Education

Angel, a Black tenth-grader at a New York City public school, self-identifies as a nerd and likes to learn. But she’s troubled that her history classes leave out events like the genocide and dispossession of Indigenous people in the Americas, presenting a sugar-coated image of the United States that is at odds with her everyday experience. “The history I learned in school is simpler,” she says. “The world I live in is a lot more complex.”

Angel, like every student interviewed in Discipline Problems, has been identified by teachers as a “troublemaker,” a student whose behavior disrupts classroom norms and interferes with instruction. But her critiques of the curriculum she’s taught speak to her curiosity and insight, crucial foundations for understanding history. Like many students who have been marginalized by systemic racism in American schools, she exposes the shortcomings of her classrooms’ academic environments by challenging both the content and the methods of her education. All too often, these challenges are framed as “troublemaking,” and the students are disciplined for “acting out” instead of being rewarded for their intellectual engagement.

Tadashi Dozono, a professor of education and former high school social studies teacher, takes seriously the often-overlooked critiques that students of color who get labeled as troublemakers direct toward their high school history curriculum. He reinterprets “troublemaking,” usually cast as a behavioral deficit, as an intellectual asset and form of reasoning that challenges the “disciplining reason” of classrooms where whiteness is valued over the histories and knowledge of people of color. Dozono shows how what are traditionally framed as discipline problems can be seen through a different lens as responses to educational practices that marginalize non-white students. Discipline Problems reveals how students of color seek out alternate avenues for understanding their world and imagines a pedagogy that champions the curiosity, intellect, and knowledge of marginalized learners.

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.

Prestige no longer ensures substance at Ivy League schools; students must navigate a maze of shallow, politicized courses to uncover the rare gems of a classical education, exposing the need for academic renewal.

"This book is a banquet of the absurdities that Ivy League universities serve up to their students under the rubric of general education. Anyone who wonders how the graduates of America’s elite institutions come by their jaundiced view of our country should start here. The few who refuse to “slack” are limited to the hard sciences and the few remaining excellent courses in the humanities."
—Peter Wood, President, National Association of Scholars

Ivy League universities can no longer be trusted to produce well-educated students. Even a cursory review of the course titles at top schools shows that these $320,000-plus diplomas may confer legacy prestige to graduates, but not necessarily knowledge or wisdom. 

At Cornell, for example, students can take Queer Girlhood, Beyoncé Nation, and Intersectional Disability Studies. The course list at Yale includes Pop Sapphism and Comparative Settler Geographies. At Princeton: Shoes. Penn offers Reality TV and Gender and Decolonizing French Food. Even worse, these courses actually fulfill general education requirements. It is still possible to earn a great education at Princeton, Harvard, Yale, Penn, Columbia, Brown, Cornell, or Dartmouth, but doing so requires prudence and persistence. 

In Slacking, Adam Kissel, Rachel Alexander Cambre, and Madison Marino Doan dedicate one chapter to each Ivy League college, providing specific information about the coursework that serious students should pursue to extract a real education from these decaying institutions. Every chapter concludes with two course lists, both of which meet the school’s general education requirements. One displays the worst collection of courses that an inveterate “slacker” could take to skate through the requirements for entertainment, reinforcement of political biases, and narrow specialization. The other lists the best choice of courses a dedicated striver could take to acquire a well rounded, content-rich liberal education. 

The contrast between the two sounds a rousing alarm bell for curriculum reform at America’s best-known colleges.

A collection of stories by Penn alumni whose lives were transformed by engaging with the West Philadelphia community

For over thirty years, the Barbara and Edward Netter Center for Community Partnerships has served as the University of Pennsylvania’s primary vehicle for advancing civic and community engagement at Penn. The Netter Center develops and helps implement democratic, mutually transformative, place-based partnerships between Penn and its local geographic community of West Philadelphia. These partnerships advance research, teaching, learning, and service while improving the quality of life and learning in the community. One of the Netter Center’s primary objectives has been to educate Penn students to be creative, compassionate, ethical citizens who contribute significantly to improving the welfare of others—while they are students and throughout their lives and careers.

Community-Engaged Scholarship is a collection of stories told by alumni of the University of Pennsylvania whose lives were profoundly shaped by engaging with the West Philadelphia community as students. Their reflections trace the linear relationship between their involvement in democratic community partnerships through Penn’s Netter Center and their current professional activities, primarily in academia, where they remain actively engaged in the struggle to build a more democratic and equitable society. The mutuality and humility that pervade these autobiographical accounts are the core of the democratic aspiration to which the Netter Center is and has always been dedicated. The stories are testimony to the Netter Center’s and founding director Ira Harkavy’s enduring influence on the current and future generations of community-engaged scholars and practitioners.

Contributors: H. Samy Alim, Jeff Camarillo, Christina Cantrill, Tamara Dubowitz, Bernice Garnett, Rita Axelroth Hodges, John L. Jackson Jr., Jacqueline Kraemer, David Park, Jiyoung Park, Wendell Pritchett, Eric Schwartz, Margo Shea, Salamishah Tillet, Kim Van Naarden Braun, Michael Vazquez, Jason Yip, Andrew Zitcer, Michael W. Zuckerman.

The risk of closure and repression in schools

In the last two decades, education officials have closed a rising number of public schools nationwide related to low performance. These schools are mainly located in neglected neighborhoods with high concentrations of poverty. Despite this credible threat of closure, relatively few individual schools threatened with closure for low performance in the United States are actually shut down. Yet, as Erin Michaels argues, the looming threat is ever present. Test, Measure, Punish critically shifts the focus from school shutdowns to the more typical situation within these strained public schools: operating under persistent risk of closure.

Many K-12 schools today face escalating sanctions if they do not improve according to repressive state mandates, which, in turn, incentivize schools to put into place nonstop test drills and strict student conduct rules. Test, Measure, Punish traces how threats of school closure have distorted education to become more punitive which disproportionately impacts—even targets—Black and Latinx communities and substantially hurts student social development. This book addresses how these new punitive schooling conditions for troubled schools reproduce racial inequalities.

Michaels centers her research in a suburban upstate New York high school serving mainly working-class Black and Latinx students. She reveals a new model of schooling based on testing and security regimes that expands the carceral state, making the students feel dejected, criminalized, and suspicious of the system, their peers, and themselves. Test, Measure, Punish offers a new theory of schooling inequality and shows in vivid detail why state-led school reforms represent a new level of racialized citizenship in an already fragmented public education system.

A wonderfully written, sweeping narrative history of the United States that will help Americans discover the land they call home.

Workbook for High School Students studying Land of Hope

This workbook accompanies Land of Hope 

Society and democracy are ever threatened by the fall of fact. Rigorous analysis of facts, the hard boundary between truth and opinion, and fidelity to reputable sources of factual information are all in alarming decline. A 2018 report published by the RAND Corporation labeled this problem "truth decay" and Andrew J. Hoffman lays the challenge of fixing it at the door of the academy. But, as he points out, academia is prevented from carrying this out due to its own existential crisis—a crisis of relevance. Scholarship rarely moves very far beyond the walls of the academy and is certainly not accessing the primarily civic spaces it needs to reach in order to mitigate truth corruption. In this brief but compelling book, Hoffman draws upon existing literature and personal experience to bring attention to the problem of academic insularity—where it comes from and where, if left to grow unchecked, it will go—and argues for the emergence of a more publicly and politically engaged scholar. This book is a call to make that path toward public engagement more acceptable and legitimate for those who do it; to enlarge the tent to be inclusive of multiple ways that one enacts the role of academic scholar in today's world.

Offers scholars essential advice on bringing their work into the public eye

The work of academics can matter and be influential on a public level, but the path to becoming a public intellectual, influential policy advisor, valued community resource or go-to person on an issue is not one that most scholars are trained for. The Public Professor offers scholars ways to use their ideas, research and knowledge to change the world. The book gives practical strategies for scholars to become more engaged with the public on a variety of fronts: online, in print, at council hearings, even with national legislation.

Lee Badgett, a veteran policy analyst and public intellectual with over 25 years of experience connecting cutting edge research with policymakers and the public, offers clear and practical advice to scholars looking to engage with the world outside of academia. She shows scholars how to see the big picture, master communicating with new audiences, and build strategic professional networks.

Learn how to find and develop relationships with the people who can take your research and ideas into places scholars rarely go, and who can get you into Congressional hearings, on NPR, or into the pages of The New York Times. Turn your knowledge into clear and compelling messages to use in interviews, blog posts, tweets and op-eds. Written for both new and experienced scholars and drawing on examples and advice from the lives of influential academics, the book provides the skills, resources, and tools to put ideas into action.

The Academic Job Search Handbook is the comprehensive guide to finding a faculty position in any discipline. Building on the groundbreaking success and unique offerings of earlier volumes, the fifth edition presents insightful new content on aspects of the search at all stages. Beginning with an overview of academic careers and institutional structures, it moves step by step through the application process, from establishing relationships with advisors, positioning oneself in the market, learning about job openings, preparing CVs, cover letters, and other application materials, to negotiating offers. Of great value are the sixty new sample documents from a diverse spectrum of successful applicants. The handbook includes a search timetable, appendices of career resources, and a full sample application package. This fifth edition features new or updated sections on issues of current interest, such as job search concerns for pregnant or international candidates, the use of social media strategies to address CV gaps, and difficulties faced by dual-career couples. The chapter on alternatives to faculty jobs has been expanded and presents sample résumés of PhDs who found nonfaculty positions.

For more than twenty years, The Academic Job Search Handbook has assisted job seekers in all academic disciplines in the search for faculty positions at different kinds of institutions from research-focused universities to community colleges. Current faculty who used the book themselves recommend it to their own students and postdocs. The many new first-person narratives provide insight into issues and situations candidates may encounter such as applying for an international job, combining parenting with an academic career, going from an administrative job to a faculty position, and seeking faculty positions as a same-sex couple.

