Philosophy and theory of education Books

Book SynopsisThis year marks the centenary publication of John Dewey's magnum opus, Democracy and Education. Despite its profound importance as a foundational text in education, it is notoriously difficult and dare we say it a little dry. In this charming and often funny companion, noted philosopher of education D. C. Phillips goes chapter by chapter to bring Dewey to a twenty-first-century audience. Drawing on over fifty years of thinking about this book and on his own experiences as an educator he lends it renewed clarity and a personal touch that proves its lasting importance. Phillips bridges several critical pitfalls of Democracy and Education that often prevent contemporary readers from fully understanding it. Where Dewey sorely needs a detailed example to illustrate a point and the times are many Phillips steps in, presenting cases from his own classroom experiences. Where Dewey casually refers to the works of people like Hegel, Herbart, and Locke common knowledge, apparently, in 1916 Philli

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Book SynopsisWe spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: educational goods are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; childhood goods are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be ap

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Book SynopsisPeshkin examines the role played by ethnicity in the daily life of a town he calls Riverview and its only high school. Immersing himself in the daily life of halls and classrooms of Riverview's high school and the streets of its neighborhoods, Peshkin coaxes from both young and old their own reflections on the town's early days, on the period of ethnic strife sparked by the assassination of Martin Luther King, Jr., and on the way they see Riverview today. Peshkin strikes a hopeful cord, revealing what social encounters among ethnic groups--at their best--can be like in America.--Education Digest

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Book SynopsisAll of humanity'sproblems stem fromman'sinability to sit quietly in a room alone, Blaise Pascal wrote in 1654. But then there's Walt Whitman, in 1856: Whoever you are, come forth! Or man or woman come forth! / You must not stay sleeping and dallying there in the house. It is truly an ancient debate: Is it better to be active or contemplative? To do or to think? To make an impact, or to understand the world more deeply? Aristotle argued for contemplation as the highest state of human flourishing. But it was through action that his student Alexander the Great conquered the known world. Which should we aim at? Centuries later, this argument underlies a surprising number of the questions we face in contemporary life. Should students study the humanities, or train for a job? Should adults work for money or for meaning? And in tumultuous times, should any of us sit on the sidelines, pondering great books, or throw ourselves into protests and petition drives? With Action versus ContemplatioTrade Review“Engaging. . . . Not guidance counselors but intellectual guides, Summit and Vermeule trace their students’ predicament to the origins of Western philosophy. ‘The rhetoric of action and contemplation,’ they proclaim, ‘is nothing less than the unacknowledged medium of self-understanding in the modern world.’ In their telling, it becomes a medium in which to understand, and criticize, not just the culture of fuzzies and techies at Stanford, but the nature of stress, the appeal of cowboy politicians, the point of education, and the search for meaningful work.” * LA Review of Books *“Summit and Vermeule taught a course at Stanford on this dichotomy between the cultivation of wisdom and the demonstration of skills. Action Versus Contemplation: Why an Ancient Debate Still Matters begins with an appeal for balance rather than conflict when these two realms are juxtaposed. . . . Activity without leisure proves meaningless; downtime without engagement turns purposelessness. Summit and Vermeule, trained as literary critics, aim this brief book towards those who seek to recover a wise balance while never dismissing the life of the mind.” * PopMatters *"Though the book will be valuable to a wide readership, the recurring theme of current trends in education makes it particularly important within the academy. This engaging and clever book will generate important conversations. Highly recommended." * Choice *Shortlist * Phi Beta Kappa: Ralph Waldo Emerson Award *"A fascinating and inspiring tour of big ideas--worth both contemplating and acting on." -- Sarah Bakewell, author of At the Existentialist Cafe"Action versus Contemplation brings a cooling sense of balance to a whole range of important and often highly polarized arguments about technology, work, education, and more. How liberating to discover that we don’t need to choose between nostalgia and philistinism, Captain Ludd and Dr. Pangloss. Even better, the authors give us not just historical elaborations of the theoretical complementarity of action and contemplation, but actual, already-existing examples of the middle position at work today. They show us that, no matter how 'soulless' society seems to become, meaning-seeking behavior does and always will continue." -- William Deresiewicz, author of Excellent Sheep"This is a very subtle and surprising book that nevertheless goes down easy because you expect it to take a side in a binary (i.e., to take your side), but instead it seeks to transcend that binary. There's great generosity of spirit in their writing and thinking, and that generosity will have a salutary effect on all those whose thinking this book will touch. Action versus Contemplation is itself a contemplative document meant to intervene in the world it addresses, to get us to rethink practical matters, and to act in ways that will promote thinking. It urges action as a way of thinking, and thinking as a way of acting, and is a model of what it advocates for." -- William Flesch, Brandeis University"Action Versus Contemplation grew out of an Introduction to Humanities course the authors co-taught at Stanford. They saw beneficial effects in both students’ lives and their own when that 'versus' gave way to an 'and.' They also see evidence—in student surveys, 'locavore' movements, and emerging workplace cultures—that people are searching for new syntheses of action and contemplation. They make keen suggestions throughout the study about how the university should facilitate that search." * Commonweal *"This book will surely appeal to so many categories of intellectuals, from the humanities as well as the sciences, university faculty as well as administrators, and even ordinary people who are [in] search of overcoming the uneasy features of a one-sided life." * Philosophia *Table of ContentsIntroduction1. From Action and Contemplation to Stress and Relaxation2. The Action Bias and the Human Condition3. Science and Humanities4. Work and Leisure5. Public and Private6. A Life of Meaning in a Market WorldConclusion: The University and the WorldAcknowledgmentsNotesBibliography

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Book SynopsisWhat should the civic purposes of education in a liberal and diverse society be. Linking political theory with educational history and policy, Rob Reich offers provocative new answers to these questions.Trade Review"A sensible and significant contribution to the educational controversies that occupy so many political and educational theorists - and policymakers - these days. Rob Reich has a gift for clarifying complicated matters and a talent for writing that makes reading almost effortless." - Richard Dagger, author of Civic Virtues: Rights, Citizenship, and Republican Liberalism

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Book SynopsisWhat should the civic purposes of education in a liberal and diverse society? Linking political theory with educational history and policy, Rob Reich offers provocative new answers to these questions.Trade Review"A sensible and significant contribution to the educational controversies that occupy so many political and educational theorists - and policymakers - these days. Rob Reich has a gift for clarifying complicated matters and a talent for writing that makes reading almost effortless." - Richard Dagger, author of Civic Virtues: Rights, Citizenship, and Republican Liberalism

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Book SynopsisWhat happens when teachers share power with students? In this text, Ira Shor - one of the earliest proponents of critical pedagogy in the United States - relates the story of an experiment that nearly went out of control.Table of ContentsPreface and Acknowledgments 1: The Siberian Syndrome: Students as Exiles in the Culture War of the Classroom 2: Sharing Power, Democratizing Authority, and Mediating Resistance 3: Escaping Siberia: Students Ask, "Why Come to Class?" 4: Power-Sharing and the Birth of the "After-Class Group" 5: The "After-Class Group" Constructs the Unknown 6: Power Is Knowledge - "Positive Resistance" and "Ultra-Expectations" 7: Can Siberia Become a Critical Territory? 8: Siberian Harvest: Measuring the Yield of Power-Sharing Afterword Lewis Dimmick Bibliography Index

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Book SynopsisIn this unique book on education, Shor develops teaching theory side-by-side with a political analysis of schooling. Drawing on the work of Paulo Freire, he offers the first practical and theoretical guide to Freirean methods for American classrooms. Central to his method is a commitment to learning through dialogue and to exploring themes from everyday life. He poses alienation and mass culture as key obstacles to learning, and establishes critical literacy as a foundation for studying any subject.

