Education

Years ago, James V. Schall wrote Another Sort of Learning, a book listing those things you should read but probably were never required to read. It is not a curriculum, except maybe one “for life.” This book you have in your hands is something of a mathematical tribute to Schall’s basic idea and is aptly titled Another Sort of Mathematics. Like Schall’s book, it is not a curriculum. It is, however, a list of some things from mathematics you should experience but probably were never required to experience. The theorems and proofs in this book represent, in a small way, some of the best that has been said within the discipline of mathematics.

There is something unique in the human soul that can only be satisfied by wondering about mathematics. And that means, regardless of your background, this book is for you. Reclaim your mathematical inheritance. Embrace the mathematician within you. Choose to wonder.

Growing up, Reid was confused and disturbed by the radically different opportunities his best friend received. After a childhood spent together, Jamie and Reid found themselves on opposite sides of a high school hallway that separated kids based on a misunderstanding of their supposed "potential." The gap between the two friends widened as Reid's classes enabled him to pursue an elite college degree across the country studying educational opportunity and teaching.

Then, Reid became a teacher at an under-resourced South Carolina high school where efforts to serve the incredible students were stymied by internal segregation and administrative ambivalence. He was disabused of the Hollywood myth that a good teacher could simply save the day, when each false start with his students forced him to reckon with how much he didn't know. After Reid assigned students a project to create a positive change, they pushed him to figure out how he, too, could make a bigger difference.

While an individual's efforts are no match against entrenched systems, Reid learned firsthand that a community of people powered by data can effect change. This lesson motivated him to found Equal Opportunity Schools (EOS), a nationwide nonprofit dedicated to finding the students who were overlooked, discouraged, or otherwise missing from higher-level classes.

As EOS became more successful, partnering with major philanthropies, universities, and even the White House, Reid grappled with his role as a leader. Only through the efforts of, first, his students in South Carolina, and later his team at EOS, would he come to understand, and begin to overcome, the limitations of his vision. Informed by extensive new data on educational opportunity in America, The Kid Across the Hall is a powerful story of learning and unlearning; of leading and learning to follow.

Desert Dreams chronicles seventy-five years of Mexican American efforts to attain educational equality in Arizona, from its territorial period in the nineteenth century to the post–World War II era. Laura K. Muñoz reveals how Arizona Mexicans, or Arizonenses, embraced the United States expecting that they would be treated as American citizens. Instead, Anglo Arizonans wrote laws and designed schools to transform Mexicans from “unassimilable immigrants” into “American workers” by restricting their education to the acquisition of fluency in English and mastery of basic domestic and industrial skills.

Arizonenses confronted these anti-Mexican attitudes by developing their own politics of educational equality. They founded public schools, served as school leaders, promoted Spanish and English bilingualism, and encouraged their children to pursue high school and college. From these efforts, a small cadre of Arizonenses obtained enough education to sustain a successful middle class, comprised of students, teachers, lawyers, and politicians who fought for Arizonense civil rights, especially the right to a good education. These efforts culminated in Romo v. Laird (1925), the earliest known school desegregation case filed in the state. Arizonenses also developed regional networks that brought them into conversation with Mexican Americans and allies in Southern California and across the borderlands.

As the first comprehensive social history of Mexican Americans in Arizona before 1960, Desert Dreams demonstrates that Arizonenses across generations engaged in vital political, legal, and educational debates about civil rights and subsequently gave rise to a national Mexican American political consciousness.

How universities have become increasingly contentious since the Sixties, from the viewpoint of a former Princeton provost and Harvard president

From his days at Princeton University as a member of the faculty, dean, and provost, and his time as a faculty member and president at Harvard University, Neil L. Rudenstine has been uniquely positioned to observe the changes that have occurred in higher education over the past few decades. In this book, he draws on his various roles to present an educator’s inside account of the modern university. More than that, Our Contentious Universities is a personal history of how our current campus climate of antagonism evolved, beginning with the late 1960s and up to our contemporary moment.

Starting with his perceptions of the anti-Vietnam War events at Columbia, Princeton, and Berkeley, as well as descriptions of what occurred at Harvard, Michigan, and other institutions, Rudenstine identifies a pattern that was characterized by students protesting against institutions because of purported university support for the Vietnam War. Not surprisingly, once the Vietnam War ended, the protests ceased. In contrast, Rudenstine reveals how contemporary campus conflicts essentially differ in nature from the Sixties protests. Since the issues that spark these present protests—such as climate change, conservative judicial opinions, lack of gun control legislation, the Hamas-Israeli war—are clearly not readily soluble problems, there can be no easily defined end to the action. Rudenstine also depicts how universities themselves have changed substantially over the past few decades. The institutions have not only evolved into a collection of decentralized quasi-autonomous departments in competition with other centers and initiatives for resources but also nurtured a highly diverse population of faculty and students with a variety of backgrounds and perspectives already at odds before they even encounter each other on campus.

Combining an analysis of how universities transformed with an examination of how protests changed, the book argues that, opposed to the external causes of student protest in the Sixties, it is actually the internal sources of division and conflict that now characterize our universities that are at the root of their contentious campus environments.

Specific objectives of the book include the discussion of the historical evolution of CBUM/Hip-Hop, and the development (and retention) of an informed perspective regarding legendary figures, bands, and genres in CBUM. The examination of the historical, social, and economic implications of CBUM that lead to the globalization of Hip-Hop, an understanding of how CBUM is perceived and measured in society, and the student’s ability to describe a range of effects fostered by the evolution of CBUM, all factor highly in this book.

How universities can navigate affirmative action bans to protect diversity in student admissions

Diversity in higher education is under attack as the Supreme Court considers the future of affirmative action, or race-conscious admissions practices, at American colleges and universities. In On the Basis of Race, Lauren S. Foley sheds light on our current crisis, exploring the past, present, and future of this contentious policy.

From Brown v. Board of Education in the mid-twentieth century to the current Students for Fair Admissions v. Harvard and University of North Carolina, Chapel Hill, Foley explores how organizations have resisted and complied with public policies regarding race. She examines how admissions officers, who have played an important role in the long fight to protect racial diversity in higher education, work around the law to maintain diversity after affirmative action is banned. Foley takes us behind the curtain of student admissions, shedding light on how multiple universities, including the University of Michigan, have creatively responded to affirmative action bans. On the Basis of Race traces the history of a controversial idea and policy, and provides insight into its uncertain future.

As the record number of forcibly-displaced persons in the world continues to rise, more people of differing origins are sharing space and learning to live together. Prolonged displacement has turned into permanent resettlement and citizenship. To reflect this geopolitical transformation, education too must transform. Beyond Refuge explores abstractions, practicalities, impediments, and assets proffered by research participants to illustrate what an educational transformation should and could look like via a theoretical framework for emancipatory education of forcibly-displaced youth.

Interviews, focus groups, and participant observations gather data from participants across local, state, national, and international levels of educational influence, resulting in a collection of diverse perspectives. The results of Swisher’s study are presented in narratives and discussions upon which educational leaders can build. An emancipatory education of forcibly-displaced youth must begin with an examination of ourselves, our systems, and our societies and be sustained by leadership, policies, and practices based in love, empathy, listening, learning, and community.

A central text for the next steps in inclusive and equitable education, Beyond Refuge appeals to researchers, teachers, leaders, community figures and participants, and policymakers wanting to create lasting and impactful change in their local and national societies.

The Roots of Educational Inequality chronicles the transformation of one American high school over the course of the twentieth century to explore the larger political, economic, and social factors that have contributed to the escalation of educational inequality in modern America.

In 1914, when Germantown High School officially opened, Martin G. Brumbaugh, the superintendent of the School District of Philadelphia, told residents that they had one of the finest high schools in the nation. Located in a suburban neighborhood in Philadelphia's northwest corner, the school provided Germantown youth with a first-rate education and the necessary credentials to secure a prosperous future. In 2013, almost a century later, William Hite, the city's superintendent, announced that Germantown High was one of thirty-seven schools slated for closure due to low academic achievement. How is it that the school, like so many others that serve low-income students of color, transformed in this way?

Erika M. Kitzmiller links the saga of a single high school to the history of its local community, its city, and the nation. Through a fresh, longitudinal examination that combines deep archival research and spatial analysis, Kitzmiller challenges conventional declension narratives that suggest American high schools have moved steadily from pillars of success to institutions of failures. Instead, this work demonstrates that educational inequality has been embedded in our nation's urban high schools since their founding. The book argues that urban schools were never funded adequately. Since the beginning of the twentieth century, urban school districts lacked the tax revenues needed to operate their schools. Rather than raising taxes, these school districts relied on private philanthropy from families and communities to subsidize a lack of government aid. Over time, this philanthropy disappeared leaving urban schools with inadequate funds and exacerbating the level of educational inequality.

The ebook edition of this title is Open Access and freely available to read online.

Over past decades, scholars and practitioners around the world observed an emergence of professionals, research managers and administrators (RMAs) who play an essential role in the advancement of academic research. RMAs have extensive knowledge of the research ecosystem, including funding opportunities, proposals, budgeting and pricing, ethics, open research, project management, finance, negotiation, strategy, systems, and assessment. Until now, limited efforts have been made to investigate RMAs in a cross-regional, comparative manner, or to understand the recent surge of the profession in a larger policy context.

Addressing this gap, an international group of experts share diverse perspectives to provide a comprehensive account of RMA as a profession, offer an analytical framework to understand their role in higher education and academic science. Covering countries in Africa, Australasia, East Asia and India, Western Europe, Central and Eastern Europe, the Middle East, North America, and South America, the work provides trans-cultural coverage of the profession. Drawing on theories from related fields, it also provides insights and understanding of RMAs as a social phenomenon.

