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New Books in Education

Author: Marshall Poe

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Interviews with Scholars of Education about their New Books
245 Episodes
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David Resnick combines two of his passions, movies and education, in his book, Representing Education In Film: How Hollywood Portrays Educational Thought, Settings and Issues (Palgrave Macmillan, 2018). Films are powerful messengers which both project and reflect particular values, ideas and social behavior. Using many examples of Hollywood movies, Resnick analyzes the way movies perform in a variety of formal and informal educational settings, including sports, arts and religion. In this lively and engaging interview David Resnick shares insights he gained through decades of experience in education and research.Renee Garfinkel is a Jerusalem-based psychologist, writer, and television & radio commentator.  Write her at r.garfinkel@yahoo.com or tweet @embracingwisdomLearn more about your ad choices. Visit megaphone.fm/adchoices
The metaphor “object lesson” is a familiar one, still in everyday use. But what exactly does the metaphor refer to?In her book Object Lessons: How Nineteenth-Century Americans Learned to Make Sense of the Material World (Oxford University Press, 2018), my guest Sarah Anne Carter reveals that object lessons were a classroom exercise, in wide use during the nineteenth century. She traces them from the Swiss educational reformer Pestalozzi, through his English adherents, to seemingly unlikely outposts of educational revolution as the Oswego, New York school system. And she takes the story into politics, advertising, and racial segregation.Her book is study of intellectual history and of intellectual culture. But Sarah’s book, and this conversation, is also about asking questions of things which cannot speak. Sarah’s interest in objects comes not simply from her training as an intellectual historian, but as a curator of museums. She is curator and director of research at the Chipstone Foundation in Milwaukee, and is passionate about teaching people the history behind the objects that museums contain.Al Zambone is a historian and the host of the podcast Historically Thinking. You can subscribe to Historically Thinking on Apple Podcasts. Learn more about your ad choices. Visit megaphone.fm/adchoices
Eric Blanc is the author of Red State Revolt: The Teachers’ Strike Wave and Working-Class Politics(Verso, 2019). Blanc is a former teacher, journalist, and doctoral student in sociology at New York University. He has written for The Nation, The Guardian, and Jacobin magazine.Red State Revolt explains the emergence and development of the historic wave of teacher strikes in Arizona, West Virginia, and Oklahoma. Blanc embedded himself into the organizations that helped plan the walkouts, gaining access to internal planning meetings and secret Facebook groups. The result is a rich portrait of the labor movement and contemporary political organizing.Learn more about your ad choices. Visit megaphone.fm/adchoices
The sixties happened in Oklahoma too, argued Sarah Eppler Janda in Prairie Power: Student Activism, Counterculture, and Backlash in Oklahoma, 1962–1972(University of Oklahoma Press, 2018). While not a hub of activism and student protest on the scale of UC-Berkeley or Columbia, schools such as the University of Oklahoma and (to a lesser extent) Oklahoma State nonetheless had active student organizations such as Students for a Democratic Society. Borrowing from the language of the activists themselves, Janda dubs midwestern student protest to be “Prairie Power,” which had its beginnings in administrative paternalism and the stifling of student dissent. While typically less radical than its coastal analogues, Prairie Power was nonetheless similarly rooted in youth rebellion against censorship, American foreign policy, social norms, and racial hierarchy. Janda, a Professor of history at Cameron University, makes a compelling case for telling a broader story of 1960s and 1970s counterculture that looks beyond the usual places to uncover nuanced currents of protest on the Great Plains.Stephen Hausmann is a doctoral candidate at Temple University and Visiting Instructor of history at the University of Pittsburgh. He is currently writing his dissertation, a history of race and the environment in the Black Hills and surrounding northern plains region of South Dakota, Wyoming, and Montana.Learn more about your ad choices. Visit megaphone.fm/adchoices
American society is deeply divided at this moment—not just on values and opinions but on basic perceptions of reality. In their latest book, One Nation, Two Realities: Dueling Facts in American Democracy (Oxford University Press, 2019), Morgan Marietta and David Barker attribute such division to the natural human tendency towards having different versions of reality. They introduce the concept of ‘dueling fact perceptions’ based on years of research, and for our interview, Morgan Marietta explains how they arrived at such conclusions and their implications for our country’s future. We have a sobering conversation about how fact-checking and greater education will not fix the problem of dueling fact perceptions, and we address the importance of trust—in our politicians, media, and other information sources—can ultimately shape how we use information to advance our beliefs. This interview is essential for those seeking to making sense of our current political climate and will provide realistic but thoughtful answers to many of your persistent questions about it.Morgan Marietta is Associate Professor of Political Science at the University of Massachusetts, Lowell, where he studies the political consequences of belief. His prior books include The Politics of Sacred Rhetoric: Absolutist Appeals and Political Influence, and A Citizen’s Guide to American Ideology: Conservatism and Liberalism in Contemporary Politics. He and co-author David Barker write the "Inconvenient Facts" blog at Psychology Today.Eugenio Duarte, Ph.D. is a psychologist and psychoanalyst practicing in Miami. He treats individuals and couples, with specialties in gender and sexuality, eating and body image problems, and relationship issues. He is also a university psychologist at Florida International University’s Counseling and Psychological Services Center, where he coordinates the eating disorders service. He is a graduate and faculty of William Alanson White Institute and former chair of their LGBTQ Study Group. He is also a contributing author to the book Introduction to Contemporary Psychoanalysis: Defining Terms and Building Bridges (Routledge, 2018).Learn more about your ad choices. Visit megaphone.fm/adchoices
