A SCHOLARLY BOOK REPOSITORY
Results by Title
63 books about Inclusive Education
63 books about Inclusive Education
33 Simple Strategies for Faculty
A Week-by-Week Resource for Teaching First-Year and First-Generation Students
Nunn, Lisa M
Rutgers University Press, 2019
Winner of the 2020 Scholarly Contributions to Teaching and Learning Award from the American Sociological Association
Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students.
33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors’ teaching.
Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.
Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students.
33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors’ teaching.
Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.
[more]
Academic Pipeline Programs
Diversifying Pathways from the Bachelor's to the Professoriate
Curtis D. Byrd
Lever Press, 2021
Academic pipeline programs are critical to effectively support the steady increase of diverse students entering the academy. Academic Pipeline Programs: Diversifying Bachelor's to the Professoriate describes best practices of successful academic government and privately funded pre-collegiate, collegiate, graduate, and postdoctoral/faculty development pipeline programs. The authors explore 21 hallmark academic pipeline programs using their THRIVE index: Type, History, Research, Inclusion, Identity, Voice, and Expectation. The final chapter of the book offers information for using and starting similar programs. The appendix offers an interactive Geographic Information System (GIS) mapped database of programs using the THRIVE index. This book will equip parents, high school counselors, college advisors, faculty, department chairs, and higher education administrators to identify academic pipeline programs that fit their needs. Readers will also learn about how academic pipeline programs are situated within an institutional or organizational change model.
[more]
All of Us Together
The Story of Inclusion at Kinzie School
Jeri Banks
Gallaudet University Press, 1994
Alone in the Mainstream
Looking Back on Public School as a Deaf or Hard of Hearing Child
Gina A. Oliva
Gallaudet University Press, 2024
In 1975, federal legislation initiated drastic changes in the education of deaf and hard of hearing children. Public Law 94-142, later known as IDEA, proposed to provide the “Least Restrictive Environment” for all such children. In the years since, advocates for deaf and hard of hearing children have raised the alarm that mainstream educational settings can cause language and social deprivation for these children.
In Alone in the Mainstream, author Gina A. Oliva documents her experience as a “solitaire,” the only deaf or hard of hearing student in her school. Oliva felt alone because she couldn’t communicate easily with her classmates and because she had no peers who shared a similar experience. As an adult, when she began her career at Gallaudet University, she realized that she wasn’t alone and that her experience was widely shared with other mainstreamed students. She decided to write about this commonality and invited other solitaires to reflect on their own experiences in emails and essays. Collective themes of isolation, low expectations, and low self-esteem emerged. Alone in the Mainstream blends Oliva’s personal narrative with the reflections of sixty other solitaires and makes the case that deaf and hard of hearing children need each other.
This twentieth anniversary edition is a reminder that little has changed for deaf and hard of hearing students in public school settings. Oliva brings this new edition up to date with observations, resources, and discussion questions that accompany her appeal for all deaf and hard of hearing children and their families to have access to sign language, to develop a deaf identity, and to be part of a deaf community.
In Alone in the Mainstream, author Gina A. Oliva documents her experience as a “solitaire,” the only deaf or hard of hearing student in her school. Oliva felt alone because she couldn’t communicate easily with her classmates and because she had no peers who shared a similar experience. As an adult, when she began her career at Gallaudet University, she realized that she wasn’t alone and that her experience was widely shared with other mainstreamed students. She decided to write about this commonality and invited other solitaires to reflect on their own experiences in emails and essays. Collective themes of isolation, low expectations, and low self-esteem emerged. Alone in the Mainstream blends Oliva’s personal narrative with the reflections of sixty other solitaires and makes the case that deaf and hard of hearing children need each other.
This twentieth anniversary edition is a reminder that little has changed for deaf and hard of hearing students in public school settings. Oliva brings this new edition up to date with observations, resources, and discussion questions that accompany her appeal for all deaf and hard of hearing children and their families to have access to sign language, to develop a deaf identity, and to be part of a deaf community.
[more]
Analysis and Argument in First-Year Writing and Beyond
A Functional Perspective
Silvia Pessoa, Thomas D. Mitchell, & Maria Pía Gómez-Laich
University of Michigan Press, 2024
In an increasingly wider range of disciplines college students are expected to write arguments throughout their undergraduate studies. While most instructors know good writing when they see it, they are not always able to articulate the finer details of how language is used to compose the strong arguments they expect from their students. Analysis and Argument in First-Year Writing and Beyond provides a common language to talk about and teach argument writing.
The authors harness over ten years of research on analyzing, scaffolding, and assessing argumentative writing in university classrooms to offer research-based tools for first-year writing and disciplinary instructors to make their expectations explicit to students. To articulate the linguistic resources of argumentation, the authors rely on genre-based pedagogy, informed by systemic functional linguistics (SFL). By leveraging their expertise , the authors offer practical tools for scaffolding writing in key genres across broader fields, such as writing studies, business administration, and information systems.
Each chapter focuses on a single tool, explaining it with mentor texts, sample texts, and visualizations, and provides guided classroom activities that teachers can adapt to fit their own contexts. With these tools, instructors and students will better understand how to:
The authors harness over ten years of research on analyzing, scaffolding, and assessing argumentative writing in university classrooms to offer research-based tools for first-year writing and disciplinary instructors to make their expectations explicit to students. To articulate the linguistic resources of argumentation, the authors rely on genre-based pedagogy, informed by systemic functional linguistics (SFL). By leveraging their expertise , the authors offer practical tools for scaffolding writing in key genres across broader fields, such as writing studies, business administration, and information systems.
Each chapter focuses on a single tool, explaining it with mentor texts, sample texts, and visualizations, and provides guided classroom activities that teachers can adapt to fit their own contexts. With these tools, instructors and students will better understand how to:
- distinguish between descriptive and argumentative writing;
- write argumentative claims;
- apply an analytical framework in a written text;
- maintain a consistent position in an argumentative text while incorporating outside sources;
- argue for one position in favor of viable alternatives.
[more]
A Casebook of Decolonizing Pedagogical Practices for Second Language Teacher Education
Amy B. Gooden
University of Michigan Press, 2024
There is a compelling call to action for the educational field to develop fair and respectful practices that contribute to a brighter and more inclusive future. This comprehensive collection of case studies is designed to empower educators by providing them with the necessary pedagogical content knowledge, dispositions, and curricular insights to actively decolonize second/world language teaching in K–12 and university contexts. These authentic, problem-based cases shed light on the intricate dynamics present within diverse language learning settings, emphasizing the imperative for decolonizing and inclusive educational practices to support learning for all multilingual learners, including BIPOC, heritage language learners (HLL), SLIFE, refugees, and other L2 communities across ESL, SEI, World Language, Bilingual, and EAP settings. By encouraging readers to engage in critical reflection and praxis, this book fosters a transformative approach to language education that addresses historical injustices and promotes inclusive, anti-racist, and equitable learning environments for all students.
In this book, readers will find:
In this book, readers will find:
- practical tools and strategies for promoting awareness and reflexivity and for incorporating decolonizing and inclusive pedagogical practices.
- a rich array of viewpoints that encourages them to explore diverse perspectives within the realm of language education and decolonization.
- authentic, problem-based case studies that prompt critical reflection and a practical application of theoretical concepts.
- insights into navigating the evolving landscape of teaching, with a distinctive focus on decolonizing language education.
[more]
A Casebook of Inclusive Pedagogical Practices for Second Language Teacher Education
Amy B. Gooden
University of Michigan Press, 2021
This casebook is designed to broaden L2 teacher knowledge, thinking, and practice with regard to making language and learning accessible to all students. Language teachers are especially accountable for promoting socially just, inclusive, decolonizing, and multicultural pedagogical practices and curricula; at this critical juncture in history, this book is intended to raise language teachers’ awareness of the importance of critically examining and reflecting on the intersectionality of language education and inclusive pedagogical practices.
Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections.
The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world foreign language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions.
This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.
Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections.
The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world foreign language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions.
This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.
[more]
Climbing a Broken Ladder
Contributors of College Success for Youth in Foster Care
Nathanael J. Okpych
Rutgers University Press, 2021
Although foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education. Drawing on data from one of the most extensive studies of young people in foster care, Nathanael J. Okpych examines a wide range of factors that contribute to the chances that foster youth enroll in college, persist in college, and ultimately complete a degree. Okpych also investigates how early trauma affects later college outcomes, as well as the impact of a significant child welfare policy that extends the age limit of foster care. The book concludes with data-driven and concrete recommendations for policy and practice to get more foster youth into and through college.
[more]
The Company We Keep
Interracial Friendships and Romantic Relationships from Adolescence to Adulthood
Grace Kao
Russell Sage Foundation, 2019
With hate crimes on the rise and social movements like Black Lives Matter bringing increased attention to the issue of police brutality, the American public continues to be divided by issues of race. How do adolescents and young adults form friendships and romantic relationships that bridge the racial divide? In The Company We Keep, sociologists Grace Kao, Kara Joyner, and Kelly Stamper Balistreri examine how race, gender, socioeconomic status, and other factors affect the formation of interracial friendships and romantic relationships among youth. They highlight two factors that increase the likelihood of interracial romantic relationships in young adulthood: attending a diverse school and having an interracial friendship or romance in adolescence.