The Emerald Handbook of Research Management and Administration Around the World is the most comprehensive book about practitioners working in research management and administration. The book provides basic knowledge for students and professionals considering a career in this field, and serves as reference material for policymakers as well as academic researchers. By presenting evidence-based observations from around the world and discussing global trends, this text promotes social awareness of RMAs, shares state-of-the-art knowledge on the profession, and offers insights into the future of academic research.

Inspiring firsthand account of how in-prison vocational training programs at Riker's Island Jail lead to meaningful post-release employment and reduce recidivism - the Green House and GreenTeam run by James Jiler for the Horticultural Society of New York.

James Jiler combines an engaging personal account of running a highly successful horticultural vocation program at the largest jail complex in the United States with a practical guide to starting and managing prison and re-entry gardening programs.

The Greenhouse Project gives horticultural job-training to male and female inmates at New York City's Rikers Island jail system. After release, ex-offenders can intern with the GreenTeam, which provides landscaping and gardening services to community groups and institutions throughout New York State.

Jiler's humor and heartfelt stories about prison community and clear explanations of what works broaden this book's appeal to all social activists involved with at-risk populations.

In today's schools the number of students who receive additional resources to access the curriculum is growing rapidly, and the ongoing expansion of special education is among the most significant worldwide educational developments of the past century. Yet even among developed democracies the range of access varies hugely, from one student in twenty to one student in three. In contemporary conflicts about educational standards and accountability, special education plays a key role as it draws the boundaries between exclusion and inclusion.

Comparing Special Education unites in-depth comparative and historical studies with analyses of global trends, with a particular focus on special and inclusive education in the United States, England, France, and Germany. The authors examine the causes and consequences of various institutional and organizational developments, illustrate differences in forms of educational governance and social policy priorities, and highlight the evolution of social logics from segregation of students with special educational needs to their inclusion in local schools.

A rich and playful resource for fostering creativity in the classroom

The product of over three decades of teaching design studios and creativity seminars primarily at the University of Washington, Cultivating Creativity offers firsthand, on-the-ground accounts of encouraging creative expression in the classroom. In this lively book, course instructors will find a wealth of creativity-awakening exercises and strategies that can be adapted to suit a variety of disciplines.

More than a practical guide, this book uses a combination of playful design, full-color illustrations, participant reflections, and pedagogical reflection to encourage innovation. Readers can turn to the “Who, What, Where, How, and Why” chapters for guidance on developing exercises of their own, or flip to any page for a dose of inspiration before their next creative project.

Today’s world is filled with nations, businesses, venture capitalists, and institutions of higher education in hot pursuit of “innovation.” Cultivating Creativity offers up new strategies for finding it and invites each reader to continue their search in a way only they can.

Using Technology to Enhance Special Education, Volume 37 of Advances in Special Education, is a logically, thoughtfully organized, and well-sequenced text. It focuses on how general and special educators can use technology to work with children and youth with disabilities.

This cutting-edge book involves researchers, scholars, educators, and leaders who are knowledge producers in the field. It is written to respond to today’s changing world where technology has become a very powerful force. As it stands, the world is getting smaller and smaller; and what is happening in a location quickly becomes known everywhere. For example, during the tense periods of the global COVID pandemic, technology became the livewire of our world. This book begins with an introduction to technology and students with disabilities; and the remaining chapters focus on the role of technology in the education of students with learning disabilities, emotional and/or behavioral disorders, and intellectual disabilities, autism spectrum disorders, physical and health impairments, hearing impairments/deafness, visual impairments, and traumatic brain injuries.

In addition, some chapters focus on the role of technology in achieving equitable and inclusive education, building culturally and linguistically responsive general and special education, and creatively using digital comics to improve written narratives. In the end, this book concludes with a chapter that forward looking ways to infuse technology in special education. We feel that this volume is an excellent resource for special education researchers, scholars, practitioners, and professionals who teach and serve students with disabilities.

Teacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition.

Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes.

Real and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In Black Boys' Lived and Everyday Experiences in STEM, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces. How do mitigating circumstances and fraught relationships impede on their journey to sharpening their mathematical and scientific skills?

Taking us on a sociocultural trek of the best and worst elements of public education, Wilson provides access to a bird's eye view of how Black boys experience schooling on a day-to-day basis. Through phenomenological interview, readers are let into the minds of students Carter, Malik, Darius, and Thomas, and given the opportunity to understand how they identify themselves. Showcasing a mixture of revelations, we learn how some of their perceptions come from an authentic place, while others were out of their own control, and decided by individuals blind to their potential. Imagining a world where Black boys are encouraged to work on STEM goals rather than abandon them, this important book is for educators, researchers, teachers, administrators, and superintendents who want to create school cultures that value Black boys, and want to reimagine teaching spaces for them.

Special education has changed over the years since its inception due to advocacy, litigation, legislation, trends, and research investigations. While it can be somewhat controversial depending on the disability the child might have or professionals involved in the process of instructing and planning his/her future education, it is a field that has values that has had measurable impacts on people’s lives. Special Education: Advancing Values focuses on values that are engrained in special education and how we can maintain, sustain, and advance them. It also addresses the most current viewpoints and perspectives on the traditions of special education for students with disabilities alongside new and innovative practices.  

Special Education: Advancing Values is a very comprehensive book. The chapters introduce the field of special education and how we can maintain and advance traditions in the education of students with learning disabilities, emotional and/or behavioral disorders, intellectual disabilities, physical and other health impairments, students who are deaf/hard of hearing, students with visual impairments, and students with extensive support needs. Related topics include students from culturally and linguistically diverse backgrounds, general education teachers, school leaders and administrators, and parents.

Special Education: Advancing Values concludes with a summary chapter that addresses why special education is an important educational phenomenon that has fundamental values worthy of sustainability and advancements. This volume is an excellent resource for special education professionals who teach and serve learners with disabilities, and other related professionals involved in the educational process such as administrators, school counsellors, and psychologists.

How Do We Evolve Autism Services?
We are approaching a critical period in the autism community. With a growing population of maturing and aging individuals living with autism, it is time to look to the future and ask how we can provide meaningful outcomes that enable a real quality of life for individuals with autism and successful investment opportunities for investors.
In her latest book, Autism Matters: Empowering Investors, Providers, and the Autism Community to Advance Autism Services, Dr. Ronit Molko takes a critical look at the autism services industry and outlines the path for providers, clinicians, and investors to forge new programs and opportunities that will equip autistic individuals with the skills they need to build high-quality, self-determined lives.
A growing number of individuals with autism are speaking out about the deficits in current autism services. These individuals need support and services that will help them achieve long-term successes as well as independent and self-fulfilled lives. It’s time to revolutionize the autism services industry; but the market won’t change itself. Investors are needed to advance and evolve an industry that is paramount to the successful development and support of countless autistic individuals. With Dr. Molko’s unparalleled knowledge and experience, Autism Matters is the primary resource for investors looking to enter the autism services market.

Discusses the decline of U.S. education and proposes reforms to address inconsistent standards, weakened teaching, and ineffective federal policies

In recent years, the United States has experienced a decline in education, a trend that contradicts the incline of advancements seen in other countries around the world. This decline presents substantial threats to the future of the United States that affect academic performance along with economic growth and social structure. This book examines the various and intricate reasons behind this trend of rapid decline while providing knowledge for educators (teachers and administrators), policymakers, and other stakeholder groups committed to improving the American education system and explaining the impact of the Department of Education and why it is no longer needed in its current state.
One of the main reasons for the educational decline is the inconsistency in educational standards across states and school districts created by the Department of Education that began in 1980. Different countries that maintain consistent national standards, the United States operates under an uneven system that often prioritizes local governance over uniformed results. This inconsistency leads to large differences in the quality of educational quality as some students receive a below-average education based on geographic location rather than what their potential allows. This book explains how this lack of standardization has contributed to significant gaps in knowledge and performance, especially related to the disadvantaged student populations.
The quality of teaching has been another crucial factor that plays a role in the disintegrating educational standards created by the Department of Education and their initiatives. In many circumstances, teachers and administrators face tremendous challenges that include high student-to-teacher ratios, limited resources, and inadequate professional development opportunities. These factors restrict their ability to effectively engage and educate students. This book investigates the systemic issues affecting teacher recruitment and retention, discusses how low pay, a lack of support, and high burnout rates contribute to a teaching workforce that often fails to meet the needs of its students. By addressing these critical gaps, we can begin to understand how to attract and retain quality educators who can drive student success within the United States.
Administrative practices and policies within school systems also have an undeniable impact on educational outcomes. Bureaucratic barriers often dampen innovation and limit the autonomy that schools need to adapt to their unique challenges. This book analyzes the complicated relationship between local administrations and broader educational policies set forth by the U.S. Department of Education. Next, it discusses how strict compliance-focused environments can prevent creativity and responsiveness in classrooms that ultimately undermine the very goal of education that is to prepare students for success in an ever-changing world.
The role of the U.S. Department of Education cannot be overlooked. While focused on improving education nationwide, federal policies have at times implemented unrealistic expectations and mandates without adequately considering the diverse environment of American education. This book analyzes these policies and offers a plan for reform, emphasizing the need for flexibility and local context in educational standards and assessments. As a result, this perspective is necessary for creating an environment that encourages schools to thrive rather than just survive.

First bilingual volume on family engagement in multilingual education, providing evidence of the need for schools to work with Latinx families, communities and students, to the benefit of all involved.

This book examines the significance of family engagement policies and practices within culturally and linguistically diverse schooling contexts, through English and Spanish chapters which explore these alianzas familiares/family alliances in a variety of multilingual contexts.

It employs a wide range of perspectives including policy analysis, theoretical discussion, programmatic frameworks and ethnographic portraits to explore contexts across US states including rural and urban communities, Indigenous language communities, special education programs, preschool through high school settings and community education programs.

