957 episodes

Interviews with Scholars of Education about their New Books
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New Books in Education Marshall Poe

    • Science
    • 4.6 • 14 Ratings

Interviews with Scholars of Education about their New Books
Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

    Flora Lu and Emily Murai, "Critical Campus Sustainabilities: Bridging Social Justice and the Environment in Higher Education" (Springer, 2023)

    Flora Lu and Emily Murai, "Critical Campus Sustainabilities: Bridging Social Justice and the Environment in Higher Education" (Springer, 2023)

    In response to student demands reflecting the urgency of societal and ecological problems, universities are making a burgeoning effort to infuse environmental sustainability efforts with social justice. In this edited volume, we extend calls for higher education leaders to revamp programming, pedagogy, and research that problematically reproduce dominant techno-scientific and managerial conceptualizations of sustainability. Students, staff and community partners, especially those from historically underrepresented and marginalized groups, are at the forefront of calls for critical sustainabilities programming, education and collaborations. Their work centers themes of power relations, (in)equity, accessibility, and social (in)justice to study the interrelationships between humans, non-humans, and the environment. Their voices, perspectives and lived experiences are provocations for institutions to think and act more expansively. 
    Critical Campus Sustainabilities: Bridging Social Justice and the Environment in Higher Education (Springer, 2023) amplifies some of these voices and bottom up efforts toward a more critical approach to sustainability on campus. We ground our recommendations on findings from campus-wide surveys that were taken by over 8,000 undergraduates in 2016, 2019, and 2022. Furthermore, we share the design principles and lessons learned from several innovative, award-winning initiatives designed to foster critical sustainabilities at UC Santa Cruz.
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    • 52 min
    Freedom in the Academy: A Conversation with Niall Ferguson

    Freedom in the Academy: A Conversation with Niall Ferguson

    Finishing off our series on freedom of speech, renowned historian Niall Ferguson discusses ideological conflict both between America and China and within the United States, and particularly our universities. Along the way, he shares important lessons from academic culture during the World Wars, how history ought to be taught, how optimistic we should be about the future of tech, and, of course, his newest project, the University of Austin.
    Niall Ferguson is the Milbank Family Senior Fellow at Stanford's Hoover Institution and a senior faculty fellow of the Belfer Center for Science and International Affairs at Harvard, where he served for twelve years as the Laurence A. Tisch Professor of History. He is the author of 16 books, most recently Doom: The Politics of Catastrophe, which has been short-listed for the Lionel Gelber Prize. He is a founder of the University of Austin, a new university in Austin, TX. His recent essay for The Free Press, “The Treason of the Intellectuals,” referenced during the episode, discusses the role of German academia in the Third Reich.
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    • 58 min
    Derron Wallace, "The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth" (Oxford UP, 2023)

    Derron Wallace, "The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth" (Oxford UP, 2023)

    How does race matter in schools? In The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth (Oxford UP, 2023), Derron Wallace, the Jacob S. Potofsky Chair in Sociology at Brandeis University, tells the contrasting stories of two schools in the UK and USA. The book demonstrates two very different sets of expectations for Black youth in the two countries schools, and two very different educational and social structures reinforcing these expectations. The book draws on a rich ethnographically informed narrative, which centres teachers’ and students’ understandings and experiences of education. In doing so, the book challenges ‘cultural’ explanations for failures and successes in the two schools, and the two countries. Demonstrating both the socially constructed nature of race in the UK and USA, and the racism at the centre of both educational systems, the book is essential reading across the social sciences, humanities and for anyone interested in schools, education, and social change.
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    • 55 min
    Horace J. Maxile, Jr. and Kristen M. Turner, "Race and Gender in the Western Music History Survey: A Teacher's Guide" (Routledge, 2022)

    Horace J. Maxile, Jr. and Kristen M. Turner, "Race and Gender in the Western Music History Survey: A Teacher's Guide" (Routledge, 2022)

