Educational strategies and policy Books
Advantage Media Group, Inc. The Fight for Equity in the Bronx
Book Synopsis
£22.49
Advantage Media Group Always Trust Your Cape: How I Lived the American
Book SynopsisI have an enormous amount of respect for people who consider themselves entrepreneurs. People who, in most cases, take tremendous risks in hopes of experiencing tremendous rewards. Not only for themselves but for the world at large.Entrepreneurs hire the most people, drive the economy, create innovation, promote research and development, while shaping new products and services. They solve problems with existing solutions, and technologies, while in most cases utilizing existing resources more effectively and more times than not on shoestring budgets.I consider entrepreneurs to be the great pioneers of today's business world. If you are considering launching your own entrepreneurial journey, are well on your way, or anywhere in between, my passion and purpose in writing this book is to give you confidence!
£21.24
Haymarket Books This Is Not A Test: A New Narrative on Race,
Book SynopsisJosé Vilson writes about race, class, and education through stories from the classroom and researched essays. His rise from rookie math teacher to prominent teacher leader takes a twist when he takes on education reform through his now-blocked eponymous blog, TheJoseVilson.com. He calls for the reclaiming of the education profession while seeking social justice. José Vilson is a middle school math educator for in the Inwood/Washington Heights neighborhood of New York City. He writes for Edutopia, GOOD, and TransformED / Future of Teaching, and his work has appeared in Education Week, CNN.com, Huffington Post, and El Diario / La Prensa.Trade Review"Jose Luis Vilson has written a spell-binding book that explains the joys And burdens of teaching. The joys are the kids, with all their heartaches and dreams. The burdens are the politicians and careerists who snuff out the spirit of children and teachers. Read this book!" Diane Ravitch "Jose Vilson writes from a place of authority about the intersection of race, class and America’s education system. His straight-talk about the absurdity of America’s test obsession, failure to meet or even acknowledge the needs of an increasingly diverse student population, and a reform” movement that has reformed nothing, failed at much and distracted from students’ very real needs is a telling portal on what’s really going on in American education today. Those who can relate to Vilson’s experiences as a student or a teacher will welcome his unvarnished honesty and reflections. And those for whom this is terra incognita will find an insightful and illuminating window on the educational experiences of America’s emerging majoritystudents of many hues and languages, whose families struggle everyday, for whom their education may be the only way up, yet who too often are failed by systems ill-equipped to foster their success. Vilson’s visceral accounts remind us of the humanity of teacherstheir struggles and triumphs, their frustration with forces outside their classroom walls and, above all, their devotion to their students. By telling his own story and those of his students, Vilson shows why teacher voice is essential to shedding the failures of the past and to reclaiming the promise of public education." Randi Weingarten, President of the American Federation of Teachers "As the principal of Morrill, a school that serves 850 students from preK-8th grade, this book hit home for me. Our school is nearly evenly split between Latino and African-American students, and 90% qualify for free or reduced lunch status. It is critical that we, as educators, can discuss issues of race and class with our students and with our colleagues. Mr. Vilson's book is one of the most honest, relevant, and timely books I have read. His words have been inspiring to me, and helped me reflect on my own practice. I gave a copy to every member of our faculty and staff so that they too can find the inspiration and reflect on their practices as educators." Michael Beyer, Ed.D., NBCT and Principal, Morrill Math & Science School "Drawing from his own insight as a teacher, Jose Vilson hits right between the eyes, exposing how hardscrabble poverty and the pernicious effect of racism distort young lives. In This Is Not A Test: The New Narrative On Race, Class, and Education Vilson argues for more teachers of color, more time for teachers to support each other, and more ways for teachers to shape policy. Bristling at the cold calculus” of tests, This Is Not A Test calls for practices that engage imagination and respect students as people. In gripping language, Vilson sends students an urgent message: When we find our passions, we must enter into them boldly” and believe in the value and gift of oneself." Dennis Van Roekel, President, National Education Association "In its telling, Jose Vilson's evocative collection of essays are ferociously honest and, as expected from someone whose creative impulses are informed by hip-hop, unapologetic and lyrical. A thoroughly engaging narrative about the intersection of race and culture, identity, economic disparity, and education, This is Not A Test is a must-read for parents and educators who want to understand, truly and deeply, the challenges inner-city students face. It was, after all, written by one of those children, a young man from a marginalized community, who grew up and bum-rushed the system he dedicated his life to changing from within." Raquel Cepeda, author of Bird of Paradise: How I Became Latina Jose's autobiographical journey offers a big window for seeing why our nation must blur the lines of distinction between those who teach in schools and those who lead them. With powerful prose and poetry, his narrative as student and then later, NYC teacher leader, loving father (and husband), and advocate for children paints a portrait of what public education can and must be for American society. Jose's last chapter, "Why Teach," offers a hopeful vision for the future of the profession in spite of wrongheaded policymakers who seek to control teachers rather than listen and learn from them. Jose represents so many teachers across the United States, whose pedagogical skills and leadership acumen have yet to be tapped in the transformation of teaching and learning. Read "This is Not a Test" now! Dr. Barnett Berry, CEO and Founder of The Center for Teaching Quality "Too many books about teaching read like dull academic treatises, condescending how-tos, or simplistic Hollywood scripts. Jose Vilson’s This is Not a Test avoids these traps with a narrative that is by turns passionate and funny, angry and vulnerable, and full of keen insight born of on-the-ground experience in schools. Whether referencing Jay-Z or John Dewey, discussing corporate school reform or the intimacy of one-on-one interactions with students, Vilson is a bold and fearless writer, weaving his own story and struggles into broader conversations about