New Books In Education

In this episode, I speak with fellow New Books in Education host, Jonathan Haber, about his book, Critical Thinking (The MIT Press, 2020). This book explains the widely-discussed but often ill-defined concept of critical thinking, including its history and role in a democratic society. We discuss the important role critical thinking plays in making decisions and communicating our ideas to others as well as the most effective ways teachers can help their students become critical thinkers. Haber oversees the projects, Critical Voter, LogicCheck, and Degree of Freedom, and can be reached at jonathan@degreeoffreedom.org. His recommended resources included the following: Thank You for Arguing, Fourth Edition: What Aristotle, Lincoln, and Homer Simpson Can Teach Us About the Art of Persuasion by Jay Heinrichs (Broadway Books, 2020) Think Again I: How to Understand Arguments Critical Thinker Academy The Dream of Reason: A History of Western Philosophy from the Greeks to the Renaissance by Anthony Gottlieb (W.

In this episode, I speak with Federico R. Waitoller about his book, Excluded by Choice: Urban Students with Disabilities in the Education Marketplace (Teachers College Press). This book highlights the challenges faced by students of color who have special needs and their parents who evaluate their educational options. We discuss the services to which students with disabilities are entitled, how they are manifested in neighborhood and charter schools, and how they may be in tension with practices sometimes found in schools marketing themselves based on high test scores and college enrollment numbers. You can follow him on Twitter at @Waitollerf. His recommended books included the following: Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side by Eve L. Ewing (University of Chicago Press, 2018) Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World by Djano Paris and H. Samy Alim (Teachers College Press, 2017) Savage Inequalities: Children in Americ

Teaching world history surveys can be a nightmare! How on Earth is anyone supposed to cover so much information from all over the world and from so many different time periods? It can be nothing short of overwhelming. But fear not, listeners! Professor David Eaton has a strategy to stay sane and make the class more accessible to your students. Instead of following the “laundry list” approach of covering everything under the sun, he suggests using selected case studies to illustrate key concepts. In his World History through Case Studies: Historical Skills in Practice (Bloomsbury Academic, 2019), he holds that mastering these concepts will build the critical thinking skills essential to a historian. While World History through Case Studies could be used in the classroom, the real target audience is world history teachers who wanted to make their courses more successful. In our conversation, Dr. Eaton discusses the book and offers his thoughts on the field of world history. We also get into some of his case stu

As a teenager visiting the Andy Warhol Museum, Beth Pickens realized the importance of making art. As an adult, she has dedicated her life to empowering working artists. Intimate yet practical, Your Art Will Save Your Life (The Feminist Press at CUNY) helps artists build a sustainable practice while navigating the world of MFAs, residencies, and institutional funding. Beth Pickens is a Los Angeles-based consultant for artists and arts organizations. She provides career consultation, grant writing, fundraising, and financial, project, and strategic planning services for clients across the US. Before relocating to Los Angeles in 2014, Pickens was based in San Francisco and served as Senior Program Manager at Yerba Buena Center for the Arts and Managing Director of both RADAR Productions and the Queer Cultural Center. Dr. Christina Gessler’s background is in women’s history, literature, and anthropology. She works as a historian, poet, and photographer. In seeking the extraordinary in the ordinary, Gessler write

Despite stereotypes of colleges and universities still stuck in the age of the blackboard and sage-on-stage lectures, a quiet revolution has been taking place on America’s campuses led by a diverse group of learning innovators. Digital technology is one catalyst for this “turn to learning,” but professionals leading the charge include instructional designers, media specialists, and experts in data analytics – as well as technologists - working in conjunction with faculty and administrators to transform higher education. Joshua Kim, Director of Online Programs and Strategies at the Dartmouth Center for the Advancement of Learning, and Edward Maloney, Professor of English and Director of the Center for New Designs in Learning and Scholarship at Georgetown, document major transformations at colleges and universities that have been quietly taking place, even amidst noise about crisis and disruption, in their new book Learning Innovation and the Future of Higher Education (Johns Hopkins UP, 2020), Kim and Maloney

Debates about Ethnic Studies in K-12 and Higher Education have highlighted the importance of culturally inclusive pedagogy in schools. Despite discussions about Ethnic Studies, there is a more extended history of Mexican-origin people pushing for culturally responsive education. In Reading, Writing, and Revolution: Escuelitas and the Emergence of a Mexican American Identity in Texas (University of Texas Press, 2020), historian Philis M. Barragán-Goetz argues that through cultural negotiation, escuelitas (community schools) shaped Mexican American identity and civil rights activism in the late 19th and early 20th century. Barragán Goetz weaves in oral histories, government documents, newspapers, and archival sources to demonstrate the power in grassroots organizing for educational justice in Texas. She debunks a popular myth that Mexican Americans have not cared for education throughout history. Barragán Goetz writes that the progressive education movement in the late 19th century was not all that progressive

