M. Hodge: Preface: Re-examining the American School District – David A. Gamson and Emily M. Hodge: The Relentless Reinvention of the American School District – John L. Rury and Sanae Akaba: The Geo-Spatial Distribution of Educational Attainment: School Districts, Cultural Capital and Inequality in Metropolitan Kansas City, 1960–1980 – Emily M. Hodge: District Consolidation, Detracking, and School Choice: Lessons from the Woodland Hills School District in Western Pennsylvania – Genevieve Siegel-Hawley and Stefani Thachik: Crossing the Line? School District Responses to Demographic Change in the South – Ansley T. Erickson: Fairness, Commitment, and Civic Capacity: The Varied Desegregation Trajectories of Metropolitan School Districts – Emily E. Straus: From the District to the State to the Nation: How a High-needs District became the Testing Ground for Federal High-stakes Accountability Policies – Karen Benjamin: The Limits of Top-Down Versus Bottom-Up Educational Reform During the Great Depression – Norm Fruchter, Toi Sin Arvidsson, Christina Mokhtar, and John Beam: Demographics and Performance in New York City’s School Networks: An Initial Inquiry – Tina M. Trujillo, Laura E. Hernández, and René Espinoza Kissell: Enduring Dilemmas in Democratic Urban District Reform: The Oakland Case – Judith Kafka: Institutional Theory and the History of District-level School Reform: A Reintroduction – Contributors.

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Book SynopsisPower Play tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas. The authors narrate (with playful interruptions) a curriculum that is powered by the students' lived encountersthe languages, landscapes, beliefs, histories, geographies, politics, economies, ideas, people, things, matter, and matters of fact and fiction that students carry with them to school, that carry them to school, through school, through their lives.Trade Review“The authors offer a refreshing, critically grounded book that pushes the multiple boundaries and fronteras that children, teachers, and la comunidad cross and transform every day. Through the power of storytelling and the varied critical scholarship presented, childhood education in Tejas can be experienced as a ‘trans-dimensional co-existence’ for bilingual, bicultural children in Tejas and beyond—a necessary re-imagination. It is a must read for anyone interested in the nuevas posibilidades within contemporary critical childhood studies.”—CINTHYA M. SAAVEDRA, THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY“The storytelling text found in this unique book—and more importantly, the critical, relational pedagogical perspectives and emergent actions that are demonstrated on the ground with young children—are urgently needed. Critical educational methodologies that would value the diversities within and all around us, as well as lead to increased justice and equity, are an absolute necessity. I visited the program in the summer of 2017 and was inspired by the perspectives, actions, and agendas of the children, their diverse teachers (both in-service and pre-service), and the activist researcher authors of this volume, who also work as children’s teachers in the program.”—FROM THE FOREWORD BY GAILE S. CANNELLA“We need this book. It leaves no question about the need to dismantle the stronghold of colonized myths about language, play, risk, readiness, and childhood as the authors draw us artfully and eloquently into children’s worlds. With love and concern for children most misrepresented as well as for those who learn bias through those misrepresentations, they urge us to resist and replace dominant deficit ideologies to create spaces of justice for children today so that they are poised to contribute to a more just society tomorrow.”—SUSI LONG, UNIVERSITY OF SOUTH CAROLINATable of ContentsGaile S. Cannella: Foreword – Acknowledgments – Beginnings – Explorando – Empujando – El Juego Conmueve.

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Book SynopsisPower Play tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas. The authors narrate (with playful interruptions) a curriculum that is powered by the students' lived encountersthe languages, landscapes, beliefs, histories, geographies, politics, economies, ideas, people, things, matter, and matters of fact and fiction that students carry with them to school, that carry them to school, through school, through their lives.Trade Review“The authors offer a refreshing, critically grounded book that pushes the multiple boundaries and fronteras that children, teachers, and la comunidad cross and transform every day. Through the power of storytelling and the varied critical scholarship presented, childhood education in Tejas can be experienced as a ‘trans-dimensional co-existence’ for bilingual, bicultural children in Tejas and beyond—a necessary re-imagination. It is a must read for anyone interested in the nuevas posibilidades within contemporary critical childhood studies.”—CINTHYA M. SAAVEDRA, THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY“The storytelling text found in this unique book—and more importantly, the critical, relational pedagogical perspectives and emergent actions that are demonstrated on the ground with young children—are urgently needed. Critical educational methodologies that would value the diversities within and all around us, as well as lead to increased justice and equity, are an absolute necessity. I visited the program in the summer of 2017 and was inspired by the perspectives, actions, and agendas of the children, their diverse teachers (both in-service and pre-service), and the activist researcher authors of this volume, who also work as children’s teachers in the program.”—FROM THE FOREWORD BY GAILE S. CANNELLA“We need this book. It leaves no question about the need to dismantle the stronghold of colonized myths about language, play, risk, readiness, and childhood as the authors draw us artfully and eloquently into children’s worlds. With love and concern for children most misrepresented as well as for those who learn bias through those misrepresentations, they urge us to resist and replace dominant deficit ideologies to create spaces of justice for children today so that they are poised to contribute to a more just society tomorrow.”—SUSI LONG, UNIVERSITY OF SOUTH CAROLINATable of ContentsGaile S. Cannella: Foreword – Acknowledgments – Beginnings – Explorando – Empujando – El Juego Conmueve.

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Book SynopsisArtists have always had a role in imagining a more socially just, inclusive worldmany have devoted their lives to realizing this possibility. In a culture ever more embedded in performance and the visual, examining the role of arts in multicultural teaching for social justice is a timely focus. In Activist Art in Social Justice Pedagogy approaches to using activist art to teach a multicultural curriculum are examined and critiqued. Examples of activist artists and their strategies illustrate how study of and engagement in activist art processes glocallyconnecting local and global issuescan deepen critical literacy and commitment to social justice. This book is relevant to those (1) interested in teaching more about artist/activist social movements around the globe, (2) preparing pre-service teachers to teach for social justice, (3) concerned about learning how to engage diverse learners through the arts, (4) teaching courses related to arts-based multicultural education, critTrade Review“Engaged. Inspired. Empowered. Agentic. What we wish for our students is exactly what this visionary revised edition of Activist Art in Social Justice Pedagogy offers its readers. Regardless of what or where you teach, this timely book will invite you to visualize yourself, your work, and your classroom as a site of creativity, imagination, and social power. Indeed, this book’s wonderful portraits of well-grounded activist work with children and youth are needed now more than ever.”—Christine Sleeter, Professor Emerita, California State University, Monterey Bay“We should tremble with outrage at how arts education is being stolen from the most marginalized students. This is especially true in today’s era of de-conscientization, when the radical counter-normative possibilities of the arts grow increasingly vital. Activist Art in Social Justice Pedagogy is one antidote: a collective and subversive call from artists, educators, and activists to recenter the arts in the lives of youth and an invaluable collection of on-the-ground illustrations of student-centric activist art in motion. Read this book and join the revolution.”—Paul Gorski, Associate Professor of Integrative Studies, New Century College, George Mason UniversityTable of ContentsList of Illustrations – Acknowledgments – Cynthia Clabough: Note on the Cover Art: "The Night the Artist Became Activist" – Barbara Beyerbach: Introduction – Barbara Beyerbach: Social Justice Education Through the Arts – Tania Ramalho and Leah Russell – Learning About the Farmworkers and the Landless Rural Workers Movements Through the Arts – Leah Russell: Art and Change in the AfroReggae Cultural Group – Jacquelyn S. Kibbey: Media Literacy and Social Justice in a Visual World – Mary Harrell: Enlivening the Curriculum Through Imagination – Dennis Parsons: Photography and Social Justice: Preservice Teachers and the Ocularized, Urban Other – Jane Winslow: Creating Student Activists Through Community Participatory Documentaries – Jennifer Kagan/Chris Capella: Art Class at the Onondaga Nation School: A Practice of the Good Mind – Lisa Roberts Seppi: Indigenous Activism: Art, Identity, and the Politics of the Quincentenary – Carrie Nordlund/Peg Speirs/Marilyn Stewart/Judy Chicago: Activist Art and Pedagogy: The Dinner Party Curriculum Project – Lisa K. Langlois: Acting Up In and Out of Class: Student Social Justice Activism in the Tertiary General Education, Fine Arts, and Performing Arts Curriculum – Patricia E. Clark/Ulises A. Mejias/Peter Cavana/Daniel Herson/Sharon M. Strong: Interactive Social Media and the Art of Telling Stories: Strategies for Social Justice Through Osw3go.net 2010: Racism on Campus – Barbara Stout: In the Grey: Finding Beauty Without Labels – Suzanne Bellamy: The Art of Growing Food – Arnon A.m. de Andrade/Tania Ramalho (Translator): Complexity, Communication, Education, and the Making of Art – Ritu Radhakrishnan: It Starts With an Idea: Integrating Arts into the Classroom – Anneke McEvoy/Peter Cardone/Elias Williams: Sharing Our True Identity: Taking Environmental Portraits to Subvert Existing Community Narratives – Cynthia Clabough/Todd Behrendt/Elizabeth Brownell/Christi Harrington/Sharon Kane/Lacey McKinney/Kelly Roe: A Collective Endeavor—The Creatively Exploring Place, Self, and Collective Identity Project – Barbara Beyerbach/Tania Ramalho: Activist Art in Social Justice Pedagogy – About the Authors.

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Book SynopsisThe second edition of What Schools Teach Us About Religious Life continues to explore the ways in which private education in the United States mirrors the growing complexity and fluidity of religious life in the United States. Through the study of ten different private schoolsrepresenting a wide variety of religious traditions as well as some secular institutionsa picture of contemporary culture, and the place of religious belief within the culture, emerges. Each chapter of this second edition of What Schools Teach Us About Religious Life contains a different picture of how individual schools then address that culture.Trade Review“In this study—now in its second edition—of ten private (PreK–12) schools throughout the United States, veteran educator Daniel Heischman takes us into the lived worlds of these institutions, probing the unique missions and practices of each. What Heischman sees there tells not only a story of each particular school, but of the complex and shifting religious terrain of American life today. Finding commonalities among the most religiously diverse of schools, as well as noting how non-sectarian schools frequently intersect with the dynamics of a rapidly changing religious landscape, Heischman shows how schools serve as worthy barometers and mediators of contemporary religious life. “Page after page provides fresh insight and rich narrative on how schools foster a life of faith, develop a sense of service, and enrich the spirit.” Joseph McTighe, Executive Director, Council for American Private Education“In our work with divinity students who are preparing for careers in schools, Daniel Heischman’s book provides ample evidence that not only can we engage in religious issues in schools, we must do so.” Jere A. Wells, Director, Educational Leadership and Ministry Program (ELM), Berkeley Divinity School at Yale“Heischman’s seasoned perspective helps him articulate the challenges these schools face in their attempt to give a young person a place and voice in a small universe, but his perspective also allows him to see the larger social universe to which schools belong.” Matthew W. Geiger, former faculty member, St. Stephen’s and St. Agnes School (VA)Table of ContentsForeword and Acknowledgments – Introduction: Overflowing Containers – Doing Both – A Bold American Experiment – The Elephant in the Corner? – Unashamedly Unapologetic – That Long, Funny Word – Educating Hearts and Minds – Minding the Light – Delving into the Difficult – Changing the Narrative – Religious Connectivity – Conclusion: Gentler Souls.

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Book SynopsisResearching the Writing Center is the first book-length treatment of the research base for academic writing tutoring. The book reviews the current state of writing center scholarship, arguing that although practitioner-researchers continue to value anecdotal and experiential evidence, they must also appreciate empirical evidence as mediating theory and practice. Readers of this revised edition will discover an evidence-based orientation to research and be able to evaluate the current scholarship on recommended writing center practice. Chapters examine the research base for current theory and practice involving the contexts of tutoring, tutoring activities, and the tutoring of specific populations. Readers will investigate the sample research question "What is a successful' writing consultation?" Researching the Writing Center concludes with an agenda for future questions about writing center practice that can be researched empirically. This revised edition of the texTrade Review“In their well-earned revised edition of «Researching the Writing Center», Rebecca Day Babcock and Terese Thonus offer the writing center community a rich resource for the next stage of our field’s research and development. No longer is the writing center community simply calling for replicable, aggregable, and data-supported research. Rather, the field is now producing more empirical research, a fact that Babcock and Thonus illustrate with their updated and comprehensive survey of new scholarship. Continuing to recognize the need for empirical data that bridges the gap between theory and practice, Babcock and Thonus again synthesize a vast, exhaustive range of scholarship focusing on writing centers, composition, and related studies from other relevant fields. Importantly, Babcock and Thonus call for writing centers to investigate other disciplines, urging us not to isolate ourselves nor imagine our work too unique to forge interdisciplinary connections. Their survey of writing center practices is the most up-to-date collection of important scholarship we have in writing centers and includes unpublished dissertations and theses. The references alone make «Researching the Writing Center» an essential part of any writing center practitioner’s library. Babcock and Thonus’s grasp of writing center scholarship uniquely positions them to understand the field’s research opportunities and needs, and they offer a variety of informed suggestions for relevant projects and methodologies. With a keen eye for trends, Babcock and Thonus also point out emerging areas that writing centers must be ready to investigate, including globalization, multiliteracies/multimodality, and professional issues. «Researching the Writing Center» is a go-to book for the newest writing center practitioner to the most veteran writing center director.” Steven Price, Professor of Writing and English Secondary Education; Director, Writing Center, Mississippi College“Arguing for empirical research in writing center studies is no longer necessary; as Babcock and Thonus show in this revised edition, the move toward empirical research is well underway. To support and facilitate this most-welcome progression, Babcock and Thonus comprehensively analyze and cogently synthesize the field’s empirical research, including a wealth of unpublished dissertation studies. In doing so, they have produced a detailed and useful account of the field and its trends that is sure to help writing center researchers continue their push toward evidence-based practice.” Jo Mackiewicz, Associate Professor of English; Co-Director, ISUComm Advanced Communication, Iowa State University"In «Researching the Writing Center», Rebecca Day Babcock and Terese Thonus give writing center studies a new understanding of itself. Up to this point, writing center scholarship was largely seen as theoretical or anecdotally based, and it was this perspective that often guided practice. However, Babcock and Thonus help us see that the field has long been made up of empirical research that can better ground our decisions and actions.” Lauren Fitzgerald, Professor of English; Chair of the English Department and Director of the Wilf Campus Writing Center, Yeshiva University and Melissa Ianetta, Professor of English; Andrew B. Kirkpatrick Jr. Chair of Writing, Director of Writing Centers, and Editor, «College English», University of Delaware“«Researching the Writing Center» is much more than another call for writing center scholars to produce more rigorous research. Instead, Babcock and Thonus lead by example throughout this book…. «Researching the Writing Center» is essential reading for any writing center professional interested in joining the call for data-supported research. This work is unique among current writing center books in its ambitious scope.” Kathryn Denton, Program Specialist, Writing and Language Center, University of New MexicoTable of ContentsAcknowledgments – List of Tables – Chapter One: Theory, Practice, and What’s in Between: Writing Center Scholarship – Research Basics in Evidence-Based Practice – The Contexts of Tutoring – Tutoring Diverse Populations – The Interactions of Tutoring – A Sample Research Question: What Is a Successful Writing Tutorial? – An Agenda for Writing Center Research – Appendix A: Sample Informed Consent Form – Appendix B: Sample IRB Form – Author Index – Topic Index.

