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.

“I realized that learning a trade was more than just mastering a skill—it was about gaining control over my future.” 

The Apprenticeship that Saved My Life tells the inspiring story of one man’s journey from Baltimore’s tough streets to a life of purpose, stability, and impact. 

Cory McCray was on a path many young men know all too well—one shaped by struggle and limited opportunity. But when a single decision led him into an apprenticeship program, everything changed. Through hands-on training, grit, and an unshakable commitment to growth, he found a way to rewrite his future. 

In this candid memoir, McCray shares the highs and lows of his journey, illustrating the transformative power of skilled labor and mentorship. Individuals will discover how his experiences as an apprentice shaped not just his career but his life, providing him with the foundation to become a Maryland State Senator dedicated to empowering his community. Alongside these personal stories, The Apprenticeship that Saved My Life delves into the lasting impact apprenticeships can have, particularly for those who might be overlooked by traditional educational paths. 

For anyone who believes in the power of second chances and the untapped potential within every community, The Apprenticeship that Saved My Life is a powerful reminder that sometimes the right opportunity can change everything. Dive into this transformative story and explore how one apprenticeship not only saved a life but sparked a movement.

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.

“Experts” and the radical left want you to think that on these hot-button issues, Americans are split down the middle—polarized. They want you to think that at least half of your fellow citizens hold views that only yesterday everyone considered crazy. And they want to make you afraid of not being on the “enlightened” side.

But it turns out that this polarization is a myth.

With clarity and optimism, Jonathan Butcher dismantles the myth of a fractured nation, showing how our underlying agreement on character, virtue, and our shared sense of national identity can guide lawmakers and communities toward policies that help everyone have a chance at the good life and the American Dream. 

In a time when headlines scream of division and mutual antagonism, The Polarization Myth offers a refreshing perspective: Americans are more united than you think. Drawing from a survey of over 2,000 citizens along with robust research, Butcher uncovers a surprising consensus on today’s most contentious issues—from education and civics to race and gender.

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.

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.

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 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.

The liberal arts are dying. They are dying because most Americans don’t see the point of them. Americans don’t understand why anyone would study literature or history or the classics—or, more contemporarily, feminist criticism, whiteness studies, or the literature of postcolonial states—when they can get an engineering or business degree. 

Even more concerning is when they read how “Western civilization” has become a term
of reproach at so many supposedly thoughtful institutions; or how fanatical political correctness works hard to silence alternative viewpoints; or, more generally, how liberal studies have become scattered, narrow, and small. In this atmosphere, it’s hard to convince parents or their progeny that a liberal education is all that wonderful or that it’s even worthy of respect. 

Over sixty years ago, we were introduced to the idea of “the two cultures” in higher education— that is, the growing rift in the academy between the humanities and the sciences, a rift wherein neither side understood the other, spoke to the other, or cared for the other. But this divide in the academy, real as it may be, is nothing compared to another great divide—the rift today between our common American culture and the culture of the academy itself. 

So, how can we rebuild the notion that a liberal education is truly of value, both to our students and to the nation? Our highest hopes may be not to “restore” the liberal arts to what they looked like fifty or a hundred years ago but to ask ourselves what a true contemporary American liberal education at its best might look like. 

Remedying this situation will involve knowing clearly where we wish to go and then understanding how we might get there. For those objectives, this book is meant to be the beginning. 

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.

Impacts of Diversity, Equity, and Inclusion on General and Special Education, aims to provide a comprehensive examination of the critical role that DEI plays in both general and special education settings. The book manuscript offers insights and practical strategies for educators, administrators, and allied professionals to effectively incorporate DEI principles into their practices, thereby fostering an inclusive and supportive learning environment for all students.

Each chapter delves into specific aspects of DEI, exploring the historical context, current challenges, and future directions. Topics include the implementation of culturally responsive teaching methods, the impact of systemic biases on student outcomes, strategies for engaging marginalized communities, and case studies highlighting successful DEI initiatives.

Moreover, the book features contributions from leading experts in the field, providing a rich and diverse array of perspectives. The inclusion of empirical research, theoretical frameworks, and practical applications ensures that readers gain a well-rounded understanding of how to promote diversity, equity and inclusion within educational institutions.

Ultimately, this book empowers educators with the knowledge and tools necessary to create equitable learning environments where all students can thrive, regardless of their backgrounds or abilities.

