New Books in Education

Guadalupe San Miguel Jr.View on Amazon[Cross-posted from New Books in Political Science] Guadalupe San Miguel Jr. is the author of Chicana/o Struggles for Education: Activism in the Community (Texas A&M Press 2013). He is professor of history at the University of Houston and previously published three books by Texas A&M Press on education and Mexican Americans. This book focuses on the period of 1960 to 2010, a period when Mexican Americans were challenging the largely segregated public education system in many part of the country. Social movements worked to elect Chicano candidates to school boards and which began to choose new school leaders. Despite progress, Mexican Americans students continued to face great segregation which led to legal challenges in cases like Cisneros, Serrano, and Rodriguez. Overtime, strategy shifted from de-segregation to bilingual education and later support for school choice. The book ends with a series of lessons that scholars, policy makers, and activists can learn from this history. A lot can be learned from this book about social movement politics, education policy, and the struggle to assert local control over the education of Mexican American children.

Nicholas HartlepView on Amazon[Cross-posted from New Books in Asian American Studies] Nicholas Hartlep is the author of The Model Minority Stereotype: Demystifying Asian American Success (Information Age, 2013). Dr. Hartlep is an Assistant Professor of Educational Foundations at Illinois State University Dr. Hartlep's book, The Model Minority Stereotype, is a sourcebook of annotated bibliographies that offers summaries and sometimes critiques of Asian American scholarship dealing with the model minority stereotype. As the stereotype has continued to be a heated political and social issue among Asian Americans scholars, activists and people, it can be difficult to decipher the thousands of articles, chapters and theses written about it. By framing his project through an aggressive and forward-thinking lens, Dr. Hartlep traces the diverse history and themes pervading model minority scholarship, revealing their presumptions and contributions to the general field.

David BleichView on Amazon[Cross-posted from New Books in Language] David Bleich's book The Materiality of Language: Gender, Politics and the University (Indiana University Press, 2013) is described as a wide-ranging critique of academic practice, which is almost an understatement. From the point of view of someone working in linguistics as (at least in principle) a scientific discipline, his thesis is interesting and provocative. He argues forcefully for the relevance of language, construed as a material entity, across a wide range of disciplines (and to life in general), and challenges the focus on treating language as a cognitive phenomenon and studying it in abstract terms. In this interview, I resist the temptation to take up a defensive position on behalf of cognitive linguists. Instead, we talk about the role of academic history in shaping current scientific practice, and the possible consequences of that for power dynamics, with particular reference to gender. And we look at some of things the study of language might contribute to – for want of a less ambitious term – the future well-being of humanity.

Jeff BowersoxView on Amazon[Cross-posted from New Books in History] Germany embarked on the age of imperialism a bit later than other global powers, and the German experience of empire was much shorter-lived than that of Britain or France or Portugal. Nonetheless, empire was fundamental, Jeff Bowersox argues, to Germans' self-understanding and sense of place in the world in an era marked by sweeping changes, including rapid industrialization and economic growth; the rise of an urban proletariat in ever-expanding cities; and the emergence of mass consumer culture and mass politics. Indeed, Bowersox notes, a linkage between German identity and empire long outlasted the German Empire itself. Raising Germans in the Age of Empire: Youth and Colonial Culture, 1871-1914 (Oxford University Press, 2013) looks specifically at youth in this context, and at how young Germans encountered their nation's overseas empire through a variety of media from the founding of the German nation-state to the eve of World War One. Germany was not only a brand-new country in this period, as Bowersox points out, it was also a decidedly youthful one: in the first decade of the twentieth century, four in five Germans were under the age of 45. Raising Germans in the Age of Empire looks at how a nation of young people experienced exotic places, at least imaginatively, through material culture, mass education, and social movements like Scouting. The book uses truly fascinating sources–toys, games, school books, cartoons, among many others–to make new and engaging arguments about the German experience of colonialism in the age of European imperialism.  