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Book SynopsisA case for sex education that puts it in historical and philosophical context. In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people's needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it's worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future. Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of comprehensive sex education Trade Review“Touchy Subject tackles an incredibly important and vexing subject: sex education and its place in public schooling. Andersen and Bialystok team up to provide an engaging look back at the mostly terrible ways that we have approached sex education in North America. They examine the aims and arguments for sex education in public schools and propose an enlightened but politically liberal approach they call ‘Democratic Humanistic Sexuality Education.’ This approach foregrounds children’s interests and needs in health and well-being, and a pluralistic society’s interest in religious neutrality." -- Ann E. Cudd, University of Pittsburgh“To casual observers, it might seem as if Americans are hopelessly divided on sex education in public schools. Bialystok and Andersen do an admirable job of moving beyond the standard assumption of a simple, implacable culture-war divide on the issue and pave the way for productive discussion.” -- Adam Laats, Binghamton University, SUNYCoauthored by a historian (Anderson) and a philosopher (Bialystok), Touchy Subject’s unique premise is built on two parts: three chapters explaining the trajectory of sex education in the US in the 20th century and three chapters making the normative case for a version of robust sex education in which the state balances the needs of adolescents and the rights of parents . . . This is a book for public school teachers and academics, and it will be particularly useful for advanced undergraduates and graduate students in the fields of education and women, gender, and sexuality studies. Recommended." * Choice *"Touchy Subject is a brisk, lively, accessible introduction to a vast field of scholarly inquiry." * Theory and Research in Education *" . . . .co-authors Lauren Bialystok and Lisa M. F. Andersen tackle the always delicate subject of sex education with admirable clarity and scholarly insight." -- Josh Corngold, Philosophical Inquiry in EducationTable of ContentsIntroduction 1 1 Prudish or Prudent: The Origins of Classroom-Based Sex Education, 1880–1922 2 Happiness or Public Health: Sex Education’s Shifting Purposes, 1920–1970 3 Peers or Professionals: Authority, Activism, and Sex Education, 1970–2000 4 How Much Room Is There for Disagreement? 5 Who’s the Boss? 6 What Are Schools For? Conclusion: We’re Out of Touch Acknowledgments Notes Index

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Book SynopsisA case for sex education that puts it in historical and philosophical context. In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people's needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it's worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future. Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of comprehensive sex education Trade Review“Touchy Subject tackles an incredibly important and vexing subject: sex education and its place in public schooling. Andersen and Bialystok team up to provide an engaging look back at the mostly terrible ways that we have approached sex education in North America. They examine the aims and arguments for sex education in public schools and propose an enlightened but politically liberal approach they call ‘Democratic Humanistic Sexuality Education.’ This approach foregrounds children’s interests and needs in health and well-being, and a pluralistic society’s interest in religious neutrality." -- Ann E. Cudd, University of Pittsburgh“To casual observers, it might seem as if Americans are hopelessly divided on sex education in public schools. Bialystok and Andersen do an admirable job of moving beyond the standard assumption of a simple, implacable culture-war divide on the issue and pave the way for productive discussion.” -- Adam Laats, Binghamton University, SUNYCoauthored by a historian (Anderson) and a philosopher (Bialystok), Touchy Subject’s unique premise is built on two parts: three chapters explaining the trajectory of sex education in the US in the 20th century and three chapters making the normative case for a version of robust sex education in which the state balances the needs of adolescents and the rights of parents . . . This is a book for public school teachers and academics, and it will be particularly useful for advanced undergraduates and graduate students in the fields of education and women, gender, and sexuality studies. Recommended." * Choice *"Touchy Subject is a brisk, lively, accessible introduction to a vast field of scholarly inquiry." * Theory and Research in Education *" . . . .co-authors Lauren Bialystok and Lisa M. F. Andersen tackle the always delicate subject of sex education with admirable clarity and scholarly insight." -- Josh Corngold, Philosophical Inquiry in EducationTable of ContentsIntroduction 1 1 Prudish or Prudent: The Origins of Classroom-Based Sex Education, 1880–1922 2 Happiness or Public Health: Sex Education’s Shifting Purposes, 1920–1970 3 Peers or Professionals: Authority, Activism, and Sex Education, 1970–2000 4 How Much Room Is There for Disagreement? 5 Who’s the Boss? 6 What Are Schools For? Conclusion: We’re Out of Touch Acknowledgments Notes Index

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Book SynopsisNearly one hundred years ago America's foremost philosopher of education, John Dewey, set in motion the progressive education movement--an effort to enhance both child and community by establishing schools that would focus on the needs and interests of children, thereby turning out more productive citizens. To what degree did these ideas actually change the day-to-day lives of school children? What can the progressive education movement teach us about the conditions that facilitate and impede the implementation of new ideas about schools? Through a focus on actual classroom practices in several school systems in the Chicago area, Zilversmit examines the impact of Dewey's ideas at a national and local level. He looks at the course of progressivism from the 1930s, when its influence was at its height but reform was difficult because of the Depression, through the post-World War II period when the baby boom led to rapid school expansion. The new affluence made reform possible, but the ColTable of ContentsList of Illustrations Preface Acknowledgments 1: Progressive Education: A Definition 2: Old Wine, New Bottles 3: Progressive Schools in the 1930s 4: Progressive Education in the 1930s: The Local Perspective 5: Postwar Education: The Challenge 6: Progressive Education under Fire 7: Postwar Education in the Suburbs 8: Postwar Education in Middle America 9: Progressive Education and the Process of Reform Tables: School and Community Statistics, 1930-1960 Notes Index

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Book SynopsisNearly one hundred years ago America's foremost philosopher of education, John Dewey, set in motion the progressive education movementan effort to enhance both child and community by establishing schools that would focus on the needs and interests of children, thereby turning out more productive citizens. To what degree did these ideas actually change the day-to-day lives of school children? What can the progressive education movement teach us about the conditions that facilitate and impede the implementation of new ideas about schools? Through a focus on actual classroom practices in several school systems in the Chicago area, Zilversmit examines the impact of Dewey's ideas at a national and local level. He looks at the course of progressivism from the 1930s, when its influence was at its height but reform was difficult because of the Depression, through the post-World War II period when the baby boom led to rapid school expansion. The new affluence made reform possible, but the Cold

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Book SynopsisThis book explores the possibilities and limitations re-theorizing disability using historical materialism in the interdisciplinary contexts of social theory, cultural studies, social and education policy, feminist ethics, and theories of citizenship.Trade Review"The time for Disability and Difference in Global Contexts is now. At the forefront of both the global and materialist turns in disability studies, Erevelles provides readers with an indispensable analysis of the ways in which disability in the current world order is constructed in relation to systems of gender, race, class, caste, and sexual orientation. Erevelles calls for a transformative body politic that resists the compulsory subject positions and relations of domination generated by neoliberal, capitalist modes of production. In and through that call, she remaps, in emancipatory ways, the terrain of disability studies, feminist studies, Marxist theory, postcolonial theory, and education." –Robert McRuer, Professor of English, George Washington University, USA "In this wide-ranging exploration through the often violent historical imbrications of disability and race, Erevelles brings us to questions we will never soon forget. This book demonstrates the historical production of disability and other social differences as they press upon us today making our bodies, minds, senses matter as the conflicting social scenes that they are. No one in disability studies, or any of its affiliated fields, should go without reading this book; and no one will rest easy with their current disability knowledge once having read Disability and Difference in Global Context." - Tanya Titchkosky, Associate Professor and Associate Chair, Sociology and Equity Studies in Education, the Ontario Institute for Studies in Education (OISE), University of Toronto, Canada"Disability and Difference in Global Contexts offers an important corrective to established scholarship in disability studies by demanding a focus on intersectionality. In language by turns provocative and heartbreaking, Nirmala Erevelles explains and enacts a 'carnal historical materialism': the theoretical yet everyday dance between identity, injury, privilege and hope." - Margaret Price, Associate Professor of English, Spelman College, USA"At once deeply personal and sharply theoretical, personal and probing, this book gives us the big picture: 'disability' in its historical, material, and global settings. Erevelles' brilliant work of social theory marks a new and crucial advance in its rigorous explorations of confluences of disability, race, class, gender, and citizenship." - Susan Schweik, Professor of English, University of California at Berkeley, USATable of ContentsMaking Bodies that Matter: The Political Economy of 'Becoming' (Disabled) Of Ghosts and Ghetto Politics: Embodying Education Policy as if Disability Mattered 'Unspeakable' Offenses: Disability Studies at the Intersection of Multiple Differences (with Andrea Minear) Embodied Antimonies: Feminist Disability Studies Meets Third World Feminism (Im)Material Citizens: Cognitive Disability, Race, and the Politics of Citizenship The 'Other' Side of the Dialectic: Towards a Materialist Ethic of Care

