A bold call to deromanticize education and reframe universities as terrains of struggle between alternative modes of studying and world-making Higher education is at an impasse. Black Lives Matter and #MeToo show that racism and sexism remain pervasive on campus, while student and faculty movements fight to reverse increased tuition, student debt, corporatization, and adjunctification. Commentators typically frame these issues as crises for an otherwise optimal mode of intellectual and professional development. In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying. Meyerhoff argues that the predominant mode of study, education, is only one among many alternatives and that it must be deromanticized in order to recognize it as a colonial-capitalist institution. He traces how key elements of education—the vertical trajectory of individualized development, its role in preparing people to participate in governance through a pedagogical mode of accounting, and dichotomous figures of educational waste (the “dropout”) and value (the “graduate”)—emerged from histories of struggles in opposition to alternative modes of study bound up with different modes of world-making. Through interviews with participants in contemporary university struggles and embedded research with an anarchist free university, Beyond Education paves new avenues for achieving the aims of an “alter-university” movement to put novel modes of study into practice. Taking inspiration from Black Lives Matter, Occupy Wall Street, and Indigenous resurgence projects, it charts a new course for movements within, against, and beyond the university as we know it.
***2021 NATIONAL BOOK AWARD WINNER*** ***THE NATIONAL BESTSELLER*** Winner of the 2021 Sir Walter Raleigh Award for Fiction, Joyce Carol Oates Literary Prize Finalist, 2022 Chautauqua Prize Finalist, Willie Morris Award for Southern Writing Shortlist, 2021 Aspen Words Literary Prize Shortlist, 2022 Maya Angelou Book Award Shortlist, 2022 Carnegie Medal Longlist A Read With Jenna Today Show Book Club Pick! An Ebony Magazine Publishing Book Club Pick! One of Washington Post's 50 Notable Works of Fiction | One of Philadelphia Inquirer's Best Books of 2021 | One of Shelf Awareness's Top Ten Fiction Titles of the Year | One of TIME Magazine’s 100 Must-Read Books | One of NPR.org's "Books We Love" | EW’s "Guide to the Biggest and Buzziest Books of 2021" | One of the New York Public Library's Best Books for Adults | San Diego Union Tribune—My Favorite Things from 2021 | Writer's Bone's Best Books of 2021 | Atlanta Journal Constitution—Top 10 Southern Books of the Year | One of the Guardian's (UK) Best Ten 21st Century Comic Novels | One of Entertainment Weekly's 15 Books You Need to Read This June | On Entertainment Weekly's "Must List" | One of the New York Post's Best Summer Reading books | One of GMA's 27 Books for June | One of USA Today's 5 Books Not to Miss | One of Fortune's 21 Most Anticipated Books Coming Out in the Second Half of 2021 | One of The Root's PageTurners: It’s Getting Hot in Here | One of Real Simple's Best New Books to Read in 2021 An astounding work of fiction from New York Times bestselling author Jason Mott, always deeply honest, at times electrically funny, that goes to the heart of racism, police violence, and the hidden costs exacted upon Black Americans and America as a whole In Jason Mott’s Hell of a Book, a Black author sets out on a cross-country publicity tour to promote his bestselling novel. That storyline drives Hell of a Book and is the scaffolding of something much larger and more urgent: Mott’s novel also tells the story of Soot, a young Black boy living in a rural town in the recent past, and The Kid, a possibly imaginary child who appears to the author on his tour. As these characters’ stories build and converge, they astonish. For while this heartbreaking and magical book entertains and is at once about family, love of parents and children, art and money, it’s also about the nation’s reckoning with a tragic police shooting playing over and over again on the news. And with what it can mean to be Black in America. Who has been killed? Who is The Kid? Will the author finish his book tour, and what kind of world will he leave behind? Unforgettably told, with characters who burn into your mind and an electrifying plot ideal for book club discussion, Hell of a Book is the novel Mott has been writing in his head for the last ten years. And in its final twists, it truly becomes its title.
Authentic Excellence for Organizations explores organizational culture from a values-based perspective and applies the psychological principles of values-based flourishing to organizations. Integrating the principles of Giving Voice to Values (GVV) and Authentic Excellence (AX), this book provides a process that details how organizations can harness their team’s inherent wisdom to flourish through the relentless pace and pressure of today’s world. Moving beyond team-building strategies and programming, this book helps develop confidence in managing the tensions inherent in organizations. It explores: The difference between moral values and personal values; How both can be effectively expressed and managed in organizations; The possibilities of shifting from a fear-based culture of "Or" to an inclusive and values-centred culture of "&"; and How to practically create flourishing "&" cultures using the GVV model. How to create an organizational culture that effectively sustains "&s" like competitive & collaborative, productive & fulfilled, and innovation & tradition This book is intended for organizational leaders, members, and HR managers looking to develop strong and thriving teams. It also aligns with required or recommended reading for secondary or undergraduate courses that explore values, leadership, organizational development and performance, decision making, ethics, and entrepreneurship.
