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2 episodes with pengfei zhao
How do children and adolescents transition to adulthood in today's America? How have American society's entrenching economic inequality and increasing financial precarity profoundly shaped their coming-of-age experience? What does it mean to grow up in a diverse society interacting with peers and adults with very different racial and ethnic backgrounds? These are important questions to ask in order to understand young people's life in the United States. In Diversity and the Transition to Adulthood in America (U California Press, 2022), sociologists Phoebe Ho, Hyunjoon Park, and Grace Kao use large-scale and nationally representative data to address these important questions. The book offers a panoramic view of young people's life in today's increasingly diverse America. Through identifying the patterns and trends of when and how youths of different racial and ethnic backgrounds reach their life milestones, the book maps out the varying life paths of young Americans, who will play critical roles in shaping the future of this country. In this episode, you will hear NBN host Pengfei Zhao talked with Phoebe Ho, the lead author of Diversity and the Transition to Adulthood in America. Their conversation ranges from the major findings of the book, to how these findings may inform public debates on issues related to young people, as well as how university instructors may use this book to engage students in their classrooms. Phoebe Ho is Assistant Professor of Sociology at the University of North Texas. Her research focuses on family experiences with education and schooling in the United States, with a particular emphasis on race, ethnicity, immigrant status, and social class. Hyunjoon Park is Korea Foundation Professor of Sociology and Director of the James Joo-Jin Kim Program in Korean Studies at the University of Pennsylvania. His research interests include social stratification, education, family, and the transition to adulthood, especially in East Asian societies. Grace Kao is IBM Professor of Sociology and Professor of Ethnicity, Race, and Migration at Yale University. She is a past vice president of the American Sociological Association. Her research focuses on race, ethnicity, immigration, education, and youth outcomes. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
How do children and adolescents transition to adulthood in today's America? How have American society's entrenching economic inequality and increasing financial precarity profoundly shaped their coming-of-age experience? What does it mean to grow up in a diverse society interacting with peers and adults with very different racial and ethnic backgrounds? These are important questions to ask in order to understand young people's life in the United States. In Diversity and the Transition to Adulthood in America (U California Press, 2022), sociologists Phoebe Ho, Hyunjoon Park, and Grace Kao use large-scale and nationally representative data to address these important questions. The book offers a panoramic view of young people's life in today's increasingly diverse America. Through identifying the patterns and trends of when and how youths of different racial and ethnic backgrounds reach their life milestones, the book maps out the varying life paths of young Americans, who will play critical roles in shaping the future of this country. In this episode, you will hear NBN host Pengfei Zhao talked with Phoebe Ho, the lead author of Diversity and the Transition to Adulthood in America. Their conversation ranges from the major findings of the book, to how these findings may inform public debates on issues related to young people, as well as how university instructors may use this book to engage students in their classrooms. Phoebe Ho is Assistant Professor of Sociology at the University of North Texas. Her research focuses on family experiences with education and schooling in the United States, with a particular emphasis on race, ethnicity, immigrant status, and social class. Hyunjoon Park is Korea Foundation Professor of Sociology and Director of the James Joo-Jin Kim Program in Korean Studies at the University of Pennsylvania. His research interests include social stratification, education, family, and the transition to adulthood, especially in East Asian societies. Grace Kao is IBM Professor of Sociology and Professor of Ethnicity, Race, and Migration at Yale University. She is a past vice president of the American Sociological Association. Her research focuses on race, ethnicity, immigration, education, and youth outcomes. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology
How do children and adolescents transition to adulthood in today's America? How have American society's entrenching economic inequality and increasing financial precarity profoundly shaped their coming-of-age experience? What does it mean to grow up in a diverse society interacting with peers and adults with very different racial and ethnic backgrounds? These are important questions to ask in order to understand young people's life in the United States. In Diversity and the Transition to Adulthood in America (U California Press, 2022), sociologists Phoebe Ho, Hyunjoon Park, and Grace Kao use large-scale and nationally representative data to address these important questions. The book offers a panoramic view of young people's life in today's increasingly diverse America. Through identifying the patterns and trends of when and how youths of different racial and ethnic backgrounds reach their life milestones, the book maps out the varying life paths of young Americans, who will play critical roles in shaping the future of this country. In this episode, you will hear NBN host Pengfei Zhao talked with Phoebe Ho, the lead author of Diversity and the Transition to Adulthood in America. Their conversation ranges from the major findings of the book, to how these findings may inform public debates on issues related to young people, as well as how university instructors may use this book to engage students in their classrooms. Phoebe Ho is Assistant Professor of Sociology at the University of North Texas. Her research focuses on family experiences with education and schooling in the United States, with a particular emphasis on race, ethnicity, immigrant status, and social class. Hyunjoon Park is Korea Foundation Professor of Sociology and Director of the James Joo-Jin Kim Program in Korean Studies at the University of Pennsylvania. His research interests include social stratification, education, family, and the transition to adulthood, especially in East Asian societies. Grace Kao is IBM Professor of Sociology and Professor of Ethnicity, Race, and Migration at Yale University. She is a past vice president of the American Sociological Association. Her research focuses on race, ethnicity, immigration, education, and youth outcomes. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies
How do children and adolescents transition to adulthood in today's America? How have American society's entrenching economic inequality and increasing financial precarity profoundly shaped their coming-of-age experience? What does it mean to grow up in a diverse society interacting with peers and adults with very different racial and ethnic backgrounds? These are important questions to ask in order to understand young people's life in the United States. In Diversity and the Transition to Adulthood in America (U California Press, 2022), sociologists Phoebe Ho, Hyunjoon Park, and Grace Kao use large-scale and nationally representative data to address these important questions. The book offers a panoramic view of young people's life in today's increasingly diverse America. Through identifying the patterns and trends of when and how youths of different racial and ethnic backgrounds reach their life milestones, the book maps out the varying life paths of young Americans, who will play critical roles in shaping the future of this country. In this episode, you will hear NBN host Pengfei Zhao talked with Phoebe Ho, the lead author of Diversity and the Transition to Adulthood in America. Their conversation ranges from the major findings of the book, to how these findings may inform public debates on issues related to young people, as well as how university instructors may use this book to engage students in their classrooms. Phoebe Ho is Assistant Professor of Sociology at the University of North Texas. Her research focuses on family experiences with education and schooling in the United States, with a particular emphasis on race, ethnicity, immigrant status, and social class. Hyunjoon Park is Korea Foundation Professor of Sociology and Director of the James Joo-Jin Kim Program in Korean Studies at the University of Pennsylvania. His research interests include social stratification, education, family, and the transition to adulthood, especially in East Asian societies. Grace Kao is IBM Professor of Sociology and Professor of Ethnicity, Race, and Migration at Yale University. She is a past vice president of the American Sociological Association. Her research focuses on race, ethnicity, immigration, education, and youth outcomes. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
How do children and adolescents transition to adulthood in today's America? How have American society's entrenching economic inequality and increasing financial precarity profoundly shaped their coming-of-age experience? What does it mean to grow up in a diverse society interacting with peers and adults with very different racial and ethnic backgrounds? These are important questions to ask in order to understand young people's life in the United States. In Diversity and the Transition to Adulthood in America (U California Press, 2022), sociologists Phoebe Ho, Hyunjoon Park, and Grace Kao use large-scale and nationally representative data to address these important questions. The book offers a panoramic view of young people's life in today's increasingly diverse America. Through identifying the patterns and trends of when and how youths of different racial and ethnic backgrounds reach their life milestones, the book maps out the varying life paths of young Americans, who will play critical roles in shaping the future of this country. In this episode, you will hear NBN host Pengfei Zhao talked with Phoebe Ho, the lead author of Diversity and the Transition to Adulthood in America. Their conversation ranges from the major findings of the book, to how these findings may inform public debates on issues related to young people, as well as how university instructors may use this book to engage students in their classrooms. Phoebe Ho is Assistant Professor of Sociology at the University of North Texas. Her research focuses on family experiences with education and schooling in the United States, with a particular emphasis on race, ethnicity, immigrant status, and social class. Hyunjoon Park is Korea Foundation Professor of Sociology and Director of the James Joo-Jin Kim Program in Korean Studies at the University of Pennsylvania. His research interests include social stratification, education, family, and the transition to adulthood, especially in East Asian societies. Grace Kao is IBM Professor of Sociology and Professor of Ethnicity, Race, and Migration at Yale University. She is a past vice president of the American Sociological Association. Her research focuses on race, ethnicity, immigration, education, and youth outcomes. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
We understand very little about how elite individuals and families operate in everyday life to maintain their privileged statuses, as many of these status-maintaining activities are conducted out of the sight of the public, in private family settings, exclusive schools, and through privileged services. Yi-Lin Chiang's new book, Study Gods: How the New Chinese Elite Prepare for Global Competition (Princeton University Press, 2022), offers a rare look into this issue in the context of contemporary China. Based on solid, long-term ethnographic research, Study Gods documents the educational journeys of elite Chinese adolescents, some of whom were named “study gods” by their peers because of their effortless abilities to achieve high academic performance. Employing vivid descriptions and sophisticated analyses, Chiang has shown how these young people achieve and maintain elite status by absorbing and complying with the rules surrounding status. In this episode, I talked with Yi-Lin Chiang about her new book, Studying Gods. You will hear not only her fascinating findings about the young generation of Chinese elite, but also behind-the-scene stories and reflections from a seasoned ethnographer, from how she interacted with these elite youths to what differs the younger generation of Chinese elites from the older ones, and why she thinks it is important to understand their elite world. Yi-Lin Chiang is assistant professor of sociology at National Chengchi University in Taiwan. Chiang's research focuses on educational stratification and intergenerational status transmission in greater China. About the host: Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/chinese-studies
We understand very little about how elite individuals and families operate in everyday life to maintain their privileged statuses, as many of these status-maintaining activities are conducted out of the sight of the public, in private family settings, exclusive schools, and through privileged services. Yi-Lin Chiang's new book, Study Gods: How the New Chinese Elite Prepare for Global Competition (Princeton University Press, 2022), offers a rare look into this issue in the context of contemporary China. Based on solid, long-term ethnographic research, Study Gods documents the educational journeys of elite Chinese adolescents, some of whom were named “study gods” by their peers because of their effortless abilities to achieve high academic performance. Employing vivid descriptions and sophisticated analyses, Chiang has shown how these young people achieve and maintain elite status by absorbing and complying with the rules surrounding status. In this episode, I talked with Yi-Lin Chiang about her new book, Studying Gods. You will hear not only her fascinating findings about the young generation of Chinese elite, but also behind-the-scene stories and reflections from a seasoned ethnographer, from how she interacted with these elite youths to what differs the younger generation of Chinese elites from the older ones, and why she thinks it is important to understand their elite world. Yi-Lin Chiang is assistant professor of sociology at National Chengchi University in Taiwan. Chiang's research focuses on educational stratification and intergenerational status transmission in greater China. About the host: Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution.
