Bell Hooks's Radical Pedagogy by Megan Feifer (Editor); Maia L. Butler (Editor); Joanna Davis-McElligatt (Editor) Throughout hooks' powerful life she envisioned, described, and enacted a radical, engaged pedagogy and praxis rooted in love, rather than power, while simultaneously modeling transgressive modes of being in the world. bell hooks' Radical Pedagogy is the first sustained collection of teachings and reflections that address the full scope of bell hooks' teaching trilogy. Organized into four parts covering: engaged pedagogies; pedagogies of hope and joy; pedagogies of the bodymindspirit; strategies of resistance and anticolonial frameworks, the book offers an accessible guide to hooks' work for students, teachers and researchers. The chapters examine how hooks' pedagogical framework resists antiblack, imperialist, white supremacist, capitalist, abled, and cisheteronormative patriarchal pedagogical praxes, while simultaneously calling for a deep and sustained commitment to the work of "educat[ing] people to heal this world into what it might become." The book brings together the work of educators who are making visionary interventions in their fields of study and in their local and regional communities. They include scholars and teachers affiliated with universities, schools across k-12 levels as well as community education cooperatives. The book includes a foreword by the feminist scholar Beverly Guy-Sheftall (Spellman College, USA).

Creating Safe, Healthy, and Inclusive Schools by Christopher C. Morphew (Editor); Vanya C. Jones (Editor); Ashley Cureton (Editor) School safety has become a critical topic of concern in educational contexts. In this book, editors Christopher C. Morphew, Vanya C. Jones, and Ashley Cureton bring together a timely collection of essays to outline the obstacles to and most promising approaches for creating safe, healthy, and inclusive schools for all children. Challenging the current national discourse around school safety as a form of violence prevention, contributors broaden our view of safe schools to include places that are accessible and equitable for all youth, particularly those from historically marginalized communities. Chapters provide historical perspectives on and holistic solutions for supporting youth development and ensuring safe spaces for children to learn and grow. A broad range of interdisciplinary scholars apply their expertise to discuss evidence-based practices, programs, tools, and policies integral to developing safe and healthy school environments. Contributors cover topics such as suicide prevention, trauma-sensitive schools, bullying and cyberbullying, social media and technology, mental health promotion, family and community engagement, and school security. Tailored to school leaders, teachers, policymakers, safety officers, and researchers who are invested in making schools safe and inclusive places, Creating Safe, Healthy, and Inclusive Schools draws on a trauma-informed and youth-centered perspective. Contributors: Annette Campbell Anderson, Megan Collins, Ruth Faden, Michele Gay, Ashley A. Grant, Sheldon F. Greenberg, Odis Johnson Jr., Sara Johnson, Jonathan M. Links, Richard Lofton Jr., Douglas J. Mac Iver, Olivia Marcucci, Beth Marshall, Andrew Nicklin, Asari Offiong, Terrinieka W. Powell, Alan Regenberg, Chris Swanson, Holly C. Wilcox

Democracy and Reform in Public Schools by Saul Rubinstein; Charles Heckscher; John McCarthy A Choice Outstanding Academic Title of the Year A thought-provoking examination of how public education systems can be strengthened through strategic relationships both within schools and with outside partners.   In Democracy and Reform in Public Schools, Saul Rubinstein, Charles Heckscher, and John McCarthy apply their expertise in labor relations to public school reform. They envision a model of K-12 education that shifts away from the tenets of neoliberalism and centers on productive collaboration among school boards, school administrators, teacher unions, and other education stakeholders.    Providing evidence of the links between collaborative partnerships and improved student outcomes, Rubinstein, Heckscher, and McCarthy build on a rich body of research on interorganizational cooperation. They highlight case studies such as that of the New Jersey Public School Labor-Management Collaborative as leading examples of how better student performance, more intra-district learning and innovation, and reduced teacher turnover can be traced to greater educator collaboration. Citing examples not only from the K-12 educational sector but also from successful union-management partnerships in the automobile, steel, and telecommunications industries, they then identify proven strategies to foster collaborative partnerships at district, state, and national levels. They discuss techniques for forging new partnerships, sustaining collaborative efforts, and expanding the collaborative partnership model to larger scales.     This work expertly demonstrates how employment relations practices are antecedents to whole-system reform in schools.

Peril and Promise by Beverly Daniel Tatum In this "timely and critically important book" (Eddie S. Glaude Jr.), a former college president and bestselling author offers leadership lessons for today's troubled campuses Higher education is under assault from all sides. Scandals, protests, and dramatic resignations dominate the news cycle, and the pressure has grown so severe that the average tenure of university presidents has fallen to less than six years. Even so, Peril and Promise insists, American universities provide the solutions to the ignorance and division that plague our society--but only if wise, courageous leaders step up.     Blending insights from social science with many years of experience as a college president at Spelman and Mount Holyoke Colleges, Beverly Daniel Tatum celebrates the power of leadership to make higher education a force for good. Alongside an unflinching look at the financial challenges, political attacks, and social problems that besiege today's college campuses, she offers real-life leadership examples of institutions that have overcome the steepest odds and produced real transformation in ideas, student bodies, and society at large.     At once conversational and contemplative, Peril and Promise reckons with the complexities of higher education in our time, while exhorting future leaders to take up the mantle and chart a path forward for our campuses and country.