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Book SynopsisEducation, Assessment, and the Desire for Dissonance aims to address the contentious practice of assessment in schools and universities within a poststructuralist educational paradigm. Within the theoretical paradigm of Foucault's (1994) notions of governmentality, subjectification and dissonance, the book examines why, through which and in which ways (how) educational assessment should unfold considering the challenges of globalized and cosmopolitan dimensions of educational change that have beset educational institutions. Waghid and Davids show how conceptual derivatives of Foucauldian governmentality, in particular the notions of power, panopticon and surveillance, dispositive, freedom and resistanceas relational conceptsaffect assessment in universities and schools. The authors argue why universities and schools cannot be complacent or non-responsive to current understandings and practices of assessment. In the main, the authors contend that a Foucauldian notion of poweTable of ContentsAcknowledgements – Tukumbi Lumumba-Kasongo: Foreword – Preface – Governmentality and Assessment Practices in Neoliberal South African Educational Institutions – Educational Assessment and Power – Panopticism and Assessment – Towards Foucauldian Agonism in Assessment – Against Metrics and Measurement: A Foucauldian Perspective – Foucault and Discourse Analysis – Dissonance and Educational Assessment – Educational Assessment and Dissonance: Invoking Rhythm, Profanations, and Denudation – Bridging Foucault and Agamben: Towards a Derridian Approach of Assessment – Teaching and Learning without Assessment – Coda on the Ethical Dimensions of Assessment within Teaching and Learning – Index.

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Book SynopsisEducation, Assessment, and the Desire for Dissonance aims to address the contentious practice of assessment in schools and universities within a poststructuralist educational paradigm. Within the theoretical paradigm of Foucault's (1994) notions of governmentality, subjectification and dissonance, the book examines why, through which and in which ways (how) educational assessment should unfold considering the challenges of globalized and cosmopolitan dimensions of educational change that have beset educational institutions. Waghid and Davids show how conceptual derivatives of Foucauldian governmentality, in particular the notions of power, panopticon and surveillance, dispositive, freedom and resistanceas relational conceptsaffect assessment in universities and schools. The authors argue why universities and schools cannot be complacent or non-responsive to current understandings and practices of assessment. In the main, the authors contend that a Foucauldian notion of poweTable of ContentsAcknowledgements – Tukumbi Lumumba-Kasongo: Foreword – Preface – Governmentality and Assessment Practices in Neoliberal South African Educational Institutions – Educational Assessment and Power – Panopticism and Assessment – Towards Foucauldian Agonism in Assessment – Against Metrics and Measurement: A Foucauldian Perspective – Foucault and Discourse Analysis – Dissonance and Educational Assessment – Educational Assessment and Dissonance: Invoking Rhythm, Profanations, and Denudation – Bridging Foucault and Agamben: Towards a Derridian Approach of Assessment – Teaching and Learning without Assessment – Coda on the Ethical Dimensions of Assessment within Teaching and Learning – Index.

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Book SynopsisEducational reform has been a topic of scholarly conversation for a long time, but little significant movement toward action has been made. Charter schools were discussed in varied forms throughout the 1980s, but it was not until 1991 that the State of Minnesota put charter school law into practice. Thomas Lubben entered the charter school world in 1996 when the State of Pennsylvania was in the process of discussing its law that was passed the same year. The Charter School Wars closely follows the personal life of a lifelong educator as he negotiated the political and personal steps involved in creating a school from nothing. The first several chapters focus on the obstacles and pitfalls that the author faced during the seven-year struggle to create a charter high school based on the creative and performing arts. Later chapters focus on the expansion of this proven artistic model into additional schools. Lubben compliments the personal narrative with a chapter, A Charter SchoTable of ContentsPreface – Renegade Training – Struck by Lightning – LVPA-School #1: The Search for Approval (1997–2002) – The Interlude (1996–2002) – The Reawakening – The Home Stretch—Six Months to Opening – The Phoenix Rises—(Storming to Norming, 2003–2006) – The LVPA Years – Life after LVPA – The Emergence of TLC-Art Schools – The Allentown Adventure – Toward Expansion – The "Caleb" Years – Lessons Learned: A Charter School Primer – Index.

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Book SynopsisEducational reform has been a topic of scholarly conversation for a long time, but little significant movement toward action has been made. Charter schools were discussed in varied forms throughout the 1980s, but it was not until 1991 that the State of Minnesota put charter school law into practice. Thomas Lubben entered the charter school world in 1996 when the State of Pennsylvania was in the process of discussing its law that was passed the same year. The Charter School Wars closely follows the personal life of a lifelong educator as he negotiated the political and personal steps involved in creating a school from nothing. The first several chapters focus on the obstacles and pitfalls that the author faced during the seven-year struggle to create a charter high school based on the creative and performing arts. Later chapters focus on the expansion of this proven artistic model into additional schools. Lubben compliments the personal narrative with a chapter, A Charter SchoTable of ContentsPreface – Renegade Training – Struck by Lightning – LVPA-School #1: The Search for Approval (1997–2002) – The Interlude (1996–2002) – The Reawakening – The Home Stretch—Six Months to Opening – The Phoenix Rises—(Storming to Norming, 2003–2006) – The LVPA Years – Life after LVPA – The Emergence of TLC-Art Schools – The Allentown Adventure – Toward Expansion – The "Caleb" Years – Lessons Learned: A Charter School Primer – Index.

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Book SynopsisThis collection of essays, poems, and reflections by scholars, public intellectuals, artists, and community activists (as well as those whose work intersects with all of these categories) constitutes a landmark achievement in critical pedagogy and social justice education. Edited by two leaders whose work spans both academic and grassroots communities, Radical Imagine-Nation was conceived during a time of political turmoil both nationally and internationally, a time when freedom and democracy seemed out of reach for millions around the world.Trade Review“Featuring a dazzling array of world-renowned critical scholars and public intellectuals, Radical Imagine-Nation: Public Pedagogy & Praxis is (sadly) precisely the book we urgently need in these dark days of struggle.”—Marc Spooner, Associate Professor, Faculty of Education, University of Regina“The disconnect between the rhetoric and reality of democracy as well as traditional discourses of equality, justice, rights in North America is a direct challenge to our work as critical educators. We can no longer rely on the old tropes of democracy and freedom that have dominated the curriculum and classroom discourse, indeed to do so is to sell students a lie about history and contemporary life. Radical Imagine-Nation: Public Pedagogy & Praxis provides us with the new imaginaries we need for thinking about and enacting an education in the public interest. This collection challenges us to rethink our work in response to the rising tide of authoritarianism and gives us a language of possibilities to radically re-imagine education and society.”—E. Wayne Ross, University of British Columbia“During education’s 40-year descent into hell, there has been one clear and consistent countervailing force. With its origin in the work of Paulo Freire, critical pedagogy has provided a singular light for hope. Peter McLaren and Suzanne SooHoo’s collection of essays in Radical Imagine-Nation: Public Pedagogy & Praxis brings together some of the longtime and most influential voices in critical education theory with some of the most promising new voices to create a revitalized critical pedagogy to meet the latest and most serious threat yet to public education and democracy. In these darkest of dark times, this collection provides a needed direction for resistance and renews our faith in the possibility of education to transform our selves and our world.”—Richard Quantz, Miami University of Ohio“Radical Imagine-Nation includes a truly stellar, globally renowned, co-operative cast of critical educators and community activists. This is indeed, an incredible, radical, vibrant roar of imaginative hope and commitment. It is a thunderous counterblast to contemporary dystopia and mean-minded right and far right violence. It effectively sabotages contemporary nihilist, dystopian, and cruel developments in neoliberal and Alt.Right capitalism. This cast of Critical Warriors rehydrates democracy, propounds radical equality and cooperation, and imagines a future of hope, justice and critical activism.”—Dave Hill, Universities of Middlesex, Athens and Anglia Ruskin“Peter McLaren and Suzanne SooHoo’s Radical Imagine-Nation: Public Pedagogy & Praxis is the exact right book at the exact right time. They have assembled a stellar collective of critical scholars assembled around their ‘shared refusal to accept the world, with all its pain and ugliness, as it is.’ Together, they take seriously their responsibility to put forward their imaginings for a different future. A soon to be classic as well as required reading for scholars, activists, students and public intellectuals alike.”—Sandy Grande, Connecticut College; Author of Red Pedagogy“Radical Imagine-Nation is an essential read for critical scholars, graduate students and others who are committed to building the world free from hate, injustice, and oppression. The volume showcases the intellectual work of leading progressive scholars across the globe whose contributions collectively capture what steps are necessary to remake schools and our social world.”—Brad J. Porfilio, Director of the Doctorate in Educational Leadership for Social Justice (ELSJ), CSU East BayTable of ContentsAcknowledgments – Suzanne SooHoo: Introduction – Donaldo Macedo: Conscientization as an Antidote to Banking Education – Tom Wilson: Coming to Know Paulo – Tricia M. Kress: Critical Pedagogy, Leadership and Institutional Reform: Paulo Freire’s “Formative Time” at the Social Services of Industry – Keqi (David) Liu: A Clarification of Freire’s Radical Political Pedagogy – Leona M. English/Peter Mayo: Migration, Racism, and the Mediterranean—A Freirean Perspective – Robert Lake: Utopia as Praxis: Paulo Freire Twenty Years After His Passing – Peter McLaren: Dare We Create a New Socialist Order? A Challenge to Educators of America in the Coming Trump Era – Henry A. Giroux: Toward a Politics of Revolt and Disruption: Higher Education in Dangerous Times – Antonia Darder: Critical Leadership for Social Justice: Unveiling the Dirty Little Secret of Power and Privilege – Peter Hudis: The Alternative to Capitalism in Light of Today’s Environmental Crises – Michael E. Dantley: Critical Consciousness and Spirituality: Deconstructing the Colonizing Practices of U.S. Education Through the Lens of Paulo Freire and Critical Spirituality – Margaret Randall: I Cannot Speak for the Gun – Michael A. Peters/Tina Besley: The Refugee Crisis in Europe: Words Without Borders – Petar Jandrić: The Challenge of the Internationalist Critical Pedagogue – George J. Sefa Dei: Reframing Education Through Indigenous, Anti-Colonial, and Decolonial Prisms – Ravi Kumar: Educational Project of Social Justice: The Possibilities of Intervention Against the Pedagogical Hegemony of Capitalism – Peter O’Connor/Jean M. Allen/Simon Dennan: Where I’m Bound I Can’t Tell: Radical Changes Are Still Possible in Higher Education – Anna Renfors/Juha Suoranta: “Miracle on Ice”: Sociological Understanding of the Finnish Schooling Model – Bettina L. Love: “Trayvon Was Standing His Ground”: Utilizing Critical Hip Hop Pedagogy to Construct Counter-Narratives of Resistance and Love – Miguel Zavala: Toward a Raza Research Methodology: Social Science in the Service of Raza Communities – Theresa Montano/Maria Elena Cruz: L@s Malcriad@s: A Union Based, Chican@ Studies Model Preparing Tomorrow’s Teachers of Chican@ Studies – Contributors – Index.

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Book SynopsisThis collection of essays, poems, and reflections by scholars, public intellectuals, artists, and community activists (as well as those whose work intersects with all of these categories) constitutes a landmark achievement in critical pedagogy and social justice education. Edited by two leaders whose work spans both academic and grassroots communities, Radical Imagine-Nation was conceived during a time of political turmoil both nationally and internationally, a time when freedom and democracy seemed out of reach for millions around the world.Trade Review“Peter McLaren and Suzanne SooHoo’s Radical Imagine-Nation: Public Pedagogy & Praxis is the exact right book at the exact right time. They have assembled a stellar collective of critical scholars assembled around their ‘shared refusal to accept the world, with all its pain and ugliness, as it is.’ Together, they take seriously their responsibility to put forward their imaginings for a different future. A soon to be classic as well as required reading for scholars, activists, students and public intellectuals alike.”—Sandy Grande, Connecticut College; Author of Red Pedagogy“The disconnect between the rhetoric and reality of democracy as well as traditional discourses of equality, justice, rights in North America is a direct challenge to our work as critical educators. We can no longer rely on the old tropes of democracy and freedom that have dominated the curriculum and classroom discourse, indeed to do so is to sell students a lie about history and contemporary life. Radical Imagine-Nation: Public Pedagogy & Praxis provides us with the new imaginaries we need for thinking about and enacting an education in the public interest. This collection challenges us to rethink our work in response to the rising tide of authoritarianism and gives us a language of possibilities to radically re-imagine education and society.”—E. Wayne Ross, University of British Columbia“During education’s 40-year descent into hell, there has been one clear and consistent countervailing force. With its origin in the work of Paulo Freire, critical pedagogy has provided a singular light for hope. Peter McLaren and Suzanne SooHoo’s collection of essays in Radical Imagine-Nation: Public Pedagogy & Praxis brings together some of the longtime and most influential voices in critical education theory with some of the most promising new voices to create a revitalized critical pedagogy to meet the latest and most serious threat yet to public education and democracy. In these darkest of dark times, this collection provides a needed direction for resistance and renews our faith in the possibility of education to transform our selves and our world.”—Richard Quantz, Miami University of Ohio“Featuring a dazzling array of world-renowned critical scholars and public intellectuals, Radical Imagine-Nation: Public Pedagogy & Praxis is (sadly) precisely the book we urgently need in these dark days of struggle.”—Marc Spooner, Associate Professor, Faculty of Education, University of Regina“Radical Imagine-Nation is an essential read for critical scholars, graduate students and others who are committed to building the world free from hate, injustice, and oppression. The volume showcases the intellectual work of leading progressive scholars across the globe whose contributions collectively capture what steps are necessary to remake schools and our social world.”—Brad J. Porfilio, Director of the Doctorate in Educational Leadership for Social Justice (ELSJ), CSU East Bay“Radical Imagine-Nation includes a truly stellar, globally renowned, co-operative cast of critical educators and community activists. This is indeed, an incredible, radical, vibrant roar of imaginative hope and commitment. It is a thunderous counterblast to contemporary dystopia and mean-minded right and far right violence. It effectively sabotages contemporary nihilist, dystopian, and cruel developments in neoliberal and Alt.Right capitalism. This cast of Critical Warriors rehydrates democracy, propounds radical equality and cooperation, and imagines a future of hope, justice and critical activism.”—Dave Hill, Universities of Middlesex, Athens and Anglia RuskinTable of ContentsAcknowledgments – Suzanne SooHoo: Introduction – Donaldo Macedo: Conscientization as an Antidote to Banking Education – Tom Wilson: Coming to Know Paulo – Tricia M. Kress: Critical Pedagogy, Leadership and Institutional Reform: Paulo Freire’s “Formative Time” at the Social Services of Industry – Keqi (David) Liu: A Clarification of Freire’s Radical Political Pedagogy – Leona M. English/Peter Mayo: Migration, Racism, and the Mediterranean—A Freirean Perspective – Robert Lake: Utopia as Praxis: Paulo Freire Twenty Years After His Passing – Peter McLaren: Dare We Create a New Socialist Order? A Challenge to Educators of America in the Coming Trump Era – Henry A. Giroux: Toward a Politics of Revolt and Disruption: Higher Education in Dangerous Times – Antonia Darder: Critical Leadership for Social Justice: Unveiling the Dirty Little Secret of Power and Privilege – Peter Hudis: The Alternative to Capitalism in Light of Today’s Environmental Crises – Michael E. Dantley: Critical Consciousness and Spirituality: Deconstructing the Colonizing Practices of U.S. Education Through the Lens of Paulo Freire and Critical Spirituality – Margaret Randall: I Cannot Speak for the Gun – Michael A. Peters/Tina Besley: The Refugee Crisis in Europe: Words Without Borders – Petar Jandrić: The Challenge of the Internationalist Critical Pedagogue – George J. Sefa Dei: Reframing Education Through Indigenous, Anti-Colonial, and Decolonial Prisms – Ravi Kumar: Educational Project of Social Justice: The Possibilities of Intervention Against the Pedagogical Hegemony of Capitalism – Peter O’Connor/Jean M. Allen/Simon Dennan: Where I’m Bound I Can’t Tell: Radical Changes Are Still Possible in Higher Education – Anna Renfors/Juha Suoranta: “Miracle on Ice”: Sociological Understanding of the Finnish Schooling Model – Bettina L. Love: “Trayvon Was Standing His Ground”: Utilizing Critical Hip Hop Pedagogy to Construct Counter-Narratives of Resistance and Love – Miguel Zavala: Toward a Raza Research Methodology: Social Science in the Service of Raza Communities – Theresa Montano/Maria Elena Cruz: L@s Malcriad@s: A Union Based, Chican@ Studies Model Preparing Tomorrow’s Teachers of Chican@ Studies – Contributors – Index.