Developing and updating school improvement plans is an annual ritual for virtually all school principals and their school improvement committees. Still, large numbers of schools continue to produce disappointing outcomes. The authors believe that part of the problem is the result of plans that focus on the wrong targets and that rely on ineffective strategies for improvement. To help principals and their school improvement committees develop and implement plans with a greater likelihood of success, the authors offer a step-by-step process for school improvement planning. They go on to pinpoint specific school improvement goals, including raising reading and mathematics achievement, building robust school cultures, addressing the needs of English language learners, improving instruction, and reducing absenteeism and dropouts. For each goal, a variety of objectives and proven strategies is presented along with sample school improvement plans. The book addresses the differences in planning to turn around a low-performing school, planning to sustain improvements over time, and planning to move a good school to a great school.
A battle is being waged in classrooms and capitals around the world over the goals and objectives of the future of global education. While there is growing research in the area of global education, much remains to be uncovered, challenged, and learned through sound empirical research and conceptual explorations. What type of global citizens will schools promote? What types of policies, programs and instructional practices best promote effective global citizenship? Will global education curricula advance an unwavering loyalty to neoliberal ideologies and interests over the strengthening of human rights and the environmental health of our planet? This volume presents a series of research studies and innovative instructional practices centered on advancing global learning opportunities and literacies. The authors in this volume initiate a much needed conversation on ways students in multiple contexts can and should learn with the world and its people. Part I addresses global education in theory, with a particular focus on development, intercultural competence, and global citizenship. Part II addresses educational programs and practices that foster global learning and action to help build a better future for all citizens of our planet – including experiential education, university initiatives, and conceptual approaches to teaching and learning. This scholarship spans four continents in a multitude of educational contexts – primary, secondary, and tertiary - each with a focus on a different dimension of the possibilities and pitfalls in teaching about and with the world and its people.
The responsibility for college success has historically rested with the student, but since the 1980s, educators have taken increasing ownership of this, designing structures that increase the likelihood of learning, success, and retention. These efforts have included a variety of initiatives--first year seminars, learning communities, writing-intensive courses, common intellectual experiences, service-learning, undergraduate research, and senior capstones among others--that have come to be known as high-impact practices. Although first year seminars have been widely accepted as a high impact educational practice leading to improved academic performance, increased retention and acquisition of critical 21st Century outcomes, first-year seminars tend to be loosely defined in the literature. National explorations of course structure and administration demonstrate the diversity of the curricular initiatives across various campuses. In order to determine the attributes that all of these varied courses share in common that contribute to their effectiveness, the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina invited contributions for a book exploring effective educational practices within the first-year seminar. This collection of case studies represents a wide variety of institutional and seminar types. The authors describe the structure, pedagogy, and assessment strategies that lead to high quality seminars and they offer abundant models for ensuring the delivery of a high-quality educational experience to all entering students. The table of contents includes the following: (1) Structural Supports for Effective Educational Practices in the First-Year Seminar (Tracy L. Skipper); (2) The American University of Rome (Jenny Petrucci); (3) Cabrini University (Richard Gebauer, Michelle Filling-Brown, and Amy Perischetti); (4) Clark University (Jessica Bane Robert); (5) Coastal Carolina University (Michele C. Everett); (6) Durham Technical Community College (Kerry F. Cantwell and Gabby McCutchen); (7) Florida South Western State College (Eileen DeLuca, Kathy Clark, Myra Walters, and Martin Tawil); (8) Indiana University--Purdue University Indianapolis (Heather Bowman, Amy Powell, and Cathy Buyarski); (9) Ithaca College (Elizabeth Bleicher); (10) LaGuardia Community College, CUNY (Tameka Battle, Linda Chandler, Bret Eynon, Andrea Francis, Preethi Radhakrishnan, and Ellen Quish); (11) Loyola University Maryland (Mary Ellen Wade); (12) Malone University (Marcia K. Everett, Jay R. Case, and Jacci Welling); (13) Montana State University (Margaret Konkel and Deborah Blanchard); (14) Northern Arizona University (Rebecca Campbell and Kaitlin Hublitz); (15) Southern Methodist University (Caitlin Anderson, Takeshi Fujii, and Donna Gober); (16) Southwestern Michigan College (Christi Young, Jeffrey Dennis, and Donald Ludman); (17) St. Cloud State University (Christine Metzo); (18) Texas A & M University-Corpus Christi (Rita A. Sperry, Andrew M. Garcia, Chelsie Hawkinson, and Michelle Major); (19) The University of Arizona (Marla Franco, Jessica Hill, and Tina Wesanen-Neil); (20) University of Kansas (Alison Olcott Marshall and Sarah Crawford-Parker); (21) University of Maryland Baltimore County (Lisa Carter Beall); (22) University of New Hampshire (Neil Niman, Tamara Rury, and Sean Stewart); (23) University of North Carolina Wilmington (Zachary W. Underwood); (24) University of Northern Iowa (Deirdre Heistad, April Chatham-Carpenter, Kristin Moser, and Kristin Woods); (25) University of Texas at Austin (Ashley N. Stone and Tracie Lowe); (26) University of Texas at San Antonio (Kathleen Fugate Laborde and Tammy Jordan Wyatt); (27) University of Wisconsin-Madison (Susan Brantly and Sorabh Singhal); (28) Virginia Commonwealth University (Melissa C. Johnson and Bety Kreydatus); and (29) Conclusion: What Does It Mean to Be High Impact? (Tracy L. Skipper). (Individual chapters contain references.).