The chapters offer examples of pedagogical, administrative and community-based efforts aimed at countering the traditional hierarchies of power that shape relationships between schools and families from culturally, linguistically and economically minoritized backgrounds. Expanding the linguistic representation in literature on multilingual education, this volume includes chapters written in Spanish and English and will be of interest to educators, researchers and community advocates.

Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines showcases how higher education, infused with trauma-informed practices, has the potential to foster social justice and contribute to social change by integrating a nuanced understanding of trauma into curriculum, pedagogy, research, and organisational structures in higher education.

The contextualisation of trauma-informed practices within Australian higher education settings is a distinctive aspect of this exploration. Each chapter explores the cultural, social, and institutional dynamics unique to the Australian context, offering insights that are tailored to the specific needs and challenges within this educational landscape, yet at the same time offers valuable insights to the international community. Ultimately, this book is a beacon for those committed to cultivating educational and organisational practices that honour the lived experiences of students and staff.

Trauma-Informed Higher Education: Fostering Systemic Change Across Disciplines provides a practical roadmap for implementation of specific trauma-informed practices in higher education across diverse disciplines, appealing to academics from various fields looking to integrate research findings into their teaching methodologies and curriculum development. Higher education staff with a commitment to social justice and equity in education will find this book particularly appealing as it explores how trauma-informed practices can contribute to dismantling systemic inequalities and effect societal change.

Play-based Teaching in Higher Education explores the transformative power of play in the education of future teachers. This volume brings together a collection of research articles that delve into the use of play-based teaching methods with adult students, particularly in teacher education programs.

The chapters present a compelling case for integrating play into higher education, highlighting its potential to enhance learning, foster critical reflection, and build strong relationships among students and educators. Through various studies and case examples, the book examines the benefits and challenges of playful pedagogy, offering insights into how play can be used to prepare students for their future roles as educators.

Readers will discover how play-based teaching can create a more engaging and collaborative learning environment, promote deeper understanding, and encourage creativity and experimentation. Play-based Teaching in Higher Education is an essential resource for educators, researchers, and anyone interested in innovative teaching methods that go beyond traditional approaches.

Permaculture gardens are hands-on holistic regenerative opportunities for more life-centred business education. Community gardening is a growing movement worldwide, offering multiple environmental and social benefits, including greater energy efficiency in buildings, enhanced biodiversity in cities, production of locally grown, organic vegetables, integration of local community both as producers and consumers, enhanced wellbeing, and learning opportunities.

Regenerating Learning offers a fascinating exploration of the challenges and opportunities of hands-on sustainability learning in a business school context through the development of a permaculture garden on the campus. Blasco and Fróes chart the process of ideating and creating ‘Permahaven’ - a permaculture garden designed to function as a hub for learning and disseminating knowledge about regenerative social and environmental practices inspired by permaculture principles and as a restorative space within the campus. 

Exploring the opportunities and challenges of undertaking such a project at a business school, Regenerating Learning provides a template for other schools to follow.

Counseling Black Men and Boys with Excellence: Exploring Career, Clinical, and School Contexts provides practice, research, and policy implications for practitioners, faculty, researchers and policy makers in the field of counseling to address the most pressing issues that Black men and boys continually encounter.

Chapters address salient gaps in the theoretical and scientific literature by offering compelling insights and perspectives that underscore the opportunities and challenges of counseling Black men and boys. Collectively, the chapters present a range of counseling tactics and other modalities that help career, clinical, and school counselors effectively support and work with Black men and boys.

Grounded in evidence-based research and the implementation science literature, the collection of chapters also offers counseling professionals and others with practical information and solutions in working with Black men and boys.

Participation in education is essential in fostering the full agency of people within society. Higher education is subject to a variety of rights for students, and often these rights are protected by law or by university policy. Rights and Responsibilities in Higher Education explores how higher education institutions have responded to this human-rights-based approach to higher education.

Introducing the concept of educational rights and their role in the emerging university of the twenty-first century, the chapters in this collection delve into how educational stakeholders must understand the nature of rights and the role they play in shaping, often implicitly, an institution’s ethos, customs, norms, and traditions, and how educational rights should be reflected in the institution’s mission, vision, and values statements. The expertly collated contributions do not assume that rights are universal at all higher education institutions. The authors explore how historical, politico-legal, economic, sociocultural, colonial and environmental context impacts university rights and responsibilities.

Rights and Responsibilities in Higher Education is appealing reading for any educator interested in higher education institutions' educational development.

Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K–12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help. While enrollment in school programs offers assistance to many ELs, it often fails to provide the socioemotional support that ELs need as they navigate the rough waters of schooling. American schooling is often not prepared and/or unwilling to help ELs as they adapt to an unfamiliar language, culture, social norms, communication techniques, and teachers' expectations. Given the proper foundation and emotional support, ELs will be positioned for greater academic success, comfort at school, and a decrease in their sense of alienation in both the school environment and at home as they try to negotiate between two cultural environments.

This guidebook is designed to be the high school teacher’s friend in addressing a wide variety of questions regarding the use of educational and instructional technologies. It can serve as a companion and guide through the myriad challenges and opportunities related to the effective use of technology in one’s classroom and school.

A sample of U.S. high school teachers provided us with detailed answers about their experiences with using technology in their teaching. Specifically, they shared their challenges, barriers, ideas, and suggestions for working successfully with administrators, technology specialists, students, fellow teachers, and parents when teaching with technology. We have organized the teachers’ experiences and recommendations according to each stakeholder group.

Rather than recommending or reviewing specific educational technology companies, applications, or tools, we provide a large number of strategies that are “built to last” and should be applicable regardless of the specific tool under consideration. We assume that it doesn’t ultimately matter what the tool or technology is that you’re using—it’s how and why you’re using it for teaching and learning that will determine whether it is successful or not. The “how” and “why” aspects encompass the built-to-last strategies included in this guidebook.

Given the rapidly evolving global education landscape, characterized by technological advancements, shifts in educational policies, socio-political transformations, and increasing emphasis on equity and inclusion, this volume provides scholars and practitioners with a comprehensive and reflective analysis of key issues driving educational change.

The Annual Review of Comparative and International Education 2024 (ARCIE 2024) advances scholarship in comparative and international education by providing a structured and comprehensive review of major developments. Specific purposes of ARCIE 2024 include: (1) synthesize key research trends by offering in-depth analyses of current debates, unresolved issues, and significant contributions in the field; (2) bridge the research-to-practice gap by identifying pathways to translate empirical findings into policy and practice in diverse educational contexts; (3) examine regional and global educational dynamics by showcasing how unique political, social, and economic factors shape education across different regions; and (4) explore emerging issues by addressing underexplored topics and methodological innovations that redefine comparative education research.

The Annual Review of Comparative and International Education 2024 serves as a critical, timely contribution to the field of comparative and international education by synthesizing emerging trends, theoretical developments, and practical applications that shape education systems worldwide.

Vol. II: Short-Term Programs features eight OST STEM programs for females from across the United States that run one to three days in length, in most cases, a single day. In this book, the chapter authors describe their programs, the effectiveness of those programs, and practical implications of their program evaluation data. This book series is the first of its kind to offer researchers, educators, school administrators, policy makers, and others detailed insight into the promise and practice of out-of-school-time STEM programs for females.

Science, technology, engineering, and mathematics (STEM) disciplines play a pivotal role in societal progress and economic prosperity, in addition to enhancing individual lives. However, U.S. students lack strong STEM performance in an international context. The pool of STEM-proficient workers is thus insufficient to fuel the nation, with females being one group that is noticeably absent.

Out-of-school-time (OST) programs, which are on the rise, are increasingly suggested as a way to support and encourage underrepresented groups in STEM. Participants in OST programs have shown improved achievement, interest, and confidence in STEM, as well as greater awareness of STEM role models and careers.

Students’ school motivation and engagement are key contributors to the quality of their academic learning and performance, as well as growth in other important areas of life (social, emotional, and physical health). Fostering motivation and engagement is thus a meaningful educational purpose, both in and of itself and as a pathway to holistic student development. However, motivation and engagement do not develop in a vacuum, and effort seeking to facilitate them cannot be effectively pursued without understanding their underpinning sociocultural influences. In the first edition of this volume, “Big Theories Revisited” (McInerney & Van Etten, 2004), authors of major models of school motivation and engagement were ‘challenged’ to look into their theoretical work through a sociocultural lens. The volume has been well received as objectively reflected in the number of citations of its chapters.

Significant progress has since been made in the theorizing and research of ‘big theories’ of school motivation and engagement. In this volume, we invited a group of internationally-renowned scholars to re-examine their theoretical and conceptual work by highlighting the ‘what’ (factors) and ‘how’ (processes) of sociocultural influences in association with the key motivation and/or engagement construct(s) of their expertise. We made it clear to our contributors that we solicited new chapters rather than chapters with merely rehashed materials. As a result, this volume, “Big Theories Revisited 2” (Liem & McInerney, 2018) contains chapters that critically discuss sociocultural influences on school motivation and engagement constructs as viewed from focal theories including self-determination theory, achievement goal theory, personal investment theory, expectancy value theory, self-efficacy theory, self- and co-regulated learning models, and many others. Whereas some of the chapter topics covered in the initial edition are also part of this edition, some are new and provide fresh sociocultural angles on achievement-relevant processes and outcomes. Likewise, whereas some of the authors contributed to the earlier edition of the Volume, many of them are different. What appears to be the same across the two editions is the scholarly distinction of the authors and the substantive rigor of the chapters in advancing our current understanding of this field of enquiry. Readers will learn much from and be inspired by stimulating ideas presented in this volume.

Leading the Transition toward Culturally Responsive-Sustaining Schools brings together the latest educational research and powerful first-person narratives to explore how culturally responsive and sustaining practices can reshape K–12 education for the better.