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Book SynopsisThis book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.This book will also be of interest to those in courses in the fields of education, new literacieTrade Review“Julie Warner’s Adolescents’ New Literacies with and through Mobile Phones is timely and important. It is timely because many young people’s most pervasive literacy practices today seem trivial to many adults. It is important because these new practices can, in fact, lead to twenty-first-century skills and seriously compete, in depth and impact, with school-based literacy practices…Warner’s book is crucial today.” From the Foreword by James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Regents’ Professor, Arizona State University“Easily the most anticipated book of 2017 when it comes to understanding young people’s steadfast commitment to learning on, through, and with their mobile phones. Julie Warner knows firsthand of which she writes.” Donna E. Alvermann, Distinguished Research Professor, The University of Georgia“Adolescents today are writing more than ever and in spaces that we never before knew existed. These new digital and portable writing spaces are as dialogic as they are distinct. So it seems today’s youth hold the world quite literally in their hands. They palm the future of literacy, newer literacies, in ways that translate cultural practices of old into meaningful social practices anew. In this most important contribution to the new literacy studies, Julie Warner takes us into the life of youth through mobile phones, hashtags, and ‘digital curation’ practices that illuminate an exciting and critical digital world of words to which we should become more attuned.” David E. Kirkland, Director, New York University Metropolitan Center for Research on Equity and the Transformation of Schools, and Professor of English Education“There is so much more to mobile phones than calling friends and family. Mobile phones are portals to diverse, engaging, and creative practices. Julie Warner invites us into this rich world of phoned-centered literacy practices with respect and wonder for the young people who enact them. Sometimes playful, sometimes affect-laden, sometimes intellectual, the literacy practices that young people apply in their use and enjoyment of cell phones prominently display their everyday multimodal and discursive competencies. Taking a landscape view of mobile phone knowledge work, Adolescents’ New Literacies with and through Mobile Phones examines mobile phones across spaces; social mediation of phone content and images; chronotopic explorations; and digital curation as telling examples of younger generations’ often invisible repertoires of practice and ways of knowing.” Jennifer Rowsell, Canada Research Chair, Brock University“Smartphone use is likely the most pervasive form of embodied digital capital for youth. They are constantly integrating and adding new elements to their repertoires from each other, the environment, and in the quietude of their beds at night. Their coded speech or digital discourse, though, is under constant scrutiny and threat for extinction when schools put digital discourse on silent or mute. Julie Warner understands this, and provides pedagogical strategies and roadmaps for teachers to mediate this threat by unsilencing, unmuting and unlocking this digital capital in the classroom. For every teacher who has perceived smartphones as disruption, this book is your answer for powerful and innovative ways to unleash coded speech as a motivator for learning. In fact, by the time you finish reading this book, selfies will take on an entirely different meaning in your life and in classrooms. Snap and type away!” sj Miller, Deputy Director of Educational Equity Supports and Services, Metropolitan Center for Research and Equity and the Transformation of Schools, New York UniversityTable of ContentsList of Figures – Foreword – Preface – Acknowledgements – Overview of the Study – Conceptual Landscape – Mobile Phone Composing and the Spatial Turn – Composing Socially – Challenging Theories of Design – Mobile Phones and Visual Communication – Digital Curation – Critical Digital Literacies – Chronotopic Explorations of Mobile Phone Composing – Proposing an Expanded Understanding of Composing – Biography – Index.

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Book SynopsisThis book provides a deeper understanding of the phone-based composing practices of youth and their implications for literacy learning. In the United States, smartphone use among teens is nearly universal, yet many youth who are avid digital composers still struggle with formal schooled literacy. The widespread and rapid embrace of smartphones by youth from all income levels has had a substantial impact on the way that young people approach the act of composing, yet to date, little to no work has explored digital photography and text curation through popular apps like Twitter and Instagram and their impact on literacy, including formal schooled literacy. As more schools are moving to Bring Your Own Device (BYOD) models and lifting classroom bans on cellphones, classroom teachers need information about the affordances of phones for formal literacy learning, which this book provides.This book will also be of interest to those in courses in the fields of education, new literacieTrade Review“Julie Warner’s Adolescents’ New Literacies with and through Mobile Phones is timely and important. It is timely because many young people’s most pervasive literacy practices today seem trivial to many adults. It is important because these new practices can, in fact, lead to twenty-first-century skills and seriously compete, in depth and impact, with school-based literacy practices…Warner’s book is crucial today.” From the Foreword by James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Regents’ Professor, Arizona State University“Easily the most anticipated book of 2017 when it comes to understanding young people’s steadfast commitment to learning on, through, and with their mobile phones. Julie Warner knows firsthand of which she writes.” Donna E. Alvermann, Distinguished Research Professor, The University of Georgia“Smartphone use is likely the most pervasive form of embodied digital capital for youth. They are constantly integrating and adding new elements to their repertoires from each other, the environment, and in the quietude of their beds at night. Their coded speech or digital discourse, though, is under constant scrutiny and threat for extinction when schools put digital discourse on silent or mute. Julie Warner understands this, and provides pedagogical strategies and roadmaps for teachers to mediate this threat by unsilencing, unmuting and unlocking this digital capital in the classroom. For every teacher who has perceived smartphones as disruption, this book is your answer for powerful and innovative ways to unleash coded speech as a motivator for learning. In fact, by the time you finish reading this book, selfies will take on an entirely different meaning in your life and in classrooms. Snap and type away!” sj Miller, Deputy Director of Educational Equity Supports and Services, Metropolitan Center for Research and Equity and the Transformation of Schools, New York University“Adolescents today are writing more than ever and in spaces that we never before knew existed. These new digital and portable writing spaces are as dialogic as they are distinct. So it seems today’s youth hold the world quite literally in their hands. They palm the future of literacy, newer literacies, in ways that translate cultural practices of old into meaningful social practices anew. In this most important contribution to the new literacy studies, Julie Warner takes us into the life of youth through mobile phones, hashtags, and ‘digital curation’ practices that illuminate an exciting and critical digital world of words to which we should become more attuned.” David E. Kirkland, Director, New York University Metropolitan Center for Research on Equity and the Transformation of Schools, and Professor of English Education“There is so much more to mobile phones than calling friends and family. Mobile phones are portals to diverse, engaging, and creative practices. Julie Warner invites us into this rich world of phoned-centered literacy practices with respect and wonder for the young people who enact them. Sometimes playful, sometimes affect-laden, sometimes intellectual, the literacy practices that young people apply in their use and enjoyment of cell phones prominently display their everyday multimodal and discursive competencies. Taking a landscape view of mobile phone knowledge work, Adolescents’ New Literacies with and through Mobile Phones examines mobile phones across spaces; social mediation of phone content and images; chronotopic explorations; and digital curation as telling examples of younger generations’ often invisible repertoires of practice and ways of knowing.” Jennifer Rowsell, Canada Research Chair, Brock UniversityTable of ContentsList of Figures – Foreword – Preface – Acknowledgements – Overview of the Study – Conceptual Landscape – Mobile Phone Composing and the Spatial Turn – Composing Socially – Challenging Theories of Design – Mobile Phones and Visual Communication – Digital Curation – Critical Digital Literacies – Chronotopic Explorations of Mobile Phone Composing – Proposing an Expanded Understanding of Composing – Biography – Index.

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Book SynopsisThe research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life's resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities eTrade Review“As a long-term advocate, ally, educator, and consultant on creating welcoming, affirming, and inclusive educational spaces, A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is both, a much-needed resource, and a breath of fresh air. The information and personal stories contained in this volume offer constructive, positive, and pedagogically sound information to foster LGBTQ+ inclusion in higher education. The particular dedication to the PULSE nightclub victims sends a message of hope to the world, especially at times when it feels as if we are moving backward. In addition, as a Latina, the homage to the PULSE victims—mostly Latinxs—reminds us of the diversity within our community. The multiple and diverse voices, guidance, and insights in this volume offer both theoretical underpinnings and practical guidance to implement immediate and long-term changes to make our campuses more LGBTQ+ inclusive for all. We will embrace each other. No matter our differences, we will support each other. We will not be stopped. We will continue to get stronger, get better, get more united, get more inclusive.”—Graciela Slesaransky-Poe, Professor and Founding Dean, School of Education, Arcadia University“As someone who has been a part of campus life for the last fifty years, both as a student/faculty member and as a member of the LGBTQ academic community, I have witnessed the emergence of our community and the many challenges it has faced. That a book like this can be written is a remarkable testament to the struggles and achievements of our community. We have successfully established ourselves as an active and creative presence in academic life. Equally significant, the authors represented in this collection give us a sense of the many challenges and struggles that still exist, and importantly, they give us ideas that we need to confront and dismantle them. A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE can be read as a roadmap for the future.”—Fred Fejes, Professor, School of Communication and Multimedia Studies; Center for Women, Gender and Sexuality Studies; and Fellow of the Peace, Justice and Human Rights Initiative, Florida Atlantic University“LGBTQ+ inclusion starts on college campuses. A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is timely, comprehensive, and action-oriented. I look forward to using it in my principal training courses as well as in my scholarship.”—Hilary Lustick, Professor, Educational and Community Leadership, Texas State University“Relevant and enlightening, A Guide to LGBTQ+ Inclusion on Campus Post-PULSE will be a welcome tool for all campuses whose goals are to enhance and elevate the quality of services for LGBTQ students. The book encompasses bold topics not previously presented together in a single volume, and the authors show a leap of courage in their forthright and clear presentations of real and current issues. This guide is a must-read for all faculty, staff, and student affairs educators whose missions include the commitment to the development of the whole student.”—Doris Ching, Emeritus Vice President for Student Affairs, University of Hawai'i System, Former Interim Chancellor at University of Hawai'i—West O'ahu“A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is a terrific new addition to the scholarly work on queer life in campus environments. The authors and editor, Virginia Stead, are to be congratulated for pulling together a comprehensive overview of the ‘state of the field’ text. It is sure to become standard fare for queer studies, women and gender studies, and higher education programs.”—Catherine A. Lugg, Professor of Education, Rutgers UniversityTable of ContentsList of Tables and Figures – Warren J. Blumenfeld: Foreword: Reflections on a History of Queer Life in Higher Education – Acknowledgments – Virginia Stead: Introduction: Powerful Lessons for Making All Campuses LGBTQ+ Inclusive – Barbara Qualls: If Gender Isn’t Binary: A Legal Review of Titles VII and IX – Robin K. Fox/Erica Schepp: Just another Gay Day in the Campus Three Year Old Room – Dominic Grasso/Traci P. Baxley: Checking the Pulse Early: LGBTQ-Inclusive Curriculum in Elementary Schools – Shiv R. Desai: When Secondary Schools Fail: LGBT Issues in the Juvenile Justice System – valerie a. guerrero/Kari J. Dockendorff: LGBTQ Marginalization or Inclusion? Troubling Institutional Assertions of Commitment to Social Justice – S. Gavin Weiser/Travis L. Wagner: Big U Knows Best: Patronizing Queer Campus Culture – Wahinkpe Topa (Four Arrows) aka Don Trent Jacobs: "It’s Not Natural!" – Christopher A. Cumby: Writing from Queer Silos: Implications of Tokenizing Queer Identities in Counsellor Education – Sarah Pickett: Our Morning after PULSE: A Parent/Teacher Educator’s Experience of Protection, Invisibility, and Action – Kerri Mesner: Embodying Queer Pedagogy on Campus: Autoethnographic Explorations after Orlando, FL – Alan Smith: Liminal Living Liberates – Eric J. Weber/Karin Ann Lewis: Fear and the Unknown: Harrowing Experiences of LGBTQ Students in Higher Education – Karen (Karie) K. Huchting/Jill Bickett/Emily S. Fisher: Preparing Social Justice Leaders to Deconstruct Heterosexual Privilege – Angela Clark-Taylor/Kaitlin Legg/Carissa Cardenas/Rachael Rehage: Increasing Gender and Identity Competency among Student Affairs Professionals – Carol A. Kochhar-Bryant: George Washington University: One Campus Takes Comprehensive Action Against Hate Crimes – Pietro A. Sasso/Laurel Puchner: Beyond Safe Zones: Disruptive Strategies Towards LGBTQ Inclusion on Campus – Nicole Bedera/Kristjane Nordmeyer: Supporting Queer Survivors of Sexual Assault on Campus – Rae Watanabe/Tara O’Neill/Camaron Miyamoto: Stories of LGBTQ+ Hate, Fear, Hope, and Love in the University of Hawai’i System: Twenty Years of the Marriage Equality Movement – Clayton R. Alford: Creating an Inclusive Learning Environment for LGBT Students on College Campuses – Brandon L. Beck/Katherine Lewis/Susan M. Croteau: Transgender/Gender Non-Binary Inclusion in Higher Education Courses – Laura D. Gentner/Kristen Altenau Keen: "How Do You Ally?" Redefining the Language We Use in Ally Education – Camaron Miyamoto/Dean Hamer/Joe Wilson/Hinaleimoana Wong-Kalu: Utilizing Indigenous Pedagogies to Uproot Racism and LGBTQ+ Intolerance: A Student Affairs Perspective – Paul S. Hengesteg: Dialogues on Diversity: A Curricular Option to Promote LGBTQIA Inclusion on Campus – Pamela Ross McClain: Remember PULSE: LGBT Understanding and Learning Serves Everyone – Virginia Stead: Conclusion … and a Call to Action: LGBTQ+ Inclusion: Getting It Right on Our Own Campuses – Kari J. Dockendorff: Ending the Erasure of Trans* and Non-Binary Students Through Higher Education Policy – About the Contributors.