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Book SynopsisWhat are the ties that bind the 'good youth citizen' and the youth activist in the twenty-first century?Trade Review"This richly theorised, fascinating study of young activists should be read by all social scientists. It reinvigorates debates on social movements and the problem of youth, whilst providing a much-needed antidote to the current pessimism about the possibilities of activism and the political engagement of young people." - Diane Reay, Professor of Education, Cambridge UniversityTable of ContentsCitizen Youth' in the Twenty-First Century Understanding Youth Political Engagement: Unpacking Youth Citizenship as Governance Constructing the Good Youth Citizen: A History of the Present Good Citizen/Bad Activist: The Cultural Role of the State in Youth Political Participation Class Exclusions, Racialized Identities: The Symbolic Economy of Youth Activism Becoming Actors: Agency and Youth Activist Subcultures

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Book SynopsisExamining the work of Lacan and Freud, Cho argues that a theory of pedagogy is already embedded within psychoanalysis. Psychopedagogy is the name given to this embedded theory. Through a discussion of key psychoanalytic concepts, as well as a variety of other topics, Cho develops the contours of psychopedagogy.Trade Review"In one of his famous dictums, Freud refers to (psycho)analysis, education, and politics as the three impossible professions. Although taking place all around us, these professions are ridden and driven by an inherent impossibility or, to put it with Lacan, by a real that makes their theory and practice all the more intriguing and revealing. Yet in different and numerous attempts to think through the inherent connections between the three fields, educating somehow got much less conceptual and critical attention than the other two. This is just one of many reasons that makes Cho s book so precious and indispensable. What makes it all the more valuable is that, far from being an attempt to simply apply psychoanalysis to education, it really ventures to think through their inherent connections, proposing many a revealing and intriguing insight." - Alenka Zupancic, Senior Research Fellow at the Institute of Philosophy, Slovene Academy of Sciences, Ljubljana.Table of ContentsPedagogy with Psychoanalysis PART I: PROLEGOMENA TO ANY FUTURE PSYCHOPEDAGOGY The Unconscious: A Form of Knowledge On the Ego and Other Strategies of Resistance Transference or, When Discourses Shift: Toward a Theory of Psychopedagogical Technique PART II: SECONDARY REVISIONS Wo es war : Marxism, the Unconscious, and Subjectivity Pedagogy of the Repressed or, Repetition as a Pedagogical Factor Education by Way of Truths: Lacan with Badion Lessons of Love: On Pedagogical Love Teaching Abjection: The Politics of Psychopedagogy

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Book SynopsisCritical Race Theory (CRT) in the realm of Education has a long history in the US, and is now a bourgeoning field of enquiry in the UK. It looks at CRT's origins in Critical Legal Studies, critiques the work of major US and UK Critical Race Theorists and also looks at some of CRT's strengths.Trade Review"Through an insightful and provocative analysis, Cole offers a bold interrogation into the ideological underpinnings of CRT, as well as a clear and useful alternative based on recent developments in Marxist theory. Critical Race Theory and Education is sure to spark renewed transatlantic debates regarding race not only within education, but also other fields of study, where a 21st Century understanding of racism is imperative to the transformation of material conditions of inequality and the destructive impact of global capital." - Antonia Darder and Rodolfo D. Torres, authors of After Race: Racism after Multiculturalism "Any movement would be fortunate to have the meticulous but wide-rangingcriticism that Cole offers.This volume is a welcome contribution that comes at an especially good time, as critical race theory jumps the Atlantic and expands into fields outside law, such as education." - Richard Delgado, University Professor of Law, Seattle University; author of Critical Race Theory:An Introduction and The Rodrigo Chronicles "Stories make up the substance of theory; they elucidate theory in ways that are compelling and comprehensible. Cole proves to be an effective storyteller. Cole offeres a direct interrogation of critical ract theory (CRT) from a Marxist perspective and makes a signficant contribution to the dialogue concerning race, class, and education." - P.S. Kelly, Choice "Cole's book Critical Race Theory and Education: A Marxist Response is a valuable contribution to the ongoing debates regarding racism. . . . One of the main features of the book is that it critically discusses theoretical approaches regarding race and racism while at the same time giving examples from real life, thus enabling the reader to draw links between theory and practice; these examples relate to classroom practice and pedagogy as well as state policies. . . . Cole's book is a very well articulated volume and addresses a wide audience, embracing university students, academics, and practitioners." - Maria Papapolydorou, Institute of Education, University of LondonTable of ContentsCritical Legal Studies and the Origins of Critical Race Theory White Supremacy and Racism; Social Class and Racialization The Strengths of CRT CRT and Educational Theory in the US 'Race' and Educational Theory in the UK and the Arrival of CRT Neo-liberal Global Imperialism in the Twenty-First Century Marxism and Twenty-First Century Socialism CRT and Marxism: Some Suggestions for Classroom Practice

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Book SynopsisHow does the new, charged-up, multitasking generation respond to traditional textbooks and lectures? Are we effectively reaching today's technologically advanced youth? Rewired is the first book to help educators and parentsteach to this new generation's radically different learning styles and needs. Table of ContentsWhy Tweens and Teens Hate School Welcome to the iGeneration An Explosion of WMDs - Wireless Mobile Devices Multitasking Madness Real Life or Screen Life? Tapping into a Very Creative Generation of Students Media Literacy Among 21st Century Kids Concerns, Worries, and Barriers Conclusion

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Book SynopsisThe world-renowned scholar suggests a new approach to education that can sustain humanistic learning in a globalized culture.Trade ReviewThough it is a collection of previously published articles, it attains a coherence and concentration such collections seldom achieve...[a] rich and rewarding book. -- Robert N. Bellah First Things Perhaps [The Great Civilized Conversation's] most striking feature is the care, and indeed passion, with which core concepts from different epochs of the Confucian educational tradition in East Asia are articulated and interpreted for a wider world community... [A] lifetime of sustained and cumulative effort... is represented in this remarkable volume.Sino Western Journal Sino Western JournalTable of ContentsPreface Introduction Part 1. Education and the Core Curriculum 1. Education for a World Community 2. "Starting on the Road" with John Erskine & Co. 3. The Great "Civilized" Conversation: A Case in Point 4. A Shared Responsibility to Past and Future 5. Asia in the Core Curriculum 6. What Is "Classic"? 7. Classic Cases in Point Part 2. Liberal Learning in Confucianism 8. Human Renewal and the Repossession of the Way 9. Zhu Xi and Liberal Education 10. Confucian Individualism and Personhood 11. Zhu Xi's Educational Program 12. Self and Society in Ming Thought 13. The Rise of Neo-Confucianism in Korea 14. Confucianism and Human Rights 15. China and the Limits of Liberalism Part 3. Tributes and Memoirs 16. Huang Zongxi and Qian Mu 17. Tang Junyi and New Asia College 18. Ryusaku Tsunoda Sensei 19. Thomas Merton, Matteo Ricci, and Confucianism Appendix. Wm. Theodore de Bary: A Life in Conversation Index

