New Books in Higher Education

Today I'm speaking with Pano Kanelos, founding president of the University of Austin. A scholar and professor of Shakespeare studies, Panos' advocacy for the liberal arts eventually lead him to become president of St. John's College in Annapolis. In the past few years, Pano has found himself at the center of an academic project that seemed rather unlikely in an era where the big universities are getting bigger and other colleges are shuttering their doors. The University of Austin's creation points to the potential for dynamism and change in academia. While it's just getting started, the story of University of Austin is one to follow for anyone interested in how higher education is changing in the 21st century. Caleb Zakarin is editor at the New Books Network. Let's face it, most of the popular podcasts out there are dumb. NBN features scholars (like you!), providing an enriching alternative to students. We partner with presses like Oxford, Princeton, and Cambridge to make academic research accessible to all. Please consider sharing the New Books Network with your students. Download this poster here to spread the word. Please share this interview on Instagram, LinkedIn, or Bluesky. Don't forget to subscribe to our Substack here to receive our weekly newsletter. Learn more about your ad choices. Visit megaphone.fm/adchoices

What does a general education from an Ivy League mean? What structures produce the course catalogues that students can choose to customize their education from? Is a world-class degree a world-class education? In this episode, we sit down with the three authors of Slacking: A Guide A Guide to Ivy League Miseducation (Encounter Books, 2025). Adam Kissel, Madison Marino Doan, and Rachel Alexander Cambre guide us through their process of collaboration and their argument that Ivy League institutions are not providing students with a quality education. Through the saturation of DEI-coded or hyper-specialized courses, they argue, students lack access to classical education and Western civilization–based instruction that would better serve their intellectual development. The authors discuss their approach to building the argument, the origins of their idea, and what students should keep in mind when selecting their schools and course lists. Adam Kissel is a visiting fellow for higher education reform in the Center for Education Policy at The Heritage Foundation. He is a board member of the University of West Florida, Southern Wesleyan University, and the National Association of Scholars. Rachel Alexander Cambre teaches for Belmont Abbey College's new Master of Arts in Classical and Liberal Education program. A visiting fellow in the B. Kenneth Simon Center for American Politics and Center for Education Policy at The Heritage Foundation from 2022 to 2024, she researches and writes on liberal arts education and American political thought. She held a research postdoctoral fellowship at the James Madison Program from 2019-2020. Madison Marina Doan is a senior research associate in the Center for Education Policy at The Heritage Foundation. Her work focuses on affordability and accountability reform in higher education and K-12 education choice initiatives. Her work may be found in Fox News, Washington Examiner, Washington Times, The Daily Signal, and the Educational Freedom Institute. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices

Back in 2021, John and Elizabeth sat down with Brandeis string theorist Albion Lawrence to discuss cooperation versus solitary study across disciplines. They sink their teeth into the question, “Why do scientists seem to do collaboration and teamwork better than other kinds of scholars and academics?” The conversation ranges from the merits of collective biography to the influence of place and geographic location in scientific collaboration to mountaineering traditions in the sciences. As a Recallable Book, Elizabeth champions The People of Puerto Rico, an experiment in ethnography of a nation (in this case under colonial rule) from 1956, including a chapter by Robert Manners, founding chair of the Brandeis Department of Anthropology. Albion sings the praises of a collective biography of the Art Ensemble of Chicago, A Message to Our Folks. But John stays true to his Victorianist roots by praising the contrasting images of the withered humanist Casaubon and the dashing young scientist Lydgate in George Eliot's own take on collective biography, Middlemarch. Discussed in this episode: Richard Rhodes Making of the Atomic Bomb Ann Finkbeiner, The Jasons: The Secret History of Science's Postwar Elite James Gleick, The Information Jon Gertner, The Idea Factory: Bell Labs and the Great Age of American Innovation Black Hole photographs win giant prize Adam Jaffe, “Geographic Localization of Knowledge Spillovers as Evidenced by Patent Citations“ Jamie Cohen-Cole, The Open Mind Julian Steward et al., The People of Puerto Rico Paul Steinbeck, Message to Our Folks Jenny Uglow, Lunar Men George Eliot, Middlemarch Listen to and Read the episode here. Learn more about your ad choices. Visit megaphone.fm/adchoices

Wage stagnation, growing inequality, and even poverty itself have resulted from decades of neoliberal decision making, not the education system, writes Neil Kraus in his urgent call to action, The Fantasy Economy: Neoliberalism, Inequality, and the Education Reform Movement (Temple UP, 2023). Kraus claims the idea that both the education system and labor force are chronically deficient was aggressively and incorrectly promoted starting in the Reagan era, when corporate interests and education reformers emphasized education as the exclusive mechanism providing the citizenry with economic opportunity. However, as this critical book reveals, that is a misleading articulation of the economy and education system rooted in the economic self-interests of corporations and the wealthy. The Fantasy Economy challenges the basic assumptions of the education reform movement of the last few decades. Kraus insists that education cannot control the labor market and unreliable corporate narratives fuel this misinformation. Moreover, misguided public policies, such as accountability and school choice, along with an emphasis on workforce development and STEM over broad-based liberal arts education, have only produced greater inequality. Ultimately, The Fantasy Economy argues that education should be understood as a social necessity, not an engine of the neoliberal agenda. Kraus' book advocates for a change in conventional thinking about economic opportunity and the purpose of education in a democracy. Neil Kraus is Professor of Political Science at the University of Wisconsin, River Falls. He is the author of Majoritarian Cities: Policy Making and Inequality in Urban Politics and Race, Neighborhoods, and Community Power: Buffalo Politics, 1934-1997. Learn more about your ad choices. Visit megaphone.fm/adchoices

How do academic books get published? How do scholars turn dissertations and articles into the books we love? How does academic publishing compare to the world of trade publishing? This week, we speak with Robert Dreesen, a seasoned publishing professional with over 30 years of experience in the industry. Dreesen has worked in trade publishing at Penguin and Harcourt Brace Jovanovich, and for nearly two decades at Cambridge University Press, where he served as a publisher of economics and political science. In this episode, we explore the world of academic publishing—offering guidance for young scholars looking to transform their ideas, dissertations, and articles into published books. Dreesen shares the biggest pitfalls scholars encounter when approaching this challenge and walks us through the entire process, from formulating a proposal to securing a book deal. We also discuss how external factors can influence publishing decisions. Additionally, Dreesen reflects on the differences between academic and trade publishing, offering unique insights from his long career. As someone who has worked with countless books, he also reveals the written works he returns to time and again for both enjoyment and intellectual stimulation. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices

