New Books in Education Marshall Poe

The Limits of Sexuality Education: Love, Sex, and Adolescent Masculinities in Urban India (Routledge, 2024) explores different strands of thinking about sexuality education in contemporary urban India. It interrogates the limits of sexuality education as we know it today by rethinking adolescent masculinities in middle-class urban India.
This book contributes to the wide gap in theorising sexuality education and adolescent masculinities in urban India. It presents an adolescent perspective on sexuality education, looks at adolescent love from the school teachers’ perspective, and tries to understand a teacher’s negotiations with student romance. It unravels the sexual and romantic lives of adolescents and examines the circulation of sexual knowledge and sources of information on sex that adolescent boys in India have access to. This book uncovers the limits of sexuality education by examining State, feminist, Christian, and sexological materials on sexuality education in Mumbai and Delhi. Based on detailed research and narratives from teachers, young men, and women, the book explores adolescent male romance and its affective registers, adolescent male sexual knowledge, and the regulation of romance in school spaces.
This book will be of interest to students and researchers of education, sexuality and gender studies, masculinity studies, and sex education as well as those interested in education policy, education politics, educational research, and inclusion and special education. Located at the intersection of sexuality studies, education, masculinity studies, and cultural studies, it will also appeal to those working in sexuality education in urban India within the complex web of the middle classes, consumerism, post-feminism, romance, adolescent masculinities, and cinema.
Rituparna Patgiri has a PhD in Sociology from Jawaharlal Nehru University (JNU), New Delhi. Her research interests lie in the areas of food, media, gender and public. She is also one of the co-founders of Doing Sociology. Patgiri can be reached at @Rituparna37 on Twitter.
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The Chosen We: Black Women's Empowerment in Higher Education (SUNY Press, 2023) elevates the oral histories of 105 accomplished, college-educated Black women who earned success despite experiencing reprehensible racist and sexist barriers. The central argument is that these women succeeded in and beyond college by developing a Chosen We—a community with one another. The book builds on their words and insights to offer a powerful rethinking of educational success that moves away from individualistic and competitive models and instead imagines success as a result of recognizing what people owe to one another. It also uncovers the importance of the type of institutions that students attend for higher education, comparing Black women's experiences not only by region and era but also by whether they attended a predominantly White institution (PWI) or a historically Black college or university (HBCU). The Chosen We features theoretical and methodological exemplars for how to conduct research across lines of difference. The Black women's oral histories shared here manifest the wisdom from which many groups in the United States might benefit—that liberation is only found through community.
Rachelle Winkle-Wagner is Professor of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. She is the coauthor (with Angela M. Locks) of Diversity and Inclusion on Campus: Supporting Students of Color in College, and the author of The Unchosen We: Black Women and Identity in Higher Education, among other books.
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Today I talked to Donald Opitz and Derek Melleby about their book Learning for the Love of God: A Student's Guide to Academic Faithfulness (Brazos Press, 2014).
Most Christian college students separate their academic life from church attendance, Bible study, and prayer. Too often discipleship of the mind is overlooked if not ignored altogether. In this lively and enlightening book, two authors who are experienced in college youth ministry show students how to be faithful in their studies, approaching education as their vocation. This revised edition of the well-received The Outrageous Idea of Academic Faithfulness includes updates throughout, two new substantive appendixes, personal stories from students, a new preface, and a fresh interior design. Chapters conclude with thought-provoking discussion questions. Read a review of the book by local bookstore owner and friend of the authors here.
Donald Opitz (PhD, Boston University) is chaplain and senior director of Christian formation at Grove City College in Grove City, Pennsylvania. He is the author of numerous articles and has worked as a pastor as well as a campus minister.
Derek Melleby (DMin, Gordon-Conwell Theological Seminary) serves as a consultant with North Group Consultants. As the former Director of Calling & Career Development at Lancaster Bible College, Derek helped individuals connect to a sense of calling in their career. In that role, he served the student population, accompanying them on their journey to grow their self-awareness and develop the skills needed to make a positive impact on their communities. He has also provided executive leadership in a growth-oriented non-profit organization.
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Learning from children about citizenship status and how it shapes their schooling.
There is a persistent assumption in the field of education that children are largely unaware of their immigration status and its implications. In Knowing Silence: How Children Talk about Immigration Status in School (U Minnesota Press, 2024), Ariana Mangual Figueroa challenges this “myth of ignorance.” By listening carefully to both the speech and significant silences of six Latina students from mixed-immigration-status families, from elementary school into middle school and beyond, she reveals the complex ways young people understand and negotiate immigration status and its impact on their lives. Providing these children with iPod Touches to record their own conversations, Mangual Figueroa observes when and how they choose to talk about citizenship at home, at school, and in public spaces. Analyzing family conversations about school forms, in-class writing assignments, encounters with the police, and applications for college, she demonstrates that children grapple with the realities of citizenship from an early age. Educators who underestimate children’s knowledge, Mangual Figueroa shows, can marginalize or misunderstand these students and their families. 
Combining significant empirical findings with reflections on the ethical questions surrounding research and responsibility, Mangual Figueroa models new ways scholars might collaborate with educators, children, and families. With rigorous and innovative ethnographic methodologies, Knowing Silence makes audible the experiences of immigrant-origin students in their own terms, ultimately offering teachers and researchers a crucial framework for understanding citizenship in the contemporary classroom.
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Edited by Matteo Pangallo and Emily Todd, Teaching the History of the Book (University of Massachusetts Press 2023) is the first collection of its kind dedicated to book history pedagogy. With original contributions from a diverse range of teachers, scholars, and practitioners in literary studies, history, book arts, library science, language studies, and archives, this volume presents a variety of methods for teaching book history both as its own subject and as an approach to other material. Each chapter describes lessons, courses, and programs centered on the latest and best ways of teaching undergraduate and graduate students.
Expansive and instructive, this volume introduces ways of helping students consider how texts were produced, circulated, and received, with chapters that cover effective ways to organize courses devoted to book history, classroom activities that draw on this subject in other courses, and an overview of selected print and digital tools. Contributors, many of whom are leading figures in the field, utilize their own classroom experiences to bring to life some of the rich possibilities for teaching book history in the twenty-first century.
Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive.
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Today we talked to Joseph Lo Bianco about the edited volume Community and Heritage Languages Schools Transforming Education (Routledge, 2023). The conversation addresses community and heritage language schooling research and practice, and our guest’s long history of important language policy research and activism, as well as the interconnections between the two.
For additional resources, show notes, and transcripts, go here.
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