This timely and essential volume highlights the work of school principals, teacher leaders, student and parent advocates, district administrators, and external consultants who are actively leading change in their communities. Each section pairs research-based chapters with authentic testimonials, followed by expert analysis that draws out key themes and actionable insights. Together, these voices offer a rich, multidimensional portrait of what it takes to create inclusive learning environments.

Leading the Transition toward Culturally Responsive-Sustaining Schools offers a roadmap for navigating systemic challenges with courage, care, and a commitment to justice. A vital resource for practitioners and students of educational leadership, this book charts a path toward schools where all students can thrive.

In an era where sustainable development is paramount, higher education stands as a pivotal force in shaping the future of international development. Education for Sustainable Development (ESD) explores the profound influence of higher education as a hub for human capital building, emphasising the necessity of integrating sustainability principles into academic curricula.

Since the 1980s, sustainable development has emerged as a critical issue on the international policy-making agenda. However, the diverse interests and agendas of various stakeholders have rendered sustainable development an evolving and contested concept. Exploring the three interrelated pillars of sustainable development, economic growth, social inclusion, and environmental preservation, the chapters present international case studies, highlighting the fragmented yet crucial literature on policy-making in ESD within the global higher education sector.

This book offers a comprehensive examination of how the higher education sector navigates the complexities of sustainable development. It is an essential read for educators, policymakers, and anyone invested in the future of sustainable development in higher education.

Educational Embodiments: Life Writing the Body focuses on life writing that centers body politics and embodiment in educational spaces. The aim of the book is to consider, examine, and voice the lived, fleshy, textured body as a site of politics, a site of embodied educative experiences, and a site of learning and teaching. Researchers and educators alike have long championed the disembodied researcher and teacher as the ideal collectors and vehicles for knowledge production and emphasized the intellect over the body in pedagogies, analyses, and fieldwork. We are always enfleshed in diverse ways in various locales, always changing, moving, becoming, aging, singing, aching, growing, becoming marred and scarred and stronger and bigger, and smaller again. We are embodied with others, interacting with other body-mind-souls that awaken interrelational proxemics and kinesthetic experiences.

Educational Embodiments offers perspectives from which scholars, teachers, and students can draw to support their work. The 14 chapters in this collection attend to national, international, and local concerns, include varied theoretical and methodological approaches, and reflect a range of class, ethnic, and racial heritages. Chapters consider practical, theoretical, ethical, and educational issues. The authors include established and emerging scholars. The book sparks conversation, debate, and reflection and is a valuable resource that inspires scholarship about how embodied intersections shape the life-writing inquiry process.

Universities are in a unique position to be agents of change in their communities and to contribute to the Sustainable Development Goals (SDGs). This edited collection features an up-to-date collection of in-depth case studies from universities in the MENA region, as well as comparative global cases, which demonstrate the impact of higher education on the SDG agenda.

Addressing an important gap in otherwise limited and fragmented literature on the MENA region, this collection provides a comprehensive overview of the role of universities in achieving the SDGs in the MENA region – showcasing specific initiatives, case studies, policies and research efforts from a wide range of universities in the region. The chapters focus on themes such as the role of universities in achieving the SDGs, how universities integrate sustainability goals into their strategic plans, the challenges that universities face in implementing the SDGs, SDG implementation differences between developed and developing countries, partnerships between universities and other stakeholders in order to achieve the SDGs, and assessment of the methodology and impact of Times Higher Education's Impact Ranking on university strategies to achieve the SDGs.

Highlighting and celebrating examples of good practices and effective strategies from different universities and providing practical recommendations and policy suggestions, this is a roadmap for higher education institutions to engage in community and international development work. It serves as a reference for faculty and students in higher education institutions around the world, as well as practitioners in the field of community engagement.

Utilising personal narratives and theoretical frameworks, International Student Experiences in Australian Higher Education critically explores the academic hurdles, cultural adjustments, and job prospects of Chinese and Indian International Master's students as they live, study and work in Australia.

Uniquely combining autoethnographic narratives with theoretical frameworks such as the Life-long Life-wide Learning Ecology Framework, each chapter offers a deep exploration of various facets of international student experiences from a different perspective, addressing issues like academic writing challenges, cultural acculturation, employability concerns, and the transition from student to teacher-researcher. The book's originality lies in its focus on personal narratives, which provide a nuanced understanding of the challenges and aspirations of international students, coupled with theoretical discussions that contextualise these experiences within broader educational frameworks. By bringing together diverse voices and perspectives, the book offers a comprehensive exploration of the complexities of international education.

Notably, the book aligns with the UN's Sustainable Development Goal for Quality Education by amplifying student voices and offering strategic recommendations for policymakers and institutions. By prioritising student representation and providing a valuable resource for academics and policymakers, this research is a significant contribution to the fields of international education and higher education policy.

There is clear evidence that teacher work is increasingly unsustainable, leading to an impact on health and well-being, and sector-wide and international challenges such as teacher retention and recruitment. Leadership, Organisation and the Sustainability of Teacher Work focuses on the intersections between educational leadership, organisational processes, well-being and how these relate to concerns regarding teacher work, workload and the sustainability of the profession.

Amidst the performative pressures on teachers, the authors explain that central to all these issues is the process of leadership and its embedded nature within organisations. Leaders play an important role in developing positive workplace environments in which teachers can thrive, but their work is part of a wider flow of activities which constitute the essential nature of organisations and hence teacher work. By advocating a view of leadership, organisation and teacher work as complex, intertwined tangles of processes, this book begins to sketch out an alternative perspective for understanding educational organisations and how the work of teachers might be made sustainable.

Leadership, Organisation and the Sustainability of Teacher Work argues for the need to understand leaders and leadership as part of a wider network of processes and relationships so as to draw out the complexity of the work involved for all within educational organisations. Drawing on organisational sciences, sociology, psychology and education research, it is offered for reflection and challenge to scholars in those fields interested in a sustainable future for the teaching profession.

Active and Engaging Classrooms: A Practical Exploration of P-12 School Contexts empowers educators to transform their classrooms into vibrant spaces where students actively lead their own learning. This edited volume explores how teachers can design and facilitate learning environments that promote student agency, curiosity, and collaboration. It emphasizes that active and engaging learning is not accidental—it requires intentional planning, responsive teaching, and a deep understanding of how students learn best.

The book offers practical strategies for creating classroom climates that support meaningful participation, including classroom management techniques, systems thinking, and the importance of trust in student-teacher relationships. It also explores how active learning connects with multicultural education and Culturally Responsive Teaching, providing inclusive approaches that resonate with diverse learners. Real-world examples include project-based learning, dual-enrollment courses, problem-solving games, and the integration of multimedia and AI.

Designed for both new and experienced educators, as well as teacher educators, this collection provides a comprehensive look at how to cultivate classrooms where students are not just engaged—but empowered. Whether you're refining your teaching practice or preparing future educators, this book offers the tools and insights needed to foster dynamic, student-centered learning environments.

This book contains an Open Access Chapter.

Latinas represent one of the fastest-growing populations in the US, yet Latina faculty in science, technology, engineering, and mathematics (STEM) careers remain underrepresented. Advancing Latinas in STEM Academic Careers shares ideas, strategies, and best practices in the following areas: (1) work-life issues, policies/practices, mentoring, and climate that affect the pathways/pipelines, recruitment, retention, and advancement/leadership of Latinas in academic STEM careers; (2) challenges and opportunities for STEM Latinas across faculty rank and within and outside academia; (3) best practices and lessons learned in the recruitment and advancement of STEM Latinas; (4) intersectionality issues, particularly those related to gender and ethnic diversity in STEM; and (5) pipeline/pathways for advancing Latinas in STEM.

Academic research in STEM is often conducted without the perspectives of members of underrepresented groups, including Latinas. An increase in the number and representation of underrepresented minorities and women in STEM has the capacity to build more informed public policy formulation, discussion, and implementation. Having an inclusive STEM faculty that advances Latinas exposes students to a range of perspectives and experiences, counters stereotypes students might have about Latinas and BIPOC populations, strengthens the pipeline for Latina/o students, and prepares non-Latina/o students to work productively in an increasingly diverse and competitive workforce. The audience for this book includes researchers in STEM equity and Latina/o studies, college and university administrators, and faculty, especially Hispanic Serving Institutions seeking knowledge, best practices, and resources for advancing Latinas in STEM academic careers.

Although women are performing well academically, are they reaching the heights that their male counterparts are? If not, why not? Practitioner, Professor, Researcher, Reformer: Women’s Atypical Stories shows why gender inequalities persist in the academy and beyond.

Jackie Carter and Linda Baines shed light on why women might choose to leave academia, while also asking questions about how to bring lived experience and knowledge transfer into academia from those who chose a different career path initially. Educational structures such as recruitment, promotion and reward have barely changed in the last 100 years. Through a thematic analysis of personal narratives from thirty women the authors examine the structural issues that persist (e.g. care giving as a gendered domain, routes into higher education, elitism within the academy). They argue that to create a workforce that values activism and practitioner experience higher education needs a radical rethink. And to achieve better gender equality, a reform of recruitment and reward in higher education may be long overdue.

Practitioner, Professor, Researcher, Reformer: Women’s Atypical Stories is essential reading for researchers and practitioners who want to discover what it means for women to be in and of the academy in the 21st century.

Solving Contemporary School Leadership Challenges: A Case Learning Approach is for aspiring school principals, connecting theoretical and practical knowledge with the current realities of school leadership. The featured cases link to relevant Professional Standards for Educational Leaders (PSEL) standards and cover a range of problems encountered by school principals including cyber bullying, diversity, equity and inclusion issues, school community relationships and supervision of personnel.