"Golden Age” by Heidi Landecker appeared in The Chronicle of Higher Education on 4 September 2024. The article discusses the scholarship of Jean H. Baker, Samuel Jay Keyser, and Lucy Freeman Sandler, three scholars who produce significant work in their nineties. Landecker highlights their enduring passion for scholarship and addresses broader societal conversations about the academy, age, and the lives of retired academics. This conversation includes Jeffrey Herlihy-Mera, professor at the University of Puerto Rico-Mayagüez; Heidi Landecker, former Deputy Managing Editor at the Chronicle of Higher Education; Jenny Wilson, a Trustee of the London u3a (university of the 3rd Age) and the Chair of Croydon u3a; and MIT linguist Samuel Jay Keyser (Jay); Keyser spent 9 years as associate provost at MIT, and he is the founder and editor of Linguistic Inquiry, housed at MIT Press. This episode and the Instituto Nuevos Horizontes at the UPR-M have been supported by the Mellon Foundation. Topics mentioned in this conversation include: How does age impact knowledge, creativity, identity, kinship, language, cognition, emotions, and how we experience life? What role does age have in culture and in the academy? How do the age of our students, faculty colleagues, and community collaborators influence our activities and the knowledge we develop at universities? “Lingua Franca: Language and writing in academe,” The Chronicle of Higher Education, edited by Heidi Landecker. “Age, Creativity and Culture: Reconsidering how the Phases of Life Influence Knowledge, Experience, and Creation,” by Jeffrey Herlihy-Mera. Sapir-Whorf Hypothesis Scholarship Listening Experiences Accents Linguistic Diversity Ambassadors at North Carolina State University Learn more about your ad choices. Visit megaphone.fm/adchoices

A coalition of educators and allies has come together to push back against a variety of different kinds of attacks on higher education and students at colleges and universities, particularly in the United States. This group is driven by the belief that a democracy is only as strong as its commitments to academic freedom, intellectual integrity, human diversity, and individual dignity. The impetus among this particular group of academics and staff members is to make sure that students at all the campuses, in all the programs at those campuses across the United States are supported and free to engage in their chosen courses of study. The various ways in which this mission is being attacked or undermined, with the slashing of grants, attempts to control curriculum, freezing of campus free speech, snatching of students off the streets, and threats to the bottom line all contribute to destabilizing the educational paths of students, and the ability of the faculty and the staff to provide students with the education, research opportunities, and higher education experiences they are seeking at these institutions. I am joined on this installment of PostScript by three members of an organic group of educators—across disciplines—who came together in the early days of the new Trump Administration to try to figure out how to best support students at different institutions. One of the results of this collaboration among academics and educators across disciplines, institutions, and parts of the country, was to craft a letter directed at university administrators, governmental entities, and the public, explaining the value and import of education, especially in a democracy, and the need for a diversity of voices and contributors to that enterprise. I discuss the origin of the group, the genesis of the letter (which is available to sign here), and the deep concerns among those who work in higher education in the United States with Alison Gash, Daniel Laurison, and Nathan Lents. Alison Gash is Professor of Political Science and Head of the Department of Political Science at the University of Oregon. Daniel Laurison is Associate Professor of Sociology at Swarthmore College, the former Editor-in-Chief of the British Journal of Sociology, and a 2021-2023 Carnegie Fellow. Nathan Lents is Professor of Biology at John Jay College, Links: We are Higher Ed Letter: Speaking Out for Democracy and US Higher Education We are Higher Ed Website: https://www.wearehighered.org/ Lilly J. Goren is a professor of political science at Carroll University in Waukesha, WI. She is co-editor of The Politics of the Marvel Cinematic Universe (University Press of Kansas, 2022), as well as co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012), Email her comments at lgoren@carrollu.edu or tweet to @gorenlj. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Language on the Move Podcast, Brynn Quick speaks with Dr Agi Bodis and Dr Jing Fang about international tertiary students in Australia. They discuss how these students can make connections between their university experiences, their curriculum, and the professional industries they hope to one day be a part of. They also discuss how international students bring rich linguistic, cultural and intellectual experiences to their university and wider Australian communities. Dr Bodis is a lecturer in the Department of Linguistics at Macquarie University as well as the Course Director of the Applied Linguistics and TESOL program. Dr Fang is a Senior Lecturer in the Department of Linguistics at Macquarie as well as a NAATI-certified translator and interpreter between English and Chinese. She also serves as a panel interpreter/translator for Multicultural NSW and as a NAATI examiner. For additional resources, show notes, and transcripts, go here. Learn more about your ad choices. Visit megaphone.fm/adchoices

The presidents of the American Historical Association and Organization of American Historians join the podcast to talk about the effects of historical censorship, data shredding, meaningful public education – and what everyone can do to fight back. After being sworn in as the 47th president, Donald Trump issued a slew of executive orders. The order entitled “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government” declares that “It is the policy of the United States to recognize two sexes, male and female. These sexes are not changeable and are grounded in fundamental and incontrovertible reality. Under my direction, the Executive Branch will enforce all sex-protective laws to promote this reality...” This order has swiftly affected what people may read on websites or museum panels that describe historical events and artifacts. As a new joint statement from the American Historical Association and the Organization of American Historians recounts, “Some alterations, such as those related to topics like the Tuskegee Airmen and the internment of Japanese Americans during World War II, have been hurriedly reversed in response to public outcry. Others remain. The scrubbing of words and acronyms from the Stonewall National Monument webpage, for instance, distorts the site's history by denying the roles of transgender and queer people in movements for rights and liberation. This distortion of history renders the past unrecognizable to the people who lived it and useless to those who seek to learn from the past.” Dr. Beth English is Executive Director of the Organization of American Historians. Her research and teaching focus on the historical and contemporary labor movement, working-class issues, globalization, deindustrialization, and women in the workplace. She is the author of A Common Thread: Labor, Politics, and Capital Mobility in the Textile Industry, and co-editor of Global Women's Work: Perspectives on Gender and Work in the Global Economy. She has contributed to the Washington Post, NPR, Vox, Huffington Post, The New Republic, and other media outlets. Dr. James R. Grossman is executive director of the American Historical Association. Previously, he was vice president for research and education at the Newberry Library, and has taught at University of Chicago and University of California, San Diego. Among his many publications are the award-winning books, Land of Hope: Chicago, Black Southerners, and the Great Migration and A Chance to Make Good: African-Americans, 1900–1929. His articles and short essays have focused on various aspects of American urban history, African American history, ethnicity, higher education, and the place of history in public culture. His public facing scholarship includes work published in the Chicago Tribune, New York Times, Los Angeles Times, Time, The Hill, The Chronicle of Higher Education, and Inside Higher Education. Grossman has consulted on history-related projects generated by the BBC, Smithsonian, and various theater companies, film makers, museums, libraries, and foundations. He has served on the governing boards of the National Humanities Alliance, American Council of Learned Societies, Association of American Colleges and Universities, and Center for Research Libraries. Mentioned: OAH's Records at Risk Data Collection Initiative for individuals to report removed or changed material For federal workers who are interested in sharing their experiences, OAH's Emergency Oral History Project Arlington National Cemetery website removes histories highlighting Black, Hispanic, and women veterans National Center for Education Statistics (NCES) Removal of climate data from government websites Contribute to AHA and OAH 5calls ap for connecting with federal senators and representatives AHA Action Alert for Iowa residents (and AHA letter to Iowa Senate Education Committee) Learn more about your ad choices. Visit megaphone.fm/adchoices

