{"title":"Social Science Education Books","description":"\u003cp data-start=\"260\" data-end=\"384\"\u003e\u003cstrong data-start=\"260\" data-end=\"316\"\u003eExplore ideas that shape classrooms and communities.\u003c\/strong\u003e\u003cbr data-start=\"316\" data-end=\"319\"\u003eReady to examine society through an educational lens? Start here.\u003c\/p\u003e\n\u003cp data-start=\"386\" data-end=\"895\"\u003eSocial science education books help students, educators, and researchers analyze how identity, institutions, and systems influence learning and society. From self-knowledge and civilizational planning to racial equity in classrooms and institutional inequities revealed during crises, these books bridge theory and lived experience. Whether you're studying sociology, education policy, cultural identity, or systemic reform, social science education books offer critical insight grounded in real-world impact.\u003c\/p\u003e\n\u003cp data-start=\"897\" data-end=\"1024\"\u003eExplore our \u003cstrong data-start=\"909\" data-end=\"943\"\u003eSocial Science Education Books\u003c\/strong\u003e collection and deepen your understanding of how society and education intersect.\u003c\/p\u003e\n\u003cp data-start=\"897\" data-end=\"1024\"\u003e\u003cimg src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/Copy_of_Copy_of_Copy_of_Copy_of_photo_61.webp?v=1770814659\" alt=\"\"\u003e\u003c\/p\u003e\n\u003ch2 data-start=\"1026\" data-end=\"1070\"\u003eWhy Social Science Education Books Matter\u003c\/h2\u003e\n\u003cp data-start=\"1072\" data-end=\"1124\"\u003eSocial science resources are essential because they:\u003c\/p\u003e\n\u003cul data-start=\"1126\" data-end=\"1315\"\u003e\n\u003cli data-start=\"1126\" data-end=\"1174\"\u003e\n\u003cp data-start=\"1128\" data-end=\"1174\"\u003eExamine institutional systems and structures\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1175\" data-end=\"1221\"\u003e\n\u003cp data-start=\"1177\" data-end=\"1221\"\u003eExplore identity, race, and representation\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1222\" data-end=\"1268\"\u003e\n\u003cp data-start=\"1224\" data-end=\"1268\"\u003eEncourage reflective and critical thinking\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1269\" data-end=\"1315\"\u003e\n\u003cp data-start=\"1271\" data-end=\"1315\"\u003eConnect education to broader social change\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"1317\" data-end=\"1371\"\u003eUnderstanding society is foundational to improving it.\u003c\/p\u003e\n\u003ch2 data-start=\"1373\" data-end=\"1416\"\u003eKnowledge, Identity \u0026amp; Self-Understanding\u003c\/h2\u003e\n\u003cp data-start=\"1418\" data-end=\"1519\"\u003eSelf-awareness plays a key role in social development. Thought-driven social science books emphasize:\u003c\/p\u003e\n\u003cul data-start=\"1521\" data-end=\"1639\"\u003e\n\u003cli data-start=\"1521\" data-end=\"1564\"\u003e\n\u003cp data-start=\"1523\" data-end=\"1564\"\u003ePhilosophical and scientific reflection\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1565\" data-end=\"1595\"\u003e\n\u003cp data-start=\"1567\" data-end=\"1595\"\u003eInterdisciplinary thinking\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1596\" data-end=\"1639\"\u003e\n\u003cp data-start=\"1598\" data-end=\"1639\"\u003ePersonal growth within societal systems\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"1641\" data-end=\"1824\"\u003e\u003cstrong data-start=\"1641\" data-end=\"1723\"\u003eKnowledge of Self: A Collection of Wisdom on the Science of Everything in Life\u003c\/strong\u003e explores broad perspectives on understanding human experience, identity, and interconnected systems.