View on Amazon[Cross-posted from New Books in Science, Technology, and Society] During the 1924-25 school year, John Scopes was filling in for the regular biology teacher at Rhea County Central High School in Dayton, Tennessee. The final exam was coming up, and he assigned reading from George W. Hunter's 1914 textbook A Civic Biology to prepare students for the test. What followed has become one of the most well-known accounts in the history of science and one of the most famous trials of twentieth-century America. In Trying Biology: The Scopes Trial, Textbooks, and the Anti-Evolution Movement in American Schools (University of Chicago Press, 2013), Adam R. Shapiro urges us to look beyond the rubrics of "science" and "religion" to understand how the Scopes trial became such an important event in the histories of both.  The story begins with a pair of Pinkerton detectives spying on a pair of textbook salesmen in the Edwards Hotel in Jackson, Mississippi. Shapiro brings us from that hotel room into a series of classrooms, boardrooms, and courtrooms while exploring the battle over textbook reform in the twentieth-century US. Based on a close reading of high school curricular materials around the discipline of botany, with special attention to the emergence of "civic botany" as a pedagogical field, Shapiro's book uses the debates over pedagogy, evolution, and the textbook industry to explore a number of issues that are of central importance to the history of science: the construction of authorship, the histories of reading practices, the co-emergence of economies and technologies, and the ways that urban and rural localities shape the nature of sciences and their publics. It is a gripping, moving, and enlightening story. Enjoy!

View on Amazon[Cross-posted from New Books in Big Ideas] One of the basic rules of human behavior is that people generally want to do what their peers do. If your friends like jazz, you'll probably like jazz. If your friends want to go to the movies, you'll probably want to go to the movies. If your friends enjoy comic books, you'll probably enjoy comic books. The force of peer pressure is likely strongest in high school, but college is not far behind. In their eye-opening book Paying for the Party: How College Maintains Inequality (Harvard UP, 2013), Elizabeth A. Armstrong and Laura T. Hamilton examine how peer groups and the pressure they create move college students into specific tracks. Though students' aspirations at the time of entry matter to some extent, the peer groups they join matter much more in terms of outcomes, that is, how they do during their college experience. College students mold themselves to the expectations of their groups. Armstrong and Hamilton also note a distinctive class element in the process of peer group formation and entry. Not everyone gets to belong to any group. Listen in and find out how these groups–which, it should be said,are largely hidden from administrators and professors–maintain socio-economic inequality.

Carmen KynardView on Amazon[Cross-posted from New Books in African American Studies] You know you are not going to get the same old story about progressive literacies and education from Carmen Kynard, who ends the introduction to her book with a saying from her grandmother: "Whenever someone did something that seemed contradictory enough to make them untrustworthy, my grandmother simply called it runnin' with the rabbits but huntin' with the dogs." Kynard persuasively illustrates throughout her book the extent to which progressive and liberal educationalists hold up progress toward truly liberatory education for African Americans and Latinos because they seek to please both rabbits and dogs in the 21st Century. In her own words, Kynard begins with this critique: "American schools and universities, through their scholarship and instructional designs, have often upheld a racial status quo alongside a rhetoric of dismantling it. These [are] not the workings of contradictory and confused individuals merely locked within their space and time. My grandmother understood that such contradictions happen inside of a totemic system. And once she pointed out that someone or something was runnin with the rabbits and huntin with the dogs, the expectation was that I would question the process and work to achieve an alternative awareness, ideological approach, and set of cultural practices" (19). Kynard is not taking the easy road. She looking calling out the racial double-tongue that characterizes the current educational discourse on cultural relevant teaching and learning. This is why a book such as this, which traces the histories, legacies, and influences of black protest movements (mostly student lead) on education and literacy is a must read now. Please listen in as I discuss this book with Kynard.

