Jim Crow Campus by
This well-researched volume explores how the Black freedom struggle and the anti-Vietnam War movement dovetailed with faculty and student activism in the South to undermine the traditional role of higher education and bring about social change. It offers a deep understanding of the vital importance of independent institutions during times of national crisis. *2018 Foreword Reviews Indies Finalist in the Education category.
In Pursuit of Knowledge by
Winner, 2021 AERA Outstanding Book Award Winner, 2021 AERA Division F New Scholar's Book Award Winner, 2020 Mary Kelley Book Prize, given by the Society for Historians of the Early American Republic Winner, 2020 Outstanding Book Award, given by the History of Education Society Uncovers the hidden role of girls and women in the desegregation of American education The story of school desegregation in the United States often begins in the mid-twentieth-century South. Drawing on archival sources and genealogical records, Kabria Baumgartner uncovers the story's origins in the nineteenth-century Northeast and identifies a previously overlooked group of activists: African American girls and women. In their quest for education, African American girls and women faced numerous obstacles--from threats and harassment to violence. For them, education was a daring undertaking that put them in harm's way. Yet bold and brave young women such as Sarah Harris, Sarah Parker Remond, Rosetta Morrison, Susan Paul, and Sarah Mapps Douglass persisted. In Pursuit of Knowledge argues that African American girls and women strategized, organized, wrote, and protested for equal school rights--not just for themselves, but for all. Their activism gave rise to a new vision of womanhood: the purposeful woman, who was learned, active, resilient, and forward-thinking. Moreover, these young women set in motion equal-school-rights victories at the local and state level, and laid the groundwork for further action to democratize schools in twentieth-century America. In this thought-provoking book, Baumgartner demonstrates that the confluence of race and gender has shaped the long history of school desegregation in the United States right up to the present.
Radical Care by
Educators often invoke the term care to describe why they entered the field and what compels them to continue. This book argues that care, as typically described and enacted, is not sufficient for leading schools, particularly those serving Black and Latinx children. Instead, school leaders need to embrace radical care. Drawing from 20 years of researching and working in New York City public schools, Rosa Rivera-McCutchen outlines the five components of radical care: adopting an antiracist stance, cultivating authentic relationships, believing in students' and teachers' capacity for excellence, leveraging power strategically, and embracing a spirit of radical hope. To demonstrate practical strategies, the author shares vignettes from her personal experiences that exemplify each of the components. Calling for today's school leaders to thoughtfully challenge existing structures that reproduce inequality, Radical Care offers a much-needed framework that will guide leadership practice with a sense of urgency and a spirit of hope. Book Features: Focuses on the school principal as critical catalyst for school transformation. Centers antiracism as essential to leadership practice. Includes practical strategies for navigating the sociopolitical and policy climate. Offers a roadmap for engaging teachers and staff in practicing radical care.
Am I My Brother's Keeper? by
Am I My Brother's Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn from the experience. The ESI model, a precursor to President Obama's My Brother's Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brother's Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color.
The Big Book of Details by
"The writing lessons in this book are organized to quickly unpack the detail move, explain when and why the strategy works well, share how I have taught it to my students, and offer ways to make it your own." -Rozlyn Linder Have you ever told a writer to add more details, only to see their writing get longer not better? That's why Roz Linder wrote The Big Book of Details."To help our students use details and elaborate effectively," she writes, "we need to find out what they want their writing to do, and then show them explicit moves to make it happen." Roz breaks elaboration into 5 categories and shares 46 lessons based on the moves that professional writers use. With if-then charts that connect student needs to just-right strategies, you'll help writers master details that: Describe: for people, places, and things Dance: for showing action and sequencing events Convince: for questions, persuasion, and arguments Inform: for defining, comparing, and clarifying Speak: for conversation and speech. The Big Book of Details supports planning and on-the-go teaching for one-on-one conferences, whole-class instruction, or commercial writing programs. Its lessons are organized to help kids understand each move quickly. Roz's strategy lessons include: examples from real-world writers the reason writers use the strategy advice for introducing it to writers ideas for guided practice with writers examples of one of Roz's famous classroom charts "This is what I want for my students," writes Roz Linder, "to use details in their writing in a meaningful way that conveys their ideas and their purpose." If you want that too, then make her Big Book of Details part of your teaching toolkit.
Opportunity for All by
Drawing on decades of research, policy, and practice, Jennifer A. O'Day and Marshall S. Smith show how strategies for pursuing educational quality and equal outcomes for all students can be linked, presenting an ambitious idea of the future of American education and a comprehensive theory of change for enacting that vision. The authors argue that systemic causes require systemic solutions. Analyzing the failures of past efforts to address and remedy systemic inequality, O'Day and Smith maintain that our current standards-based policy framework needs to be connected to a continuous improvement approach to build on and scale up successes and to address gaps in outcomes. They emphasize the value of focusing on a small set of high-leverage issues that are particularly salient for underserved students, and they call for deeper coordination between schools and community-based organizations to mobilize a coherent response to in-school and out-of-school inequities. The authors outline a change strategy that incorporates a balance of pressure and support from three sources: government and administrative policy, professional accountability and networking, and collective engagement of parents and other stakeholders. The authors combine discussion of research with examples of promising practices and progress in school systems across the country, and offer opportunities for readers to begin and sustain improvement efforts.