\u003c\/p\u003e\n\u003ch2 data-start=\"1826\" data-end=\"1857\"\u003eEnvisioning Future Societies\u003c\/h2\u003e\n\u003cp data-start=\"1859\" data-end=\"1947\"\u003eSocial science often addresses long-term transformation. Forward-looking books focus on:\u003c\/p\u003e\n\u003cul data-start=\"1949\" data-end=\"2022\"\u003e\n\u003cli data-start=\"1949\" data-end=\"1976\"\u003e\n\u003cp data-start=\"1951\" data-end=\"1976\"\u003eCivilizational planning\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1977\" data-end=\"1998\"\u003e\n\u003cp data-start=\"1979\" data-end=\"1998\"\u003eStructural reform\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"1999\" data-end=\"2022\"\u003e\n\u003cp data-start=\"2001\" data-end=\"2022\"\u003eSystemic innovation\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"2024\" data-end=\"2189\"\u003e\u003cstrong data-start=\"2024\" data-end=\"2072\"\u003eBeyond Tomorrow: Planning a New Civilization\u003c\/strong\u003e examines how societies can reimagine systems for future generations, blending policy, philosophy, and social vision.\u003c\/p\u003e\n\u003cp data-start=\"2024\" data-end=\"2189\"\u003e\u003cimg src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/Copy_of_Copy_of_Copy_of_Copy_of_photo_60.webp?v=1770814676\" alt=\"\"\u003e\u003c\/p\u003e\n\u003ch2 data-start=\"2191\" data-end=\"2237\"\u003eInstitutional Inequities \u0026amp; Higher Education\u003c\/h2\u003e\n\u003cp data-start=\"2239\" data-end=\"2328\"\u003eCrises often reveal structural weaknesses. Academic-focused social science books explore:\u003c\/p\u003e\n\u003cul data-start=\"2330\" data-end=\"2440\"\u003e\n\u003cli data-start=\"2330\" data-end=\"2358\"\u003e\n\u003cp data-start=\"2332\" data-end=\"2358\"\u003eInstitutional inequities\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"2359\" data-end=\"2390\"\u003e\n\u003cp data-start=\"2361\" data-end=\"2390\"\u003eHigher education challenges\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"2391\" data-end=\"2440\"\u003e\n\u003cp data-start=\"2393\" data-end=\"2440\"\u003eSystemic disparities during global disruption\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"2442\" data-end=\"2606\"\u003e\u003cstrong data-start=\"2442\" data-end=\"2516\"\u003eUnmasking Academia: Institutional Inequities Laid Bare During Covid-19\u003c\/strong\u003e analyzes how the pandemic exposed long-standing disparities within academic institutions.\u003c\/p\u003e\n\u003ch2 data-start=\"2608\" data-end=\"2646\"\u003eAffirming Identity in the Classroom\u003c\/h2\u003e\n\u003cp data-start=\"2648\" data-end=\"2724\"\u003eClassrooms reflect society’s diversity. Inclusive education books emphasize:\u003c\/p\u003e\n\u003cul data-start=\"2726\" data-end=\"2837\"\u003e\n\u003cli data-start=\"2726\" data-end=\"2757\"\u003e\n\u003cp data-start=\"2728\" data-end=\"2757\"\u003eEthnic identity affirmation\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"2758\" data-end=\"2792\"\u003e\n\u003cp data-start=\"2760\" data-end=\"2792\"\u003eCulturally responsive teaching\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"2793\" data-end=\"2837\"\u003e\n\u003cp data-start=\"2795\" data-end=\"2837\"\u003eCreating welcoming learning environments\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"2839\" data-end=\"3001\"\u003e\u003cstrong data-start=\"2839\" data-end=\"2878\"\u003eAffirming Student Ethnic Identities\u003c\/strong\u003e provides educators with strategies to cultivate inclusive classrooms that honor student backgrounds and lived experiences.\u003c\/p\u003e\n\u003cp data-start=\"2839\" data-end=\"3001\"\u003e\u003cimg src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/Copy_of_Copy_of_Copy_of_Copy_of_photo_62.webp?v=1770814741\" alt=\"\"\u003e\u003c\/p\u003e\n\u003ch2 data-start=\"3003\" data-end=\"3038\"\u003eRace, Education \u0026amp; False Promises\u003c\/h2\u003e\n\u003cp data-start=\"3040\" data-end=\"3138\"\u003eSocial science education often examines the gap between promise and reality. These books focus on:\u003c\/p\u003e\n\u003cul data-start=\"3140\" data-end=\"3225\"\u003e\n\u003cli data-start=\"3140\" data-end=\"3166\"\u003e\n\u003cp data-start=\"3142\" data-end=\"3166\"\u003eEducational inequities\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"3167\" data-end=\"3197\"\u003e\n\u003cp data-start=\"3169\" data-end=\"3197\"\u003eRace and systemic barriers\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"3198\" data-end=\"3225\"\u003e\n\u003cp data-start=\"3200\" data-end=\"3225\"\u003eReal-world case studies\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"3227\" data-end=\"3403\"\u003e\u003cstrong data-start=\"3227\" data-end=\"3300\"\u003eMiracle Children: Race, Education, and a True Story of False Promises\u003c\/strong\u003e investigates the complexities of educational reform and the impact of systemic challenges on students.