race, equity, and the future of public schooling. His singular, urgent voice is one we all need to hear." Gregory Michie, a public school teacher in Chicago and author of We Don't Need Another Hero: Struggle, Hope, and Possibility in the Age of High-Stakes Schooling "Jose Vilson is a teacher of the highest order. Through the powerful narrative of his life both inside and outside of the classroom, Jose teaches us important lessons on every page of _This Is Not a Test_. Jose teaches us about the intersection of education, race, class and activism while calling all of us to do better - to be better - as we strive along with him to be the educators all our children need us to be. This book is a must read for educators, soon-to-be educators, parents, students and anyone who cares about education and the children of this country." Chris Lehmann - Founding Principal, Science Leadership Academy"Jose Luis Vilson has written a spell-binding book that explains the joys And burdens of teaching. The joys are the kids, with all their heartaches and dreams. The burdens are the politicians and careerists who snuff out the spirit of children and teachers. Read this book!" —Diane Ravitch "Jose Vilson writes from a place of authority about the intersection of race, class and America’s education system. His straight-talk about the absurdity of America’s test obsession, failure to meet or even acknowledge the needs of an increasingly diverse student population, and a “reform” movement that has reformed nothing, failed at much and distracted from students’ very real needs is a telling portal on what’s really going on in American education today. Those who can relate to Vilson’s experiences as a student or a teacher will welcome his unvarnished honesty and reflections. And those for whom this is terra incognita will find an insightful and illuminating window on the educational experiences of America’s emerging majority—students of many hues and languages, whose families struggle everyday, for whom their education may be the only way up, yet who too often are failed by systems ill-equipped to foster their success. Vilson’s visceral accounts remind us of the humanity of teachers—their struggles and triumphs, their frustration with forces outside their classroom walls and, above all, their devotion to their students. By telling his own story and those of his students, Vilson shows why teacher voice is essential to shedding the failures of the past and to reclaiming the promise of public education." —Randi Weingarten, President of the American Federation of Teachers "As the principal of Morrill, a school that serves 850 students from preK-8th grade, this book hit home for me. Our school is nearly evenly split between Latino and African-American students, and 90% qualify for free or reduced lunch status. It is critical that we, as educators, can discuss issues of race and class with our students and with our colleagues. Mr. Vilson's book is one of the most honest, relevant, and timely books I have read. His words have been inspiring to me, and helped me reflect on my own practice. I gave a copy to every member of our faculty and staff so that they too can find the inspiration and reflect on their practices as educators." —Michael Beyer, Ed.D., NBCT and Principal, Morrill Math & Science School "Drawing from his own insight as a teacher, Jose Vilson hits right between the eyes, exposing how hardscrabble poverty and the pernicious effect of racism distort young lives. In This Is Not A Test: The New Narrative On Race, Class, and Education Vilson argues for more teachers of color, more time for teachers to support each other, and more ways for teachers to shape policy. Bristling at the “cold calculus” of tests, This Is Not A Test calls for practices that engage imagination and respect students as people. In gripping language, Vilson sends students an urgent message: “When we find our passions, we must enter into them boldly” and believe in the value and gift of oneself." —Dennis Van Roekel, President, National Education Association "In its telling, Jose Vilson's evocative collection of essays are ferociously honest and, as expected from someone whose creative impulses are informed by hip-hop, unapologetic and lyrical. A thoroughly engaging narrative about the intersection of race and culture, identity, economic disparity, and education, This is Not A Test is a must-read for parents and educators who want to understand, truly and deeply, the challenges inner-city students face. It was, after all, written by one of those children, a young man from a marginalized community, who grew up and bum-rushed the system he dedicated his life to changing from within." —Raquel Cepeda, author of Bird of Paradise: How I Became Latina Jose's autobiographical journey offers a big window for seeing why our nation must blur the lines of distinction between those who teach in schools and those who lead them. With powerful prose and poetry, his narrative as student and then later, NYC teacher leader, loving father (and husband), and advocate for children paints a portrait of what public education can and must be for American society. Jose's last chapter, "Why Teach," offers a hopeful vision for the future of the profession in spite of wrongheaded policymakers who seek to control teachers rather than listen and learn from them. Jose represents so many teachers across the United States, whose pedagogical skills and leadership acumen have yet to be tapped in the transformation of teaching and learning. Read "This is Not a Test" now! —Dr. Barnett Berry, CEO and Founder of The Center for Teaching Quality "Too many books about teaching read like dull academic treatises, condescending how-tos, or simplistic Hollywood scripts. Jose Vilson’s This is Not a Test avoids these traps with a narrative that is by turns passionate and funny, angry and vulnerable, and full of keen insight born of on-the-ground experience in schools. Whether referencing Jay-Z or John Dewey, discussing corporate school reform or the intimacy of one-on-one interactions with students, Vilson is a bold and fearless writer, weaving his own story and struggles into broader conversations about race, equity, and the future of public schooling. His singular, urgent voice is one we all need to hear." —Gregory Michie, a public school teacher in Chicago and author of We Don't Need Another Hero: Struggle, Hope, and Possibility in the Age of High-Stakes Schooling "Jose Vilson is a teacher of the highest order. Through the powerful narrative of his life both inside and outside of the classroom, Jose teaches us important lessons on every page of _This Is Not a Test_. Jose teaches us about the intersection of education, race, class and activism while calling all of us to do better - to be better - as we strive along with him to be the educators all our children need us to be. This book is a must read for educators, soon-to-be educators, parents, students and anyone who cares about education and the children of this country." —Chris Lehmann - Founding Principal, Science Leadership AcademyTable of ContentsTable of Contents ON PERSPECTIVE [AN INTRODUCTION] 3 PLEASE PUT YOUR PENCILS DOWN 9 PRELUDE TO A HURRICANE 20 CAN IT BE THAT IT WAS ALL SO SIMPLE THEN? 32 A SYNOPSIS OF THE ROAD LESS WANTED 44 FALSE KINGS 54 THE ANSWER 65 The Post-TFA Assessment 72 BLUE MAGIC 80 THE HOMEROOM IS A HOME 87 SNITCHES OPEN STITCHES 96 ON THE REASON WHY YOU DON’T SEE MORE BLACK / LATINO TEACHERS ... YET 102 THE FINE ART OF THE CLASSROOM JOKE 117 WHAT HAPPENED 123 IT DOESN’T MATTER WITH ME NOW 132 RACE AND EDUCATION WRITING IN THE 21ST CENTURY 139 TECHNICALLY, IT’S CALLED CONVENIENT IGNORANCE 147 WHY YOU POST-RACIALISTS GET IT WRONG … AGAIN 153 BAND OF BROTHERS 159 GOD GOT JOKES (THE CASE OF 702) 172 IT’S THE LIFE 180 GENESIS OF A NEMESIS 187 WHITE NOISE (ON BEHALF OF RUBEN REDMAN) 193 GOODBYE YELLOW BRICK ROAD 198 A CAUTIONARY NOTE TO BURGEONING TEACHER LEADERS [THE EAGLE VS THE HUMMINGBIRD] 206 CONSIDER TEACHING 211 ON THE STATE OF TEACHER VOICE 216 AFTERWORD 232