Undoing the Silence offers guidance to help both citizens and professionals influence democratic process through letters, articles, reports and public testimony.
Louise Dunlap, PhD, began her career as an activist writing instructor during the Free Speech Movement of the 1960s. She learned that listening and gaining a feel for audience are just as important to social transformation as the outspoken words of student leaders atop police cars. "Free speech is a first step, but real communication matches speech with listening and understanding. That is when thinking shifts and change happens."
Dunlap felt compelled to go where the silences were deepest because her work aimed not just at teaching but also at healing both individual voices and an ailing collective voice. Her tales of those adventures and what she knows about the culture of silence -- how gender, race, education, class, and family work to quiet dissent -- are interwoven with practical methods for people to put their most challenging ideas into words.
Louise Dunlap gives writing workshops around the country for universities and social justice, environmental, and peace organizations that help reluctant writers get past their internal censors to find their powerful voice. Her insight strengthens strategic thinking and her "You can do it!" approach makes social-action writing achievable for everyone.

This book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service teacher preparation, curricular experimentation and research, and yet little published work takes a critical look at the advantages and shortcomings of such programs. The chapters in this book provide a nuanced view of this microcosm of the English language teaching industry, demonstrating the various ways that IEPs have impacted and continue to influence the wider fields of Applied Linguistics and TESOL. They emphasize the unique positioning of IEPs within higher education and describe the various ways IEP practitioners can influence their host institutions and beyond.

Never has the world been as rich in scientific knowledge as it is today. But what are its main sources? In accessible and engaging fashion, Global Mega-Science examines the origins of this unprecedented growth of knowledge production over the past hundred and twenty years. David P. Baker and Justin J.W. Powell integrate sociological and historical approaches with unique scientometric data to argue that at the heart of this phenomenon is the unparalleled cultural success of universities and their connection to science: the university-science model. Considering why science is so deeply linked to (higher) educational development, the authors analyze the accumulation of capacity to produce research—and demonstrate how the university facilitates the emerging knowledge society.

  The age of global mega-science was built on the symbiotic relationship between higher education and science, especially the worldwide research collaborations among networked university-based scientists. These relationships are key for scholars and citizens to understand the past, future, and sustainability of science.

A practical how-to guide for students and a powerful reminder of the value of a humanities education

In recent decades, the humanities have struggled to justify themselves in the American university. The costs of attending a four-year college have exploded, resulting in intense pressure on students to major in STEM (science, technology, engineering, and mathematics), business, and other pre-professional or "practical" majors that supposedly transmit more marketable skills than can be acquired from the humanities.

But, as Laurie Grobman and E. Michele Ramsey argue, this vision of humanities majors idly pondering the meaning of life for four years is inaccurate. Major Decisions demonstrates how choosing a major in the humanities is a worthwhile investment in a global economy that is shifting in the direction of college graduates who think broadly, critically, and ethically. Indeed, the core skills and knowledge imparted by an education in the humanities—including facility with written and verbal communication, collaboration, problem-solving, technological literacy, ethics, leadership, and an understanding of the human impacts of globalization—are immensely useful to employers across a variety of sectors.

Major Decisions serves as a deeply informative guide to students and parents—and provides a powerful reminder to employers and university administrators of the true value of an education in the humanities.

A wonderfully written, sweeping narrative history of the United States that will help Americans discover the land they call home.

Workbook for students studying the Young Readers Edition of Land of Hope. Middle School, Grades 6-8

The SECOND Student Workbook to accompany the two-volume Young Readers Edition of Land of Hope 

This Student Workbook to the Young Reader’s Edition of Wilfred McClay’s Land of Hope: An Invitation to the Great American Story is an invaluable supplement for students reading the Land of Hope in their courses. Prepared by Wilfred McClay in collaboration with John McBride, a master teacher with more than thirty years of secondary and collegiate teaching experience, the workbook expands on the Land of Hope, offering corresponding primary source documents and hands-on map reading exercises. It will help students develop their close reading and geography skills in order to better understand the materials presented in the Land of Hope.

This Student Workbook and the Teacher’s Guide are complementary and designed to be used together. Both provide chapter summaries which instructors may use in teaching students to read for the main idea. The Student Workbook contains reading questions for each chapter of the Land of Hope text; the Teacher’s Guide has the same questions with answers. Primary source documents, including speeches, diary entries, song lyrics, compacts, letters, essays, legal documents, and more, accompany each chapter and are broken into shorter segments to help with reading comprehension. In the Student Workbook, each primary source is followed by reading questions directed to help students understand the main ideas; the Teacher’s Guide provides the answers. The Student Workbook offers fourteen map exercises; the Teacher’s Guide provides the keys. Both editions offer synthetical essay questions for each chapter and for final exams, learning strategies, and study “tricks.”

The Only College Guide You'll Ever Need

Find Meaning, Growth, and Joy in Your College Journey

The Complete U is a supportive, real-world guide to thriving in college—academically, socially, and emotionally. With warmth, humor, and deep insight, Dr. Deborah J. Cohan delivers over 100 empowering lessons to help students navigate every aspect of campus life.

The Complete U is your empowering, honest, and compassionate guide to navigating every step of the college experience. With over 100 lessons from sociologist and beloved professor Dr. Deborah J. Cohan, this transformative book offers the wisdom, support, and practical strategies every student needs to succeed in and beyond the classroom.

Whether you’re a first-year student or preparing to graduate, this book is like a trusted mentor, cheering you on while offering real talk about everything from picking a major to building mental resilience. From managing course loads and professors to making friends, coping with anxiety, and defining your purpose, The Complete U helps you grow not only as a student—but as a person.

Inside, you’ll find:

• Practical advice for every aspect of college life—from homesickness and time management to healthy relationships and stress relief.
• Supportive lessons for mental, emotional, and academic well-being, especially tailored to modern challenges like social media burnout, identity, and uncertainty.
• Lively reflections and real stories from students and parents, offering encouragement and insight in equal measure.

Your College Compass and Survival Toolkit

If you liked The Anxious Generation, The Freshman Survival Guide, or The Naked Roommate, then you'll love The Complete U.

• LEAD UP—Introduction to leadership themes and expectations, creating a socially and emotionally safe and positive peer group. 

• WHAT’S UP?—Examining the diverse characteristics of identity among young men.

• STEP UP—Developing a sense of collaboration among the group and honing interpersonal relationship skills. 

• OWN UP—Developing a sense of pride and accountability regarding life choices.

• MAN UP—Determining the characteristics of a positive male role model.

• RISE UP—Creating a vision and actionable plans for the future.

Boys 2 MENtors has been field-tested in urban sites and has received accolades from participants and schools, reporting improvements in key areas that include peer connectedness, independent thinking skills, understanding the relationship between effort and excellence, and a range of protective factors such as future orientation and goal setting. The companion Boys 2 MENtors Student Workbook offers an opportunity for students to take ownership of their participation and build a body of responses to and reflections on themes relevant to their lives. The title, Boys 2 MENtors, refers to the development of young men into positive male role models—future mentors for other young men—and to the role of facilitators as exemplars and guides for boys participating in the program. 

A ground-breaking and topical commentary from a leading thinker within the field of multilingual education.

Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity.

These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. 

The first-ever comprehensive book devoted to helping educators use nature journaling as an inspiring teaching tool to engage young people with wild places.

In their workshops, John Muir Laws and Emilie Lygren are often asked the how-tos of teaching nature journaling: how to manage student groups in the outdoors, teach drawing skills (especially from those who profess to have none), connect journaling to educational standards, and incorporate journaling into longer lessons. This book, expanding on the philosophy and methods of The Laws Guide to Nature Drawing and Journaling puts together curriculum plans, advice, and in-the-field experience so that educators of all stripes can leap into journaling with their students. The approaches are designed to work in a range of ecosystems and settings, and are suitable for classroom teachers, outdoor educators, camp counselors, and homeschooling parents.

Full-color illustrations and sample journal pages from notable naturalists show how to put each lesson into practice. Field-tested by over a hundred educators, this book includes dozens of activities that easily support the Common Core and the Next Generation Science Standards—and, just as important, it will show kids and mentors alike how to recognize the wonder and intrigue in their midst.

Uncovers the labor exploitation occurring in universities across the country

As much as we think we know about the modern university, very little has been said about what it's like to work there. Instead of the high-wage, high-profit world of knowledge work, most campus employees—including the vast majority of faculty—really work in the low-wage, low-profit sphere of the service economy. Tenure-track positions are at an all-time low, with adjuncts and graduate students teaching the majority of courses. This super-exploited corps of disposable workers commonly earn fewer than $16,000 annually, without benefits, teaching as many as eight classes per year. Even undergraduates are being exploited as a low-cost, disposable workforce.

Marc Bousquet, a major figure in the academic labor movement, exposes the seamy underbelly of higher education—a world where faculty, graduate students, and undergraduates work long hours for fast-food wages. Assessing the costs of higher education's corporatization on faculty and students at every level, How the University Works is urgent reading for anyone interested in the fate of the university.

That education should instill and nurture democracy is an American truism. Yet organizations such as the Business Roundtable, together with conservative philanthropists such as Bill Gates and Walmart’s owners, the Waltons, have been turning public schools into corporate mills. Their top-down programs, such as Common Core State Standards, track, judge, and homogenize the minds of millions of American students from kindergarten through high school. But corporate funders would not be able to implement this educational control without the de facto partnership of government at all levels, channeling public moneys into privatization initiatives, school closings, and high-stakes testing that discourages independent thinking.