\u003c\/p\u003e\n\u003ch2 data-start=\"3405\" data-end=\"3443\"\u003eSocial Science as a Tool for Change\u003c\/h2\u003e\n\u003cp data-start=\"3445\" data-end=\"3489\"\u003eSocial science education books help readers:\u003c\/p\u003e\n\u003cul data-start=\"3491\" data-end=\"3626\"\u003e\n\u003cli data-start=\"3491\" data-end=\"3522\"\u003e\n\u003cp data-start=\"3493\" data-end=\"3522\"\u003eCritically evaluate systems\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"3523\" data-end=\"3560\"\u003e\n\u003cp data-start=\"3525\" data-end=\"3560\"\u003eAdvocate for inclusive classrooms\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"3561\" data-end=\"3595\"\u003e\n\u003cp data-start=\"3563\" data-end=\"3595\"\u003eUnderstand policy implications\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"3596\" data-end=\"3626\"\u003e\n\u003cp data-start=\"3598\" data-end=\"3626\"\u003eEnvision equitable futures\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"3628\" data-end=\"3666\"\u003eEducation and society evolve together.\u003c\/p\u003e\n\u003ch2 data-start=\"3668\" data-end=\"3710\"\u003eFeatured Social Science Education Books\u003c\/h2\u003e\n\u003cp data-start=\"3712\" data-end=\"3801\"\u003e\u003ca href=\"https:\/\/surprisecastle.com\/products\/knowledge-of-self-a-collection-of-wisdom-on-the-science-of-everything-in-life-9781935721161?_pos=1\u0026amp;_sid=4c9234a92\u0026amp;_ss=r\"\u003e\u003cstrong data-start=\"3712\" data-end=\"3733\"\u003eKnowledge of Self\u003c\/strong\u003e\u003c\/a\u003e\u003cbr data-start=\"3733\" data-end=\"3736\"\u003eInterdisciplinary reflections on human understanding and systems.\u003c\/p\u003e\n\u003cp data-start=\"3803\" data-end=\"3889\"\u003e\u003ca href=\"https:\/\/surprisecastle.com\/products\/before-today-beyond-tomorrow-9798989048106?_pos=2\u0026amp;_sid=71d273b83\u0026amp;_ss=r\"\u003e\u003cstrong data-start=\"3803\" data-end=\"3822\"\u003eBeyond Tomorrow\u003c\/strong\u003e\u003c\/a\u003e\u003cbr data-start=\"3822\" data-end=\"3825\"\u003eForward-thinking analysis of societal and civilizational reform.\u003c\/p\u003e\n\u003cp data-start=\"3891\" data-end=\"3983\"\u003e\u003ca href=\"https:\/\/surprisecastle.com\/products\/unmasking-academia-institutional-inequities-laid-bare-during-covid-19-9781772128307?_pos=1\u0026amp;_sid=c1a1bfbe4\u0026amp;_ss=r\"\u003e\u003cstrong data-start=\"3891\" data-end=\"3913\"\u003eUnmasking Academia\u003c\/strong\u003e\u003c\/a\u003e\u003cbr data-start=\"3913\" data-end=\"3916\"\u003eA critical examination of institutional inequities during Covid-19.\u003c\/p\u003e\n\u003cp data-start=\"3985\" data-end=\"4089\"\u003e\u003ca href=\"https:\/\/surprisecastle.com\/products\/affirming-student-ethnic-identities-how-teachers-can-create-welcoming-classrooms-9780807787267?_pos=1\u0026amp;_sid=ba6adecce\u0026amp;_ss=r\"\u003e\u003cstrong data-start=\"3985\" data-end=\"4024\"\u003eAffirming Student Ethnic Identities\u003c\/strong\u003e\u003c\/a\u003e\u003cbr data-start=\"4024\" data-end=\"4027\"\u003eStrategies for inclusive and culturally responsive classrooms.\u003c\/p\u003e\n\u003cp data-start=\"4091\" data-end=\"4182\"\u003e\u003ca href=\"https:\/\/surprisecastle.com\/products\/miracle-children-race-education-and-a-true-story-of-false-promises-9781250759108?_pos=1\u0026amp;_sid=1e42429df\u0026amp;_ss=r\"\u003e\u003cstrong data-start=\"4091\" data-end=\"4111\"\u003eMiracle Children\u003c\/strong\u003e\u003c\/a\u003e\u003cbr data-start=\"4111\" data-end=\"4114\"\u003eA case-driven exploration of race, education, and reform challenges.