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Book SynopsisThe research in A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is premised on the notion that, because we cannot choose our sexual, racial, ethnic, cultural, political, geographic, economic, and chronological origins, with greater advantage comes greater responsibility to redistribute life's resources in favor of those whose human rights are compromised and who lack the fundamental necessities of life. Among these basic rights are access to higher education and to positive campus experiences. Queer folk and LGBTQ+ allies have collaborated on this new text in response to the June 16, 2016 targeted murder of 49 innocent victims at the PULSE nightclub, Orlando, Florida. Seasoned and novice members of the academy will find professional empowerment from these authors as they explicitly discuss multiple level theory, policy, and strategies to support LGBTQ+ campus inclusion. Their work illuminates how good, bad, and indeterminate public legislation impacts LGBTQ+ communities eTrade Review“As a long-term advocate, ally, educator, and consultant on creating welcoming, affirming, and inclusive educational spaces, A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is both, a much-needed resource, and a breath of fresh air. The information and personal stories contained in this volume offer constructive, positive, and pedagogically sound information to foster LGBTQ+ inclusion in higher education. The particular dedication to the PULSE nightclub victims sends a message of hope to the world, especially at times when it feels as if we are moving backward. In addition, as a Latina, the homage to the PULSE victims—mostly Latinxs—reminds us of the diversity within our community. The multiple and diverse voices, guidance, and insights in this volume offer both theoretical underpinnings and practical guidance to implement immediate and long-term changes to make our campuses more LGBTQ+ inclusive for all. We will embrace each other. No matter our differences, we will support each other. We will not be stopped. We will continue to get stronger, get better, get more united, get more inclusive.”—Graciela Slesaransky-Poe, Professor and Founding Dean, School of Education, Arcadia University“LGBTQ+ inclusion starts on college campuses. A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is timely, comprehensive, and action-oriented. I look forward to using it in my principal training courses as well as in my scholarship.”—Hilary Lustick, Professor, Educational and Community Leadership, Texas State University“Relevant and enlightening, A Guide to LGBTQ+ Inclusion on Campus Post-PULSE will be a welcome tool for all campuses whose goals are to enhance and elevate the quality of services for LGBTQ students. The book encompasses bold topics not previously presented together in a single volume, and the authors show a leap of courage in their forthright and clear presentations of real and current issues. This guide is a must-read for all faculty, staff, and student affairs educators whose missions include the commitment to the development of the whole student.”—Doris Ching, Emeritus Vice President for Student Affairs, University of Hawai'i System, Former Interim Chancellor at University of Hawai'i—West O'ahu“A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE is a terrific new addition to the scholarly work on queer life in campus environments. The authors and editor, Virginia Stead, are to be congratulated for pulling together a comprehensive overview of the ‘state of the field’ text. It is sure to become standard fare for queer studies, women and gender studies, and higher education programs.”—Catherine A. Lugg, Professor of Education, Rutgers University“As someone who has been a part of campus life for the last fifty years, both as a student/faculty member and as a member of the LGBTQ academic community, I have witnessed the emergence of our community and the many challenges it has faced. That a book like this can be written is a remarkable testament to the struggles and achievements of our community. We have successfully established ourselves as an active and creative presence in academic life. Equally significant, the authors represented in this collection give us a sense of the many challenges and struggles that still exist, and importantly, they give us ideas that we need to confront and dismantle them. A Guide to LGBTQ+ Inclusion on Campus, Post-PULSE can be read as a roadmap for the future.”—Fred Fejes, Professor, School of Communication and Multimedia Studies; Center for Women, Gender and Sexuality Studies; and Fellow of the Peace, Justice and Human Rights Initiative, Florida Atlantic UniversityTable of ContentsList of Tables and Figures – Warren J. Blumenfeld: Foreword: Reflections on a History of Queer Life in Higher Education – Acknowledgments – Virginia Stead: Introduction: Powerful Lessons for Making All Campuses LGBTQ+ Inclusive – Barbara Qualls: If Gender Isn’t Binary: A Legal Review of Titles VII and IX – Robin K. Fox/Erica Schepp: Just another Gay Day in the Campus Three Year Old Room – Dominic Grasso/Traci P. Baxley: Checking the Pulse Early: LGBTQ-Inclusive Curriculum in Elementary Schools – Shiv R. Desai: When Secondary Schools Fail: LGBT Issues in the Juvenile Justice System – valerie a. guerrero/Kari J. Dockendorff: LGBTQ Marginalization or Inclusion? Troubling Institutional Assertions of Commitment to Social Justice – S. Gavin Weiser/Travis L. Wagner: Big U Knows Best: Patronizing Queer Campus Culture – Wahinkpe Topa (Four Arrows) aka Don Trent Jacobs: "It’s Not Natural!" – Christopher A. Cumby: Writing from Queer Silos: Implications of Tokenizing Queer Identities in Counsellor Education – Sarah Pickett: Our Morning after PULSE: A Parent/Teacher Educator’s Experience of Protection, Invisibility, and Action – Kerri Mesner: Embodying Queer Pedagogy on Campus: Autoethnographic Explorations after Orlando, FL – Alan Smith: Liminal Living Liberates – Eric J. Weber/Karin Ann Lewis: Fear and the Unknown: Harrowing Experiences of LGBTQ Students in Higher Education – Karen (Karie) K. Huchting/Jill Bickett/Emily S. Fisher: Preparing Social Justice Leaders to Deconstruct Heterosexual Privilege – Angela Clark-Taylor/Kaitlin Legg/Carissa Cardenas/Rachael Rehage: Increasing Gender and Identity Competency among Student Affairs Professionals – Carol A. Kochhar-Bryant: George Washington University: One Campus Takes Comprehensive Action Against Hate Crimes – Pietro A. Sasso/Laurel Puchner: Beyond Safe Zones: Disruptive Strategies Towards LGBTQ Inclusion on Campus – Nicole Bedera/Kristjane Nordmeyer: Supporting Queer Survivors of Sexual Assault on Campus – Rae Watanabe/Tara O’Neill/Camaron Miyamoto: Stories of LGBTQ+ Hate, Fear, Hope, and Love in the University of Hawai’i System: Twenty Years of the Marriage Equality Movement – Clayton R. Alford: Creating an Inclusive Learning Environment for LGBT Students on College Campuses – Brandon L. Beck/Katherine Lewis/Susan M. Croteau: Transgender/Gender Non-Binary Inclusion in Higher Education Courses – Laura D. Gentner/Kristen Altenau Keen: "How Do You Ally?" Redefining the Language We Use in Ally Education – Camaron Miyamoto/Dean Hamer/Joe Wilson/Hinaleimoana Wong-Kalu: Utilizing Indigenous Pedagogies to Uproot Racism and LGBTQ+ Intolerance: A Student Affairs Perspective – Paul S. Hengesteg: Dialogues on Diversity: A Curricular Option to Promote LGBTQIA Inclusion on Campus – Pamela Ross McClain: Remember PULSE: LGBT Understanding and Learning Serves Everyone – Virginia Stead: Conclusion … and a Call to Action: LGBTQ+ Inclusion: Getting It Right on Our Own Campuses – Kari J. Dockendorff: Ending the Erasure of Trans* and Non-Binary Students Through Higher Education Policy – About the Contributors.

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Book SynopsisIn 2014for the first timeover 50% of those in U.S. public schools are students of color. Furthermore, children of immigrants, the majority of whom are of Asian and Latinx origin, are the fastest-growing population in the U.S. Addressing their needs has become an important issue facing educators, researchers, and policy makers nationwide. More importantly, working-poor and low-income immigrant families of color need support and resources to negotiate and navigate between their home/community and their school/dominant society. Opening Doors: Community Centers Connecting Working-Class Immigrant Families and Schools examines the role and impact of a community-based organization (the Harborview Chinatown Community Center) and its youth program (the Community Youth Center), which is located in an East Coast city. Framed by the Community Cultural Wealth framework (Yosso, 2005) and Youth (Comm)Unity, Opening Doors argues that the Harborview Chinatown Community Center helps low-income ChinesTrade Review“This masterful, well-researched, and thought-provoking ethnography by Anjela Wong opens a window into the highly racialized contexts faced by many Chinese immigrant youth in U.S. schools and how an effective community-based institution counters this with an array of culturally and linguistically responsive, asset-based programs and services that help youth and parents to navigate difficult transitions and life circumstances. Kudos to Anjela Wong, whose path-breaking work provides guideposts for policymakers, practitioners, and communities in our current moment that positions immigrant youth and their families in the crosshairs of declining support for education and anti-immigrant policies. This study centers community-based organizations as viable antidotes to both subtractive schooling and proverbially vexed home-school relationships that beg for alternative intermediary institutions where politically aware and authentic caring abides and where children, as a consequence, prosper.” —Angela Valenzuela, professor at the University of Texas at Austin and author of Subtractive Schooling and Growing Critically Conscious Teachers “The complex and diverse experiences of Chinese Americans are too often masked by hegemonic discourses that identify Chinese Americans and other Asian Americans as ‘model minorities.’ Through her rich ethnographic data, Wong introduces us to members of one Chinese American immigrant community, and through their stories she reveals the class, culture, language, and race-based barriers faced by low-income Chinese immigrants. Ultimately, however, Wong tells a story of hope and possibility rooted within the strength of immigrant communities. She argues convincingly for the role of community-based organizations in building ‘bridges’ across immigrant families, communities, and schools. This is an important book for all those interested in immigrant education, out-of-school spaces, and culturally relevant pedagogy.” —Stacey J. Lee, professor of educational policy studies and Asian American studies, University of Wisconsin-Madison, and author of Unraveling the “Model Minority” Stereotype and Up Against Whiteness “Wong’s astute book provides critical insights into the essential role of community-based organizations in the aptly named Opening Doors for working-class youth of Chinese immigrant origins. A fresh new view essential for practitioners and scholars alike!” —Carola Suárez-Orozco, professor at UCLA and author of Children of Immigration “One of the most vital partners for schools and families working towards the educational success and wellness of youth is community-based organizations, as compellingly illustrated in this important book by Anjela Wong. Opening Doors looks deeply at one such organization, follows several Chinese American immigrant youth and families as they navigate institutional and social contexts, and reveals not only the support that is needed out of schools but also the frameworks from advocacy that can improve educational policy and practice. At a time when immigration rhetoric and reform is front and center, let's all read and discuss this book.” —Kevin Kumashiro, author of Bad Teacher!: How Blaming Teachers Distorts the Bigger PictureTable of ContentsAcknowledgments – Foreword by Wayne Au – List of abbreviations – Community-based organizations centering family-community-school partnerships – Portraits of Chinatown, Harborview, and HCCC – Parents’ relationship with children and U.S. schools – Youths’ relationship with family and school – Accessing information, opportunities, and advocacy – The importance of youth (comm)unity – Revisiting and reflecting with the CYC youth – Implication for policy and practice – Index.

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Book SynopsisIn 2014for the first timeover 50% of those in U.S. public schools are students of color. Furthermore, children of immigrants, the majority of whom are of Asian and Latinx origin, are the fastest-growing population in the U.S. Addressing their needs has become an important issue facing educators, researchers, and policy makers nationwide. More importantly, working-poor and low-income immigrant families of color need support and resources to negotiate and navigate between their home/community and their school/dominant society. Opening Doors: Community Centers Connecting Working-Class Immigrant Families and Schools examines the role and impact of a community-based organization (the Harborview Chinatown Community Center) and its youth program (the Community Youth Center), which is located in an East Coast city. Framed by the Community Cultural Wealth framework (Yosso, 2005) and Youth (Comm)Unity, Opening Doors argues that the Harborview Chinatown Community Center helps low-income ChinesTrade Review“This masterful, well-researched, and thought-provoking ethnography by Anjela Wong opens a window into the highly racialized contexts faced by many Chinese immigrant youth in U.S. schools and how an effective community-based institution counters this with an array of culturally and linguistically responsive, asset-based programs and services that help youth and parents to navigate difficult transitions and life circumstances. Kudos to Anjela Wong, whose path-breaking work provides guideposts for policymakers, practitioners, and communities in our current moment that positions immigrant youth and their families in the crosshairs of declining support for education and anti-immigrant policies. This study centers community-based organizations as viable antidotes to both subtractive schooling and proverbially vexed home-school relationships that beg for alternative intermediary institutions where politically aware and authentic caring abides and where children, as a consequence, prosper.” —Angela Valenzuela, professor at the University of Texas at Austin and author of Subtractive Schooling and Growing Critically Conscious Teachers “The complex and diverse experiences of Chinese Americans are too often masked by hegemonic discourses that identify Chinese Americans and other Asian Americans as ‘model minorities.’ Through her rich ethnographic data, Wong introduces us to members of one Chinese American immigrant community, and through their stories she reveals the class, culture, language, and race-based barriers faced by low-income Chinese immigrants. Ultimately, however, Wong tells a story of hope and possibility rooted within the strength of immigrant communities. She argues convincingly for the role of community-based organizations in building ‘bridges’ across immigrant families, communities, and schools. This is an important book for all those interested in immigrant education, out-of-school spaces, and culturally relevant pedagogy.” —Stacey J. Lee, professor of educational policy studies and Asian American studies, University of Wisconsin-Madison, and author of Unraveling the “Model Minority” Stereotype and Up Against Whiteness “Wong’s astute book provides critical insights into the essential role of community-based organizations in the aptly named Opening Doors for working-class youth of Chinese immigrant origins. A fresh new view essential for practitioners and scholars alike!” —Carola Suárez-Orozco, professor at UCLA and author of Children of Immigration “One of the most vital partners for schools and families working towards the educational success and wellness of youth is community-based organizations, as compellingly illustrated in this important book by Anjela Wong. Opening Doors looks deeply at one such organization, follows several Chinese American immigrant youth and families as they navigate institutional and social contexts, and reveals not only the support that is needed out of schools but also the frameworks from advocacy that can improve educational policy and practice. At a time when immigration rhetoric and reform is front and center, let's all read and discuss this book.” —Kevin Kumashiro, author of Bad Teacher!: How Blaming Teachers Distorts the Bigger PictureTable of ContentsAcknowledgments – Foreword by Wayne Au – List of abbreviations – Community-based organizations centering family-community-school partnerships – Portraits of Chinatown, Harborview, and HCCC – Parents’ relationship with children and U.S. schools – Youths’ relationship with family and school – Accessing information, opportunities, and advocacy – The importance of youth (comm)unity – Revisiting and reflecting with the CYC youth – Implication for policy and practice – Index.