Even before the Covid-19 pandemic, boosters of digital educational technologies emphasized that these platforms are vital tools for cultivating global citizenship, connecting students across borders, and creating a participatory learning environment. In Bring the World to the Child: Technologies of Global Citizenship in American Education (MIT Press), Katie Day Good amply illustrates that there is little new about these promises of tech-enhanced education. She demonstrates that already at the turn of the twentieth century, education reformers and technology entrepreneurs promoted emerging media as the necessary tools for preparing America’s children for a century of movement, interconnection, and rapid change. Good examines the promulgation of both hi-tech gadgets, such as lantern slides and stereoscopes, and low-tech innovations that reformers believed would open the wide world to children’s senses and liberate them from provincial ignorance. Good’s analytical focus is on how these purportedly cosmopolitan t

What does it take to both fit in and yet also prosper and grow as a person in the workplace? In today's interview, I discuss this question and others with noted psychologist Arthur B. Markman. Markman is a professor of Psychology and Marketing at the University of Texas at Austin, where he also runs the university’s Human Dimensions of Organizations program. Besides his books, Art writes blogs for Psychology Today and Fast Company, and has a radio show/podcast called Two Guys on Your Head. Topics covered in this episode include: The emotions that often get exhibited in relation to each of the Big 5 traits of Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism – as well as how a “dream team” working on a special project will embody a variety of those traits. What it means to be a boss who punishes negligence instead of failure. What are the kinds of signals you should be alert to in a job interview in order to get a grasp on what kind of corporate culture you might be stepping into. Da

In The Great Mistake: How We Wrecked Public Universities and How We Can Fix Them (Johns Hopkins University Press, 2016), Christopher Newfield diagnoses what he sees as a crisis in American public higher education. He argues that since roughly the 1980s, American public universities have entered into a devolutionary cycle of defunding brought about by privatization. The influence of private sector practices on public higher education, Newfield argues, has fundamentally shifted the view of higher education in American society from a public good to a private good. Despite this bleak assessment, Newfield’s book provides a roadmap for how to fix this crisis in public higher education. A central component of his plan is recognizing the university as a public good by acknowledging its wide range of benefits to society and democracy more generally. Newfield’s book will interest scholars from many disciplines, including higher education, U.S. political history, and the history of inequality in America. Christopher New

Universities have become state-like entities, possessing their own hospitals, police forces, and real estate companies. To become such behemoths, higher education institutions relied on the state for resources and authority. Through government largesse and shrewd legal maneuvering, university administrators became powerful interests in urban planning during the twentieth century. LaDale Winling's Building the Ivory Tower: Universities and Metropolitan Development in the Twentieth Century (University of Pennsylvania Press) casts higher education as the beneficiary and catalyst of the century's monumental state building projects--receiving millions in New Deal construction funds, even more from WWII-era military research, and directing the bulldozer's path during urban renewal schemes around the country. As state-funding for higher education decreased in the second half of the twentieth century and universities became more dependent on endowment investment and commercial research, their interests diverged even

In Afflicted: How Vulnerability Can Heal Medical Education and Practice (The MIT Press), Nicole Piemonte examines the preoccupation in medicine with cure over care, arguing that the traditional focus on biological intervention keeps medicine from addressing the complex realities of patient suffering. Although many have pointed to the lack of compassion and empathy in medical practice, few have considered the deeper philosophical, psychological, and ontological reasons for it. Piemonte fills that gap, examining why it is that clinicians and medical trainees largely evade issues of vulnerability and mortality and, doing so, offer patients compromised care. She argues that contemporary medical pedagogy and epistemology are not only shaped by the human tendency to flee from the reality of death and suffering but also perpetuate it. The root of the problem, she writes, is the educational and institutional culture that promotes reductionist understandings of care, illness, and suffering but avoids any authentic con

In this episode, I speak with Dr. Trena Paulus of East Tennessee State University and Dr. Alyssa Wise of New York University on their new book, Looking for Insight, Transformation, and Learning in Online Talk (Routledge, 2019). The book offers a comprehensive discussion of conducting research on online talk, which includes but is not limited to synchronous and asynchronous interactions on social media, discussion forums, and other forms of digital communication platforms. It walks readers through the different stages and procedures of conducting online research, addresses the major challenges that researchers often encounter in doing this type of work, and presents a new research framework for conceiving online research. The book has a strong emphasis on supporting researchers to unpack their implicit assumptions and make informed decisions. It also pays close attention to the unique ethical challenges in doing research online. In an era of physical distancing, many social and educational research activities

The game of basketball is perceived by most today as an “urban” game with a locale such as Rucker Park in Harlem as the game’s epicenter (as well as a pipeline to the NBA). While that is certainly a true statement, basketball is not limited to places such as New York City. In recent years scholars have written about the meaning of the game (and triumphs on the hardwood) to other groups, such as Asian Americans (Kathleen Yep and Joel Franks) and Mexican Americans (Ignacio Garcia). To this important literature one can now add an examination of the sport in the lives of Native Americans, through Wade Davies' Native Hoops: The Rise of American Indian Basketball, 1895-1970 (University Press of Kansas, 2020). The game, as Davies notes, was not just something imposed upon Natives in locales such as the Indian Industrial Training School in Kansas (and elsewhere). The game provided linkages to the Native past, and was embraced as a way to “prove their worth” within a hostile environment designed to strip students of a

