Educational strategies and policy Books

Book SynopsisLearn how to disrupt the reproduction of white supremacy in curriculum and instruction. This volume directly confronts persistent iterations of whiteness in English education through advancing antiracist dispositions and practices.Table of Contents Introduction—Pauli Badenhorst, Samuel Jaye Tanner, and Justine GrinageSection 1: Teachers Reckoning with the Whiteness of English Education Reopening Racial Wounds: Whiteness, Affect, and Race Dialogues in the English Classroom—Justin Grinage Engaging Awareness of Race and Racism in Early-Career ELA Teaching: Interview with a High School Teacher—Adison Godfrey and Pauli Badenhorst There is Sickness in the Soul: Considering Soul-Centered Questions While Reckoning With Whiteness in ELA Education (Commentary)—Jeanine StaplesSection 2: Students Reckoning with the Whiteness of English Education An Opportunity to Be Better: Whiteness Pedagogies in English Education—SamuelJayeTanner A Voice from an Inner Room: Using Personal Narrative Writing to Strengthen the Racial Competency of White Students—Paul F. Walsh The Power of Writing in a Critical Examination of Whiteness (Commentary)—Jill Ewing FlynnSection 3: The Nuances of Reckoning with the Whiteness of English Education Middle Grades English Language Arts, New South Classrooms, and The Prism of White Femininity—Erin T. Miller, Laurie Dymes, and Spencer Salas "Cool it for a bit": Navigating Antiracism in One Rural Context—Kelsey R. Jones-Greer Reproduction and Contestation of White Habitus Among ELL Teachers—JennaMin Shim, Chelsea Escalante, Cynthia Helen Brock, and Cecelia J. Aragon Reading Whiteness with a Little Help from Bakhtin (Commentary) Timothy J. LensmireSection 4: Writing and Discussion in Reckoning with the Whiteness of English Education Characterizing Whiteness: Using Critical Whiteness Pedagogies to Teach BIPOC YA Literature—Erin Stutelberg and Heidi J. Jones The Slippery Spaciousness of Whiteness: Critical Creative Writing Pedagogy in Teacher Education—Elise Toedt and Anna Schick Resisting Whiteness While Facilitating Discussions in Student Seminars—Abby Rombalski The Necessity of a Suspect Mindset: Interrupting Whiteness Through Literature Study, Creative Writing, and Whole Group Talk (Commentary)—Carlin Borscheim-Black and Sophia Tatiana Sarigianides About the Editors and Authors

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Book SynopsisA book about the craft of teaching, with a particular focus on celebrating the myriad of human identities through classic, contemporary, and unconventional texts. Experienced secondary English language arts educators narrate their own experiences and provide insights through reflecting upon aspects of everyday pedagogy.Table of Contents Foreword by Sonia Nieto Acknowledgments Introduction Who Is This Book For?Why Did We Write This Book?Theoretical Grounding in Social JusticeWhy is it Important for Teachers to Critically Reflect?Critical Self-Reflection and WhitenessStructure and Content of ChaptersA Note on How We Developed Text 1. Assessing How Students' Identities and Communities Influence Their Learning and Our Teaching Why Contemplating Student Communities and Identities MatterSelected PracticesGiving Students the Opportunity to Explain ThemselvesReflection and Risk-TakingSummaryQuestions for Further Reflection 2. Building Relationships Why Relationships MatterSelected PracticesSummaryQuestions for Further Reflection 3. Creating a Balanced Curriculum Why a Balanced Curriculum MattersCodaSummaryQuestions for Further Reflection 4. Developing Cultural Responsivity and Cultural Sustainability Why Culturally Responsive and Sustaining Pedagogies MattersSelected PracticesSummaryQuestions for Further Reflection 5. Confronting (Dis)comfort Zones Why Confronting (Dis)comfort MattersThe Pedagogy of Discomfort and the Importance of (Dis)Comfort ZonesSelected PracticesEmbracing DiversityReflecting on MoralitySummaryQuestions for Further Reflection 6. Adapting to Different Educational Contexts Why Adapting to Educational Contexts MattersSelected PracticesConsiderations and Implications for Centering Diversity in Your New PositionSummaryQuestions for Further Reflection 7. Considering What the Pandemic Has Taught Us About Teaching Why Considering What the Pandemic has Taught us About Teaching MattersSome Benefits of Online TeachingSome Cautions About Online TeachingSelected PracticesThings We Wonder AboutSummaryQuestions 8. Reflecting Upon What Teaching Has Taught Us Endnotes References Index About the Authors

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Book SynopsisFocuses on the leader's role in initiating and sustaining anti-bias education in programs for young children and their families. This second edition emphasizes how the journey requires thoughtful, strategic, long-term planning that addresses all components of an early childhood care and education program.Trade ReviewPraise for the First Edition!"This book is a tool box for building early childhood programs that foster sentiments of justice and fairness in leaders, teachers, and young children." —Herbert Kohl, educator and bestselling author"A concise and powerful message for anti-bias leaders in early childhood education everywhere. A truly inspired gift of lessons from the movement, for the movement." —Carol Brunson Day, board president, NAEYC (2014–2016)"For those who are seeking to make a real difference and impact on the world we live in, this book lays a road map and foundation for the work ahead." —Luis A. Hernandez, early childhood education specialist"Recognizes the essential role early childhood administrators play in initiating and sustaining culturally relevant care and education. This book provides the tools program leaders need." —Paula Jorde Bloom, founder, McCormick Center for Early Childhood Leadership"If you are an educator wanting to see more equity and inclusiveness in the world, you'll find reassurance, resources, and strategic thinking to engage with in this anti-bias work." —Margie Carter, author and international early childhood consultantTable of ContentsForeword by Iheoma U. IrukaAcknowledgmentsIntroduction Organization of This BookMeet the Authors and Contributors1.  Pursuing the Anti-Bias Vision: The Conceptual Framework Revisiting Anti-Bias EducationBecoming an Anti-Bias ProgramChanging Adult Consciousness and BehaviorUnderstanding the Phases of Adult Anti-Bias DevelopmentRecognizing Contested Grounds for Anti-Bias EducationAnti-Bias Education—Within Reach2.  Best Practices of Early Childhood Program Leaders: The Foundation for Anti-Bias Leadership Key Aspects of ECCE Program LeadershipCore Attributes of Effective ECCE Program LeadersProfessional Development of ECCE Program LeadersTaking on the Challenge3.  Reading the Program and Preparing for Anti-Bias Change Collecting Preliminary Impressions: Establishing a Baseline for PlanningMaking Sense of the Baseline for Strategic PlanningSetting the Stage for ActionA Dynamic and Cyclical Process4.  Fostering Reflective Anti-Bias Educators Building a Community of Anti-Bias LearnersCommitting to an Anti-bias Education Framework Being a Life-Long Learner5.  Engaging Families and Growing Anti-Bias Partnerships The Framework for Working with FamiliesIntroducing Anti-Bias Values and ExpectationsFamily Anti-Bias Education and DialoguesPromoting Family Partnership and LeadershipMaking All Families Visible6.  Deepening and Sustaining Anti-Bias Awareness, Knowledge, and Skills Enhancing the Professional Development of Anti-Bias TeachersFacilitating Teachers' Work with FamiliesStaff Development Throughout the Year7.  Managing and Negotiating Disequilibrium and Conflict Understanding ConflictBuilding the Foundation for Productive ConflictTurning Conflict into GrowthResponding to Pushback and OppositionThoughtful Risk Taking8.  Documenting and Assessing Anti-Bias Education Change Indicators and Strategies for Documenting Anti-Bias ChangeStrategically Managing External Standards Requirements and Assessment Tools.Documentation and EmpowermentEpilogue. Sustaining the Anti-Bias Vision Motivation Comes from Our Inner Core"Man Man Lai": Slowly It Will ComeFostering a Community for ChangeStaying Over the Long HaulCarry on the Movement for ChangeReferencesIndexAbout the Authors