While research on interracial social ties has often focused on whites and blacks, Hispanics are the largest minority group and Asian Americans are the fastest growing racial group in the United States. The Company We Keep examines friendships and romantic relationships among blacks, whites, Hispanics, and Asian Americans to better understand the full spectrum of contemporary race relations. Using data from the National Longitudinal Study of Adolescent to Adult Health, the authors explore the social ties of more than 15,000 individuals from their first survey responses as middle and high school students in the mid-1990s through young adulthood nearly fifteen years later. They find that while approval for interracial marriages has increased and is nearly universal among young people, interracial friendships and romantic relationships remain relatively rare, especially for whites and blacks. Black women are particularly disadvantaged in forming interracial romantic relationships, while Asian men are disadvantaged in the formation of any romantic relationships, both as adolescents and as young adults. They also find that people in same-sex romantic relationships are more likely to have partners from a different racial group than are people in different-sex relationships. The authors pay close attention to how the formation of interracial friendships and romantic relationships depends on opportunities for interracial contact. They find that the number of students choosing different-race friends and romantic partners is greater in schools that are more racially diverse, indicating that school segregation has a profound impact on young people’s social ties.
Kao, Joyner, and Balistreri analyze the ways school diversity and adolescent interracial contact intersect to lay the groundwork for interracial relationships in young adulthood. The Company We Keep provides compelling insights and hope for the future of living and loving across racial divides.
While research on interracial social ties has often focused on whites and blacks, Hispanics are the largest minority group and Asian Americans are the fastest growing racial group in the United States. The Company We Keep examines friendships and romantic relationships among blacks, whites, Hispanics, and Asian Americans to better understand the full spectrum of contemporary race relations. Using data from the National Longitudinal Study of Adolescent to Adult Health, the authors explore the social ties of more than 15,000 individuals from their first survey responses as middle and high school students in the mid-1990s through young adulthood nearly fifteen years later. They find that while approval for interracial marriages has increased and is nearly universal among young people, interracial friendships and romantic relationships remain relatively rare, especially for whites and blacks. Black women are particularly disadvantaged in forming interracial romantic relationships, while Asian men are disadvantaged in the formation of any romantic relationships, both as adolescents and as young adults. They also find that people in same-sex romantic relationships are more likely to have partners from a different racial group than are people in different-sex relationships. The authors pay close attention to how the formation of interracial friendships and romantic relationships depends on opportunities for interracial contact. They find that the number of students choosing different-race friends and romantic partners is greater in schools that are more racially diverse, indicating that school segregation has a profound impact on young people’s social ties.
Kao, Joyner, and Balistreri analyze the ways school diversity and adolescent interracial contact intersect to lay the groundwork for interracial relationships in young adulthood. The Company We Keep provides compelling insights and hope for the future of living and loving across racial divides.
[more]
A Constant Struggle
Deaf Education in New South Wales Since World War II
Naomi Malone
Gallaudet University Press, 2019
Deaf education in New South Wales has made tremendous progress since the end of World War II, yet issues remain for students from their early years of education through secondary high school. Naomi Malone traces the roots of these issues and argues that they persist due to the historical fragmentation within deaf education regarding oralism (teaching via spoken language) and manualism (teaching via sign language). She considers the early prevalence of oralism in schools for deaf students, the integration of deaf students into mainstream classrooms, the recognition of Australian Sign Language as a language, and the growing awareness of the diversity of deaf students. Malone’s historical assessments are augmented by interviews with former students and contextualized with explanations of concurrent political and social events. She posits that deaf people must be consulted about their educational experiences and that they must form a united social movement to better advocate for improved deaf education, regardless of communication approach.
[more]
Contested Curriculum
LGBTQ History Goes to School
Don Romesburg
Rutgers University Press, 2025
Today, many states have proposed so-called “Don’t Say Gay” bills that prohibit public school teachers from mentioning LGBTQ topics in the classroom. But a few states, like California, have taken decisive steps in the other direction. They mandate inclusive education that treats LGBTQ history as essential to the curriculum. At once a history of an evolving movement and an activist handbook, Contested Curriculum navigates the rocky path to LGBTQ-inclusive K-12 history education in the United States and recounts the fight for a curriculum that recognizes the value of queer and trans lives.
What began in fits and starts in activism and educational materials across the late twentieth century led to the passage of California’s landmark FAIR Education Act in 2011, ensuring that LGBTQ history has a place in the K-12 classroom. Historian Don Romesburg, the lead scholar who worked with advocacy organizations to pass the act, recounts the decades-long struggle to integrate LGBTQ content into history education policy, textbooks, and classrooms. Looking at California and states that followed its lead, he assesses the challenges and opportunities presented by this new way of teaching history. Romesburg’s powerful case for LGBTQ-inclusive education is all the more urgent in this era of anti-gay book bans, regressive legislation, and attempts to diminish the vital role that inclusive and honest history education should play in a democratic nation.
What began in fits and starts in activism and educational materials across the late twentieth century led to the passage of California’s landmark FAIR Education Act in 2011, ensuring that LGBTQ history has a place in the K-12 classroom. Historian Don Romesburg, the lead scholar who worked with advocacy organizations to pass the act, recounts the decades-long struggle to integrate LGBTQ content into history education policy, textbooks, and classrooms. Looking at California and states that followed its lead, he assesses the challenges and opportunities presented by this new way of teaching history. Romesburg’s powerful case for LGBTQ-inclusive education is all the more urgent in this era of anti-gay book bans, regressive legislation, and attempts to diminish the vital role that inclusive and honest history education should play in a democratic nation.
[more]
Context, Cognition, and Deafness
M. Diane Clark
Gallaudet University Press, 2001
In past studies of the effect of environment and social settings upon the cognitive development of deaf children, results frequently were confounded by conflicting conclusions related to the particpants' varying degrees of hearing loss. Context, Cognition, and Deafness: An Introduction takes an interdisciplinary approach that clarifies these disparate findings by analyzing many methodologies. Editors M. Diane Clark, Marc Marschark, and Michael Karchmer, widely respected scholars in their own right, have assembled work by a varying cast of renowned researchers to elucidate the effects of family, peers, and schools on deaf children.
To integrate the often contrasting approaches of clinical and cultural researchers, this sharply focused volume has called upon experts in anthropology, psychology, linguistics, basic visual sensory processes, education, cognition, and neurophysiology to share complementary observations. One of William C. Stokoe's last contributions, "Deafness, Cognition, and Language" leads fluidly into Jeffrey P. Praden's analysis of clinical assessments of deaf people's cognitive abilities. Margaret Wilson expands on the impace of sign language expertise on visual perception.
Context, Cognition, and Deafness also shows that theory can intersect practice, as displayed by editor Marschark and Jennifer Lukomski in their research on literacy, cognition, and education. Amy R. Lederberg and Patricia E. Spencer have combined sequential designs in their study of vocabulary learning. Ethan Remmel, Jeffrey G. Bettger, and Amy M. Weinberg explore the theory of mind development. The emotional development of deaf children also received detailed consideration by Colin D. Gray, Judith A. Hosie, Phil A. Russell, and Ellen A. Ormel. Kathryn P. Meadow-Orlans delineates her perspective on the coming of age of deaf children in relation to their education and development. Marschark concludes with insightful impressions on the future of theory and application, an appropriate close to this exceptional, coherent volume.
M. Diane Clark is Professor in the Department of Psychology at Shippensburg University in Shippensburg, PA.
Marc Marschark is Professor in the Department of Research at the National Technical Institute for the Deaf in Rochester, NY.
Michael Karchmer is Professor in the Department of Education Foundations and Research and Director of the Gallaudet Research Institute at Gallaudet University.
[more]
Deaf Children in Public Schools
Placement, Context, and Consequences
Claire L. Ramsey
Gallaudet University Press, 1997
As the practice of mainstreaming deaf and hard of hearing children into general classrooms continues to proliferate, the performances of these students becomes critical. Deaf Children in Public Schools assesses the progress of three second-grade deaf students to demonstrate the importance of placement, context, and language in their development.
Ramsey points out that these deaf children were placed in two different environments, with the general population of hearing students, and separately with other deaf and hard of hearing children. Her incisive study reveals that although both settings were ostensibly educational, inclusion in the general population was done to comply with the law, not to establish specific goals for the deaf children. In contrast, self-contained classes for deaf and hard of hearing children were designed especially to concentrate upon their particular learning needs. Deaf Children in Public Schools also demonstrates that the key educational element of language development cannot be achieved in a social vacuum, which deaf children face in the real isolation of the mainstream classroom.
Based upon these insights, Deaf Children in Public Schools follows the deaf students in school to consider three questions regarding the merit of language study without social interaction or cultural access, the meaning of context in relation to their educational success, and the benefits of the perception of the setting as the context rather than as a place. The intricate answers found in this cohesive book offer educators, scholars, and parents a remarkable stage for assessing and enhancing the educational context for the deaf children within their purview.
Ramsey points out that these deaf children were placed in two different environments, with the general population of hearing students, and separately with other deaf and hard of hearing children. Her incisive study reveals that although both settings were ostensibly educational, inclusion in the general population was done to comply with the law, not to establish specific goals for the deaf children. In contrast, self-contained classes for deaf and hard of hearing children were designed especially to concentrate upon their particular learning needs. Deaf Children in Public Schools also demonstrates that the key educational element of language development cannot be achieved in a social vacuum, which deaf children face in the real isolation of the mainstream classroom.
Based upon these insights, Deaf Children in Public Schools follows the deaf students in school to consider three questions regarding the merit of language study without social interaction or cultural access, the meaning of context in relation to their educational success, and the benefits of the perception of the setting as the context rather than as a place. The intricate answers found in this cohesive book offer educators, scholars, and parents a remarkable stage for assessing and enhancing the educational context for the deaf children within their purview.