Uncovers what Christian seminaries taught about Islam in their formative years Throughout the nineteenth century, Islam appeared regularly in the curricula of American Protestant seminaries. Islam was not only the focus of Christian missions, but was studied as part of the history of the Church as well as in the new field of comparative religions. Moreover, Arabic was taught as a cognate biblical language to help students better understand biblical Hebrew. Passages from the Qur'an were sometimes read as part of language instruction. Christian seminaries were themselves new institutions in the nineteenth century. Though Islam had already been present in the Americas since the beginning of the slave trade, it was only in the nineteenth century that the American public became more aware of Islam and had increasing contact with Muslims. It was during this period that extensive trade with the Ottoman empire emerged and more feasible travel opportunities to the Middle East became available due to the development of the steamship.  Providing an in-depth look at the information about Islam that was available in seminaries throughout the nineteenth century, Muhammad in the Seminary (NYU Press, 2024) examines what Protestant seminaries were teaching about this tradition in the formative years of pastoral education. In charting how American Christian leaders' ideas about Islam were shaped by their seminary experiences, this volume offers new insight into American religious history and the study of Christian-Muslim relations. The Rev. Dr. David D. Grafton is the Professor of Islamic Studies and Christian-Muslim Relations on the faculty of the Duncan Black Macdonald Center for the Study of Islam and Christian-Muslim Relations at Hartford International University Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel. Twitter. Learn more about your ad choices. Visit megaphone.fm/adchoices

Our book is: Project Management for Researchers: A Practical, Stress-Free Guide to Getting Organized (U Michigan Press, 2025), by Dr. Shiri Noy, which tackles the how, what, and why of project management. It offers step-by-step guidance on choosing tools and developing a personalized system that will help the reader manage and organize their research so that steps and decisions are documented for accountability and reproducibility. Readers will find worksheets they can adapt to their own needs, priorities, and research as well as practical tips on issues ranging from emails to scheduling. Suitable for work across methods, experience levels, and disciplines and adaptable for those working alone, with others, or as team managers, this book will guide readers between various research stages–from planning, to execution, to adjustment of research projects big and small. The worksheets discussed in the episode can be found here. Our guest is: Dr. Shiri Noy, who is Associate Professor of Sociology at Denison University. Her research and teaching interests are primarily in political sociology, and centered on development, science and religion, and mixed methods. She is the author of Banking on Health: The World Bank and Health Sector Reform in Latin America, and Project Management for Researchers: A Practical, Stress-Free Guide to Getting Organized. Our host is: Dr. Christina Gessler, who is the creator and executive producer of the Academic Life podcast. Listeners may enjoy this playlist: The Grant Writing Guide Where Does Research Begin? Getting from to-do to done! Imposter Syndrome Attention Skills Dealing with Rejection The Dissertation to Book Workbook Stylish Academic Writing The Book Proposal Book Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by downloading or sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 250+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

In Well Worth Saving (Yale University Press, 2019), Professor Laurel Leff explores how American universities responded to the sudden and urgent appeals for help from scholars trapped in Nazi-dominated Europe. Although many scholars were welcomed into faculty or research positions in the US, thousands more tried to find a way over and failed. Those who were unable to flee were left to face the horrors of the Holocaust. In this rigorously researched book, Laurel Leff rescues from obscurity scholars who were deemed "not worth saving" and tells the riveting, full story of the hiring decisions universities made during the Nazi era. Laurel Leff is Professor of Journalism and Associate Director of Jewish Studies at Northeastern University. This interview was conducted by Renee Hale, who holds a Ph.D. in Chemical Engineering and works in R&D for the food and beverage industry. She is the author of The Nightstorm Files, a voracious reader, and enjoys sharing the joy of discovering new perspectives with listeners. Learn more about your ad choices. Visit megaphone.fm/adchoices

Over the past two decades, natural things—especially those collected, exchanged, studied, and displayed in museums, such as animals, plants, minerals, and rocks—have emerged as fascinating protagonists for historical research. Nature on Paper: Documenting Science in Prussia, 1770-1850 (U Pittsburgh Press, 2024) follows a different, humbler set of objects that make it possible to trace the global routes and shifting meanings of those natural things: the catalogs, inventories, and other paper tools of information management that form the backbone of collection institutions. Anne Greenwood MacKinney focuses on Prussia from the late eighteenth to mid-nineteenth century, a place and time that witnessed the dramatic restructuring of research, government, and public collections toward a closer integration of science, state, and a proto-civil society. The documents at the heart of her study are mediators actively shaping the historical trajectories, values, and meanings of the objects they record, and with pasts and paths of their own. MacKinney also reveals how various stakeholders—in the research community, museum sector, government, and general public—can interact with these documents and thereby shape the world of natural science. By centering the history of natural historical collection paperwork and the agents involved in its production, circulation, and safekeeping, Nature on Paper tells a largely neglected story of a form of scientific labor that transformed the infrastructure of modern research at the turn of the nineteenth century. Learn more about your ad choices. Visit megaphone.fm/adchoices

Studies show that students who have a positive outlook on their lives outperform students who don't. Is positive thinking a skill? Can it be taught? Our article is: “Teaching Positive Psychology Skills at school may be one way to help student mental health and happiness,” by Dr. Kai Zhuang Shum, published in The Conversation, which explores how the components of happiness and connection can be applied to classroom settings around the world. Amid the reduced access to mental health services for many students, and the rising rates of student stress and depression, researchers are finding that positive psychology interventions make a real difference. “Students who've been introduced to science-based ideas about happiness,” Dr. Shum writes, “feel more satisfied with life.” She joins us for this episode to explain more. Our guest is: Dr. Kai Zhuang Shum, who is a Nationally Certified School Psychologist (NCSP) and a Licensed Psychologist. She serves as an assistant professor at the University of Tennessee Knoxville School Psychology Program. She specializes in positive psychology, motivation, anxiety (including OCD), attention, time management, and well-being (happiness). Our host is: Dr. Christina Gessler, who is the creator, producer and show host of the Academic Life podcast. Listeners may enjoy this playlist: Mindfulness The Well-Gardened Mind Inside Look at Campus Mental Wellness Services You Will Get Through This Belonging: The Science of Creating Connection Managing Your Mental Health During Your PhD Make a Meaningful Life Meditation Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us again to learn from more experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Undeclared: A Philosophy of Formative Higher Education (MIT Press, 2024) is an imaginative tour of the contemporary university as it could be: a place to discover self-knowledge, meaning, and purpose. What if college were not just a means of acquiring credentials, but a place to pursue our formation as whole persons striving to lead lives of meaning and purpose? In Undeclared, Chris Higgins confronts the contemporary university in a bid to reclaim a formative mission for higher education. In a series of searching essays and pointed interludes, Higgins challenges us to acknowledge how far our practices have drifted from our ideals, asking: What would it look like to build a college from the ground up to support self-discovery and personal integration? What does it mean to be a public university, and are there any left? How can the humanities help the job-ified university begin to take vocation seriously? Cutting through the underbrush of received ideas, Higgins follows the insight where it leads, clearing a path from the corporate multiversity to the renaissance in higher education that was Black Mountain College and back again. Along the way, we tour a campus bent on becoming a shopping mall, accompany John Dewey through a midlife crisis, and witness the first "happening.” Through diverse and grounded philosophical engagements, Undeclared assembles the resources to expand the contemporary educational imagination. Chris Higgins is Associate Professor and Chair in the Department of Formative Education in Boston College's Lynch School of Education and Human Development, where he directs the Transformative Educational Studies program. He is the author of The Good Life of Teaching. The book is available Open Access here. Learn more about your ad choices. Visit megaphone.fm/adchoices