The experiences of Black first-generation college students are often overlooked in academic literature, despite their significant presence and influence in higher education. This groundbreaking monograph fills a crucial gap by addressing the unique challenges, strengths, and narratives of this diverse population. By rejecting a one-size-fits-all approach, Amplifying Voices of First Generation Black College Students unpacks the intersectional complexities of being Black and first-generation, providing a nuanced understanding of their collegiate journeys.

This collection explores themes such as the role of family and mentorship, financial challenges, and the cultural capital that Black first-gen students bring to academic spaces. It also examines their experiences across different institution types, including HBCUs. Beyond the undergraduate experience, the book extends its analysis to graduate and professional schools, ensuring a comprehensive representation of the Black first-gen journey. A standout feature is the critical examination of media portrayals, including a fresh analysis of Black first-gen characters in Power Book II. 

Designed for scholars, educators, policymakers, and advocates, this book is a must-read for anyone seeking to deepen their understanding of equity and inclusion in education. It empowers readers with actionable insights and strategies to better support Black first-generation students, making it an invaluable resource for advancing institutional and cultural change.

Addressing colonial legacies that dislodged Indigenous cultural values, identities and linguistic connections, this book presents groundbreaking solutions for contemporary African education challenges.

Bringing together contributors across Africa, including researchers, practitioners and policy makers, this collection develops balanced approaches combining Eurocentric and Afrocentric leadership models. Aligned with UN Sustainable Development Goals and the African Union Education Strategy, the book tackles pressing issues including poverty, inequality and restricted access to quality education.

It is essential reading for those seeking culturally responsive, sustainable solutions to transform African education systems while honouring Indigenous knowledge and values in challenging socio-economic contexts.

In an era where leadership in higher education is increasingly overshadowed by identity politics and institutional inaction, this timely volume offers a critical examination of the leadership vacuum that has quietly become the norm. Universities around the world are grappling with the normalization of ineffectual leadership practices that are normalized and rarely challenged.

Inclusive and Innovative Leadership in Higher Education brings together a diverse array of voices and perspectives from across the globe, including Canada, Africa, and other regions, to explore the multifaceted nature of leadership in academic settings. Each chapter delves into a specific leadership dilemma, offering both critique and insight into the challenges faced by institutions today. Through a blend of qualitative and quantitative research, the contributors illuminate the complexity of leadership as it manifests in different cultural, institutional, and pedagogical contexts.

Offering practical solutions, innovative strategies, and forward-thinking approaches that aim to revitalize leadership in higher education, this volume underscores that leadership is not a one-size-fits-all concept; rather, it is dynamic, context-dependent, and capable of emerging in unexpected ways. At its core, this book is a call to action. It challenges readers to rethink what leadership means, how it is practiced, and how it can be transformed to foster inclusivity, well-being, and pedagogical excellence.

The HBCU Sisterhood: Testimonies of Triumph and Transformation is a powerful, first-of-its-kind anthology that pulls back the curtain on one of the most extraordinary leadership legacies in American history. For the first time, eight pioneering Black women presidents—Dr. Sebetha Jenkins, Dr. Dianne Boardley Suber, Dr. Trudie Kibbe Reed, Dr. Brenda Allen, Dr. Cynthia Jackson-Hammond, Dr. Cheryl Davenport Dozier, Dr. Colette Pierce Burnette, and Dr. Cynthia Warrick—share their stories in their own words. These are the voices that sustained, protected, and transformed America’s Historically Black Colleges and Universities through some of the most challenging eras of modern higher education.

Their testimonies are breathtakingly honest and profoundly insightful. These women describe the realities of navigating financial crises, accreditation pressures, political scrutiny, cultural resistance, gender bias, and the relentless expectations placed on Black women leaders. Through every challenge, they demonstrate bravery, integrity, excellence, resilience, and grace. Their reflections offer powerful wisdom for aspiring leaders and provide a historic lens into the inner workings of HBCUs, reminding readers that leadership at these institutions is both a calling and a transformative act of service.

More than a book, The HBCU Sisterhood stands as a living archive of Black women’s leadership and a tribute to the enduring strength of HBCUs. This volume includes a historical documentation of every HBCU founded in the United States and the women who have served as sister presidents across the sector. A companion workbook extends the experience, inviting readers to reflect, engage, and apply the leadership insights shared within these pages. This collection is essential reading for anyone who cares about education, equity, and the powerful legacy of Black women leading with vision and purpose.

Presents a move from static descriptions of policy hierarchies to a dynamic model of actor interaction, a genuinely original analytical lens within the field.

This edited volume discusses the actions of key agents in educational policy change, focusing on shifts towards greater use of non-dominant languages in multilingual contexts. It uses Kosonen and Benson’s (2021) language-in-education policy change framework to consider actors, actions and agency at three levels: change from above, below and the side.