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Book SynopsisThe world-renowned scholar suggests a new approach to education that can sustain humanistic learning in a globalized culture.Trade ReviewThough it is a collection of previously published articles, it attains a coherence and concentration such collections seldom achieve...[a] rich and rewarding book. -- Robert N. Bellah First Things Perhaps [The Great Civilized Conversation's] most striking feature is the care, and indeed passion, with which core concepts from different epochs of the Confucian educational tradition in East Asia are articulated and interpreted for a wider world community... [A] lifetime of sustained and cumulative effort... is represented in this remarkable volume.Sino Western Journal Sino Western JournalTable of ContentsPreface Introduction Part 1. Education and the Core Curriculum 1. Education for a World Community 2. "Starting on the Road" with John Erskine & Co. 3. The Great "Civilized" Conversation: A Case in Point 4. A Shared Responsibility to Past and Future 5. Asia in the Core Curriculum 6. What Is "Classic"? 7. Classic Cases in Point Part 2. Liberal Learning in Confucianism 8. Human Renewal and the Repossession of the Way 9. Zhu Xi and Liberal Education 10. Confucian Individualism and Personhood 11. Zhu Xi's Educational Program 12. Self and Society in Ming Thought 13. The Rise of Neo-Confucianism in Korea 14. Confucianism and Human Rights 15. China and the Limits of Liberalism Part 3. Tributes and Memoirs 16. Huang Zongxi and Qian Mu 17. Tang Junyi and New Asia College 18. Ryusaku Tsunoda Sensei 19. Thomas Merton, Matteo Ricci, and Confucianism Appendix. Wm. Theodore de Bary: A Life in Conversation Index

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Book SynopsisRey Chow rearticulates the plight of the humanities in the age of global finance and neoliberal mores through a focus on Foucault's concept outside. She foregrounds a nonutilitarian approach, stressing anew the intellectual and pedagogical objectives fundamental to humanistic inquiry.Trade ReviewIn this lucid, concise, and passionate book, Rey Chow theorizes the dire effects of entrepreneurial capitalism in our digital age while showing how a humanistic intellectual should confront the essential problems created and obscured by that capitalism. This recovery of Foucault is brilliant, timely, and liberating. -- Paul A. Bové, author of Love's ShadowIn A Face Drawn in Sand, Rey Chow not only offers a provocative and original reading of Foucault but also mobilizes this reading to analyze some of the most important oppositions in literary studies today: close reading versus distant reading, surface reading with its re-aestheticization of the text versus STEM-inspired social science approaches, identity versus racialization, among others. Rather than attempt simply to adjudicate these conflicts in the interests of compromise, Chow reconstructs their theoretical and historical conditions of possibility to determine how these oppositions came to be posed in their current form. In doing so, she allows us to rethink them and perhaps better articulate the problems they seek to address. This is a much-needed book. -- Warren Montag, coauthor of The Other Adam SmithIf, as Foucault said, we have yet to cut off the head of the king, Chow offers the sharpest blade yet: critique forged in immanence. With the equanimity of a saint and the tenacity of a battle-scarred scholar, she puts a point on Foucault’s productive hypothesis: to denounce power is not to say no to it. The result is a compelling series of interventions into the fields of study that matter most for humanistic inquiry today: critical race studies, sound studies, media studies, transnational and global studies. Chow’s gift is a vision of what these fields might be, beheaded. -- Thomas Lamarre, author of The Anime Ecology: A Genealogy of Television, Animation, and Game MediaA Face Drawn in Sand cuts into the present with breathtaking clarity. Redeploying Foucault’s work in startling new ways, Chow engages everything from humanistic study in the neoliberal university to racism, sound theory, the digitized smart self, and sand painting. As brilliant as it is courageous, this book not only changes how we read Foucault. It teaches us how to think: how to press against the limits of our contemporary order. A tour de force! -- Lynne Huffer, author of Foucault's Strange ErosChow’s text accomplishes something rare these days: an original reading of Foucault that crackles with insight. * Critical Inquiry *Table of ContentsPart I. Humanistic Inquiry in the Era of the Moralist-EntrepreneurIntroduction: Rearticulating “Outside”Part II. Exercises in the Unthought1. Literary Study’s Biopolitics2. “There Is a ‘There Is’ of Light”; or, Foucault’s (In)visibilities3. Thinking “Race” with Foucault4. “Fragments at Once Random and Necessary”: The Énoncé Revisited, Alongside Acousmatic Listening5. From the Confessing Animal to the SmartselfCoda: Intimations from a Series of Faces Drawn in SandAcknowledgmentsNotesIndex

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Book Synopsis''The foremost work on the key democratic task: helping people to identify and challenge the sources of their oppression ... a transformative text'' George Monbiot, GuardianArguing that ''education is freedom'', Paulo Freire''s radical international classic contends that traditional teaching styles keep the poor powerless by treating them as passive, silent recipients of knowledge. Grounded in Freire''s own experience teaching impoverished and illiterate students in his native Brazil and over the world, this pioneering book instead suggests that through co-operation, dialogue and critical thinking, every human being can develop a sense of self and fulfil their right to be heard.''Truly revolutionary'' Ivan IllichTrade ReviewA transformative text -- George MonbiotTruly revolutionary -- Ivan IllichBrilliant methodology of a highly charged and politically provocative character -- Jonathan Kozol

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Book SynopsisTrade Review"There is much wisdom in these essays, and although most are drawn from experiences in secondary and college-level English classrooms, the essays will likely resonate with teachers of other disciplines and at other instructional levels as well."--Choice"This collection of essays edited by David Schaafsma demonstrates how Jane Addams, via her life story, thought, and writings, remains relevant and inspirational in today's world not only for historians, feminists, peace activists, and social workers, but, specifically, for English educators as well."--Journal of the Illinois State Historical Society "These well-crafted essays continue the conversation about Jane Addams as a distinctive voice in American letters, one that appeals to scholars across academic disciplines. David Schaafsma's collection speaks to a wide variety of readers, particularly those who are themselves teachers."--Katherine Joslin, author of Jane Addams: A Writer's Life"Jane Addams in the Classroom makes major contributions to scholarship on Jane Addams--but also, more broadly, to educational leadership models and teachers’ own individual avenues to social activism. By connecting with Addams as a theorizing story-teller, as well as with scholarship on Dewey, Freire, and other advocates for progressive pedagogy, this collection provides a useful lens for educators seeking to examine their own teaching practices critically. Given the pivotal role that Addams played in community-based education promoting sustained civic engagement, this book is long overdue."--Sarah R. Robbins, author of Managing Literacy, Mothering America