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Book SynopsisWriting for College and Beyond: Life Lessons from the College Composition Classroom explains how the many skills taught in the Freshman Composition course apply at work and in life. The composition class is a pre-requisite and General Education course for most colleges and universities in the United States. It reaches students in every area of study. As people wonder about the value of a liberal arts education and question whether colleges and universities are truly preparing students for the workforce, Writing for College and Beyond challenges those arguments by pointing out exactly how classroom policies and writing assignments apply beyond school walls. Professors, lecturers, and graduate students teaching Freshman Composition courses will find this book helpful. Administrators who service the Freshman Composition population, such as Writing Center Directors, will also find Writing for College and Beyond: Life Lessons from the College Composition Classroom Trade Review“Kent’s book is a must-read for any student, or graduate for that matter, looking to better understand why excellent writing begets excellent possibilities. The connections she draws between the fundamentals of writing and various industries are all too relatable as someone who majored in fiction writing and now works in advertising. I only wish I’d read this book earlier into my career. We have all been waiting for someone to write with clarity and gusto about the impact of school writing on future opportunities …Well voila! Our prayers have finally been answered.”—Kristen Berke, Senior Manager, Entertainment, LA TimesTable of ContentsAcknowledgments – Foreword – Preface – You Know to Read, Not How to Read – The KISS of Classroom Behavior: Knowing Important Soft Skills – Netiquette Is Vital – General Remarks on Writing – Abstracts Aren’t: Analysis and Synthesis – The Argument Essay for a Promotion and Raise – Causal Analysis: Why That Happened – Compare and Contrast for the Job Cover Letter – Define and Classify to Know What’s What – The Personal Essay Isn’t About You – Information in the Library – Online Searches and Keeping It Safe – The Research Paper Is Your Future – Citations, Plagiarism, and Not Getting Fired for Dishonesty – Present What You Know; Don’t Hide What You Don’t – Punctuation: It’s Not Just for Emojis – Spelling: Spell Check Doesn’t Work – To Succeed, Avoid Some Common Grammar Errors – 8 Parts of Speech: There’s Nothing to Say without Them – Some Sentence Fundamentals – On Editing and Revising.

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Book SynopsisAnimal Edutainment in a Neoliberal Era is a rich and beautifully written multispecies ethnographic monograph that explores pedagogy and practice at a Southern California aquarium housing and displaying over 10,000 animals. Drawing on extensive interviews with aquarium staff and visitors, as well as fieldwork interacting with and observing human-animal interactions, the book demonstrates the complex ways in which aquarium animals are politically deployed in teaching and learning processes. Weaving together insights from anthropology, critical geography, environmental education, and political ecology, Teresa Lloro crafts a three-pronged political ecology of education lens, illuminating how neoliberal ideologies interact at various scales (local, regional, national, and global) to deeply shape aquarium decision-making and practice. Acknowledging that neoliberalism enrolls humans and other animals in teaching and learning in new and often poorly understood ways, this study chalTrade Review"Teresa Lloro's new book, Animal Edutainment in a Neoliberal Era, is a welcome and needed addition to the works on the uses of animals in two spheres: entertainment and education. Drawing on the author's ethnographic work among the people and animals who interact at a public aquarium, Animal Edutainment in a Neoliberal Era uncovers a number of uncomfortable truths inherent in our use of animals, and suggests some new ways in which we might move forward."—Margo De Mello, Human-Animal Studies Program Director, Animals & Society InstituteTable of ContentsIntroduction – The Making of a Region al Edutainment Venue – Neoliberal Subjectivities and the Pedagogy of “Sustainable Seafood” – Bird Biopower in Lorikeet Forest – The Disembodied Shark – Affective Labor in the Lorikeet Forest– A Watershed Moment for Zoos and Aquariums? Exploring Feminist Posthumanist Theories and Pedagogies – Author Index – Suject Index.

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Book SynopsisIn this era of externally imposed mandates, regulations dominate education. Fortunately, there are schools where education thrives despite the pressures of test-driven agendas. Featured in Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress are superintendents who manage imposed change without abandoning local visions of good schooling, and who are unafraid to uphold their own views of what is important to students. By embracing what this book calls boundary-spanning leadership and resisting the bureaucratization of the mind, these superintendents prevent their systems from becoming schooling machines with a non-democratic or counter-educative agenda.Dualism can reign even among leaders known for their progressive qualities, masquerading as supposedly well-intentioned school reform that, in reality, makes schools more vulnerable to the workings of bureaucratic specialization, the technical-rational approach, adminisTrade Review“Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress is a wonderful example of how life history and dialogic interchange can elucidate our understanding of reform and leadership in education.” —Ivor Goodson, Professor of Learning Theory, University of Brighton“Through a combination of historical portraits and life histories, Aleksey A. Tikhomirov gives us an insightful picture of the complexities and contradictions of progressive school administrators. Always interesting and at times surprising, Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress is a substantive contribution to the literature on educational leadership.” —Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison“Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress establishes Aleksey A. Tikhomirov as one the premier scholars and interpreters of public school leadership today. No one has drawn upon history and theory with greater imagination to illuminate the complexities of school reform in our time.” —William J. Reese, Carl F. Kaestle W.A.R.F. and Vilas Research Professor of Educational Policy Studies and History Education, University of Wisconsin-MadisonTable of ContentsForeword – Acknowledgements – Leadership in a Time of Reform – The Field of Leadership Studies: A Critical Evaluation – Archetypes of Reform-Minded Leadership – Life History Research Design – Echoes of History: Boundary-Spanning and Reform-Minded Leadership – Dualism in the Interviews – A Panopticon View of Schools – Conclusion – Appendix A – Appendix B – Appendix C – Appendix D – Index.

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Book SynopsisIn this era of externally imposed mandates, regulations dominate education. Fortunately, there are schools where education thrives despite the pressures of test-driven agendas. Featured in Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress are superintendents who manage imposed change without abandoning local visions of good schooling, and who are unafraid to uphold their own views of what is important to students. By embracing what this book calls boundary-spanning leadership and resisting the bureaucratization of the mind, these superintendents prevent their systems from becoming schooling machines with a non-democratic or counter-educative agenda.Dualism can reign even among leaders known for their progressive qualities, masquerading as supposedly well-intentioned school reform that, in reality, makes schools more vulnerable to the workings of bureaucratic specialization, the technical-rational approach, adminisTrade Review“Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress is a wonderful example of how life history and dialogic interchange can elucidate our understanding of reform and leadership in education.” —Ivor Goodson, Professor of Learning Theory, University of Brighton“Through a combination of historical portraits and life histories, Aleksey A. Tikhomirov gives us an insightful picture of the complexities and contradictions of progressive school administrators. Always interesting and at times surprising, Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress is a substantive contribution to the literature on educational leadership.” —Michael W. Apple, John Bascom Professor of Curriculum and Instruction and Educational Policy Studies, University of Wisconsin, Madison“Paradoxes of Reform: Change-Minded Superintendents, Language, Leadership, and Dualism of Progress establishes Aleksey A. Tikhomirov as one the premier scholars and interpreters of public school leadership today. No one has drawn upon history and theory with greater imagination to illuminate the complexities of school reform in our time.” —William J. Reese, Carl F. Kaestle W.A.R.F. and Vilas Research Professor of Educational Policy Studies and History Education, University of Wisconsin-MadisonTable of ContentsForeword – Acknowledgements – Leadership in a Time of Reform – The Field of Leadership Studies: A Critical Evaluation – Archetypes of Reform-Minded Leadership – Life History Research Design – Echoes of History: Boundary-Spanning and Reform-Minded Leadership – Dualism in the Interviews – A Panopticon View of Schools – Conclusion – Appendix A – Appendix B – Appendix C – Appendix D – Index.

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Book SynopsisRepresentation and Reception: Brechtian Pedagogics of Theatre' and Critical Thinking deploys German playwright Bertolt Brecht's theory of drama and performance, what he calls the pedagogics of theatre, to create modes of critical thinking in the classroom. Extrapolating on Brecht's estranged forms of representationnarrative, story, montage, Verfremdüngseffeckt or alienation, tableaux, ostension (showing), gestus, masks and musicBurney constructs an original 3-R Pedagogy or spiral of semiosisRethinking/Replaying/Re-cognitionthat is designed to create critical thinking and complex seeing. Her dramatic production of Brecht's Lehrstück, or learning-play, The Exception and the Rule, for a non-literate, working-class audience in Hyderabad, India, critically analyses how audiences make meaning through image, word and ideology, gesture, memory, collective experience and personal (hi)stories.Table of ContentsAcknowledgments – Introduction: The Poetics and Politics of Representation and Reception – Bertolt Brecht’s “Pedagogics of Theatre”: Image, Ideology, and Meaning – A Theatre with Footnotes: Diacritics and Referentiality/Witnessing and Learning – “The Pregnant Moment”: Ideality, Gestus, and Tableau as Learning – Theatre as Metaphor of the Street: Brecht in the Basthi Across the Seas – Rethinking/Replaying/Re-cognition: My 3-R Pedagogy for Critical Thinking – Afterword: The Possibility of Critical Thinking: Bringing the World to the Classroom – About the Author – Index.

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Book SynopsisRepresentation and Reception: Brechtian Pedagogics of Theatre' and Critical Thinking deploys German playwright Bertolt Brecht's theory of drama and performance, what he calls the pedagogics of theatre, to create modes of critical thinking in the classroom. Extrapolating on Brecht's estranged forms of representationnarrative, story, montage, Verfremdüngseffeckt or alienation, tableaux, ostension (showing), gestus, masks and musicBurney constructs an original 3-R Pedagogy or spiral of semiosisRethinking/Replaying/Re-cognitionthat is designed to create critical thinking and complex seeing. Her dramatic production of Brecht's Lehrstück, or learning-play, The Exception and the Rule, for a non-literate, working-class audience in Hyderabad, India, critically analyses how audiences make meaning through image, word and ideology, gesture, memory, collective experience and personal (hi)stories.Table of ContentsAcknowledgments – Introduction: The Poetics and Politics of Representation and Reception – Bertolt Brecht’s “Pedagogics of Theatre”: Image, Ideology, and Meaning – A Theatre with Footnotes: Diacritics and Referentiality/Witnessing and Learning – “The Pregnant Moment”: Ideality, Gestus, and Tableau as Learning – Theatre as Metaphor of the Street: Brecht in the Basthi Across the Seas – Rethinking/Replaying/Re-cognition: My 3-R Pedagogy for Critical Thinking – Afterword: The Possibility of Critical Thinking: Bringing the World to the Classroom – About the Author – Index.

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Book SynopsisThis book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in educationelementary school, middle school, high school, and adult instructionin public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related tTrade Review“Natalia Collings’s book offers a rare collection of authentic case studies, each created by different teachers and each portraying vastly different teaching and learning experiences. These rich case studies offer more than brief snapshots of a classroom, as we see in the more common video case examples. Instead, these cases include histories of the learner and the teaching environment for an in-depth look that leaves more room for analysis. Along with the case studies, the book includes brief summaries of learning theories, allowing it be used as a stand-alone text or as a supplement to a more traditional textbook. However it is used, this book will certainly enhance the learning of both pre- and in-service teachers in a variety of education courses.” —Shane Cavanaugh, Professor, Department of Teacher Education and Professional Development, Central Michigan University“It is difficult for novice teachers to ‘know everything’ as they begin student teaching or finally take on their first full-time classrooms. The experiences of others can be great and rewarding as teachers share with teachers. Natalia Collings’s book is a reminder that teachers, no matter how inexperienced or experienced, must share their understandings of the profession with others. This book would also be useful in any number of education courses that stress class management, student struggles, engagement, cognitive development, and a host of other situations encountered in nurturing the needs of students.” —Lynn F. Laskowsky, high school English and U.S. history teacher of 37 years and university student teacher seminar leader and coordinator of 15 yearsTable of ContentsAcknowledgments – Natalia Collings: Introduction: Cases of Teaching and Learning Across and Beyond K-12 Settings – Part 1: Summaries of Core Theories for Gaining Insight Into Cases of Teaching and Learning – Natalia Collings: Early Childhood Predisposition for Lifelong Development: Theories of Temperament and Attachment – Natalia Collings: Theories of Dynamic Interactions Among Personal and Social Factors of Development: Erikson and Bandura – Natalia Collings: Is Human Development Biological and Universal or Cultural and Historical? Theories of Piaget and Vygotsky – Natalia Collings: Perspectives on Motivation: Theories of Vygotsky, Piaget, Bandura, Ryan and Deci, Maslow, and Dweck – Part 2: Cases of Teaching and Learning and Their Analyses – Jamie Deitz: A Small Class Size and Supportive Classroom Environment – Chris Stowe: A Veteran Teacher – Eleanor Krzyzaniak: A Hole in the Paper – Diana Edwards: Diamond Shines – Will Jumper: The Child Soldier – Kimberly Fleming: The Crisis of Kwan – Alexander Talmadge: Classroom Economy – Jaclyn Trahan: Class DOJO – Tina Hamel: I Didn’t Do Anything! – Andrea Inman: Belle’s Homework – Janel Takacs: Bathroom Breaks – Steffon Jones: Not a Team Player – Daniela Scherman: The New Student – Tiffany Peng: Humans Versus Machines – Shawn Peklo: The Honor Roll – Marissa Jarrett: Do You Know Why I Took Your Phone Away? – Ronald Barranco: Study Club – Tiff any Rogers: Short Temper – Betsy Eschtruth: From A to D – Melissa Nedved: Online Freedom – Jane Halcrow: Unmotivated Online Student – Kory Stevens: Be the One – Kelly Boone: The Fidget Basket – Pakiesha Argo: Promotion Board – Contributor Biographies.