In this episode, I speak with Dr. Xueli Wang from the University of Wisconsin-Madison on her new book, “On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways (Harvard Education Press, 2020). For decades, the shortage of STEM talents has been a national concern in the United States. Many discussions about this issue focus on K-12, undergraduate, and graduate education, whereas Xueli takes us to a much less examined road to look at the transferring pathways from community colleges to 4-year colleges. In today’s interview, you will hear us talk about the educational opportunities that the transfer pathways offer to an entire generation of American youths, especially those coming from disadvantaged family backgrounds. We will also discuss how these opportunities have been to some degree compromised for various reasons, and what are some of the things that colleges, universities, communities and the whole society could do to better support aspirational transferring students to pursue th

The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia (Utah State University Press, 2019) name formidable obstacles and systemic biases that all women faculty—from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions—encounter in their higher education careers. Edited by Yolanda Flores Niemann, Gabriella Gutiérrez y Muhs, and Carmen G. González, the book provides practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This new volume comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world. Today I talked to two of the editors: Yolanda Flores Niemann (PhD, Psychology, University of Houston, 1992), a professor of psychology at t

Remember when Massive Open Online Courses (MOOCs) were going to shake higher education to its foundations by giving courses from the world’s most prestigious colleges and universities away free to the world? Today’s guest, Jeffrey Young – Senior Editor at the online educational publication EdSurge and host of the Edsurge podcast – talks about his time on the front lines of MOOCs and other technology advances in higher education. Jeffrey covered the rise and alleged fall of MOOCs extensively at the Chronicle of Higher Education, as well as exploring the MOOC story beyond the headlines during a Neiman Fellowship at Harvard University. The insights he developed can all be found in his book Beyond the MOOC Hype. (Chronicle of Higher Eduction, 2013) Over a million new people have signed up to take MOOC courses since the COVID-19 crisis hit. Does this represent a MOOC renaissance, or something else? Listen to our wide-ranging discussion to learn more about what MOOCs might mean today. Jonathan Haber is an education

If we want girls to succeed, we need to teach them the audacity to transgress. Through the lives of students at three very different schools, Sally Nuamah, an award-winning scholar-activist, makes the case for “feminist schools” that orient girls toward a lifetime of achievement in How Girls Achieve (Harvard University Press). This bold and necessary book points out a simple and overlooked truth: most schools never had girls in mind to begin with. That is why the world needs what Sally Nuamah calls “feminist schools,” deliberately designed to provide girls with achievement-oriented identities. And she shows how these schools would help all students, regardless of their gender. Educated women raise healthier families, build stronger communities, and generate economic opportunities for themselves and their children. Yet millions of disadvantaged girls never make it to school―and too many others drop out or fail. Upending decades of advice and billions of dollars in aid, Nuamah argues that this happens because s

In this interview, we have a candid conversation with Dr. Christopher Key Chapple of Loyola Marymount University about his outlook, teaching philosophy, and new developments in the field – his Master of Arts in Yoga Studies in particular. Stay tuned for Part II where we will focus on Chris’ scholarship, in particular his new book Living Landscapes: Meditations on the Five Elements in Hindu, Buddhist, and Jain Yogas. Christopher Key Chapple is Doshi Professor of Indic and Comparative Theology and director of Master of Arts in Yoga Studies at Loyola Marymount University. For information on your host Raj Balkaran’s background, see rajbalkaran.com/scholarship. Learn more about your ad choices. Visit megaphone.fm/adchoices

What if everything we tell each other – and ourselves – about why we choose college isn’t true? Is higher education an ideal, a personal goal, or might it be a “job-to-be-done?” In Choosing College: How to Make Better Learning Decisions Throughout Your Life (Jossey-Bass, 2019), author Michael Horn and his co-author Bob Moesta look at how people make decisions regarding higher education through “Jobs-to-be-Done” theory which interrogates and exposes the real reasons people make personal choices, from buying a milk shake to make life-changing decisions. Based on this theory, students are not applying to colleges, being selected by them, and choosing where to go, but are rather looking to “hire” higher education as a way to achieve a goal. This analysis provides important insights, both for college-bound students and their families, but also institutions of higher education, many of which might be tooling themselves to perform the wrong job. Join us for a conversation that looks at disruption in K-12 and higher

Medical students and physicians-in-training embark on a long journey that, although steeped in scientific learning and technical skill building, includes little guidance on the emotional and interpersonal dimensions of becoming a healer. On Becoming a Healer: The Journey from Patient Care to Caring about Your Patients (Johns Hopkins University Press) is written for anyone in the health care community who hopes to grow emotionally and cognitively in the way they interact with patients, On Becoming a Healer explains how to foster doctor-patient relationships that are mutually nourishing. Dr. Saul J. Weiner, a physician-educator, argues that joy in medicine requires more than idealistic aspirations―it demands a capacity to see past the "otherness" that separates the well from the sick, the professional in a white coat from the disheveled patient in a hospital gown. Weiner scrutinizes the medical school indoctrination process and explains how it molds the physician's mindset into that of a task completer rather t