Educational Justice offers hope that there’s still time to take on corporatized schools and achieve democratic justice in the classroom. Forcefully written by educator and journalist Howard Ryan, with contributing authors, the book opens with four chapters that discuss theories on teacher unionism, social justice pedagogy, and corporate school reform. These chapters are balanced with four case-study chapters documenting exemplary teaching and school-site organizing practices in the field. Reports from various educational fronts include innovative union strategies against charter school expansion, as well as teaching visions drawn from the vibrant “whole language” movement. Bold, informative, clearly reasoned, this book is an education in itself—a democratic one at that.

The liberal arts major is often lampooned: lacking in "skills," unqualified for a professional career, underemployed. But studying for the joy of learning turns out to be surprisingly practical. Unlike career-focused education, liberal education prepares graduates for anything and everything—and nervous "fuzzy major" students, their even more nervous parents, college career center professionals, and prospective employers would do well to embrace liberal arts majors. Just look to Silicon Valley, of all places, to see that liberal arts majors can succeed not in spite of, but because of, their education.

A Practical Education investigates the real-world experiences of graduates with humanities majors, the majors that would seem the least employable in Silicon Valley's engineering-centric workplaces. Drawing on the experiences of Stanford University graduates and using the students' own accounts of their education, job searches, and first work experiences, Randall Stross provides heartening demonstrations of how multi-capable liberal arts graduates are. When given a first opportunity, these majors thrive in work roles that no one would have predicted.

Stross also weaves the students' stories with the history of Stanford, the rise of professional schools, the longstanding contention between engineering and the liberal arts, the birth of occupational testing, and the popularity of computer science education to trace the evolution in thinking about how to prepare students for professional futures. His unique blend of present and past produces a provocative exploration of how best to utilize the undergraduate years.

At a time when institutions of higher learning are increasingly called on to justify the tangible merits of the liberal arts, A Practical Education reminds readers that the most useful training for an unknowable future is the universal, time-tested preparation of a liberal education.

This extraordinary book can be read on several levels. Primarily, it is the story of Joseph Jacotot, an exiles French schoolteacher who discovered in 1818 an unconventional teaching method that spread panic throughout the learned community of Europe.

Knowing no Flemish, Jacotot found himself able to teach in French to Flemish students who knew no French; knowledge, Jacotot concluded, was not necessary to teach, nor explication necessary to learn. The results of this unusual experiment in pedagogy led him to announce that all people were equally intelligent. From this postulate, Jacotot devised a philosophy and a method for what he called "intellectual emancipation"—a method that would allow, for instance, illiterate parents to themselves teach their children how to read. The greater part of the book is devoted to a description and analysis of Jacotot's method, its premises, and (perhaps most important) its implications for understanding both the learning process and the emancipation that results when that most subtle of hierarchies, intelligence, is overturned.

The book, as Kristin Ross argues in her introduction, has profound implications for the ongoing debate about education and class in France that has raged since the student riots of 1968, and it affords Rancière an opportunity (albeit indirectly) to attack the influential educational and sociological theories of Pierre Bourdieu (and others) that Rancière sees as perpetuating inequality.

A wonderfully written, sweeping narrative history of the United States that will help Americans discover the land they call home.

Workbook for Students studying the Young Readers Edition of Land of Hope. Middle School — Grades 6-8

The FIRST Student Workbook to accompany the two-volume Young Readers Edition of Land of Hope

This Student Workbook to the Young Reader’s Edition of Wilfred McClay’s Land of Hope: An Invitation to the Great American Story is an invaluable supplement for students reading the Land of Hope in their courses. Prepared by Wilfred McClay in collaboration with John McBride, a master teacher with more than thirty years of secondary and collegiate teaching experience, the workbook expands on the Land of Hope, offering corresponding primary source documents and hands-on map reading exercises. It will help students develop their close reading and geography skills in order to better understand the materials presented in the Land of Hope.

This Student Workbook and the Teacher’s Guide are complementary and designed to be used together. Both provide chapter summaries which instructors may use in teaching students to read for the main idea. The Student Workbook contains reading questions for each chapter of the Land of Hope text; the Teacher’s Guide has the same questions with answers. Primary source documents, including speeches, diary entries, song lyrics, compacts, letters, essays, legal documents, and more, accompany each chapter and are broken into shorter segments to help with reading comprehension. In the Student Workbook, each primary source is followed by reading questions directed to help students understand the main ideas; the Teacher’s Guide provides the answers. The Student Workbook offers fourteen map exercises; the Teacher’s Guide provides the keys. Both editions offer synthetical essay questions for each chapter and for final exams, learning strategies, and study “tricks.”

In question-and-answer form, Ms. Mentor advises academic women about issues they daren't discuss openly, such as: How does one really clamber onto the tenure track when the job market is so nasty, brutish, and small? Is there such a thing as the perfectly marketable dissertation topic? How does a meek young woman become a tiger of an authority figure in the classroom-and get stupendous teaching evaluations? How does one cope with sexual harassment, grandiosity, and bizarre behavior from entrenched colleagues?

Ms. Mentor's readers will find answers to the secret queries they were afraid to ask anyone else. They'll discover what it really takes to get tenure; what to wear to academic occasions; when to snicker, when to hide, what to eat, and when to sue. They'll find out how to get firmly planted in the rich red earth of tenure. They'll learn why lunch is the most important meal of the day.

What is it really like to be a college professor in an American classroom today? An award-winning teacher with over twenty years of experience answers this question by offering an enlightening and entertaining behind-the-scenes view of a typical semester in his American history course. The unique result—part diary, part sustained reflection—recreates both the unstudied realities and intensely satisfying challenges that teachers encounter in university lecture halls.

From the initial selection of reading materials through the assignment of final grades to each student, Patrick Allitt reports with keen insight and humor on the rewards and frustrations of teaching students who often are unable to draw a distinction between the words "novel" and "book." Readers get to know members of the class, many of whom thrive while others struggle with assignments, plead for better grades, and weep over failures. Although Allitt finds much to admire in today's students, he laments their frequent lack of preparedness—students who arrive in his classroom without basic writing skills, unpracticed with reading assignments.

With sharp wit, a critical eye, and steady sympathy for both educators and students, I'm the Teacher, You're the Student examines issues both large and small, from the ethics of student-teacher relationships to how best to evaluate class participation and grade writing assignments. It offers invaluable guidance to those concerned with the state of higher education today, to young faculty facing the classroom for the first time, and to parents whose children are heading off to college.

Proponents of education reform are committed to the idea that all children should receive a quality education, and that all of them have a capacity to learn and grow, whatever their ethnicity or economic circumstances. But though recent years have seen numerous reform efforts, the resources available to children in different municipalities still vary enormously, and despite landmark cases of the civil rights movement and ongoing pushes to enact diverse and inclusive curricula, racial and ethnic segregation remain commonplace. Public Education Under Siege examines why public schools are in such difficult straits, why the reigning ideology of school reform is ineffective, and what can be done about it.

Public Education Under Siege argues for an alternative to the test-driven, market-oriented core of the current reform agenda. Chapters from education policy experts and practitioners critically examine the overreliance on high-stakes testing, which narrows the content of education and frustrates creative teachers, and consider how to restore a more civic-centered vision of education in place of present dependence on questionable economistic models. These short, jargon-free essays cover public policy, teacher unions, economic inequality, race, language diversity, parent involvement, and leadership, collectively providing an overview of the present system and its limitations as well as a vision for the fulfillment of a democratic, egalitarian system of public education.

Contributors: Joanne Barkan, Maia Cucchiara, Ansley T. Erickson, Eugene E. Garcia, Eva Gold, Jeffrey R. Henig, Tyrone C. Howard, Richard D. Kahlenberg, Harvey Kantor, Michael B. Katz, David F. Labaree, Julia C. Lamber, Robert Lowe, Deborah Meier, Pedro Noguera, Rema Reynolds, Claire Robertson-Kraft, Jean C. Robinson, Mike Rose, Janelle Scott, Elaine Simon, Paul Skilton-Sylvester, Joi A. Spencer, Heather Ann Thompson, Tina Trujillo, Pamela Barnhouse Walters, Kevin G. Welner, Sarah Woulfin.

This student workbook is designed to be used as a companion to the Boys 2 MENtors™ curriculum manual, which contains the lessons from which the worksheets are drawn and the information necessary to use the worksheets effectively. Boys 2 MENtors™ is a leadership program for middle and high school boys. This curriculum manual comprises 50 interactive sessions that address social emotional learning, leadership, and Common Core standards and that provide opportunities to link to the school day curriculum. Based on research on male adolescent development as well as direct classroom experience and application, the program has been designed to be facilitated over the course of a school year, engaging young men mentally and providing a distinctly physical component, sometimes light, sometimes rigorous. This Student Workbook offers an opportunity for students to take ownership of their participation and build a body of responses to and reflections on themes relevant to their lives. The title, Boys 2 MENtors™, refers to the development of young men into positive male role models—future mentors for other young men—and to the role of facilitators as exemplars and guides for boys participating in the program.

HERstory is a leadership program for middle and high school girls. This preventive intervention program is composed of 50–60 interactive sessions that address social emotional learning, leadership, and Common Core standards and that provide opportunities to link to the school day curriculum. Designed to be facilitated over the course of a school year, the curricular framework is scaffolded by three components:

• • COMMUNITY BUILDING—Team-building establishes trust within the group.
• • WRITING WORKSHOP—Enhances literacy skills and fosters individual identity through writing on seven core themes: Identity, Those We Are Closest To, Body Image, Love & Relationships, Dreams, Heritage or Tradition, Legacy.
• • CREATIVE OUTPUT—A culminating ethnographic theater or artistic literary journal project provides a platform for self-expression within the wider community.