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Book SynopsisThe impact of conquest and colonialism on identity and the construction of knowledge Jillian Ford and Nathalia E. Jaramillo edit a collection of writings by women that examine womanist worldviews in philosophy, theory, curriculum, public health, and education. Drawing on thinkers like bell hooks and Cynthia Dillard, the essayists challenge the colonizing hegemonies that raise and sustain patriarchal and male-centered systems of teaching and learning. Part One examines how womanist theorizing and creative activity offer a space to study the impact of conquest and colonization on the Black female body and spirit. In Part Two, the contributors look at ways of using text, philosophy, and research methodologies to challenge colonizing and colonial definitions of womanhood, enlightenment, and well-being. The essays in Part Three undo the colonial pedagogical project and share the insights they have gained by freeing themselves from its chokehold. Powerful and interdisciplinary, Disrupting CTrade Review“Inspired by bell hooks’ engaged and transgressive pedagogical discourses, this compelling, informative, ‘disruptive’ anthology captures the powerful reflections of feminist/womanist women of color as they interrogate toxic practices of the white academy in the South. The essays, which cover a rich variety of topics, are candid, brilliant, sobering, informative and inspirational. A must read for strategies to transform higher education during challenging times.”--Beverly Guy-Sheftall, Spelman CollegeTable of ContentsForeword—AnaLouise Keating Acknowledgments Introduction—Nathalia E. Jaramillo and Jillian FordPart I: Disembodying Coloniality 1 Vivisection: Decolonizing Media’s Hidden Curriculum of Black Female Subjectivity through a Mash-Up of Visual Arts and Performance—Khalilah Ali 2 Breath, Spirit, and Energy Transmutation: Womanist Praxes to Counter Coloniality —Jillian FordPart II: Transforming Interventions 3 Discursive Colonialism of Hmong Women in Western Texts: Education, Representation, and Subjectivity—Leena N. Her 4 A Spiritual Infusion: An Anti-Colonial Feminist Approach to Academic Healing and Transformative Education—Angela Malone Cartwright 5 Healing the Soul—Curando el Alma—Na Sanna’e Ini’e Collective: A Feminist BIPOC Migrant Mixtec Serving Leadership and Research Initiative—Lorri J. Santamaría, Adriana Diego, Genevieve Flores-Haro, Silvia García Aguilár, Luisa León Salazár, Claudia Lozáno, Liliana Manriquez, and Alberta SalazárPart III: Undoing Command 6 #CrunkPublicHealth: Decolonial Feminist Praxes of Cultivating Liberatory and Transdisciplinary Learning, Research, and Action Spaces—LeConté J. Dill 7 Activating Space and Spirit: Meditations on Spiritually Sustaining Pedagogies—Sameena Eidoo 8 Dear Doctoral Student of Color: Academic Advising as Anti-Colonial Womanist Pedagogy and Theory—Patricia Krueger-Henney Contributors Index

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Book SynopsisTrade Review“A direct call for action grounded in the day-to-day work we do as teachers. Inspired by recent work in musicology and related fields, this is the first collection that brings scholars, teachers, and administrators together to think collectively about student wellbeing and the need for instructors to center care in their pedagogy.”--Loren Kajikawa, author of Sounding Race in Rap SongsTable of ContentsForeword William Cheng Introduction: Radical Care Colleen Renihan, John Spilker, Trudi Wright Part I. The Heart of Curricular Interventions Chapter 1. Re-Enchanting Music History Sara Haefeli Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South Molly M. Breckling Chapter 3. Empathy in Opera Colleen Renihan Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum John Spilker Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention Frederick A. Peterbark Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within Stephanie Jensen-Moulton Part II. Unmeasured Pedagogical Horizons Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom Mark Katz Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources Eric Hung Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle? William A. Everett and Matteo Magarotto Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture Kate Galloway Part III. Self-Care, the Root of Teaching Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students Nathan A. Langfitt Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective Reba A. Wissner Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings Amanda Christina Soto Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative Laura Moore Pruett Chapter 15. Mental Health and the Pedagogy of Self-Disclosure Mary Natvig Chapter 16. Modeling Cura Personalis: Caring for Our Students and Ourselves Trudi Wright Epilogue: Care for Now Colleen Renihan, John Spilker, Trudi Wright Contributors Index

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Book SynopsisIncludes essays that explore how Jane Addams' life, work, and philosophy provide invaluable lessons for teachers seeking connection with their students.Trade Review"There is much wisdom in these essays, and although most are drawn from experiences in secondary and college-level English classrooms, the essays will likely resonate with teachers of other disciplines and at other instructional levels as well."--Choice"This collection of essays edited by David Schaafsma demonstrates how Jane Addams, via her life story, thought, and writings, remains relevant and inspirational in today's world not only for historians, feminists, peace activists, and social workers, but, specifically, for English educators as well."--Journal of the Illinois State Historical Society "These well-crafted essays continue the conversation about Jane Addams as a distinctive voice in American letters, one that appeals to scholars across academic disciplines. David Schaafsma's collection speaks to a wide variety of readers, particularly those who are themselves teachers."--Katherine Joslin, author of Jane Addams: A Writer's Life"Jane Addams in the Classroom makes major contributions to scholarship on Jane Addams--but also, more broadly, to educational leadership models and teachers’ own individual avenues to social activism. By connecting with Addams as a theorizing story-teller, as well as with scholarship on Dewey, Freire, and other advocates for progressive pedagogy, this collection provides a useful lens for educators seeking to examine their own teaching practices critically. Given the pivotal role that Addams played in community-based education promoting sustained civic engagement, this book is long overdue."--Sarah R. Robbins, author of Managing Literacy, Mothering America

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Book SynopsisTrade Review“Inspired by bell hooks’ engaged and transgressive pedagogical discourses, this compelling, informative, ‘disruptive’ anthology captures the powerful reflections of feminist/womanist women of color as they interrogate toxic practices of the white academy in the South. The essays, which cover a rich variety of topics, are candid, brilliant, sobering, informative and inspirational. A must read for strategies to transform higher education during challenging times.”--Beverly Guy-Sheftall, Spelman CollegeTable of ContentsForeword—AnaLouise Keating Acknowledgments Introduction—Nathalia E. Jaramillo and Jillian FordPart I: Disembodying Coloniality 1 Vivisection: Decolonizing Media’s Hidden Curriculum of Black Female Subjectivity through a Mash-Up of Visual Arts and Performance—Khalilah Ali 2 Breath, Spirit, and Energy Transmutation: Womanist Praxes to Counter Coloniality —Jillian FordPart II: Transforming Interventions 3 Discursive Colonialism of Hmong Women in Western Texts: Education, Representation, and Subjectivity—Leena N. Her 4 A Spiritual Infusion: An Anti-Colonial Feminist Approach to Academic Healing and Transformative Education—Angela Malone Cartwright 5 Healing the Soul—Curando el Alma—Na Sanna’e Ini’e Collective: A Feminist BIPOC Migrant Mixtec Serving Leadership and Research Initiative—Lorri J. Santamaría, Adriana Diego, Genevieve Flores-Haro, Silvia García Aguilár, Luisa León Salazár, Claudia Lozáno, Liliana Manriquez, and Alberta SalazárPart III: Undoing Command 6 #CrunkPublicHealth: Decolonial Feminist Praxes of Cultivating Liberatory and Transdisciplinary Learning, Research, and Action Spaces—LeConté J. Dill 7 Activating Space and Spirit: Meditations on Spiritually Sustaining Pedagogies—Sameena Eidoo 8 Dear Doctoral Student of Color: Academic Advising as Anti-Colonial Womanist Pedagogy and Theory—Patricia Krueger-Henney Contributors Index