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Book SynopsisSpeaking as a white person to her fellow white people, Robin DiAngelo seamlessly blends the personal with the political. The result is an engaging and provocative analysis of the sociopolitical forces of race that shape our lives.Table of ContentsForewordIntroduction1. My Class Didn't Trump My Race: Using Oppression to Face Privilege Multicultural Perspectives, 20062. Why Can't We All Just Be Individuals? InterActions: UCLA Journal of Education and Information Studies, 20123. "My Feelings Are Not About You": Personal Experience as a Move of Whiteness Robin DiAngelo and David AllenInterActions: UCLA Journal of Education and Information Studies, 20054. Getting Slammed: White Depictions of Race Discussions as Arenas of Violence Robin DiAngelo and Özlem SensoyRace & Ethnicity in Education 20045. Nothing to Add: A Challenge to White Silence in Racial Discussions Journal of Understanding and Dismantling Privilege, 20126. White Fragility International Journal of Critical Pedagogy, 20117. White Fragility Accessible Good Men Project, 20158. "We Put It in Terms of "Not-Nice": White Anti-Racists and Parenting Sarah Matlock and Robin DiAngeloJournal of Progressive Human Services, 20159. Respect Differences? Challenging the Common Guidelines in Social Justice Education Democracy in Education, 201410. Leaning In: A Student's Guide to Engaging Constructively With Social Justice Content Robin DiAngelo and Özlem SensoyRadical Pedagogy, 201411: Showing What We Tell Robin DiAngelo and Darlene FlynnJournal of Understanding and Dismantling Privilege, 201012. "We Are All for Diversity, But . . .": How Faculty Hiring Committees Reproduce Whiteness and Practical Suggestions for How They Can Change Özlem Sensoy and Robin DiAngelo.Harvard Educational Review, 2017IndexAbout the Author

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Book SynopsisEarly childhood professionals can use this book to better serve Korean American children in the United States. Four transnational mother-educators share the lived experiences of Korean American children and their families through candid and vivid narratives that counter stereotypical and prejudicial beliefs about Asian American communities.Table of Contents Contents (Tentative) Acknowledgments Foreword 1. Our Stories Through Suda (수다 )Introducing Suda (수다)Our Background and Her-StoriesOur Positioning as Korean American Transnational Mother-EducatorsLooking Ahead 2. Parental Ethnotheories Raising Korean American Children Cultural and Historical Parenting: Tea-KyoDevelopmental Markers in Context: An Example of Sleep TrainingSocial-Emotional Lessons: Balancing Multiple ExpectationsDisrupting a Tiger Mom Stereotype: We Are So Much MoreImplications and Resources 3. "What's Your Name?": Children's Names and Naming Practices Children's Names With Family and Cultural ValuesJuggling Concerns and Desires to Decide on Our Children's NamesNaming Practices by OthersChildren's (Trans)Naming Practices"Hello, My Name is . . .": Rethinking Preferred Names in SchoolImplications and Resources 4. "I Don't See Me!": Picture Books About Asian Americans Scarcity of Children's Picture Books on Asian American: Underrepresentation"Not All Koreans Are Same": Misrepresentation and Within-Group DifferencesPerpetuating the Tourist Approach to Asian CultureImplications and Resources 5. More Than English: Diverse Translingual Practices in Korean American Transnational Families The Value of Heritage Language Learning and Our Children's Experiences"Do Your Children Speak Korean?": Microaggressions Based on Language and the Perpetual Foreigner Image of Asian AmericansChallenging the Hegemony of English and Promoting Translanguaging PedagogyImplications and Resources Chapter 6. Navigating Invisibility and Microaggressions as Korean American Children and Families "Where are the Asians?": Our Children's Experiences of Marginalization and Invisibility Our Children's Experiences of Being Visible: Microaggressions and Racial BiasFrom Guilty Parents to Active Advocates Implications and Resources Departing Thoughts about Our Suda (수다) and Supporting All American Children Appendix References Index About the Authors

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Book SynopsisIn a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers.Table of Contents Contents (Tentative) Acknowledgments Part I. Engaging Reading, a Social Phenomenon 1. Young Adults Reading Literature (or Not) Teens Can Be Enthusiastic, Engaged ReadersEngaging BooksThe Subtleties of Supporting Teen Development 2. Choosing to Read Good (Meaningful) BooksDisturbing BooksAutonomyTalk About Books 3. Talk to Me—Cultivating Peer Relationships Supportive Peer RelationshipsClose FriendshipsLearning RelationshipsWhen Positive Relationships Are AbsentThe Solution? Engaged Reading 4. Re-seeing Family Families ReadingFamilies and TalkFamilies, Minds, and TransformationDisturbing Books and Difficult TopicsParent Perspectives on Students' Reading Part II. The Breadth of Teen Development 5. Social-Emotional Development The Social Hub of DevelopmentTalking About Thoughts and FeelingsOn ReflectionTo Summarize 6. Who Will I Be? Building a Life Narrative Living Into a CharacterA Reflective MetaphorNarrative as a Cautionary TaleSynthesizing PrinciplesSelf-RegulationReconstructing the Socialized SelfWho Am I? Who Do I Want to Be? 7. Moral Development Developing the Moral SelfMoral JudgmentsRecognizing Language as a Potential Act of ViolenceMultiple Perspectives and Moral ReachSo . . . 8. Happiness, Wellbeing, and Other Trivial Matters GratefulnessLoss and GriefMore Healing OpportunitiesPositive Emotions and WellbeingFeeling, Heard, Understood, and Cared ForSources of Happiness and Wellbeing 9. Reading Competence Reading StrategicallyReading Strategically, on SteroidsComprehending SociallyReading CloselyReading: No Solo ActReading Competently Part III. Negotiating Literature, Teaching, and Teen Development 10. What Do We Think We're Doing? Fizzling Out of EngagementUnraveling of the Social ThreadMore Teaching ChangesKnowing Books and IndividualsNegotiating Relationships and Relational Capital 11. Seamless Teaching SeamlessnessCharacters and ChangeInferring, Especially Thoughts and FeelingsLiterature, Themes, and Life's DilemmasTeaching About How Words Capture and Shape Thoughts and FeelingsTeaching for Intellectual Flexibility 12. Inquiry, Learning, and Authority Foundations of Collaborative Dialogic InquiryDistributing Authority, Distributing TeachingTeaching for Identity ShiftsTeaching: More Than the Sum of its Parts 13. Heckling Concerns of Intellectuals, Philosophers, and the LikeParents' (and Thus Teachers') Concerns 14. The Alchemy of Young Adults' Engagements Among Books EvidenceThe Work of ConversationsThe Work of ELA Teachers and Their BooksThe Socialness of ReadingWhat Do We Want? Appendix A The Study Appendix B Young Adult Books and Other Trade Books Mentioned Index About the Author

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Book SynopsisCan you imagine future learning environments devoid of the systemic inequities that stifle student learning opportunities and teacher decision-making in most classrooms today? This volume offers the necessary steps that are required to forge a pathway from the present US educational landscape to a freer tomorrow.Table of ContentsContents (Tentative)Introduction "Always a War Story": Speculative Pedagogies and Breaking the Narrative of Multicultural Education PossibilitiesAntero Garcia and Nicole MirraPart I: Designing Learning Futures1. Critical Constructionist Design: A Design Framework and Analytic Tool for Developing and Documenting Speculative Learning Experiences Nathan Holbert, Michael B. Dando, and Isabel Correa2. "A Deep Reckoning": Re/Mixing Literacies and Imaginative Rupture in "Let's Talk About Election 2020" Emma P. Bene, Emma C. Gargroetzi, Lynne M. Zummo, and Alexandra R. Aguilar3. Speculative Pedagogies in Video Gameplay: Designing for New Social Futures in Collaborative World-Making Arturo Cortez and José Ramón Lizárraga4. Abolitionist and Afrofuturist Game Design Pedagogies Matthew W. Coopilton, Brendesha M. Tynes, Olivia Peace, and De'Andra JohnsonPart II: Kindling Community5. Dreaming Together: Exploring Youth-Adult Partnerships in Speculative Educational Design Lauren Kelly6. Community-Engaged Culturally Sustaining Social and Emotional Learning as an Approach to Speculative Education Jingjing Sun, Ronda Howlett, Debbie Hogenson, Lindsey M. Nichols, Anisa N. Goforth, Sisilia Kusumaningsih, Niki Graham,and Emily Brooke7. "I Think a Song Would Be Good": Grounding Youth Speculative Practices in Theories of Relationality and Desire Lee Melvin M. Peralta and Joanne E. Marciano8. Participatory Methodologies TO Transform the Project of Schooling: Student Voices Leading Leyda W. Garcia, Edwin Cruz, Jaune Reyez, Aliza Manalo, Eduardo Galindo, Adriana Rios-Cruz, Alex Alejo, Nareli J. Lopez, Le'kie Hatfield-Whitlock, Claire Matias, and Walter Hernandez Mejia9. "Is This How It's Always Going to Be?": Speculative Teacher Education With(in) Community Toward Liberatory Praxis Kristen Jackson and Rubén A. González10. Education as a Fundamental Right: A Speculative Narrative about Educational Dignity Raquel Isaac, Maria Karina Sanchez, Duy Tran, Tania Soto Valenzuela, and mandy wong, with Remi Kalir, on behalf of the Right2Learn Dignity LabEndnotesIndexAbout the Editors and Contributors

