• Wilton S. Wright, "Rewriting Resistance to Social Justice Pedagogies" (Lexington Books, 2024)
    Jan 30 2025
    Resistance to feminist, queer, and antiracist pedagogies can take many forms in the composition class: silence during class discussion; tepid, bland writing that fails to engage with course content; refusal to engage with feminist and queer ideas; open and direct challenges to professors’ authority. According to Wilton Wright, Rewriting Resistance to Social Justice Pedagogies (Lexington Books, 2024) argues that composition studies has not adequately addressed the complex and deeply local contexts and causes of resistance. Therefore, the author argues that resistance research must first understand the origins and purpose for a student’s resistance, interrogating the language used to name and describe students who resist. Composition instructors must then give students the tools to uncover and investigate their reasons for resistance themselves, challenging students to continually interrogate their resistances. This book utilizes feminist composition pedagogies, masculinity studies, and queer pedagogies to engage student resistance in the writing classroom. Michael O. Johnston, Ph.D. is a Assistant Professor of Sociology at William Penn University. He is the author of The Social Construction of a Cultural Spectacle: Floatzilla (Lexington Books, 2023) and Community Media Representations of Place and Identity at Tug Fest: Reconstructing the Mississippi River (Lexington Books, 2022). His general area of study is at the intersection of space, behavior, and identity. He is currently conducting research about the negotiation that humans make between oneself, identification of place, and the attachment/s they have to those places. To learn more about Michael O. Johnston you can go to his personal website, Google Scholar, Bluesky (@professorjohnst.bsky.social),Twitter (@ProfessorJohnst), or by email at johnstonmo@wmpenn.edu Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    50 mins
  • Derek W. Black, "Dangerous Learning: The South's Long War on Black Literacy" (Yale UP, 2025)
    Jan 30 2025
    Few have ever valued literacy as much as the enslaved Black people of the American South. For them, it was more than a means to a better life; it was a gateway to freedom and, in some instances, a tool for inspiring revolt. And few governments tried harder to suppress literacy than did those in the South. Everyone understood that knowledge was power: power to keep a person enslaved in mind and body, power to resist oppression. In the decades before the Civil War, Southern governments drove Black literacy underground, but it was too precious to be entirely stamped out. Dangerous Learning: The South's Long War on Black Literacy (Yale UP, 2025) describes the violent lengths to which southern leaders went to repress Black literacy and the extraordinary courage it took Black people to resist. Derek W. Black shows how, from the beginning of the nineteenth century to the end of Reconstruction, literacy evolved from a subversive gateway to freedom to a public program to extend citizenship and build democratic institutions—and how, once Reconstruction was abandoned, opposition to educating Black children depressed education throughout the South for Black and white students alike. He also reveals the deep imprint those events had on education and how this legacy is resurfacing today. Omari Averette-Phillips is a PhD student in the History department at UC Davis. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    42 mins
  • Taylor N. Carlson, "Through the Grapevine: Socially Transmitted Information and Distorted Democracy" (U Chicago Press, 2024)
    Jan 26 2025
    Accurate information is at the heart of democratic functioning. For decades, researchers interested in how information is disseminated have focused on mass media, but the reality is that many Americans today do not learn about politics from direct engagement with the news. Rather, about one-third of Americans learn chiefly from information shared by their peers in conversation or on social media. How does this socially transmitted information differ from that communicated by traditional media? What are the consequences for political attitudes and behavior? Drawing on evidence from experiments, surveys, and social media, in Through the Grapevine: Socially Transmitted Information and Distorted Democracy (University of Chicago Press, 2024) Dr. Taylor N. Carlson finds that, as information flows first from the media then person to person, it becomes sparse, more biased, less accurate, and more mobilizing. The result is what Carlson calls distorted democracy. Although socially transmitted information does not necessarily render democracy dysfunctional, Through the Grapevine shows how it contributes to a public that is at once underinformed, polarized, and engaged. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    53 mins
  • Naomi Hodgson and Stefan Ramaekers, "Philosophical Presentations of Raising Children: The Grammar of Upbringing" (Palgrave Macmillan, 2019)
    Jan 25 2025
    Philosophical Presentations of Raising Children: The Grammar of Upbringing (Palgrave Macmillan, 2019) uses contemporary film to articulate a philosophical account of raising children. It forms part of a revaluation of the parent as a pedagogical figure, which stands in contrast to the instrumental accounts dominant in contemporary ‘parenting’ culture. Hodgson and Ramaekers use film to offer an affirmative account of the experience of raising children, as a presentation of those inevitable aspects and experiences that upbringing is: the initiation into language and the world; the representative nature of the parent; and the maintaining of mundane practices that constitute our shared culture and community. The films which are discussed are taken as grammatical investigations and enable the authors to develop an account of the use of film in education and as educational philosophy, and to respond to each film’s invitation to articulate the existential dimensions of raising children. Philosophical Presentations of Raising Children will be of interest to students and scholars across a range of disciplines, including education, sociology, philosophy, critical parenting studies and film studies - and, perhaps, parents. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    1 hr and 1 min
  • April-Louise Pennant, "Babygirl, You've Got This!: Experiences of Black Girls and Women in the English Education System" (Bloomsbury, 2024)
    Jan 21 2025