[more]
Decentering Advocacy in English Language Teaching
Global Perspectives and Local Practices
Kate Mastruserio Reynolds, Grazzia Maria Mendoza Chirinos, Debra Suarez, Okon Effiong, and Georgios Kormpas
University of Michigan Press, 2024
Advocacy has been an important part of English language teaching, teacher training, and the experiences of individual students. By bringing together ELT advocates that represent diverse continents and countries, Decentering Advocacy in English Language Teaching highlights global efforts in advocacy as it provides an overview of best practices for English language teaching and learning.
In each chapter, an ELT advocate describes the need for their project, the steps they took, the challenges they faced in their particular context, the parameters they needed to work within, and how they worked within these constraints to achieve their goals. These stories offer insight into classroom and school focused efforts as well as social projects, and touch upon contexts in which educators may feel that they cannot engage in overt advocacy movements. With chapters focused on Africa, East Asia, the Middle East, and Latin America, the volume contributors identify patterns based on what has worked well transculturally and in sociopolitically constrained contexts to develop effective principles and practices. By bringing many different advocacy efforts and the latest advocacy research together, Decentering Advocacy in English Language Teaching identifies recognizable standards that can take the onus off of individual advocates to reinvent the wheel.
In each chapter, an ELT advocate describes the need for their project, the steps they took, the challenges they faced in their particular context, the parameters they needed to work within, and how they worked within these constraints to achieve their goals. These stories offer insight into classroom and school focused efforts as well as social projects, and touch upon contexts in which educators may feel that they cannot engage in overt advocacy movements. With chapters focused on Africa, East Asia, the Middle East, and Latin America, the volume contributors identify patterns based on what has worked well transculturally and in sociopolitically constrained contexts to develop effective principles and practices. By bringing many different advocacy efforts and the latest advocacy research together, Decentering Advocacy in English Language Teaching identifies recognizable standards that can take the onus off of individual advocates to reinvent the wheel.
[more]
Decolonizing the University
Edited by Gurminder K. Bhambra, Kerem Nisancioglu and Dalia Gebrial
Pluto Press, 2018
"A must-read for anyone interested in enhancing a historical understanding of our present through a consideration of what it means to decolonize."—Priyamvada Gopal, University of Cambridge
In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. Their battle cry, #RhodesMustFall, sparked an international movement calling for the decolonization of universities all over the world.
Today, as the movement develops beyond the picket line, how might it go on to radically transform the terms upon which universities exist? In this book, students, activists, and scholars discuss the possibilities and the pitfalls of doing decolonial work in the heart of the establishment. Subverting curricula, demanding diversity, and destroying old boundaries, this is a radical call for a new era of education. Chapters include:
*Rhodes Must Fall: Oxford and Movements for Change (Dalia Febrial)
*Race and the Neoliberal University ((John Holmwood)
*Black/Academia (Robbie Shilliam)
*The Challenge for Black Studies in the Neoliberal University (Kehinde Andrews)
*Open Initiatives for Decolonising the Curriculum (Pat Lockley)
*Decolonising Education: A Pedagogic Intervention (Carol Azumah Dennis)
*Understanding Eurocentrism as a Structural Problem of Undone Science (William Jamal Richardson)
As the book’s insightful Introduction states, "Taking colonialism as a global project as a starting point, it becomes difficult to turn away from the Western university as a key site through which colonialism—and colonial knowledge in particular—is produced, consecrated, institutionalized and naturalized." Offering resources for students and academics to challenge and resist colonialism inside and outside the classroom, Decolonizing the University provides the tools for radical change in educational disciplines, pedagogies, and institutions.
In 2015, students at the University of Cape Town demanded the removal of a statue of Cecil Rhodes, the imperialist, racist business magnate, from their campus. Their battle cry, #RhodesMustFall, sparked an international movement calling for the decolonization of universities all over the world.
Today, as the movement develops beyond the picket line, how might it go on to radically transform the terms upon which universities exist? In this book, students, activists, and scholars discuss the possibilities and the pitfalls of doing decolonial work in the heart of the establishment. Subverting curricula, demanding diversity, and destroying old boundaries, this is a radical call for a new era of education. Chapters include:
*Rhodes Must Fall: Oxford and Movements for Change (Dalia Febrial)
*Race and the Neoliberal University ((John Holmwood)
*Black/Academia (Robbie Shilliam)
*The Challenge for Black Studies in the Neoliberal University (Kehinde Andrews)
*Open Initiatives for Decolonising the Curriculum (Pat Lockley)
*Decolonising Education: A Pedagogic Intervention (Carol Azumah Dennis)
*Understanding Eurocentrism as a Structural Problem of Undone Science (William Jamal Richardson)
As the book’s insightful Introduction states, "Taking colonialism as a global project as a starting point, it becomes difficult to turn away from the Western university as a key site through which colonialism—and colonial knowledge in particular—is produced, consecrated, institutionalized and naturalized." Offering resources for students and academics to challenge and resist colonialism inside and outside the classroom, Decolonizing the University provides the tools for radical change in educational disciplines, pedagogies, and institutions.
[more]
Divergent Paths to College
Race, Class, and Inequality in High Schools
Holland, Megan M
Rutgers University Press, 2019
In Divergent Paths to College, Megan M. Holland examines how high schools structure different pathways that lead students to very different college destinations based on race and class. She finds that racial and class inequalities are reproduced through unequal access to key sources of information, even among students in the same school and even in schools with well-established college-going cultures. As the college application process becomes increasingly complex and high-stakes, social capital, or relationships with people who can provide information as well as support and guidance, becomes much more critical. Although much has been written about the college-bound experience, we know less about the role that social capital plays, and specifically how high schools can serve as organizational brokers of social ties. The relationships that high schools cultivate between students and higher education institutions by inviting college admissions officers into their schools to market to students, is a particularly critical, yet unexplored source of college information.
[more]
Diversifying STEM
Multidisciplinary Perspectives on Race and Gender
Ebony O. McGee
Rutgers University Press, 2020
2020 Choice Outstanding Academic Title
Research frequently neglects the important ways that race and gender intersect within the complex structural dynamics of STEM. Diversifying STEM fills this void, bringing together a wide array of perspectives and the voices of a number of multidisciplinary scholars. The essays cover three main areas: the widely-held ideology that science and mathematics are “value-free,” which promotes pedagogies of colorblindness in the classroom as well as an avoidance of discussions around using mathematics and science to promote social justice; how male and female students of color experience the intersection of racist and sexist structures that lead to general underrepresentation and marginalization; and recognizing that although there are no quick fixes, there exists evidence-based research suggesting concrete ways of doing a better job of including individuals of color in STEM. As a whole this volume will allow practitioners, teachers, students, faculty, and professionals to reimagine STEM across a variety of educational paradigms, perspectives, and disciplines, which is critical in finding solutions that broaden the participation of historically underrepresented groups within the STEM disciplines.
Research frequently neglects the important ways that race and gender intersect within the complex structural dynamics of STEM. Diversifying STEM fills this void, bringing together a wide array of perspectives and the voices of a number of multidisciplinary scholars. The essays cover three main areas: the widely-held ideology that science and mathematics are “value-free,” which promotes pedagogies of colorblindness in the classroom as well as an avoidance of discussions around using mathematics and science to promote social justice; how male and female students of color experience the intersection of racist and sexist structures that lead to general underrepresentation and marginalization; and recognizing that although there are no quick fixes, there exists evidence-based research suggesting concrete ways of doing a better job of including individuals of color in STEM. As a whole this volume will allow practitioners, teachers, students, faculty, and professionals to reimagine STEM across a variety of educational paradigms, perspectives, and disciplines, which is critical in finding solutions that broaden the participation of historically underrepresented groups within the STEM disciplines.
[more]
Dropping In
What Skateboarders Can Teach Us about Learning, Schooling, and Youth Development
Robert Petrone
University of Massachusetts Press, 2023
The die-hard local skateboarders of Franklin Skatepark—a group of working-class, Latino and white young men in the rural Midwest—are typically classified by schools and society as “struggling,” “at-risk,” “failing,” and “in crisis.” But at the skatepark, they thrive and succeed, not only by landing tricks but also by finding meaning and purpose in their lives.
In Dropping In, Robert Petrone draws from multiple years of ethnographic research to bring readers into this rich environment, exploring how and why these young men engage more with skateboarding and its related cultural communities than with school. For them, it is in these alternative communities and spaces that they meet their intellectual, literate, and learning needs; cultivate meaningful and supportive relationships; and develop a larger understanding of their place in the world. By looking at what these skateboarders can teach us about what is right and working in their lives, Petrone asks educators and others committed to youth development to rethink schooling structures and practices to provide equitable education for all students.
[more]
Educating Deaf Students
Global Perspectives
Des Power
Gallaudet University Press, 2005
The 19th International Congress on Education of the Deaf (ICED) in 2000, held in Sydney, Australia, brought together 1,067 teachers, administrators and researchers from 46 countries to address an extremely wide selection of topics. Experts from around the world discussed inclusion of deaf students in regular educational environments, literacy, audiology, auditory development and listening programs, hearing aids, programming for children with cochlear implants, signed communication in education, bilingual education, early intervention (including the rapidly emerging area of newborn hearing screening), education in developing countries, deaf students with multiple disabilities, and deaf students in post-secondary school education.
The 19 chapters of Educating Deaf Students: Global Perspectives present a select cross-section of the issues addressed at the 19th ICED. Divided into four distinct parts – Contemporary Issues for all Learners, The Early Years, The School Years, and Contemporary Issues in Postsecondary Education – the themes considered here span the entire student age range. Authored by 27 different researchers and practitioners from six different countries, this book can be seen as a valuable description of the zeitgeist in the field of education of the deaf at the turn of the 21st century and the millennium.