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Book SynopsisCan you imagine future learning environments devoid of the systemic inequities that stifle student learning opportunities and teacher decision-making in most classrooms today? This volume offers the necessary steps that are required to forge a pathway from the present US educational landscape to a freer tomorrow.Table of ContentsContents (Tentative)Introduction "Always a War Story": Speculative Pedagogies and Breaking the Narrative of Multicultural Education PossibilitiesAntero Garcia and Nicole MirraPart I: Designing Learning Futures1. Critical Constructionist Design: A Design Framework and Analytic Tool for Developing and Documenting Speculative Learning Experiences Nathan Holbert, Michael B. Dando, and Isabel Correa2. "A Deep Reckoning": Re/Mixing Literacies and Imaginative Rupture in "Let's Talk About Election 2020" Emma P. Bene, Emma C. Gargroetzi, Lynne M. Zummo, and Alexandra R. Aguilar3. Speculative Pedagogies in Video Gameplay: Designing for New Social Futures in Collaborative World-Making Arturo Cortez and José Ramón Lizárraga4. Abolitionist and Afrofuturist Game Design Pedagogies Matthew W. Coopilton, Brendesha M. Tynes, Olivia Peace, and De'Andra JohnsonPart II: Kindling Community5. Dreaming Together: Exploring Youth-Adult Partnerships in Speculative Educational Design Lauren Kelly6. Community-Engaged Culturally Sustaining Social and Emotional Learning as an Approach to Speculative Education Jingjing Sun, Ronda Howlett, Debbie Hogenson, Lindsey M. Nichols, Anisa N. Goforth, Sisilia Kusumaningsih, Niki Graham,and Emily Brooke7. "I Think a Song Would Be Good": Grounding Youth Speculative Practices in Theories of Relationality and Desire Lee Melvin M. Peralta and Joanne E. Marciano8. Participatory Methodologies TO Transform the Project of Schooling: Student Voices Leading Leyda W. Garcia, Edwin Cruz, Jaune Reyez, Aliza Manalo, Eduardo Galindo, Adriana Rios-Cruz, Alex Alejo, Nareli J. Lopez, Le'kie Hatfield-Whitlock, Claire Matias, and Walter Hernandez Mejia9. "Is This How It's Always Going to Be?": Speculative Teacher Education With(in) Community Toward Liberatory Praxis Kristen Jackson and Rubén A. González10. Education as a Fundamental Right: A Speculative Narrative about Educational Dignity Raquel Isaac, Maria Karina Sanchez, Duy Tran, Tania Soto Valenzuela, and mandy wong, with Remi Kalir, on behalf of the Right2Learn Dignity LabEndnotesIndexAbout the Editors and Contributors

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Book SynopsisLearn how to create and nurture communities of care for diverse children, families, and practitioners through responsive practice. In this text, the social and emotional worlds of babies and toddlers, their peers, and their caregivers come to life in the everyday moments of infant-toddler care and education.Table of ContentsAcknowledgments1.  Introduction: Ways of Thinking About, Talking About, and Taking Steps Toward Social Inclusion The Many Faces of InclusionThe Need to Broaden the Research FrameworkTraditional Ways of Looking at Inclusion A Challenge to the Dominant Discourse about InclusionAn Inclusive Learning Environment: Classroom Components and Teacher Competencies Organization of the Book2.  Welcoming Children with Disabilities to the Table: Classroom Components that Value Individual Differences What Researchers Say about the Social Competencies of Young Children with Special NeedsPositive Responses to Diversity of AbilityMario's Story: Meeting the Needs of a Child with Cognitive Delays Who Is Motivated to Play with OthersAdam's Story: Meeting the Needs of a Child with Physical Disabilities Who Is Highly Motivated to Move IndependentlyJoey's Story: Meeting the Needs of a Child with Social Challenges Who Demonstrates Unusual Social Behaviors Final words: Bridging Developmental DifferencesHow Can You Make a Difference?Questions for Further Reflection3.  Rethinking Social Inclusion: Classroom Components That Empower All Children What Other Researchers Say about Social Inclusion of Children with Challenging or Inappropriate BehaviorsIra's Story: Dealing with a Child Who Is Marginalized in the ClassroomCody's Story: Responding to an Aggressive ChildAbigail's Story: Dealing with a Quiet Child Who Loses the Teachers' Attention'Final Words: ''Moving toward Inclusive Classrooms That Value EveryoneHow Can you Make a Difference? Questions for Further Reflection 4.  Becoming a Teacher that Makes a Difference: Examining Values, Reconsidering Expectations, and Developing Competencies to Transform Classroom Practice Challenges of InclusionWhat Other Researchers Say about the Role of Teachers in Facilitating Social Interactions in Early Childhood ClassroomsA Reconceptualization of Early Childhood Inclusive TeachingThe Six Teacher Competencies for an Inclusive ClassroomTeacher Competencies as a Framework for Transforming Teaching and Learning in the Early Childhood Classroom5.  Early Childhood Classrooms as Inclusive Learning Communities: Our Visions for the Future Synthesizing the Components and Competencies Through a Relationship Lens Overarching Principles for Inclusive PracticeBringing Early Childhood Inclusion to Life: Applying the Classroom Components and Teacher CompetenciesWhere Do We Go from Here? Implications for Teacher Preparation and Ongoing Teacher DevelopmentReferencesIndexAbout the Authors

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Book SynopsisPublic school classrooms around the world have the power to shape and transform youth culture and identity. In this book, Mneesha Gellman examines how Indigenous high school students resist assimilation and assert their identities through access to Indigenous language classes in public schools. Drawing on ethnographic accounts, qualitative interviews, focus groups, and surveys, Gellman's fieldwork examines and compares the experiences of students in Yurok language courses in Northern California and Zapotec courses in Oaxaca, Mexico. She contends that this access to Indigenous language instruction in secondary schooling serves as an arena for Indigenous students to develop their sense of identity and agency, and provides them tools and strategies for civic, social, and political participation, sometimes in unexpected ways.Showcasing young people's voices, and those of their teachers and community members, in the fight for culturally relevant curricula and educational success, GTrade Review"[A] thoughtful analysis on the effects of Indigenous language access on Indigenous youth...Gellman’s book adds to important conversations and debates on democracy and pluralism, Indigenous studies, and settler colonial studies in comparative politics and beyond. Her analysis is a welcomed addition to research offering a contemporary view of Indigenous resistance and survival to settler colonialism in education." -- Raymond Foxworth * Nationalism and Ethnic Politics *"Indigenous Language Politics in the Schoolroom is an accessible book that shares valuable insights learned from comparative and collaborative research engagement with Zapotec and Yurok educators across several years, including pandemic years, which attest to the commitment of the researcher to Indigenous education. Engaging with this book can inspire readers to consider how we can engage in Indigenous education research and practice to benefit its diverse actors and how we can do so by drawing on a wide range of knowledges and ways of knowing—across cultures, across disciplines and across methodological paradigms." * Revista: Harvard Reiew of Latin America *"Mneesha Gellman shows how Indigenous language programs in high schools operate as collaborative platforms for Indigenous identity reclamation, multicultural empowerment, and decolonization, and demonstrates how Indigenous languages and cultures are relevant issues to anyone interested in forging a fairer society." * Américo Mendoza Mori, Harvard University *"This book shows why language matters so much for Indigenous identity, and how communities like mine are keeping our language alive. Mneesha Gellman demonstrates how important it is for young people to learn about themselves and their cultures, and for schools to make a place for everyone in the schoolroom." * Victoria Carlson, Yurok Language Program Manager for the Yurok Tribe *Table of ContentsList of Abbreviations Acknowledgments Chapter 1. Contemporary Culturecide: Why Language Politics Matters for Youth Participation Chapter 2. Collaborative Methodology: Research With, Not On, Indigenous Communities Chapter 3. Language Regimes, Education, and Culturecide in Mexico and the United States Chapter 4. Weaving Resistance: Zapotec Language Survival in Teotitlán del Valle, Oaxaca, Mexico Chapter 5. “My Art Is My Participation”: Language and Rights in Oaxaca de Juárez, Mexico Chapter 6. Like Water Slipping Through Cracks in a Basket: Teaching and Learning Yurok at Hoopa Valley High School, California Chapter 7. “We Are Still Here”: Navigating Cultural Rights and Discrimination at Eureka High School, California Conclusion. Advocating for Multilingual, Pluricultural Democracy Appendix 1. Informational Letter for Students, Parents, Guardians, and Community Members Appendix 2. Permission Form Appendix 3. Examples of Qualitative Interview Questions for Research Appendix 4. Examples of Focus Group Questions Appendix 5. Survey, English Version for Use in Language Classes (V1) Appendix 6. Discussion of Survey Data in Relation to Language and Identity Notes References Index