We understand very little about how elite individuals and families operate in everyday life to maintain their privileged statuses, as many of these status-maintaining activities are conducted out of the sight of the public, in private family settings, exclusive schools, and through privileged services. Yi-Lin Chiang's new book, Study Gods: How the New Chinese Elite Prepare for Global Competition (Princeton University Press, 2022), offers a rare look into this issue in the context of contemporary China. Based on solid, long-term ethnographic research, Study Gods documents the educational journeys of elite Chinese adolescents, some of whom were named “study gods” by their peers because of their effortless abilities to achieve high academic performance. Employing vivid descriptions and sophisticated analyses, Chiang has shown how these young people achieve and maintain elite status by absorbing and complying with the rules surrounding status. In this episode, I talked with Yi-Lin Chiang about her new book, Studying Gods. You will hear not only her fascinating findings about the young generation of Chinese elite, but also behind-the-scene stories and reflections from a seasoned ethnographer, from how she interacted with these elite youths to what differs the younger generation of Chinese elites from the older ones, and why she thinks it is important to understand their elite world. Yi-Lin Chiang is assistant professor of sociology at National Chengchi University in Taiwan. Chiang's research focuses on educational stratification and intergenerational status transmission in greater China. About the host: Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming-of-age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
This episode of the New Books in Education features English Learners at Home and at School: Stories and Strategies (Harvard Education Press, 2021), by Joyce Nutta. Published in 2021 by the Harvard Education Press, English Learners at Home and at School sheds light on the lived experience of English Learners and their families through presenting six research-based and carefully crafted non-fictional stories. Each of the stories centers on an English learner's immigration and educational journey. Nutta's inspiring writing offers rich and detailed portraits of these immigrant children and youths, who walked diverse life paths and strived to become proficient English speakers while adapting to their new life in the United States. The book highlights factors in families, schools and communities that contribute to the success of minoritized English Learner students. It also examines and suggests educational strategies that can scaffold English learners' academic success, such as including establishing dual-language classrooms, adapting instruction, and inviting parent participation. English Learners at Home and at School helps teachers and policy makers develop a more comprehensive understanding of their English Learner students. It is also a compelling and highly readable text for parents, families, and the general public who are interested in this topic. Joyce W. Nutta is professor of World Languages Education and the ESOL Endorsement, Dual Language Education Graduate Certificate, and TESOL PhD Track Coordinator at the University of Central Florida. She is devoted to educating teachers of all subjects and grade levels about English learners and to equipping teachers with tools and techniques that support English learners' academic achievement and language development. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/language
This episode of the New Books in Education features English Learners at Home and at School: Stories and Strategies (Harvard Education Press, 2021), by Joyce Nutta. Published in 2021 by the Harvard Education Press, English Learners at Home and at School sheds light on the lived experience of English Learners and their families through presenting six research-based and carefully crafted non-fictional stories. Each of the stories centers on an English learner's immigration and educational journey. Nutta's inspiring writing offers rich and detailed portraits of these immigrant children and youths, who walked diverse life paths and strived to become proficient English speakers while adapting to their new life in the United States. The book highlights factors in families, schools and communities that contribute to the success of minoritized English Learner students. It also examines and suggests educational strategies that can scaffold English learners' academic success, such as including establishing dual-language classrooms, adapting instruction, and inviting parent participation. English Learners at Home and at School helps teachers and policy makers develop a more comprehensive understanding of their English Learner students. It is also a compelling and highly readable text for parents, families, and the general public who are interested in this topic. Joyce W. Nutta is professor of World Languages Education and the ESOL Endorsement, Dual Language Education Graduate Certificate, and TESOL PhD Track Coordinator at the University of Central Florida. She is devoted to educating teachers of all subjects and grade levels about English learners and to equipping teachers with tools and techniques that support English learners' academic achievement and language development. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
This episode of the New Books in Education features English Learners at Home and at School: Stories and Strategies (Harvard Education Press, 2021), by Joyce Nutta. Published in 2021 by the Harvard Education Press, English Learners at Home and at School sheds light on the lived experience of English Learners and their families through presenting six research-based and carefully crafted non-fictional stories. Each of the stories centers on an English learner's immigration and educational journey. Nutta's inspiring writing offers rich and detailed portraits of these immigrant children and youths, who walked diverse life paths and strived to become proficient English speakers while adapting to their new life in the United States. The book highlights factors in families, schools and communities that contribute to the success of minoritized English Learner students. It also examines and suggests educational strategies that can scaffold English learners' academic success, such as including establishing dual-language classrooms, adapting instruction, and inviting parent participation. English Learners at Home and at School helps teachers and policy makers develop a more comprehensive understanding of their English Learner students. It is also a compelling and highly readable text for parents, families, and the general public who are interested in this topic. Joyce W. Nutta is professor of World Languages Education and the ESOL Endorsement, Dual Language Education Graduate Certificate, and TESOL PhD Track Coordinator at the University of Central Florida. She is devoted to educating teachers of all subjects and grade levels about English learners and to equipping teachers with tools and techniques that support English learners' academic achievement and language development. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
The COVID19 pandemic has profoundly changed the landscape of K-12 education in our society. Last March, many states closed their brick-and-mortar schools and shifted to remote education. The massive shift is historic and unprecedented. Until now, while we see the light at the end of the tunnel in our battle against the coronavirus, millions and millions of students are still learning at home via online platforms. It is also because of this shift that digital learning all of a sudden has drawn attention from not only educators but also the general public from families to policy makers. Over the past months we have seen concerted efforts to invest in digital learning and improve the required infrastructure. In spite of this unexpected yet much welcomed attention from the society at large, digital teaching and learning a field has existed for a long time. Experts in the field have been documenting and exploring the best practice of digital teaching and learning. Today I am going to talk with three researchers who have been working in this field for a long time, Carolyn Heinrich from Vanderbilt University, Jennifer Darling-Aduana from Georgia State University and Annalee G. Good from the University of Wisconsin-Madison. Last year, they published their new book with Harvard Education Press, titled Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education (2020). It systematically studies the implementation and best practice of using digital tools to reduce inequities in educational opportunities and improve student outcomes. Although the book was out right before the start of the pandemic, the lessons, best practice and insights they highlighted in their book have so much to offer for educators, policy makers and families to navigate a teaching-and-learning landscape during and after this pandemic. Carolyn J. Heinrich is the Patricia and Rodes Hart Professor of Public Policy and Education and Chair of the Department of Leadership, Policy, and Organizations, and an affiliated Professor of Economics at Vanderbilt University. Jennifer Darling-Aduana is an Assistant Professor of Learning Technologies in the Department of Learning Sciences, College of Education and Human Development, at Georgia State University. Annalee G. Good is co-director of the Wisconsin Evaluation Collaborative and Director of the Clinical Program at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/technology
The COVID19 pandemic has profoundly changed the landscape of K-12 education in our society. Last March, many states closed their brick-and-mortar schools and shifted to remote education. The massive shift is historic and unprecedented. Until now, while we see the light at the end of the tunnel in our battle against the coronavirus, millions and millions of students are still learning at home via online platforms. It is also because of this shift that digital learning all of a sudden has drawn attention from not only educators but also the general public from families to policy makers. Over the past months we have seen concerted efforts to invest in digital learning and improve the required infrastructure. In spite of this unexpected yet much welcomed attention from the society at large, digital teaching and learning a field has existed for a long time. Experts in the field have been documenting and exploring the best practice of digital teaching and learning. Today I am going to talk with three researchers who have been working in this field for a long time, Carolyn Heinrich from Vanderbilt University, Jennifer Darling-Aduana from Georgia State University and Annalee G. Good from the University of Wisconsin-Madison. Last year, they published their new book with Harvard Education Press, titled Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education (2020). It systematically studies the implementation and best practice of using digital tools to reduce inequities in educational opportunities and improve student outcomes. Although the book was out right before the start of the pandemic, the lessons, best practice and insights they highlighted in their book have so much to offer for educators, policy makers and families to navigate a teaching-and-learning landscape during and after this pandemic. Carolyn J. Heinrich is the Patricia and Rodes Hart Professor of Public Policy and Education and Chair of the Department of Leadership, Policy, and Organizations, and an affiliated Professor of Economics at Vanderbilt University. Jennifer Darling-Aduana is an Assistant Professor of Learning Technologies in the Department of Learning Sciences, College of Education and Human Development, at Georgia State University. Annalee G. Good is co-director of the Wisconsin Evaluation Collaborative and Director of the Clinical Program at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network
The COVID19 pandemic has profoundly changed the landscape of K-12 education in our society. Last March, many states closed their brick-and-mortar schools and shifted to remote education. The massive shift is historic and unprecedented. Until now, while we see the light at the end of the tunnel in our battle against the coronavirus, millions and millions of students are still learning at home via online platforms. It is also because of this shift that digital learning all of a sudden has drawn attention from not only educators but also the general public from families to policy makers. Over the past months we have seen concerted efforts to invest in digital learning and improve the required infrastructure. In spite of this unexpected yet much welcomed attention from the society at large, digital teaching and learning a field has existed for a long time. Experts in the field have been documenting and exploring the best practice of digital teaching and learning. Today I am going to talk with three researchers who have been working in this field for a long time, Carolyn Heinrich from Vanderbilt University, Jennifer Darling-Aduana from Georgia State University and Annalee G. Good from the University of Wisconsin-Madison. Last year, they published their new book with Harvard Education Press, titled Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education (2020). It systematically studies the implementation and best practice of using digital tools to reduce inequities in educational opportunities and improve student outcomes. Although the book was out right before the start of the pandemic, the lessons, best practice and insights they highlighted in their book have so much to offer for educators, policy makers and families to navigate a teaching-and-learning landscape during and after this pandemic. Carolyn J. Heinrich is the Patricia and Rodes Hart Professor of Public Policy and Education and Chair of the Department of Leadership, Policy, and Organizations, and an affiliated Professor of Economics at Vanderbilt University. Jennifer Darling-Aduana is an Assistant Professor of Learning Technologies in the Department of Learning Sciences, College of Education and Human Development, at Georgia State University. Annalee G. Good is co-director of the Wisconsin Evaluation Collaborative and Director of the Clinical Program at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