[more]
Educational and Developmental Aspects of Deafness
Donald F. Moores
Gallaudet University Press, 1990
Educational and Developmental Aspects of Deafness details the ongoing revolution in the education of deaf children. More than 20 researchers contributed their discoveries in anthropology, education, linguistics, psychology, sociology, and other major disciplines, with special concentration upon the education of deaf children.
Divided into two parts on education at home and in school, this incisive book documents breakthroughs such as the public's interest in sign language, the increasing availability of interpreters, the growing perception of deafness as a social condition, not a pathology, and other positive trends. It is unique as the first purely research-based text and reference point for further study of the education of deaf children.
[more]
Embracing Queer Students’ Diverse Identities at Historically Black Colleges and Universities
A Primer for Presidents, Administrators, and Faculty
Steve D. Mobley Jr.
Rutgers University Press, 2025
Embracing Queer Students’ Diverse Identities at Historically Black Colleges and Universities: A Primer for Presidents, Administrators, and Faculty is both a call to action and a resource for historically Black college and university (HBCU) leaders and administrators, focusing on historical and contemporary issues related to expanding inclusionary policies and practices for members of HBCU communities who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ+). The essays, by HBCU presidents, faculty, administrators, alumni, and researchers, explore the specific challenges and considerations of serving LGBTQ+ students within these distinct college and university settings, with the ultimate goal of summoning HBCU communities, higher education scholars, and scholar-practitioners to take thoughtful and urgent action to support and recognize LGBTQ+ students. With this book as a primary resource, HBCUs can work toward becoming fully inclusive campus communities for all of their students.
[more]
First-Generation Faculty of Color
Reflections on Research, Teaching, and Service
Tracy Lachica Buenavista
Rutgers University Press, 2023
First-Generation Faculty of Color: Reflections on Research, Teaching, and Service is the first book to examine the experiences of racially minoritized faculty who were also the first in their families to graduate college in the United States. From contingent to tenured faculty who teach at community colleges, comprehensive, and research institutions, the book is a collection of critical narratives that collectively show the diversity of faculty of color, attentive to and beyond race. The book is organized into three major parts comprised of chapters in which faculty of color depict how first-generation college student identities continue to inform how minoritized people navigate academe well into their professional careers, and encourage them to reconceptualize research, teaching, and service responsibilities to better consider the families and communities that shaped their lives well before college.
[more]
Forever in the Path
The Black Experience at Michigan State University
Pero G Dagbovie
Michigan State University Press, 2025
Forever in the Path: The Black Experience at Michigan State University offers a sweeping overview of the Black experience at America’s first agricultural college from the 1890s through the late twentieth century. In exploring the personalities, important events, and key turning points of Black life at the university, this book deftly blends intellectual history, social history, educational history, institutional history, and the African American biographical tradition. Pero G. Dagbovie depicts and imagines how his numerous subjects’ upbringings and experiences at the institution informed their futures, and how they benefitted from and contributed to MSU’s vision, mission, and transformative role in the history of higher education.
Michigan State University—founded in 1855 as the Agricultural College of the State of Michigan—has a fascinating past, a history shaped by vacillating local and national contexts as well as by people from different walks of life. The first Black students arrived on campus during the late nineteenth and early twentieth centuries, and the first full-time Black faculty member was hired in the late 1940s. Before and after the modern Civil Rights Movement, African Americans from various backgrounds were transformed by MSU while also profoundly contributing in vital ways to the institution’s growth and evolving identity.
Michigan State University—founded in 1855 as the Agricultural College of the State of Michigan—has a fascinating past, a history shaped by vacillating local and national contexts as well as by people from different walks of life. The first Black students arrived on campus during the late nineteenth and early twentieth centuries, and the first full-time Black faculty member was hired in the late 1940s. Before and after the modern Civil Rights Movement, African Americans from various backgrounds were transformed by MSU while also profoundly contributing in vital ways to the institution’s growth and evolving identity.
[more]
Gender Play
Boys and Girls in School
Barrie Thorne
Rutgers University Press, 2024
When it first appeared in 1993, Barrie Thorne’s Gender Play: Girls and Boys in School became an instant classic in the budding fields of feminist sociology and childhood studies. Through detailed first-hand observations of fourth and fifth graders at play, she investigated questions like: Why do girls and boys tend to self-segregate in the schoolyard? What can playful teasing and ritualized games like “cooties” and “chase and kiss” teach us about how children perform gendered identities? And how do children articulate their own conceptions of gender, distinct from those proscribed by the adult world?
A detailed and perceptive ethnography told with compassion and humor, Gender Play immerses readers in the everyday lives of a group of working-class children to examine the social interactions that shape their gender identities. This new Rutgers Classic edition of Gender Play contains an introduction from leading sociologists of gender Michael A. Messner and Raewyn Connell that places Thorne’s innovative research in historical context. It also includes a new afterword by one of Thorne’s own students, acclaimed sociologist C.J. Pascoe, reflecting on both the lasting influence of Thorne’s work and the ways that American children’s understandings of gender have shifted in the past thirty years.
A detailed and perceptive ethnography told with compassion and humor, Gender Play immerses readers in the everyday lives of a group of working-class children to examine the social interactions that shape their gender identities. This new Rutgers Classic edition of Gender Play contains an introduction from leading sociologists of gender Michael A. Messner and Raewyn Connell that places Thorne’s innovative research in historical context. It also includes a new afterword by one of Thorne’s own students, acclaimed sociologist C.J. Pascoe, reflecting on both the lasting influence of Thorne’s work and the ways that American children’s understandings of gender have shifted in the past thirty years.
[more]
Gender Play
Girls and Boys in School
Thorne, Barrie
Rutgers University Press, 1993
You see it in every schoolyard: the girls play only with the girls, the boys play only with the boys. Why? And what do the kids think about this? Breaking with familiar conventions for thinking about children and gender, Gender Play develops fresh insights into the everyday social worlds of kids in elementary schools in the United States. Barrie Thorne draws on her daily observations in the classroom and on the playground to show how children construct and experience gender in school. With rich detail,she looks at the "play of gender" in the organization of groups of kids and activities - activities such as "chase-and-kiss," "cooties," "goin' with" and teasing.
Thorne observes children in schools in working-class communities, emphasizing the experiences of fourth and fifth graders. Most of the children she observed were white, but a sizable minority were Latino, Chicano, or African American. Thorne argues that the organization and meaning of gender are influenced by age, ethnicity, race, sexuality, and social class, and that they shift with social context. She sees gender identity not through the lens of individual socialization or difference, but rather as a social process involving groups of children. Thorne takes us on a fascinating journey of discovery, provides new insights about children, and offers teachers practical suggestions for increasing cooperative mixed-gender interaction.
Thorne observes children in schools in working-class communities, emphasizing the experiences of fourth and fifth graders. Most of the children she observed were white, but a sizable minority were Latino, Chicano, or African American. Thorne argues that the organization and meaning of gender are influenced by age, ethnicity, race, sexuality, and social class, and that they shift with social context. She sees gender identity not through the lens of individual socialization or difference, but rather as a social process involving groups of children. Thorne takes us on a fascinating journey of discovery, provides new insights about children, and offers teachers practical suggestions for increasing cooperative mixed-gender interaction.
[more]
Getting to Work on Summer Learning
Recommended Practices for Success
Catherine H. Augustine
RAND Corporation, 2013
RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, this second report in a series provides research-based advice for school district leaders as they create and strengthen summer programs.
[more]
Grassroots Engagement and Social Justice through Cooperative Extension
Nia Imani Fields
Michigan State University Press, 2022
Grassroots Engagement and Social Justice through Cooperative Extension grows out of a commitment to the belief that Cooperative Extension professionals can and should be deeply engaged with the communities they work in to improve life—individually and collectively. Rooted in an understanding of the history and development of Extension, the authors focus on contemporary efforts to address systemic inequities. They offer an alternative to the “expert” model that would have Extension educators provide information detached from the difficult and sometimes contentious issues that shape community work. These essays highlight Extension’s role in and responsibility for culturally relevant community education that is rooted in democratic practices and social justice. The ultimate aim of this book is to offer a vision for the future of Extension as its practitioners continue to reach for cultural competence necessary to address issues of systemic injustice in the communities they serve and of which they are a part.
[more]
Improving Learning and Mental Health in the College Classroom
Robert Eaton
West Virginia University Press, 2023
How teachers can help combat higher education’s mental health crisis.
Mental health challenges on college campuses were a huge problem before COVID-19, and now they are even more pronounced. But while much has been written about higher education’s mental health crisis, very little research focuses on the role played by those on campus whose influence on student well-being may well be greatest: teachers. Drawing from interviews with students and the scholarship of teaching and learning, this book helps correct the oversight, examining how faculty can—instead of adding to their own significant workloads or duplicating counselors’ efforts—combat student stress through adjustments to the work they already do as teachers.
Improving Learning and Mental Health in the College Classroom provides practical tips that reduce unnecessary discouragement. It demonstrates how small improvements in teaching can have great impacts in the lives of students with mental health challenges, while simultaneously boosting learning for all students.
[more]
The Inclusion Illusion
How Children with Special Educational Needs Experience Mainstream Schools
Rob Webster
University College London, 2022
An examination of contemporary inclusive pedagogy and how it is failing students with special educational needs and disabilities.
Inclusion conjures images of children with special educational needs and disabilities (SEND) learning in classes alongside peers in a mainstream school. For pupils in the UK with high-level SEND, who have an Education, Health and Care Plan (formerly a Statement), this implies an everyday educational experience similar to that of their typically developing classmates. Yet in vital respects, they are worlds apart.