\u003c\/p\u003e\n\u003cp data-start=\"4091\" data-end=\"4182\"\u003e\u003cimg src=\"https:\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/Copy_of_Copy_of_Copy_of_Copy_of_photo_63.webp?v=1770814797\" alt=\"\"\u003e\u003c\/p\u003e\n\u003ch2 data-start=\"4184\" data-end=\"4240\"\u003eHow to Choose the Right Social Science Education Book\u003c\/h2\u003e\n\u003cp data-start=\"4242\" data-end=\"4267\"\u003eLet your focus guide you:\u003c\/p\u003e\n\u003cul data-start=\"4269\" data-end=\"4590\"\u003e\n\u003cli data-start=\"4269\" data-end=\"4336\"\u003e\n\u003cp data-start=\"4271\" data-end=\"4336\"\u003e\u003cstrong data-start=\"4271\" data-end=\"4300\"\u003ePhilosophical reflection:\u003c\/strong\u003e interdisciplinary social analysis\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"4337\" data-end=\"4405\"\u003e\n\u003cp data-start=\"4339\" data-end=\"4405\"\u003e\u003cstrong data-start=\"4339\" data-end=\"4359\"\u003eFuture planning:\u003c\/strong\u003e systemic reform and civilizational strategy\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"4406\" data-end=\"4469\"\u003e\n\u003cp data-start=\"4408\" data-end=\"4469\"\u003e\u003cstrong data-start=\"4408\" data-end=\"4437\"\u003eHigher education studies:\u003c\/strong\u003e institutional policy critique\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"4470\" data-end=\"4533\"\u003e\n\u003cp data-start=\"4472\" data-end=\"4533\"\u003e\u003cstrong data-start=\"4472\" data-end=\"4493\"\u003eClassroom equity:\u003c\/strong\u003e culturally responsive teaching guides\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"4534\" data-end=\"4590\"\u003e\n\u003cp data-start=\"4536\" data-end=\"4590\"\u003e\u003cstrong data-start=\"4536\" data-end=\"4556\"\u003eRace and reform:\u003c\/strong\u003e case-based educational analysis\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"4592\" data-end=\"4646\"\u003eSocial science inquiry strengthens critical awareness.\u003c\/p\u003e\n\u003ch2 data-start=\"4648\" data-end=\"4658\"\u003eSummary\u003c\/h2\u003e\n\u003cp data-start=\"4660\" data-end=\"4746\"\u003eSocial Science Education Books examine the systems shaping classrooms and communities.\u003c\/p\u003e\n\u003cul data-start=\"4748\" data-end=\"4892\"\u003e\n\u003cli data-start=\"4748\" data-end=\"4791\"\u003e\n\u003cp data-start=\"4750\" data-end=\"4791\"\u003eFocused on identity, policy, and equity\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"4792\" data-end=\"4837\"\u003e\n\u003cp data-start=\"4794\" data-end=\"4837\"\u003eGrounded in research and lived experience\u003c\/p\u003e\n\u003c\/li\u003e\n\u003cli data-start=\"4838\" data-end=\"4892\"\u003e\n\u003cp data-start=\"4840\" data-end=\"4892\"\u003eRelevant for educators, students, and policymakers\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e\n\u003cp data-start=\"4894\" data-end=\"5070\"\u003eFrom self-knowledge and civilizational planning to institutional inequities and inclusive classroom practice, these books provide tools for understanding and improving society.\u003c\/p\u003e\n\u003cp data-start=\"5072\" data-end=\"5149\"\u003e\u003cstrong data-start=\"5072\" data-end=\"5149\"\u003eExplore Social Science Education Books and engage with ideas that matter.\u003c\/strong\u003e\u003c\/p\u003e\n\u003ch2 data-start=\"5151\" data-end=\"5158\"\u003eFAQs\u003c\/h2\u003e\n\u003cp data-start=\"5160\" data-end=\"5308\"\u003e\u003cstrong data-start=\"5160\" data-end=\"5204\"\u003eWhat are social science education books?\u003c\/strong\u003e\u003cbr data-start=\"5204\" data-end=\"5207\"\u003eThey are books that examine social systems, education policy, identity, and institutional structures.\u003c\/p\u003e\n\u003cp data-start=\"5310\" data-end=\"5420\"\u003e\u003cstrong data-start=\"5310\" data-end=\"5358\"\u003eDo these books address equity and diversity?\u003c\/strong\u003e\u003cbr data-start=\"5358\" data-end=\"5361\"\u003eYes. Many focus on race, identity, and inclusive education.\u003c\/p\u003e\n\u003cp data-start=\"5422\" data-end=\"5522\"\u003e\u003cstrong data-start=\"5422\" data-end=\"5451\"\u003eAre these books academic?\u003c\/strong\u003e\u003cbr data-start=\"5451\" data-end=\"5454\"\u003eSome are research-focused, while others are practical for educators.\u003c\/p\u003e\n\u003cp data-start=\"5524\" data-end=\"5635\"\u003e\u003cstrong data-start=\"5524\" data-end=\"5577\"\u003eDo social science books discuss higher education?