This book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes. The chapters cover themes such as language policy, quality assurance tools and indicators of quality and the authors approach issues of quality from very different and complementary perspectives, adopting for example, temporal, evaluative and developmental positioning, and taking micro, meso and macro level perspectives, while still keeping sight of the local realities, practices and possibilities. The contributions are written by authors working in Brazil, Finland, Mexico, Portugal, Spain, Sweden, Switzerland and the UK and have implications for researchers, education coordinators, practitioners and other stakeholders who are looking to design, launch and evaluate new programmes in any higher education context worldwide.

This book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Chapters draw on a range of theoretical frameworks and expand on traditional notions of literacy, especially for students who are working to learn English as a new language. The insights into original research studies will help readers understand the many avenues that one can take as a practitioner in order to ensure that student assets are built upon to promote positive literate identities and learning experiences and, ultimately, to promote literacy success for diverse learners. Each chapter includes practical pedagogical recommendations and implications for teachers that can immediately be applied to classrooms, making the book an essential resource for using multiple modes to teach literacy with diverse student populations.

In these lectures König explores the human being and social life, the individual and community, from an imaginative and often radical perspective. These explorations range majestically from masks and archetypal images, the threefold constitution in man and woman, the karma of vocation, and the fundamental social law, to the place of work, religion and culture within the threefold social organism, and karma and reincarnation.

These lectures arose from Karl König's experiences in building up Camphill Communities with extraordinary people with special needs. They are important both for the work in Camphill, as well as more broadly in the field of social therapy and beyond.

This is a revised and expanded edition of the Village Conference Lectures of Karl König, previously published as In Need of Special Understanding.

Shares the voices of students speaking out against the failures of urban education

"Our schools suck." This is how many young people of color call attention to the kind of public education they are receiving. In cities across the nation, many students are trapped in under-funded, mismanaged and unsafe schools. Yet, a number of scholars and of public figures have shifted attention away from the persistence of school segregation to lambaste the values of young people themselves. Our Schools Suck forcefully challenges this assertion by giving voice to the compelling stories of African American and Latino students who attend under-resourced inner-city schools, where guidance counselors and AP classes are limited and security guards and metal detectors are plentiful—and grow disheartened by a public conversation that continually casts them as the problem with urban schools.

By showing that young people are deeply committed to education but often critical of the kind of education they are receiving, this book highlights the dishonesty of public claims that they do not value education. Ultimately, these powerful student voices remind us of the ways we have shirked our public responsibility to create excellent schools. True school reform requires no less than a new civil rights movement, where adults join with young people to ensure an equal education for each and every student.

Examines the roles of historical, cultural, and personal identities in the classroom

Can whites teach African-American literature effectively and legitimately? What is at issue when a man teaches a women's studies course? How effectively can a straight woman educate students about gay and lesbian history? What are the political implications of the study of the colonizers by the colonized? More generally, how does the identity of an educator affect his or her credibility with students and with other educators?

In incident after well-publicized incident, these abstract questions have turned up in America's classrooms and in national media, often trivialized as the latest example of PC excess. Going beyond simplistic headlines, Teaching What You're Not broaches these and many other difficult questions. With contributions from scholars in a variety of disciplines, the book examines the ways in which historical, cultural, and personal identities impact pedagogy and scholarship. Essays cover such topics as the outsider's gaze as it applies to the study of non-white literature; an able-bodied woman's reflections on teaching literature by disabled women; and the challenges of teaching the Western canon at an African American college.

Winner, 2016 Best Authored Book presented by the Society for Research on Adolescence

Diverse case studies on how youth build political power during an era of racial and educational inequality in America

This is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia.

These examples, based on ten years of research by youth development scholar Ben Kirshner, show young people building political power during an era of racial inequality, diminished educational opportunity, and an atrophied public square. The book’s case studies analyze what these experiences mean for young people and why they are good for democracy. What is youth activism and how does it contribute to youth development? How might collective movements of young people expand educational opportunity and participatory democracy? The interdependent relationship between youths’ political engagement, their personal development, and democratic renewal is the central focus of this book. Kirshner argues that youth and societal institutions are strengthened when young people, particularly those most disadvantaged by educational inequity, turn their critical gaze to education systems and participate in efforts to improve them.

Ensemble theater is one of the vibrant, meaningful American performance forms today. It's more than art- it's a social movement.

Ensemble theater is one of the hottest, most engaging American performance forms today. It's more than art- it's a movement. Performing Communities is an inquiry into a genre of theater that arises from and empowers the grassroots. The book profiles established ensemble groups from inner-city Los Angeles, small-town northern California, African-American South, multicultural southern Texas, low-income central Appalachia, economically struggling South Bronx New York, and cross-continental Native America. This compendium of critical writing about the role these theaters play in building community shows how these artist groups are forged by working in and with their communities over time. Ensemble theater is discovered to be neither alternative nor marginalized, but vanguard, a natural evolution of the movement that propelled regional theater "away from the commercial restraints of New York and toward a theater expressive of the rich diversity of American culture." It is theater that is politically and emotionally charged. It can be cathartic, healing, and has a proven ability to effect social change. The book Performing Communities is a project of the Community Arts Network. It has been created from interviews, analytical essays, and play excerpts from the "Grassroots Theater Ensemble Research Project," an inquiry into American ensemble theaters that have been working in communities for 10 to 35 years. Although originating from a scholarly report, the language has been edited for a popular audience and offers an intimate glimpse into each local ensemble community. The book will appeal to followers of contemporary and popular theater, social change activists, community building specialists, and a public curious about cultural development in the United States.

Honorable Mention, Sex & Gender Section Distinguished Book Award, given by the American Sociological Association

The surprising reasons parents are opting out of the public school system and homeschooling their kids

Homeschooling has skyrocketed in popularity in the United States: in 2019, a record-breaking 2.5 million children were being homeschooled. In The Homeschool Choice, Kate Henley Averett provides insight into this fascinating phenomenon, exploring the perspectives of parents who have chosen to homeschool their children.

Drawing on in-depth interviews, Averett examines the reasons why these parents choose to homeschool, from those who disagree with sex education and LGBT content in schools, to others who want to protect their children’s sexual and gender identities. With eye-opening detail, she shows us how homeschooling is a trend being chosen by an increasingly diverse subset of American families, at times in order to empower—or constrain—children’s gender and sexuality.

Ultimately, Averett explores how homeschooling, as a growing practice, has changed the roles that families, schools, and the state play in children’s lives. As teachers, parents, and policymakers debate the future of public education, The Homeschool Choice sheds light on the ongoing struggle over school choice.

Much of the work in the field of African studies still relies on rigid distinctions of ‘tradition’ and ‘modernity’, ‘collaboration’ and ‘resistance’, ‘indigenous’ and ‘foreign’. This book moves well beyond these frameworks to probe the complex entanglements of different intellectual traditions in the South African context, by examining two case studies. The case studies constitute the core around which is woven this intriguing story of the development of black theatre in South Africa in the early years of the century. It also highlights the dialogue between African and African-American intellectuals, and the intellectual formation of the early African elite in relation to colonial authority and how each affected the other in complicated ways.

The first case study centres on Mariannhill Mission in KwaZulu-Natal. Here the evangelical and pedagogical drama pioneered by the Rev Bernard Huss, is considered alongside the work of one of the mission’s most eminent alumni, the poet and scholar, B.W. Vilakazi. The second moves to Johannesburg and gives a detailed insight into the working of the Bantu Dramatic Society and the drama of H.I.E. Dhlomo in relation to the British Drama League and other white liberal cultural activities.

This book addresses urgent current debates on decolonisation by offering reimagined teaching and learning interventions for obtaining greater epistemic justice in the contemporary postcolonial university.

At a time when debates on decolonisation have gained urgency in academic, civic and public spaces, this interdisciplinary collection by authors based at the University of Cape Town, South Africa, serves as a valuable archive documenting and reflecting on a turbulent period in South African higher education. It is an important resource for academics looking to grasp debates on decoloniality both in South Africa, and in university and teaching spaces further afield. Calling for concerted and collaborative work towards greater epistemic justice across diverse disciplines, the book puts forward a new vision of the postcolonial university as one that enables excellent teaching and learning, undertaken in a spirit of critical consciousness and reciprocity.

In South African higher education, the images of dysfunction are everywhere. Student protests. Violence. Police presence. Rubber or real bullets. Class disruptions. Burning tyres. Damaged buildings. Injury and sometimes death. Reports of wholesale corruption. Year after year, often in the same set of universities; the problem of routine instability seems insoluble.

The financial, academic and reputational costs of ongoing dysfunction are high, especially for those universities caught-up in the never-ending struggle to overcome apartheid legacies. Any number of explanations have been ventured, including a lack of resources, shortage of capacity, rural location, corrupt officials, and endemic conflict. Corrupted takes a deeper look at dysfunction in an attempt to unravel the root causes in a sample of South African universities.

At the heart of the problem lies the vexed issue of resources or, more pertinently, the relationship between resources and power: who gets what, and why? Whatever else it aspires to be—commonly, a place of teaching, learning, research and public duty—a university in an impoverished community is also a rich concentration of resources around which corrupt staff, students and those outside of campus all vie for access.

Taking a political economic approach, Jonathan Jansen describes the daily struggle for institutional resources and offers accessible, sensible insights. He argues that the problem won’t be solved through investments in ‘capacity building’ alone because the combination of institutional capacity and institutional integrity contributes to serial instability in universities. Rather, durable solutions would include the depoliticisation of university councils and appointments of academics with integrity and capacity to manage and lead these fragile institutions.

This groundbreaking and long overdue study will offer a promising way forward for universities to better serve their communities and the country more broadly.