Based on the UK’s largest observation study of pupils with high-level SEND, this book exposes how attendance at a mainstream school is no guarantee of receiving a mainstream education. Observations of nearly 1,500 lessons in English schools show that these students’ everyday experience of school is characterized by separation and segregation. Furthermore, interviews with nearly five hundred pupils, parents, and school staff reveal the effect of this marginalization on the quality of their education. The book argues that inclusion is an illusion. The way schools are organized and how classrooms are composed creates a form of structural exclusion that preserves mainstream education for typically developing pupils and justifies offering a diluted pedagogy for pupils with high-level SEND. Ultimately, the book suggests why a more authentic form of inclusion is needed, and how it might be achieved.
Inclusion conjures images of children with special educational needs and disabilities (SEND) learning in classes alongside peers in a mainstream school. For pupils in the UK with high-level SEND, who have an Education, Health and Care Plan (formerly a Statement), this implies an everyday educational experience similar to that of their typically developing classmates. Yet in vital respects, they are worlds apart.
Based on the UK’s largest observation study of pupils with high-level SEND, this book exposes how attendance at a mainstream school is no guarantee of receiving a mainstream education. Observations of nearly 1,500 lessons in English schools show that these students’ everyday experience of school is characterized by separation and segregation. Furthermore, interviews with nearly five hundred pupils, parents, and school staff reveal the effect of this marginalization on the quality of their education. The book argues that inclusion is an illusion. The way schools are organized and how classrooms are composed creates a form of structural exclusion that preserves mainstream education for typically developing pupils and justifies offering a diluted pedagogy for pupils with high-level SEND. Ultimately, the book suggests why a more authentic form of inclusion is needed, and how it might be achieved.
[more]
Insiders, Outliers
Centering Adult Student Writers at an HBCU
Collie Fulford
Rutgers University Press, 2025
Insiders, Outliers invites readers into the lives of adult HBCU students for whom college is one meaningful activity among many. Although adults over the age of twenty-four comprise a quarter of all undergraduates, they are institutionally segregated and only partially served by a US higher education system that remains organized around traditional aged learners. Even as such students are regarded as a market for post-secondary institutions, they are routinely marginalized by institutional barriers. Students’ stories of their personal, professional, community, and academic writing experiences illuminate a critical need for more age-inclusive practices across academia. Their cases also offer new conceptual models of writing as an ethical and emotional practice that fuels changes for individuals and the people and institutions that they care about—including higher education. What adult students reveal about writing across their life domains has powerful implications for conceptualizing writing as a complex form of agency and for teaching writing across the curriculum.
[more]
Intersectionality and Higher Education
Identity and Inequality on College Campuses
W. Carson Byrd
Rutgers University Press, 2019
Though colleges and universities are arguably paying more attention to diversity and inclusion than ever before, to what extent do their efforts result in more socially just campuses? Intersectionality and Higher Education examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences. Contributors look at both the individual and institutional perspectives on issues like campus climate, race, class, and gender disparities, LGBTQ student experiences, undergraduate versus graduate students, faculty and staff from varying socioeconomic backgrounds, students with disabilities, undocumented students, and the intersections of two or more of these topics. Taken together, this volume presents an evidence-backed vision of how the twenty-first century higher education landscape should evolve in order to meaningfully support all participants, reduce marginalization, and reach for equity and equality.
[more]
Language, Power, and Resistance
Mainstreaming Deaf Education
Elizabeth S. Mathews
Gallaudet University Press, 2017
The current policy of educating d/Deaf and h/Hard of hearing (DHH) students in a mainstream setting, rather than in the segregated environments of deaf schools, has been portrayed as a positive step forward in creating greater equality for DHH students. In Language, Power, and Resistance, Elizabeth S. Mathews explores this claim through qualitative research with DHH children in the Republic of Ireland, their families, their teachers, and their experiences of the education system. While sensitive to the historical context of deaf education, Mathews focuses on the contemporary education system and the ways in which the mainstreaming agenda fits into larger discussions about the classification, treatment, and normalization of DHH children.
The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness. Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author’s findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts.
The research upon which this book is based examined the implications that mainstreaming has for the tensions between the hegemonic medical model of deafness and the social model of Deafness. This volume explores how different types of power are used in the deaf education system to establish, maintain, and also resist medical views of deafness. Mathews frames this discussion as one of power relations across parents, children, and professionals working within the system. She looks at how various forms of power are used to influence decisions, to resist decisions, and to shape the structure and delivery of deaf education. The author’s findings are a significant contribution to the debates on inclusive education for DHH students and will resonate in myriad social and geographic contexts.
[more]
Learning to Leave
The Irony of Schooling in a Coastal Community
Michael Corbett
West Virginia University Press, 2020
Published with a new preface, this innovative case study from Nova Scotia analyzes the relationship between rural communities and contemporary education. Rather than supporting place-sensitive curricula and establishing networks within community populations, the rural school has too often stood apart from local life, with the generally unintended consequence that many educationally successful rural youth come to see their communities and lifestyles as places to be left behind. They face what Michael Corbett calls a mobility imperative, which, he shows, has been central to contemporary schooling. Learning to Leave argues that if education is to be democratic and serve the purpose of economic, social, and cultural development, then it must adapt and respond to the specificity of its locale, the knowledge practices of the people, and the needs of those who struggle to remain in challenged rural places.
[more]
Literacy and Deaf Education
Toward a Global Understanding
Qiuying Wang
Gallaudet University Press, 2020
International perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries—primarily the United States—but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners.
Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions.
This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school.
Signed chapter summaries are available on the Gallaudet University Press YouTube channel.
Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions.
This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school.
Signed chapter summaries are available on the Gallaudet University Press YouTube channel.
[more]
Meeting the Needs of SLIFE, Second Ed.
A Guide for Educators
Andrea DeCapua, Helaine W. Marshall, and Lixing Frank Tang
University of Michigan Press, 2020
Today's public schools are brimming with students who are not only new to English but who also have limited or interrupted schooling. These students, referred to as SLIFE (or SIFE), create unique challenges for teachers and administrators.
Like its predecessor, this book is grounded in research and is designed to be an accessible and practical resource for teachers, staff, and administrators who work with students with limited or interrupted formal education. Chapters 3-5 focus on classroom instruction, but others address issues of concern to administrators and staff too. For example, Chapter 6 explores different program models for SLIFE instruction, but the planning and commitment to creating a successful program require the involvement of many across the school community, not just teachers.
This edition features case studies, model programs, and teaching techniques and tips; also included is a new chapter focused on the Mutually Adaptive Learning Paradigm (MALP (R)). A major theme of this new edition is moving school personnel away from a deficit perspective, when it comes to teaching SLIFE, and toward one of difference. The goal is to help all stakeholders in the school community create and foster inclusion of, and equity for, a population that is all too often marginalized, ignored, and underserved.
Like its predecessor, this book is grounded in research and is designed to be an accessible and practical resource for teachers, staff, and administrators who work with students with limited or interrupted formal education. Chapters 3-5 focus on classroom instruction, but others address issues of concern to administrators and staff too. For example, Chapter 6 explores different program models for SLIFE instruction, but the planning and commitment to creating a successful program require the involvement of many across the school community, not just teachers.
This edition features case studies, model programs, and teaching techniques and tips; also included is a new chapter focused on the Mutually Adaptive Learning Paradigm (MALP (R)). A major theme of this new edition is moving school personnel away from a deficit perspective, when it comes to teaching SLIFE, and toward one of difference. The goal is to help all stakeholders in the school community create and foster inclusion of, and equity for, a population that is all too often marginalized, ignored, and underserved.
[more]
Minding Bodies
How Physical Space, Sensation, and Movement Affect Learning
Susan Hrach
West Virginia University Press, 2021
What happens to teaching when you consider the whole body (and not just “brains on sticks”)?
Starting from new research on the body—aptly summarized as “sitting is the new smoking”—Minding Bodies aims to help instructors improve their students’ knowledge and skills through physical movement, attention to the spatial environment, and sensitivity to humans as more than “brains on sticks.” It shifts the focus of adult learning from an exclusively mental effort toward an embodied, sensory-rich experience, offering new strategies to maximize the effectiveness of time spent learning together on campus as well as remotely.
Minding Bodies draws from a wide range of body/mind research in cognitive psychology, kinesiology, and phenomenology to bring a holistic perspective to teaching and learning. The embodied learning approaches described by Susan Hrach are inclusive, low-tech, low-cost strategies that deepen the development of disciplinary knowledge and skills. Campus change-makers will also find recommendations for supporting a transformational mission through an attention to students’ embodied learning experiences.
[more]
New Digital Worlds
Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy
Roopika Risam
Northwestern University Press, 2019
The emergence of digital humanities has been heralded for its commitment to openness, access, and the democratizing of knowledge, but it raises a number of questions about omissions with respect to race, gender, sexuality, disability, and nation. Postcolonial digital humanities is one approach to uncovering and remedying inequalities in digital knowledge production, which is implicated in an information-age politics of knowledge.
New Digital Worlds traces the formation of postcolonial studies and digital humanities as fields, identifying how they can intervene in knowledge production in the digital age. Roopika Risam examines the role of colonial violence in the development of digital archives and the possibilities of postcolonial digital archives for resisting this violence. Offering a reading of the colonialist dimensions of global organizations for digital humanities research, she explores efforts to decenter these institutions by emphasizing the local practices that subtend global formations and pedagogical approaches that support this decentering. Last, Risam attends to human futures in new digital worlds, evaluating both how algorithms and natural language processing software used in digital humanities projects produce universalist notions of the "human" and also how to resist this phenomenon.