Chapter authors expand on and critique this framework, applying it to a wide-range of low- and middle-income countries in the Global South and considering a diverse selection of actors including academics, NGOs, advocacy groups, teachers, communities and local governments. Taking a critical look at policymaking in multilingual settings, this book explores policy timelines, trajectories of change and implications for sustainable implementation of multilingual education.

This volume will be of particular interest to researchers and practitioners working in the fields of international and comparative education and language policy and planning.

This book is open access under a CC BY NC ND licence.

Synthetic Intelligence in Education introduces the groundbreaking concept of synthetic intelligence, referring to a harmonious blend of human and artificial intelligence. Yufeng Qian explores how today's generative AI and future systems can create a progressive learning environment where human cognition and AI capabilities work together, fostering co-learning experiences that surpass the possibilities of previous technological eras.

Arriving at a critical moment, this volume addresses the urgent need for a fundamental shift in mindset, pedagogical vision, and professional practice. As AI becomes increasingly integrated into educational tools and practices, many educators and learners still rely on outdated methods and lack the frameworks to engage with AI meaningfully. Synthetic Intelligence in Education provides a clear and accessible roadmap for educators, researchers, and policymakers to navigate the evolving landscape of AI in education.

The book examines the theoretical foundations of synthetic intelligence, emphasizing the cognitive and pedagogical principles that support meaningful human–AI collaboration. Through practical examples and actionable strategies, it shows how synthetic intelligence can be applied across diverse educational contexts.

Ending Violence in PreK–16 Schools provides a comprehensive examination of the complex issues surrounding violence prevention and intervention in educational settings, focusing on promoting equity, justice, and safety for all students.

The book explores innovative strategies, research findings, case studies, and best practices related to ending violence in schools from preschool through higher education. With insights, analyses, and practical recommendations for addressing the complex challenges of violence in educational settings, this book offers interdisciplinary perspectives and diverse methodological approaches which contribute to a deeper understanding of the issues at hand and offer actionable solutions for promoting equity and justice in schools.

Ending Violence in PreK–16 Schools will provide valuable insights and resources for educators, researchers, policymakers, and practitioners working to create safer, more inclusive learning environments for all students.

In a world that is predominately shaped by cis-/heteronormative binaries, LGBTQIA+ communities are under regular attack in life, studies, and at work. Given the importance of promoting and affirming diversity, equity and inclusion (DEI) in the current educational landscape, there is a growing movement in queering research and curriculum. Rejecting the rigidity of cis-/heteronormative frameworks, these approaches allow for more inclusive and equitable practices in research and pedagogy.

Rainbow Futures in Research and Teaching showcases pioneering work from queer scholars and allies in Australia, offering a unique exploration of how queering methodologies can be applied across disciplines. Queering methodology and pedagogy challenges and breaks down strict, binary and hierarchical ideas about gender and sexuality. The authors of this edited collection address urgent issues such as the ongoing marginalization of LGBTQIA+ communities in education and society, and highlight the role of queer-inclusive research and teaching in promoting DEI. Contributors span a range of fields and disciplines – from Social Sciences to the Humanities, to STEM and Indigenous Studies, as well as norm-defying and creative contributions. This holistic approach provides a multifaceted technique to disrupt cis-/heteronormativity in education and scholarly research.

For those committed to challenging the status quo, from researchers to educators and advocates, this edited collection helps advance inclusive and creative practices that resist normative approaches to research and writing. Providing concrete examples of queering methodologies and heartfelt lived experiences authors equip readers with the rainbow toolkit to foster real-world change in their given field.

A fascinating and important understanding of the role relational mentoring can play in higher education

The mentor-mentee relationship is one of the most critical aspects of academic training. Mentors provide intellectual and personal support, information about career opportunities, and arrange financial assistance through research assistantships or fellowships. The initiators of The Heart of Mentorship, Emir Estrada, Veronica Montes, and Fatima Suarez have a few things in common that served as the main motivation to write a book on mentorship. First, all three are first-generation college students and children of immigrants from Mexico. Second, they all had an opportunity to be mentored by the same person, Pierrette Hondagneu-Sotelo, whose type of mentorship was instrumental in shaping their own
development as scholars and now as mentors.