While full- and part-time college faculty and lecturers go about their jobs—doing all that is seen (teaching and publishing) and unseen (class prep, grading, and researching)—little, if any time is given to the uncomfortable acknowledgment that those acts have legal ramifications. Navigating Choppy Waters: Key Legal Issues College Faculty Need to Know (2025, Rowman & Littlefield) thoughtfully addresses topics that are vital for those in academia. Kent Kauffman is an Associate Professor of Business Law at Purdue University Fort Wayne. Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices

Good workplaces require both autonomy--giving employees a sense of ownership over how and where they work--and collaboration in pursuit of common goals. They see employees for who they are and support them, pay them enough money to live comfortably, and provide the resources, training, and support they need to be successful. Innovative Library Workplaces: Transformative Human Resource Strategies (2025, Association of College and Research Libraries) provides the tools you need to make your workplace a good one for your employees. Though this book took root during the pandemic, it is not of the pandemic: The changes wrought are permanent. Innovative Library Workplaces proposes a way forward after this monumental disruption, recognizing that neither the pandemic nor the work culture prior to it is a good model for what comes next. Bridgit McCafferty is the Dean of the University Library & Archives at Texas A&M University-Central Texas and has led the library for twelve years. Prior to this, she oversaw reference and instruction services. She has taken on major administrative projects for her university, including recently chairing the SACSCOC Accreditation Reaffirmation Compliance Committee. She is the author of Library Management: A Practical Guide for Librarians and the coauthor of British Postmodernism: Strategies and Sources. Lisa Kallman Hopkins is an associate librarian at A&M-Central Texas. She is the head of Technical Services and assistant dean of the University Library & Archives. In her role as head of Technical Services, she is directly responsible for systems, E-Resources, and agreements, and manages cataloging and acquisitions, interlibrary loan, e-reserves and textbook reserves. She is the university copyright specialist and copyeditor. In addition to Innovative Library Workplaces, she has submitted chapters to Transforming Acquisitions & Collection Services: Perspectives on Collaboration Within and Across Libraries and Technical Services: Adapting to the Changing Environment. Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of the Language-on-the-Move podcast, Dr Hanna Torsh speaks with Dr Prashneel Ravisan Goundar about his new book, English Language-Mediated Settings and Educational Inequality: Language Policy Agendas in the South Pacific published by Routledge in 2025. In this book, Goundar explores how educational inequalities are responsible for the way students perform in English language-mediated school settings. He seeks to establish an explicit connection between language testing and educational inequalities at the higher education level. With its focus on higher education, this research is a fresh reminder of the need to continuously revisit and unsettle inequalities that are embedded in education systems. In the South Pacific context, this study reveals the current issues, including medium of instruction challenges, lack of teaching and learning resources, teacher shortages, and language barriers. Goundar's research seeks new answers to the problem of academic English language skills faced by undergraduate students. Since English is a second language for the majority of students in Fiji and as the quality of education varies between urban and rural schools, this cumulatively impacts students' acquisition of English skills, and, consequently, their university performance. The important questions posed and addressed in this book are as follows: What are the language implications of colonisation on education in the South Pacific? What resources and learning opportunities are provided in schools to promote equal access to education content for students from non-English-speaking backgrounds? How do students from different schooling backgrounds in Fiji cope with an English language-mediated university learning environment? Do educational inequalities manifest in the performance of students from all schooling backgrounds, or are they confined to specific sociocultural zones? Drawing on a unique dataset from a context in the Global South, this book provides new insights for a more holistic approach to examining academic language proficiency and the use of language testing. English Language-mediated Settings and Educational Inequalities: Language Education Policy Agendas in the South Pacific is suitable for postgraduate students in language policy and planning, multilingual language policies for schools, medium of instruction studies, and language testing, and South Pacific studies. For additional resources, show notes, and transcripts, go here. Learn more about your ad choices. Visit megaphone.fm/adchoices

In The Woman Question in Islamic Studies (Princeton UP, 2024), the Introduction of which is available at the publisher's website, Kecia Ali delves into the deeply entrenched ways sexism continues to shape the academic landscape of Islamic Studies. Despite the growing presence of women scholars in the field, Ali finds that women's work remains marginalized, relegated to the periphery while male-authored research is treated as more authoritative. Ali tackles this issue with a mix of sharp analysis and humor, showing how gender biases persist at every level of scholarship—from course syllabi to citations to job hiring practices to editorial decisions. Through a combination of broad surveys and focused analyses, she uncovers the patterns of exclusion that, to quote her, “beget exclusion.” The issue isn't simply of women not being cited or mentioned in indices and footnotes and bibliographies, but also of how women's scholarship is talked about compared to how men's scholarship is described, hyped, and promoted. Even male scholars who present themselves as gender-inclusive often overlook or fail to cite women's scholarship, which further highlights the deep-seated nature of this problem and of the pattern that Ali is exploring. The book doesn't just highlight the problem but also provides actionable strategies for transforming the field. Ali offers a practical "Beginner's Guide to Eradicating Sexism in Islamic Studies," addressing areas like peer reviewing, citation practices, curriculum design, invitation for lectures and talks. This guide provides scholars with tools to counteract the biases that limit women's visibility and contribution. With a keen eye on the wider academic context, Ali situates these issues not only within Islamic Studies but as part of broader patterns of gender inequality in disciplines across the academy – such as in Economics, in Political Science, in Philosophy, in the natural sciences, in Jewish Studies, in Religious Studies broadly. The Woman Question in Islamic Studies is both a compelling critique and a roadmap for change, urging scholars to recognize the ethical and intellectual importance of equitable citation and inclusion. In our conversation today, Ali identifies some of the main points of the book, explains how the book came about and what her methodology is; we also discuss why women aren't being cited and why their exclusion from scholarship matters, why women are more likely than men to be more equitable in their citation practices, and how the book has been received so far and how Ali hopes people will respond. Ali and Lolo Serrano have co-author an article examining gender bias across fifteen years of book reviews in the Journal of the American Academy of Religion (2006–2020), which has been published in the same journal (accessible here). The article concludes that reviewers of all gender consistently prioritize and celebrate men's scholarship at a disproportionate rate, and male reviewers are found to cite the works of male scholars at a significantly higher rate. This book will appeal to scholars, researchers, students, and others professionals in Islamic Studies, Religious Studies, Gender Studies, and related fields, as well as anyone interested in academic equity and the dynamics of citation practices. It is an essential read for those looking to understand the persistent gender disparities in academia and for educators, researchers, and policymakers seeking practical strategies for fostering a more inclusive and equitable scholarly environment. Moreover, anyone invested in challenging systemic sexism across disciplines, from the humanities to the social sciences, will find Ali's insights both compelling and transformative. And especially those who don't believe gender is relevant to their research, or who don't think there are enough women they can cite in their works, will find the book immensely useful. Learn more about your ad choices. Visit megaphone.fm/adchoices