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Book SynopsisBetween North and South chronicles the three-decade-long struggle over segregated schooling in Delaware, a key border state and important site of civil rights activism and white reaction. Historian Brett Gadsden begins by tracing the origins of a long litigation campaign by NAACP attorneys who translated popular complaints about the inequities in Jim Crow schooling into challenges to racial proscriptions in public education. Their legal victories subsequently provided the evidentiary basis for the Supreme Court''s historic decision in Brown v. Board of Education, marking Delaware as a center of civil rights advancements. Gadsden''s further examination of a novel metropolitan approach to address the problem of segregation in city and suburban schools, wherein proponents highlighted the web of state-sponsored discrimination that produced interrelated school and residential segregation, reveals the strategic creativity of civil rights activists. He shows us how, even in tTrade Review"In this provocative and richly detailed study of school desegregation in Delaware, Gadsden provides powerful insights about American history writ large by exposing the artificial binaries that shaped law and politics during the civil rights era: southern versus northern race relations, de jure versus de facto segregation, urban versus suburban boundaries, and even the conservative versus liberal roles in white backlash against court-ordered busing." * Matt Lassiter, University of Michigan *"Brett Gadsden's Between North and South tells the long history of school desegregation in Delaware-a state whose remarkable role in Brown v. Board of Education is largely forgotten. Gadsden insightfully examines the spatial and political dynamics that shaped the campaign for educational equality during the 1960s and 1970s, an era of backlash against 'forced busing.' In 1974, when courts, legislatures, and citizens across the country turned against school desegregation, Delaware gave rise to the nation's first metropolitan school desegregation remedy. Gadsden makes sense of this anomaly, skillfully explaining what made Delaware different. The book is a must-read for students of race, education, and the law." * Tomiko Brown-Nagin, author of Bancroft-Prize Winning Courage to Dissent: Atlanta and the Long History of the Civil Rights Movement. *Table of ContentsIntroduction PART I. CHALLENGING JIM CROW Chapter 1. "There Is a Movement on Foot" Chapter 2. "He Wouldn't Help Me Get a Jim Crow Bus" PART II. ELIMINATING JIM CROW Chapter 3. "The Delaware Method of Solving Things" Chapter 4. "If We Must and Are to Have Integration" PART III. EXTENDING BROWN'S MANDATE Chapter 5. "The Other Side of the Milliken Coin" Chapter 6. "For and Against School Busing" Epilogue Abbreviations Notes Index Acknowledgments

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Book SynopsisEducation, long the key to opportunity in the United States, has become simply essential to earning a decent living. By 2018, 63 percent of all jobs will require at least some postsecondary education or training. Teachers and civic leaders stress the value of study through high school and beyond, but to an alarmingly large segment of America''s population—including a disproportionate number of ethnic and racial minorities—higher education seems neither obtainable nor relevant. Preparing Today''s Students for Tomorrow''s Jobs in Metropolitan America, edited by Laura W. Perna, offers useful insights into how to bridge these gaps and provide urban workers with the educational qualifications and skills they need for real-world jobs.Preparing Today''s Students for Tomorrow''s Jobs in Metropolitan America probes more deeply than recent reports on the misalignment between workers'' training and employers'' requirements. Written by researchers in education anTable of ContentsIntroduction —Laura W. Perna I. DEFINING SUCCESS IN PREPARING INDIVIDUALS FOR WORK Chapter 1. Tinker, Tailor, Soldier, Sailor: A Public Policy Agenda for Today's Students and Tomorrow's Jobs —Alan Ruby Chapter 2. Assessing and Measuring Workforce Readiness: Toward the Development of a Universal and Valid Measure —Katherine M. Barghaus, Eric T. Bradlow, Jennifer McMaken, and Samuel H. Rikoon Chapter 3. Work-Based Learning: Initiatives and Impact —Bridget N. O'Connor II. THE ROLE OF DIFFERENT EDUCATIONAL PROVIDERS IN PREPARING STUDENTS FOR WORK Chapter 4. Improving Career and Technical Education in the United States —Nancy Hoffman Chapter 5. Postsecondary Education and Economic Opportunity —Anthony P. Carnevale, Nicole Smith, and Jeff Strohl Chapter 6. Community College Occupational Degrees: Are They Worth It? —Thomas Bailey and Clive R. Belfield Chapter 7. The Conundrum of Profit-Making Institutions in Higher Education —William G. Tierney III. IMPLICATIONS FOR INSTITUTIONAL PRACTICE AND PUBLIC POLICY Chapter 8. Strengthening the Education and Workforce Connection: What Types of Research Are Required to Determine How Well Career Pathways Programs Prepare Students for College and Careers? —Lashawn Richburg-Hayes, Michael Armijo, and Lisa Merrill Chapter 9. Conceiving Regional Pathways to Prosperity Systems —Ronald F. Ferguson Chapter 10. Aligning Secondary and Postsecondary Credentialization with Economic Development Strategy, or If Low Educational Attainment = Poor Metropolitan Competitiveness, What Can Be Done About It? —Laura Wolf-Powers and Stuart Andreason Chapter 11. Creating Effective Education and Workforce Policies for Metropolitan Labor Markets in the United States —Harry J. Holzer Conclusion —Laura W. Perna Notes List of References List of Contributors Index Acknowledgments

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Book SynopsisTrade Review".Indigenous Language Politics in the Schoolroom is an accessible book that shares valuable insights learned from comparative and collaborative research engagement with Zapotec and Yurok educators across several years, including pandemic years, which attest to the commitment of the researcher to Indigenous education. Engaging with this book can inspire readers to consider how we can engage in Indigenous education research and practice to benefit its diverse actors and how we can do so by drawing on a wide range of knowledges and ways of knowing—across cultures, across disciplines and across methodological paradigms." * Revista: Harvard Reiew of Latin America *"Mneesha Gellman shows how Indigenous language programs in high schools operate as collaborative platforms for Indigenous identity reclamation, multicultural empowerment, and decolonization, and demonstrates how Indigenous languages and cultures are relevant issues to anyone interested in forging a fairer society." * Américo Mendoza Mori, Harvard University *"This book shows why language matters so much for Indigenous identity, and how communities like mine are keeping our language alive. Mneesha Gellman demonstrates how important it is for young people to learn about themselves and their cultures, and for schools to make a place for everyone in the schoolroom." * Victoria Carlson, Yurok Language Program Manager for the Yurok Tribe *Table of ContentsList of Abbreviations Acknowledgments Chapter 1. Contemporary Culturecide: Why Language Politics Matters for Youth Participation Chapter 2. Collaborative Methodology: Research With, Not On, Indigenous Communities Chapter 3. Language Regimes, Education, and Culturecide in Mexico and the United States Chapter 4. Weaving Resistance: Zapotec Language Survival in Teotitlán del Valle, Oaxaca, Mexico Chapter 5. “My Art Is My Participation”: Language and Rights in Oaxaca de Juárez, Mexico Chapter 6. Like Water Slipping Through Cracks in a Basket: Teaching and Learning Yurok at Hoopa Valley High School, California Chapter 7. “We Are Still Here”: Navigating Cultural Rights and Discrimination at Eureka High School, California Conclusion. Advocating for Multilingual, Pluricultural Democracy Appendix 1. Informational Letter for Students, Parents, Guardians, and Community Members Appendix 2. Permission Form Appendix 3. Examples of Qualitative Interview Questions for Research Appendix 4. Examples of Focus Group Questions Appendix 5. Survey, English Version for Use in Language Classes (V1) Appendix 6. Discussion of Survey Data in Relation to Language and Identity Notes References Index