Drawing on the collective mentoring experiences they and other mentees had with Hondagneu-Sotelo during their academic training, along with the reflections of esteemed senior scholars on their own mentoring practices, The Heart of Mentorship examines distinct areas of mentorship from the perspectives of both the mentor and the mentee. Contrary to the traditional “top-down” hierarchical model of mentorship in the academy, The Heart of Mentorship examines relational mentoring in higher education, offering intergenerational wisdom, strategies, and reflections from PhD scholars across the U.S., with a focus on first-generation Latinx graduate students, addressing both personal experiences and structural barriers through a model that is intellectually rigorous yet infused with reflexivity, passion, connection, equity, and transformative relationships. Essential reading for graduate students, faculty, administrators, and anyone committed to building more inclusive and empowering academic communities, The Heart of Mentorship provides a vital guide to navigating both the challenges and the possibilities of higher education.

The unprecedented crises that the contemporary educational world and global society are facing, intricately interwoven with traumas of human tragedies and eco-disasters, call for responses based upon the awareness of the connectedness within, between, and among individuals, groups, nations, and our shared planetary environment. We desperately need to heal, to heal from the injuries of wars, dominations, and polarizations, and to heal education’s instrumental disconnections from its own existential roots. It is in this context that wisdoms of Daoism, Buddhism, and Confucianism with their abundant and diverse practices of healing are approached in this volume as gifts to contemporary educational thoughts and praxis. In these wisdom traditions, healing is a holistic, ongoing process physically, psychologically, philosophically and spiritually to integrative pathways.

This book, through engaging in intercultural, transdisciplinary, and international conversations and dialogues, intends to synergize our collective energies to enhance our resilience and create a space for strength-based, community-based, and experience-based, and inner-outer connected restorative approach of healing in education. This book also serves as a 20-year celebration of the Confucianism, Taoism, Buddhism and Education SIG at AERA. It is a timely collection for addressing today’s challenges and will make an important contribution to transforming education, curriculum, and pedagogy internationally.

Educators and researchers confirm that young adolescents’ health and well-being directly impacts their academic progress. Yet, those with a vested interest in educating young adolescent learners have few explicit resources to guide them through the implementation of programs or practices that support the health and well-being of young adolescent learners, their teachers, or school.

Resources for Effective Health and Well-Being Practices in the Middle Grades provides school leaders, teachers, academics, and teacher candidates with evidence-based examples of the successful implementation of health and well-being programs or practices—ones that focus explicitly on the needs of young adolescent learners and/or their teachers or school leaders. Specifically, this book provides a collection of examples from the field that describe ‘how’ to implement a range of individual, class, whole school, or teacher focused programs.

In an era marked by uncertainty and rapid change, how do educational leaders sustain resilience, not just for themselves, but for their entire school communities? Leading With Resilience: Voices of Leaders in Challenging Times brings together powerful narratives and research-driven insights from teachers, school leaders, and system-level changemakers navigating some of the most challenging moments in recent history. brings together powerful narratives and research-driven insights from teachers, school leaders, and system-level changemakers navigating some of the most challenging moments in recent history. Drawing from three longitudinal projects in California, this compelling volume explores how resilience can be cultivated through intentional leadership, community care, and equity-centered practices.

From the frontlines of the global pandemic to the lived experiences of AAPI educators and women of color pursuing superintendency, each chapter offers a unique lens on the emotional, cultural, and systemic dimensions of resilience. These stories illuminate the strategies that have helped leaders not only survive but thrive, fostering wellbeing, driving change, and inspiring hope.

Whether you're an educator, policymaker, or aspiring leader, this book offers a timely and deeply human look at what it means to lead with strength, compassion, and purpose in times of crisis.

Becoming an academic can be an overwhelming, if not a completely consuming, experience, and conceptualising this process is often fraught with a lack of understanding of both the process and the subsequent implications. Many academics struggle with the notion of who they are, despite believing that they are aware of who they want to be and where they are situated on their academic journey.

This edited collection draws on the experiences of early and mid-career academics, as well as leaders in the field, to explore the role and contribution of the self when professionally undertaking research. Each chapter addresses valuable questions for academics to examine and articulate the self in one’s work, and encourages the probing of the impact of academic engagement in higher education on individual fidelity to personal and professional values, beliefs and assumptions. With a focus on self-methodologies, including arts-based approaches to reflective and reflexive practice, the authors showcase methods that go beyond traditional reflective practice and explore the interplay of arts and self-practices.

Conceptualising the Academic Self offers transformative educational insights with both theoretical and practical applications. It serves as a comprehensive guide for novice academics to seasoned educators and researchers, as well as institutional leaders and policy influencers, addressing the challenges of self-conceptualisation and self-formation.