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Book SynopsisTrade Review“A direct call for action grounded in the day-to-day work we do as teachers. Inspired by recent work in musicology and related fields, this is the first collection that brings scholars, teachers, and administrators together to think collectively about student wellbeing and the need for instructors to center care in their pedagogy.”--Loren Kajikawa, author of Sounding Race in Rap SongsTable of ContentsForeword William Cheng Introduction: Radical Care Colleen Renihan, John Spilker, Trudi Wright Part I. The Heart of Curricular Interventions Chapter 1. Re-Enchanting Music History Sara Haefeli Chapter 2. Teaching Approaches to Race Through Music: A Timely Example from the American South Molly M. Breckling Chapter 3. Empathy in Opera Colleen Renihan Chapter 4. Integrating Wellbeing and Intersectional Equity Across a Revised Music History and Culture Curriculum John Spilker Chapter 5. Care, Carefully: Caring for the Whole Student from Recruitment through Retention Frederick A. Peterbark Chapter 6. Kindness as Universal Design: Rethinking the College Music Classroom from Within Stephanie Jensen-Moulton Part II. Unmeasured Pedagogical Horizons Chapter 7. Connecting Students and Artistic Communities: Understanding Agency, Fostering Empathy, and Expanding Representation in the Classroom Mark Katz Chapter 8. Towards Socially Responsible Music History Pedagogy: A Rant, Some Theories and A Few Resources Eric Hung Chapter 9. Public Musicology as Care, or How Should We Respond When the Duke of Mantua Tells Us That All Women Are Fickle? William A. Everett and Matteo Magarotto Chapter 10. Listening with Care to Nonhuman Musicality and Material Culture Kate Galloway Part III. Self-Care, the Root of Teaching Chapter 11. Curriculum Changing Culture: Improving the Mental Health of University Music Students Nathan A. Langfitt Chapter 12. Teaching the First-Generation College Student in the Music History Classroom: A Student-to-Professor Perspective Reba A. Wissner Chapter 13. New Waters in Music: Recognizing and Processing Trauma While Trying to Diversify a School of Music’s Curriculum Offerings Amanda Christina Soto Chapter 14. Lessons in Student- and Self-Care from Trauma: A Personal Narrative Laura Moore Pruett Chapter 15. Mental Health and the Pedagogy of Self-Disclosure Mary Natvig Chapter 16. Modeling Cura Personalis: Caring for Our Students and Ourselves Trudi Wright Epilogue: Care for Now Colleen Renihan, John Spilker, Trudi Wright Contributors Index

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Book SynopsisDelves deeply into Levinas's works to understand the grounding of this ethical subjectTrade Review[I]n addition to its excellent readings of many texts and its helpful contextualizing of Levinas's project, Katz's book is a very good one indeed and one to be highly recommended. * AJS REVIEW *The great achievement of Claire Katz's new book, Levinas and the Crisis of Humanism, is to explain the meaning of Levinas's ethics in a way that makes it relevant for everyday life without either simplifying it or resorting to the paraphrase that is so often the pitfall of Levinas scholarship. . . . Katz's book succeeds in transmitting a deep sense of how Levinas's philosophy is important and relevant in a world in crisis. * Notre Dame Philosophical Reviews *Table of ContentsPrefaceAcknowledgementsList of AbbreviationsIntroduction1. The Limits of the Humanities2. Solitary Men3. The Crisis of Humanism4. Before Phenomenology5. The Promise of Jewish Education 6. Teaching, Fecundity, Responsibility7. Humanism FoundNotesBibliographyIndex

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Book SynopsisWhat values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates howTrade Review"No contemporary philosopher of the arts and education can write with the depth of insight and the breadth of vision that Estelle R. Jorgensen can, as achieved in Values and Music Education."—Randall Everett Allsup, author of Remixing the Classroom"There are few scholars taking an iterative approach to their work, circling back to the primary ideas with greater depth, focus, and with the insight provided by time spent in the process of inquiry. . . . This is an approach that renders the manuscript both accessible and meaningful to music teachers who work daily with young people in classrooms and rehearsal halls."—Patrick K. Freer, author of TIPS: The First Weeks of Middle School ChorusTable of ContentsPrefaceAcknowledgments1. Culture, Humanity, Transformation, and Value2. Artistry, Taste, Skill, and Style3. Reverence, Humility, Awe, and Spirituality4. Dignity, Dispassion, Restraint, and Discipline5. Love, Friendship, Desire, and Devotion6. Joy, Happiness, Pleasure, and Celebration7. Fidelity, Persistence, Patience, and Loyalty8. Curiosity, Imagination, Wonder, and Open-mindedness9. Wisdom, Understanding, Knowledge, and Mastery10. Justice, Equality, Fairness, and Inclusion11. Commonalities, Resonances, Applications, and DecisionsEpilogueNotesIndex

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Book SynopsisWhat values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them?In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates howTrade Review"No contemporary philosopher of the arts and education can write with the depth of insight and the breadth of vision that Estelle R. Jorgensen can, as achieved in Values and Music Education."—Randall Everett Allsup, author of Remixing the Classroom"There are few scholars taking an iterative approach to their work, circling back to the primary ideas with greater depth, focus, and with the insight provided by time spent in the process of inquiry. . . . This is an approach that renders the manuscript both accessible and meaningful to music teachers who work daily with young people in classrooms and rehearsal halls."—Patrick K. Freer, author of TIPS: The First Weeks of Middle School ChorusTable of ContentsPrefaceAcknowledgments1. Culture, Humanity, Transformation, and Value2. Artistry, Taste, Skill, and Style3. Reverence, Humility, Awe, and Spirituality4. Dignity, Dispassion, Restraint, and Discipline5. Love, Friendship, Desire, and Devotion6. Joy, Happiness, Pleasure, and Celebration7. Fidelity, Persistence, Patience, and Loyalty8. Curiosity, Imagination, Wonder, and Open-mindedness9. Wisdom, Understanding, Knowledge, and Mastery10. Justice, Equality, Fairness, and Inclusion11. Commonalities, Resonances, Applications, and DecisionsEpilogueNotesIndex

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Book SynopsisTrade Review"This book makes important contributions to scholarship in the fields of anthropology and refuge/migration studies. Most ethnographies of forced migration tend to focus on adult refugees. Lems provides an intimate, close-up look into the experiences of teenage unaccompanied minors."—Nell Gabiam, Iowa State University"Frontiers of Belonging beautifully and tragically renders the concept of 'exclusive inclusion' by exploring the stories of several unaccompanied refugee youth in Switzerland. . . . It calls our attention to the vast discrepancy between who refugees know themselves to be and what the Swiss bureaucracy, and the pedagogical agents (pedagogues) who come into everyday contact with refugees believes they are. . . . It is emotionally evocative and thought provoking."—Jennifer Riggan, Arcadia UniversityTable of ContentsAcknowledgmentsIntroduction1. On Doing "Being Normal"2. The Model(led) Pupil3. The Poster Child of Integration4. The Unlucky Many5. The Integration Pilot6. Existential Balancing ActsBibliographyIndex

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Book SynopsisTrade Review"This book makes important contributions to scholarship in the fields of anthropology and refuge/migration studies. Most ethnographies of forced migration tend to focus on adult refugees. Lems provides an intimate, close-up look into the experiences of teenage unaccompanied minors."—Nell Gabiam, Iowa State University"Frontiers of Belonging beautifully and tragically renders the concept of 'exclusive inclusion' by exploring the stories of several unaccompanied refugee youth in Switzerland. . . . It calls our attention to the vast discrepancy between who refugees know themselves to be and what the Swiss bureaucracy, and the pedagogical agents (pedagogues) who come into everyday contact with refugees believes they are. . . . It is emotionally evocative and thought provoking."—Jennifer Riggan, Arcadia UniversityTable of ContentsAcknowledgmentsIntroduction1. On Doing "Being Normal"2. The Model(led) Pupil3. The Poster Child of Integration4. The Unlucky Many5. The Integration Pilot6. Existential Balancing ActsBibliographyIndex