Exchange of Ideas: The Economy of Higher Education in Early America (U Chicago Press, 2023) launches a breathtakingly ambitious new economic history of American higher education. In this volume, Adam R. Nelson focuses on the early republic, explaining how knowledge itself became a commodity, as useful ideas became salable goods and American colleges were drawn into transatlantic commercial relations. American scholars might once have imagined that higher education could sit beyond the sphere of market activity—that intellectual exchange could transcend vulgar consumerism—but already by the end of the eighteenth century, they saw how ideas could be factored into the nation's balance of trade. Moreover, they concluded that it was the function of colleges to oversee the complex process whereby knowledge could be priced and purchased. The history of capitalism and the history of higher education, Nelson reveals, are intimately intertwined—which raises a host of important and strikingly urgent questions. How do we understand knowledge and education as commercial goods? Who should pay for them? And, fundamentally, what is the optimal system of higher education in a capitalist democracy? Learn more about your ad choices. Visit megaphone.fm/adchoices

Political Scientists Lauren C. Bell, Allison Rank, and Carah Ong Whaley have a new edited volume, Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics (Palgrave Macmillan, 2024). This book has four separate sections that guide the reader through different dimensions of teaching civic engagement and the many aspects of this important pedagogical capacity that often falls on the shoulders of political science faculty at universities and colleges in the United States. In our discussion we cover the idea of civic engagement itself as an approach that many of us integrate into our courses in a variety of ways. Civic Pedagogies focuses on this complex topic first through a number of chapters that dive into the theory behind civic engagement and how to think about this concept as a dimension of or the entirety of a college course. The next section of the book takes up a variety of different practical approaches to embedding civic learning into courses. The last two sections of the book explore the challenges and benefits of civically engaged pedagogies and, finally, assessment of civically engaged pedagogies. This is a thorough and thoughtful book with an impressive array of contributing authors all thinking about not only the importance of civically engaged pedagogies, but also the unique dimensions of this kind of pedagogy. The three editors explain, in our conversation, different points of importances that were fleshed out by the many contributors and their thinking about how best to embed this vital component of education within a democracy. Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics has so many different perspectives that it provides a rich array of options for most educators who want or need to integrate civic pedagogies into their classrooms. In our discussion, we also explore the value of being able to engage on public topics and political questions in a civil manner—both in the classroom itself and then, as students move into their lives beyond college, as members of their communities. Lilly J. Goren is a professor of political science at Carroll University in Waukesha, WI. She is co-host of the New Books in Political Science channel at the New Books Network. She is co-editor of The Politics of the Marvel Cinematic Universe (University Press of Kansas, 2022), as well as co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012). She can be reached @gorenlj.bsky.social Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of International Horizons, RBI Director John Torpey speaks with Steven Brint, Distinguished Professor of Sociology and Public Policy at UC Riverside, about the early days of the second Trump administration and its impact on higher education. Brint discusses the administration's aggressive efforts to reshape federal governance, including its attacks on DEI programs, proposals to tax university endowments, and moves to condition federal funding on ideological compliance. The conversation explores how these policies could undermine academic freedom, international student enrollment, and the global reputation of U.S. universities. Brint also examines the broader crisis of public confidence in higher education, tracing concerns over cost, curriculum relevance, and perceptions of political bias. The episode concludes with a discussion of the risks facing the American university system in an era of rising authoritarianism and political polarization. Learn more about your ad choices. Visit megaphone.fm/adchoices

As of 2018, only about one in ten Mexican/Mexican American/Xicanx (MMAX) students graduate with a college degree. Drawing on in-depth interviews, participant observations, pláticas, document analyses, and literature on race, space, and racism in higher education, Why you always so political?: The Experiences and Resiliencies of Mexican/Mexican American/Xicanx Students in Higher Education (Viva Oxnard, 2024) by Dr. Martín Alberto Gonzalez documents the narratives of 20 MMAX undergraduate students at a private, historically and predominantly white university in the Northeast United States. Utilizing counterstorytelling as a research method, Martín Alberto Gonzalez argues that the racially hostile campus environment experienced by MMAX students at their respective university manifests itself as a form of educational-environmental racism. By providing culturally relevant counterstories about racism in higher education, this book offers an accessible tool for teaching and learning about the harsh realities of Students of Color who attend predominantly white universities. 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

Critical Management Studies and Librarianship: Critical Perspectives on Library Management Education and Practice (Library Juice Press, November 2024) introduces key concepts in the field of critical management studies (CMS) and critiques dominant theories and concepts in the management field. The aim of CMS is to denaturalize dominant theories in the management field by introducing works and research from other fields (e.g., queer feminist theories, postcolonial studies, critical race theory). In this edited volume, Silvia Vong brings together contributions that offer critical perspectives on dominant CMS issues contextualized in LIS management education and practice such as strategic planning, consumer and assessment culture, and management institutes to name a few. In addition, the book includes discussions around approaches to leading using research and literature outside of the business and management literature to redress epistemic injustice in management education and provide inclusive and diverse perspectives on leadership. Silvia Vong is an Assistant Professor, Teaching Stream at University of Toronto's iSchool. She was a professional librarian for 15 years in various roles at different Canadian universities ranging from liaison librarian to head of public services to associate dean of scholarly, research, and creative activities. Her experience in teaching, collections, scholarly communications, and management contributed to her research as a professional in critical management studies in librarianship as well as addressing anti-racism in the profession. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom (2022) and The Social Movement Archive (2021), and co-editor of Armed By Design: Posters and Publications of Cuba's Organization of Solidarity of the Peoples of Africa, Asia, and Latin America (2025). Learn more about your ad choices. Visit megaphone.fm/adchoices

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

Peoples and Things host, Lee Vinsel, is joined by guest host and Peoples & Things producer, Joe Forte, Media Projects Manager with Virginia Tech Publishing, in interviewing Marshall Poe, the founder and editor of the New Books Network, the largest academic podcasting platform in the world. The trio discuss how the New Books Network came to be; how digital technologies open up new tools for academic work; changing media landscapes, including the recent bursting of a podcasting bubble; and the future of academic communication and publishing. Learn more about your ad choices. Visit megaphone.fm/adchoices