Elaine RichardsonView on Amazon[Cross-posted from New Books in African American Studies] Elaine Richardson recounts the Jamaican mother wit that her "mama dished out…in artless artful sayings" but that Richardson "tried to desperately dismiss" in her new literacy narrative. Yet, it is those sayings that undergird Richardson's theorizing about African American and Jamaican identity, education, gender, literacy, and sexuality in her compelling autobiography. Exemplifying her mother's West Indian saying about " 'Shame chree dead' (shame tree is the spirit of self-worth inside you. Shame chree dead is said when that spirit is broken)" (2), Richardson paints vivid, emotional word pictures about the ways that her home values collided with and ultimately helped her overcome a life as a street worker, drug abuser, and petty thief in the streets of Cleveland, Ohio. But what's perhaps most stirring about Richardson's story is that she never wanted to live nor tell any lies; so after obtaining her PhD and taking her first academic post she walks into the office of her supervisor and reports: " 'Terry, I'm a former prostitute and I used to be on drugs,' I blurted out to my new boss who was the director of Academic Affairs. I am who I am. I never wanted to put on airs and make myself out to be someone who I wasn't. I'm a girl from down the way, an ex-junkie, ex-ho, a baby mama, and I'm still just as good as anybody else on this planet" (239). Totally unphazed, he smiled and said, 'well, shit, welcome to Minnesota. Half the population is in recovery'" (239). While Richardson isn't advocating a mass confessional of the demons stored in the closets of academics, her truth telling and soul-baring are done for the betterment of others, of other girls who may be "caught up." It is also what makes her book a marvelous achievement and a must read for all interested in education, literacy, and the life of African American girls and women.

Noelani Goodyear-Ka‘ōpuaView on Amazon[Cross-posted from New Books in Native American Studies]  "School was a place that devalued who we are as Indigenous people," says Noelani Goodyear-Ka'ōpua. These are institutions — at least since white settlers deposed the Indigenous government in the late 19th  century — that Native students "tolerated and survived…experienced more as a carceral space than a place of learning." So she and her community decided to start their own. Founded in 1999, the Hālau Kū Māna (HKM) Public Charter School in Honolulu enacts a host of educational practices that Goodyear-Ka'ōpua labels "sovereign pedagogies." From the "land-based literacies" of their Papa Lo'i agricultural project to Olelo language classes, HKM signaled a "radical departure from the fences, walls, and bell schedules that kept young people cut off from their 'aina and other storehouses of ancestral knowledge." Now an associate professor of political science at the University of Hawai'i at Mānoa, Goodyear-Ka'ōpua tells the inspiring story of HKM in The Seeds We Planted: Portraits of a Native Hawaiian Charter School (University of Minnesota Press, 2013). No simple story of triumph, Goodyear-Ka'ōpua explores the tensions and contradictions of fostering sovereign education in a settler colonial context and appropriating elements of the neocolonial/neoliberal charter school movement for anti-colonial ends.

Andrew KarchView on Amazon[Cross-posted from New Book in Political Science] Over the last several months, I've had the pleasure to have a number of political scientists who study education policy on the podcast. Jesse Rhodes, Jeff Henig, and Sarah Reckhow have brought their new books that have focused mainly on the K-12 education system. Andrew Karch offers something different. Karch has written Early Start: Preschool Politics in the United States (University of Michigan Press, 2013), a deep narrative history and assessment of the policy development behind early childhood education policy. Karch is associate professor of political science at the University of Minnesota and has focused much of his research agenda on state policy and federalism. In his new book, he weaves together theories from the study of public policy with an intricate story of early childhood education. The tactical lessons advocates could learn from this book make it a must-read inside and outside of the academy. Ideas like venue shopping and coalition building animate many of the critical junctures studied in the book.