New Digital Worlds traces the formation of postcolonial studies and digital humanities as fields, identifying how they can intervene in knowledge production in the digital age. Roopika Risam examines the role of colonial violence in the development of digital archives and the possibilities of postcolonial digital archives for resisting this violence. Offering a reading of the colonialist dimensions of global organizations for digital humanities research, she explores efforts to decenter these institutions by emphasizing the local practices that subtend global formations and pedagogical approaches that support this decentering. Last, Risam attends to human futures in new digital worlds, evaluating both how algorithms and natural language processing software used in digital humanities projects produce universalist notions of the "human" and also how to resist this phenomenon.
[more]
The Next Twenty-five Years
Affirmative Action in Higher Education in the United States and South Africa
David L. Featherman, Martin Hall, and Marvin Krislov, editors
University of Michigan Press, 2009
"Ambitious, provocative, and wide-ranging, this rich collection of essays from U.S. and South African perspectives reflects the thinking of thoughtful advocates of affirmative action."
---William G. Bowen, President Emeritus, The Andrew W. Mellon Foundation, and President Emeritus, Princeton University
"Thoughtful commentary from outstanding experts on affirmative action’s future in two countries struggling to overcome a legacy of racial injustice."
---Derek Bok, 300th Anniversary University Research Professor, and President Emeritus, Harvard University
"An enormously important comparative study and reflection on affirmative (U.S.) and corrective (South Africa) action with exhaustive and sensitive treatment of a vital topic."
---Kader Asmal, Professor of Law, University of the Western Cape, Cape Town, and former Minister of Education, South Africa
A penetrating exploration of affirmative action's continued place in 21st-century higher education, The Next Twenty-five Years assembles the viewpoints of some of the most influential scholars, educators, university leaders, and public officials. Its comparative essays span the political spectrum and dissect debates in two nations to elucidate the legal, political, social, economic, and moral dimensions of affirmative action in higher education and its role in contributing to a just, equitable, and vital society.
David L. Featherman is Professor of Sociology and Psychology and Founding Director of the Center for Advancing Research and Solutions for Society at the University of Michigan.
Martin Hall is Vice-Chancellor of the University of Salford, Greater Manchester, and previously was Deputy Vice-Chancellor at the University of Cape Town.
Marvin Krislov is President of Oberlin College and previously was Vice President and General Counsel at the University of Michigan.
[more]
Notes from Home
Jonna McKone
Rutgers University Press, 2021
Notes from Home weaves a tapestry of personal stories from a group of youth who have experienced family insecurity during childhood. At Rutgers University, the Price Family Fellows Program provides financial, emotional, and academic support for students who seek to steer their own narratives and achieve their dreams through education. Eight graduates of the program now share reflections, photographs, and memories in search of new, often surprising meanings of home and family.
Through portraiture, oral history, writing, and family archives, the contributors explore childhood, geography, immigration, education, and family relationships, recovering misunderstood or overlooked moments. In the process of making this work, the group found old family photos, returned to sites of significance, and made new friendships, discovering the transformational potential of this kind of storytelling to reframe hardship, loss, and uncertainty. In the words of one contributor, “I felt like this process was a necessary step that allowed me to acknowledge and comprehend what I was experiencing at the time. It allowed me to create a more coherent understanding that I am who I am because of my past and because I was the one who had control of molding my own, better path.” Each chapter, encompassing one person’s story, is strikingly unique in its vision and approach.
Through portraiture, oral history, writing, and family archives, the contributors explore childhood, geography, immigration, education, and family relationships, recovering misunderstood or overlooked moments. In the process of making this work, the group found old family photos, returned to sites of significance, and made new friendships, discovering the transformational potential of this kind of storytelling to reframe hardship, loss, and uncertainty. In the words of one contributor, “I felt like this process was a necessary step that allowed me to acknowledge and comprehend what I was experiencing at the time. It allowed me to create a more coherent understanding that I am who I am because of my past and because I was the one who had control of molding my own, better path.” Each chapter, encompassing one person’s story, is strikingly unique in its vision and approach.
[more]
Open Your Hand
Teaching as a Jew, Teaching as an American
Ilana M. Blumberg
Rutgers University Press, 2019
Fifteen years into a successful career as a college professor, Ilana Blumberg encounters a crisis in the classroom that sends her back to the most basic questions about education and prompts a life-changing journey that ultimately takes her from East Lansing to Tel Aviv. As she explores how civic and religious commitments shape the culture of her humanities classrooms, Blumberg argues that there is no education without ethics. When we know what sort of society we seek to build, our teaching practices follow.
In vivid classroom scenes from kindergarten through middle school to the university level, Blumberg conveys the drama of intellectual discovery as she offers novice and experienced teachers a pedagogy of writing, speaking, reading, and thinking that she links clearly to the moral and personal development of her students.
Writing as an observant Jew and as an American, Blumberg does not shy away from the difficult challenge of balancing identities in the twenty-first century: how to remain true to a community of origin while being a national and global citizen. As she negotiates questions of faith and citizenship in the wide range of classrooms she traverses, Blumberg reminds us that teaching - and learning - are nothing short of a moral art, and that the future of our society depends on it.
[more]
Picture a Professor
Interrupting Biases about Faculty and Increasing Student Learning
Jessamyn Neuhaus
West Virginia University Press, 2022
“Does a service to all who would prefer a different path, offering realistic strategies to engage students in undermining scholarly stereotypes.”—Science
Picture a Professor is a collection of evidence-based insights and intersectional teaching strategies crafted by and for college instructors. It aims to inspire transformative student learning while challenging stereotypes about what a professor looks like.
Representing a variety of scholarly disciplines, the volume’s contributing authors offer practical advice for effectively navigating student preconceptions about embodied identity and academic expertise. Each contributor recognizes the pervasiveness of racialized, gendered, and other biases about professors and recommends specific ways to respond to and interrupt such preconceptions—helping students, teachers, and others reenvision what we think of when we picture a professor.
Educators at every stage of their career will find affirming acknowledgment of the ways systemic inequities affect college teaching conditions, as well as actionable advice about facilitating student learning with innovative course design, classroom activities, assessment techniques, and more.
[more]
Poison in the Ivy
Race Relations and the Reproduction of Inequality on Elite College Campuses
Byrd, W. Carson
Rutgers University Press, 2017
The world of elite campuses is one of rarified social circles, as well as prestigious educational opportunities. W. Carson Byrd studied twenty-eight of the most selective colleges and universities in the United States to see whether elite students’ social interactions with each other might influence their racial beliefs in a positive way, since many of these graduates will eventually hold leadership positions in society. He found that students at these universities believed in the success of the ‘best and the brightest,’ leading them to situate differences in race and status around issues of merit and individual effort.
Poison in the Ivy challenges popular beliefs about the importance of cross-racial interactions as an antidote to racism in the increasingly diverse United States. He shows that it is the context and framing of such interactions on college campuses that plays an important role in shaping students’ beliefs about race and inequality in everyday life for the future political and professional leaders of the nation. Poison in the Ivy is an eye-opening look at race on elite college campuses, and offers lessons for anyone involved in modern American higher education.
Poison in the Ivy challenges popular beliefs about the importance of cross-racial interactions as an antidote to racism in the increasingly diverse United States. He shows that it is the context and framing of such interactions on college campuses that plays an important role in shaping students’ beliefs about race and inequality in everyday life for the future political and professional leaders of the nation. Poison in the Ivy is an eye-opening look at race on elite college campuses, and offers lessons for anyone involved in modern American higher education.
[more]
Potential on the Periphery
College Access from the Ground Up
Omari Scott Simmons
Rutgers University Press, 2019
Even high-performing students sometimes need assistance to transform their high school achievement into a higher education outcome that matches their potential, especially when those students come from vulnerable backgrounds. Without intervention, many of these students, lost in the transition between secondary school and higher education, would not attend selective colleges that provide greater opportunities. Potential on the Periphery profiles the Simmons Memorial Foundation (SMF), a grassroots non-profit organization co-founded by author Omari Scott Simmons, that promotes college access for students in North Carolina and Delaware. Simmons discusses how the organization has helped students secure admission and succeed in college, using this example to contextualize the broader realm of existing education practice, academic theory, and public policy. Using data gleaned from interviews with past student participants in the programs run by the SMF, Simmons illuminates the underlying factors thwarting student achievement, such as inadequate information about college options, limited opportunities for social capital acquisition, financial pressures, self-doubt, and political weakness. Simmons then identifies policy solutions and pragmatic strategies that college access organizations can adopt to address these factors.
[more]
Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes
Jennifer Sloan McCombs
RAND Corporation, 2014
The Wallace Foundation’s National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affected student performance on math, reading, and social and emotional assessments in fall 2013.
[more]
Reclaiming Indigenous Research in Higher Education
Minthorn, Robin Starr
Rutgers University Press, 2018
Indigenous students remain one of the least represented populations in higher education. They continue to account for only one percent of the total post-secondary student population, and this lack of representation is felt in multiple ways beyond enrollment. Less research money is spent studying Indigenous students, and their interests are often left out of projects that otherwise purport to address diversity in higher education.
Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.
Recently, Native scholars have started to reclaim research through the development of their own research methodologies and paradigms that are based in tribal knowledge systems and values, and that allow inherent Indigenous knowledge and lived experiences to strengthen the research. Reclaiming Indigenous Research in Higher Education highlights the current scholarship emerging from these scholars of higher education. From understanding how Native American students make their way through school, to tracking tribal college and university transfer students, this book allows Native scholars to take center stage, and shines the light squarely on those least represented among us.