\u003c\/strong\u003e\u003cbr data-start=\"5577\" data-end=\"5580\"\u003eYes. Some analyze institutional challenges and reforms.\u003c\/p\u003e\n\u003cp data-start=\"5637\" data-end=\"5789\"\u003e\u003cstrong data-start=\"5637\" data-end=\"5688\"\u003eWho should read social science education books?\u003c\/strong\u003e\u003cbr data-start=\"5688\" data-end=\"5691\"\u003eEducators, students, policymakers, and anyone interested in social systems and educational reform.\u003c\/p\u003e","products":[{"product_id":"the-way-of-the-storyteller-a-great-storyteller-shares-her-rich-experience-and-joy-in-her-art-and-tells-eleven-of-her-best-loved-stories-9780140044362","title":"The Way of the Storyteller: A Great Storyteller Shares Her Rich Experience and Joy in Her Art and Tells Eleven of Her Best-Loved Stories","description":"As interest in the art of storytelling continues to grow, many books have appeared on the subject but none have matched the scope and charm of \u003cb\u003eThe Way of the Storyteller\u003c\/b\u003e. First published in 1942, this classic work is unique in its blend of literary history, criticism, analysis, personal anecdote, and how-to instructions. Sawyer examines storytelling as a folk art and a still-living art, tracing its evolution from the earliest narrative impulses that developed as stories were written down. With simple suggestions, she instructs the reader in the art of storytelling and freeing the creative imagination by disciplining the mind. Sawyer's guide also includes an engaging selection of international stories sure to enchant both children and adults. \u003cb\u003eThe Way of the Storyteller\u003c\/b\u003e also is an invaluable resource with a comprehensive reading and story list.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eRuth Sawyer\u003c\/b\u003e (1880-1970) traveled through America, Ireland, and Spain collecting tales. Her retellings were authentic, backed by scholarly research. A frequent and much admired speaker in the United States, Sawyer collaborated on the Caldecott Honor book, \u003cb\u003e Journey Cake, Ho!\u003c\/b\u003e with her son-in-law, and noted children's book author, Robert McCloskey.\u003cbr\u003e","brand":"Penguin Books","offers":[{"title":"Default Title","offer_id":50318106525970,"sku":"9780140044362","price":17.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_1ae4b98b-5b72-40da-9489-8f2ab7f650ff.jpg?v=1727548212"},{"product_id":"consent-on-campus-a-manifesto-9780190671150","title":"Consent on Campus: A Manifesto","description":"A 2015 survey of twenty-seven elite colleges found that twenty-three percent of respondents reported personal experiences of sexual misconduct on their campuses. That figure has not changed since the 1980s, when people first began collecting data on sexual violence. What has changed is the level of attention that the American public is paying to these statistics. Reports of sexual abuse repeatedly make headlines, and universities are scrambling to address the crisis. \u003cp\u003e\u003c\/p\u003eTheir current strategy, Donna Freitas argues, is wholly inadequate. Universities must take a radically different approach to educating their campus communities about sexual assault and consent. Consent education is often a one-time affair, devised by overburdened student affairs officers. Universities seem more focused on insulating themselves from lawsuits and scandals than on bringing about real change. What is needed, Freitas shows, is an effort by the entire university community to deal with the deeper questions about sex, ethics, values, and how we treat one another, including facing up to the perils of hookup culture-and to do so in the university's most important space: the classroom. We need to offer more than a section in the student handbook about sexual assault, and expand our education around consent far beyond \"Yes Means Yes.\" We need to transform our campuses into places where consent is genuinely valued. \u003cp\u003e\u003c\/p\u003eFreitas advocates for teaching not just \u003cem\u003ehow\u003c\/em\u003e to consent, but \u003cem\u003ewhy\u003c\/em\u003e it's important to care about consent and to treat one's sexual partners with dignity and respect. \u003cem\u003eConsent on Campus\u003c\/em\u003e is a call to action for university administrators, faculty, parents, and students themselves, urging them to create cultures of consent on their campuses, and offering a blueprint for how to do it.