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Book Synopsis1. The book brings an action-oriented framework to hope. 2. The book is timely post pandemic. 3. It focuses on educators in Muslim communities. 4. Addresses k-16 education systems. 5. Authors are all experienced scholars and academicians in institutions in Muslim societies. 6. The book shifts the educational discourse in Muslim societies from deficiency to a strength-based orientation.Trade ReviewEducation Transformation in Muslim Societies: A Discourse of Hope edited by Ilham Nasser is both poetic and practical. Focusing on the idealism of hope, this timely volume is a powerful book in these uncertain times. Grounding it in the context of the Muslim societies, the book centers the value and virtue of hope with one of the world's most diverse population's that are often misunderstood and misrepresented. Taking a global approach prompts us to remember that hope should be a vital component of education in every corner of the world. The book also reminds readers to remember and celebrate the transformative power of education as a force for good. A critical, thoughtful, and much-needed volume! -- Supriya Baily, George Mason UniversityThis book contributes to deconstructing the current educational paradigm in Muslim societies, which is based on a discourse of deficit, to reconstructing one which builds on, and integrates, the existing strengths of youth knowledge, emotions and faith. As such, this is both pathbreaking and necessary, innovative as well as wise. A must-read. -- Azza Karam, Religions for PeaceThis is an educationally significant book on Muslim education that brings not only notions of transformation, critical action, and hope into dialogical conversation but it equally advances a non-instrumental idea of education. The central thoughts on Muslim education espoused throughout this book exemplify education as dynamic, flexible, and open-ended by inviting readers to experiment with ideas that may inspire innovative, changed, and hope-full ways of thinking and doing with/in education. Ilham Nasser and her colleagues should be commended for expanding a vision of Muslim education beyond the personal, social, and political towards forms of educational life unconstrained by the dominant outcome-driven approach to education. In many ways, the anthology of essays in this book not only questions current understandings of Muslim education but urges its readers to (re)think more radically what it means to bring critical hope to societies. -- Yusef Waghid, Stellenbosch University, Cape Town, South AfricaTable of ContentsAcknowledgmentsPrefacePart 1: Education, Hope, and Muslim Societies1. Advancing Education in Muslim Societies Through a Discourse of Hope: An Introduction, by Ilham Nasser2. Transcending Human Ruptures Through a Hopeful Muslim Education, by Nuraan DavidsPart 2: Contexts of Hope in Higher Education3. The Power of Hope and Transformative Teaching: How to Frame an Educational Vision by Means of the Most Beautiful Names of Allah (al-Asma' al-Husna), by Mualla Selcuk4. Fusion of Horizons: A Case Study of the Pedagogy of Transformative Hope for Muslim Women's Empowerment in Malaysia, by Suhailah HossienPart 3: Initiatives in Teacher Development5. Teacher Professional Development in Palestine: Hope Despite All, by Ilham Nasser, Bassam Abu Hamad, and Sulieman Mleahat6. Schooling Culture in Public Schools: Reform for Equity (A'dl) in Education, by Nora El-BilawiPart 4: Infusing Hope in K-12 Education7. Positive Futures and Hope for a Better Life: A Transdisciplinary Approach for Imagining a Flourishing and Sustainable World, by Andreas M. Krafft8. Hope for Developing Compassionate Relations with Humans and Machines: Emotional Cognition and Islamic Education in North America, by Sher Afgan Tareen9. Intentional and Mindful Religious Studies to Develop a Holistic Identity in Young Muslims: A Case Study from North America, by Afeefa SyeedPart 5: Final Critical Reflections10. 21st Century Prospects for Hope in Transforming Education: Advancing the Dialogue, by Shelley Wong and Tyron PittsAuthors' BiographiesIndex

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Book SynopsisEmpirical evidence for the value of a liberal arts education: how and why it has a lasting impact on success, leadership, altruism, learning, and fulfillment.In ongoing debates over the value of a college education, the role of the liberal arts in higher education has been blamed by some for making college expensive, impractical, and even worthless. Defenders argue that liberal arts education makes society innovative, creative, and civic-minded. But these qualities are hard to quantify, and many critics of higher education call for courses of study to be strictly job-specific. In this groundbreaking book, Richard Detweiler, drawing on interviews with more than 1,000 college graduates aged 25 to 65, offers empirical evidence for the value of a liberal arts education. Detweiler finds that a liberal arts education has a lasting impact on success, leadership, altruism, learning, and fulfillment over a lifetime.    Unlike other defenders of a liberal arts educat

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Book SynopsisA comprehensive resource on what lockdown drills are, why they are necessary, and how best to conduct them.The first book to offer a comprehensive examination of lockdown drills in K–12 schools, Lockdown Drills balances research findings with practical applications and implications. Schildkraut and Nickerson, school safety experts with complementary backgrounds in criminology and school psychology, review the historical precedents for lockdown drills, distinguish school lockdowns from other emergency procedures (such as active shooter drills), explain why they are conducted, present evidence-based research on their effectiveness, and describe how to conduct them according to best practices. Proponents of lockdown drills as a life-saving necessity, the authors help to bring much-needed standardization to how these drills are studied and conducted. The authors present common arguments for and against the inclusion of lockdown drills in emergency p

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Book SynopsisThe work of environmental educators and activists in India and South Africa offers new models for schooling and environmental activism.Education has never played as critical a role in determining humanity’s future as it does in the Anthropocene, an era marked by humankind’s unprecedented control over the natural environment. Drawing on a multisited ethnographic project among schools and activist groups in India and South Africa, Peter Sutoris explores education practices in the context of impoverished, marginal communities where environmental crises intersect with colonial and racist histories and unsustainable practices. He exposes the depoliticizing effects of schooling and examines cross-generational knowledge transfer within and beyond formal education. Finally, he calls for the bridging of schooling and environmental activism, to find answers to the global environmental crisis.The onset of the Anthropocene challenges the very definition of educat

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Book SynopsisThis empirical study compares different school sectors—public, private religious, and private nonreligious—on issues such as school organization, governance, curriculum, and pedagogy in U.S. elementary and secondary schools.Trade Review“Empirical research on student performance in the public, private, and private religious school sectors in the United States.” —The Chronicle of Higher Education"School Sector and Student Outcomes is an important work for policy makers and social scientists alike. This research is critically important for anyone concerned with educational policy and the academic future of our children." —Teresa A. Sullivan, Provost and Executive Vice President for Academic Affairs, The University of Michigan, Ann Arbor.

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Book SynopsisAll of us teach, begins Mark Schwehn's anthology of readings on teaching and learning. Teaching is woven into the fabric of our everyday lives. It includes training children, forming habits and characters, witnessing to a way of life, nurturing reflection and imagination, and imparting goals as well as facts and skills. Teachers are parents, grandparents, spouses, friends, neighbors, pastors, siblings, and co-workers, as well as professional educators. Most people know good teaching when they encounter it, Schwehn argues, and few would identify it with a list of techniques. Although good teaching often seems closer to an art than a skill, teaching is not an occult practice, but a public activity that can be improved by practice and questioning and demonstrated by good examples. Through Schwehn's choice of examples and deft introductions, Everyone a Teacher is an argument for a rich account of good teaching. It invites reflection yet avoids the abstractions of psychology and eTrade Review“If you know someone who’s about to become a teacher, a very suitable present might be Everyone a Teacher, edited by Mark Schwehn. Mr. Schwehn has a deep and sound knowledge of important works about education and every reader will encounter something new in his book. The book will be the ideal graduation present for anyone who has completed a master’s degree and is about to start a teaching career.” —The Washington Times“Schwen is to be commended for compiling a stimulating book of primary texts about teaching and learning. I benefited from the balance of gender, race/ethnicity in the selection—a testament to a conscientious editor. One could use Everyone a Teacher as an outline for a faculty development workshop, where each section could be read, discussed and applications could be made for institution. Or perhaps the book can be better used in a mentoring relationship between a senior and junior faculty member. Or even as a gift for summer reading and reflection. Whatever the context, Everyone a Teacher reminds us that being a teacher should always be the foundation of teaching.” —Teaching Theology and Religion

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Book SynopsisThis empirical study compares different school sectors—public, private religious, and private nonreligious—on issues such as school organization, governance, curriculum, and pedagogy in U.S. elementary and secondary schools.Trade Review“Empirical research on student performance in the public, private, and private religious school sectors in the United States.” —The Chronicle of Higher Education"School Sector and Student Outcomes is an important work for policy makers and social scientists alike. This research is critically important for anyone concerned with educational policy and the academic future of our children." —Teresa A. Sullivan, Provost and Executive Vice President for Academic Affairs, The University of Michigan, Ann Arbor.