[more]
Redefining Geek
Bias and the Five Hidden Habits of Tech-Savvy Teens
Cassidy Puckett
University of Chicago Press, 2022
A surprising and deeply researched look at how everyone can develop tech fluency by focusing on five easily developed learning habits.
Picture a typical computer geek. Likely white, male, and someone you’d say has a “natural instinct” for technology. Yet, after six years teaching technology classes to first-generation, low-income middle school students in Oakland, California, Cassidy Puckett has seen firsthand that being good with technology is not something people are born with—it’s something they learn. In Redefining Geek, she overturns the stereotypes around the digitally savvy and identifies the habits that can help everyone cultivate their inner geek.
Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and identify efficiencies. In Redefining Geek, she shows how to measure and build these habits, and she demonstrates how many teens historically marginalized in STEM are already using these habits and would benefit from recognition for their talent, access to further learning opportunities, and support in career pathways. She argues that if we can develop, recognize, and reward these technological learning habits in all kids—especially girls and historically marginalized racial and ethnic groups—we can address many educational inequities and disparities in STEM.
Revealing how being good with technology is not about natural ability but habit and persistence, Redefining Geek speaks to the ongoing conversation on equity in technology education and argues for a more inclusive technology learning experience for all students.
[more]
Reformed American Dreams
Welfare Mothers, Higher Education, and Activism
Sheila M. Katz
Rutgers University Press, 2019
Reformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Half of the participants in Sheila M. Katz’s research were activists with the grassroots welfare rights organization, LIFETIME, trying to change welfare policy and to advocate for better access to higher education. Reformed American Dreams takes up their struggle to raise families, attend school, and become student activists, all while trying to escape poverty. Katz highlights mothers’ experiences as they pursued higher education on welfare and became grassroots activists during the Great Recession.
[more]
Schooling Without Labels
Parents, Educators, and Inclusive Education
Douglas Biklen
Temple University Press, 1992
Douglas Biklen closely examines the experiences of six families in which children with disabilities are full participants in family life in order to understand how people who have been labeled disabled might become full participants in the other areas of society as well. He focuses on the contradictions between what some families have achieved, what they want for their children, and what society and its social policies allow. He demonstrates how the principles of inclusion that govern the lives of these families can be extended to education, community life, and other social institutions.
The parents who tell their stories here have actively sought inclusion of their children in regular schools and community settings; several have children with severe or multiple disabilities. In discussing issues such as normalization, acceptance, complete schooling, circles of friends, and community integration, these parents describe the challenge and necessity of their children's "leading regular lives."
In the series Health, Society, and Policy, edited by Sheryl Ruzek and Irving Kenneth Zola.
[more]
Serving the Academic, Social, and Emotional Needs of Multicultural Newcomers
Brenda Custodio and Judith B. O’Loughlin
University of Michigan Press, 2025
As newcomers—immigrant students who have been in the U.S. less than two years—arrive in record numbers, many school districts are looking for ways to best support these new arrivals. Serving the Academic, Social, and Emotional Needs of Multicultural Newcomers offers a research-based overview of newcomer students across the nation and provides specific strategies for helping them integrate into U.S. schools in a variety of settings (ESL, bilingual, mainstream/content classrooms). In addition to a brief overview of how newcomer programs can provide academic and social-emotional services for recently arrived English learners, the authors draw on their experience to offer five best practices for serving newcomers. Readers will learn how to:
- Collaborate with school professionals to create a program specifically to meet the unique needs of new arrivals.
- Provide intensive literacy, numeracy, and content area support, especially for students with interrupted schooling.
- Develop the classroom supports necessary for students to achieve academic success.
- Provide supports that address the physical, social, and emotional challenges of newcomers.
- Work with families and communities to support students outside of a school environment.
[more]
Skim, Dive, Surface
Teaching Digital Reading
Jenae Cohn
West Virginia University Press, 2021
Students are reading on screens more than ever—how can we teach them to be better digital readers?
Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.
Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.
[more]
SLIFE
What Every Teacher Needs to Know
Andrea DeCapua
University of Michigan Press, 2019
SLIFE: What Every Teacher Needs to Know helps readers deepen their understanding of Students with Limited or Interrupted Formal Education (SLIFE). Because of their limited, greatly interrupted, or sometimes nonexistent participation in formal education, SLIFE face challenges in the classroom that go beyond language and content. Often SLIFE need to develop basic literacy skills and foundational subject-area knowledge, as well as to learn how to engage in the discourse and practices of formal educational settings. So what can teachers do to help these students succeed and to recognize and honor their knowledge, skills, and cultural capital? SLIFE: What Every Teacher Needs to Know centers around four guidelines for teaching SLIFE: question assumptions, foster two-way communication, explicitly teach school tasks and academic ways of thinking, and promote project-based learning. Discussion of the Mutually Adaptive Learning Paradigm (MALP), is also included.
[more]
Social-Emotional Learning in English Language Teaching
Luis Javier Pentón Herrera and Janine J. Darragh
University of Michigan Press, 2024
In an era where the world feels increasingly interconnected yet divided, Social-Emotional Learning in English Language Teaching unveils the profound impact of incorporating social-emotional learning (SEL) into language education. With compelling narratives and relatable examples, the authors showcase how emotional intelligence, empathy, and well-being are not just buzzwords, but essential elements for thriving in today’s global community. Through the lens of language education, they introduce the concept of affective communicative competence and advocate for a practice of responsible well-being that aims to support the holistic well-being of educators and learners. Blending meticulously researched theory with practical applications, the book is structured to facilitate both comprehension and application through practical SEL activities or reflective questions. As a critical resource for educators, researchers, and policymakers aiming to enrich the language-learning landscape, Social-Emotional Learning in English Language Teaching equips practitioners with the tools to foster environments where social-emotional and linguistic growth can flourish in tandem.
[more]
Structuring Inequality
How Schooling, Housing, and Tax Policies Shaped Metropolitan Development and Education
Tracy L. Steffes
University of Chicago Press, 2024
How inequality was forged, fought over, and forgotten through public policy in metropolitan Chicago.
As in many American metropolitan areas, inequality in Chicagoland is visible in its neighborhoods. These inequalities are not inevitable, however. They have been constructed and deepened by public policies around housing, schooling, taxation, and local governance, including hidden state government policies.
In Structuring Inequality, historian Tracy L. Steffes shows how metropolitan inequality in Chicagoland was structured, contested, and naturalized over time even as reformers tried to change it through school desegregation, affordable housing, and property tax reform. While these efforts had modest successes in the city and the suburbs, reformers faced significant resistance and counter-mobilization from affluent suburbanites, real estate developers, and other defenders of the status quo who defended inequality and reshaped the policy conversation about it. Grounded in comprehensive archival research and policy analysis, Structuring Inequality examines the history of Chicagoland’s established systems of inequality and provides perspective on the inequality we live with today.
As in many American metropolitan areas, inequality in Chicagoland is visible in its neighborhoods. These inequalities are not inevitable, however. They have been constructed and deepened by public policies around housing, schooling, taxation, and local governance, including hidden state government policies.
In Structuring Inequality, historian Tracy L. Steffes shows how metropolitan inequality in Chicagoland was structured, contested, and naturalized over time even as reformers tried to change it through school desegregation, affordable housing, and property tax reform. While these efforts had modest successes in the city and the suburbs, reformers faced significant resistance and counter-mobilization from affluent suburbanites, real estate developers, and other defenders of the status quo who defended inequality and reshaped the policy conversation about it. Grounded in comprehensive archival research and policy analysis, Structuring Inequality examines the history of Chicagoland’s established systems of inequality and provides perspective on the inequality we live with today.
[more]
Structuring Inequality
How Schooling, Housing, and Tax Policies Shaped Metropolitan Development and Education
Tracy L. Steffes
University of Chicago Press, 2024
This is an auto-narrated audiobook version of this book.
How inequality was forged, fought over, and forgotten through public policy in metropolitan Chicago.
As in many American metropolitan areas, inequality in Chicagoland is visible in its neighborhoods. These inequalities are not inevitable, however. They have been constructed and deepened by public policies around housing, schooling, taxation, and local governance, including hidden state government policies.
In Structuring Inequality, historian Tracy L. Steffes shows how metropolitan inequality in Chicagoland was structured, contested, and naturalized over time even as reformers tried to change it through school desegregation, affordable housing, and property tax reform. While these efforts had modest successes in the city and the suburbs, reformers faced significant resistance and counter-mobilization from affluent suburbanites, real estate developers, and other defenders of the status quo who defended inequality and reshaped the policy conversation about it. Grounded in comprehensive archival research and policy analysis, Structuring Inequality examines the history of Chicagoland’s established systems of inequality and provides perspective on the inequality we live with today.
How inequality was forged, fought over, and forgotten through public policy in metropolitan Chicago.
As in many American metropolitan areas, inequality in Chicagoland is visible in its neighborhoods. These inequalities are not inevitable, however. They have been constructed and deepened by public policies around housing, schooling, taxation, and local governance, including hidden state government policies.
In Structuring Inequality, historian Tracy L. Steffes shows how metropolitan inequality in Chicagoland was structured, contested, and naturalized over time even as reformers tried to change it through school desegregation, affordable housing, and property tax reform. While these efforts had modest successes in the city and the suburbs, reformers faced significant resistance and counter-mobilization from affluent suburbanites, real estate developers, and other defenders of the status quo who defended inequality and reshaped the policy conversation about it. Grounded in comprehensive archival research and policy analysis, Structuring Inequality examines the history of Chicagoland’s established systems of inequality and provides perspective on the inequality we live with today.