The COVID19 pandemic has profoundly changed the landscape of K-12 education in our society. Last March, many states closed their brick-and-mortar schools and shifted to remote education. The massive shift is historic and unprecedented. Until now, while we see the light at the end of the tunnel in our battle against the coronavirus, millions and millions of students are still learning at home via online platforms. It is also because of this shift that digital learning all of a sudden has drawn attention from not only educators but also the general public from families to policy makers. Over the past months we have seen concerted efforts to invest in digital learning and improve the required infrastructure. In spite of this unexpected yet much welcomed attention from the society at large, digital teaching and learning a field has existed for a long time. Experts in the field have been documenting and exploring the best practice of digital teaching and learning. Today I am going to talk with three researchers who have been working in this field for a long time, Carolyn Heinrich from Vanderbilt University, Jennifer Darling-Aduana from Georgia State University and Annalee G. Good from the University of Wisconsin-Madison. Last year, they published their new book with Harvard Education Press, titled Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education (2020). It systematically studies the implementation and best practice of using digital tools to reduce inequities in educational opportunities and improve student outcomes. Although the book was out right before the start of the pandemic, the lessons, best practice and insights they highlighted in their book have so much to offer for educators, policy makers and families to navigate a teaching-and-learning landscape during and after this pandemic. Carolyn J. Heinrich is the Patricia and Rodes Hart Professor of Public Policy and Education and Chair of the Department of Leadership, Policy, and Organizations, and an affiliated Professor of Economics at Vanderbilt University. Jennifer Darling-Aduana is an Assistant Professor of Learning Technologies in the Department of Learning Sciences, College of Education and Human Development, at Georgia State University. Annalee G. Good is co-director of the Wisconsin Evaluation Collaborative and Director of the Clinical Program at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy
The COVID19 pandemic has profoundly changed the landscape of K-12 education in our society. Last March, many states closed their brick-and-mortar schools and shifted to remote education. The massive shift is historic and unprecedented. Until now, while we see the light at the end of the tunnel in our battle against the coronavirus, millions and millions of students are still learning at home via online platforms. It is also because of this shift that digital learning all of a sudden has drawn attention from not only educators but also the general public from families to policy makers. Over the past months we have seen concerted efforts to invest in digital learning and improve the required infrastructure. In spite of this unexpected yet much welcomed attention from the society at large, digital teaching and learning a field has existed for a long time. Experts in the field have been documenting and exploring the best practice of digital teaching and learning. Today I am going to talk with three researchers who have been working in this field for a long time, Carolyn Heinrich from Vanderbilt University, Jennifer Darling-Aduana from Georgia State University and Annalee G. Good from the University of Wisconsin-Madison. Last year, they published their new book with Harvard Education Press, titled Equity and Quality in Digital Learning: Realizing the Promise in K-12 Education (2020). It systematically studies the implementation and best practice of using digital tools to reduce inequities in educational opportunities and improve student outcomes. Although the book was out right before the start of the pandemic, the lessons, best practice and insights they highlighted in their book have so much to offer for educators, policy makers and families to navigate a teaching-and-learning landscape during and after this pandemic. Carolyn J. Heinrich is the Patricia and Rodes Hart Professor of Public Policy and Education and Chair of the Department of Leadership, Policy, and Organizations, and an affiliated Professor of Economics at Vanderbilt University. Jennifer Darling-Aduana is an Assistant Professor of Learning Technologies in the Department of Learning Sciences, College of Education and Human Development, at Georgia State University. Annalee G. Good is co-director of the Wisconsin Evaluation Collaborative and Director of the Clinical Program at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/science-technology-and-society
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Barbara Dennis of Indiana University on her new ethnography, Walking with Strangers: Critical Ethnography and Educational Promise, published in 2020 by Peter Lang Press. Walking with Strangers: Critical Ethnography and Educational Promise features the IU-Unityville Outreach Project and tells the story of a 4-year-long participatory, critical ethnography in a local United States school district. The book speaks into the contemporary conversations around immigration, Deferred Action for Childhood Arrivals (DACA), and the experiences of Dreamers. The project involved a multilingual team of graduate students, educators, community members, and students who together aimed to transform school practices in order to bring about more success with transnational students who were enrolling in the district at an increasing rate. Over the span of several years, what began with a simple request for help, morphed into a rich ethnographic understanding of the complex tensions produced by monocultural and assimilationist ideals when juxtaposed with strangers. A unique and innovative feature about the book lies in that it seamlessly weaves together substantive discussions, methodological practices, and ethical challenges revolving around a transformative, social justice project. Walking with Strangers has made significant and much-needed contributions to the field of critical and social justice oriented educational research. In particular, it zooms into the complex and localized dynamics among immigrant families and students, predominantly white communities, public schools structured by white culture, and teachers unprepared for educating transnational children. The book not only sheds light on the innovative approaches through which educational researchers and educators could bring positive changes to the school life of marginalized and disadvantaged students, but also candidly reflects on the places where such efforts failed when confronting white privilege and gender oppression. Barbara Dennis is a peace and social justice activist, and critical educational ethnographer. She is a professor of qualitative inquiry in the Inquiry Methodology program at Indiana University’s, School of Education. She regularly publishes on feminist ethnography, critical participatory ethics, and methodological theory. Pengfei Zhao is a critical researcher and qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Trena Paulus of Eastern Tennessee State University and Dr. Alyssa Wise of New York University on their new book, Looking for Insight, Transformation, and Learning in Online Talk (Routledge, 2019). The book offers a comprehensive discussion of conducting research on online talk, which includes but is not limited to synchronous and asynchronous interactions on social media, discussion forums, and other forms of digital communication platforms. It walks readers through the different stages and procedures of conducting online research, addresses the major challenges that researchers often encounter in doing this type of work, and presents a new research framework for conceiving online research. The book has a strong emphasis on supporting researchers to unpack their implicit assumptions and make informed decisions. It also pays close attention to the unique ethical challenges in doing research online. In an era of physical distancing, many social and educational research activities have been moved from face-to-face to online settings. The book will provide researchers with timely, much-needed, and rich food for thought as they make this unexpected transition. Novice and experienced researchers from multiple disciplines, such as education, communication, media studies, health sciences, political sciences and business, will all benefit from the methodological insights that Paulus and Wise shared in this book. Trena M. Paulus is Professor of Qualitative Research Methods in the Department of Lifelong Education, Administration and Policy at the University of Georgia, USA. Alyssa Friend Wise is Associate Professor of Learning Sciences and Educational Technology in the Steinhardt School of Culture, Education, and Human Development and Director of the Learning Analytics Research Network at New York University, USA. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Trena Paulus of Eastern Tennessee State University and Dr. Alyssa Wise of New York University on their new book, Looking for Insight, Transformation, and Learning in Online Talk (Routledge, 2019). The book offers a comprehensive discussion of conducting research on online talk, which includes but is not limited to synchronous and asynchronous interactions on social media, discussion forums, and other forms of digital communication platforms. It walks readers through the different stages and procedures of conducting online research, addresses the major challenges that researchers often encounter in doing this type of work, and presents a new research framework for conceiving online research. The book has a strong emphasis on supporting researchers to unpack their implicit assumptions and make informed decisions. It also pays close attention to the unique ethical challenges in doing research online. In an era of physical distancing, many social and educational research activities have been moved from face-to-face to online settings. The book will provide researchers with timely, much-needed, and rich food for thought as they make this unexpected transition. Novice and experienced researchers from multiple disciplines, such as education, communication, media studies, health sciences, political sciences and business, will all benefit from the methodological insights that Paulus and Wise shared in this book. Trena M. Paulus is Professor of Qualitative Research Methods in the Department of Lifelong Education, Administration and Policy at the University of Georgia, USA. Alyssa Friend Wise is Associate Professor of Learning Sciences and Educational Technology in the Steinhardt School of Culture, Education, and Human Development and Director of the Learning Analytics Research Network at New York University, USA. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Trena Paulus of Eastern Tennessee State University and Dr. Alyssa Wise of New York University on their new book, Looking for Insight, Transformation, and Learning in Online Talk (Routledge, 2019). The book offers a comprehensive discussion of conducting research on online talk, which includes but is not limited to synchronous and asynchronous interactions on social media, discussion forums, and other forms of digital communication platforms. It walks readers through the different stages and procedures of conducting online research, addresses the major challenges that researchers often encounter in doing this type of work, and presents a new research framework for conceiving online research. The book has a strong emphasis on supporting researchers to unpack their implicit assumptions and make informed decisions. It also pays close attention to the unique ethical challenges in doing research online. In an era of physical distancing, many social and educational research activities have been moved from face-to-face to online settings. The book will provide researchers with timely, much-needed, and rich food for thought as they make this unexpected transition. Novice and experienced researchers from multiple disciplines, such as education, communication, media studies, health sciences, political sciences and business, will all benefit from the methodological insights that Paulus and Wise shared in this book. Trena M. Paulus is Professor of Qualitative Research Methods in the Department of Lifelong Education, Administration and Policy at the University of Georgia, USA. Alyssa Friend Wise is Associate Professor of Learning Sciences and Educational Technology in the Steinhardt School of Culture, Education, and Human Development and Director of the Learning Analytics Research Network at New York University, USA. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Trena Paulus of East Tennessee State University and Dr. Alyssa Wise of New York University on their new book, Looking for Insight, Transformation, and Learning in Online Talk (Routledge, 2019). The book offers a comprehensive discussion of conducting research on online talk, which includes but is not limited to synchronous and asynchronous interactions on social media, discussion forums, and other forms of digital communication platforms. It walks readers through the different stages and procedures of conducting online research, addresses the major challenges that researchers often encounter in doing this type of work, and presents a new research framework for conceiving online research. The book has a strong emphasis on supporting researchers to unpack their implicit assumptions and make informed decisions. It also pays close attention to the unique ethical challenges in doing research online. In an era of physical distancing, many social and educational research activities have been moved from face-to-face to online settings. The book will provide researchers with timely, much-needed, and rich food for thought as they make this unexpected transition. Novice and experienced researchers from multiple disciplines, such as education, communication, media studies, health sciences, political sciences and business, will all benefit from the methodological insights that Paulus and Wise shared in this book. Trena M. Paulus is Professor of Qualitative Research Methods in the Department of Lifelong Education, Administration and Policy at East Tennessee State University, USA. Alyssa Friend Wise is Associate Professor of Learning Sciences and Educational Technology in the Steinhardt School of Culture, Education, and Human Development and Director of the Learning Analytics Research Network at New York University, USA. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Trena Paulus of Eastern Tennessee State University and Dr. Alyssa Wise of New York University on their new book, Looking for Insight, Transformation, and Learning in Online Talk (Routledge, 2019). The book offers a comprehensive discussion of conducting research on online talk, which includes but is not limited to synchronous and asynchronous interactions on social media, discussion forums, and other forms of digital communication platforms. It walks readers through the different stages and procedures of conducting online research, addresses the major challenges that researchers often encounter in doing this type of work, and presents a new research framework for conceiving online research. The book has a strong emphasis on supporting researchers to unpack their implicit assumptions and make informed decisions. It also pays close attention to the unique ethical challenges in doing research online. In an era of physical distancing, many social and educational research activities have been moved from face-to-face to online settings. The book will provide researchers with timely, much-needed, and rich food for thought as they make this unexpected transition. Novice and experienced researchers from multiple disciplines, such as education, communication, media studies, health sciences, political sciences and business, will all benefit from the methodological insights that Paulus and Wise shared in this book. Trena M. Paulus is Professor of Qualitative Research Methods in the Department of Lifelong Education, Administration and Policy at the University of Georgia, USA. Alyssa Friend Wise is Associate Professor of Learning Sciences and Educational Technology in the Steinhardt School of Culture, Education, and Human Development and Director of the Learning Analytics Research Network at New York University, USA. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Xueli Wang from the University of Wisconsin-Madison on her new book, “On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways (Harvard Education Press, 2020). For decades, the shortage of STEM talents has been a national concern in the United States. Many discussions about this issue focus on K-12, undergraduate, and graduate education, whereas Xueli takes us to a much less examined road to look at the transferring pathways from community colleges to 4-year colleges. In today’s interview, you will hear us talk about the educational opportunities that the transfer pathways offer to an entire generation of American youths, especially those coming from disadvantaged family backgrounds. We will also discuss how these opportunities have been to some degree compromised for various reasons, and what are some of the things that colleges, universities, communities and the whole society could do to better support aspirational transferring students to pursue their educational dreams. Educators, policy makers, parents, and students who are interested in the transfer pathways will benefit from Xueli’s book, a much-needed and timely contribution to the ongoing conversation on educational equity in the United States. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Xueli Wang from the University of Wisconsin-Madison on her new book, “On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways (Harvard Education Press, 2020). For decades, the shortage of STEM talents has been a national concern in the United States. Many discussions about this issue focus on K-12, undergraduate, and graduate education, whereas Xueli takes us to a much less examined road to look at the transferring pathways from community colleges to 4-year colleges. In today’s interview, you will hear us talk about the educational opportunities that the transfer pathways offer to an entire generation of American youths, especially those coming from disadvantaged family backgrounds. We will also discuss how these opportunities have been to some degree compromised for various reasons, and what are some of the things that colleges, universities, communities and the whole society could do to better support aspirational transferring students to pursue their educational dreams. Educators, policy makers, parents, and students who are interested in the transfer pathways will benefit from Xueli’s book, a much-needed and timely contribution to the ongoing conversation on educational equity in the United States. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Xueli Wang from the University of Wisconsin-Madison on her new book, “On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways (Harvard Education Press, 2020). For decades, the shortage of STEM talents has been a national concern in the United States. Many discussions about this issue focus on K-12, undergraduate, and graduate education, whereas Xueli takes us to a much less examined road to look at the transferring pathways from community colleges to 4-year colleges. In today’s interview, you will hear us talk about the educational opportunities that the transfer pathways offer to an entire generation of American youths, especially those coming from disadvantaged family backgrounds. We will also discuss how these opportunities have been to some degree compromised for various reasons, and what are some of the things that colleges, universities, communities and the whole society could do to better support aspirational transferring students to pursue their educational dreams. Educators, policy makers, parents, and students who are interested in the transfer pathways will benefit from Xueli’s book, a much-needed and timely contribution to the ongoing conversation on educational equity in the United States. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Xueli Wang from the University of Wisconsin-Madison on her new book, “On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways (Harvard Education Press, 2020). For decades, the shortage of STEM talents has been a national concern in the United States. Many discussions about this issue focus on K-12, undergraduate, and graduate education, whereas Xueli takes us to a much less examined road to look at the transferring pathways from community colleges to 4-year colleges. In today’s interview, you will hear us talk about the educational opportunities that the transfer pathways offer to an entire generation of American youths, especially those coming from disadvantaged family backgrounds. We will also discuss how these opportunities have been to some degree compromised for various reasons, and what are some of the things that colleges, universities, communities and the whole society could do to better support aspirational transferring students to pursue their educational dreams. Educators, policy makers, parents, and students who are interested in the transfer pathways will benefit from Xueli’s book, a much-needed and timely contribution to the ongoing conversation on educational equity in the United States. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Scott Seider from Boston College and Dr. Daren Graves from Simmons University on their new book, Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Over the past thirty years, we have seen a steady increase in students of color in American public schools. The Public School Review reported that from 1997 to 2019, the number of white students in American public schools has declined from over 63 percent to 49.7 percent. One of the key questions that we need to ask is how we shall prepare students of color to become competent and responsible future citizens, especially given the increasingly widening racial disparity in almost all aspects of the social life. Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth to understand these racial disparities, resist the negative effects of racial injustice and challenge its root causes. Documenting and analyzing how five different mission-driven urban high schools cultivate critical consciousness among their students, Scott Seider and Daren Graves reported the findings of a four-year, longitudinal, mixed methods study. Timely and informative, the book is very helpful for teachers, school leaders, and parents who are interested in supporting youths of color to develop their critical consciousness, navigate their life in the contemporary American society, and challenge the entrenched racial injustice. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Scott Seider from Boston College and Dr. Daren Graves from Simmons University on their new book, Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Over the past thirty years, we have seen a steady increase in students of color in American public schools. The Public School Review reported that from 1997 to 2019, the number of white students in American public schools has declined from over 63 percent to 49.7 percent. One of the key questions that we need to ask is how we shall prepare students of color to become competent and responsible future citizens, especially given the increasingly widening racial disparity in almost all aspects of the social life. Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth to understand these racial disparities, resist the negative effects of racial injustice and challenge its root causes. Documenting and analyzing how five different mission-driven urban high schools cultivate critical consciousness among their students, Scott Seider and Daren Graves reported the findings of a four-year, longitudinal, mixed methods study. Timely and informative, the book is very helpful for teachers, school leaders, and parents who are interested in supporting youths of color to develop their critical consciousness, navigate their life in the contemporary American society, and challenge the entrenched racial injustice. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Scott Seider from Boston College and Dr. Daren Graves from Simmons University on their new book, Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Over the past thirty years, we have seen a steady increase in students of color in American public schools. The Public School Review reported that from 1997 to 2019, the number of white students in American public schools has declined from over 63 percent to 49.7 percent. One of the key questions that we need to ask is how we shall prepare students of color to become competent and responsible future citizens, especially given the increasingly widening racial disparity in almost all aspects of the social life. Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth to understand these racial disparities, resist the negative effects of racial injustice and challenge its root causes. Documenting and analyzing how five different mission-driven urban high schools cultivate critical consciousness among their students, Scott Seider and Daren Graves reported the findings of a four-year, longitudinal, mixed methods study. Timely and informative, the book is very helpful for teachers, school leaders, and parents who are interested in supporting youths of color to develop their critical consciousness, navigate their life in the contemporary American society, and challenge the entrenched racial injustice. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Scott Seider from Boston College and Dr. Daren Graves from Simmons University on their new book, Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Over the past thirty years, we have seen a steady increase in students of color in American public schools. The Public School Review reported that from 1997 to 2019, the number of white students in American public schools has declined from over 63 percent to 49.7 percent. One of the key questions that we need to ask is how we shall prepare students of color to become competent and responsible future citizens, especially given the increasingly widening racial disparity in almost all aspects of the social life. Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth to understand these racial disparities, resist the negative effects of racial injustice and challenge its root causes. Documenting and analyzing how five different mission-driven urban high schools cultivate critical consciousness among their students, Scott Seider and Daren Graves reported the findings of a four-year, longitudinal, mixed methods study. Timely and informative, the book is very helpful for teachers, school leaders, and parents who are interested in supporting youths of color to develop their critical consciousness, navigate their life in the contemporary American society, and challenge the entrenched racial injustice. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Dr. Scott Seider from Boston College and Dr. Daren Graves from Simmons University on their new book, Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice (Harvard Education Press, 2020). Over the past thirty years, we have seen a steady increase in students of color in American public schools. The Public School Review reported that from 1997 to 2019, the number of white students in American public schools has declined from over 63 percent to 49.7 percent. One of the key questions that we need to ask is how we shall prepare students of color to become competent and responsible future citizens, especially given the increasingly widening racial disparity in almost all aspects of the social life. Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth to understand these racial disparities, resist the negative effects of racial injustice and challenge its root causes. Documenting and analyzing how five different mission-driven urban high schools cultivate critical consciousness among their students, Scott Seider and Daren Graves reported the findings of a four-year, longitudinal, mixed methods study. Timely and informative, the book is very helpful for teachers, school leaders, and parents who are interested in supporting youths of color to develop their critical consciousness, navigate their life in the contemporary American society, and challenge the entrenched racial injustice. Pengfei Zhao is a qualitative research methodologist based at the University of Florida. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies
In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers' and students' positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies
In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Ali Michael on her award-winning book, Raising Race Questions: Whiteness and Inquiry in Education (Teachers College Press, 2015). According to a 2014 report by the National Center for Education Statistics, white teachers comprise over 85% of the K-12 teaching force in the United States, whereas as of 2011, 52% of the public school students were white students, 16% black students, 24% Hispanic students, 5% Asian and Pacific Islander students, and 1% American India or Alaska Native students. In many urban areas, white teachers are teaching classes in which a majority of the students are non-white. In such a context, how is the issue of race addressed in American schools? How do white teachers connect to their students of color? Or simply, is it necessary to raise race questions? In Raising Race Questions, Ali Michael worked with a group of white teachers to inquire about race and schooling. She has masterfully shown to us, how teachers can become more racially competent through asking difficult questions, building inquiry groups, and working on personal and interpersonal reflection. The book offers four guiding principles for teachers to inquire about race and racism: (1) the inquiry aims to make teachers and classrooms more whole than creating fractures; (2) teachers’ and students’ positive racial identity matter; (3) a multicultural curriculum is not sufficient for building an antiracist classroom; (4) racial competence can be learned. These principles are inspiring and helpful for not only teachers, but also all the citizens who care about the issues of equity, inclusion, and social justice. Raising Race Questions won the 2017 Society of Professors of Education Outstanding Book Award. Its author, Ali Michael is the co-founder and director of the Race Institute for K-12 Educators. Other than this book, Dr. Michael also published regularly on popular and professional media such as the Huffington Post and Independent Schools Magazine. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Patricia Leavy on her new book, Spark (The Guilford Press, 2019). The book is a highly original novel about an unexpected yet extremely fruitful journey of a sociologist professor, Peyton Wilde. Peyton, together with a diverse group of companions, was charged with answering a perplexing question in a five-day seminar held in Iceland. As they worked to address the question from very different perspectives, the experience also transformed each and every one of the team members. This innovative text offers far more than what a typical novel could offer: The author seamlessly incorporates into it a process of social inquiry. Readers can relate to the book on multiple levels—It can be read for fun, for a book club discussion, or adapted as a required text for qualitative inquiry courses in fields such as education, social work, and communication. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Patricia Leavy on her new book, Spark (The Guilford Press, 2019). The book is a highly original novel about an unexpected yet extremely fruitful journey of a sociologist professor, Peyton Wilde. Peyton, together with a diverse group of companions, was charged with answering a perplexing question in a five-day seminar held in Iceland. As they worked to address the question from very different perspectives, the experience also transformed each and every one of the team members. This innovative text offers far more than what a typical novel could offer: The author seamlessly incorporates into it a process of social inquiry. Readers can relate to the book on multiple levels—It can be read for fun, for a book club discussion, or adapted as a required text for qualitative inquiry courses in fields such as education, social work, and communication. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I talked with Patricia Leavy on her new book, Spark (The Guilford Press, 2019). The book is a highly original novel about an unexpected yet extremely fruitful journey of a sociologist professor, Peyton Wilde. Peyton, together with a diverse group of companions, was charged with answering a perplexing question in a five-day seminar held in Iceland. As they worked to address the question from very different perspectives, the experience also transformed each and every one of the team members. This innovative text offers far more than what a typical novel could offer: The author seamlessly incorporates into it a process of social inquiry. Readers can relate to the book on multiple levels—It can be read for fun, for a book club discussion, or adapted as a required text for qualitative inquiry courses in fields such as education, social work, and communication. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In today’s episode, I talked with Dr. Jeong-Hee Kim about her new book, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research (Sage Publications, 2016). The book offers a comprehensive overview of the theoretical foundation and practical guidance of narrative inquiry. It embodies narrative thinking by seamlessly weaving together epistemological theories, methodological discussions, and personal stories. Seasoned with Dr. Kim’s unique sense of humor, Understanding Narrative Inquiry is highly accessible and at the same time extremely insightful. A highlight of the interview will be Dr. Kim’s discussion on how to strike a balance between aesthetic play and rigorous social research in narrative studies. It is also helpful to hear her explanation of the various ways researchers can think with theories in crafting their stories. The book has received the 2017 Outstanding Publication Award from the Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA). Jeong-Hee Kim is a Professor of Curriculum Studies at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, focusing on phenomenological and hermeneutical ways of understanding the field of curriculum studies and teacher education. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
In today’s episode, I talked with Dr. Jeong-Hee Kim about her new book, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research (Sage Publications, 2016). The book offers a comprehensive overview of the theoretical foundation and practical guidance of narrative inquiry. It embodies narrative thinking by seamlessly weaving together epistemological theories, methodological discussions, and personal stories. Seasoned with Dr. Kim’s unique sense of humor, Understanding Narrative Inquiry is highly accessible and at the same time extremely insightful. A highlight of the interview will be Dr. Kim’s discussion on how to strike a balance between aesthetic play and rigorous social research in narrative studies. It is also helpful to hear her explanation of the various ways researchers can think with theories in crafting their stories. The book has received the 2017 Outstanding Publication Award from the Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA). Jeong-Hee Kim is a Professor of Curriculum Studies at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, focusing on phenomenological and hermeneutical ways of understanding the field of curriculum studies and teacher education. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
In today’s episode, I talked with Dr. Jeong-Hee Kim about her new book, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research (Sage Publications, 2016). The book offers a comprehensive overview of the theoretical foundation and practical guidance of narrative inquiry. It embodies narrative thinking by seamlessly weaving together epistemological theories, methodological discussions, and personal stories. Seasoned with Dr. Kim’s unique sense of humor, Understanding Narrative Inquiry is highly accessible and at the same time extremely insightful. A highlight of the interview will be Dr. Kim’s discussion on how to strike a balance between aesthetic play and rigorous social research in narrative studies. It is also helpful to hear her explanation of the various ways researchers can think with theories in crafting their stories. The book has received the 2017 Outstanding Publication Award from the Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA). Jeong-Hee Kim is a Professor of Curriculum Studies at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, focusing on phenomenological and hermeneutical ways of understanding the field of curriculum studies and teacher education. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
In today’s episode, I talked with Dr. Jeong-Hee Kim about her new book, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research (Sage Publications, 2016). The book offers a comprehensive overview of the theoretical foundation and practical guidance of narrative inquiry. It embodies narrative thinking by seamlessly weaving together epistemological theories, methodological discussions, and personal stories. Seasoned with Dr. Kim’s unique sense of humor, Understanding Narrative Inquiry is highly accessible and at the same time extremely insightful. A highlight of the interview will be Dr. Kim’s discussion on how to strike a balance between aesthetic play and rigorous social research in narrative studies. It is also helpful to hear her explanation of the various ways researchers can think with theories in crafting their stories. The book has received the 2017 Outstanding Publication Award from the Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA). Jeong-Hee Kim is a Professor of Curriculum Studies at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, focusing on phenomenological and hermeneutical ways of understanding the field of curriculum studies and teacher education. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