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Book SynopsisThis book highlights the current scholarship emerging from Native American scholars in higher education. From understanding how Indigenous students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us. Trade Review"A critically important contribution to Indigenous research methodology literature and guide to stronger, wiser research in academe and society. These authors facilitate decolonization of existing paradigms of research and continued creation and reclaiming of Indigenous epistemologies and practices of scholarship." -- Alicia Fedelina Chávez * coauthor of Teaching Across Cultural Strengths *"Reclaiming Indigenous Research in Higher Education asserts the rightful place of Indigenous knowledge and ways of doing in the academy. The wisdom and 'heart work' exhibited by these authors honors the teachings of our elders and underscores the importance of authenticity and realness in our scholarly work." -- Susan C. Faircloth * professor, University of North Carolina Wilmington *"Selected New Books on Higher Education" compiled by Ruth Hammond * Chronicle of Higher Education *"The editors have curated a beautiful collection of Indigenous research approaches and discussion that help to fill higher education's gaps in knowledge." * Journal of College Student Development *" Reclaiming Indigenous Research in Higher Education offers an important medicine for higher education scholars and practitioners who seek to start or continue to do this work." * Review of Higher Education *Table of ContentsForeword ix Bryan McKinley Jones Brayboy (Lumbee) Introduction: The Roots of Reclamation 1 Robin Starr Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) Heather J. Shotton (Wichita/Kiowa/Cheyenne) 1 The Need for Indigenizing Research in Higher Education Scholarship 7 Charlotte Davidson (Diné/Three Affiliated Tribes: Mandan/Hidatsa/Arikara) Heather J. Shotton (Wichita/Kiowa/Cheyenne) Robin Starr Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) Stephanie Waterman (Onondaga, Turtle Clan) 2 “It Was a Process of Decolonization and That’s about as Clear as I Can Put It”: Kuleana-Centered Higher Education and the Meanings of Hawaiianness 18 Erin Kahunawaikaʻala Wright (Native Hawaiian) 3 A Methodology of Beauty 36 Charlotte Davidson (Diné/Three Affiliated Tribes: Mandan/Hidatsa/Arikara) 4 Understanding Relationships in the College Process: Indigenous Methodologies, Reciprocity, and College Horizons Students 47 Adrienne Keene (Cherokee Nation) 5 Story Rug: Weaving Stories into Research 64 Amanda R. Tachine (Navajo) 6 Stealing Horses: Indigenous Student Metaphors for Success in Graduate Education 76 Sweeney Windchief (Assiniboine) 7 Predictors for American Indian/Alaska Native Student Leadership 88 Theresa Jean Stewart (San Luis Rey Band of Mission Indians, Gabrieliño/Tongva) 8 Tribal College Pathways 107 David Sanders (Oglala Sioux Tribe) Matthew Van Alstine Makomenaw (Grand Traverse Bay Band of Ottawa and Chippewa Indians) 9 Moving Beyond Financial Aid to Support Native College Students: An Examination of the Gates Millennium Scholars Program 124 Natalie Rose Youngbull (Cheyenne and Arapaho Tribes of Oklahoma) 10 The Intersection of Paying for College and Tribal Sovereignty: Exploring Native College Student Experiences with Tribal Financial Aid 146 Christine A. Nelson (Laguna/Navajo) 11 Toward Equity and Equality: Transforming Universities into Indigenous Places of Learning 162 Kaiwipunikauikawēkiu Lipe (Native Hawaiian) 12 Indigeneity in the Methods: Indigenous Feminist Theory in Content Analysis 178 Stephanie Waterman (Onondaga, Turtle Clan) 13 Iḷisaġvik College: Alaska’s Only Tribal College 191 Pearl Kiyawn Brower (Iñupiaq Eskimo/Chippewa/Armenian) Conclusion: Repositioning the Norms of the Academy: Research as Wisdom 206 Heather J. Shotton (Wichita/Kiowa/Cheyenne) Robin Starr Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) Notes on Contributors 215 Index 223

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Book SynopsisThis book highlights the current scholarship emerging from Native American scholars in higher education. From understanding how Indigenous students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us. Trade Review"A critically important contribution to Indigenous research methodology literature and guide to stronger, wiser research in academe and society. These authors facilitate decolonization of existing paradigms of research and continued creation and reclaiming of Indigenous epistemologies and practices of scholarship." -- Alicia Fedelina Chávez * coauthor of Teaching Across Cultural Strengths *"Reclaiming Indigenous Research in Higher Education asserts the rightful place of Indigenous knowledge and ways of doing in the academy. The wisdom and 'heart work' exhibited by these authors honors the teachings of our elders and underscores the importance of authenticity and realness in our scholarly work." -- Susan C. Faircloth * professor, University of North Carolina Wilmington *"Selected New Books on Higher Education" compiled by Ruth Hammond * Chronicle of Higher Education *"The editors have curated a beautiful collection of Indigenous research approaches and discussion that help to fill higher education's gaps in knowledge." * Journal of College Student Development *" Reclaiming Indigenous Research in Higher Education offers an important medicine for higher education scholars and practitioners who seek to start or continue to do this work." * Review of Higher Education *Table of ContentsForeword ix Bryan McKinley Jones Brayboy (Lumbee) Introduction: The Roots of Reclamation 1 Robin Starr Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) Heather J. Shotton (Wichita/Kiowa/Cheyenne) 1 The Need for Indigenizing Research in Higher Education Scholarship 7 Charlotte Davidson (Diné/Three Affiliated Tribes: Mandan/Hidatsa/Arikara) Heather J. Shotton (Wichita/Kiowa/Cheyenne) Robin Starr Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) Stephanie Waterman (Onondaga, Turtle Clan) 2 “It Was a Process of Decolonization and That’s about as Clear as I Can Put It”: Kuleana-Centered Higher Education and the Meanings of Hawaiianness 18 Erin Kahunawaikaʻala Wright (Native Hawaiian) 3 A Methodology of Beauty 36 Charlotte Davidson (Diné/Three Affiliated Tribes: Mandan/Hidatsa/Arikara) 4 Understanding Relationships in the College Process: Indigenous Methodologies, Reciprocity, and College Horizons Students 47 Adrienne Keene (Cherokee Nation) 5 Story Rug: Weaving Stories into Research 64 Amanda R. Tachine (Navajo) 6 Stealing Horses: Indigenous Student Metaphors for Success in Graduate Education 76 Sweeney Windchief (Assiniboine) 7 Predictors for American Indian/Alaska Native Student Leadership 88 Theresa Jean Stewart (San Luis Rey Band of Mission Indians, Gabrieliño/Tongva) 8 Tribal College Pathways 107 David Sanders (Oglala Sioux Tribe) Matthew Van Alstine Makomenaw (Grand Traverse Bay Band of Ottawa and Chippewa Indians) 9 Moving Beyond Financial Aid to Support Native College Students: An Examination of the Gates Millennium Scholars Program 124 Natalie Rose Youngbull (Cheyenne and Arapaho Tribes of Oklahoma) 10 The Intersection of Paying for College and Tribal Sovereignty: Exploring Native College Student Experiences with Tribal Financial Aid 146 Christine A. Nelson (Laguna/Navajo) 11 Toward Equity and Equality: Transforming Universities into Indigenous Places of Learning 162 Kaiwipunikauikawēkiu Lipe (Native Hawaiian) 12 Indigeneity in the Methods: Indigenous Feminist Theory in Content Analysis 178 Stephanie Waterman (Onondaga, Turtle Clan) 13 Iḷisaġvik College: Alaska’s Only Tribal College 191 Pearl Kiyawn Brower (Iñupiaq Eskimo/Chippewa/Armenian) Conclusion: Repositioning the Norms of the Academy: Research as Wisdom 206 Heather J. Shotton (Wichita/Kiowa/Cheyenne) Robin Starr Zape-tah-hol-ah Minthorn (Kiowa/Apache/Umatilla/Nez Perce/Assiniboine) Notes on Contributors 215 Index 223