Enhancing Campus Capacity for Leadership contributes to the growing tradition of giving voice to grassroots leaders, focusing on the largely untapped potential of faculty and staff on college campuses. In an increasingly corporatized environment, grassroots leadership can provide a balance to the prestige- and revenue-seeking impulses of traditional campus leaders, create changes in the teaching and learning core, build greater equity, improve relationships among campus stakeholders, and enhance the student experience. This book documents the stories of grassroots leaders, including their motivation and background, the tactics and strategies that they use, the obstacles that they overcome, and the ways that they navigate power and join with formal authority. This investigation also highlights the fact that grassroots leaders, particularly in more marginalized groups, can face significant backlash. The authors end with a discussion of the future of leadership on college campuses, examining the possibilities for shared and collaborative forms of guidance and governance.

Using American schools as a reference point, this book provides a comprehensive, comparative description of schooling as a global institution. Each chapter develops a story about a particular global trend: continuing gender differences in achievement, new methods nations employ to govern their schools, the rapidly increasing use of private tutoring, school violence, the development of effective curriculums, and the everyday work of teachers, among other topics.

The authors draw on a four-year investigation conducted in forty-seven countries that examined many aspects of K-12 schooling, such as how schools are run, what teachers teach, and what students learn in mathematics and science. Baker and LeTendre present the results of the study in a non-technical and accessible fashion, outlining the implications of current trends for both education policy discussions and theoretical explorations of the role of education in society. Running throughout the book is a discussion of how world educational trends and the forces behind them will work to change and shape the possible directions education may take in the future.

Only 150 years ago, the majority of the world's population was largely illiterate. Today, not only do most people over fifteen have basic reading and writing skills, but 20 percent of the population attends some form of higher education. What are the effects of such radical, large-scale change? David Baker argues that the education revolution has transformed our world into a schooled society—that is, a society that is actively created and defined by education.

Drawing on neo-institutionalism, The Schooled Society shows how mass education interjects itself and its ideologies into culture at large: from the dynamics of social mobility, to how we measure intelligence, to the values we promote. The proposition that education is a primary rather than a "reactive" institution is then tested by examining the degree to which education has influenced other large-scale social forces, such as the economy, politics, and religion. Rich, groundbreaking, and globally-oriented, The Schooled Society sheds light on how mass education has dramatically altered the face of society and human life.

Tackling Wicked Problems in Complex Ecologies is a call to action, focusing on the role that evaluators can play in addressing social and economic problems. Evaluation extends beyond theories and methods, encompassing a range of proven approaches for addressing ecological complexities that drive inequities around the globe.

Bringing together leading thinkers and problem-solvers, this collection traverses the range of contexts at the frontiers of the field—from inadequate food supply and housing to unemployment and poverty. Editors Rodney Hopson and Fiona Cram demonstrate the effects of an engaged approach to evaluation, in which three considerations take center stage: its relevance, the relationships it engenders, and the responsibilities it requires. This is a handbook for tackling the social and economic problems of the twenty-first century which, though wicked, are amenable to the tools of the trade.

In a political climate that is skeptical of hard-to-measure outcomes, public funding for research universities is under threat. But if we scale back support for these institutions, we also cut off a key source of value creation in our economy and society. Research Universities and the Public Good offers a unique view of how universities work, what their purpose is, and why they are important.

Countering recent arguments that we should "unbundle" or "disrupt" higher education, Jason Owen-Smith argues that research universities are valuable gems that deserve support. While they are complex and costly, their enduring value is threefold: they simultaneously act as sources of new knowledge, anchors for regional and national communities, and hubs that connect disparate parts of society. These distinctive features allow them, more than any other institution, to innovate in response to new problems and opportunities. Presenting numerous case studies that show how research universities play these three roles and why they matter, this book offers a fresh and stirring defense of the research university.

Peter Wood argues against the flawed interpretation of history found in the New York Times’ 1619 Project and asserts that the true origins of American self-government were enshrined in the Mayflower Compact in 1620.

"1620 is a dispassionate, clear reminder that the best in America’s past is still America’s best future." —Amity Shlaes, chair, Calvin Coolidge Presidential Foundation

"Peter Wood’s pushback against the 1619 Project is at once sharp, illuminating, entertaining, and profound." —Stanley Kurtz, senior fellow, Ethics and Public Policy Center

When and where was America founded? Was it in Virginia in 1619, when a pirate ship landed a group of captive Africans at Jamestown? So asserted the New York Times in August 2019 when it announced its 1619 Project. The Times set out to transform history by tracing American institutions, culture, and prosperity to that pirate ship and the exploitation of African Americans that followed. A controversy erupted, with historians pushing back against what they say is a false narrative conjured out of racial grievance.

This book sums up what the critics have said and argues that the proper starting point for the American story is 1620, with the signing of the Mayflower Compact aboard ship before the Pilgrims set foot in the Massachusetts wilderness. A nation as complex as ours, of course, has many starting points, most notably the Declaration of Independence in 1776. But the quintessential ideas of American self-government and ordered liberty grew from the deliberate actions of the Mayflower immigrants in 1620.

Schools across the country have already adopted the Times’ radical revision of history as part of their curricula. The stakes are high. Should children be taught that our nation is a four-hundred-year-old system of racist oppression? Or should they learn that what has always made America exceptional is our pursuit of liberty and justice for all?

Predicaments of Knowledge explores the difficult questions South African universities face after apartheid: Is there a difference between Africanising a university and decolonising a university? What about differences between deracialising and decolonising the curricula taught at universities across disciplines?

Through a range of reflections on race, language, colonial, postcolonial and decolonial knowledge projects from Africa and Latin America, this book explores the pitfalls and possibilities that face a post-apartheid generation inventing the future of knowledge.

The distinctions between Africanisation, decolonisation and deracialisation are often conflated in the political demands put to universities. Suren Pillay emphasises all three as important but distinct imperatives. If an intervention is undertaken with the aim of decolonising the university while actually addressing deracialisation, it can undermine the effort to decolonise. Similarly, if an initiative to Africanise the university does not address decolonisation, both processes can be undermined.

Drawing on more than two and a half decades of the author’s participation in these debates, these essays aim to intervene in and elucidate questions and predicaments, rather than offering blue prints; they are dialogical in spirit even when polemical in tone. In conversation with existing continental African and Latin American experiences, they offer incisive reflections on current South African debates.

Racism by Another Name: Black Students, Overrepresentation, and the Carceral State of Special Education is a thought-provoking and timely book that provides a landscape for understanding and challenging educational (in)opportunities for Black students who are identified for special education. This book provides a historical and contemporary analysis through the eyes of Black children and their families on how they navigate and push against inequitable schooling, ways they are reframing discourse about race, dis/ability, and gender in schools, how educators, administrators, and school counselors contribute to disproportionality in special education, and ways that parents are collectively organizing to dismantle injustices and the carceral state, or criminalization, of special education.

Each chapter provides a ground level view of what Black students with dis/abilities experience in the classroom, and examines how the intersection of race, dis/abilty, and gender subject Black students to dehumanizing experiences in school. This book includes qualitative and quantitative approaches to exploring the material realities of Black students who are isolated, whether in separate or general education classrooms. Drawing from Critical Race Theory, DisCrit, Critical Race Feminism, and other race-centered frameworks this book challenges dominant norms of schools that reinforce inequality and racial segregation in special education.

At the end of each chapter the authors present practitioner-based notes and resources for readers to expand their knowledge of how Black students, their family, and guardians advocate for themselves and their own children. This book will leave educational advocates for Black children with a clearer understanding of the obstacles and successes that they encounter when striving for a just and equitable education. Furthermore, the book challenges readers to be active agents of change in their own schools and communities.

This volume explores education in the Deep South, with a focus on LGBTQ students and educators, and on queer theoretical perspectives in education. The topics in this volume include teaching LGBTQ issues and queer studies in the Deep South, educational policy and practice in the Deep South as related to queer issues, and efforts to introduce queer literature to libraries and queer collections to archives. Authors in this volume examine what realities exist in education in the U.S. South currently, and what possibilities might be imagined in the future.

Michigan’s education system has been transformed by the rapid growth of charter schools and school choice since 1993. A New Type of Public School: Primary Source Interviews and Essays on Michigan Charter Schools traces the state’s journey from restrictive policies to a dynamic, often controversial marketplace for public education.

Drawing on original documents and the voices of policymakers, the chapters in this book reveal how political leaders and advocacy networks have reshaped governance, accountability, and equity. Michigan’s story offers vital insights into the national debate on charter schools and the future of public education.

A New Type of Public School demystifies the policymaking process and provides a vital lens on the complexities of educational reform. It is essential reading for educators, policymakers, and anyone invested in the future of public schooling.

People around the world face grave crises of wars, climate change, genocides, rising sea levels, human rights violations, and inequitable distribution of natural resources. These problems are transcontinental, interconnected, and create immense human suffering, which require collective efforts toward just and sustainable global solutions. The United Nations resolved to address these concerns in adopting the Sustainable Development Goals in 2015. These goals form a “plan of action for people, planet, and prosperity,” which “seeks to strengthen universal peace in greater freedom” (United Nations, 2015, para. 1). The social sciences are uniquely positioned to address the Sustainable Development Goals (SDGs) by offering content and tools to pursue just and sustainable societies. The knowledge, skills, and values of social science education can empower global citizens to seek truth, to deliberate on the current problems, and to shape a just and equitable future for people and for our planet. In this volume, authors from around the world a) propose critical philosophical questions, b) describe current education problems, and c) explore educational possibilities for a just and sustainable world.

Social studies teachers cannot avoid teaching about war. They must consider how they can teach about war and related topics meaningfully instead of relegating wars to a body of facts, such as dates, places, names, or casualties. Teaching about war helps students comprehend (de)colonization, cultivates their critical thinking skills, and facilitates student understanding of conflict and peace.