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Book SynopsisThis book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in educationelementary school, middle school, high school, and adult instructionin public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related tTrade Review“Natalia Collings’s book offers a rare collection of authentic case studies, each created by different teachers and each portraying vastly different teaching and learning experiences. These rich case studies offer more than brief snapshots of a classroom, as we see in the more common video case examples. Instead, these cases include histories of the learner and the teaching environment for an in-depth look that leaves more room for analysis. Along with the case studies, the book includes brief summaries of learning theories, allowing it be used as a stand-alone text or as a supplement to a more traditional textbook. However it is used, this book will certainly enhance the learning of both pre- and in-service teachers in a variety of education courses.” —Shane Cavanaugh, Professor, Department of Teacher Education and Professional Development, Central Michigan University“It is difficult for novice teachers to ‘know everything’ as they begin student teaching or finally take on their first full-time classrooms. The experiences of others can be great and rewarding as teachers share with teachers. Natalia Collings’s book is a reminder that teachers, no matter how inexperienced or experienced, must share their understandings of the profession with others. This book would also be useful in any number of education courses that stress class management, student struggles, engagement, cognitive development, and a host of other situations encountered in nurturing the needs of students.” —Lynn F. Laskowsky, high school English and U.S. history teacher of 37 years and university student teacher seminar leader and coordinator of 15 yearsTable of ContentsAcknowledgments – Natalia Collings: Introduction: Cases of Teaching and Learning Across and Beyond K-12 Settings – Part 1: Summaries of Core Theories for Gaining Insight Into Cases of Teaching and Learning – Natalia Collings: Early Childhood Predisposition for Lifelong Development: Theories of Temperament and Attachment – Natalia Collings: Theories of Dynamic Interactions Among Personal and Social Factors of Development: Erikson and Bandura – Natalia Collings: Is Human Development Biological and Universal or Cultural and Historical? Theories of Piaget and Vygotsky – Natalia Collings: Perspectives on Motivation: Theories of Vygotsky, Piaget, Bandura, Ryan and Deci, Maslow, and Dweck – Part 2: Cases of Teaching and Learning and Their Analyses – Jamie Deitz: A Small Class Size and Supportive Classroom Environment – Chris Stowe: A Veteran Teacher – Eleanor Krzyzaniak: A Hole in the Paper – Diana Edwards: Diamond Shines – Will Jumper: The Child Soldier – Kimberly Fleming: The Crisis of Kwan – Alexander Talmadge: Classroom Economy – Jaclyn Trahan: Class DOJO – Tina Hamel: I Didn’t Do Anything! – Andrea Inman: Belle’s Homework – Janel Takacs: Bathroom Breaks – Steffon Jones: Not a Team Player – Daniela Scherman: The New Student – Tiffany Peng: Humans Versus Machines – Shawn Peklo: The Honor Roll – Marissa Jarrett: Do You Know Why I Took Your Phone Away? – Ronald Barranco: Study Club – Tiff any Rogers: Short Temper – Betsy Eschtruth: From A to D – Melissa Nedved: Online Freedom – Jane Halcrow: Unmotivated Online Student – Kory Stevens: Be the One – Kelly Boone: The Fidget Basket – Pakiesha Argo: Promotion Board – Contributor Biographies.

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Book SynopsisSpecial Schools, Inclusion, and Justice discusses special school provision in an education policy climate in which inclusion is the dominant motif. In this context, the special school sector is an anomaly and special schools inevitably occupy an uncertain and somewhat invidious position. This situation raises a number of questions concerning matters of justice and fairness with respect to special schools and their communities. It also raises questions about the validity of the view that only inclusion can represent justice in education for disabled children and young people. Special Schools, Inclusion, and Justice explores these matters from a philosophical perspective that centres on the broader question of what, in regard to where they go to school, might constitute a just state of affairs in education provision for disabled children. The New Zealand education context provides the case in point in the book, but the matters it examines and the broader argument and pTable of ContentsList of Acronyms – Acknowledgements – Credits – Special Schools and Inclusion: A Complicated Conversation – Inclusion – Theoretical and Philosophical Perspectives – The Turn to Inclusion in New Zealand Education Policy 1987–1996 – Special Education 2000: New Zealand’s First "Inclusive Education" Policy – The Experiences of Special Schools – A Just State of Affairs – Epilogue – Index.

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Book SynopsisAsian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences shares the knowledge and travails of Asian/American luminaries in the field of education. This unique collection of essays acknowledges the struggle that Asian/American Education scholars have faced when it comes to being regarded as legitimate scholars deserving of endowed or distinguished status. The chapter contributors in this volume include former doctoral students, children, protégés, and colleagues of the Asian/American endowed and distinguished professors featured in the book: A. Lin Goodwin, Suzanne SooHoo, Kioh Kim, Krishna Bista, George Sugai, Yali Zou, Yong Zhao, Robert Teranishi, Asha K. Jitendra, Shouping Hu, and Ming Ming Chiu. Asian/American Scholars of Education makes an important impact by asking: Why are there so few Asian/American endowed and distinguished faculty members in education?Trade Review“This is an important and special book for so many reasons. Chapter after chapter the reader is presented with the rich voices amplified through candid, engaging, and truly enlightening narratives of Asian/American endowed professors of education who are at the top of their game. Too often the voices of Asian/American scholars have been muffled or not heard at all in education. The authors set out to change that here, and they do so by providing an insightful and refreshingly relevant volume that unapologetically unveils these scholars’ influential work and how their culture has supported it.” —Mark Anthony Gooden, Ph.D., Christian A. Johnson Endeavor Professor in Education Leadership, Teachers College, Columbia University“Showcasing their humanity in the fight for equity and justice, the authors in this volume stress the importance of ‘lifting as they climb’ in higher education. The authors demonstrate with anecdote and precision the ways in which they navigate and negotiate structural and systemic challenges in their work. A powerful contribution to the higher education literature, this book teaches as it transforms.” —H. Richard Milner IV, Ph.D., Cornelius Vanderbilt Professor of Education, Vanderbilt University“Hartlep, Kahlon, and Ball are moving Asian/Americans to the forefront of higher education by showing their impact on their students and mentees as well as the curricula in our colleges and universities.” —Marybeth Gasman, Ph.D., Judy & Howard Berkowitz Professor of Education, University of Pennsylvania“Schools and colleges of education have been striving for equity and espouse it as a value central to their mission. Efforts to hire and retain diverse faculty have been making progress at the junior ranks, but as this volume reveals, substantial inequities remain in the highest ranks of the academy. This volume serves as a wake-up call that much more needs to be done to represent the diversity of our student body in all ranks of the professoriate.” —Gale M. Sinatra, Ph.D., Stephen H. Crocker Professor of Education, University of Southern California“Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences traces a path that is largely hidden and, by doing so, breaks open paths for new scholars and scholarship. This extraordinarily important text amplifies the voices of Asian professors and illuminates their experiences, thus lighting the way for emerging researchers, mentors, and teachers. Drawing on the work of academic luminaries, the contributors challenge stereotypes, creating opportunities for readers to do the same. This book contributes to the efforts of all educators who see our work as related to equity and justice.” —Julie A. Gorlewski, Ph.D., Editor of English Journal“Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences weaves research and experience into a rich tapestry that helps us better understand some of the top scholars in education. The book offers key insights into how many Asian/American scholars have developed their identities as scholar-educators while also identifying similarities and differences that transcend institutional boundaries. These are high-quality stories of adversity, triumph, and excellence in scholarship. Highly recommended.” —Jeffrey S. Brooks, Associate Dean for Research & Innovation, School of Education, Royal Melbourne Institute of Technology, RMIT Australia“In too many cases, Asian/American students and scholars are confronted with the 'model minority' stereotype. This stereotype and myth affects Asian/Americans in many ways and undermines their challenges and struggles, which renders them voiceless. This book focuses on the lived experiences of Asian/Americans from a variety of backgrounds, and these stories and counter-narratives fill a much needed void.” —Donna Y. Ford, Ph.D., Cornelius Vanderbilt Endowed Chair, Vanderbilt University“Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences is a significant and important contribution to the fields of higher education and Asian/American studies. Utilizing powerful narratives, Hartlep, Ball, and Kahlon’s book points toward the ways in which university hiring, promotion, and advancement practices continue to erase the experiences of and marginalize Asian/Americans, in this specific case, and faculty of color more generally. This project goes beyond recounting the groundbreaking scholarship of the professors profiled. Asian/American Scholars of Education helps us recognize that even the most well-renowned scholars have faced numerous challenges and difficulties along their professional journeys.” —Arshad I. Ali, Ph.D., Assistant Professor of Educational Research, George Washington University“Hartlep, Kahlon, and Ball explore the path of Asian/American endowed and distinguished professors in education. For academics of color, whose contributions are sometimes shadowed by a 'presumed incompetence' (Gutiérrez y Muhs, 2012), this book reveals who they are and their experiences as they describe their journeys and reveal what it means to be in their positions. Their contributions show the importance of recognizing dedicated faculty for the improvement of institutions of higher education through their focused advancement of research, support to students, and their vision within their respective fields in education.” —Elizabeth Murakami, Ph.D., Mike Moses Endowed Chair in Educational Leadership, University of North Texas“In higher education, Asian/American professors find themselves continually overlooked and up against severe institutional racism. They often do not have the same opportunities as researchers from other underrepresented groups. As this text shares, 79 percent of endowed professorships and distinguished chairs are White. In addition, at the publication of this text, fewer than 20 Asian/Americans have been honored as American Educational Research Association (AERA) Fellows. Many university professors unconsciously believe in 'model minority' expectations; Asian/American faculty are expected to produce more and take on more duties in comparison to their peers in promotion and advancement processes in higher education. Unfortunately, institutional racism continues to be alive and well in the Academy. Hartlep, Ball, and Kahlon have created an inspiring yet authentic view of the struggles and successes of Asian/American scholars who pushed through extensive professional obstacles. Legacies of scholars such as A. Lin Goodman, George Sugai, Asha K. Jitendra, and Krishna Bista are highlighted and demonstrate that as Asian/Americans, their advancement has been challenging and an uphill fight against bigotry.” —Valerie Ooka Pang, Ph.D., Professor, San Diego State University“This provocative tome by Hartlep, Kahlon, and Ball is a ‘field shifting’ contribution to the extant literature that foregrounds topics related to diversity, equity, and social justice in academe. These scholars allow us to ‘breathe in’ the rarefied air that exists in the coveted and lofty spaces occupied by Endowed Professors and Distinguished Professors. At the intersection of these powerful narratives are Asian/American scholars who have, as Thompson, Bonner, and Lewis (2016) described, 'reached the mountaintop,' but who seek ways to affirm and support others.” —Fred A. Bonner II, Ed.D., Professor and Endowed Chair in Educational Leadership and Counseling, Prairie View A&M University

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Book SynopsisAsian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences shares the knowledge and travails of Asian/American luminaries in the field of education. This unique collection of essays acknowledges the struggle that Asian/American Education scholars have faced when it comes to being regarded as legitimate scholars deserving of endowed or distinguished status. The chapter contributors in this volume include former doctoral students, children, protégés, and colleagues of the Asian/American endowed and distinguished professors featured in the book: A. Lin Goodwin, Suzanne SooHoo, Kioh Kim, Krishna Bista, George Sugai, Yali Zou, Yong Zhao, Robert Teranishi, Asha K. Jitendra, Shouping Hu, and Ming Ming Chiu. Asian/American Scholars of Education makes an important impact by asking: Why are there so few Asian/American endowed and distinguished faculty members in education?Trade Review“Hartlep, Kahlon, and Ball are moving Asian/Americans to the forefront of higher education by showing their impact on their students and mentees as well as the curricula in our colleges and universities.” —Marybeth Gasman, Ph.D., Judy & Howard Berkowitz Professor of Education, University of Pennsylvania“This is an important and special book for so many reasons. Chapter after chapter the reader is presented with the rich voices amplified through candid, engaging, and truly enlightening narratives of Asian/American endowed professors of education who are at the top of their game. Too often the voices of Asian/American scholars have been muffled or not heard at all in education. The authors set out to change that here, and they do so by providing an insightful and refreshingly relevant volume that unapologetically unveils these scholars’ influential work and how their culture has supported it.” —Mark Anthony Gooden, Ph.D., Christian A. Johnson Endeavor Professor in Education Leadership, Teachers College, Columbia University“Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences is a significant and important contribution to the fields of higher education and Asian/American studies. Utilizing powerful narratives, Hartlep, Ball, and Kahlon’s book points toward the ways in which university hiring, promotion, and advancement practices continue to erase the experiences of and marginalize Asian/Americans, in this specific case, and faculty of color more generally. This project goes beyond recounting the groundbreaking scholarship of the professors profiled. Asian/American Scholars of Education helps us recognize that even the most well-renowned scholars have faced numerous challenges and difficulties along their professional journeys.” —Arshad I. Ali, Ph.D., Assistant Professor of Educational Research, George Washington University“Schools and colleges of education have been striving for equity and espouse it as a value central to their mission. Efforts to hire and retain diverse faculty have been making progress at the junior ranks, but as this volume reveals, substantial inequities remain in the highest ranks of the academy. This volume serves as a wake-up call that much more needs to be done to represent the diversity of our student body in all ranks of the professoriate.” —Gale M. Sinatra, Ph.D., Stephen H. Crocker Professor of Education, University of Southern California“Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences traces a path that is largely hidden and, by doing so, breaks open paths for new scholars and scholarship. This extraordinarily important text amplifies the voices of Asian professors and illuminates their experiences, thus lighting the way for emerging researchers, mentors, and teachers. Drawing on the work of academic luminaries, the contributors challenge stereotypes, creating opportunities for readers to do the same. This book contributes to the efforts of all educators who see our work as related to equity and justice.” —Julie A. Gorlewski, Ph.D., Editor of English Journal“Hartlep, Kahlon, and Ball explore the path of Asian/American endowed and distinguished professors in education. For academics of color, whose contributions are sometimes shadowed by a 'presumed incompetence' (Gutiérrez y Muhs, 2012), this book reveals who they are and their experiences as they describe their journeys and reveal what it means to be in their positions. Their contributions show the importance of recognizing dedicated faculty for the improvement of institutions of higher education through their focused advancement of research, support to students, and their vision within their respective fields in education.” —Elizabeth Murakami, Ph.D., Mike Moses Endowed Chair in Educational Leadership, University of North Texas“Showcasing their humanity in the fight for equity and justice, the authors in this volume stress the importance of ‘lifting as they climb’ in higher education. The authors demonstrate with anecdote and precision the ways in which they navigate and negotiate structural and systemic challenges in their work. A powerful contribution to the higher education literature, this book teaches as it transforms.” —H. Richard Milner IV, Ph.D., Cornelius Vanderbilt Professor of Education, Vanderbilt University“In higher education, Asian/American professors find themselves continually overlooked and up against severe institutional racism. They often do not have the same opportunities as researchers from other underrepresented groups. As this text shares, 79 percent of endowed professorships and distinguished chairs are White. In addition, at the publication of this text, fewer than 20 Asian/Americans have been honored as American Educational Research Association (AERA) Fellows. Many university professors unconsciously believe in 'model minority' expectations; Asian/American faculty are expected to produce more and take on more duties in comparison to their peers in promotion and advancement processes in higher education. Unfortunately, institutional racism continues to be alive and well in the Academy. Hartlep, Ball, and Kahlon have created an inspiring yet authentic view of the struggles and successes of Asian/American scholars who pushed through extensive professional obstacles. Legacies of scholars such as A. Lin Goodman, George Sugai, Asha K. Jitendra, and Krishna Bista are highlighted and demonstrate that as Asian/Americans, their advancement has been challenging and an uphill fight against bigotry.” —Valerie Ooka Pang, Ph.D., Professor, San Diego State University“This provocative tome by Hartlep, Kahlon, and Ball is a ‘field shifting’ contribution to the extant literature that foregrounds topics related to diversity, equity, and social justice in academe. These scholars allow us to ‘breathe in’ the rarefied air that exists in the coveted and lofty spaces occupied by Endowed Professors and Distinguished Professors. At the intersection of these powerful narratives are Asian/American scholars who have, as Thompson, Bonner, and Lewis (2016) described, 'reached the mountaintop,' but who seek ways to affirm and support others.” —Fred A. Bonner II, Ed.D., Professor and Endowed Chair in Educational Leadership and Counseling, Prairie View A&M University“In too many cases, Asian/American students and scholars are confronted with the 'model minority' stereotype. This stereotype and myth affects Asian/Americans in many ways and undermines their challenges and struggles, which renders them voiceless. This book focuses on the lived experiences of Asian/Americans from a variety of backgrounds, and these stories and counter-narratives fill a much needed void.” —Donna Y. Ford, Ph.D., Cornelius Vanderbilt Endowed Chair, Vanderbilt University“Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences weaves research and experience into a rich tapestry that helps us better understand some of the top scholars in education. The book offers key insights into how many Asian/American scholars have developed their identities as scholar-educators while also identifying similarities and differences that transcend institutional boundaries. These are high-quality stories of adversity, triumph, and excellence in scholarship. Highly recommended.” —Jeffrey S. Brooks, Associate Dean for Research & Innovation, School of Education, Royal Melbourne Institute of Technology, RMIT Australia