£38.40
Haymarket Books Neoliberalism's War on Higher Education
Book SynopsisGiroux exposes the corporate forces at play and charts a clear-minded and inspired course of action out of the shadows of market-driven education policy. Championing the youth around the globe who have dared to resist the bartering of their future, he calls upon public intellectuals—as well as all people concerned about the future of democracy—to speak out and defend the university as a site of critical learning and democratic promise. In this updated edition, Giroux puts all of this into the context of the Trump era, arguing that education remains a key battleground for the fight against authoritarianism.Trade Review“Professor Giroux has focused his keen intellect on the hostile corporate takeover of higher education in North America. . . . He is relentless in his defense of a society that requires its citizenry to place its cultural, political, and economic institutions in context so they can be interrogated and held truly accountable. We are fortunate to have such a prolific writer and deep thinker to challenge us all.” ―Karen Lewis, Emerita President, Chicago Teachers Union “No one has been better than Henry Giroux at analyzing the many ways in which neoliberalism, with its vicious and predatory excesses, has damaged the American economy and undermined its democratic processes. Now, as Giroux brilliantly explains, it is threatening one of the nation’s proudest and most important achievements―its system of higher education.” ―Bob Herbert, Distinguished Senior Fellow at Demos and former op-ed columnist for the New York Times “Henry Giroux remains the critical voice of a generation. . . . He dares us to reevaluate the significance of public pedagogy as integral to any viable notion of democratic participation and social responsibility. Anybody who is remotely interested in the plight of future generations must read this book.” ―Dr. Brad Evans, Director, Histories of Violence website
£41.60
Haymarket Books The Anti-Racist Writing Workshop: How To
Book SynopsisThe Antiracist Writing Workshop is a call to create healthy, sustainable, and empowering artistic communities for a new millennium of writers. Inspired by June Jordan’s 1995 Poetry for the People, here is a blueprint for a 21st-century workshop model that protects and platforms writers of color. Instead of earmarking dusty anthologies, imagine workshop participants Skyping with contemporary writers of difference. Instead of tolerating bigoted criticism, imagine workshop participants moderating their own feedback sessions. Instead of yielding to the red-penned judgement of instructors, imagine workshop participants citing their own text in dialogue. The Antiracist Writing Workshop is essential reading for anyone looking to revolutionize the old workshop model into an enlightened, democratic counterculture.Table of ContentsIntroduction Chapter One: Decolonizing the Creative ClassroomChapter Two: Preparing for ChangeChapter Three: Fostering Engagement, Mindfulness, and Generosity Chapter Four: Instituting Reading and Writing RitualsChapter Five: Completing the CanonChapter Six: Owning the Language of CraftChapter Seven: TeachingWriters to WorkshopChapter Eight:Conferencing as CritiqueChapter Nine: Promoting Camaraderie and Collective PowerAppendix: Platforming Writers of Color: A 21st Century Reference Guide
£38.40
Taylor & Francis Inc Doing Social Justice Education: A Practitioner's
Book SynopsisThis book is principally written for entry-level student affairs and non-profit staff who develop and facilitate social justice education workshops and structured conversations, as well as for student peer educators who are often employed to assist in the facilitation of such workshops for their peers. It is suitable for anyone starting out to do such work.It provides readers with a practical framework and hands-on tools to craft effective and positive interventions and workshops that are relevant to context and are true to the facilitator’s own circumstances.It offers a succinct but comprehensive introduction to the planning, design, and facilitation of social justice experiences, grounding readers in relevant theory, taking into account participants’ prior understandings of issues of race and privilege, institutional environment and campus climate, and the facilitator’s positionality. It provides guidance on defining outcomes and developing content and exercises to achieve workshop goals.Starting from the premise that the facilitation and delivery of social justice education experiences should be grounded in scholarship and that such experiences can only achieve their ends if crafted to meet the unique characteristics and circumstances of the institution and workshop participants, the authors begin by synthesizing current theory on social justice education and cultural competence, and then guiding readers on analyzing the context and purpose of their workshop. They provide readers with an easy to follow five-part framework to systematically design social justice education workshops and structured conversations and to assess the resulting learning. Particularly valuable for those starting out in this work is guidance on facilitation and on the use and selection of exercises to align with goals and participants' characteristics and social identities.Trade Review“This work provides an essential contribution on how to design, facilitate, and assess social justice education workshops. It is a timely and practical addition to the literature for educators seeking to develop workshop and structured conversations related to power, privilege, and social identity. The authors’ emphasis on theoretical grounding, facilitation as a process, and self-reflection will help provide current and aspiring social justice educators with a structure they can utilize across a variety of co-curricular contexts.”Robert Brown, Director of Social Justice EducationNorthwestern UniversityTable of ContentsForeword—Rev. Dr. Jamie Washington Acknowledgments Introduction Part One. A Process to Design, Facilitate, and Assess Social Justice Education Workshops and Structured Conversations 1. Contextual Influences 2. Theories and Conceptual Frameworks 3. Cultural Consciousness and Learning Outcomes 4. Pedagogical Considerations and Selecting Activities 5. Facilitation 6. Assessing Student Learning 7. Considerations for Online Experiences Part Two. Examples of Applying this Process to Social Justice Education Workshops and Structured Conversations 8. Introductory Diversity Workshop at Large Midwestern University (LMU. 9. Racial Literacy Dialogue for Small Liberal Arts College (SLAC. 10. Social Inequality Workshop for Regional Teacher Nonprofit (RTN. Conclusion. Ensuring Social Justice and Advancing Education Appendix. Annotated List of Activities References Index