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003eDonna Freitas\u003c\/strong\u003e lectures at universities across the United States on her work about college students. She is the author of \u003cem\u003eSex and the Soul: Juggling Sexuality, Spirituality, Romance and Religion on America's College Campuses \u003c\/em\u003eand \u003cem\u003eThe Happiness Effect\u003c\/em\u003e: \u003cem\u003eHow Social Media is Driving a Generation to Appear Perfect at Any Cost\u003c\/em\u003e, and has written for publications including\u003cem\u003e The Wall Street Journal\u003c\/em\u003e and \u003cem\u003eThe New York Times\u003c\/em\u003e. Freitas is currently a non-resident research associate at the Center for Religion and Society at Notre Dame. 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He researches the origins of inequality in the life course and is currently focusing on the relationship between screen time and adolescent development. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eLisa Nunn\u003c\/b\u003e is Associate Professor of Sociology at the University of San Diego. She is the author of \u003ci\u003e33 Simple Strategies for Faculty\u003c\/i\u003e and \u003ci\u003eDefining Student Success \u003c\/i\u003eas well as past president of the Sociology of Education Association. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eAndrew Penner \u003c\/b\u003eis Professor of Sociology at the University of California, Irvine. 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The relationship between Native peoples and the academic community has become especially rocky in recent years. Both groups are grappling with troubling questions about research ethics, methodology, and theory in the field and in the classroom.\u003c\/p\u003e\u003cp\u003eIn this timely and illuminating anthology, ten leading Native scholars examine the state of scholarly research and writing on Native Americans. They offer distinctive, frequently self-critical perspectives on several important issues: the representativeness of Native informants, the merits of various methods of data collection, the veracity and role of oral histories, the suitability of certain genres of scholarly writing for the study of Native Americans, the marketing of Native culture and history, and debates about cultural essentialism. Some contributors propose alternative forms of scholarship. 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How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting. \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eStake, Robert E.:\u003c\/i\u003e\u003c\/b\u003e - Professor Stake received his B.A. in Mathematics with a minor in naval science and Spanish from the University of Nebraska in 1950. He graduated with an M.A. in educational psychology in 1954 from this university. In 1958, he received his Ph.D. in psychology from Princeton University. From 1955 to 1958, he was a Psychometric Fellow at the Educational Testing Service. Then, an Associate Professor and Faculty Research Coordinator of the College of Education at the University of Nebraska at Lincoln. In 1963, he arrived at the University of Illinois at Urbana-Champaign where he assisted Thomas Hastings, Lee Cronbach, and Jack Easley in the creation of the new evaluation center, CIRCE, and in developing a program of research on program evaluation. He also became the Associate Director of the Statewide High School Testing Program. In 1975, he became director of CIRCE. He has been active in the program evaluation profession and has promoted an approach to evaluation methods called responsive evaluation. He took up a qualitative perspective, particularly case study methods, in order to represent the personal experience and complexity of evaluation study. He received the Lazerfeld Award from the American Evaluation Association and an honorary doctorate from the University of Uppsala.","brand":"Sage Publications, Inc","offers":[{"title":"Default Title","offer_id":50328455971090,"sku":"9780803957671","price":197.