In today’s episode, I talked with Dr. Jeong-Hee Kim about her new book, Understanding Narrative Inquiry: The Crafting and Analysis of Stories as Research (Sage Publications, 2016). The book offers a comprehensive overview of the theoretical foundation and practical guidance of narrative inquiry. It embodies narrative thinking by seamlessly weaving together epistemological theories, methodological discussions, and personal stories. Seasoned with Dr. Kim’s unique sense of humor, Understanding Narrative Inquiry is highly accessible and at the same time extremely insightful. A highlight of the interview will be Dr. Kim’s discussion on how to strike a balance between aesthetic play and rigorous social research in narrative studies. It is also helpful to hear her explanation of the various ways researchers can think with theories in crafting their stories. The book has received the 2017 Outstanding Publication Award from the Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA). Jeong-Hee Kim is a Professor of Curriculum Studies at Texas Tech University. Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, focusing on phenomenological and hermeneutical ways of understanding the field of curriculum studies and teacher education. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
What can a researcher do to promote social justice? A conventional image of a researcher describes her staying in the ivory tower for most of the time, producing papers filled with academic jargons periodically, and occasionally providing consultations for policymakers. In Just Research in Contentious Times: Widening the Methodological Imagination (Teachers College Press, 2018), renowned critical psychologist Michelle Fine challenges us to imagine social research radically differently. According to Fine, if a researcher’s social justice work was only targeted at top politicians of this era, she probably would feel our era had never been darker. Fine argues that social research can do far more than that: It could create new solidarities across multiple marginalized groups, democratize the knowledge production process, disrupt the reproduction of oppressive social structure, and ultimately, sow the seed of positive social changes. Just Research in Contentious Times documents Fine’s long-term grounded research efforts at the frontline of the battle for social justice. She and her research team work with dropout students, female prisoners, Muslim youths, LGBTQ teachers, and many other marginalized social groups to bear the witness of their sufferings, probe the inequality of the current system, and raise the public’s consciousness on pressing social issues. By doing that, she champions a research approach which emphasizes the participation of community members as co-researchers, one that she terms as critical participatory action research (CPAR). Just Research in Contentious Times blends her passion for CPAR with highly personal yet profoundly touching self-reflection, rigorous data analysis, and innovative theoretical discussions. It is a compelling and inspiring read for anyone who is interested in social justice work. Michelle Fine is a distinguished professor of critical social psychology, women’s studies, and urban education at the Graduate Center, the City University of New York. She is the author or editor of more than a dozen books, including Framing Dropouts: Notes on the Politics of an Urban High School (1991), Disruptive Voices: The Possibilities of Feminist Research (1992), Working Method: Research and Social Justice (with Lois Weis, 2004), and Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods (with Selcuk Sirin, 2008). Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
What can a researcher do to promote social justice? A conventional image of a researcher describes her staying in the ivory tower for most of the time, producing papers filled with academic jargons periodically, and occasionally providing consultations for policymakers. In Just Research in Contentious Times: Widening the Methodological Imagination (Teachers College Press, 2018), renowned critical psychologist Michelle Fine challenges us to imagine social research radically differently. According to Fine, if a researcher’s social justice work was only targeted at top politicians of this era, she probably would feel our era had never been darker. Fine argues that social research can do far more than that: It could create new solidarities across multiple marginalized groups, democratize the knowledge production process, disrupt the reproduction of oppressive social structure, and ultimately, sow the seed of positive social changes. Just Research in Contentious Times documents Fine’s long-term grounded research efforts at the frontline of the battle for social justice. She and her research team work with dropout students, female prisoners, Muslim youths, LGBTQ teachers, and many other marginalized social groups to bear the witness of their sufferings, probe the inequality of the current system, and raise the public’s consciousness on pressing social issues. By doing that, she champions a research approach which emphasizes the participation of community members as co-researchers, one that she terms as critical participatory action research (CPAR). Just Research in Contentious Times blends her passion for CPAR with highly personal yet profoundly touching self-reflection, rigorous data analysis, and innovative theoretical discussions. It is a compelling and inspiring read for anyone who is interested in social justice work. Michelle Fine is a distinguished professor of critical social psychology, women’s studies, and urban education at the Graduate Center, the City University of New York. She is the author or editor of more than a dozen books, including Framing Dropouts: Notes on the Politics of an Urban High School (1991), Disruptive Voices: The Possibilities of Feminist Research (1992), Working Method: Research and Social Justice (with Lois Weis, 2004), and Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods (with Selcuk Sirin, 2008). Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
What can a researcher do to promote social justice? A conventional image of a researcher describes her staying in the ivory tower for most of the time, producing papers filled with academic jargons periodically, and occasionally providing consultations for policymakers. In Just Research in Contentious Times: Widening the Methodological Imagination (Teachers College Press, 2018), renowned critical psychologist Michelle Fine challenges us to imagine social research radically differently. According to Fine, if a researcher's social justice work was only targeted at top politicians of this era, she probably would feel our era had never been darker. Fine argues that social research can do far more than that: It could create new solidarities across multiple marginalized groups, democratize the knowledge production process, disrupt the reproduction of oppressive social structure, and ultimately, sow the seed of positive social changes. Just Research in Contentious Times documents Fine's long-term grounded research efforts at the frontline of the battle for social justice. She and her research team work with dropout students, female prisoners, Muslim youths, LGBTQ teachers, and many other marginalized social groups to bear the witness of their sufferings, probe the inequality of the current system, and raise the public's consciousness on pressing social issues. By doing that, she champions a research approach which emphasizes the participation of community members as co-researchers, one that she terms as critical participatory action research (CPAR). Just Research in Contentious Times blends her passion for CPAR with highly personal yet profoundly touching self-reflection, rigorous data analysis, and innovative theoretical discussions. It is a compelling and inspiring read for anyone who is interested in social justice work. Michelle Fine is a distinguished professor of critical social psychology, women's studies, and urban education at the Graduate Center, the City University of New York. She is the author or editor of more than a dozen books, including Framing Dropouts: Notes on the Politics of an Urban High School (1991), Disruptive Voices: The Possibilities of Feminist Research (1992), Working Method: Research and Social Justice (with Lois Weis, 2004), and Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods (with Selcuk Sirin, 2008). Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/psychology
What can a researcher do to promote social justice? A conventional image of a researcher describes her staying in the ivory tower for most of the time, producing papers filled with academic jargons periodically, and occasionally providing consultations for policymakers. In Just Research in Contentious Times: Widening the Methodological Imagination (Teachers College Press, 2018), renowned critical psychologist Michelle Fine challenges us to imagine social research radically differently. According to Fine, if a researcher’s social justice work was only targeted at top politicians of this era, she probably would feel our era had never been darker. Fine argues that social research can do far more than that: It could create new solidarities across multiple marginalized groups, democratize the knowledge production process, disrupt the reproduction of oppressive social structure, and ultimately, sow the seed of positive social changes. Just Research in Contentious Times documents Fine’s long-term grounded research efforts at the frontline of the battle for social justice. She and her research team work with dropout students, female prisoners, Muslim youths, LGBTQ teachers, and many other marginalized social groups to bear the witness of their sufferings, probe the inequality of the current system, and raise the public’s consciousness on pressing social issues. By doing that, she champions a research approach which emphasizes the participation of community members as co-researchers, one that she terms as critical participatory action research (CPAR). Just Research in Contentious Times blends her passion for CPAR with highly personal yet profoundly touching self-reflection, rigorous data analysis, and innovative theoretical discussions. It is a compelling and inspiring read for anyone who is interested in social justice work. Michelle Fine is a distinguished professor of critical social psychology, women’s studies, and urban education at the Graduate Center, the City University of New York. She is the author or editor of more than a dozen books, including Framing Dropouts: Notes on the Politics of an Urban High School (1991), Disruptive Voices: The Possibilities of Feminist Research (1992), Working Method: Research and Social Justice (with Lois Weis, 2004), and Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods (with Selcuk Sirin, 2008). Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
What can a researcher do to promote social justice? A conventional image of a researcher describes her staying in the ivory tower for most of the time, producing papers filled with academic jargons periodically, and occasionally providing consultations for policymakers. In Just Research in Contentious Times: Widening the Methodological Imagination (Teachers College Press, 2018), renowned critical psychologist Michelle Fine challenges us to imagine social research radically differently. According to Fine, if a researcher’s social justice work was only targeted at top politicians of this era, she probably would feel our era had never been darker. Fine argues that social research can do far more than that: It could create new solidarities across multiple marginalized groups, democratize the knowledge production process, disrupt the reproduction of oppressive social structure, and ultimately, sow the seed of positive social changes. Just Research in Contentious Times documents Fine’s long-term grounded research efforts at the frontline of the battle for social justice. She and her research team work with dropout students, female prisoners, Muslim youths, LGBTQ teachers, and many other marginalized social groups to bear the witness of their sufferings, probe the inequality of the current system, and raise the public’s consciousness on pressing social issues. By doing that, she champions a research approach which emphasizes the participation of community members as co-researchers, one that she terms as critical participatory action research (CPAR). Just Research in Contentious Times blends her passion for CPAR with highly personal yet profoundly touching self-reflection, rigorous data analysis, and innovative theoretical discussions. It is a compelling and inspiring read for anyone who is interested in social justice work. Michelle Fine is a distinguished professor of critical social psychology, women’s studies, and urban education at the Graduate Center, the City University of New York. She is the author or editor of more than a dozen books, including Framing Dropouts: Notes on the Politics of an Urban High School (1991), Disruptive Voices: The Possibilities of Feminist Research (1992), Working Method: Research and Social Justice (with Lois Weis, 2004), and Muslim American Youth: Understanding Hyphenated Identities through Multiple Methods (with Selcuk Sirin, 2008). Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