In Teaching about War in International Contexts, the contributors adopt the literal meaning of war—a state of armed conflict between nations, states, or groups within a country or state. While there are books out there focusing on how to teach a specific war, such as the Vietnam War or the Korean War, no books highlight the pedagogical practices of teaching global wars. Thus, Teaching about War in International Contexts fills the gap in the existing literature.

This edited book is an invaluable pedagogical resource highlighting the teaching of war in an international context in secondary (grades 6–12 or equivalent) social studies classrooms worldwide. Featuring the voices of classroom teachers, graduate students who used to be classroom teachers, and teacher educators, this book provides readers with classroom-tested practices for teaching about war. Readers will find examples of lesson planning, teaching strategies, teachers’ reflections, and further teaching resources on specific wars. This edited volume is an invaluable resource for secondary social studies classroom teachers, graduate and undergraduate social studies education students, and social studies curriculum and instruction experts.

In an ever-evolving health and fitness landscape, educators need tools that bridge theory with practice. A Reference Guide for Teaching Kinesiology through Problem-Based Learning: Case Studies and Insights is designed to transform how students engage with the study of human movement. This innovative resource offers a multidisciplinary approach to teaching Kinesiology, integrating foundational, applied, and sociocultural sciences through the lens of Problem-Based Learning (PBL).

Structured to support undergraduate teaching while remaining adaptable for graduate-level instruction, this book provides educators with ready-to-use activities and strategies that foster critical thinking, collaboration, and real-world problem-solving. Each chapter, authored by experts in the field, showcases successful PBL implementation across diverse sub-disciplines—from biomechanics and exercise physiology to sport sociology and ethics.

Whether designing inclusive fitness programs, analyzing movement mechanics, or navigating ethical dilemmas in sport management, students are challenged to synthesize knowledge across domains. PBL not only enhances academic outcomes but equips future practitioners with the confidence and competence to thrive in interdisciplinary teams and dynamic professional environments.

This book is more than a teaching guide—it’s a catalyst for educational innovation. With practical tools, expert insights, and a glossary for technical clarity, Problem-Based Learning in Kinesiology empowers instructors to create engaging, experiential learning environments that prepare students for the complexities of modern Kinesiology practice.

“Possibility and Statistics” (P.S.) is a rigorously ethical, mixed-method way of knowing that centers lived experience, assets, and human agency; treats oral narratives as primary data; and designs measures, tools, and dissemination practices to cultivate flourishing rather than manage risk. Ivory A. Toldson’s Possibility and Statistics is more than a book about statistical methods; it is a profound and necessary intervention into the soul of education and social science. It is a methodological treatise and a deeply personal work of literary scholarship that redefines the purpose of data in a world saturated with it. By developing a new statistical language, Toldson demonstrates that the principles of possibility—care, context, and potential—can be as analytically rigorous as the principles of probability.

Possibility and Statistics introduces a new analytical toolkit; formula-driven methods designed to quantify hope. Metrics like the Overcoming Adversity Index (OAI), which measures success relative to context; the Potential Realization Quotient (PRQ), which quantifies achievement beyond statistical expectations; and the Resource Parity Index (RPI), which measures inequities in resources, give practitioners tangible tools.

Toldson crafts a powerful argument that the tools of statistics, so often used to document despair and predict failure, must be re-engineered to architect hope and cultivate human potential. The result is a work that is at once a rigorous academic text and a moral call to arms for researchers, educators, policymakers, and anyone who wields data that touches human lives.

Sag̱aytg̱awdi (a Sm’algyax word meaning “gathering together”) helps educators support equity and well-being in their classroom through practical strategies that ground assessment practices in Indigenous knowledges. Accomplished authors and educators Jo Chrona (Wayi Wah! Indigenous Pedagogies) and Brooke Moore (Sorting it Out) provide educators with a conceptual framework to evolve their assessment practices and make more informed, student-responsive decisions.

Sag̱aytg̱awdi is designed to be a practical, engaging resource for teachers of all grade levels. It includes:

• opportunities for reflection
• personal and professional narratives
• guiding principles
• actionable strategies
• teacher examples
• recommendations for additional resources

With this resource, educators will be inspired to use assessment to create more inclusive, supportive environments where all students can achieve and thrive, respecting and celebrating their unique identities and cultures.

Curriculum Windows: What Curriculum Theorists of the 2010s Can Teach Us About Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 2010s in contemporary terms.

The authors explore how key books/authors from the curriculum field of the 2010s illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in curriculum texts of the 2010s still resonate with us, allow us to see backward in time and forward as well – perhaps all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? Or even create the possibilities for a bold, just, robust future for all, supported by outstanding educational access and experiences for all?

The chapter authors, all doctoral students at Miami University in the Department of Educational Leadership in Oxford, Ohio, interpret several of the most important books in the curriculum field of the 2010s. The book’s Foreword is by renowned curriculum theorist and friend of the Curriculum Windows series, William H. Schubert.

As the volume and complexity of mental health needs of school-aged children has grown, the capacity of schools to meet those needs has been challenging at best. School closures and social isolation during the height of the COVID-19 pandemic exacerbated disconcerting trends regarding levels of anxiety, depression, and suicidality in children and adolescents. As resources continue to be strained for many schools, innovative approaches to addressing school mental health are necessary.

Promising Practices for Engaging Families and Communities around Mental Health in Schools is part of the Family School Community Partnership Issues series. This volume explores promising practices for engaging families and communities around mental health in schools. Through compelling case studies, it highlights collaborations that creatively engage systems of care to help schools respond to mental health concerns.

This book also introduces new paradigms for whole child support within the school-family-community context. It offers thoughtful analysis of the ethical, policy, and practical tensions that arise when addressing mental health in partnership with families and communities. Promising Practices for Engaging Families and Communities around Mental Health in Schools is an essential resource for educators, mental health professionals, and policymakers seeking inclusive, collaborative solutions to today’s school mental health challenges.

Academic Talk for Higher Education brings together several current debates around oracy, dialogic teaching, and the role that academic talk can play in both widening access to higher education and creating more equitable learning opportunities.

Exploring the notion that a focus on purposefully using academic discourse in university classroom settings can support students to better engage, argue, and connect with their learning, peers, and educators, Academic Talk for Higher Education examines the relationship between academic discourse, equity, and student preparation for higher education and provides a theoretical and empirical account of enabling education, policy drivers, and widening participation cohorts. Working with extensive prior research conducted by the authors focused on ‘alternative pathway’ teaching contexts—Enabling Education in Australia and Foundation Programmes in the UK, chapters draw on teachers’ and students’ perspectives and experiences of academic preparedness to conceptualise the need for more explicit pedagogic focus on academic talk.

Concluding with an agenda for both policy and practice to value academic talk as a vehicle for equity, the authors offer recommendations for how to explicitly embed academic talk into the higher education curriculum, particularly in preparatory and foundation courses. This is significant at a time of great turbulence in the higher education sectors in both the UK and Australia, and when activities to support widening participation, retention and progression of all university students are needed more than ever.

Higher Education and SDG12 focuses on how higher education institutions worldwide are furthering Sustainable Development Goal 12 ‘Responsible Consumption and Production’ through the integration of knowledge and practice toward sustainability in their campuses, curriculum, collaborations, and cultures.

Offering an international view, the chapters present research findings, recommendations, and practical insights from countries in the Global South and North addressing challenges relating to campus operations, changes in the curriculum, collaborations with industry and communities, and cultural change. Real world examples of innovative approaches globally are offered in teaching and learning, community involvement, partnerships with industry, activism and the empowerment of students, with academics and communities leading change on the SDG12 agenda. A dedicated resource for fostering sustainable development in higher education, the book offers a structured approach to identifying and developing sustainability practices. Showcasing a wide array of responsible consumption and production solutions, this insightful text equips educators, administrators, and policymakers with the necessary resources to drive meaningful change.

Higher Education and the Sustainable Development Goals is a series of 17 books that address each of the SDGs through the lens of higher education. Adopting a solutions-based approach, each book focuses on how higher education is advancing delivery of Agenda 2030. The series is edited by Wendy Purcell, Professor with Rutgers University and Academic Research Scholar with Harvard University; Emeritus Professor and University President Emerita.

Discourse Analysis in Practice: Perspectives and Lessons Learned is a comprehensive and multifaceted exploration of discourse analysis methodologies and their applications across a range of contemporary issues and contexts. By compiling contributions from diverse scholars, this book aims to highlight the versatility and depth of discourse analysis, showcasing its potential to uncover hidden power dynamics, societal structures, and cultural implications within various discourses. The book extends current knowledge in the field, offering new insights and critical perspectives that address previously unrecognized or infrequently considered topics. It serves as both a reference volume and a practical guide for academics, researchers, and practitioners, enhancing their understanding and application of discourse analysis in their respective domains.

The primary audience for this book is educators and researchers who are interested in implementing discourse analysis in their research and/or practice in K-16 contexts. Readers can utilize this book as a reference guide to gain insights into various discourse analysis methodologies and their applications. It serves as an advanced guide for conducting research and analyzing different types of discourse in educational, social, and political contexts.

In an era where advanced education is gaining unprecedented attention from educators, policymakers, and families, the landscape of learning is evolving rapidly. Over the past 15 years, significant strides have been made in theory, research, and practice, transforming classrooms around the globe. This progress not only enhances the quality of advanced education but also increases the number of students excelling at higher levels.

As the spotlight on advanced students intensifies, there is a growing call for innovative and comprehensive approaches to talent development. The Future of Advanced Education and Talent Development brings together insightful essays from leading scholars and practitioners worldwide, offering a deep dive into current practices and envisioning future directions for advanced learning.

This compelling collection covers traditional topics such as identification, acceleration, and social and emotional development. It also explores the expansive nature of the field, addressing after-school and summer programs, technology integration, and career and technical education, among other critical areas. Each essay presents thought-provoking ideas and actionable recommendations, sparking meaningful discussions about the future of advanced education. Whether you are an educator or policymaker, this book provides a comprehensive overview of the latest advancements and future possibilities in advanced education and talent development.

The current turbulent global political climate has led to unprecedented numbers of economic migrants and refugees seeking asylum, many of whom are school-aged children in need of linguistic, cultural, and emotional support. The title of this volume, Redirecting the Flow of Knowledge Across Languages and Cultures, reflects an intentional effort to challenge Western hegemonic traditions and promote an inclusive, pluralistic vision of language, culture, and identity—one that foregrounds the transformative potential of multilingualism and intercultural awareness.

This collection reimagines literacy learning through diverse cultural frameworks and linguistic systems, offering alternative pathways for education that are responsive to global realities. The contributing chapters showcase innovative autobiographical methodologies and research designs grounded in culturally sustaining pedagogies. The contributors—experienced educators and scholars with rich linguistic and cultural backgrounds—offer insights of particular relevance to teacher education programs across varied educational contexts.

Redirecting the Flow of Knowledge Across Languages and Cultures affirms the foundational premise that students from linguistically and culturally diverse backgrounds bring invaluable knowledge to the classroom and to the teaching and learning process. The volume interrogates and illuminates critical themes such as language awareness, cultural competence, and the implementation of pedagogical practices that sustain diverse identities. Collectively, the scholars in this volume share a commitment to advancing methodological approaches that recognize identity as a central component of learning—an aspect too often overlooked in contemporary classrooms. The book ultimately advocates for culturally sustaining pedagogies, critical language awareness, and educational practices rooted in social justice.

Recruitment and retention problems existed within the teaching sector before the COVID-19 pandemic, with an increasing number of teachers deciding to leave the profession for either early retirement, careers in other sectors, or for teaching jobs in other countries. However, the pandemic, and the period subsequent to it, have amplified the problems of a sector in crisis.

Aimee Quickfall and Phil Wood offer insights into a profession overburdened by central diktat and performance management, and a system which is inefficient, overbearing and in many cases responsible for poor mental health and unsustainable pressures. Through a consideration of teachers’ experiences both during and after the pandemic they outline a policy direction concerning the work of teachers and leaders which is necessary to reorientate the education system in England to one which encourages individuals to become teachers, and which sustains them in a supportive professional environment once they are there.

Transforming Teacher Work reflects on lessons learned during the COVID-19 pandemic to consider how we might renew and revitalise a failing system.

The area of trauma-informed positive education (TIPE) is a recently emerging field in educational studies. Schools serving communities contending with educational inequity have many students identified as trauma-affected, with significant unmet learning and social emotional needs.

This groundbreaking study and first book in the Emerald Studies in Trauma-Informed Education series is the first longitudinal research in trauma informed positive education, and the first research to link the professional learning and ongoing implementation of TIPE pedagogical practices to changed student perceptions of school and collective teacher efficacy over a four-year period.

Providing examples of how schools implement TIPE and using case studies from two schools that were experiencing difficulty with their delivery of learning and wellbeing outcomes for students, the authors explore how implementing TIPE pedagogical practices can bring about school change. There is a focus on student wellbeing, collective teacher efficacy and assisting students to be ready to learn. The case studies that are explored will be of interest to school practitioners and system leaders working with students who are are not yet ready to learn and disengaged from school.

In an ever-evolving educational landscape, traditional methods face unprecedented challenges. The Impact of ChatGPT on Higher Education takes you on a trailblazing journey into ChatGPT's transformative potential and the ethical considerations in higher education.

Authored by experts at the forefront of educational transformation and technology's impact on learning, this book offers invaluable insights for educators, leaders, policymakers, and AI enthusiasts. Dive deep with the authors as they navigate from theory to practice, unravelling power dynamics, social structures, and ChatGPT's profound influence. Real-world examples and a captivating case study from MEF University provide tangible evidence of ChatGPT's impact on education. Explore how ChatGPT raises critical questions about course planning, assessments, teaching, and AI's role in education. The authors illuminate issues related to academic honesty, ethics, bias, misinformation, cost, equity, and data privacy.

As AI technologies continue to evolve and impact education, The Impact of ChatGPT on Higher Education provides valuable guidance and insights for educators and researchers seeking to harness the power of ChatGPT in their work.

Widening access to university has become a major component of education policy in the past few decades, particularly in the UK and Europe. The aim is to make a university education more accessible for people from traditionally under-represented backgrounds and to ensure student bodies reflect the diversity of wider society. This key volume presents, for the first time, a critical analysis of the 'business of widening participation’ in a marketised context, featuring contributions from some of the major academic and practitioner researchers in the field. Encompassing how WP policy (as a subset of HE policy) is made, enacted and implemented at various stages, also presented are multiple professional and cultural perspectives on how WP is experienced and understood by those enacting policy.

Chapter authors explore how the two aspects of the ‘business of widening participation’ work together to shape how WP is understood and done, as well as the possibilities for doing otherwise by employing a dual usage of the term 'business' in relation to WP. The first, figurative, usage explores the ways in which WP has been drawn into institutional positionality as HE providers differentiate themselves in the market; the second, literal, usage explores the ways in which WP policy is actuated by HE providers (including 'alternative' providers and FE colleges), state actors and third sector and private organisations increasingly engaged in the delivery of WP interventions and as policy stakeholders in this field. Offering both a comprehensive policy history of widening participation in UK higher education and exploration of how that policy has translated into institutional practices in different contexts, this timely work offers new analysis to academics familiar with the field whilst also offering sufficient background to practitioners who may be less familiar with the historical context and academic debates around WP.

This collection of chapters from established thinkers and emerging scholars provides a series of unique insights into collaboration between schools and the means by which the policy context influences such activity. Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail ‘on the ground’. The result is a nuanced and original analysis that explores why and how collaborative activity between schools is intrinsically linked to broader policy contexts.

School collaboration and networking is a rapidly growing area of interest. This book will appeal to the increasing number of emerging scholars and established experts with an interest in this area and other related sub-fields including school effectiveness and improvement, critical policy studies and educational leadership and management. It will also be of interest to policymakers seeking to capitalise on the potential of collaboration between schools and to educational professionals seeking improvement through partnership and dialogue.

In an era of unprecedented challenges for educational leadership, Problems of Practice: Case Studies of the Superintendency emerges as an indispensable guide for navigating the complex realities of school administration. This vital volume delves into the multifaceted issues superintendents confront daily, from critical topics like school finance and personnel management to conflict resolution and intricate superintendent-board relations, all identified as paramount by the AASA Decennial Study (2020). Beyond these core areas, the book expands its scope to pressing post-pandemic problems of practice that define the contemporary educational landscape.

Through a collection of insightful, real-world case studies, each chapter offers a detailed examination of specific challenges faced by superintendents, alongside the practical policies, processes, and procedures employed to address them. Readers will gain profound understanding from the lived experiences of leaders who have successfully navigated complex district problems, fiscal crises, and diverse stakeholder relationships. Whether you are an aspiring superintendent seeking to build a robust foundation, a current leader refining your approach, or an academic researcher exploring the nuances of educational leadership, this book provides invaluable lessons, actionable recommendations, and crucial reflective opportunities.

Authored by experienced practitioners and scholars, Problems of Practice bridges theory and practice, offering a holistic view that empowers leaders to foster deeper understanding, make informed decisions, and drive proactive change within their educational communities. Prepare to engage with compelling narratives that will equip you with the knowledge and strategies essential for an effective and impactful superintendency.

The First Sourcebook on Nordic Research in Mathematics Education: Norway, Sweden, Iceland, Denmark and contributions from Finland provides the first comprehensive and unified treatment of historical and contemporary research trends in mathematics education in the Nordic world.

The book is organized in sections co-ordinated by active researchers in mathematics education in Norway, Sweden, Iceland, Denmark, and Finland. The purpose of this sourcebook is to synthesize and survey the established body of research in these countries with findings that have influenced ongoing research agendas, informed practice, framed curricula and policy. The sections for each country also include historical articles in addition to exemplary examples of recently conducted research oriented towards the future. The book will serve as a standard reference for mathematics education researchers, policy makers, practitioners and students both in and outside the Nordic countries.

Drop-out, Push-out, or Walk-out?: (Re)imagining Education for Young Mothers and Pregnant Adolescents delves into the pressing issues of social justice and equity for pregnant learners and school-aged mothers within international contexts. Based on an award-winning dissertation, this book centers on the experiences of pregnant learners and student mothers in southern Malawi, situating in-school pregnancy as a global phenomenon affecting both the 'Global North' and the 'Global South.' Despite re-admission and continuation policies, many young mothers still drop out of primary and secondary schools after pregnancy. Existing research confirms that school climates are often hostile and intolerant towards pregnant learners and student mothers. This book challenges the assumption that these young women are simply dropping out, arguing instead that they are being pushed out by structural forces within schools and society.

To address the existential threats to schooling post-pregnancy and reimagine inclusive, continuation-oriented education for pregnant learners and student mothers, this book amplifies the voices of mothering and pregnant adolescents. Employing a novel methodological approach rooted in Ubuntu, the book challenges conventional paradigms about who belongs in schooling spaces and what education looks like for pregnant and mothering students. It also provides insights into the socio-economic, historical, cultural, and political contexts for schooling and pregnancy, as well as its global implications for women’s and girls’ education.