How did the research universities of the Enlightenment come into being? And what debt do they owe to scholars of the previous era? Focusing on the career of German polymath Johann Daniel Major (1634–93), Curating the Enlightenment: Johann Daniel Major and the Experimental Century (Cambridge University Press, 2024) by Dr. Vera Keller uncovers how late seventeenth-century scholars crafted the research university as a haven for critical inquiry in defiance of political and economic pressures. Abandoning the surety of established intellectual practice, this 'experimental century' saw Major and his peers reshaping fragments of knowledge into new perspectives. Across new disciplines, from experimental philosophy to archaeology and museology, they reexamined what knowledge was, who it was for, and how it was to be stored, managed, accessed, judged, and transformed. Although later typecast as Baroque obstacles to be overcome by the Enlightenment, these academics arranged knowledge in dynamic infrastructures that encouraged its further advancement in later generations, including our own. This study examines these seventeenth-century practices as part of a continuous intellectual tradition and reconceptualizes our understanding of the Enlightenment. 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

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

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

In this episode of the Language on the Move podcast, Brynn Quick speaks with Dr. Sue Ollerhead. Dr. Ollerhead is currently a Senior Lecturer in Languages and Literacy Education and the Director of the Secondary Education Program at Macquarie University. Her expertise lies in English language and literacy learning and teaching in multicultural and multilingual education contexts. Her research interests include translanguaging, multilingual pedagogies, literacy across the curriculum and oracy development in schools. Dr. Ollerhead is currently editor of TESOL in Context, the peer reviewed journal of the Australian Council of TESOL Associations. She serves on the executive board of the English as a Medium of Instruction Centre (EMI) at Macquarie University. Brynn and Sue chat about an article that Sue has recently written for the Australian Association for Research in Education entitled “Teachers Truly Know Students and How They Learn. Does AI?”. They discuss the emergence of AI platforms like ChatGPT and how these platforms are affecting teacher training. A wonderful companion read to this episode is Distinguished Ingrid Piller's Can we escape the textocalypse? Academic publishing as community building. If you liked this episode, check out more resources on technology and language: Will technology make language rights obsolete?; the podcast Tech Won't Save Us; and Are language technologies counterproductive to learning? If you enjoy the show, support us by subscribing to the Language on the Move Podcast on your podcast app of choice, leaving a 5-star review, and recommending the Language on the Move Podcast and our partner the New Books Network to your students, colleagues, and friends. For additional resources, show notes, and transcripts, go here. Learn more about your ad choices. Visit megaphone.fm/adchoices

How did public demand shape education in the 20th century? In The Crisis of the Meritocracy: Britain's Transition to Mass Education since the Second World War (Oxford UP, 2020), Peter Mandler, Professor of Modern Cultural History at the University of Cambridge, charts the history of schools, colleges, and universities. The book charts the tension between demands for democracy and the defence of meritocracy within both elite and public discourses, showing how this tension plays out in Britain's complex and fragmented education system. Offering an alternative vision to the popular memory and perception of education, a note of caution about the power of education to cure social inequalities, and a celebration of public demand for high quality education for all, the book is essential reading across the humanities, social sciences, and for anyone interested in understanding education in contemporary society. Learn more about your ad choices. Visit megaphone.fm/adchoices

It's daunting when you don't know what to expect about graduate school…or you're worried you won't measure up. This episode helps dispel the myths and addresses some of the common misconceptions. We unpack the realities, including: how to determine if graduate school is the right next step for you; when to apply; the time and financial investment of a graduate education; what life is like after getting in; the need for work-life balance; and the importance of finding the right mentor. Our guest is: Dr. Miroslava Chávez-García, who is Professor of History at the University of California, Santa Barbara, and holds affiliations in the Departments of Chicana/o Studies and Feminist Studies as well as Iberian and Latin American Studies. She also serves as the Faculty Director of the McNair Scholars Program. She is the coauthor of Is Grad School for Me? Demystifying the Application Process for First-Gen BIPOC Students, with Yvette Martínez-Vu. Our co-guest is: Dr. Yvette Martínez-Vu, who is a coach, consultant, author, speaker, and the founder of Grad School Femtoring LLC. She is the coauthor of Is Grad School for Me? Demystifying the Application Process for First-Gen BIPOC Students. Our host is: Dr. Christina Gessler, who is the producer and show host of the Academic Life podcast. Listeners may enjoy this playlist: Is Grad School For Me? PhDing While Parenting The Connected PhD The Field Guide to Grad School Leading from the Margins Hope for the Humanities PhD Transforming Hispanic Serving Institutions for Equity and Justice Being Well in Academia: Challenges and Connections Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 240+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

A Forgotten Migration: Black Southerners, Segregation Scholarships, and the Debt Owed to Public HBCUs (UNC Press, 2024) tells the little-known story of "segregation scholarships" awarded by states in the US South to Black students seeking graduate education in the pre-Brown v. Board of Education era. Under the Plessy v. Ferguson decision, decades earlier, southern states could provide graduate opportunities for African Americans by creating separate but equal graduate programs at tax-supported Black colleges or by admitting Black students to historically white institutions. Most did neither and instead paid to send Black students out of state for graduate education. Crystal R. Sanders examines Black graduate students who relocated to the North, Midwest, and West to continue their education with segregation scholarships, revealing the many challenges they faced along the way. Students that entered out-of-state programs endured long and tedious travel, financial hardship, racial discrimination, isolation, and homesickness. With the passage of Brown in 1954, segregation scholarships began to wane, but the integration of graduate programs at southern public universities was slow. In telling this story, Sanders demonstrates how white efforts to preserve segregation led to the underfunding of public Black colleges, furthering racial inequality in American higher education. Learn more about your ad choices. Visit megaphone.fm/adchoices

Josh Spodek disconnected his Manhattan apartment from the electric grid in May 2022. Over time, he has reduced his consumption and contribution to landfill. His new book argues that sustainability is not a sacrifice but an upgrade that can bring joy and increased quality of life. The book traces his journey to live more sustainably in a Manhattan apartment but also offers an argument about politics. He asks what narratives are already available to frame environmental degradation deploying a wide range of sources from John Locke to indigenous thinkers. Spodek, doubtful about governments or corporations leading on the environment, favors bottom up change focused on the actions and leadership of individuals. Sustainability Simplified: The Definitive Guide to Solving All (Yes, All) Our Environmental Problems (Amplify, 2025) explores the importance of culture and habit. How did the United States and other nations adopt polluting and passive habits? What can be done to reverse these cultural norms? The solutions range from a WWII level mobilization to a Constitutional Amendment. Dr. Josh Spodek earned a PhD in Physics and an MBA in entrepreneurial leadership from Columbia University. He is a four-time TEDx speaker author (Initiative and Leadership Step by Step), and leadership coach. He hosts the This Sustainable Life podcast. He has been an Adjunct Professor at New York University. A 2024 recent New York Times article highlights his life changes in Who Says You Can't Live Off the Grid in Manhattan? Mentioned: NOAA's interactive sea level rise map. NOAA is the National Oceanic and Atmospheric Administration Eric Williams's Capitalism & Slavery (3rd edition, University of North Carolina Press, 1994) Works of Steven Pinker Spodek Method Susan's research on Locke's Enough and as Good from Perspectives on Politics Learn more about your ad choices. Visit megaphone.fm/adchoices