Gay Liberation to Campus Assimilation by
Association for the Study of Higher Education Outstanding Book Award Winner, 2020 This book outlines the beginning of student organizing around issues of sexual orientation at Midwestern universities from 1969 to the early 1990s. Collegiate organizations were vitally important to establishing a public presence as well as a social consciousness in the last quarter of the twentieth century. During this time, lesbian and gay students struggled for recognition on campuses while forging a community that vacillated between fitting into campus life and deconstructing the sexist and heterosexist constructs upon which campus life rested. The first openly gay and lesbian student body presidents in the United States were elected during this time period, at Midwestern universities; at the same time, pioneering non-heterosexual students faced criticism, condemnation, and violence on campus. Drawing upon interviews, extensive reviews of campus newspapers and yearbooks, and archival research across the Midwest, Patrick Dilley demonstrates how the early gay campus groups created and provided educational and support services on campus-efforts that later became incorporated into campus services across the nation. Further, the book shows the transformation of gay identity into a minority identity on campus, including the effect of alliances with campus racial minorities.
Whiteness Interrupted by
In Whiteness Interrupted Marcus Bell presents a revealing portrait of white teachers in majority-black schools in which he examines the limitations of understandings of how white racial identity is formed. Through in-depth interviews with dozens of white teachers from a racially segregated, urban school district in Upstate New York, Bell outlines how whiteness is constructed based on localized interactions and takes a different form in predominantly black spaces. He finds that in response to racial stress in a difficult teaching environment, white teachers conceptualized whiteness as a stigmatized category predicated on white victimization. When discussing race outside majority-black spaces, Bell's subjects characterized American society as postracial, in which race seldom affects outcomes. Conversely, in discussing their experiences within predominantly black spaces, they rejected the idea of white privilege, often angrily, and instead focused on what they saw as the racial privilege of blackness. Throughout, Bell underscores the significance of white victimization narratives in black spaces and their repercussions as the United States becomes a majority-minority society.
To Fulfill These Rights by
In 2014 and 2015, students at dozens of colleges and universities held protests demanding increased representation of Black and Latino students and calling for a campus climate that was less hostile to students of color. Their activism recalled an earlier era: in the 1960s and 1970s, widespread campus protest by Black and Latino students contributed to the development of affirmative action and open admissions policies. Yet in the decades since, affirmative action has become a magnet for conservative backlash and in many cases has been completely dismantled. In To Fulfill These Rights, Amaka Okechukwu offers a historically informed sociological account of the struggles over affirmative action and open admissions in higher education. Through case studies of policy retrenchment at public universities, she documents the protracted--but not always successful--rollback of inclusive policies in the context of shifting race and class politics. Okechukwu explores how conservative political actors, liberal administrators and legislators, and radical students have defined, challenged, and transformed the racial logics of colorblindness and diversity through political struggle. She highlights the voices and actions of the students fighting policy shifts in on-the-ground accounts of mobilization and activism, alongside incisive scrutiny of conservative tactics and messaging. To Fulfill These Rights provides a new analysis of the politics of higher education, centering the changing understandings and practices of race and class in the United States. It is timely and important reading at a moment when a right-wing Department of Justice and Supreme Court threaten the end of affirmative action.
Bernice Sandler and the Fight for Title IX by
This compelling biography tells the story of Bernice Sandler and her tireless work and activism that led to the passage of Title IX-making it illegal, once and for all, for a federally funded institution to discriminate against someone based on their sex. Includes additional resources by Sage Carson on how to be an activist. Book jacket.