    Race and Gender in the Western Music History Survey: A Teacher’s Guide provides concrete information and approaches that will help instructors include women and people of color in the typical music history survey course and the foundational music theory classes. This book provides a reconceptualization of the principles that shape the decisions instructors should make when crafting the syllabus. It offers new perspectives on canonical composers and pieces that take into account musical, cultural, and social contexts where women and people of color are present. Secondly, it suggests new topics of study and pieces by composers whose work fits into a more inclusive narrative of music history. A thematic approach parallels the traditional chronological sequencing in Western music history classes. Three themes include people and communities that suffer from various kinds of exclusion: Locales & Locations; Forms & Factions; Responses & Reception. Each theme is designed to uncover a different cultural facet that is often minimized in traditional music history classrooms but which, if explored, lead to topics in which other perspectives and people can be included organically in the curriculum, while not excluding canonical composers.
    Dr. Horace J. Maxile, Jr. is Associate Professor of Music Theory at Baylor University. His primary interests are the concert music of Black composers, music semiotics, and gospel music. His research has appeared in scholarly journals such as Perspectives of New Music, American Music, the Journal of the Society for American Music, and Black Music Research Journal.
    Dr. Kristen M. Turner is a Lecturer in the music and honors departments at North Carolina State University. Her work centers on issues of race, gender, and class in American popular culture at the turn of the twentieth cen­tury. Her research has appeared in collected editions and scholarly journals including the Journal of the American Musicological Society, the Journal of the Society for American Music, American Studies, and Musical Quarterly.
    Emily Ruth Allen (@emmyru91) holds a Ph.D. in musicology from Florida State University. Her current research is about parade musics in Mobile, Alabama’s Carnival.
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    • 33 min
    How to Teach TESOL Ethically in an English-Dominant World

    How to Teach TESOL Ethically in an English-Dominant World

    Carla Chamberlin and Mak Khan speak with Ingrid Piller about linguistic diversity and social justice.
    We discuss whether US native speakers of English can teach English ethically; how migrant parents can foster their children’s biliteracy; what the language challenges of the Covid-19 pandemic are; whether multilingualism researchers have a monolingual English-centric blind spot; and how the research paradigms of World Englishes and multilingualism connect.
    First published on November 19, 2020.
    “Chats in Linguistic Diversity” is a podcast about linguistic diversity in social life brought to you by the Language on the Move team. We explore multilingualism, language learning, and intercultural communication in the contexts of globalization and migration.
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    • 1 hr 3 min
    Mirelsie Velazquez, "Puerto Rican Chicago: Schooling the City, 1940-1977" (U Illinois Press, 2022)

    Mirelsie Velazquez, "Puerto Rican Chicago: Schooling the City, 1940-1977" (U Illinois Press, 2022)

    The postwar migration of Puerto Rican men and women to Chicago brought thousands of their children into city schools. These children's classroom experience continued the colonial project begun in their homeland, where American ideologies had dominated Puerto Rican education since the island became a US territory. Mirelsie Velázquez tells how Chicago's Puerto Ricans pursued their educational needs in a society that constantly reminded them of their status as second-class citizens. Communities organized a media culture that addressed their concerns while creating and affirming Puerto Rican identities. Education also offered women the only venue to exercise power, and they parlayed their positions to take lead roles in activist and political circles. In time, a politicized Puerto Rican community gave voice to a previously silenced group--and highlighted that colonialism does not end when immigrants live among their colonizers.
    A perceptive look at big-city community building, Puerto Rican Chicago: Schooling the City, 1940-1977 (U Illinois Press, 2022) reveals the links between justice in education and a people's claim to space in their new home.
    Mirelsie Velázquez, PhD, is an associate professor of Latina/o Studies. As an interdisciplinary scholar, her work centers history of education, women's history, Puerto Rican studies, gender and sexuality, and teacher education.
    Max Jacobs is a PhD student in education at Rutgers University. He currently sits on the Graduate Student Council for the History of Education Society.
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    • 1 hr 2 min

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