Adopting this case learning approach, the intended use of the cases as an instructional tool, engages aspiring leaders in problem framing, critical thinking, decision-making and reflective practice. The case studies bring reality into theory, involve students in personal learning and promote creation of a community of learners.

Creativity and Critical Pedagogy in Education is a bold call to reimagine education as a powerful force that shapes learners into Socially Conscious Individuals (SCIs). At its heart is the CritiCreative Communication Framework (CCCF), a dynamic, learner-centered model where creativity and critical pedagogy come together to nurture socially sensitive, reflective, and ethically grounded minds.

Rooted in Indian philosophy and aligned with National Education Policy (NEP) 2020, the book reimagines the classroom as a collaborative space for growth. The CCCF offers a timely response to the crisis of character in today's society.

One of the book’s most innovative contributions is Creative Aerobics, a series of mental exercises designed to promote holistic brain development. The authors also explore the Four Ps of Creativity - Place, Person, Product, and Process, and integrate them with a structured and accessible approach to critical pedagogy.

This book offers practical strategies to develop self-awareness, empathy, critical thinking, communication, and problem-solving. A valuable resource for educators and changemakers, it champions character, creativity, and consciousness in education.

Teachers matter. Stories matter, too. However, in the context of education, teachers’ stories matter even more. What happens in classrooms -in New Zealand and elsewhere - affects not only the teachers and pupils concerned but also those interested in teaching pedagogy and teaching in general. Teacher stories are a way to tell others about the personal experiences that inform educational environments.

From a Dutch Colony to a New Zealand Classroom: The Teaching Story of Will Potter tells part of the personal and teaching story of one post-primary commerce teacher - Will Potter - who taught in New Zealand from 1958 until 1976. He was also Jacqui Burne’s father. Will’s story has unique features: he was an immigrant who came to teaching later in life at age 51 without a degree or teaching qualifications, English was not his first language, and he went on to write textbooks in his chosen subjects. He also began teaching in the 1950s - a time when school enrollments were increasing, but facilities and teachers were limited. The Thomas Report of 1944, with its emphasis on education of the whole pupil as well as the revised School Certificate and the introduction of new subjects, also shaped the time. Will had a colonial upbringing in what was the Dutch East Indies, now Indonesia, and was also interned in concentration camps during the Second World War. These experiences added to his personal history. Will passed away in 1993.

Will’s story is an intrinsic case study of a rich teaching life. His story helps illustrate a teacher’s life in context revealing how aspects of the time, such as the lack of classrooms in the 1950s, affected teachers’ experiences and pedagogy. From a Dutch Colony to a New Zealand Classroom is vital reading for those interested in the history of education and the biographical and professional insights of teacher stories.

The context in which adolescents are learning has shifted radically since students first offered blunt advice to high school teachers in the groundbreaking Fires in the Bathroom, a perennial bestseller. Now their world is changing at warp speed, and classrooms too are seething with anxiety. This sequel raises the voices of diverse youth around the nation as they live through the mind-bending quandaries of this era and ask their teachers to notice.

In a world that sorely needs the thoughtful participation of its rising generation, this new staple belongs on every high school teacher's bookshelf.

In the “vigorous, well-informed” (Kirkus Reviews) A Wolf at the Schoolhouse Door, the co-hosts of the popular education podcast Have You Heard expose the potent network of conservative elected officials, advocacy groups, funders, and think tanks that are pushing a radical vision to do away with public education.

“Cut[ing] through the rhetorical fog surrounding a host of free-market reforms and innovations” (Mike Rose), Jack Schneider and Jennifer Berkshire lay bare the dogma of privatization and reveal how it fits into the current context of right-wing political movements. A Wolf at the Schoolhouse Door “goes above and beyond the typical explanations” (SchoolPolicy.org), giving readers an up-close look at the policies—school vouchers, the war on teachers’ unions, tax credit scholarships, virtual schools, and more—driving the movement’s agenda.

Called “well-researched, carefully argued, and alarming” by Library Journal, this smart, essential book has already incited a public reckoning on behalf of the millions of families served by the American educational system—and many more who stand to suffer from its unmaking. “Just as with good sci-fi,” according to Jacobin, “the authors make a compelling case that, based on our current trajectory, a nightmare future is closer than we think.”

When Jonathan Kozol’s Death at an Early Age appeared in 1967, it rocked the education world. Based on the Rhodes Scholar’s first year of teaching in Boston’s Black community, the book described the abuse and neglect of children for no reason but the color of their skin. Since that National Book Award–winning volume, Kozol has spent more than fifty years visiting with children and working with their teachers in other deeply troubled and unequal public schools.

Now, in the culminating work of his career, Kozol goes back into the urban schools, where racial isolation is at the highest level since he became a teacher and is now compounded by a new regime of punitive instruction and coercive uniformity that is deemed to be appropriate for children who are said to be incapable of learning in more democratic ways, like children in more privileged communities.

Kozol believes it’s well past time to batter down the walls between two separate worlds of education and to make good, at long last, on the “promissory note” that Dr. Martin Luther King Jr. described on the steps of the Lincoln Memorial in 1963. Sure to resonate with current-day arguments for reparations in a broad array of areas, this is a book that points us to a future in which children learn together, across the lines of class and race, in schools where every child is accorded a full and equal share of the riches in this wealthiest of nations.

“A stunning and heart-wrenching work of nonfiction.”
—Chicago Reader

Winner of the Studs and Ida Terkel Award
For a century, Chicago’s Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred—or nearly half the school—and many were refugees new to the country. These young people came from thirty-five different countries, speaking more than thirty-eight different languages.

In Refugee High, award-winning author Elly Fishman offers a riveting chronicle of the 2017–18 school year at Sullivan High, a time when anti-immigrant rhetoric was at its height in the White House. Even as we follow teachers and administrators grappling with the everyday challenges facing many urban schools, we witness the complicated circumstances and unique needs of refugee and immigrant children.

Heartbreaking and inspiring in equal measure, Refugee High raises vital questions about the priorities and values of a public school and offers an eye-opening and captivating window into the present-day American immigration and education systems.

The extraordinary story of how Georgia State University tore up the rulebook for educating lower-income students

"Georgia State . . . has been reimagined—amid a moral awakening and a raft of data-driven experimentation—as one of the South's more innovative engines of social mobility."
—The New York Times

Won't Lose This Dream is the inspiring story of a public university that has blazed an extraordinary trail for lower-income and first-generation students in downtown Atlanta, the birthplace of the civil rights movement.

Over the past decade Georgia State University has upended the conventional wisdom that large numbers of students are doomed to fail simply because of their economic background or the color of their skin. Instead, it has harnessed the power of big data to identify and remove the obstacles that previously stopped them from graduating and completely transformed their prospects. A student from a mediocre high school working two jobs to make ends meet is now no less likely to succeed than a child of wealth and privilege—an earth-shaking achievement that is reverberating across every college campus in the country.

With unique access to the key players and drawing on his skills as an investigative reporter, Andrew Gumbel delivers a thrilling, blow-by-blow account of a long battle to determine whether universities exist for their students or vice versa. The story is told through the visionary leaders who overcame fierce resistance to tear up the rules of their own institution and through the many remarkable students whose resilience and determination, often against daunting odds, inspired the work at every stage. Their success shows how the promise of social advancement through talent and hard work, the essence of the American dream, can be rekindled even in an age of deep inequalities and divisive politics.

On the day fifteen-year-old Diamond from the Bay Area stopped going to school, she was expelled for lashing out at peers who constantly harassed and teased her for something everyone on the staff had missed: she was being trafficked for sex. After months on the run, she was arrested and sent to a detention center for violating a court order to attend school.

In a work that Lisa Delpit calls “imperative reading,” Monique W. Morris chronicles the experiences of Black girls across the country whose complex lives are misunderstood, highly judged—by teachers, administrators, and the justice system—and degraded by the very institutions charged with helping them flourish. Painting “a chilling picture of the plight of black girls and women today” (The Atlantic), Morris exposes a world of confined potential and supports the rising movement to challenge the policies, practices, and cultural illiteracy that push countless students out of school and into unhealthy, unstable, and often unsafe futures.

At a moment when Black girls are the fastest growing population in the juvenile justice system, Pushout is truly a book “for everyone who cares about children” (Washington Post).

Book cover photograph by Brittsense/brittsense.com.

An eye-opening look at how America’s elite colleges and suburbs help keep the rich rich—making it harder than ever to fight the inequality that divides us

Hailed as a “staggering portrait of inequality in America” (Philip Dray) Poison Ivy tells the bigger, seedier story of how elite colleges create paths to admission available only to the wealthy, despite rhetoric to the contrary. In a “lively and trenchant” (Washington Monthly) account, Evan Mandery reveals how tacit agreements between exclusive “Ivy-plus” schools and white affluent suburbs create widespread de facto segregation. And as a college degree continues to be the surest route to upward mobility, the inequality bred in our broken higher education system is now a principal driver of skyrocketing income inequality everywhere. Mandery—a Harvard graduate and current professor at a public college that serves low- and middle-income students—contrasts the lip service paid to “opportunity” by so many elite colleges and universities with schools that actually walk the walk.

Poison Ivy is a “no-holds-barred take-down” (Forbes) that synthesizes fascinating insider information on everything from how students are evaluated, unfair tax breaks, and questionable fundraising practices to suburban rituals, testing, tutoring, tuition schemes, and more. This bold, provocative indictment of America’s elite colleges shows us exactly what’s at stake—and what will be possible if we muster the collective will to transform it.