In Smart University: Student Surveillance in the Digital Age (Johns Hopkins University Press, 2024), Lindsay Weinberg evaluates how this latest era of tech solutions and systems in our schools impacts students' abilities to access opportunities and exercise autonomy on their campuses. Using historical and textual analysis of administrative discourses, university policies, conference proceedings, grant solicitations, news reports, tech industry marketing materials, and product demonstrations, Weinberg argues that these more recent transformations are best understood as part of a longer history of universities supporting the development of technologies that reproduce racial and economic injustice on their campuses and in their communities. Mentioned in this episode is this piece that Dr. Weinberg wrote in Inside Higher Ed:  Lindsay Weinberg is a clinical assistant professor and the Director of the Tech Justice Lab in the John Martinson Honors College at Purdue University. Dr. Michael LaMagna is the Information Literacy Program & Library Services Coordinator and Professor of Library Services at Delaware County Community College. Learn more about your ad choices. Visit megaphone.fm/adchoices

What are the threats to academic freedom in Thailand? Why does the freedom of scholars and students matter for society at large and how are the attacks on Thai academia linked to the larger democracy movement in the region? Julia Olsson, a doctoral student at the Center for East and South-East Asian Studies at Lund University, talks to Dr. Karin Zackari, a human rights scholar, about the Thai state's attacks on academia in the past decade and the surprising parallel rise of dissent at Thai universities. Dr. Karin Zackari is a researcher at the Department of History and the Center of East and South-East Asian Studies, Lund University. Zackari is the PI of the project **Cultivating identities and capitalism: Scandinavians and the Siamese royal elite in-between empires.** Since July 2024 she is involved in the EUVIP: The EU in the Volatile Indo-Pacific Region, a project funded by the European Union's Horizon Europe coordination and support action 10107906 (HORIZON-WIDERA-2021-ACCESS-03). Episode producer: Tabita Rosendal Show links: New Threats to Academic Freedom In Asia The EU in the Volatile Indo-Pacific Region (EUVIP) The Academic Freedom Index  Scholars at Risk Monitoring Project Index  The Nordic Asia Podcast is a collaboration sharing expertise on Asia across the Nordic region, brought to you by the following academic partners: Asia Centre, University of Tartu (Estonia) Asian studies, University of Helsinki (Finland) Centre for Asian Studies, Vytautas Magnus University (Lithuania) Centre for East and South-East Asian Studies, Lund University (Sweden) Centre for East Asian Studies, University of Turku (Finland) Norwegian Network for Asian Studies Learn more about your ad choices. Visit megaphone.fm/adchoices

Five hundred years ago, Thomas Wolsey endowed in Oxford a foundation he called Cardinal's College. Henry VIII, the monarch who dismissed and ruined him, re-established it as Christ Church later in his reign as an institution rich, spacious and imposing beyond any other. It would help young men of Tudor England and beyond to study history, improve their minds, enlarge imaginations and broaden experience for the benefit of the realm - under the tutelage, of course, of some remarkable dons. Generations of students had their intellects and world perspectives shaped by Oxford. It was believed that the study of history - touching the ancient world at one end and modern politics at the other - interlaced with geography, economics, political science, law and modern languages, would demonstrate the reasons for the success or failure of states. The student would be taught - in Sir Isaiah Berlin's memorable phrase - to 'spot the bunk!' In History in the House: Some Remarkable Dons and the Teaching of Politics, Character and Statecraft (William Collins, 2024), acclaimed historian Richard Davenport- Hines examines the intimate connections between British politics, statecraft and the Oxford University history course. He explores the temperaments, ideas, imagination, prejudices, intentions and influence of a select and self-regulated group of men who taught modern history at Christ Church: Frederick York Powell, Arthur Hassall, Keith Feiling, J. C. Masterman, Roy Harrod, Patrick Gordon Walker, Hugh Trevor-Roper and Robert Blake; by turns an unruly Victorian radical, a staunch legitimist of the Protestant settlement, a Tory, a Whig, a Keynesian, a socialist, a rationalist who enjoyed mischief and a student of realpolitik. These dons, with their challenging and sometimes contradictory opinions, explored with their pupils the wielding of power, the art of persuasion and the exercise of civil and political responsibility. Intelligent, strenuous and aware of the treachery and uncontrollability of things in the world, they studied the crimes, follies, misfortunes, incapacity, muddle and disloyalty of humankind in every generation. History in the House offers an unforgettable portrait of these men, their enduring influence and the significance of their arguments to public life today. Learn more about your ad choices. Visit megaphone.fm/adchoices

Today's book is: A Teacher's Guide to Learning Student Names: Why You Should, Why It's Hard, How You Can (University of Oklahoma Press, 2024), by Michelle D. Miller, which asserts that if teachers want an inclusive, engaging classroom, they must learn students' names. Eschewing the random tips and mnemonic tricks that invariably fall short, Dr. Miller offers a clear explanation of what is really going on when we learn a name, and a science-based approach for using this knowledge to pedagogical advantage. Drawing on a deep background in the psychology of language and memory, Dr. Miller gives a lively overview of the surprising science of learning proper names, along with an account of why the practice is at once so difficult and yet so critical to effective teaching. She then sets out practical techniques for learning names, with examples of activities and practices tailored to a variety of different teaching styles and classroom configurations. In her discussion of certain factors that can make learning names especially challenging, Dr. Miller pays particular attention to neurodivergence and the effects of aging on this special form of memory.  A Teacher's Guide to Learning Student Names lays out strategies for putting these techniques into practice, suggests technological aids and other useful resources, and explains how to make name learning a core aspect of one's teaching practice. With its research-based strategies and concrete advice, this concise and highly readable guide provides teachers of all disciplines and levels an invaluable tool for creating a welcoming and productive learning environment. Our guest is: Dr. Michelle Miller, who is a cognitive psychologist, researcher, and speaker focused on supporting higher education faculty in creating effective and engaging learning experiences for students. She is the author of Minds Online: Teaching Effectively with Technology (Harvard University Press, 2014), Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World (West Virginia University Press, 2022), and A Teacher's Guide to Learning Student Names: Why You Should, Why It's Hard, How You Can (University of Oklahoma Press, 2024). Dr. Miller is a Professor of Psychological Sciences and President's Distinguished Teaching Fellow at Northern Arizona University in Flagstaff, Arizona. Our host is: Dr. Christina Gessler, who is the producer of the Academic Life podcast. Listeners may enjoy this playlist: A Pedagogy of Kindness Geeky Pedagogy The Power of Play in Higher Education Transforming Hispanic Serving Institutions for Equity and Justice Teaching About Race and Racism in the College Classroom Welcome to Academic Life, the podcast for your academic journey—and beyond! You can support the show by posting, assigning or sharing episodes. Join us to learn from experts inside and outside the academy, and around the world. Missed any of the 225+ Academic Life episodes? Find them here. And thank you for listening! Learn more about your ad choices. Visit megaphone.fm/adchoices