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Book SynopsisPoison in the Ivy examines college students in the U.S.’s upper-echelon of higher education to identify how young elites interact with one another, how these social interactions influence their views of race and inequality, and how these views and interactions may contribute to broader racial inequalities in society. Trade Review"A robust dissection of how educational racial inequality is reproduced under rosy conditions. Staggering in both facts and analysis, Poison in the Ivy will make you jump and twitch, but is so thorough that it guarantees not to leave you itching for more." -- Matthew W. Hughey * author of White Bound: Nationalists, Antiracists, and the Shared Meanings of Race *"Poison in the Ivy is more than a study of how students at highly selective universities interact along racial lines; the book’s insights reach far beyond to the current state of racial inequality more generally. Byrd examines a group of people – those educated at elite institutions – often held up as a model of sophisticated and liberal racial attitudes. His careful analysis raises important questions about their actual skills with understanding and navigating current racial realities. Given that these graduates tend to hold high powered positions in the world post-college, Byrd’s study offers a sobering forecast of what to expect in the years to come. This is an important book that scholars of race ethnicity, higher education, and inequality more generally should read immediately." -- Amanda Lewis * author of Race in the Schoolyard: Negotiating the Color-line in Classrooms and Communities *"Drawing on decades of social science research as well as original analyses of campus race relations, W. Carson Byrd, an assistant professor of pan-African studies at the University of Louisville, paints a bleak picture in his new book, Poison in the Ivy" -- Nick Roll * Inside Higher Ed *Forthcoming African American Studies Titles, 2018: A list of the latest and soon-to-be-released publications through October 2018. * Choice *"Byrd’s analysis convincingly demonstrates that understanding contact alone is insufficient if we do not consider how that context may imbue particular kinds of meanings to those interactions that can enhance or undermine the impact of cross-racial contact. Such insights are important not only to our understanding of higher education but racial inequality more broadly. Without attention to these issues, racial inequality may be perpetuated for decades to come." * American Journal of Sociology *"We are indebted to Byrd for his exploration of the murky social undercurrents of under-graduate life. He documents how the gap between students of different racial groups that begins at home grows into a chasm in college. Those of us who venture to campus—whether as students, staff, or faculty—should take note of Byrd’s somber and sobering call." * Contemporary Sociology *"Poison in the Ivy definitively demonstrates that racial attitudes, relationships and outcomes do not simply result from personal choices, but instead are deeply rooted in centuries-old patterns. Economic, political, historical and institutional realities can—and too often do—thwart the best intentioned, "feel good" efforts to change structured racial inequality in America by simply changing individual attitudes and behaviors." * Review of Higher Education *Table of ContentsPreface xi 1 Easing into Views of Race and Inequality in Everyday Life on Campus 1 2 Life before College: Factors Influencing Early Views of Race and Inequality 23 3 Mixing It Up on Campus: Patterns of and Influences on Student Interactions 57 4 Graduating Racial Ideologies: The College Impact on Views of Race and Inequality 102 5 When Things Fall Apart: Identities and Interactions within an Intersected Habitus 145 6 Interacting Futures and the Reproduction of Racial Inequality 168 Appendix: Methodology 191 Notes 205 References 213 Index 227

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Book SynopsisThough colleges and universities are arguably paying more attention to diversity and inclusion than ever before, to what extent do their efforts result in more socially just campuses? This book examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences.Trade Review“Accessible and engaging, Intersectionality and Higher Education will have a great impact on the field. This is a meaningful and powerful book.” -- Robin J Phelps-Ward * assistant professor at Clemson University *"This sophisticated and comprehensive treatment of the intersectional identities of students, faculty, and staff experienced within structures of inequality is a must read for all who care about higher education." -- Susan R. Jones * coauthor of Identity Development of College Students *‘Intersectionality and Higher Education’ by Scott Jachik * Inside Higher Education *"Selected New Books on Higher Education," complied by Ruth Hammond * Chronicle of Higher Education *Table of ContentsContents Part I Chapter 1: Always Crossing Boundaries, Always Existing in Multiple Bubbles: Intersected Experiences and Positions on College Campuses Rachelle J. Brunn-Bevel, Sarah M. Ovink, W. Carson Byrd, and Antron D. Mahoney Part II: Beyond Exams and Parties: Student Identities and Experiences Chapter 2: The Contingent Climate: Exploring Student Perspectives at a Racially Diverse Institution Marcela G. Cuellar and R. Nicole Johnson-Ahorlu Chapter 3: More than Immigration Status: Undocumented Students in U.S. Jesuit Higher Education Terry-Ann Jones Chapter 4: Race-based Assumptions of Social Class Identity and their Consequences at a Predominantly White (and Wealthy) Institution Deborah M. Warnock Chapter 5: Biracial College Students’ Racial Identity Work: How Black-White Biracial Students Navigate Racism and Privilege at Historically Black and Historically White Institutions Kristen A. Clayton Chapter 6: The Still Furious Passage of the Black Graduate Student Victor E. Ray Part III: Between Research, Teaching, and Service: Faculty Identities and Experiences Chapter 7: Faculty Members from Low Socioeconomic Status Backgrounds: Student Mentorship, Motivations, and Intersections Elizabeth M. Lee and Tonya Maynard Chapter 8: Doing Less with Less: Faculty Care Work in Times of Precarity Denise Goerisch Chapter 9: Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on Colorblind Racism in the Academy Bedelia N. Richards Chapter 10: “Diversity” Goals and Faculty of Color: Supporting Racial Inclusion and Awareness in General-Education Courses Melanie Jones Gast, Ervin (Maliq) Matthew, and Derrick R. Brooms Chapter 11: Pursuing Intersectionality as a Pedagogical Tool in the Higher Education Classroom Orkideh Mohajeri, Fernando Rodriguez, and finn schneider Part IV: Life among Paperwork and Bureaucracy: Staff Identities and Experiences Chapter 12: Intersecting Identities and Student Affairs Professionals Ophelie Rowe-Allen and Meredith Smith Chapter 13: Studying STEM while Black: How Institutional Agents Prepare Black Students for the Racial Realities of STEM Environments Tonisha B. Lane Chapter 14: Exclusion, Perspective Taking, and the Liminal Role of Higher Education Staff in Supporting Students with Disabilities Annemarie Vaccaro and Ezekiel Kimball Part V: Intersectionality and Equity Efforts among Campus Communities Chapter 15: Making Room for Gendered Possibilities: Using Intersectionality to Discover Transnormative Inequalities in the Women’s College Admissions Process Megan Nanney Chapter 16: Troubling Diversity: An Intersectional Analysis of Diversity Action Plans at U.S. Flagship Universities Susan V. Iverson Chapter 17: Tips of Icebergs in the Ocean: Reflections on Future Research for Embracing Intersectionality in Higher Education W. Carson Byrd, Sarah M. Ovink, and Rachelle J. Brunn-Bevel Notes on Contributors Index