The study of education policy is a scholarly field that sheds light on important debates and controversies revolving around education policy and its implementation. In this episode, we will be talking with three scholars who have made substantial contributions to this field by introducing an innovative perspective to the studies of educational policy—the discursive perspectives. In their new edited volume, Discursive Perspectives on Education Policy and Implementation (Palgrave Macmillan, 2017), editors Jessica Lester, Chad Lochmiller, and Rachael Gabriel, together with other contributors of the book, argue that we should pay close attention to how language is used as a mediation in the entire process of education policy conceptualization and implementation. The book offers compelling and diverse examples to demonstrate how researchers interested in different aspects of policy studies may employ language-based methodologies to enrich our understanding of crucial issues in the realm of policymaking. Thoughtfully produced and carefully presented, the book also won this year’s AERA Qualitative Research SIG outstanding book award. About the host: Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Her work employs critical qualitative research methodologies to examine topics such as youth culture, educational reform, and research ethics in both East Asian and American contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Aaron M. Kuntz about his book, The Responsible Methodologist: Inquiry, Truth-Telling, and Social Justice (Left Coast Press, 2015). This book offers a thorough and much-needed interrogation of the role of research methodologist in today’s neo-liberalist era. Kuntz reflects upon the social and cultural structure that gave rise to the conventional role of a methodologist, a technocrat and middle-manager of knowledge production. He urges social and educational researchers in general, and research methodologists in particular, to move away from such a morally indifferent position and to encompass a social justice oriented approach to research. In his book, Kuntz also mobilizes the latest social theories from post-structuralism to new materialism to reconceptualize the meaning of truth and the responsibility of researchers. This thought-provoking and beautifully executed book will bring the readers to the central issues and debates with which contemporary researchers and research methodologists have been wrestling. It will be of interest to research methodologists, social and educational researchers, and professionals doing social justice work across different domains. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Aaron M. Kuntz about his book, The Responsible Methodologist: Inquiry, Truth-Telling, and Social Justice (Left Coast Press, 2015). This book offers a thorough and much-needed interrogation of the role of research methodologist in today’s neo-liberalist era. Kuntz reflects upon the social and cultural structure that gave rise to the conventional role of a methodologist, a technocrat and middle-manager of knowledge production. He urges social and educational researchers in general, and research methodologists in particular, to move away from such a morally indifferent position and to encompass a social justice oriented approach to research. In his book, Kuntz also mobilizes the latest social theories from post-structuralism to new materialism to reconceptualize the meaning of truth and the responsibility of researchers. This thought-provoking and beautifully executed book will bring the readers to the central issues and debates with which contemporary researchers and research methodologists have been wrestling. It will be of interest to research methodologists, social and educational researchers, and professionals doing social justice work across different domains. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Aaron M. Kuntz about his book, The Responsible Methodologist: Inquiry, Truth-Telling, and Social Justice (Left Coast Press, 2015). This book offers a thorough and much-needed interrogation of the role of research methodologist in today’s neo-liberalist era. Kuntz reflects upon the social and cultural structure that gave rise to the conventional role of a methodologist, a technocrat and middle-manager of knowledge production. He urges social and educational researchers in general, and research methodologists in particular, to move away from such a morally indifferent position and to encompass a social justice oriented approach to research. In his book, Kuntz also mobilizes the latest social theories from post-structuralism to new materialism to reconceptualize the meaning of truth and the responsibility of researchers. This thought-provoking and beautifully executed book will bring the readers to the central issues and debates with which contemporary researchers and research methodologists have been wrestling. It will be of interest to research methodologists, social and educational researchers, and professionals doing social justice work across different domains. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Aaron M. Kuntz about his book, The Responsible Methodologist: Inquiry, Truth-Telling, and Social Justice (Left Coast Press, 2015). This book offers a thorough and much-needed interrogation of the role of research methodologist in today’s neo-liberalist era. Kuntz reflects upon the social and cultural structure that gave rise to the conventional role of a methodologist, a technocrat and middle-manager of knowledge production. He urges social and educational researchers in general, and research methodologists in particular, to move away from such a morally indifferent position and to encompass a social justice oriented approach to research. In his book, Kuntz also mobilizes the latest social theories from post-structuralism to new materialism to reconceptualize the meaning of truth and the responsibility of researchers. This thought-provoking and beautifully executed book will bring the readers to the central issues and debates with which contemporary researchers and research methodologists have been wrestling. It will be of interest to research methodologists, social and educational researchers, and professionals doing social justice work across different domains. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In this episode, I speak with Aaron M. Kuntz about his book, The Responsible Methodologist: Inquiry, Truth-Telling, and Social Justice (Left Coast Press, 2015). This book offers a thorough and much-needed interrogation of the role of research methodologist in today’s neo-liberalist era. Kuntz reflects upon the social and cultural structure that gave rise to the conventional role of a methodologist, a technocrat and middle-manager of knowledge production. He urges social and educational researchers in general, and research methodologists in particular, to move away from such a morally indifferent position and to encompass a social justice oriented approach to research. In his book, Kuntz also mobilizes the latest social theories from post-structuralism to new materialism to reconceptualize the meaning of truth and the responsibility of researchers. This thought-provoking and beautifully executed book will bring the readers to the central issues and debates with which contemporary researchers and research methodologists have been wrestling. It will be of interest to research methodologists, social and educational researchers, and professionals doing social justice work across different domains. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Patricia Leavy and Victoria Scotti‘s Low-Fat Love Stories (Sense Publishers, 2017) is a collection of short stories and artistic portraits focusing on women’s dissatisfying relationships. What makes these stories different from conventional fictions is that all the stories are based on extensive interviews with women of different ages and from different racial, ethnic, and cultural backgrounds across the United States. In the book, readers will read extremely candid and moving personal stories, identity struggles, and painstaking self-reflection. As a product of art-based research, the book also critically interrogates how popular culture shapes women’s self-perception, influences their understanding of romantic relationship, and eventually contributes to their sufferings of low self-esteem, depression, or anxiety. A methodological conversation and an interview guide are attached at the end of the book to reflect on the rigorous research that the authors have conducted. The book is very versatile in the sense that it will attract not only social science researchers but also general audience. In addition, the authors provide several innovative approaches to engage with the stories and encourage course instructors from various social science disciplines to use this book as teaching material. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Patricia Leavy and Victoria Scotti‘s Low-Fat Love Stories (Sense Publishers, 2017) is a collection of short stories and artistic portraits focusing on women’s dissatisfying relationships. What makes these stories different from conventional fictions is that all the stories are based on extensive interviews with women of different ages and from different racial, ethnic, and cultural backgrounds across the United States. In the book, readers will read extremely candid and moving personal stories, identity struggles, and painstaking self-reflection. As a product of art-based research, the book also critically interrogates how popular culture shapes women’s self-perception, influences their understanding of romantic relationship, and eventually contributes to their sufferings of low self-esteem, depression, or anxiety. A methodological conversation and an interview guide are attached at the end of the book to reflect on the rigorous research that the authors have conducted. The book is very versatile in the sense that it will attract not only social science researchers but also general audience. In addition, the authors provide several innovative approaches to engage with the stories and encourage course instructors from various social science disciplines to use this book as teaching material. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Patricia Leavy and Victoria Scotti‘s Low-Fat Love Stories (Sense Publishers, 2017) is a collection of short stories and artistic portraits focusing on women’s dissatisfying relationships. What makes these stories different from conventional fictions is that all the stories are based on extensive interviews with women of different ages and from different racial, ethnic, and cultural backgrounds across the United States. In the book, readers will read extremely candid and moving personal stories, identity struggles, and painstaking self-reflection. As a product of art-based research, the book also critically interrogates how popular culture shapes women’s self-perception, influences their understanding of romantic relationship, and eventually contributes to their sufferings of low self-esteem, depression, or anxiety. A methodological conversation and an interview guide are attached at the end of the book to reflect on the rigorous research that the authors have conducted. The book is very versatile in the sense that it will attract not only social science researchers but also general audience. In addition, the authors provide several innovative approaches to engage with the stories and encourage course instructors from various social science disciplines to use this book as teaching material. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Patricia Leavy and Victoria Scotti‘s Low-Fat Love Stories (Sense Publishers, 2017) is a collection of short stories and artistic portraits focusing on women’s dissatisfying relationships. What makes these stories different from conventional fictions is that all the stories are based on extensive interviews with women of different ages and from different racial, ethnic, and cultural backgrounds across the United States. In the book, readers will read extremely candid and moving personal stories, identity struggles, and painstaking self-reflection. As a product of art-based research, the book also critically interrogates how popular culture shapes women’s self-perception, influences their understanding of romantic relationship, and eventually contributes to their sufferings of low self-esteem, depression, or anxiety. A methodological conversation and an interview guide are attached at the end of the book to reflect on the rigorous research that the authors have conducted. The book is very versatile in the sense that it will attract not only social science researchers but also general audience. In addition, the authors provide several innovative approaches to engage with the stories and encourage course instructors from various social science disciplines to use this book as teaching material. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Patricia Leavy and Victoria Scotti‘s Low-Fat Love Stories (Sense Publishers, 2017) is a collection of short stories and artistic portraits focusing on women’s dissatisfying relationships. What makes these stories different from conventional fictions is that all the stories are based on extensive interviews with women of different ages and from different racial, ethnic, and cultural backgrounds across the United States. In the book, readers will read extremely candid and moving personal stories, identity struggles, and painstaking self-reflection. As a product of art-based research, the book also critically interrogates how popular culture shapes women’s self-perception, influences their understanding of romantic relationship, and eventually contributes to their sufferings of low self-esteem, depression, or anxiety. A methodological conversation and an interview guide are attached at the end of the book to reflect on the rigorous research that the authors have conducted. The book is very versatile in the sense that it will attract not only social science researchers but also general audience. In addition, the authors provide several innovative approaches to engage with the stories and encourage course instructors from various social science disciplines to use this book as teaching material. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are qualitative research methodology, youth culture, identity formation, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Love in the Time of Ethnography: Essays on Connection as a Focus and Basis for Research (Rowman and Littlefield, 2017) is edited by Lucinda Carspecken, anthropologist and lecturer in the School of Education, Indiana University Bloomington. In this beautifully curated book, contributors from various social science disciplines—sociology, anthropology, education, psychology, etc.—explore different facets of a basic component of human life, love. The authors define love broadly to include affective feelings, expressions, practice and philosophy across different cultures and traditions. It not only reveals how affective feelings are deeply shaped by different cultural, social and political practice, but also examines love’s potential to transcend the boundaries between self and the other, to increase the solidarity among young activists, to overcome traumatic experiences, and to anchor the relationship between human beings and nature. While grounded in the ethnographic approach, the book also intentionally includes unconventional academic writings such as poems and autobiographies. Of particular interest is the discussion of love as a primary tenet in social science research methodology: the conceptualization of research praxis as love-in-action and the expatiation of the relationship between love and validity. Audience who are interested in the emotional and affective aspects of human life will find this book inspiring. It will also draw attention from social research methodologists who are searching for alternative research paradigms other than the predominant post-positivist approach. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Love in the Time of Ethnography: Essays on Connection as a Focus and Basis for Research (Rowman and Littlefield, 2017) is edited by Lucinda Carspecken, anthropologist and lecturer in the School of Education, Indiana University Bloomington. In this beautifully curated book, contributors from various social science disciplines—sociology, anthropology, education, psychology, etc.—explore different facets of a basic component of human life, love. The authors define love broadly to include affective feelings, expressions, practice and philosophy across different cultures and traditions. It not only reveals how affective feelings are deeply shaped by different cultural, social and political practice, but also examines love’s potential to transcend the boundaries between self and the other, to increase the solidarity among young activists, to overcome traumatic experiences, and to anchor the relationship between human beings and nature. While grounded in the ethnographic approach, the book also intentionally includes unconventional academic writings such as poems and autobiographies. Of particular interest is the discussion of love as a primary tenet in social science research methodology: the conceptualization of research praxis as love-in-action and the expatiation of the relationship between love and validity. Audience who are interested in the emotional and affective aspects of human life will find this book inspiring. It will also draw attention from social research methodologists who are searching for alternative research paradigms other than the predominant post-positivist approach. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Love in the Time of Ethnography: Essays on Connection as a Focus and Basis for Research (Rowman and Littlefield, 2017) is edited by Lucinda Carspecken, anthropologist and lecturer in the School of Education, Indiana University Bloomington. In this beautifully curated book, contributors from various social science disciplines—sociology, anthropology, education, psychology, etc.—explore different facets of a basic component of human life, love. The authors define love broadly to include affective feelings, expressions, practice and philosophy across different cultures and traditions. It not only reveals how affective feelings are deeply shaped by different cultural, social and political practice, but also examines love’s potential to transcend the boundaries between self and the other, to increase the solidarity among young activists, to overcome traumatic experiences, and to anchor the relationship between human beings and nature. While grounded in the ethnographic approach, the book also intentionally includes unconventional academic writings such as poems and autobiographies. Of particular interest is the discussion of love as a primary tenet in social science research methodology: the conceptualization of research praxis as love-in-action and the expatiation of the relationship between love and validity. Audience who are interested in the emotional and affective aspects of human life will find this book inspiring. It will also draw attention from social research methodologists who are searching for alternative research paradigms other than the predominant post-positivist approach. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
Love in the Time of Ethnography: Essays on Connection as a Focus and Basis for Research (Rowman and Littlefield, 2017) is edited by Lucinda Carspecken, anthropologist and lecturer in the School of Education, Indiana University Bloomington. In this beautifully curated book, contributors from various social science disciplines—sociology, anthropology, education, psychology, etc.—explore different facets of a basic component of human life, love. The authors define love broadly to include affective feelings, expressions, practice and philosophy across different cultures and traditions. It not only reveals how affective feelings are deeply shaped by different cultural, social and political practice, but also examines love’s potential to transcend the boundaries between self and the other, to increase the solidarity among young activists, to overcome traumatic experiences, and to anchor the relationship between human beings and nature. While grounded in the ethnographic approach, the book also intentionally includes unconventional academic writings such as poems and autobiographies. Of particular interest is the discussion of love as a primary tenet in social science research methodology: the conceptualization of research praxis as love-in-action and the expatiation of the relationship between love and validity. Audience who are interested in the emotional and affective aspects of human life will find this book inspiring. It will also draw attention from social research methodologists who are searching for alternative research paradigms other than the predominant post-positivist approach. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In her new book, Youth Encounter Programs in Israel: Pedagogy, Identity and Social Change (Syracuse University Press, 2017), Karen Ross conducts an in-depth analysis of Jewish-Palestinian youth encounter peace-building programs in Israel. She adopts a narrative approach and carefully considers how these youth programs impacted their young participants in long-term, positive and profound ways. Of particular interest is her insights about how to research and evaluate the “impact” of education programs in a non-linear, non-causal and broadly conceived approach. Her work has rich and multi-layered practical implications for the continuous peace-building efforts both within and out of the Israeli/Palestinian context. Karen Ross is an assistant professor in the Department of Conflict Resolution, Human Security, and Global Governance at the University of Massachusetts, Boston. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In her new book, Youth Encounter Programs in Israel: Pedagogy, Identity and Social Change (Syracuse University Press, 2017), Karen Ross conducts an in-depth analysis of Jewish-Palestinian youth encounter peace-building programs in Israel. She adopts a narrative approach and carefully considers how these youth programs impacted their young participants in long-term, positive and profound ways. Of particular interest is her insights about how to research and evaluate the “impact” of education programs in a non-linear, non-causal and broadly conceived approach. Her work has rich and multi-layered practical implications for the continuous peace-building efforts both within and out of the Israeli/Palestinian context. Karen Ross is an assistant professor in the Department of Conflict Resolution, Human Security, and Global Governance at the University of Massachusetts, Boston. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In her new book, Youth Encounter Programs in Israel: Pedagogy, Identity and Social Change (Syracuse University Press, 2017), Karen Ross conducts an in-depth analysis of Jewish-Palestinian youth encounter peace-building programs in Israel. She adopts a narrative approach and carefully considers how these youth programs impacted their young participants in long-term, positive and profound ways. Of particular interest is her insights about how to research and evaluate the “impact” of education programs in a non-linear, non-causal and broadly conceived approach. Her work has rich and multi-layered practical implications for the continuous peace-building efforts both within and out of the Israeli/Palestinian context. Karen Ross is an assistant professor in the Department of Conflict Resolution, Human Security, and Global Governance at the University of Massachusetts, Boston. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In her new book, Youth Encounter Programs in Israel: Pedagogy, Identity and Social Change (Syracuse University Press, 2017), Karen Ross conducts an in-depth analysis of Jewish-Palestinian youth encounter peace-building programs in Israel. She adopts a narrative approach and carefully considers how these youth programs impacted their young participants in long-term, positive and profound ways. Of particular interest is her insights about how to research and evaluate the “impact” of education programs in a non-linear, non-causal and broadly conceived approach. Her work has rich and multi-layered practical implications for the continuous peace-building efforts both within and out of the Israeli/Palestinian context. Karen Ross is an assistant professor in the Department of Conflict Resolution, Human Security, and Global Governance at the University of Massachusetts, Boston. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
In her new book, Youth Encounter Programs in Israel: Pedagogy, Identity and Social Change (Syracuse University Press, 2017), Karen Ross conducts an in-depth analysis of Jewish-Palestinian youth encounter peace-building programs in Israel. She adopts a narrative approach and carefully considers how these youth programs impacted their young participants in long-term, positive and profound ways. Of particular interest is her insights about how to research and evaluate the “impact” of education programs in a non-linear, non-causal and broadly conceived approach. Her work has rich and multi-layered practical implications for the continuous peace-building efforts both within and out of the Israeli/Palestinian context. Karen Ross is an assistant professor in the Department of Conflict Resolution, Human Security, and Global Governance at the University of Massachusetts, Boston. Pengfei Zhao holds a doctoral degree in Inquiry Methodology from Indiana University-Bloomington. Among her research interests are youth culture, identity formation, qualitative research methods, and comparative sociological and educational studies. She is currently working on a book manuscript studying the coming of age experience of rural Chinese youth during and right after the Cultural Revolution. Learn more about your ad choices. Visit megaphone.fm/adchoices
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