A groundbreaking and visionary call to action on educating and supporting girls of color, from the highly acclaimed author of Pushout

"Monique Morris is a personal shero of mine and a respected expert in this space."
—Ayanna Pressley, U.S. congresswoman and the first woman of color elected to Boston's city council

Wise Black women have known for centuries that the blues have been a platform for truth-telling, an underground musical railroad to survival, and an essential form of resistance, healing, and learning. In this “powerful call to action” (Rethinking Schools), leading advocate Monique W. Morris invokes the spirit of the blues to articulate a radically healing and empowering pedagogy for Black and Brown girls. Morris describes with candor and love what it looks like to meet the complex needs of girls on the margins.

Sing a Rhythm, Dance a Blues is a “vital, generous, and sensitively reasoned argument for how we might transform American schools to better educate Black and Brown girls” (San Francisco Chronicle). Morris brings together research and real life in this chorus of interviews, case studies, and the testimonies of remarkable people who work successfully with girls of color. The result is this radiant guide to moving away from punishment, trauma, and discrimination toward safety, justice, and genuine community in our schools.

The Sacred Art of Teaching is that rare thing: two intelligent talkers in conversation. Lisa Delpit was one of the first educators to receive a MacArthur “genius” Award. Her book Other People’s Children is a classic in the field, and she has been called “a visionary scholar and reformer” by the Harvard Education School, which featured Delpit in the school’s Centennial celebration and awarded her an outstanding alumni award. Chris Emdin is an award-winning educator whose book For White People Who Teach in the Hood . . . and the Rest of Y’all Too was a national best-seller. He is the creator of the HipHopEd social media movement and has been named one of Root’s 100 Most Influential African Americans and one of twenthy-seven people bridging divides in the U.S. by Time magazine.

In this powerful and deeply personal volume, these two educators, generations apart but united by a shared commitment to transformative education, compare notes for the first time. Readers are treated to candid exchanges on topics including the role of art in education, students and politics, how educators of color can navigate the academy, specific approaches to pedagogy, the role of rap in education, and how spirituality informs their work. With honesty, humor, and hard-won wisdom, they reflect on their own journeys into education, the challenges they’ve faced, and the strategies they’ve developed to uphold equity and justice in a system too often resistant to both. These conversations are not only intellectually rich but emotionally resonant, offering a model of mentorship, mutual respect, and the power of dialogue across difference.

A gift to teachers, scholars, and anyone passionate about reimagining public education, this book is a lasting contribution to the field—one that will inspire readers for generations to come.

Colleges fiercely defend America's deeply stratified higher education system, arguing that the most exclusive schools reward the brightest kids who have worked hard to get there. But it doesn't actually work this way. As the recent college-admissions bribery scandal demonstrates, social inequalities and colleges' pursuit of wealth and prestige stack the deck in favor of the children of privilege. For education scholar and critic Anthony P. Carnevale, it's clear that colleges are not the places of aspiration and equal opportunity they claim to be.

The Merit Myth calls out our elite colleges for what they are: institutions that pay lip service to social mobility and meritocracy, while offering little of either. Through policies that exacerbate inequality, including generously funding so-called merit-based aid for already-wealthy students rather than expanding opportunity for those who need it most, U.S. universities—the presumed pathway to a better financial future—are woefully complicit in reproducing the racial and class privilege across generations that they pretend to abhor.

This timely and incisive book argues for unrigging the game by dramatically reducing the weight of the SAT/ACT; measuring colleges by their outcomes, not their inputs; designing affirmative action plans that take into consideration both race and class; and making 14 the new 12—guaranteeing every American a public K–14 education. The Merit Myth shows the way for higher education to become the beacon of opportunity it was intended to be.

A perfectly timed book for the educational resistance—those of us who believe in public schools

Culture wars have engulfed our schools. Extremist groups are seeking to ban books, limit what educators can teach, and threaten the very foundations of public education. What’s behind these efforts? Why are our schools suddenly so vulnerable? And how can the millions of Americans who love their public schools fight back? In this concise, hard-hitting guide, journalist Jennifer C. Berkshire and education scholar Jack Schneider answer these questions and chart a way forward.

The Education Wars explains the sudden obsession with race and gender in schools, as well as the ascendancy of book-banning efforts. It offers a clear analysis of school vouchers and the impact they’ll have on school finances. It deciphers the movement for “parents’ rights,” explaining the rights that students and taxpayers also have. And it reveals how the ostensible pursuit of “religious freedom” opens the door to discrimination against vulnerable children.
Berkshire and Schneider outline the core issues driving the education wars, offering essential information about issues, actors, and potential outcomes. In so doing, they lay out what is at stake for parents, teachers, and students and provide a road map for ensuring that public education survives this present assault.

A book that will enrage and enlighten the millions of citizens who believe in their public schools, here is a long-overdue handbook and guide to action.

More than two million students are enrolled in for-profit colleges, from the small family-run operations to the behemoths brandished on billboards, subway ads, and late-night commercials. These schools have been around just as long as their bucolic not-for-profit counterparts, yet shockingly little is known about why they have expanded so rapidly in recent years—during the so-called Wall Street era of for-profit colleges.

In Lower Ed Tressie McMillan Cottom—a bold and rising public scholar, herself once a recruiter at two for-profit colleges—expertly parses the fraught dynamics of this big-money industry to show precisely how it is part and parcel of the growing inequality plaguing the country today. McMillan Cottom discloses the shrewd recruitment and marketing strategies that these schools deploy and explains how, despite the well-documented predatory practices of some and the campus closings of others, ending for-profit colleges won't end the vulnerabilities that made them the fastest growing sector of higher education at the turn of the twenty-first century. And she doesn't stop there.

With sharp insight and deliberate acumen, McMillan Cottom delivers a comprehensive view of postsecondary for-profit education by illuminating the experiences of the everyday people behind the shareholder earnings, congressional battles, and student debt disasters. The relatable human stories in Lower Ed—from mothers struggling to pay for beauty school to working class guys seeking "good jobs" to accomplished professionals pursuing doctoral degrees—illustrate that the growth of for-profit colleges is inextricably linked to larger questions of race, gender, work, and the promise of opportunity in America.

Drawing on more than one hundred interviews with students, employees, executives, and activists, Lower Ed tells the story of the benefits, pitfalls, and real costs of a for-profit education. It is a story about broken social contracts; about education transforming from a public interest to a private gain; and about all Americans and the challenges we face in our divided, unequal society.

Across Lands and Waters is the first book to offer a vision for the future of Indigenous education in the United States—a rich tapestry of ideas, frameworks, and dreams for teachers and educators grappling with how to educate and inspire the nation’s native students. The result of a unique, years-long collaboration among the leading experts and practitioners in the field. Across Lands and Waters was developed as an urgent resource for classrooms and other educational settings in every state and tribal nation.

Offering a deep well of stories and perspectives from different Indigenous traditions, the contributors examine why we educate, what the role of schools can be in overcoming racist and colonial legacies, and how to envision a radically different future. They also discuss such crucial topics as how a colonial system of education erases Indigenous realities, the vital importance of reclaiming indigenous languages, the varied experiences of indigenous peoples, and the crucial contributions of traditional ways of being and knowing.

Graced with original full-color cover artwork by the celebrated artist Maria Hupfield and contributions by Pulitzer Prize–winning poet Natalie Diaz, Across Lands and Waters is a groundbreaking project that will serve as a beacon of inspiration and hope for teachers everywhere.

Widely known as a bestselling author and an award-winning college professor for over fifty years, James W. Loewen passed away in 2021, but his words and wisdom live on in How to Teach College. Full of strategies and secrets to inspire and invigorate students, this is a must-read for educational leaders at every level looking to deepen the impact of their teaching and inspire students to stay curious, vigilant, and engaged.

How to Teach College is an invaluable resource for professors teaching in increasingly fraught American classrooms. With a special emphasis on teaching students from diverse backgrounds and potentially controversial subjects, this posthumously published book comes to us in Loewen’s vibrant, original, and inimitable voice. In it, he offers advice on:

• How to make content come alive with vibrancy, leading to knowledge retention, comprehension, and student engagement
• How to convey a love of one’s topic and motivate students to become lifelong learners—both in the classroom and outside of it
• How to efficiently design a syllabus, manage the classroom, and optimize testing and grading
• The importance of ethics and open-mindedness when it comes to shaping young minds, and how to incorporate freedom of thought into each and every lesson

As a leading sociologist of race relations and a prizewinning college educator with a teaching career spanning over half a century at Tougaloo College, Harvard University, University of Vermont, and Catholic University, Loewen taught the way he wrote: with creativity, humor, and a high expectation that students can handle the truth. Edited by Loewen’s son, himself a fellow educator and longtime high school teacher, as well as sociology professor Michael Dawson, How to Teach College comes as a pivotal moment in history and is sure to inspire and motivate generations of teachers to come.

A Washington Post Bestseller

An entirely fresh approach to ending the high school dropout crisis is revealed in this groundbreaking chronicle of unprecedented transformation in a city notorious for its "failing schools"

In eighth grade, Eric thought he was going places. But by his second semester of freshman year at Hancock High, his D's in Environmental Science and French, plus an F in Mr. Castillo's Honors Algebra class, might have suggested otherwise. Research shows that students with more than one semester F during their freshman year are very unlikely to graduate. If Eric had attended Hancock—or any number of Chicago's public high schools—just a decade earlier, chances are good he would have dropped out. Instead, Hancock's new way of responding to failing grades, missed homework, and other red flags made it possible for Eric to get back on track.

The Make-or-Break Year is the largely untold story of how a simple idea—that reorganizing schools to get students through the treacherous transitions of freshman year greatly increases the odds of those students graduating—changed the course of two Chicago high schools, an entire school system, and thousands of lives. Marshaling groundbreaking research on the teenage brain, peer relationships, and academic performance, journalist turned communications expert Emily Krone Phillips details the emergence of Freshman OnTrack, a program-cum-movement that is translating knowledge into action—and revolutionizing how teachers grade, mete out discipline, and provide social, emotional, and academic support to their students.