    How do Black women experience education in Britain? Within British educational research about Black students, gender distinctions have been largely absent, male-dominated or American-centric. Due to the lack of attention paid to Black female students, relatively little is known about how they understand and engage with the education system, or the influences which shape their long-term strategies and decision-making in order to gain educational 'success'. Babygirl, You've Got This! Experiences of Black Girls and Women in the English Education System (Bloomsbury, 2024) by Dr. April-Louise Pennant will illustrate the educational experiences and journeys of Black British women graduates and considers the influence of the intersections of race, gender, ethnicity, culture and social class on their educational journeys. Dr. Pennant uniquely documents the entire educational journey - from primary school to university - within both predominantly white (PW) and predominantly global majority (PGM) educational institutions in order to examine the various accessibility, financial and academic hurdles which face Black girls and women. The book combines theoretical frameworks such as Critical Race Theory, Bourdieu's Theory of Practice and Black Feminist epistemology, alongside the personal accounts of the author and a range of Black British women graduates. Through analysis of the strategies, choices and decisions made by Black British women in their educational journeys, the book ultimately provides insights into how to navigate the education system effectively, and provides alternatives to normalised understandings of educational 'success'. Find out more about Dr. April-Louise Pennant on her website! This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    57 mins
  • Loleen Berdahl et al., "For the Public Good: Reimagining Arts Graduate Programs in Canadian Universities" (U Alberta, 2024)
    Jan 17 2025
    Arts graduate education is uniquely positioned to deliver many of the public good needs of contemporary Canada. For the Public Good: Reimagining Arts Graduate Programs in Canadian Universities (U Alberta, 2024) argues, however, that graduate programs must fundamentally change if they are to achieve this potential. Drawing on deep experience and research, the authors outline how reformed programs that equip graduates with advanced skills can address Canada’s most vexing challenges and seek action on equity, diversity, inclusion, and decolonization. In the episode, the authors, Loleen Berdahl, Jonathan Malloy and Lisa Young, chart how current approaches to graduate education emerged and make a data-informed case for change. We also discuss an evidence-based vision for reimagining arts graduate education and actor-specific steps to achieve this potential. This interview was conducted by Shreya Urvashi, a doctoral researcher of sociology and education based in Toronto, Canada. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    43 mins
  • Nora Gross, "Brothers in Grief: The Hidden Toll of Gun Violence on Black Boys and Their Schools" (U Chicago Press, 2024)
    Jan 13 2025
    A heartbreaking account of grief, Black boyhood, and how we can support young people as they navigate loss. JahSun, a dependable, much-loved senior at Boys' Prep was just hitting his stride in the fall of 2017. He had finally earned a starting position on the varsity football team and was already weighing two college acceptances. Then, over Thanksgiving, tragedy struck. An altercation at his older sister's home escalated into violence, killing the unarmed teenager in a hail of bullets. JahSun's untimely death overwhelmed his entire community, sending his family, friends, and school into seemingly insurmountable grief. Worse yet, that spring two additional Boys' Prep students would be shot to death in their neighborhood. JahSun and his peers are not alone in suffering the toll of gun violence, as every year in the United States teenagers die by gunfire in epidemic numbers, with Black boys most deeply affected. Brothers in Grief: The Hidden Toll of Gun Violence on Black Boys and Their Schools (U Chicago Press, 2024) closely attends to the neglected victims of youth gun violence: the suffering friends and classmates who must cope, mostly out of public view, with lasting grief and hidden anguish. Set at an ambitious urban high school for boys during the heartbreaking year following the death of JahSun, the book chronicles the consequences of untimely death on Black teen boys and on a school community struggling to recover. Sociologist Nora Gross tells the story of students attempting to grapple with unthinkable loss, inviting readers in to observe how they move through their days at school and on social media in the aftermath of their friends' and classmates' deaths. Gross highlights the discrepancy between their school's educational mission and teachers' and administrators' fraught attempts to care for students' emotional wellbeing. In the end, the school did not provide adequate space for grief, making it more difficult for students to heal, reengage with school, and imagine hopeful futures. Even so, supportive relationships deepened among students and formed across generations, offering promising examples of productive efforts to channel student grief into positive community change. A searing testimony of our collective failure to understand the inner lives of our children in crisis, Brothers in Grief invites us all to wrestle with the hidden costs of gun violence on racial and educational inequity. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    55 mins
  • Peter Hessler, "Other Rivers: A Chinese Education" (Penguin, 2024)
    Jan 9 2025
    In 2019, journalist and writer Peter Hessler traveled with his family to China. He’d gotten a gig as a teacher of writing—nonfiction writing in particular—in what he’d hoped would be a sequel to his 2001 book River Town: Two Years on the Yangtze. But plans changed—radically. At the very end of 2019, the COVID-19 virus emerges in Wuhan, leading to chaos as officials frantically try to figure out how to control the new disease. Peter’s reporting first wins his criticism from Chinese nationalists angry about his frank discussions of China’s mistakes—then criticism from U.S. hawks angry that Hessler gives Beijing credit for what it managed to do right as COVID rapidly spreads around the world. Peter’s years in China are covered in his latest book Other Rivers: A Chinese Education (Penguin Press, 2024), published last year. Peter Hessler is a staff writer at the New Yorker, where he served as Beijing correspondent from 2000 to 2007, Cairo correspondent from 2011 to 2016, and Chengdu correspondent from 2019 to 2021. He is the author of The Buried: An Archaeology of the Egyptian Revolution; River Town: Two Years on the Yangtze, which won the Kiriyama Book Prize; Oracle Bones: A Journey Between China's Past and Present, which was a finalist for the National Book Award; Country Driving: A Chinese Road Trip; and Strange Stones: Dispatches from East and West. He won the 2008 National Magazine Award for excellence in reporting, and he was named a MacArthur fellow in 2011. You can find more reviews, excerpts, interviews, and essays at The Asian Review of Books, including its review of Other Rivers. Follow on Twitter at @BookReviewsAsia. Nicholas Gordon is an editor for a global magazine, and a reviewer for the Asian Review of Books. He can be found on Twitter at @nickrigordon. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
    Show More Show Less
    52 mins