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Book SynopsisThose Who Can: A Handbook for Social Reconstruction and Teaching traces the development of a critical pedagogy within one educator's personal history, and examines the implications of critical pedagogy from this educator's perspective. The study draws from her years of practice and reflection, and reads as a handbook for other educators to use in the implementation of critical pedagogy. The first of four sections in Those Who Can: A Handbook for Social Reconstruction and Teaching proposes that all teachers share a set of responsibilities, and carries out an assessment of the educator's work using these responsibilities as a benchmark. The second section considers teaching and learning from the perspective of a critical pedagogy. The third section offers possibilities for a critical pedagogy that others may use, including a school design and lesson plans. The fourth and final section includes a timeline of significant events in the history of public schools, Table of ContentsIntroduction – Teaching in the Fray – How to Use This Book: You Don’t Have to Read the Whole Thing, but Please Read This – A Brief History of the Public School – Why This Matters Now More Than Ever – Coming Full Circle—Thinking Through My Own Experience – Methodology—Constructing Meaning Through My Own Experience – The Power of the Teacher – Ten Responsibilities for Those Who Can – Reflection – An Examination of My Own Practice: A Reflection in Two Parts – Planning and Learning—From Cognition to Culture – Teaching—The Performative Nature and Potential of Curriculum – Teaching—Looking at Text – Possibilities for a Social Reconstruction – Every School, Every Subject—STEM and Classroom Culture – Lesson Plan: How Do We Get From Here to There? – Lesson Plans: Poetry Lesson: How to Write the Great African-American Novel: Reading for Information – A Thoughtful Timeline – Reconstruction Concepts: Glossary and Annotated Bibliography.

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Book SynopsisStudying Abroad: What We Didn't See Coming is a collection of testimonials that documents the unexpected outcomes of study-abroad cultural experiences. It highlights the value of such experiences and the throng of interwoven dynamics, and showcases the educational learning opportunities for those who participate and how their teacher preparation is enhanced. Its most valuable aspect, however, is the illumination of those dynamics that caught all participants unawareunaware of cultural similarities and differences, the power of relationships, the intricacies of language, the universal characteristics of children, and mostly, unaware of themselves. Studying Abroad: What We Didn't See Coming offers insight to those considering international travel, those involved in cultural exchange and study, those who want to learn and be reminded of life lessons gleaned through the documentaries of others, and those who simply want a reminder of the goodness of people. This book wTrade Review“This collection of essays, skillfully edited by Dr. Beth D. Tolley, on the study-abroad experiences of University of Georgia teachers and students, as well as their host teachers and families in Modena, Italy, offers a banquet of insights into the joys and the value of international educational experiences. New friendships lie at the core of the program and they teach us anew that global educational programs can encourage empathy between nations more effectively than any other approach to the pursuit of a safer, more peaceful world. These essays will touch the hearts of readers and give them hope for the future.” —Loch K. Johnson, Regents Professor of International Affairs, University of Georgia, Inaugural Professor of the Year, Southeast Conference“This excellent book offers not only a sophisticated theoretical approach to the international education experience, but also—and perhaps even more importantly— provides the reader with a series of eloquent testimonials written by the students themselves. Here we witness first-hand the dedication of college professors who skillfully and seamlessly integrate knowledge and practice, providing meaningful, academically rigorous, and transformative international experiences for their students. The results of the University of Georgia’s experiential learning initiative in Modena, Italy, are truly inspiring.” —Noel Fallows, Associate Provost for International Education and Distinguished Research Professor, University of Georgia“The personal narratives from students underscore the importance of study abroad for pre-service teachers. The concepts presented as sections of the book, Discovery, Inspiration, Acceptance, Subtleties and Collaboration are key components in a successful teaching career and it is clear that the experiences described here have not only had a profound influence on the participants, but also on the students with whom they worked upon their return to the States. This book demonstrates the perfect nexus of the personal and professional development that results from international experiences.” —Erin A. Mikulec, Ph.D., Fulbright Scholar, Associate Professor, School of Teaching and Learning; Fulbright Scholar Liaison, Illinois State University

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Book SynopsisStudying Abroad: What We Didn't See Coming is a collection of testimonials that documents the unexpected outcomes of study-abroad cultural experiences. It highlights the value of such experiences and the throng of interwoven dynamics, and showcases the educational learning opportunities for those who participate and how their teacher preparation is enhanced. Its most valuable aspect, however, is the illumination of those dynamics that caught all participants unawareunaware of cultural similarities and differences, the power of relationships, the intricacies of language, the universal characteristics of children, and mostly, unaware of themselves. Studying Abroad: What We Didn't See Coming offers insight to those considering international travel, those involved in cultural exchange and study, those who want to learn and be reminded of life lessons gleaned through the documentaries of others, and those who simply want a reminder of the goodness of people. This book wTrade Review“This collection of essays, skillfully edited by Dr. Beth D. Tolley, on the study-abroad experiences of University of Georgia teachers and students, as well as their host teachers and families in Modena, Italy, offers a banquet of insights into the joys and the value of international educational experiences. New friendships lie at the core of the program and they teach us anew that global educational programs can encourage empathy between nations more effectively than any other approach to the pursuit of a safer, more peaceful world. These essays will touch the hearts of readers and give them hope for the future.” —Loch K. Johnson, Regents Professor of International Affairs, University of Georgia, Inaugural Professor of the Year, Southeast Conference“This excellent book offers not only a sophisticated theoretical approach to the international education experience, but also—and perhaps even more importantly— provides the reader with a series of eloquent testimonials written by the students themselves. Here we witness first-hand the dedication of college professors who skillfully and seamlessly integrate knowledge and practice, providing meaningful, academically rigorous, and transformative international experiences for their students. The results of the University of Georgia’s experiential learning initiative in Modena, Italy, are truly inspiring.” —Noel Fallows, Associate Provost for International Education and Distinguished Research Professor, University of Georgia“The personal narratives from students underscore the importance of study abroad for pre-service teachers. The concepts presented as sections of the book, Discovery, Inspiration, Acceptance, Subtleties and Collaboration are key components in a successful teaching career and it is clear that the experiences described here have not only had a profound influence on the participants, but also on the students with whom they worked upon their return to the States. This book demonstrates the perfect nexus of the personal and professional development that results from international experiences.” —Erin A. Mikulec, Ph.D., Fulbright Scholar, Associate Professor, School of Teaching and Learning; Fulbright Scholar Liaison, Illinois State University

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Book SynopsisIn Assault on Kids and Teachers, educators from across the United States push back against the neoliberal school reform movements that are taking the public out of public education, demonizing teachers, and stealing from youth the opportunity for an equitable, just, and holistic education. Contributors, including teachers, educational and community activists, teacher educators, critical education scholars, and others, expose how racism, economic injustice, and other forms of injustice are created and recreated both locally and nationally through educational policies more intent on turning schools into profit centers and undermining teacher unions than on strengthening public schools. Topics include the privatization of public schools, the growing influence of grit ideology on school practices, zero tolerance policies and the school-to-prison pipeline, Teach For America, the lies behind the charter school movement, and the damage TPAs are doing to teacher education. Beyond lTrade Review“So-called ‘solutions’ for improving public education interconnect in troubling ways—as is revealed insightfully and compellingly in this new and timely book. Ahlquist, Gorski, and Montaño have assembled an impressive collection of analyses that help us to unmask what are mere symptoms of broader movements to widen educational disparities, and to imagine alternatives and interventions with insight and conviction. Assault on Kids and Teachers should cause us to pause, and reimagine, and should be read immediately.”—Kevin Kumashiro, Author, The Seduction of Common Sense: How the Right Has Framed the Debate on America’s Schools; President-Elect, National Association for Multicultural Education“Corporate education reformers have come for public education, punishing us with high-stakes testing, attacking teachers and communities, and profiteering through charter schools and other free market models. Assault on Kids and Teachers give us tools to not only fight back against this corporate juggernaut, but also the vision to look forward with hope and the power to make things better. A critically important book that could not have come at a better time, Assault on Kids and Teachers should be read by anyone interested in the struggle over the soul of schooling and educational democracy in the United States.”—Wayne Au, Editor, Rethinking Schools; Professor, School of Educational Studies, University of Washington BothellTable of ContentsList of Tables – Joyce E. King: Foreword – Introduction – Roberta Ahlquist: The "Empire" Strikes Back with a Neoliberal Agenda: Confronting the Legacies of Colonialism and Popular Resistance – Monique Redeaux-Smith: "Won’t Back Down, Don’t Know How": The Fight for Walter H. Dyett High School – Richard D. Lakes/Lisa Healey/Paul McLennan/Susan McWethy/Jennifer Sauer/Mary Anne Smith: Exposing the Myths of Privatization: Popular Education and Political Activism in a Southern U.S. City – Carolyne J. White/Leah Z. Owens: "Getting Up" and Claiming Political Power in Newark: Citizens Taking Action for Radically Democratic Possibilities – Paul C. Gorski: Poverty Ideologies and the Possibility of Equitable Education: How Deficit, Grit, and Structural Views Enable or Inhibit Just Policy and Practice for Economically Marginalized Students – Alan Singer/Eustace Thompson: Battling Zero-Tolerance in Schools and the School-to-Prison Pipeline – Theresa Montaño/Maria Elena Cruz: Educate, Agitate and Organize: One Union’s Response to the Teacher Shortage and Union Bashing – Virginia Lea: Re-Routing the Nightmare: Why We Need Another Movement to Create an Equitable Public Education System in Wisconsin and Across the United States – Julie Gorlewski/Peter M. Taubman: From Despair to Hope: reClaiming Education – Julian Vasquez Heilig/T. Jameson Brewer/Terrenda White: What Instead?: Reframing the Debate About Charter Schools, Teach For America, and High-Stakes Testing – Erica K. Dotson/Alison G. Dover/Nick Henning/Ruchi Agarw al-Rangnath: They Should See Themselves as Powerful: Teacher Educators, Agency, and Resisting TPAs – Contributors.

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Book SynopsisThe World's Highest-Scoring Students focuses on how various countries transformed their school systems into the world's leading systems of education. Hani Morgan covers eight countries: Finland, Singapore, Japan, South Korea, China, Canada, Estonia, and the United States. His book offers ideas on how the United States can improve its school system so that it can regain its status as the world's undisputed leader in education.In addition to offering a brief historical context for each country, Morgan describes important practices that helped these nations achieve stellar results in international testing. Some of the subjects covered include teacher preparation programs, cultural attitudes toward education, and teacher recruitment practices. His book differs from other texts on this topic because he describes in detail the most recent practices that various educational systems have used to maintain top academic performance and the strategies others have implemented to Table of ContentsThomas V. O’Brien: Introduction by – Why It’s Crucial to Learn from World-Class Nations in Education – Education in Finland: The Closest We Can Get to a Utopian System – From a Third-World to a First-World Nation: Education in Singapore Made It Happen – Japan: Always on Top in Education – High Test Scores Come at a High Price: Education in South Korea – China’s Success in Education: Is This Nation Really That Good? – Learning from Canada: A Top-Performing Country Similar to the United States – Estonia: A New World Leader in International Testing – From Excellence to Mediocrity: The Decline of the Education System in the United States – A Plan for a Better Educational System – Index.

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Book SynopsisThe World's Highest-Scoring Students focuses on how various countries transformed their school systems into the world's leading systems of education. Hani Morgan covers eight countries: Finland, Singapore, Japan, South Korea, China, Canada, Estonia, and the United States. His book offers ideas on how the United States can improve its school system so that it can regain its status as the world's undisputed leader in education.In addition to offering a brief historical context for each country, Morgan describes important practices that helped these nations achieve stellar results in international testing. Some of the subjects covered include teacher preparation programs, cultural attitudes toward education, and teacher recruitment practices. His book differs from other texts on this topic because he describes in detail the most recent practices that various educational systems have used to maintain top academic performance and the strategies others have implemented to Table of ContentsThomas V. O’Brien: Introduction by – Why It’s Crucial to Learn from World-Class Nations in Education – Education in Finland: The Closest We Can Get to a Utopian System – From a Third-World to a First-World Nation: Education in Singapore Made It Happen – Japan: Always on Top in Education – High Test Scores Come at a High Price: Education in South Korea – China’s Success in Education: Is This Nation Really That Good? – Learning from Canada: A Top-Performing Country Similar to the United States – Estonia: A New World Leader in International Testing – From Excellence to Mediocrity: The Decline of the Education System in the United States – A Plan for a Better Educational System – Index.