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Book SynopsisThough colleges and universities are arguably paying more attention to diversity and inclusion than ever before, to what extent do their efforts result in more socially just campuses? This book examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences.Trade Review“Accessible and engaging, Intersectionality and Higher Education will have a great impact on the field. This is a meaningful and powerful book.” -- Robin J Phelps-Ward * assistant professor at Clemson University *"This sophisticated and comprehensive treatment of the intersectional identities of students, faculty, and staff experienced within structures of inequality is a must read for all who care about higher education." -- Susan R. Jones * coauthor of Identity Development of College Students *‘Intersectionality and Higher Education’ by Scott Jachik * Inside Higher Education *"Selected New Books on Higher Education," complied by Ruth Hammond * Chronicle of Higher Education *Table of ContentsContents Part I Chapter 1: Always Crossing Boundaries, Always Existing in Multiple Bubbles: Intersected Experiences and Positions on College Campuses Rachelle J. Brunn-Bevel, Sarah M. Ovink, W. Carson Byrd, and Antron D. Mahoney Part II: Beyond Exams and Parties: Student Identities and Experiences Chapter 2: The Contingent Climate: Exploring Student Perspectives at a Racially Diverse Institution Marcela G. Cuellar and R. Nicole Johnson-Ahorlu Chapter 3: More than Immigration Status: Undocumented Students in U.S. Jesuit Higher Education Terry-Ann Jones Chapter 4: Race-based Assumptions of Social Class Identity and their Consequences at a Predominantly White (and Wealthy) Institution Deborah M. Warnock Chapter 5: Biracial College Students’ Racial Identity Work: How Black-White Biracial Students Navigate Racism and Privilege at Historically Black and Historically White Institutions Kristen A. Clayton Chapter 6: The Still Furious Passage of the Black Graduate Student Victor E. Ray Part III: Between Research, Teaching, and Service: Faculty Identities and Experiences Chapter 7: Faculty Members from Low Socioeconomic Status Backgrounds: Student Mentorship, Motivations, and Intersections Elizabeth M. Lee and Tonya Maynard Chapter 8: Doing Less with Less: Faculty Care Work in Times of Precarity Denise Goerisch Chapter 9: Faculty Assessments as Tools of Oppression: A Black Woman’s Reflections on Colorblind Racism in the Academy Bedelia N. Richards Chapter 10: “Diversity” Goals and Faculty of Color: Supporting Racial Inclusion and Awareness in General-Education Courses Melanie Jones Gast, Ervin (Maliq) Matthew, and Derrick R. Brooms Chapter 11: Pursuing Intersectionality as a Pedagogical Tool in the Higher Education Classroom Orkideh Mohajeri, Fernando Rodriguez, and finn schneider Part IV: Life among Paperwork and Bureaucracy: Staff Identities and Experiences Chapter 12: Intersecting Identities and Student Affairs Professionals Ophelie Rowe-Allen and Meredith Smith Chapter 13: Studying STEM while Black: How Institutional Agents Prepare Black Students for the Racial Realities of STEM Environments Tonisha B. Lane Chapter 14: Exclusion, Perspective Taking, and the Liminal Role of Higher Education Staff in Supporting Students with Disabilities Annemarie Vaccaro and Ezekiel Kimball Part V: Intersectionality and Equity Efforts among Campus Communities Chapter 15: Making Room for Gendered Possibilities: Using Intersectionality to Discover Transnormative Inequalities in the Women’s College Admissions Process Megan Nanney Chapter 16: Troubling Diversity: An Intersectional Analysis of Diversity Action Plans at U.S. Flagship Universities Susan V. Iverson Chapter 17: Tips of Icebergs in the Ocean: Reflections on Future Research for Embracing Intersectionality in Higher Education W. Carson Byrd, Sarah M. Ovink, and Rachelle J. Brunn-Bevel Notes on Contributors Index

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Trade ReviewBrian Daugherity's useful overview of desegregation in Virginia is particularly valuable in bringing out the important roles of the state and local branches of the NAACP, which have not previously received the attention they deserve. His study should guide others as they examine desegregation in other states.–Mark Tushnet, Harvard Law School, author of The New Constitutional Order.

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Book SynopsisTrade Review"Like the stone walls of the ancient irrigation ditches rebuilt by the Halau Ku Mana Native Hawaiian Charter School that Noelani Goodyear-Ka‘opua writes of, this book channels the pain, struggle, hope, and mana (power and authority) of the Hawaiian people into a place of life and growth. Drawing deftly upon Native studies, history, anthropology, gender studies, cultural studies, and education, The Seeds We Planted redefines the meaning and purpose of ethnography." —Ty P. Kawika Tengan, University of Hawai’i, Manoa"In this powerfully told story of Indigenous language, education, and cultural reclamation, Goodyear-Ka‘opua documents how the seeds of resistance to colonial schooling have brought forth a remarkable educational enterprise, the Halau Ku Mana public charter school. The school exemplifies a strengths-based, Indigenous self-determined pedagogy. This beautifully written book is one that all those concerned with education for a critical, sustainable, pluricultural democracy will want to read, use, and share widely." —Teresa L. McCarty, University of California, Los Angeles Table of ContentsContentsPrefaceAcknowledgmentsIntroduction: Indigenous Education, Settler Colonialism, and Aloha ‘Āina1. The Emergence of Indigenous Hawaiian Charter Schools2. Self-Determination within the Limits of No Child Left Behind3. Rebuilding the Structures that Feed Us: ʻAuwai, Loʻi Kalo, and Kuleana4. Enlarging Hawaiian Worlds: Waʻa Travels against Currents of Belittlement5. Creating Mana through Students’ VoicesConclusion: The Ongoing Need to Restore Indigenous VesselsNotesGlossaryBibliographyIndex

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Book SynopsisTrade Review"A Good Investment? is a well-developed and well-executed ethnography. Amy Brown’s ability to tell a broad story about the privatization and marketization, as well as their enactment, of public schooling is exemplary."—Jill Koyama, University of Arizona"The book, which should interest readers in a wide variety of disciplines, is a good contribution to this ongoing, important debate related to urban public education today." —CHOICETable of ContentsContentsPreface and AcknowledgmentsIntroduction: Privatization and Political Spectacle in Education1. A Mind Is a Wonderful Thing to Invest In: Philanthropy and the New York City Public Schools2. The College Prep Look: Managing Image, Marketing Students3. Walk the Walk, Talk the Talk: Professionalism at College Prep4. Waiting for Superwoman: White Female Teachers as “Neoliberal Saviors”5. Girl Drama: Black Female Students and the Spectacle of Risk6. Critical Thinking: Reading Urban Fiction with Students7. Behind the Mask: Professionalism and Life after College PrepAfterword: Beyond the SpectacleAppendix A: Producing Knowledge through Qualitative Research MethodsAppendix B: 2010 College Prep Student QuestionnaireNotesBibliographyIndex

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Book SynopsisTrade Review"A Curriculum of Fear offers unique and engaging insight on the intersections of education, securitization, and militarism in the United States. It makes an important contribution to research in each of these fields."—Emily Gilbert, University of Toronto"A Curriculum of Fear provides a valuable contribution to the literature on the militarization and corporatization of schools, situating the topic in terms of the broader ideological and economic constellation of neoliberalism and militarism. Nicole Nguyen offers an expansive view that addresses school governance and policy, curriculum and cultural politics, and subjectivity formation."—Kenneth Saltman, University of Massachusetts, Dartmouth"A must-read."—H-Net"Nguyen demonstrates tremendous abilities as a writer that bode well for the quality of intellectual work we can expect from her in the future. A Curriculum of Fear, however, might be a tough act for her to follow."—American Journal of SociologyTable of ContentsContents Introduction: Welcome to Milton High 1. Teaching War and Feeling Fear: Public School Reform during the Global War on Terror 2. The Covert Researcher: The Ethics of a School Ethnography 3. This Is Your Future: Militarizing the Dreams of Students 4. Teaching Terrorism: Inside the Homeland Security Program 5. Student, Terrorist, or Patriot? Learning to Fear, Mourn, and Love after September 11 Conclusion: Thinking Differently while under Siege Acknowledgments Notes Bibliography Index

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Book SynopsisThe Southwestern Indian Polytechnic Institute (SIPI) is a self-described National American Indian Community College in Albuquerque, New Mexico. Through a series of interviews, this volume presents an innovative and enlightening look into the contemporary state of American Indian educational institutions.

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Book SynopsisOffers an historical-materialist critique of practices in multiculturalism and cultural studies. Rejecting contemporary theories of inclusion as affirmations of the capitalist status quo, this book envisions a future of politically equal and economically empowered citizens through the democratisation of power and the socialisation of property.Trade Review“An important, stringent critique of the hegemonic versions of multiculturalism touted in both popular and academic spheres. San Juan provides a new reality to contend with—a new version of the present, one in which erased histories of racism, oppression, exploitation, and the struggle of marginalized groups are restored.”—Neferti X. M. Tadiar, University of California, Santa Cruz“An invigorating analysis and soul-searching critique of contemporary controversies regarding multiculturalism and the centrality of race/culture/class in confronting politics of difference. San Juan casts a wide net, but he handles the workings and intricacies of contemporary politics regarding nationalism, immigration, and revolutionary struggle with much deftness, insightful grounding, and energy.”—Rick Bonus, University of WashingtonTable of ContentsAcknowledgments Introduction 1. “Can’t We Get Along?” Racial Politics and Institutional Racism 2. Performing Race: Articulations of Gender, Sexuality, and Nationalism 3. Allegories of Asian American Experience 4. Ethnicity and the Political Economy of Difference 5. “Culture Wars” Revisited 6. Questioning Contemporary Cultural Studies 7. Postcolonial Criticism and the Vicissitudes of Uneven Development 8. For a Permanent Cultural Revolution: From Raymond Williams to Frantz Fanon Afterword Works Cited Index

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Book SynopsisIn the Archives of Composition offers new and revisionary narratives of composition and rhetoric's history. It examines composition instruction and practice at secondary schools and normal colleges, the two institutions that trained the majority of U.S. composition teachers and students during the nineteenth and twentieth centuries.