Fabio LanzaView on Amazon[Cross-posted from New Books in East Asian Studies] The history of modern China is bound up with that of student politics. In Behind the Gate: Inventing Students in Beijing (Columbia University Press, 2010), Fabio Lanza offers a masterfully researched, elegantly written, and thoughtful consideration of the emergence of "students" as a category in twentieth-century China. Urging us to move away from a kind of historical view that takes the trans-historical existence of categories (like "students"), places (like cities or universities), and communities for granted, Lanza argues that it was only after and as a result of the May Fourth Movement and the events of 1919 that "students" emerged as a coherent notion connected with the specific spaces of the city of Beijing, Beijing University, and Tiananmen Square. The parts of the book successively introduce different sorts of space that were both produced by and helped generate the history that unfolds here, including everyday lived spaces, intellectual spaces, and political and social spaces. Lanza argues that new forms of everyday, lived practice in these spaces allowed student activism to emerge in the gaps where politics was separated from the state, and that the category of "students" as a signifier of a politics outside the state ended only with the government intervention ending the Red Guards in the late 1960s. In the course of this wonderfully readable history, we are offered glimpses into the classrooms and dorms of Beijing University, the bodily practices of early Beida students, and the streets of early twentieth-century Beijing. Enjoy!

Neil GrossView on Amazon[Cross-posted from New Books in Big Ideas] Most people think that professors are more liberal, and some much more liberal, than ordinary folk. As Neil Gross shows in his eye-opening Why are Professors Liberal and Why do Conservatives Care? (Harvard UP, 2013), "most people" are right: academia is much more left-leaning than any other major profession in the U.S . But why is this so? As Gross points out, there are a lot of "folk" explanations out there, but none of them holds much water. Gross looks the data (a lot of which he collected himself) and searches for a more compelling explanation. It's surprising: the fact that most college students think professors are liberal (which is true) makes those among them who are conservative think they wil not be welcomed in the profession (which, as it turns out, may not be true). By analogy, men don't generally become nurses because they think of nursing as a "female" profession. Just so, conservatives don't become professors because they think of academia as a "liberal" profession. But does it matter that academia is liberal? Listen in and find out.

Jeffrey HenigView on Amazon[Cross-posted from New Books in Political Science]  Jeffrey Henig is the author of The End of Exceptionalism in American Education: The Changing Politics of School Reform (Harvard Education Press, 2013). Henig is Professor of Political Science and Education at Teacher's College and Professor of Political Science at Columbia University. In his book, he explains that much scholarship and commentary on school reform has been segmented and sporadic, overly focused on particular reforms, and thereby unable to fully explain the larger arcs of reforms overtime. The thesis of the book is that the shift from education governance based in single-sector institutions, such as elected school boards, to broad-based institutions, such as mayor controlled school systems, has not received the attention it deserves. In this way, the book fits neatly with previous books featured here by Jesse Rhodes and Sarah Reckhow. Henig goes about unpacking this change, the winners and losers, and the possible direction of future school reform. The book is deeply rooted in the political science literature, but also speaks to issues of public management, education policy, and social movements.

Sarah ReckhowView on Amazon[Cross-posted from New Books in Political Science] Sarah Reckhow is the author of Follow the Money: How Foundation Dollars Change Public School Politics (Oxford University Press 2013). Reckhow is an Assistant Professor of Political Science at Michigan State University. Her book probes significant questions about the role of philanthropic foundations in education reform. Through in-depth case studies of New York City and Los Angeles, Reckhow demonstrates how a particular view of school reform has been funded by major foundations such as Gates and Eli Broad. Emphasizing new types of schools, particularly charter schools, and reforms focused around a business-oriented view of school management, foundations have reshaped education in these two cities. Yet differences in governance that exist between the two cities also have resulted in a different role for funders and funding. Reckhow weaves together this story with novel data collection and excellent interviews. The book should be read by scholars in public policy, education, and nonprofit studies.

Peter GrayView on Amazon[Cross-posted from New Books in Big Ideas] In his book Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life (Basic Books, 2013), Peter Gray proposes the following big idea: we shouldn't force children to learn, rather we should allow them to play and learn by themselves. This, of course, is a radical proposal. But Peter points out that the play-and-learn-along-the-way style of education was practiced by humans for over 99% our history: hunter-gatherers did not have schools, but children in them somehow managed to learn everything they needed to be good members of their bands. Peter says we should take a page out of their book and points to a school that has done just that: The Sudbury Valley School. (BTW: Peter has some very thoughtful things to say about the way standard schools actually promote bullying and are powerless to prevent it or remedy it once it's happened. Listen in.)