Brenda Elsey and Joshua Nadel’s new book, Futbolera: A History of Women and Sports in Latin America (University of Texas Press, 2019), uncovers the hidden history of the arrival of physical education for girls in the late-nineteenth century, it’s expansion beyond schools, and the subterranean struggles of girls and women to play and expand access and support for sports across Latin America. While sports has often been sidelined in histories of gender, class, nationalism, and the so-called Social Question in the region, Elsey and Nadel show how women’s involvement in sports animated eugenic debates over healthy citizens, nationalism, and proper motherhood in government, the Church, and the press. Beginning with women’s sports clubs in schools and moving to charity events, informal play, and regional leagues, women began to take up previously denied national and international pastimes much earlier than previously acknowledged. With women’s sports facing opposition, underfunding, neglect, silence, and outright outlawing (in the case of futbol in Brazil) throughout the twentieth century and up to the current World Cup, the authors show how generations of women athletes’ struggles and memories wove together a vibrant history of play, competition, and resilience. Despite the title, the book explores women’s involvement in tennis, track, gymnastics, basketball, and futbol (soccer), and medical and media debates over which activities were “properly” or “improperly” feminine for women’s psychology, bodies, and futures as mother’s. It covers case studies in Chile, Argentina, Brazil, Mexico, Costa Rica, and El Salvador.Jesse Zarley will be an assistant professor of history at Saint Joseph’s College on Long Island, where in Fall 2019 he will be teaching Latin American, Caribbean, and World History. His research interests include borderlands, ethnohistory, race, and transnationalism during Latin America’s Age of Revolution, particularly in Chile and Argentina. He is the author of a recent article on Mapuche leaders and Chile’s independence wars. You can follow him on Twitter.Learn more about your ad choices. Visit megaphone.fm/adchoices
Annalee Good, an evaluator and researcher at the Wisconsin Center for Education Research at the University of Wisconsin – Madison, joins us in this episode to discuss her recently published book, Teachers at the Table: Voice, Agency, and Advocacy in Educational Policymaking (Lexington Press, 2018). Our conversation begins with her own journey from teaching middle school social studies to studying teacher engagement in policy advocacy. This research is particularly timely (though of course always timely!) with the 2018 wave of teacher strikes across the United States and record numbers of teachers running for office.Having teachers involved in policy advocacy is critical for policy quality and legitimacy, yet they often aren’t. Annalee’s book is a systematic inquiry into the institutional forces that make it hard for teachers to engage in policymaking, and she contrasts these barriers with the ways they are do have a voice and agency. Her study focuses on mentor and intern teachers who participated in a policy-focused professional development program in West Virginia. Through her qualitative data analysis, contextualized with national surveys, the voices of the participating teachers come through, underscoring that teachers have more power and more expertise than they often perceive.We close the episode hearing about the new work Annalee and Jerry are doing through the Wisconsin Education Policy, Outreach, and Practice group (WEPOP), which is dedicated to teacher-driven conversation about public policy. This group work runs summer policy 101 workshops with pre-service teachers, writes policy-in-practice briefs, and offers sessions at regional EdCamps. Find out more about their work and follow them on twitter @WEPOPwisc.Gerald Dryer is a graduate student in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. His research explores the relation between social justice and personalized learning in schools. Follow him on twitter @GeraldDryer or check out his research and vacation photos at: https://punkphd.wordpress.com.Julie Kallio is a graduate student in Educational Leadership and Policy Analysis at the University of Wisconsin – Madison. Her research interests include research-practice partnerships, educational change, innovation and improvement networks, and participatory design. You can find more about her work on her website, follow her on twitter, or email her at jmkallio@wisc.edu.Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions?In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine.Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution.Learn more about your ad choices. Visit megaphone.fm/adchoices
Gender in the Political Science Classroom (Indiana University Press, 2018) is part of a series at Indiana University Press on the scholarship of teaching and learning (SOTL), and there is much within the book that is directly within the SOTL arena, but this book is significantly broader and more extensive in its reach and analysis. Ekaterina M. Levintova and Alison K. Staudinger have brought together, into this volume, a variety of fascinating and important perspectives on political science as a discipline and how it is taught, studied, pursued and understood, especially in regard to the role, presence, absence, impact and understanding of gender. This is a useful and important text that does two different things simultaneously—it explores the ways of and roles in teaching political science (and other disciplines and subject areas that specifically focus on power in some form), while also examining the difficulty of how to teach more consciously in terms of gender, and the interaction between power and gender, especially as those topics and experiences interact with each other in an undergraduate classroom, and graduate pursuits as well. The breath of dimensions studied in this text provide a scope for analysis by teachers and by scholars. There is a lot here that will be of interest to many in Political Science, and in Education, as well as others in disciplines that also consider questions of power, of gender, and how we understand the substance of a discipline, especially one that has been traditionally male for much of its history.Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Patricia Leavy on her new book, Spark (The Guilford Press, 2019). The book is a highly original novel about an unexpected yet extremely fruitful journey of a sociologist professor, Peyton Wilde. Peyton, together with a diverse group of companions, was charged with answering a perplexing question in a five-day seminar held in Iceland. As they worked to address the question from very different perspectives, the experience also transformed each and every one of the team members. This innovative text offers far more than what a typical novel could offer: The author seamlessly incorporates into it a process of social inquiry. Readers can relate to the book on multiple levels—It can be read for fun, for a book club discussion, or adapted as a required text for qualitative inquiry courses in fields such as education, social work, and communication.Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution.Learn more about your ad choices. Visit megaphone.fm/adchoices
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