This vivid description of real change in a faulty system will captivate anyone who cares about improving our nation's schools; it will inspire educators and families to reimagine their relationships with students like Eric, and others whose stories affirm the pivotal nature of ninth grade for all young people. In a moment of relentless focus on what doesn't work in education and the public sphere, Phillips's dramatic account examines what does.

From the anti-CRT panic to efforts to divert tax dollars to charter schools, the right-wing attack on education has cut deep. In response, millions of Americans have rallied to defend their cherished public schools. But this incisive book asks whether choosing between our embattled status quo and the stingy privatized vision of the right is the only path forward. In As Public as Possible, education expert David I. Backer argues for going on the offensive by radically expanding the very notion of the “public” in our public schools.

Helping us to imagine a more just and equitable future, As Public as Possible proposes a concrete set of financial policies aimed at providing a high-quality and truly public education for all Americans, regardless of wealth and race. With witty and provocative prose, Backer shows how we can decouple school funding from property tax revenue, evening out inequalities across districts by distributing resources according to need. He argues for direct federal grants instead of the predations of municipal debt markets. And he offers eye-opening examples spanning the past and present, from the former Yugoslavia to contemporary Philadelphia, which help us to imagine a radically different way of financing the education of all of our children.

In an entirely fresh take on school reform, business journalist and bestselling author Andrea Gabor argues that Bill Gates, Eli Broad, and other leaders of the prevailing education-reform movement have borrowed all the wrong lessons from the business world. After the Education Wars explains how the market-based measures and carrot-and-stick incentives informing today's reforms are out of sync with the nurturing culture that good schools foster and—contrary to popular belief—at odds with the best practices of thriving twenty-first-century companies as well.

These rich, detailed stories of real reform in action illustrate how enduring change must be deeply collaborative and relentlessly focused on improvement from the grass roots up—lessons also learned from both the open-source software and quality movements. The good news is that solutions born of this philosophy are all around us: from Brockton, Massachusetts, where the state's once-failing largest high school now sends most graduates to college, to Leander, Texas, a large district where school improvement, spurred by the ideas of quality guru W. Edwards Deming, has become a way of life.

A welcome exception to the doom-and-gloom canon of education reform, After the Education Wars makes clear that what's needed is not more grand ideas, but practical and informed ways to grow the best ones that are already transforming schools.

Thriving in Higher Education: Uncovering Institutional Counter-Stories Through Abolitionist Feminist Mentoring shares personal narratives that highlight the critical role of mentoring in academic success—especially for women and people of color on the tenure track. Institutions often use mechanisms of control to shame those who challenge hegemonic norms and expectations. These shaming practices serve to silence and isolate victims, contributing to the hidden and ongoing nature of these mechanisms. In this book, scholars share experiences of microaggressions, racial battle fatigue, and institutional retaliation, revealing the hidden costs of advocating for justice and truth within academia.

These nineteen chapters, authored by multidisciplinary educators—some in collaboration with their mentors or mentees—serve as both guidebooks and cautionary tales necessary to navigate the potential perils of higher education through mentoring relationships. These brave counter-stories present tales of joy, resistance and solidarity for scholars deemed outsiders, troublemakers, boat-rockers, critical scholars, truth tellers, and the like.

While the work of dismantling institutional oppression is often costly—bringing stress, fear, and even trauma—this book stands as a beacon of hope. It offers readers not only validation and solidarity, but also practical strategies for building empowering mentoring relationships rooted in care, resistance, and community. Thriving in Higher Education is both a call to action and a testament to the resilience of those who dare to thrive in spaces not built for them.

Mentoring in Formal and Informal Contexts was intended to meet a gap in the academic literature that addressed mentoring practice in different contexts. The book highlights practice and research in higher education of both faculty and students, K-12 teacher education (both general and special education), healthcare education and practice, and business. 

This new edition provides potential readers with four new chapters that enhance the book by providing research and practice on mentoring: junior tenure track university faculty, a collaborative community of learners, k-12 educators engaged in new methods of science teaching, and pharmacy education faculty charged with utilizing new assessment methods for their students. These chapters provide a fresh, updated look at how mentoring can be applied in both formal and informal settings in new and different ways. New models have emerged from the mentoring research and are applied in contexts new to the book. Additionally, a new Introduction is provided to update readers as to the book’s changes. 

Featuring accounts of P-12 educators, Rebellious Education: Joyful Teaching as Resistance in the American South and Appalachia offers a rebellious counter-narrative to the modern tale that teaching is a profession void of joy. Like the teaching profession itself, the American South and Appalachia are areas with juxtaposed narratives, both romanticized and villainized in popular culture. In this book, teachers in Southern and Appalachian spaces reveal their experiences of enacting their practice in challenging situations, but this is balanced with purposeful pedagogies and powerful accounts of teaching as an act of joyful resistance, pushing back against the stereotypes and false narratives currently plaguing the profession.

This book is written for educators to provide a collection of accounts that offer hope and resilience to those working to make our schools better places in geographic locations that often experience lower pay and less support. The book also serves as a tool to help motivate and sustain beginning and veteran teachers alike; it provides a community of voices against the ever-present message that teaching is not a profession worth pursuing.

Teaching World Languages in Middle and Secondary Schools: A Critical Introduction is an introductory textbook for teacher education candidates, at either the undergraduate or graduate levels, who are seeking certification to teach a world/foreign language. It might also be used as a methods textbook in programs preparing teachers to work with English Language Learners (ELLs) in public school contexts. There is a growing shortage of world language teachers in the United States, and the market for such educators is likely to increase dramatically in the years ahead. Currently, only about 20% of US students study a language other than English, although this may change if more individuals are prepared to teach world languages. This book stands out from most world language education methodology books by combining ideas, concepts, and practices from two traditions in the world language education literature that rarely overlap: the technical skills and knowledge needed to be an effective and competent classroom teacher, and the growing literature on critical pedagogy in the specific context of world language education.

In The Community Solution: The Power of Radical Cooperation in Higher Education, Dr. Michael Horowitz provides college and university leaders with a transformative framework for institutional sustainability in challenging times.

Higher education today faces declining enrollments, financial pressures, and public scrutiny, yet many institutions remain resistant to change, operating in silos that limit innovation and growth. Drawing from his experience founding The Community Solution Education System—a network of six colleges educating over 13,000 students—Horowitz presents a groundbreaking approach where institutions maintain their unique identities while collaborating to share resources, expertise, and vision.

The book outlines seven essential elements of The Community Solution:

• developing niche superpowers
• embracing two-way learning
• practicing productive humility
• taking healthy risks
• maintaining a global perspective
• creating an inspired vision
• sustaining continuous urgency

Through compelling case studies—from rescuing colleges on the brink of closure to launching successful medical schools—Horowitz demonstrates how breaking down silos leads to institutional vitality.

Written for college presidents, trustees, administrators, and change agents in higher education, this book offers both inspiration and actionable strategies for those committed to creating more sustainable, student-centered institutions in an evolving educational landscape.

The first collection to explore forms of coercive labor education as connected global phenomena across modern history

At its core, industrial education was a project of imperial modernity that sought to reform marginalized populations towards the extractive ends of empire and capital. Its architects and practitioners identified interlocked civilizational and financial benefits of these practices. Its classrooms were spaces where children and youth learned to labor in ways designed to transform them into pliant and mobile workers. Editors Oli Charbonneau and Karine V. Walther bring together scholars from multiple disciplines to explore the practices and legacies of industrial education across modern global history.

The Gospel of Work and Money is the first collection to explore forms of coercive labor education as connected global phenomena across modern history and foreground the many ways that ‘work’ remains the primary pedagogical lens of capital in our present era. Contributors link practices of industrial and imperial modernity in the nineteenth and early twentieth centuries to a host of projects across an ostensibly decolonized world. A volume of critical histories, the book is a valuable resource for scholars and instructors of capitalism, empire, education, and labor.

Contributors: Danya Al-Saleh, Lukas Allemann, Hossein Ayazi, Zahra Babar, Oli Charbonneau, Bronwen Everill, Mishal Khan, Arun Kumar, Janne Lahti, Dolf-Alexander Neuhaus, Sarah Steinbock-Pratt, Karine Walther, Helge Wendt, Christine Whyte.

Identifies diverse language uses in sociolinguistically underexplored formal domains of education in South Asia.

This book presents empirical research from a wide range of South Asian contexts, in order to develop critical understandings of the intricate relationships between translingual practices, language education, social justice and equity. The chapters explore the feasibility, acceptance and prospects of translingual practices as meaningful communication and pedagogic practices in South Asian English language classrooms.

The authors identify diverse language uses in sociolinguistically unexplored formal domains of education and address the persistent monolingual biases and ideologies, hegemonic language policies and negative attitudes towards non-standard varieties of English and other languages within these contexts.

The book raises awareness of the marginalisation, violence, intolerance and injustice sustained through English language education in South Asia and suggests steps to ensure linguistic rights, linguistic equity and social justice.

This book is Open Access under a CC BY NC ND license.

Servant Leadership in Educational Organisations: Leading with Empathy and Purpose is a comprehensive guide to leading with empathy and purpose. It explores key leadership principles and practical strategies that empower leaders to foster collaboration and create positive change in educational settings.

At the heart of the book is a contemporary model of servant leadership, a holistic and integrative framework that connects leadership mindsets, behaviours, and organisational practices within an Equity, Diversity, Inclusion, and Belonging (EDIB) context. Providing an in-depth discussion of servant leadership tailored for educational leaders seeking to enhance their leadership skills, the authors begin with an in-depth definition and historical overview, offering a solid foundation of the origins and evolution of this leadership approach. Chapters then cover a wide range of topics essential for understanding and practicing servant leadership, including self-awareness, emotional intelligence, and the creation of a supportive work environment. Key principles such as empathy, humility, and ethical decision-making are thoroughly examined, providing readers with a framework for implementing these values in their leadership practices.