Upending the Ivory Tower by
Winner, 2019 Anna Julia Cooper and C.L.R. James Award, given by the National Council for Black Studies Finalist, 2019 Pauli Murray Book Prize in Black Intellectual History, given by the African American Intellectual History Society Winner, 2019 Outstanding Book Award, given by the History of Education Society The inspiring story of the black students, faculty, and administrators who forever changed America's leading educational institutions and paved the way for social justice and racial progress The eight elite institutions that comprise the Ivy League, sometimes known as the Ancient Eight--Harvard, Yale, Princeton, Penn, Columbia, Brown, Dartmouth, and Cornell--are American stalwarts that have profoundly influenced history and culture by producing the nation's and the world's leaders. The few black students who attended Ivy League schools in the decades following WWII not only went on to greatly influence black America and the nation in general, but unquestionably awakened these most traditional and selective of American spaces. In the twentieth century, black youth were in the vanguard of the black freedom movement and educational reform. Upending the Ivory Tower illuminates how the Black Power movement, which was borne out of an effort to edify the most disfranchised of the black masses, also took root in the hallowed halls of America's most esteemed institutions of higher education. Between the close of WWII and 1975, the civil rights and Black Power movements transformed the demographics and operation of the Ivy League on and off campus. As desegregators and racial pioneers, black students, staff, and faculty used their status in the black intelligentsia to enhance their predominantly white institutions while advancing black freedom. Although they were often marginalized because of their race and class, the newcomers altered educational policies and inserted blackness into the curricula and culture of the unabashedly exclusive and starkly white schools. This book attempts to complete the narrative of higher education history, while adding a much needed nuance to the history of the Black Power movement. It tells the stories of those students, professors, staff, and administrators who pushed for change at the risk of losing what privilege they had. Putting their status, and sometimes even their lives, in jeopardy, black activists negotiated, protested, and demonstrated to create opportunities for the generations that followed. The enrichments these change agents made endure in the diversity initiatives and activism surrounding issues of race that exist in the modern Ivy League. Upending the Ivory Tower not only informs the civil rights and Black Power movements of the postwar era but also provides critical context for the Black Lives Matter movement that is growing in the streets and on campuses throughout the country today. As higher education continues to be a catalyst for change, there is no one better to inform today's activists than those who transformed our country's past and paved the way for its future.
Ethics in Higher Education by
In this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them. Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in social media policy, to long-simmering concerns such as admissions and access and the future of historically Black colleges and universities. The editors then bring together a diverse group of scholars and practitioners with a broad array of disciplinary and personal backgrounds to offer their commentary and insight on the cases. Leaders in higher education are under immense pressure to respond to campus crises quickly, to quell controversy, and to avoid the backlash of public scrutiny in an ever-shifting sociopolitical terrain. Yet, in tension with such pressures, adequate responses to these dilemmas require leaders to make ethical, contextual choices that effectively foster inclusion, respect individual and institutional freedoms, and promote equity. Expanding the scope of inquiry, the contributors challenge underlying assumptions, raise points that had been omitted from the original cases, and imagine alternative solutions. Ethics in Higher Education appeals to readers to do the same, in the interest of advancing ethical decision-making on campuses.
Anti-Racist Scholar-activism by
Anti-racist scholar-activism raises urgent questions about the role of contemporary universities and the academics that work within them. As profound socio-racial crises collide with mass anti-racist mobilisations, this book focuses on the praxes of academics working within, and against, their institutions in pursuit of anti-racist social justice. Amidst a searing critique of the university's neoliberal and imperial character, Joseph-Salisbury and Connelly situate the university as a contested space, full of contradictions and tensions. Drawing upon original empirical data, the book considers how anti-racist scholar-activists navigate barriers and backlash in order to leverage the opportunities and resources of the university in service to communities of resistance. Showing praxes of anti-racist scholar-activism to be complex, diverse, and multi-faceted, and paying particular attention to how scholar-activists grapple with their own complicities in the harms perpetrated and perpetuated by Higher Education institutions, this book is a call to arms for academics who are, or want to be, committed to social justice.
Between the State and the Schoolhouse by
Between the State and the Schoolhouse examines the Common Core State Standards from the initiative's promising beginnings to its disappointing outcomes. Situating the standards in the long history of state and federal efforts to shape education, the book describes a series of critical lessons that highlight the political and structural challenges of large-scale, top-down reforms. Education policy expert Tom Loveless argues that there are too many layers between the state and the classroom for a national standards approach to be effective. Specifically, he emphasizes the significant gap between states' roles in designing education policy and teachers' roles as implementers of policy. In addition, he asserts that top-down policies are unpredictable, subject to political and ideological pressures, and vulnerable to the pendulum effect as new reforms emerge in response to previous ones. One of the most ambitious education reforms of the past century, the Common Core aimed to raise student success, prepare larger numbers of students for both college and careers, and close achievement gaps. Yet, as Loveless documents, a decade later there remains a lack of significant positive impact on student learning. Between the State and the Schoolhouse marks an important contribution to the debate over the standards movement and the role of federal and state governments in education reform.
Seen and Not Heard by
How might society benefit if children were recognized as independent thinkers, capable of seeing clearly and contributing in valuable ways to our world? How would children's lives change if what they said was not often ignored or patronized? In a series of conversations with children about many of life's important philosophical questions, Seen and Not Heard reveals children as perceptive and original thinkers. Guided by discussions about the meaning of childhood, friendship, justice and fairness, happiness, and death, the book invites us to rethink our beliefs about children and become more receptive to the ways we can learn from them.