Since the early 20th century, American academic libraries have collected and championed rare and unique non-circulating materials now referred to as special collections. Because of the rarity and value of these materials, they are handled differently than materials in other parts of academic library collections. Thus, a different set of access policies and procedures, as well as specialized staff, have been employed. In Access to Special Collections and Archives: Bridging Theory and Practice (Rowman & Littlefield, 2024), Jae Rossman provides a thorough exploration of access. Rossman looks at how practitioners' perceptions of access to special collections have changed from the formative period of the 1930s to today. An exploration of access through the lens of special collections is especially meaningful because of the tension between the principles of preservation and access within the special collections community. This project is also significant as the library profession explores how representation of diversity within collections and the profession impacts readers. Exploring how we think about access should be part of these ongoing conversations. Jae Jennifer Rossman, Ph.D., is associate director for Special Collections Instruction and Research Services at the Beinecke Rare Book & Manuscript Library at Yale University. She has published on library history and practice and the field of artists' books for over twenty years. Her publications through the jenny-press have been collected by academic libraries nationally and internationally. Rossman has served on the Board of Trustees, American Printing History Association and the Board of Directors, Center for Book Arts. She has worked in the libraries of Brandeis University, Museum of Fine Arts, Boston, and Yale University. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom (Libraries Unlimited, 2022) and The Social Movement Archive (Litwin Books, 2021). Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode of Madison's Notes, we're joined by Professors Amna Khalid and Jeff Snyder for a thought-provoking discussion on the state of free speech in today's polarized climate. We explore the role of the university as a space for critical inquiry, the challenges to academic freedom, and the growing tensions between open discourse and political pressures. Professors Khalid and Snyder share their perspectives on the biggest threats to free speech today, offering insight into how institutions of higher learning can navigate these complex issues while remaining true to their educational mission. Tune in for a deep dive into the intersection of free expression, education, and the broader societal forces shaping our public discourse. Amna Khalid is an Associate Professor in the department of History at Carleton College. She specializes in modern South Asian history, the history of medicine and the global history of free expression. Khalid is the author of multiple book chapters on the history of public health in nineteenth-century India, with an emphasis on the connections between Hindu pilgrimages and the spread of epidemics. She completed a Bachelor's Degree at Lahore University of Management Sciences and earned both an MPhil in Development Studies and a DPhil in History from Oxford University. Growing up under a series of military dictatorships in Pakistan, Khalid has a strong interest in issues relating to free expression. She hosts a podcast and accompanying blog called “Banished,” which explores censorship controversies in the past and present. Jeff Snyder is an Associate Professor in the department of Educational Studies at Carleton College. He is a historian of education, whose work examines questions about race, national identity and the purpose of public education in a diverse, democratic society. Snyder is the author of the book, Making Black History: The Color Line, Culture and Race in the Age of Jim Crow. He holds a BA from Carleton, an EdM in Learning and Teaching from the Harvard Graduate School of Education and a PhD in the History of Education from New York University. Before pursuing graduate studies, Snyder taught English to Speakers of Other Languages in the Czech Republic, France, China, India, Nepal and the United States. Khalid and Snyder speak regularly together about academic freedom, free speech and campus politics at colleges and universities across the country. They write frequently on these issues for newspapers and magazines, including The Chronicle of Higher Education, The New Republic and The Washington Post. During the 2022/23 academic year, Khalid and Snyder were fellows with the University of California National Center for Free Speech and Civic Engagement. Their research focused on threats to academic freedom in Florida, the state at the epicenter of the conservative “culture wars” movement to encourage state intervention in public school classrooms. Based on interviews they conducted with Florida faculty members, Khalid and Snyder submitted an amicus brief supporting the plaintiffs who are challenging the Stop WOKE Act. Madison's Notes is the podcast of Princeton University's James Madison Program in American Ideals and Institutions. Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented. Learn more about your ad choices. Visit megaphone.fm/adchoices

Becoming a more equitable librarian is an ongoing process. In the face of the last decade's events and increased public awareness of issues of diversity, equity, inclusion, and accessibility (DEIA), library workers in music libraries can do things to create the space in our teaching for optimal creativity and connection by and with our library users. As the editors of Music Information Literacy: Inclusion and Advocacy (Library Juice Press, 2024), Kathleen A. Abromeit and Dyani Sabin bring together contributions that imagine what it would be like to expand our inclusion structures so that we increasingly recognize and accommodate differences in our music libraries. The ways librarians teach and assist students must change to amplify the voices of those who have been traditionally marginalized and create effective and equitable libraries and classrooms. Doing so is a multi-part process, where critical information literacy overlaps with self-reflection as a librarian and a deep understanding that our students have identities and experiences that influence how they navigate their world. Many of our students have experienced trauma from the generational oppression of systemic racism, gender fluidity, invisible disabilities, discrimination, or poverty. Ongoing trauma triggers toxic stress that can rewire parts of the brain and impact one's ability to process information, formulate questions, and feel safe enough to be creative and in the zone of ideas. The chapters in the volume are authored by librarians who have actively been learning and self-reflecting on what is needed to invite users into their libraries and teaching spaces fully. The book is divided into three sections: Critical Theories, Concepts, & Reflections, Bringing Underrepresentation to the Forefront, and Supporting Activism. Each chapter includes case studies and discussion questions supporting ideas and concepts. A sample reading guide for each chapter is included as well. Kathleen A. Abromeit is the Head of the Conservatory Library at Oberlin College and Conservatory, and Dyani Sabin is a writer based in the Midwest. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices

From their founding, Historically Black Colleges and Universities (HBCUs) educated as many as 90 percent of Black college students in the United States. Although many are aware of the significance of HBCUs in expanding Black Americans' educational opportunities, much less attention has been paid to the vital role that they have played in enhancing American democracy. In The Power of Black Excellence: HBCUs and the Fight for American Democracy (Oxford UP, 2024), Deondra Rose provides an authoritative history of HBCUs and the unique role they have played in shaping American democracy since 1837. Drawing on over six years of deep research, Rose brings into view the historic impact that government support for HBCUs has had on the American political landscape, arguing that they have been essential for not only empowering Black citizens but also reshaping the distribution of political power in the United States. Rose challenges the conventional wisdom that, prior to the late twentieth century, the federal government took a laissez-faire approach to education. Instead, governmental action contributed to the expansion of HBCUs in an era plagued by racist policies and laws. Today, HBCUs remain extremely important, as evidenced by the outsized number of black political leaders--including Kamala Harris--who attended them. Rose stresses that policymakers promote democracy itself when they support HBCUs and their unique approach to postsecondary education, which includes a commitment to helping students develop politically empowering skills, promoting political leadership, and fostering a commitment to service. A fresh look into the relationship between education and democracy, The Power of Black Excellence is essential reading for anyone interested not just in HBCUs, but the broader trajectory of Black citizenship in American history. Learn more about your ad choices. Visit megaphone.fm/adchoices