Throughout the book, real-world case studies referred to as 'Spotlights of Practice’ illustrate how servant leadership is implemented across diverse educational settings. These examples demonstrate how a servant leadership practices can lead to improved employee engagement, trust, and organisational effectiveness. The combination of theory, reflective insights, and evidence-informed practices makes this an essential read for any current and aspiring educational leaders seeking to make a positive difference in their organisations.

During the International Study Group meetings at the Literacy Research Association (LRA) Conference in December of 2019, we discovered that LRA scholars were engaged in innovative research, initiatives, and publications in very different contexts around the globe, especially in multilingual environments. The variety of studies offered promising cross-border insights with the potential to enhance international research and global collaboration efforts in education around the globe.

Literacy Pedagogies in Global Contexts provides a collection of research experiences around the globe that are rooted in indigenous, translingual and cross-cultural literacies. It includes chapters on indigenous literacies related to the diverse ways of knowing, communicating, and making meaning in rural Latin America and Africa that are rich, complex, and deeply contextual. Other chapters on translingual literacies describe how moving fluidly across languages to communicate, make meaning, and express identity can support learning in schools. Finally, there are chapters that highlight cross-cultural literacies that support a needed understanding to navigate, interpret, and communicate effectively across different cultural contexts.

One of the key strengths of this book lies in its diverse range of research methodologies, encompassing quantitative, qualitative, and mixed-method approaches. Another significant contribution is its inclusion of perspectives from a wide array of geographical regions, including Kenya in Africa; Peru, Bolivia, and Ecuador in Latin America; South Korea and China in Asia; as well as the southeastern United States.

Critical qualitative research and social education are vital for the world of the 21st century. The onslaught of neoliberalism, corporatization, standardization, testing, and the continuing attack on public schools and educators necessitate critical approaches to teaching and learning along with critical qualitative research in social education. Ongoing issues with equity and social justice tied to race, ethnicity, class, orientation, age, and ability linking to schooling, education, teaching and learning must be addressed. The struggle between unbridled capitalism and democracy warrant these investigations in the 21st century, hopefully leading to advocacy and activism.

This book explores critical qualitative research in social education, focusing on power, privilege, and social justice. It covers various topics, including the role of relationships, collaborative autoethnography, critical historical thinking, and transforming social studies classrooms. The chapters address issues like special education, deficit thinking, literacy skills, and international education, offering diverse perspectives and methodologies to empower educators and students.

Post-Qualitative Inquiry in Sport, Health and Physical Education provides emerging insights on post-qualitative research in Sport, Health, and Physical Education and introduces new ways of engaging with multiple forms of inquiry in this broad field. By acknowledging that post-qualitative inquiry is metaphysical, speculative and empirical, the volume questions the privileging of knowledge in Sport, Health, and Physical Education through totalizing research paradigms. The volume embraces knowing as an assemblage, knowing as embodiment, knowing as limitless and not yet actualized, knowing as becoming through deliberate imprecision, and knowing as affective enquiry.

This volume constitutes a significant and exciting advance in Sport, Health, and Physical Education research– highlighting how the considerable promise of post-qualitative and innovative approaches to inquiry can enhance new conceptual openings and reorient established forms of thinking in this broad field.

Post-Truth’s Assault on America’s Schools and Colleges presents a wide-ranging analysis of the psychological, historical, philosophical, and socio-political perspectives on how the post-truth age has become a serious peril to American life and polity in general, and to our schools and colleges in particular. Confirmation bias, religious and political fanaticism (e.g., White Christian nationalism), and disinformation and propaganda (especially in social media) are among the main currents in American culture that are examined in detail through the lenses of critical social theory, critical race theory, analytic philosophy, and qualitative research methods.

Particular attention is given to those states most in danger. Today’s P-12 schools and post-secondary education face serious attacks on various fronts: outrageous book bans; efforts to distort curricula (especially in English, history, and social studies); attempts to denigrate and undermine women, Black Americans, Jewish Americans, children, LGBTQ+ citizens amongst, others, while avowing authoritarian agendas that endanger freedom and democratic governance. Education, at every level, should play a major role in combating this existential assault on the substance - indeed, the soul - of America.

It is hoped that this book will provide hope for those who are fighting the assault on truth in school and society and will spur readers to engage in more concerned civic reflection - and action. It is critically relevant for everyone who is deeply interested in America’s political and educational systems. It will be particularly useful for teachers and administrators in P-12 schools; college faculty and staff; and undergraduate and graduate students in teacher education, higher education, and the social sciences.

Providing a comprehensive overview and analysis of the implementation status of Sustainable Development Goal 4 (SDG-4) in Asia-Pacific countries, Quality Education for All in Asia-Pacific Countries provides a timely update on steps taken to achieve the 2030 goal of inclusive and equitable quality education for all.  

The targeted regions for analysis include notable countries such as India, South Korea, Japan, Australia, Malaysia, and the Philippines. Chapter authors from each region delve into the period from 2015 to 2023 and present a thorough examination of policy initiatives designed to enhance the quality of education. Beyond the regional boundaries, each chapter sheds light on the global scenario of SDG-4 implementation, especially in the global south. This global awareness will contribute to international efforts and collaborations in achieving the UN-SDGs, and assist developing and developed countries in understanding the specific actions taken by these nations to improve the quality of education.

In addition to reporting the current status of SDG-4 in Asia Pacific countries, chapters include awareness modules to highlight key aspects, lists of best practices adopted by these countries, attention to challenges faced by Asia-Pacific nations in implementing SDG-4 and forward-looking strategies for continued progress.

Social studies, perhaps more so than any other content area, also serves as the catalyst of change when we, the people, use our experiences to our own and others’ advancements. At its core, social studies has been both a concurrent limiting and freeing pursuit of knowledge, a pursuit that discourages and encourages us to learn from and about our experiences and associations, to learn of ourselves and others. In Social Studies Instruction, Learning, and Assessment in the Contemporary World: Leveraging the Past to Form a New Future, Epps and Harper reimagine social studies moving from the limitations it imposes and towards the freedom that it envisions for each one of us. In place of the previously adopted one-size-fits-all majority-controlled education in which most American learners were forced to comply, practices that are identifiable and relatable to all students are proposed. The book reflects that social studies teaching should be recursive and fluid, allowing for movement forward, backward, inward, and outward, thus creating opportunities for students to examine events, not just through the rote memorization of dominant facts and figures, but through critical inquiry and reflection.

Rather than a list of events and names to be memorized, the book adopts the idea that history is a ‘mode of thinking’ and the book is laid out as such. Topics are addressed and explored by theme and overarching ideas in each chapter to enable meaningful social studies learning, which occurs when students see the interconnectedness of multiple social studies concepts, ideas, and the interconnectedness of life.

School Discipline and Administrator Decision-Making has been developed for leaders, practitioners, and researchers to explore the theory and practice of decision-making, with specific reference to school administrators and their response to school discipline. This work delves into the experiences of Canadian and Mauritian principals faced with tensions―sometimes racial―regarding discipline.

School leaders have the potential to make valuable changes within their schools as their influence touches on all aspects of the school building and culture. Yet, often discipline presents a challenge for school leaders as it requires a certain degree of discretion, especially when examining the issue of racial discipline disparity gaps in schools.

Exploring both a Western and non-Western context, the opening chapters highlight the rigidity of behavioural policies and the desire to break from such neoliberal practices despite fears of repercussion in Mauritius. This is followed by an exploration of the decision-making of principals in Ontario and Nova Scotia in a Canadian context. The chapters challenge neoliberal policies and guidelines by questioning current practices and proposing various leadership frameworks.  By incorporating both a Canadian and Mauritian context, the authors highlight various strategies which can be used to rethink our current approaches to decision-making.

Narrative Inquiries Into Being and Becoming Educators: Historical and Contemporary Perspectives provides stories and narratives of the struggle and strengths of the teachers within the educational landscape. Keeping the temporal perspective wide, the chapters are situated across history, from 1700 to the present and through a variety of perspectives or lenses. This approach aligns with the three dimensions of narrative inquiry: the personal and social (interaction); the past, present, and future (continuity); and place or situation. Each chapter takes a unique positioning across time and situation, illuminating the personal and social interactions while using narratives as data to inquire into “becoming” a teacher. Most importantly, this book unpacks diverse experiences of teachers from the past and present, and it is critically important to understanding the emergence of teachers’ identities or “stories to live by” expressed in narrative terms. Each of the featured authors evidenced this through serial interpretation, and broadening and burrowing to construct meaning.

Teacher education is inextricably linked to teachers’ lives, and narrative inquiry studies lives in motion. Therefore, each of these chapters employs narrative inquiry as the research method or a way of thinking to explore how educators’ unique teaching experience and perspective impacted the educational landscape. The book looks at the art and science of “becoming” a teacher, not just from the temporal perspective of pre-service education, but from a holistic view of becoming throughout the storied life of a teacher. The contributors to this book understand that narrative inquiry is a rich and complex method that allows them to explore the meanings that participants derived from their experiences, and to catch the voices that may have otherwise remained silent.

This book acts as a compass for navigating the seas of narrative inquiry approaches and makes important knowledge contributions to the local, national, and international research base on teaching and teacher education.

Families: An Essential Component of Special Education focuses on fundamental pedagogies implemented with families of students with disabilities resulting in positive outcomes. Special education has changed over the years since its inception because of legislation, new trends, and current research investigations and this volume will address the importance of involving families in the special education process impacting teachers, administrators and schools regarding students with disabilities.

This is an excellent resource for special educators, administrators, mental health clinicians, school counsellors, and psychologists, addressing how incorporating families is essential to the success of educational programming for students with disabilities.