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_e7e5a6ff-bf82-4b36-a1be-5da640318e68.jpg?v=1727740569"},{"product_id":"fragile-elite-the-dilemmas-of-chinas-top-university-students-9780804797788","title":"Fragile Elite: The Dilemmas of China's Top University Students","description":"\u003cp\u003eChina's One Child Policy and its rigorous national focus on educational testing are well known. But what happens to those \"lucky\" few at the very top of the pyramid: elite university students in China who grew up under the One Child Policy and now attend the nation's most prestigious universities? How do they feel about having made it to the top of an extremely competitive educational system--as their parents' only child? What pressures do they face, and how do they cope with the expectations associated with being the best?\u003c\/p\u003e \u003cp\u003e\u003ci\u003eFragile Elite\u003c\/i\u003e explores the contradictions and perplexities of being an elite student through immersive ethnographic research conducted at two top universities in China. Susanne Bregnb k uncovers the intimate psychological strains students suffer under the pressure imposed on them by parents and state, where the state acts as a parent and the parents reinforce the state. \u003ci\u003eFragile Elite\u003c\/i\u003e offers fascinating insights into the intergenerational tensions at work in relation to the ongoing shift in educational policy and definition of what a \"quality\" student, child, and citizen is in contemporary China.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eSusanne Bregnbæk\u003c\/b\u003e is Lecturer in the Department of Anthropology at the University of Copenhagen.\u003cbr\u003e","brand":"Stanford University Press","offers":[{"title":"Default Title","offer_id":50328489918738,"sku":"9780804797788","price":20.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_7219618d-87bc-44fe-ab3e-469c60fd3967.jpg?v=1727741861"},{"product_id":"field-notes-the-making-of-middle-east-studies-in-the-united-states-9780804799065","title":"Field Notes: The Making of Middle East Studies in the United States","description":"\u003cp\u003e\u003ci\u003eField Notes\u003c\/i\u003e reconstructs the origins and trajectory of area studies in the United States, focusing on Middle East studies from the 1920s to the 1980s. Drawing on extensive archival research, Zachary Lockman shows how the Carnegie, Rockefeller, and Ford foundations played key roles in conceiving, funding, and launching postwar area studies, expecting them to yield a new kind of interdisciplinary knowledge that would advance the social sciences while benefiting government agencies and the American people. Lockman argues, however, that these new academic fields were not simply a product of the Cold War or an instrument of the American national security state, but had roots in shifts in the humanities and the social sciences over the interwar years, as well as in World War II sites and practices. \u003c\/p\u003e \u003cp\u003eThis book explores the decision-making processes and visions of knowledge production at the foundations, the Social Science Research Council, and others charged with guiding the intellectual and institutional development of Middle East studies. Ultimately, \u003ci\u003eField Notes\u003c\/i\u003e uncovers how area studies as an academic field was actually built--a process replete with contention, anxiety, dead ends, and consequences both unanticipated and unintended.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eZachary Lockman\u003c\/b\u003e is Professor of Middle Eastern and Islamic Studies and of History at New York University. He is the author of \u003ci\u003eContending Visions of the Middle East: The History and Politics of Orientalism\u003c\/i\u003e (2004, 2010).\u003cbr\u003e","brand":"Stanford University Press","offers":[{"title":"Default Title","offer_id":50328490049810,"sku":"9780804799065","price":25.