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Book SynopsisIn a world where the value of a liberal arts education is no longer taken for granted, Mark William Roche lucidly and passionately argues for its essential importance. Drawing on more than thirty years of experience in higher education as a student, faculty member, and administrator, Roche deftly connects the broad theoretical perspective of educators to the practical needs and questions of students and their parents. Roche develops three overlapping arguments for a strong liberal arts education: first, the intrinsic value of learning for its own sake, including exploration of the profound questions that give meaning to life; second, the cultivation of intellectual virtues necessary for success beyond the academy; and third, the formative influence of the liberal arts on character and on the development of a sense of higher purpose and vocation. Together with his exploration of these three valuesintrinsic, practical, and idealisticRoche reflects on ways to integrate them, intTrade Review“A wise and inspiring meditation on the value of an education in the liberal arts, one that is informed by long experience, enriched by mature reflection, and not neglectful of commonsense practicalities. It beckons as a kindly light amid the encircling gloom of so much contemporary commentary on American higher education.” —Francis Oakley, President Emeritus, Williams College“In a resistant country in a resistant age, Mark Roche dares to make the case for education in the liberal arts in terms both broad and deep. He makes forcefully the obligatory case for the practical value of a liberal arts education as a preparation for whatever profession—a case that must continue to be made, especially in these times. But on the basis of wide reading and long experience as a scholar, teacher, and administrator in institutions large and small, he straightforwardly makes the case for the inherent value of study in the liberal arts and for the intimate relationship between that study and what life might actually be about. He foregrounds the truly big questions that are so often avoided in pursuit of the professional by both students and faculty. Unlike so many commentators, he is not a scold. He is a thoughtful advocate for an education in which young and old alike explore together what it means to be a human being and how one might be a better one.” —Don Michael Randel, President, The Andrew W. Mellon Foundation“I love this book. Mark Roche lays out a fascinating and accurate case for the liberal arts.” —Donald R. Keough, Former President of The Coca-Cola Company“With grace and passion, Mark Roche makes the compelling case—as timeless as the Greek poets and as timely as tomorrow’s headlines—for studying the liberal arts.” —Mark Shields, Columnist and Commentator, PBS NewsHour“Explaining the value of a liberal arts education to someone who does not have one can be difficult. First, one must explain what liberal arts education means and then explain its value. Roche does an admirable job of explaining both. . . . The book is clearly written, nicely crafted into four thematically organized chapters, well argued in a reasonable and balanced manner, and convincingly supported by a substantial body of research. It will prove valuable reading for anyone concerned with the state of the modern university and the future of the liberal arts.” —Choice“Writing with students, parents, faculty members, and administrators in mind, Roche argues for the importance of a liberal arts education and outlines its three important values: intrinsic, practical, and idealist. He shows how this education is valuable for learning for its own sake, cultivates intellectual virtues necessary for success beyond college, and has a formative influence on character and the development of a sense of higher purpose and vocation.” —Book News Inc.“Can a liberal arts education be defended in a time of economic decline? Mark William Roche thinks so and that’s what he explores in this book. . . . Roche includes personal reflections to illustrate and personalize his points on the enduring value of a liberal arts education.” —Catholic Library World“Why Choose the Liberal Arts? argues for the essential importance of a liberal arts education—beyond the practical value of a degree as the gateway to employment after graduation. . . . The Association of American Colleges and Universities recently named Roche . . . the winner of the 2012 Frederic W. Ness Book Award. . . . given to the book that best illuminates the goals and practices of a contemporary liberal education.” —ND Works“Roche has written a very thoughtful and fair apologia for the liberal arts that speaks to many contemporary challenges. Not only prospective students but current faculty can richly benefit from the author’s extensive administrative and teaching experience. The creative teaching methods he cites as examples throughout the book can serve as valuable models for teachers in almost any field.” —Anglican and Episcopal History“Mark William Roche contends in Why Choose the Liberal Arts? that holistic education, vibrant residential community, and ardent engagement with great questions are the enduring traits of liberal arts learning. . . . The liberal arts indeed have pragmatic benefits, more so now than ever. Roche taps into survey data to show that the very intellectual and practical virtues prized by liberal arts proponents are also esteemed by most employers. . . .” —Journal of Interdisciplinary Studies

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Book SynopsisDrawing from the writings of John Dewey, identifies the core attitudes of fascism, sets forth an idea of democracy as communicative practice, and defines the values and methods of humanistic logic, aesthetics, and rhetoric.Trade Review“A wide audience should read this excellent volume, especially teacher educators, administrators, and teachers. Highly recommended.”—J. C. Agnew-Tally Choice“As the prospects of contemporary democracy are uncertain, readers may appreciate Nathan Crick’s nuanced discussion of Dewey’s critique of individualism, which weakened community bonds and constricted political engagement. Further, as our environment faces an existential threat, readers may glean insights from Dewey’s views of naturalism, which affirmed connections between humans and the planet. In many ways, this is a timely book.”—Robert Asen,author of Democracy, Deliberation, and Education“Grounded on a careful reading of Dewey’s social thought and philosophy of education, this book shows the relevance of Dewey’s ideas on the true ‘national emergency’ today in the USA: we are sliding into fascism and away from democratic communication. Crick lays out the habits needed for a more democratic culture and the means to obtain it via teaching logic, rhetoric, and aesthetics in a certain way. Dewey for a New Age of Fascism will be of interest to teachers and scholars in American philosophy, communication studies, pedagogy, and political theory.”—Gregory Fernando Pappas,author of John Dewey’s Ethics: Democracy as Experience“By deconstructing fascism’s fundamental antihumanist pillars while providing humanist counters, Crick offers educators, and through them, students, hope to thwart dangerous evolving societal trends that may at times seem unstoppable.”—Justin Patrick Philosophy in ReviewTable of ContentsAcknowledgmentsIntroductionPart 1 The Challenge of Fascist Antihumanism1 Ragged Individualism2 Animist Nationalism3 Totalitarian PropagandaPart 2 The Politics of Democratic Humanism4 The Art of Individuality5 Renascent Liberalism6 Intelligence and Social MovementsPart 3 The Pedagogy of Democratic Humanism7 Logic8 Aesthetics9 RhetoricConclusion: Teaching Democratic HumanismNotesBibliographyIndex

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Book SynopsisArgues that public higher education institutions remain a bastion of collaborative problem solving. The contributors to this volume restore the value of state universities and humanities education as a public good, contending that they deserve renewed and robust support.Trade ReviewGoldberg situates the Wisconsin Idea in its historical, educational, institutional, and political context in ways that enlighten its original impulses, illuminating its significant contributions to rural and urban areas and to the very nature of the University of Wisconsin as a university of the people." - Michael Apple, University of Wisconsin-Madison"An important look back at the progressive Wisconsin Idea and a look forward to its possible renewal. The authors take us through numerous ideas and practices that came to be known as the Wisconsin Idea and chart out a civic vision of higher education that is badly in need of being reinvented today." - Kevin Mattson, Ohio University

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