£123.50
Taylor & Francis Inc Doing Social Justice Education: A Practitioner's
Book SynopsisThis book is principally written for entry-level student affairs and non-profit staff who develop and facilitate social justice education workshops and structured conversations, as well as for student peer educators who are often employed to assist in the facilitation of such workshops for their peers. It is suitable for anyone starting out to do such work.It provides readers with a practical framework and hands-on tools to craft effective and positive interventions and workshops that are relevant to context and are true to the facilitator’s own circumstances.It offers a succinct but comprehensive introduction to the planning, design, and facilitation of social justice experiences, grounding readers in relevant theory, taking into account participants’ prior understandings of issues of race and privilege, institutional environment and campus climate, and the facilitator’s positionality. It provides guidance on defining outcomes and developing content and exercises to achieve workshop goals.Starting from the premise that the facilitation and delivery of social justice education experiences should be grounded in scholarship and that such experiences can only achieve their ends if crafted to meet the unique characteristics and circumstances of the institution and workshop participants, the authors begin by synthesizing current theory on social justice education and cultural competence, and then guiding readers on analyzing the context and purpose of their workshop. They provide readers with an easy to follow five-part framework to systematically design social justice education workshops and structured conversations and to assess the resulting learning. Particularly valuable for those starting out in this work is guidance on facilitation and on the use and selection of exercises to align with goals and participants' characteristics and social identities.Trade Review“This work provides an essential contribution on how to design, facilitate, and assess social justice education workshops. It is a timely and practical addition to the literature for educators seeking to develop workshop and structured conversations related to power, privilege, and social identity. The authors’ emphasis on theoretical grounding, facilitation as a process, and self-reflection will help provide current and aspiring social justice educators with a structure they can utilize across a variety of co-curricular contexts.”Robert Brown, Director of Social Justice EducationNorthwestern UniversityTable of ContentsForeword—Rev. Dr. Jamie Washington Acknowledgments Introduction Part One. A Process to Design, Facilitate, and Assess Social Justice Education Workshops and Structured Conversations 1. Contextual Influences 2. Theories and Conceptual Frameworks 3. Cultural Consciousness and Learning Outcomes 4. Pedagogical Considerations and Selecting Activities 5. Facilitation 6. Assessing Student Learning 7. Considerations for Online Experiences Part Two. Examples of Applying this Process to Social Justice Education Workshops and Structured Conversations 8. Introductory Diversity Workshop at Large Midwestern University (LMU. 9. Racial Literacy Dialogue for Small Liberal Arts College (SLAC. 10. Social Inequality Workshop for Regional Teacher Nonprofit (RTN. Conclusion. Ensuring Social Justice and Advancing Education Appendix. Annotated List of Activities References Index
£26.59
Taylor & Francis Inc At the Intersection: Understanding and Supporting
Book SynopsisThe experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic.Part One: Who is a First-generation College Student? provides the reader an entrée into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students’ identities.Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.Trade Review"In this edited volume, Robert Longwell-Grice and Hope Longwell-Grice, alongside the contributing authors, have extended to us an invitation and a challenge to honor the whole identities and lived truths of first-generation students. This book is a necessary read for educators, policy makers, and administrators looking to support first-generation students. Through research that highlights the complexities of the first-generation student population, features identity-based support programs, and calls attention to how we can center the dignity of our first-generation students, I am moved to be a more loving and informed educator. This is a significant justice issue of our time."Mamta Motwani AccapadiVice Provost for University Life, University of Pennsylvania"Robert and Hope Longwell-Grice are among a very select group of scholars who can be considered respected authorities on the demographics and issues of first-generation college students. They have presented and published on this topic for the past twenty years. In this volume, they complement their own considerable knowledge by gathering an impressive assemblage of other renowned scholars to explore carefully a wide array of identities and nuanced topics within the first-gen community. The result is one of the most comprehensive and thorough examinations of first-generation college students ever produced."Michael J. CuyjetProfessor Emeritus, University of Louisville"FINALLY…A BOOK THAT “GETS IT!” At the Intersection is an aptly titled new work from the team of Robert and Hope Longwell-Grice that offers tremendous insight on the complicated journey taken by First-Generation students to and through college. What is different about this book is that, as the collective authors note, the First-Generation students of today hail from a diverse array of demographic, cultural, and socioeconomic backgrounds that are not some sort of inconvenient challenges to be transcended — as some prior 'experts' seem to have suggested — but, rather, strengths and characteristics to be understood and appreciated as these students stand at the complex intersection of their respective personal worlds and the institutions of higher education they attend. As a university graduate school faculty member whose students are preparing to work as higher education administrators, I consider At the