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An easy-to-use field guide for teaching on climate injustice and building resilience in your students—and yourself—in an age of crisis.

As feelings of eco-grief and climate anxiety grow, educators are grappling with how to help students learn about the violent systems causing climate change while simultaneously navigating the emotions this knowledge elicits. This book provides resources for developing emotional and existential tenacity in college classrooms so that students can stay engaged.

Featuring insights from scholars, educators, activists, artists, game designers, and others who are integrating emotional wisdom into climate justice education, this user-friendly guide offers a robust menu of interdisciplinary, plug-and-play teaching strategies, lesson plans, and activities to support student transformation and build resilience. The book also includes reflections from students who have taken classes that incorporate their emotions in the curricula. Galvanizing and practical, The Existential Toolkit for Climate Justice Educators will equip both educators and their students with tools for advancing climate justice.

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.

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

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

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

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

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.

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

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

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

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.