[more]
Teacher Education across Minority-Serving Institutions
Programs, Policies, and Social Justice
Petchauer, Emery
Rutgers University Press, 2017
Winner of the 2018 AERA Division K Exemplary Research in Teaching and Teacher Education Award
The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has characterized scholarship and policy work in this area. Instead, it pushes for scholars to consider that racial diversity in teacher education is not simply an end in itself but is, a means to accomplish other goals, such as developing justice-oriented and asset-based pedagogies.
The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has characterized scholarship and policy work in this area. Instead, it pushes for scholars to consider that racial diversity in teacher education is not simply an end in itself but is, a means to accomplish other goals, such as developing justice-oriented and asset-based pedagogies.
[more]
Teaching Difficult Topics
Reflections from the Undergraduate Music Classroom
Olivia R. Lucas and Laura Moore Pruett
University of Michigan Press, 2024
Teaching Difficult Topics provides a series of on-the-ground reflections from college music instructors working in a wide variety of institutional settings about their approaches to inclusive, supportive pedagogy in the music classroom. Although some imagine the music classroom to be an apolitical space, instructors find themselves increasingly in need of resources for incorporating issues of race and ethnicity, gender and sexuality, and historical trauma into their classrooms in ways that support student learning and safeguard their classroom communities.
The teaching reflections in Teaching Difficult Topics examine difficult themes that fall into three primary categories: subjects that instructors sense to be controversial or emotionally challenging to discuss, those that derive from or intersect with real-world events that are difficult to process, and bigger-picture discussions of how music studies often focuses on dominant narratives while overlooking other perspectives. Some chapters offer practical guidance, lesson plans, and teaching materials to enable instructors to build discussions of race, gender, sexuality, and traumatic histories into their own classrooms; others take a more global view, reflecting on the importance and relevance of teaching these difficult topics and on how to respond in the music classroom when external events disrupt daily life.
The teaching reflections in Teaching Difficult Topics examine difficult themes that fall into three primary categories: subjects that instructors sense to be controversial or emotionally challenging to discuss, those that derive from or intersect with real-world events that are difficult to process, and bigger-picture discussions of how music studies often focuses on dominant narratives while overlooking other perspectives. Some chapters offer practical guidance, lesson plans, and teaching materials to enable instructors to build discussions of race, gender, sexuality, and traumatic histories into their own classrooms; others take a more global view, reflecting on the importance and relevance of teaching these difficult topics and on how to respond in the music classroom when external events disrupt daily life.
[more]
Transformative Civic Education in Democratic Societies
Tetyana Hoggan-Kloubert
Michigan State University Press, 2023
Democracy is neither inevitable nor guaranteed to last. To survive, democracy needs people adequately prepared to enact it. Such preparation for effective citizenship in a complex and plural world requires an adult civic education, one that goes beyond simple knowledge acquisition. It requires a transformative education to help learners become agents and co-shapers of their worlds. This book offers examples of the roles that civic education has played and can play in different communities. In this collection, scholars from around the world report and reflect on civic adult education, examining approaches, paradigms, and concepts that help us to act in culturally, ethnically, linguistically, and religiously diverse societies.
[more]
Transforming History
A Guide to Effective, Inclusive, and Evidence-Based Teaching
Mary Jo Festle
University of Wisconsin Press, 2020
Teaching history well is not just a matter of knowing history—it is a set of skills that can be developed and honed through practice. In this theoretically informed but eminently practical volume, Mary Jo Festle examines the recent explosion of research on the teaching and learning of history. Illuminated by her own work, Festle applies the concept of "backward design" as an organizing framework to the history classroom. She provides concrete strategies for setting up an environment that is inclusive and welcoming but still challenging and engaging.
Instructors will improve their own conceptual understandings of teaching and learning issues, as well as receive guidance on designing courses and implementing pedagogies consistent with what research tells us about how students learn. The book offers practical illustrations of assignments, goals, questions, grading rubrics, unit plans, and formats for peer observation that are adaptable for courses on any subject and of any size. Transforming History is a critical guide for higher and secondary education faculty—neophytes and longtime professionals alike—working to improve student learning.
Instructors will improve their own conceptual understandings of teaching and learning issues, as well as receive guidance on designing courses and implementing pedagogies consistent with what research tells us about how students learn. The book offers practical illustrations of assignments, goals, questions, grading rubrics, unit plans, and formats for peer observation that are adaptable for courses on any subject and of any size. Transforming History is a critical guide for higher and secondary education faculty—neophytes and longtime professionals alike—working to improve student learning.
[more]
Unequal Choices
How Social Class Shapes Where High-Achieving Students Apply to College
Yang Va Lor
Rutgers University Press, 2023
High-achieving students from socioeconomically disadvantaged backgrounds are more likely to end up at less selective institutions compared to their socioeconomically advantaged peers with similar academic qualifications. A key reason for this is that few highly able, socioeconomically disadvantaged students apply to selective institutions in the first place. In Unequal Choices, Yang Va Lor examines the college application choices of high-achieving students, looking closely at the ways the larger contexts of family, school, and community influence their decisions. For students today, contexts like high schools and college preparation programs shape the type of colleges that they deem appropriate, while family upbringing and personal experiences influence how far from home students imagine they can apply to college. Additionally, several mechanisms reinforce the reproduction of social inequality, showing how institutions and families of the middle and upper-middle class work to procure advantages by cultivating dispositions among their children for specific types of higher education opportunities.
[more]
Ungrading
Why Rating Students Undermines Learning (and What to Do Instead)
Susan D. Blum
West Virginia University Press, 2020
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.
CONTRIBUTORS:
Aaron Blackwelder
Susan D. Blum
Arthur Chiaravalli
Gary Chu
Cathy N. Davidson
Laura Gibbs
Christina Katopodis
Joy Kirr
Alfie Kohn
Christopher Riesbeck
Starr Sackstein
Marcus Schultz-Bergin
Clarissa Sorensen-Unruh
Jesse Stommel
John Warner
[more]
Unlikely Heroes
The Southern Judges Who Made Brown Work
Jack Bass
University of Alabama Press, 1981
"I think there has been no more heroic episode in American law than the work of southern federal judges in ending racial discrimination in the South. Jack Bass has brought this recent history to life, telling us much that we had not known." —Anthony Lewis, New York Times
Unlikely Heroes is a gripping and readable account of Brown v. Board of Education of Topeka, the watershed 1954 U.S. Supreme Court ruling that ended racially segregated schools. The "unlikely heroes" whose lives and decisions that Jack Bass traces are the federal judges—primarily on the U.S. Fifth Circuit Court of Appeals—who vigorously and skillfully implemented the Brown decision in six southern states. These rich profiles show the character of the men who gave up prosperous lives, popularity, and friends to see that the constitutional rights of all U.S. citizens were protected.[more]
Wake
Why the Battle over Diverse Public Schools Still Matters
Karey Alison Harwood
Rutgers University Press, 2024
The Wake County Public School System was once described as a beacon of hope for American school districts. It was both academically successful and successfully integrated. It accomplished these goals through the hard work of teachers and administrators, and through a student assignment policy that made sure no school in the countywide district became a high poverty school. Although most students attended their closest school, the “diversity policy” modified where some students were assigned to make sure no school had more than 40% of its students qualifying for free or reduced-price lunch or more than 25% performing below grade level. When the school board election of 2009 swept into office a majority who favored “neighborhood schools,” the diversity policy that had governed student assignment for years was eliminated. Wake: Why the Battle Over Diverse Public Schools Still Matters tells the story of the aftermath of that election, including the fierce public debate that ensued during school board meetings and in the pages of the local newspaper, and the groundswell of community support that voted in a pro-diversity school board in 2011. What was at stake in those years was the fundamental direction of the largest school district in North Carolina and the 14th largest in the U.S. Would it maintain a commitment to diverse schools, and if so, how would it balance that commitment with various competing interests and demands? Through hundreds of published opinion articles and several in depth interviews with community leaders, Wake examines the substance of that debate and explores the community’s vision for public education. Wake also explores the importance of knowing the history of a place, including the history of school segregation. Wake County’s example still resonates, and the battle over diverse public schools still matters, because owning responsibility for the problem of segregated schools (or not) will shape the direction of America’s future.
[more]
White Guys on Campus
Racism, White Immunity, and the Myth of "Post-Racial" Higher Education
Cabrera, Nolan L
Rutgers University Press, 2019
Winner of the 2019 AERA Division J Outstanding Publication Award and the 2019 ASHE Outstanding Book Award
On April 22, 2015, Boston University professor Saida Grundy set off a Twitter storm with her provocative question: “Why is white America so reluctant to identify white college males as a problem population?” White Guys on Campus is a critical examination of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among White male undergraduates. Nolan L. Cabrera moves beyond the “few bad apples” frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. This book details many of the contours of contemporary, systemic racism, while engaging the possibility of White students to participate in anti-racism. Ultimately, White Guys on Campus calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of “post- racialism.”
On April 22, 2015, Boston University professor Saida Grundy set off a Twitter storm with her provocative question: “Why is white America so reluctant to identify white college males as a problem population?” White Guys on Campus is a critical examination of race in higher education, centering Whiteness, in an effort to unveil the frequently unconscious habits of racism among White male undergraduates. Nolan L. Cabrera moves beyond the “few bad apples” frame of contemporary racism, and explores the structures, policies, ideologies, and experiences that allow racism to flourish. This book details many of the contours of contemporary, systemic racism, while engaging the possibility of White students to participate in anti-racism. Ultimately, White Guys on Campus calls upon institutions of higher education to be sites of social transformation instead of reinforcing systemic racism, while creating a platform to engage and challenge the public discourse of “post- racialism.”
[more]
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