Intersection to be a critical resource, offering the sort of essential guidance these future professionals are going to need to support, and learn from, the First-Generation students with whom they will be working. Kudos to Rob and Hope Longwell-Grice for not only the content but also the long overdue tone and message of the book!Thomas GraceCollege of Education and Human Services, Montclair State University"The phrase First-Generation Student has become such a ubiquitous moniker in higher education that the diversity of experiences and needs of the first-in-family enrolled college students it denotes has been obscured and reduced to a hollow catchphrase. In their edited text, At the Intersection: Understanding and Supporting First-Generation Students, Robert and Hope Longwell-Grice—along with an assemblage of expert scholar-practitioners—recapture the value and substance of the designation by providing readers with an accessible primer and guidebook. At the Intersection offers readers an instrumental resource for understanding and effectively responding to these students’ divergent, shared, and intersectional identities in service of their access, retention, learning, well-being, and success."Jason A. LakerProfessor of Higher Education, Student Affairs, and Community Development, San José State University"I loved At the Intersection. As a first-generation college student myself who ended up a dean at a major university, the content of this book tells a lot of my story, both the challenges I had to work through and the supports I needed to make it. The section on identity makes this an imperative read for understanding today’s first-gen population. The section on recommended programs, policies, and practices makes it essential reading for faculty and students in student affairs, student success, counseling, and higher education. It’s also a quick and lively read!"Ellen McIntyreDean, College of Education, Health, and Human Sciences, University of Tennessee"If you care deeply about the dynamic, lived experiences of first-generation college students, then this book is a must-read. This book has garnered critical conversations and insightful contributions to embolden our deep understanding of the kaleidoscope of identities first-generation college students possess. This is the book I longed to see when I first started researching first-generation college students! This book is surely seminal and paves a path forward for all of us to recognize the untold stories of first-generation college students."Lindsay RomasantaDirector of Student Success Programs, UC San Diego, and Co-editor, NASPA Journal on First-Generation Student Success"This book beautifully and boldly unveils the marriage between the body of research and on-the-ground experiences of first-generation students--from an intersectional approach that is often overlooked. As a first-generation graduate, I urge every staff and faculty member to read At the Intersection to understand the complexities of a student’s journey beyond academic determinants. If you are passionate about understanding, cultivating, and amplifying first-gen students’ success, start here."Jocelyn G. SalcedoMember, Class Action First Gen Summit Planning Committee and Career Engagement Coordinator, Bennington College"This exciting new text is a welcomed addition to the higher education landscape and offers a critical, and deeply important, examination of the intersectional nature of the first-generation college student identity. As we attempt to rid the first-generation space of misconceptions and deficit-based approaches, this book thoughtfully considers the importance of understanding how multiple identities shape the college-going experience. Moreover, the intersectional nature of the first-generation identity must be central in scholarship and service-provision as we welcome a shifting demographic into higher education. The premise that we must consider and reconsider all that we know and do not know about first-generation students is a consequential and necessary reminder for us all."Sarah E. WhitleyAssistant Vice President, Center for First-generation Student Success, NASPA"A large body of literature has demonstrated that first-generation college students face more challenges than their peers in accessing, persisting in earning, and completing degrees. Importantly, these challenges vary on the basis of social class, race, ethnicity, gender, sexual identity, and citizenship status. However, the literature too often treats first-generation college students as a monolith whose needs can be met in a one-size-fits-all approach. Enter At the Intersection: Understanding and Supporting First-Generation Students, edited by Robert Longwell-Grice and Hope Longwell-Grice. This volume includes many nuanced and timely contributions that use an intersectional lens to explore the diversity of experience and needs among first-generation college students.The editors carefully designed the volume with the needs of instructors in mind. The three sections, which focus on defining the first-generation college student, exploring intersections of this identity, and describing program supports targeted to this population, each begin with a review of the literature followed by chapters focused on relevant research and theory. Each section also contains a couple of thought pieces called “Critical Conversations,” which encourage the readers to delve more deeply into the ideas discussed in the sections and which include discussion questions helpful for organizing students’ thoughts and reactions. Overall, the book provides an excellent introduction to the literature on first-generation college students. The organization of the volume makes for a welcome addition to college courses."Teachers College RecordTable of ContentsPreface— Hope Longwell-Grice Introduction—Robert Longwell-Grice and Hope Longwell-Grice Part One. Who Is a First-Generation College Student? 1. A Review of the Data—Robert Longwell-Grice 2. Unpacking First-Gen Discourse. A Sociological Perspective—Steven P. Dandaneau 3. Setting the Foundation. Understanding the Impact of College on First-Generation Students—Ryan D. Padgett Critical Conversation One. First-Gen or Working Class? The Politics of Terminology—Sherry Lee Linkon 4. Background Characteristics of First-Generation Students and Their Reasons for Pursuing Higher Education—Khanh Bui 5. Message Received. Parental Encouragement and Its Effect on the College-Choice Process—Michael J. Smith Critical Conversation Two. Inheriting Inequality. Hidden Challenges of First-Generation Students—David Hernández Part Two. The Intersections of Identity 6. The Nuances of First-Generation College Students’ Social Class Identity—Sonja Ardoin 7. I Don’t Need Any Help. Working With First-Generation, Low-Income, White Males—Roxanne Moschetti Critical Conversation Three. Reflections on Being a First-Generation, African-American Male College Student—Nate Deans Jr. 8. Dual Invisibilities. The Intersection of First-Generation and LGBTQ Identities—Pheng Xiong 9. First-Generation Latinx Students’ Information Seeking at College—Vasti Torres, Lucy LePeau, and Yvonne Garcia Critical Conversation Four. First-Generation and Undocumented—Ana K. Soltero López 10. It’s All About the Journey. Exploring the College Experience of First-Generation Women—Nicole Zervas Adsitt 11. Crossing Bridges. First-Generation Native American Students at College—Les Riding-In and Scott Amundsen Critical Conversation Five. Project MALES—Victor B. Sáenz, Emmet Campos, Mike Gutierrez, and Rodrigo Aguayo Part Three. Programs and Practices 12. And the Research Says… Program Supports Across the Spectrum—Robert Longwell-Grice and Mackenzie Hoffman 13. College Preparation Through College Access and Support Programs— Staci Weber Critical Conversation Six. It’s All a Bunch of B.S.. How Institutional Jargon Creates In-Groups and Out-Groups in Higher Education—Sonja Ardoin 14. Supporting Transfer for First-Generation Community College Students—Gloria Crisp, Rebecca Robertson, and Elizabeth Cox Brand Critical Conversation Seven. Moving on in Milwaukee. Easing the College Transition Process for 2-Year College Students—Pablo Muirhead 15. Learning Where They Live. First-Generation College Students in the Residence Halls—Paul Gallagher Critical Conversation Eight. Advice for Advisers—Hadyn K. Swecker and Matthew Fifolt 16. Career Development Needs of First-Generation College Students—Heather Maietta Critical Conversation Nine. They’re Here, Now, What Can We Do to Keep Them?—Katharine Moffat 17. Admissions Isn’t Access. First-Generation College Graduates in Medical Schools—Hyacinth Mason, Jeffrey Winseman, and Erin Ayala Critical Conversation Ten. Becoming the Architect. First-Gen Graduate Students Claiming the Label—Adj Marshall 18. When First-Generation College Students Become Doctoral Candidates—Heather Maietta Critical Conversation Eleven. How a College Rebuilt Itself by Centering First-Generation College Students—Staci Weber Epilogue. What’s in a Name? Narratives and Counternarratives of the First-Generation Moniker—Rashné Jehangir and Kelly Collins Contributors Index
£34.19
Taylor & Francis Inc Radical Reimagining for Student Success in Higher
Book SynopsisCo-published with the Association for State Colleges and Universities (AASCU), which sponsored the project from which the book emerged.This book answers the question “What would your institution look like if students really mattered?” The authors argue that really putting student success at the center of attention will require a radical reimagining of higher education. Much of what is presented here is grounded in the findings of the American Association of State Colleges and Universities’ (AASCU’s) Re-Imagining the First Year (RFY) initiative, which brought together 44 member institutions over a three-year period to identify and test programs, strategies, and tools aimed at improving retention rates for first-year students. The book makes a provocative set of arguments about what is possible if campuses radically reimagine their culture, practices, structures, and rules with the primary purpose of helping students succeed in college and beyond.Table of ContentsPreface Acknowledgements Part 1: Reimagining Institutions 1. Reimagining Institutional Change: Toward an Aspirational Campus Culture 2. Reimagining University Policies: Becoming a Student-First Campus 3. Reimagining Data and Analytic Strategies: Decision-making to Drive Student and Institutional Success Part 2: Reimagining the Student Experience 4. Reimagining Student Learning: Transformative Pedagogies 5. Reimagining Student Support Structures: Identifying Your Problems and Building Teams to Solve Them 6. Reimagining Personnel Processes: Supporting Instructors Committed to Student Success Part 3: Reimagining Higher Education 7 What to Reimagine: the Future of Higher Education 8. How to Reimagine: Being Hard on Problems but Easy on People 9. Why We Must Reimagine: A Student’s Perspective Conclusion. Reimagining the Culture of Higher Education: Institutional Transformation for Radical Student Success Editors and Contributors Index
£29.99
Taylor & Francis Inc Weaving an Otherwise: In-Relations Methodological
Book SynopsisWho (and what) are you bearing witness to (and for) through your research? When you witness, what claims are you making about who and what matters? What does your research forget, and does it do it on purpose?This book reconceptualizes qualitative research as an in-relations process, one that is centered on, fully concerned with, and lifts up those who have been and continue to be dispossessed, harmed, dehumanized, and erased because of white supremacy, settler colonialism, or other hegemonic world views.It prompts scholars to make connections between themselves as “researchers” and affect, ancestors, community, family and kinship, space and place, and the more than human beings with whom they are always already in community.What are the modes and ways of knowing through which we approach our research? How can the practice of research bring us closer to the peoples, places, more than human beings, histories, presents, and futures in which we are embedded and connected to? If we are the instruments of our research, then how must we be attentive to all of the affects and relations that make us who we are and what will become? These questions animate Weaving an Otherwise, providing a wellspring from which we think about our interconnections to the past, present, and future possibilities of research.After an opening chapter by the editors that explores the consequences and liberating opportunities of rejecting dominant qualitative methodologies that erase the voices of the subordinated and disdained, the contributors of nine chapters explore and enact approaches that uncover hidden connections and reveal unconscious value systems.Trade Review"From the very first page of this book, indeed from the foreword onward, Tachine and Nicolazzo provide readers with a richly woven set of chapters that will surely provoke fresh ideas, innovative practices, and deeper thinking about the possibilities of qualitative research. The metaphor-and practice-of weaving is omnipresent in this evocative and beautifully written text to suggest that rigid boundaries of research need to be called into question to open up new possibilities. Every chapter provides a moving example of such possibilities."Susan R. JonesProfessor Emerita, Department of Educational Studies, The Ohio State University"This collection provides invaluable help with developing research tools for refusal, transformation, and change, acknowledging where we are, what we owe, and examining the relationalities embedded in the process of witnessing and recording. Repositioning research as indigenous survivance, BlackLove, responsibility, gifting, haunting, and more, these authors provide crucial guidance to mending research practices that are too often bound up by exclusions but, given ideas and practices shared here, subject to challenge and