Professional Wisdom by James Stellar; Brandy Eggan Higher education has a long history of transferring knowledge--facts and theories--into students' minds. However, it has less of a history of providing students with direct experiences, such as internships, that lead to felt knowledge of the field and relevant skills. It is this combination of academic and felt knowledge that fosters the growth students need, which we refer to as "professional wisdom." This growth state is supported by basic neuroscience. Humans possess a crowning achievement of evolution in the neocortex, allowing us to perform amazing feats of cognitive symbolic logic, such as language and planning. Beneath the neocortex lies an older part of the brain that regulates emotional computation--the limbic system. This system provides a perspective of value, helping us determine whether a plan or activity is beneficial. Interestingly, neuroscience shows that the limbic system reacts most strongly to actual experiences, and it requires reflection to process these experiences into the higher cognitive regions of the brain. When applied to higher education, this insight suggests that combining academic study with hands-on experiences--such as cooperative learning and internships--can lead to a lifelong career where students remain passionate and engaged. A major paired with an enjoyable, real-world experience in college helps students connect knowledge with purpose, fostering long-term satisfaction and success. While some individuals, especially in academic administration, refer to this as "educating the whole student," we describe it as cognitive-emotional integration, the foundation of professional wisdom. In this book, we explore the current experiences in higher education that foster this development, from cooperative learning to internships and beyond. We also offer two neuroscientists' perspectives on how cognitive-emotional integration aligns with the brain's natural processes. With this understanding, we believe colleges and universities have an obligation to their students: to cultivate environments that challenge them both inside and outside the classroom. Without this, we risk graduating learners unprepared for the demands of the modern workforce.

The Struggle You Can't See by Ash Lierman This book offers a comprehensive review of current research on the higher education experiences of neurodivergent undergraduate students and those with invisible disabilities. Grounded in principles of social justice and equity, this work draws from design thinking, the neurodiversity model, and Universal Design for Learning, to explore the context of higher education in relation to neurodivergent and disabled students. The author discusses findings from literature on the experiences of students with ADHD, dyslexia, autism, psychiatric disabilities, traumatic brain injuries, and disabling chronic physical illnesses. The inclusion of students with chronic illnesses is particularly timely, given the rising prevalence of long COVID symptoms and other lasting health impacts among university-aged individuals. Moreover Ash Lierman, who has extensive experience of serving students marginalized students, gives voice to this community, thus providing both a synthesis of existing research, and highlighting the needs and challenges of the students themselves. The Struggle You Can't See serves as a valuable resource for researchers and practitioners seeking to understand and support this underserved population, offering insights for transformational change in higher education.

A Pedagogy of Kindness by Catherine J. Denial Academia is not, by and large, a kind place. Individualism and competition are what count. But without kindness at its core, Catherine Denial suggests, higher education fails students and instructors--and its mission--in critical ways. Part manifesto, part teaching memoir, part how-to guide, A Pedagogy of Kindness urges higher education to get aggressive about instituting kindness, which Denial distinguishes from niceness. Having suffered beneath the weight of just "getting along," instructors need to shift every part of what they do to prioritizing care and compassion--for students as well as for themselves. A Pedagogy of Kindness articulates a fresh vision for teaching, one that focuses on ensuring justice, believing people, and believing in people. Offering evidence-based insights and drawing from her own rich experiences as a professor, Denial offers practical tips for reshaping syllabi, assessing student performance, and creating trust and belonging in the classroom. Her suggestions for concrete, scalable actions  outline nothing less than a transformational discipline--one in which, together, we create bright new spaces, rooted in compassion, in which all engaged in teaching and learning might thrive.  

The Present Professor by Elizabeth A. Norell It's hard to learn when you're under stress, and a lot harder when your teacher is struggling with stress, too. In a world where stress is unavoidable--where political turmoil, pandemic fallout, and personal challenges touch everyone--this timely book offers much-needed guidance for cutting through the emotional static that can hold teachers back. A specialist in pedagogical strategies with extensive classroom experience, Elizabeth A. Norell explains how an educator's presence, or authenticity, can be critical to creating transformational spaces for students. And presence, she argues, means uncovering and understanding one's own internal struggles and buried insecurities--stresses often left unconfronted in an academic culture that values knowing over feeling. Presenting the research on how and why such inner work unlocks transformational learning, The Present Professor equips educators with the tools for crafting a more authentic presence in their teaching work. At a time of crisis in higher education, as teachers struggle to find new ways to relate to, think about, and instruct students, this book holds a key. Implementing more inclusive pedagogies, Norell suggests, requires sorting out our own identities. In short, if we want to create spaces where students have the confidence, comfort, and psychological safety to learn and grow, we have to create spaces where we do, too. The Present Professor is dedicated to that proposition, and to helping educators build that transformational space.