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Book SynopsisResearch links social movement and education, but almost no related studies address classroom practices. Oaxacan teachers in this ethnography are political and pedagogical pioneers who move between the streets and schools. This book materializes from the practices of politics in classrooms and the manifestations and rural primaria communities in a major migration-sending region of Southeastern Mexico. Movements on the Streets and in Schools theorizes teaching and activism in creative tension, with what Anna Tsing called friction of global connection. Using friction, three contentious concepts emerge: quality, patrimony, and governability. Through the engaged universals of quality, patrimony, and governability, this book describes and analyzes how activism and teaching intertwine on the city streets and in the rural schools. Here, teaching, between uprisings, police raids, and austerity reforms, reveals how operating critically transcends a centered critical project. FoTrade Review“Stephen T. Sadlier’s book puts forth a refreshing and innovative piece of narrative-inquiry research that brings up to date Oaxacan (and Mexican) teachers’ political struggles to defend public education and democratize union practices (after thirty years of neoliberal reforms), while theoretically interrupting common understandings based on entrenched categories regarding subaltern resistance and hegemonic dominance. Teacher-researcher collaboration contributes to the power of the stories told here; contingencies and contexts of the research process itself are woven into an ethnographic, relational account of how some rural-based teachers’ everyday activities in and out of schools and during union protests reconfigure counter-pedagogical topographies, opening them up for social and cultural interrogation.” Susan Street, Professor and Researcher of Education at CIESAS-Occidente, Mexico“What does counter-pedagogy mean today? Within the framework of governmentality studies, Movements on the Streets and in Schools provides some answers as it takes us through critical ethnographic narratives on school life and life in the streets of Oaxaca and Mexico City. The author describes counter-pedagogy as ‘an action within the normative frameworks of state-funded public education where the actors enact their education in a different way,’ to then conclude that ‘government, the conduct of conducts, leads to chances for counter-pedagogies, not in spite of the state that drafts educational reforms and deploys repressive force but rather through these measures.’ Detailed ethnographic research carried out over years and lucid analysis allows us to understand the complexity of everyday struggles for public education waged by teachers not only in school but also in the street. The book winds between struggles in Mexico that date back to the beginning of the twentieth century and meticulous current fieldwork that gathers multiple voices. It sheds light on the tragedies—like the forty-three teachers in Ayotzinapa killed by government forces—that continue to ravish Mexico and the region in general. Talking about governmentality and resistance the book, then, has a lot to say about critical pedagogical practices and the everyday struggles for public education, not only in Mexico and Latin America but—most likely—in other regions as well.” Silvia Grinberg, Universidad Nacional de San Martín, ArgentinaTable of ContentsFigures – Foreword – Movements of Diverse Inquiries – Quality Rendered Pedagogical – Quality Education through Self-managed Pedagogies – Marching for Patrimony – Benito Juarez as Pedagogical Package – Blocking the Road – Laughing in Protest – Counter-pedagogies, Quality, Patrimony, and Governability: Closing Thoughts – Index.

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Book SynopsisResearch links social movement and education, but almost no related studies address classroom practices. Oaxacan teachers in this ethnography are political and pedagogical pioneers who move between the streets and schools. This book materializes from the practices of politics in classrooms and the manifestations and rural primaria communities in a major migration-sending region of Southeastern Mexico. Movements on the Streets and in Schools theorizes teaching and activism in creative tension, with what Anna Tsing called friction of global connection. Using friction, three contentious concepts emerge: quality, patrimony, and governability. Through the engaged universals of quality, patrimony, and governability, this book describes and analyzes how activism and teaching intertwine on the city streets and in the rural schools. Here, teaching, between uprisings, police raids, and austerity reforms, reveals how operating critically transcends a centered critical project. FoTrade Review“What does counter-pedagogy mean today? Within the framework of governmentality studies, Movements on the Streets and in Schools provides some answers as it takes us through critical ethnographic narratives on school life and life in the streets of Oaxaca and Mexico City. The author describes counter-pedagogy as ‘an action within the normative frameworks of state-funded public education where the actors enact their education in a different way,’ to then conclude that ‘government, the conduct of conducts, leads to chances for counter-pedagogies, not in spite of the state that drafts educational reforms and deploys repressive force but rather through these measures.’ Detailed ethnographic research carried out over years and lucid analysis allows us to understand the complexity of everyday struggles for public education waged by teachers not only in school but also in the street. The book winds between struggles in Mexico that date back to the beginning of the twentieth century and meticulous current fieldwork that gathers multiple voices. It sheds light on the tragedies—like the forty-three teachers in Ayotzinapa killed by government forces—that continue to ravish Mexico and the region in general. Talking about governmentality and resistance the book, then, has a lot to say about critical pedagogical practices and the everyday struggles for public education, not only in Mexico and Latin America but—most likely—in other regions as well.” Silvia Grinberg, Universidad Nacional de San Martín, Argentina“Stephen T. Sadlier’s book puts forth a refreshing and innovative piece of narrative-inquiry research that brings up to date Oaxacan (and Mexican) teachers’ political struggles to defend public education and democratize union practices (after thirty years of neoliberal reforms), while theoretically interrupting common understandings based on entrenched categories regarding subaltern resistance and hegemonic dominance. Teacher-researcher collaboration contributes to the power of the stories told here; contingencies and contexts of the research process itself are woven into an ethnographic, relational account of how some rural-based teachers’ everyday activities in and out of schools and during union protests reconfigure counter-pedagogical topographies, opening them up for social and cultural interrogation.” Susan Street, Professor and Researcher of Education at CIESAS-Occidente, MexicoTable of ContentsFigures – Foreword – Movements of Diverse Inquiries – Quality Rendered Pedagogical – Quality Education through Self-managed Pedagogies – Marching for Patrimony – Benito Juarez as Pedagogical Package – Blocking the Road – Laughing in Protest – Counter-pedagogies, Quality, Patrimony, and Governability: Closing Thoughts – Index.

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Book SynopsisDuring the last few decades, many university presidents and provosts have expressed an intent to internationalize their institutions to equip students with the broad intellectual skills necessary to succeed in the global twenty-first century. However, these well-intentioned calls for internationalization have remained little more than rhetoric. Obstacles embedded in developing faculty engagement in internationalization are largely responsible for this inability to turn rhetoric into reality.This groundbreaking second edition of The Twenty-First Century University identifies what successful institutions have done to overcome endogenous challenges and successfully engage faculty in the internationalization process.The book provides updated case studies on two exemplary institutions, demonstrating how these institutions operationalized Childress' 5 I's of Faculty Engagement in Internationalization Model (including intentionality, investments, infrastructure, institTrade Review“Delving into a critical but sometimes thorny aspect of internationalization—how to meaningfully engage faculty—this book is a must-read for campus leadership and international education administrators. The book is a field guide as much as it is a theoretical resource about the analytical and practical framings of faculty engagement in the field of international education. Whether one needs to move strategic plans toward implementation, seeks new models for engaging faculty, or wants a unique entry point to better understand comprehensive internationalization, this book will greatly enhance one’s understanding and one’s ability to advance the critical role of faculty in international education.” Hilary Kahn, former President of the Association of International Education Administrators and Assistant Dean for International Education and Global Initiatives, Indiana University‘‘Academic leaders, policy makers, faculty and scholars will benefit from the insightful analysis and pragmatic approach to enhancing faculty engagement in the internationalization process. This second edition of «The Twenty-First Century University» effectively demonstrates how two institutions operationalized the faculty engagement model proposed in the first book and presents an important new framework highlighting the role of academic departments. A unique and valuable feature of this new book are the lessons learned from putting research and analytical models into practice.’’ Jane Knight, Professor, Ontario Institute for Studies in Education, University of Toronto‘‘This book is a helpful contribution to the field of international education in not only outlining many of the key contours of higher education internationalization itself, but especially in focusing on the crucial and tricky area of faculty engagement in that process. I am glad that Dr. Childress decided to update «The Twenty-First Century University» with a second edition that includes important recent work, since this field is so rapidly changing.’’ Elaine Meyer-Lee, President, NAFSA: Association of International Educators and Associate Vice President for Global Learning and Leadership Development, Agnes Scott College‘‘Both theoretically informed and practically oriented, this book speaks to administrators and faculty at all levels about the why and how of internationalization of higher education. Through well-chosen case studies and extensive consultation with internationalization leaders and organizations, Childress shows in a friendly, concise, systematic and convincing way effective strategies toward successful faculty engagement to foster internationalization. The book’s empirical findings and practical guidelines are valuable to higher education leaders regardless of whether their responsibilities specifically include internationalization.’’ Cindy Fan, Vice Provost for International Studies and Global Engagement, Professor of Geography and Professor of Asian American Studies, UCLA‘‘«The Twenty-First Century University» is a comprehensive accounting of the ways in which successful institutions have pursued faculty engagement in campus internationalization. This second edition only underscores its significant contribution to field of international education. The data and information provided are exceptional, and makes for an especially useful resource for scholars and researchers, as well as a general audience.’’ Anthony Pinder, Associate Vice President for Academic Affairs, Internationalization & Global Engagement, Emerson CollegeTable of ContentsFigures – Tables – Acknowledgments – Introduction: Historical Context of Internationalization – Critical Analysis of the Internationalization Literature – Faculty Engagement in Internationalization – Case Studies: Duke University and the University of Richmond – Faculty Engagement Model and Duke University and the University of Richmond’s Operationalization of Model – Faculty Engagement Typology and the Role of Academic Departments – Implications and Conclusions – Index.

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Book SynopsisThe digital revolution we are now entering as educators is an unchartered sea pregnant with wondrous possibilities but laden with a minefield of unforeseen consequences. A pedagogy that overlooks or downplays the disruptive and often dangerous influence of digital media on childhood development is necessarily a very shortsighted one. More than just highlighting our misgivings about digital media, however, this book has a purpose far more ambitious and infinitely more useful. Based upon 45 years of work with young people in Jersey City classrooms, day camps, housing projects, libraries, church basements and community centers, the authors propose a pedagogical strategy that uses hands-on experiences in the arts as a strategy to offset and counterbalance the dominance of digital media in the lives of children. Rather than call for the elimination of digital mediaclearly an impossibility even if it were desirablethe authors maintain that children need to be exposed to non-Table of ContentsPrologue – Introduction: When Change Changed – The Digital Storm – A Descent into the Maelström: The Digital Environment of Childhood – The Faustian Dilemma: The Unintended Consequences of Digital Media – Building Noah’s Arks: Media Environments and Counterenvironments – The Man Who Had No Story: Why the Arts in Education Matter –Teaching as a Creative Activity – The Oral Curriculum: A Prelude to Literacy and Learning – Building a Bridge to Literacy: Drama in Education as a Pedagogical Method – The Seesaw Principle: Summer Camp as Counterenvironment – Epilogue – Index.

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Book SynopsisRedesigning Higher Education: A Small New England Public University Changes Higher Education tells the story of how Plymouth State University (New Hampshire), a small New England public university, is changing the face and future of higher education for the 21st century. This is the Plymouth Experiment. The authors highlight ongoing change and transformation at Plymouth State University during challenging demographic and financial times in higher education. With many institutions merging or closing across the nation, Plymouth State University's fifteenth president brought a vision for organizational transformation grounded in holistic integration with student-centered decision-making. The transformation began with reorganizing twenty-four academic departments and three colleges into seven Integrated Clusters of discipline-based communities. Redesigning Higher Education uses a storytelling narrative approach to provide a practical application of the radical cTrade Review“Redesigning Higher Education: A Small New England Public University Changes Higher Education situates change and innovation within a particular organizational narrative and context. The authors demonstrate the collaborative spirit they strongly promote by exploring the intersection of theory and practice as it unfolds on their campus.”—Brent Sleasman, President, Winebrenner Theological SeminaryTable of ContentsAcknowledgments – History and Experiences Before Plymouth – Coming to Plymouth – Plymouth State: Challenges Then and Now – Landscapes in Higher Education Navigating Change in Higher Education: Plymouth State University – Integration – Perspectives: Consequences and Challenges of Revolutionary Change – Epilogue – Appendix: Presidential Blog Series – Further Reading – Author and Contributor Biographies – Index.

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Book SynopsisTeaching Double Negatives: Disadvantage and Dissent at Community College asks whether exploring narratives that subvert dominant Western paradigms of progress in classrooms enables students to re-narrate and represent their lives. In seven years of teaching literature and philosophy at Brooklyn's only community college, Robert Cowan worked with many kinds of disadvantaged studentsthose on welfare or homeless, single moms and the formerly incarcerated, traumatized war veterans, and immigrants from over 140 countries. These students had many reasons for wanting to dissent from the social norms that sought to define and marginalize them. One might imagine that disadvantaged students would identify with texts that are subversive, challenge dominant race/class/gender paradigms, and try to interrogate the globalized systems in which we live. But do they? Do the philosophies of Debord and Heidegger, the novels of Christa Wolf and Jean Genet, contemporary slave narratives and Dead Trade Review“This ambitious collection of essays was a very powerful read for me as both a teacher and a scholar—brimming with depth, insight, and empathy. Robert Cowan’s engagement with his students and with provocative literary and philosophical texts is a call to action for critical educators, and a testament to the complexity of the diverse student populations served by many urban community colleges. After reading, I continue to ponder over the layered probing of humanism and posthumanism, literary analyses embodied in service learning and social action, and the challenge to ‘use the past to rein in the present in the service of the future.’” —Limarys Caraballo, Associate Professor of English Education, Queens College & The Graduate Center, CUNY“In Teaching Double Negatives: Disadvantage and Dissent at Community College, Robert Cowan and his student participants show us the negative function of criticism in community college composition courses. Appropriating Enlightenment philosophy, Adorno’s negative dialectics, and critical engagements of popular culture, Cowan’s negation of the negation, as Marx once put it, affirms symptomatic reading and writing as the practice of educational freedom. Cowan’s narrative is a convincing portrayal of teaching and learning not only as acts waged by the critical mind but the search for an ethical life.” —Zeus Leonardo, Professor, Graduate School of Education, University of California, Berkeley, and author of Race, Whiteness, and Education

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