change."Cris MayoProfessor, Department of Education, University of VermontTable of ContentsAcknowledgements Foreword. Forward, or rather, toward Leigh Patel Introduction. Weaving an Otherwise Amanda R. Tachine and Z Nicolazzo Part I. BEFORE 1. Refusing Neoliberal Logics in Research Design Samuel D. Museus and Amy C. Wang 2. Survivance-Based Inquiries in and Beyond the Academy Angie Morrill and Leilani Sabzalian 3. “If you can't go to Bella Noche's…”. On the Onto-Epistemological Possibilities for Qualitative Researchers Blockett, Leonard D. Taylor, Jr., and Steve D. Mobley Jr. Part II. DURING 4. Archives in the Hold. Overreading Black Student Activism Zachary Brown 5. Heeding Hauntings in Research for Mattering Irene H. Yoon and Grace A. Chen 6. (Re)Considerations of Answerability Through Gifting Christine A. Nelson (K’awaika/Diné. and Heather J. Shotton (Wichita/Kiowa/Cheyenne) Part III. AFTER 7. Blacklove Stories Keon M. McGuire, Kirsten T. Edwards, and T. Elon Dancy, II 8– Learning from Abolition. Reconsidering the Carceral in Educational Research Methodologies Kyle Halle-Erby and Harper Keenan 9– Methodologies for Gesturing Towards Decolonial Futures Sharon Stein, Vanessa Andreotti, Cash Ahenakew, Rene Susa, Elwood Jimmy, Will Valley, Sarah Amsler, Camila Cardoso, Dino Siwek, Tereza Cajkova, Dani D’Emilia, Ninawa Huni Kui, Mateus Tremembe, Rosa Pitaguary, Benício Pitaguary, Nadia Pitaguary, Ubiraci Pataxó, Lynn Mario Trindade Menezes de Souza, Bill Calhoun, Shawn Van Sluys, Carolina Azul Duque, Kyra Royo Fay, Ben Lickerman Afterword — Before, After, During the One Hundred Year Weave K. Wayne Yang About the Authors Index
£26.59
Taylor & Francis Inc Riding the Academic Freedom Train: A Culturally
Book SynopsisMentoring demonstrably increases the retention of undergraduate and graduate students and is moreover invaluable in shaping and nurturing academic careers. With the increasing diversification of the student body and of faculty ranks, there’s a clear need for culturally responsive mentoring across these dimensions.Recognizing the low priority that academia has generally given to extending the practice of mentoring – let alone providing mentoring for Black, indigenous, and people of color (BIPOC) and first generation students – this book offers a proven and holistic model of mentoring practice, developed in the field of psychology, that not only helps mentees navigate their studies and the academy but provides them with an understanding of the systemic and racist barriers they will encounter, validates their cultural roots and contributions, and attends to their personal development.Further recognizing the demands that mentoring places on already busy faculty, the model addresses ways of distributing the work, inviting White and BIPOC faculty to participate, developing mentees’ capacities to mentor those that follow them, building a network of mentoring across generations, and adopting group mentoring. Intentionally planned and implemented, the model becomes self-perpetuating, building an intergenerational cadre of mentors who can meet the growing and continuing needs of the BIPOC community.Opening with a review of the salient research on effective mentoring, and chapters that offer minority students’ views on what has worked for them, as well as reflections by faculty mentors, the core of the book describes the Freedom Train model developed by the godfather of Black psychology, Dr. Joseph White, setting out the principles and processes that inform the Multiracial / Multiethnic / Multicultural (M3) Mentoring Model that evolved from it, and offers an example of group mentoring.While addressed principally to faculty interested in undertaking mentoring, and supporting minoritized students and faculty, the book also addresses Deans and Chairs and how they can create Freedom Train communities and networks by changing the cultural climate of their institutions, providing support, and modifying faculty evaluations and rewards that will in turn contribute to student retention as well as creative and productive scholarship and research.This is a timely and inspiring book for anyone in the academy concerned with the success of BIPOC students and invigorating their department’s or school’s scholarship.Trade ReviewFrom the Foreword: "In this volume, Dr. Jeanett Castellanos, Dr. White, and Veronica Franco share practical information, actionable steps, resources, and powerful narratives connected to the seven tenets of Dr. White’s teachings. The authors’ depth of knowledge, passion, and care comes across in each chapter. Riding the Academic Freedom Train exemplifies Dr. Joseph White’s transformative mentoring practices.We believe [this book] will inspire you to work or continue working for the liberation of People of Color wherever we may be on this planet. It will also remind us to never forget that the light has never been at the end of the tunnel, it has always been inside of us."Nayeli Y. Chavez-Dueñas and Hector Y. Adames"As a former student of Dr. Jeanett Castellanos and the late Dr. Joe White, I can attest that Riding the Academic Freedom Train is a comprehensive, critical, and practical guide to mentorship - based on decades-long experience in mentoring and empowering hundreds of students. It is a genuine act of solidarity that the authors share their expertise, so that future generations can benefit from the guidance that changed the trajectory of my life."Kevin Nadal, Distinguished Professor, John Jay College of Criminal Justice, City University of New York, USA"Riding the Academic Freedom Train offers inspiration for those who believe in the promise of inclusive higher education. Dr. Joseph White was the preeminent icon for mentorship for students often rendered invisible and marginalized because of their ethnic and racial visible identity. Mentorship is an intentional relationship and Dr. White’s multiracial multiethnic multicultural mentoring (M3) model has persisted for over 5 decades. The book amplifies the essence of culturally responsive mentorship, a practice of empowerment and community cohesiveness in academic spaces."Patricia Arredondo, President, Arredondo Advisory Group"Riding the Academic Freedom Train should be mandatory reading for all university faculty, Deans, Department Chairs, and Presidents. For those who are committed to creating a truly inclusive environment, this book provides a roadmap supporting BIPOC students so that classrooms and campuses can be culturally relevant and enriched. The authors, all of whom are BIPOC, offer this timely and much needed guide with meticulously researched frameworks and practical strategies. Particularly noteworthy is their culturally responsive mentoring model that offers transformation and liberation for all students."Anne Chan, Author and Diversity Consultant"Riding the Academic Freedom Train provides an important resource in understanding the BIPOC student mentoring. As the nation continues to experience diversity and multiculturalism, it is imperative that we understand BIPOC