Key arguments include

• Systemic "push-out": The departure of pregnant and mothering students is both institutionally influenced and a personal decision due to structural inequalities
• Inside-outside schooling supports: Support for schooling post-pregnancy goes beyond the curriculum, drawing connections between home-based and school-based support systems
• Southern-based indigenous knowledges: The book centers on young women's stories, showcasing non-normative ways of navigating schooling post-pregnancy by offering the “Critical Afro-Feminist Education” (CAFE) framework as a unique form of theorizing through African indigenous perspectives
• Continuation-oriented alternative education: Challenging normative approaches to education and utilizing communal structures for alternative education options, such as night schools, to create transformative spaces
• Reconstructing studenthood and belongingness: Redefining what it means to be a student and challenging deficit constructions of student motherhood.

Drop-out, Push-out, or Walk-out?: (Re)imagining Education for Young Mothers and Pregnant Adolescents is a significant contribution to the field of comparative and international education, offering new knowledge and practical recommendations for researchers, educators, policymakers, and advocates supporting pregnant and mothering students.

International students have long been seen as cash cows by Canadian universities, a revenue stream of high tuition fees for the same education received by lower-paying domestic students. While in the past their inclusion has been lauded as “recruiting global talent” to Canada, more recently these students have been blamed for social issues from housing shortages to spreading disease — both reductive framings that instrumentalize student migrants for political purposes. Meanwhile, student migrants are often surprised to face isolation, poverty and racism, and disappointed by lacklustre university services meant to help them navigate life in Canada.

This book places the international student within the larger context of edugration, or student migration, to examine the everyday vulnerabilities arising from this immigration status. It gathers insights about racialization from over 120 nationwide interviews with student migrants from Asia, revealing how student migrants cope with prejudice, create networks and manage their own integration. Collectively written by postsecondary educators, researchers and students, including student migrants themselves, this book features evidence-based, critical and antiracist recommendations toward holistically supporting student migrants from Asia to Canada.

Beyond the Spectrum: Navigating the Mental Health Landscape of LGBTQ+ Youths delves into the multifaceted experiences of LGBTQ+ youths, unraveling the intricate interplay between mental health and identity within this diverse community. As societal attitudes shift, and acceptance grows, this book provides a comprehensive and empathetic exploration of the unique mental health challenges faced by LGBTQ+ youths.

This book encompasses an in-depth examination of the intersectionality within the LGBTQ+ spectrum, acknowledging that mental health struggles are shaped by various factors, including sexual orientation, gender identity, race, and socioeconomic status. Through personal narratives, scholarly insights, and mental health professionals' perspectives, the book aims to shed light on the diverse stories and struggles faced by LGBTQ+ youths, recognizing both resilience and vulnerability.

Beyond the Spectrum also seeks to contribute to the ongoing dialogue around LGBTQ+ mental health, fostering understanding, compassion, and actionable insights for mental health professionals, educators, parents, and the LGBTQ+ community at large. By navigating the complex and often overlooked mental health landscape of LGBTQ+ youths, this book aims to empower individuals, challenge stereotypes, and advocate for a more inclusive and affirming mental health paradigm.

Storied Advice for Aspiring Latinas in Educational Leadership is a powerful anthology of lived wisdom, resilience, and cultural pride. Co-edited by Latina practitioners and researchers in K–12 and higher education, this collection offers deeply personal and transformative guidance for the next generation of Latina leaders.

Each chapter is a heartfelt consejo—a culturally rooted piece of advice—passed down with love, intention, and the hope of lighting the path for others. In Latino/a culture, consejos are more than words; they are teaching tools, vessels of shared knowledge, and acts of resistance against erasure. Through these stories, readers gain insight into the non-traditional and often challenging journeys of Latina educators who have carved out space in leadership despite systemic barriers.

This book speaks directly to every Latina who has ever been told, “Calladita te miras más bonita”—you look prettier when you're quiet. The authors respond in one unified voice, rejecting silence and embracing the power of truth-telling. Their experiences confront the realities of the glass ceiling, cultural stereotypes, and the lack of representation in leadership roles, while offering hope, strategy, and solidarity.

Whether you're an aspiring educator, a seasoned leader, or someone seeking to understand the Latina experience in education, this book is a call to action, a celebration of identity, and a roadmap for change.

The BERA Guide to Environmental and Sustainability Education aims to engage and inspire educators and education researchers to (re)engage with environmental and sustainability education and reflect on the intersections between their own areas of expertise and practice. This BERA Guide has been developed through the collaboration of eleven authors, working together to bring varied experiences, ideas and approaches to explore a diverse and vibrant field of environmental and sustainability education and research. Each chapter offers insight into a broad range of theories and methodological approaches which pay particular attention to themes of justice and futures in environmental and sustainability education research and practice.

These chapters draw on research from across a range of geographical and educational contexts and through reflective questions, provide opportunities for readers to consider these ideas individually and/or collaboratively, as part of varied communities of practice. In these ways, The BERA Guide to Environmental and Sustainability Education aims to support and foster the development of environmental and sustainability education which is orientated towards action, to achieve a just future for all.

Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.

Leadership Learning as a Way to Thrive explores the dynamic connection between personal thriving and leadership learning. This timely and thought-provoking book invites students to reimagine leadership learning as a catalyst for well-being.

Rooted in the idea that thriving means evolving energetically, the book integrates key leadership theories with well-being science and positive psychology to support both leader and follower growth. Drawing on the work of scholars, the authors highlight essential elements of thriving, such as environmental mastery, adaptive leadership, growth mindset, emotional intelligence, meaning and purpose, relationships, accomplishments, innovation, engagement, resilience, and self-efficacy.

Through a blend of research, reflection, and practical insight, this book offers a compelling framework for how leadership learning can foster holistic development. It also serves as a call to action for professionals seeking to create environments where students don’t just succeed - they thrive.

Whether you're on your own leadership learning journey, designing leadership programs for peers, mentoring students, or shaping institutional strategy, Leadership Learning as a Way to Thrive will inspire you to spark new conversations, ignite fresh ideas, and champion well-being through leadership education.

Walk With Me: Lessons in Transcendent Leadership is a powerful exploration of leadership beyond position and performance—offering a visionary model rooted in spiritual intelligence, ethical courage, and communal elevation. Authored by Dr. Hakim J. Lucas, a transcendent higher education leader, this book reimagines what it means to lead in institutions facing complexity, constraint, and change—especially in the context of Historically Black Colleges and Universities (HBCUs), faith-based organizations, and social-impact institutions.

Transcendent leadership, as defined in this work, is not hierarchical but relational. It is not driven by ego or authority, but by authenticity, resilience, and divine purpose. Through deeply reflective storytelling, institutional case studies, and African fables, Dr. Lucas offers a leadership framework that values transparency over perfection, process over position, and people over politics.

More than a personal memoir or leadership manual, Walk With Me is an invitation: for presidents, provosts, pastors, and changemakers to lead with soul, serve with integrity, and walk with those they lead—not ahead or above, but beside. In a time when higher education, especially at mission-driven institutions, requires bold vision and prophetic imagination, this book is a guide for becoming the kind of leader who not only transforms—but transcends. This is not just leadership. This is a walk of purpose.

Mathematics Outreach: Examples and Impact From Across the Globe focuses on mathematics outreach, which involves people sharing their passion for and knowledge of mathematics with the goal of broadening access to and engagement in mathematics learning experiences.  

Chapters contain rich descriptions and examples of mathematics outreach, together with reports of impact and effectiveness. Examples come from Ireland, the Philippines, Singapore, South Korea, and the United States. Authors describe outreach that engages people in a variety of mathematical experiences such as math circles, museum activities, mathematics festivals, problem-based puzzle environments, and math walks in the community.

All chapter authors report on parameters of their mathematics outreach, including duration of activities, funding, facilitating the activities, and sustaining the outreach over time. Authors of two chapters describe surveys of the literature about mathematics outreach. We expect Mathematics Outreach may be of value to readers interested in developing and considering the impact of mathematics outreach in their own contexts. 

Nonviolence as Educational Praxis, offers an international perspective on integrating nonviolence into educational practices. Featuring contributions from scholars in the USA, Canada, South Africa, Brazil, England, Estonia, and beyond, this volume emphasizes the urgency of practicing nonviolence in the international educational landscape.

It centers nonviolence in the educational field within and beyond schools in terms of nonviolent communication, autobiography, storytelling, psychoanalytical implications, relational dynamics and ecological perspectives, and much more. This book illustrates how educators can create spaces that encourage empathy, interconnection, and growth.

Nonviolence as Educational Praxis serves as an important resource for educators and practitioners dedicated to enacting meaningful change in their classrooms and communities, reinforcing the urgent need for a worldwide commitment to nonviolence in education in today’s chaotic and violent world.

In contemporary educational discourse, the language of holism and whole person learning has become increasingly prevalent. Yet the deeper philosophical and pedagogical foundations of holistic teaching and learning are often overlooked. Holistic Education Part 1: Enduring Principles and Practices returns to these origins, engaging with the theoretical and practical dimensions that have shaped the field.

Building upon Carol Flake’s seminal 1993 collection, Holistic Education: Principles, Perspectives, and Practices, revisits the original vision of holistic education as articulated by its early advocates, educators committed to integrating intellectual, emotional, physical, and spiritual dimensions of human development. Contributors examine the evolution of holistic principles in relation to spirituality, embodied and earth-based learning, ecological awareness, and global citizenship.

By situating holistic education within enduring philosophical traditions and emerging global challenges, this volume affirms the continued relevance of holistic approaches for education and the professions. It invites scholars, practitioners, and policymakers to consider education not merely as a means of instruction, but as a transformative process aimed at cultivating wholeness in persons, communities, and the wider world.