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Book Synopsis"Opens a battlefront and conversation that is likely to preoccupy the next generation."-Tom Cohen, University at AlbanyTrade ReviewWhile arbitrary and dire decisions about our planet are made every day by presidents, generals, bankers and CEOs, those who work in the humanities have a role to play-first, that of caring for words and their nuances, like the difference between "futurity" and "the future," "historicity" and "history," and then, by questioning their applications to current issues. All these vibrant essays, written by some of the finest minds of today's academia, suggest that the spatial closure that transforms the world into a global prison of sameness not only can but must be undone by a rupture ushered in by the heterogeneity of "futurity." Such a new future, less a tense or a time-span than a mode of critical examination, still rhymes with "new styles of architecture," and still hopes to bring about a much needed "change of heart." -- -Jean-Michel Rabate University of Pennsylvania "This book provides a fabulous line up of original and thought-provoking writers on a topic of vital importance. As the pressure to conform is being increasingly felt on all sides--even in areas that we could previously assume were immune from it -- the future, indeed the very viability, of the humanities confronts us with urgent questions. This volume eloquently raises those questions, and does them more than justice." -- -Tina Chanter De Paul University "Opens a battlefront and conversation that is likely to preoccupy the next generation." -- -Tom Cohen University at Albany

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Book Synopsis"Opens a battlefront and conversation that is likely to preoccupy the next generation."-Tom Cohen, University at AlbanyTrade ReviewWhile arbitrary and dire decisions about our planet are made every day by presidents, generals, bankers and CEOs, those who work in the humanities have a role to play-first, that of caring for words and their nuances, like the difference between "futurity" and "the future," "historicity" and "history," and then, by questioning their applications to current issues. All these vibrant essays, written by some of the finest minds of today's academia, suggest that the spatial closure that transforms the world into a global prison of sameness not only can but must be undone by a rupture ushered in by the heterogeneity of "futurity." Such a new future, less a tense or a time-span than a mode of critical examination, still rhymes with "new styles of architecture," and still hopes to bring about a much needed "change of heart." -- -Jean-Michel Rabate University of Pennsylvania "This book provides a fabulous line up of original and thought-provoking writers on a topic of vital importance. As the pressure to conform is being increasingly felt on all sides--even in areas that we could previously assume were immune from it -- the future, indeed the very viability, of the humanities confronts us with urgent questions. This volume eloquently raises those questions, and does them more than justice." -- -Tina Chanter De Paul University "Opens a battlefront and conversation that is likely to preoccupy the next generation." -- -Tom Cohen University at Albany

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Book SynopsisChildren have a fundamental right to education, and to the protection that schools uniquely provide in the chaos that characterizes life for refugees and internally displaced persons. This book features experts from many troubled parts of the world to consider the scope of the problem, and the tools needed to address the crisis.Trade Review"Even in Chaos should be required reading for everyone concerned about the desperate plight of too many children in the world. As many voices in this book remind us, education is our most powerful weapon in this war." -- -Tom Brokaw " I have done voluntary work for UNICEF and other UN agencies during military conflicts and afterwards. I found this book enthralling reading -a hands on fresh account and examination of both achievements and on-going mistakes. Children's education has always been a passion of mine. A huge thanks to all the writers and especially to Doctor Cahill." -- -Vanessa Redgrave "I thank Dr. Cahill for bringing together the important contributions to this book and am confident that it will make us feel strong and more prepared in our commitment to better protect our learners, their teachers and all those involved in the delivery of their right to education. I believe these efforts have enabled us to make progress toward these important goals and see increasing awareness of right to education in emergencies as part of the legacy of my Presidency." -- -H.E. Miguel D'Escoto Brockmann President of the Sixty-third Session of the United Nations General Assembly, from the foreword

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Book SynopsisWorking across diverse research boundaries, Living Teacher Education in Hawai'i shares teacher education narratives analysed through embodied and postcolonial approaches to educational research. Each of the six essays offers meaningful application to educational contexts by provoking counternarratives that inspire new paradigms for teacher learning and research.

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Book SynopsisTakes the study of soft power policy into the classroom, offering an anthropological intervention into a subject that has been dominated by the methods and analyses of international relations and political science.

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Book SynopsisHelps readers engage with a number of core higher education (HE) issues that have dominated UK and International policy. This title helps them in developing the concept of institutional transformation and student engagement to widen participation in HE and improve student retention and success.Table of ContentsList of Contributors. Chapter 1 Institutional Transformation to Engage a Diverse Student Body. Chapter 1.1 Institutional Transformation to Engage a Diverse Student Body at the Open University. Chapter 1.2 ‘Resistance from the Periphery?’ A Case Study of Attempts to Widen Access to Adult Learners at a South African University. Chapter 2 Engaging Students to Improve Retention and Success. Chapter 2.1 From Classroom Resistance to School Reform. Chapter 2.2 Project 2013: A Model for Increasing First-Year At-Risk Student Retention Rates. Chapter 3 Institutional Transformation to Mainstream Diversity. Chapter 3.1 Mainstreaming Widening Participation: Institutional Transformation from Small Beginnings. Chapter 3.2 Achieving a ‘Fair Go’ at La Trobe University. Chapter 4 Mainstreaming Widening Access to Engage Students in Higher Education. Chapter 4.1 The Access Tradition: Widening Participation and the University of Bedfordshire. Chapter 4.2 Access, Aspiration and Attainment: Foundation Studies at the University of South Australia. Chapter 4.3 Transferring from Senior to Higher Vocational Education in the Netherlands. Chapter 5 Working together on Widening Access, Admissions and Transition into Higher Education. Chapter 5.1 Getting the Higher Education X-Factor. Chapter 5.2 Balancing Mission and Market in Chicago: An Enrolment Management Perspective. Chapter 5.3 Acknowledgment of Prior Experiential Learning to Widen Participation at the Université Libre De Bruxelles: The Challenge of the Institutional Message. Chapter 6 Transforming the Learning Experience to Engage Students. Chapter 6.1 Transforming the First Year Experience through Learning Communities. Chapter 6.2 Inclusion and the Student Voice: Lessons from the Trinity Inclusive Curriculum Strategy. Chapter 6.3 Mainstreaming Blended Learning to Enhance the Access, Learning and Retention of Students from Equity Groups. Chapter 6.4 Defining Identity, Engaging Teachers and Engaging Students: ‘Education Strengths’ in a Foreign Branch Campus. Chapter 7 Engaging Students to Enhance Progression Beyond the First Degree. Chapter 7.1 Transforming Learning: Engaging Students with the Business Community. Chapter 8 Enabling Institutional Transformation to Engage a Diverse Student Body: Necessary Conditions and Facilitating Factors. Chapter 8.1 Establishing a ‘Golden Thread’: The Path to Ensuring Institutional Transformation. Chapter 8.2 Reversing Frames: Institutional Development at Oslo University College. Chapter 8.3 Developing an Organisational Culture where Social Justice and Collaboration Runs Alongside Widening Participation. Chapter 8.4 Widening Participation Bristol-Fashion: Embedding Policy and Practice at the Universities of Bristol and the West of England. References. Biographies. Institutional Transformation to Engage a Diverse Student Body. International Perspectives on Higher Education Research. International Perspectives on Higher Education Research. Copyright page. List of Institutional Case Studies.

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Book SynopsisUsing a political economy framework to analyze the current problems facing US post-secondary education, The New Limits of Education Policy tackles the questions surrounding the future of higher education.Table of ContentsContents: Preface 1. Introduction Part I: The Issues and the Framework 2. Sizing the Problem 3. The New Limits of Education Policy: The Quality of Undergraduate Education 4. The Future of Student Learning Assessment in Undergraduate Education Part II: Misaligned Incentives and Hurdles to Overcome 5. The City University of New York (CUNY), 1980–1998: A Case Study in the Tyranny of Small Decisions 6. The Place of Assessment in the Redesign of the Nevada Post-secondary Education System 7. University Governance as a Key to the Common Pool Problem 8. The Importance of Faculty in the Age of Assessment 9. Seven Red Herrings About Higher Education Assessment 10. Assessment and Accountability: Is Comparison Possible? (with Stephen Klein) Part III: The Nature and Direction of Change 11. A Different Scenario: The Possible Effects of Internet-based Education Solutions on Post-Secondary Education 12. The Environment of American Higher Education: A Constellation of Changes Appendices References Index

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