student experiences and their needs. We must provide deans, faculty, and chairs the necessary tools to best support BIPOC students. Culturally responsive mentoring models that account for the intersectionality of identities while facilitating educational pathways are imperative. This book explains the complexities of students’ experiences, factors that promote their success, and practices that can ensure inclusivity, engagement, and the pursuit of a graduate education."Loui Olivas, Professor Emeritus, Arizona State University, and Past President, American Association of Hispanics in Higher Education (AAHHE), USA“Mentoring from the perspectives of student and faculty relationships, model programs and practices, theoretical frameworks and research, and scholars and practitioners continue to be examined in the literature. Riding the Academic Freedom Train: A Culturally Responsive, Multigenerational Mentoring Model approaches mentoring in more deeply nuanced ways than previously written. The authors take a critical look at culturally responsive mentoring models and cases that begin with segregation followed by the educational experiences of black, indigenous faculty and students of color in colleges and universities. This book is an excellent read for college and university faculty, students, and administrators who seek to broaden our understanding of how American heritage impacts liberty and social justice for all.”Christine A. Stanley, Regents Professor, Texas A&M University, USA"For a dedicated audience looking to create meaningful institutional change, this book would make an apt accompaniment for a learning group or task force of faculty, student and academic affairs staff, and administrators."Camille Johnson, Professor of Management in the Lucas College and Graduate School of Business at San Jose State University, USATable of ContentsContents Foreword - The Light Is Not at the End of the Tunnel; It Is Inside of Us Acknowledgements Author Poem. Learning to be Free Introduction Part I. Historical Overview and Mentoring Literature 1. Segregation in Education. The Power of Each One Teach One 2. Mentoring. Its Roots and Centrality in Higher Education 3. Mentoring Theories and Research. The Role of Race, Ethnicity, Gender, and Other Identities Part II. Mentoring. Cultural Competency Theories, Needs, Practices, and Application 4. Black, Indigenous, People of Color (BIPOC. Students. Educational Experiences, the Role of Culture, and Persistence Patterns 5 –Black, Indigenous, People of Color (BIPOC. Student Voices. Insights to Culturally Responsive Mentoring Practices 6. Faculty Mentors. Culturally Responsive Practices Part III. The Multiracial Multiethnic Multicultural (M3. Mentoring Model 7 –The Freedom Train. Keeping the Faith 8– The Multiracial Multiethnic Multicultural (M3. Mentoring Model. Fundamentals and Processes 9– Cohort Mentoring in a Research Lab. Application of the Multiracial Multiethnic Multicultural (M3. Mentoring Model 10. Conclusion. Paying It Forward Appendix A. Example Cases Application Appendix B. About the Authors in the Context of Mentoring Glossary of Terms Recommended Readings Index
£34.19
Taylor & Francis Inc Academic Belonging in Higher Education: Fostering
Book Synopsis Sense of belonging is linked to student success, and faculty have a direct impact on the ability of students to thrive and persist in higher education, yet few publications address how faculty promote belonging in concrete terms. Provides concrete examples of how faculty, researchers, administrators, and students can be involved in collaborative efforts to foster and support academic belonging Combines insights from a variety of disciplines (e.g. STEM and social sciences) and an array of institutional types (e.g., small colleges and universities, 2-year and 4-year institutions, predominantly white institutions and minority serving institutions). The first book to focus on academic belonging in higher education Trade Review"This timely volume rightly charges colleges and universities with responsibility for cultivating belonging among the increasingly diverse students they admit and offers much needed insight and direction related to systemic approaches that foster academic belonging. Every student encounters faculty while in college and thus faculty, with the right tools and approach, can have a major positive influence over students’ sense of belonging—this solutions-oriented volume provides instructive guidance and novel ideas for how faculty can do that. On-going challenges to diversity, equity and inclusion efforts underscores the importance of this volume in advancing higher education’s duty to ensure diverse students’ sense of belonging and success in college." Joseph Kitchen, Ph.D., Associate Research Professor, University of Southern California"Academic Belonging in Higher Education is a must-read for anyone who cares about student success in college. This book draws from an array of real-world efforts in various college contexts and provides practical advice and guidance on centering student belonging through intentional institutional-level actions. The authors and editors have offered an informative resource for anyone interested in creating more inclusive and equitable learning environments at colleges and universities."Michael Steven Williams, Ph.D., University of MissouriTable of Contents1. Introduction PART I. Pedagogies of belonging 2. Sense of belonging in the college classroom: Strategies for instructors 3. What women want: Pedagogical approaches for promoting female students' sense of belonging in undergraduate calculus 4. “We’re all in”: Fostering inclusion and belonging through culturally sustaining and anti-racist pedagogy PART II. Promoting academic belonging via the first-year seminar and department-wide interventions 5. The first-year seminar as a vehicle for belonging and inclusion for underrepresented college students 6. Strengthening learning communities: Belonging in a UK physics department 7."What's your major?": How one department addressed belonging and equity through a curriculum overhaul PART III. Fostering academic belonging through integrative and supportive learning communities 8. Building community for men of color through sense of belonging 9. Fostering belonging in a university research community of practice PART IV. Campus-wide strategies to address belonging at minority-serving institutions 10. Asset-based strategies for engagement and belonging among Latinx students at an open-access, research-intensive Hispanic-Serving Institution 11. Creating high-touch environments for belonging in touchless times: A Black college case study amid COVID-19 PART V. Exploring the opportunities and limits of belonging 12. Reflections on the walking interview approach to examining university students’ sense of belonging 13. Reviving the construct of “mattering” in pursuit of equity and justice in higher education: Illustrations from mentoring and partnership programs
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