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_a9b83d63-c5e4-472f-b430-36c98f6017b9.jpg?v=1727741873"},{"product_id":"studying-educational-and-social-policy-theoretical-concepts-and-research-methods-9780805844610","title":"Studying Educational and Social Policy: Theoretical Concepts and Research Methods","description":"The overall purpose of this text is to introduce beginning researchers to the study of educational and social policy, how it has been examined from a scholarly perspective, and the salient issues to consider in conceptualizing and conducting policy research. The emphasis is on \"introduce,\" as the various policy fields within the public sector (for example, education, energy, health, labor) are much too diverse to include in depth in a single volume on theoretical concepts and research methods. The focus is not so much on the substance of policymaking as on understanding the interplay between how policy is made and implemented and the various conceptual approaches and methods researchers can use to frame and conduct policy studies. \u003cp\u003e\u003c\/p\u003e The underlying assumption is that a critique of the substantive, theoretical, and methodological issues involved in studying policy can help researchers conduct policy studies that are more informative in guiding policy development and more effective in assessing the impact of policy reforms. \u003cp\u003e\u003c\/p\u003e *Part I acquaints readers with substantive issues and challenges related to the study of the policy process, and includes chapters on federalism and policymaking, and on studying policy development, implementation, and impact. \u003cbr\u003e *Part II examines different conceptual frameworks and theories for the study of policy, with chapters on political culture and policymaking, the punctuated-equilibrium theory and the advocacy coalition framework, economic and organizational perspectives, and new approaches (e.g., feminism, critical theory, postmodernism). \u003cbr\u003e *Part III focuses research methods for studying policy, covering research design, qualitative methods, multilevel methods for policy research, and growth modeling methods for examining policy change. \u003cbr\u003e *Part IV compares the diversity of approaches used by policy scholars with respect to their strengths and weaknesses, and presents a number of issues for further consideration in conducting policy research. \u003cp\u003e\u003c\/p\u003e This introduction to theories and methods of conducting policy research is intended to give prospective researchers an appreciation of the relationship among policy problems, empirical methods, and practice, and to contribute to building their skills in conceptualizing and conducting policy research that answers important questions. The text includes examples of studies to illustrate the diversity of methodological techniques, and discusses issues related to the design and conduct of original educational policy studies. \u003cp\u003e\u003c\/p\u003e \u003ci\u003eStudying Educational and Social Policy: Theoretical Concepts and Research Methods\u003c\/i\u003e is designed primarily for graduate courses in educational policy and educational research and is appropriate as well for research methodology courses in other disciplines, including statistics and research methodology in the social sciences, organizational studies, public policy, and political science\u003cbr\u003e\u003cbr\u003e","brand":"Routledge","offers":[{"title":"Default Title","offer_id":50328500502802,"sku":"9780805844610","price":87.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_67ed5732-6af1-443d-ab0a-1fc7105c950b.jpg?v=1727742500"},{"product_id":"the-students-of-sherman-indian-school-9780806144436","title":"The Students of Sherman Indian School","description":"\u003cp\u003e Sherman Indian High School, as it is known today, began in 1892 as Perris Indian School on eighty acres south of Riverside, California, with nine students. Its mission, like that of other off-reservation Indian boarding schools, was to \"civilize\" Indian children, which meant stripping them of their Native culture and giving them vocational training. Today, the school on Magnolia Avenue in Riverside serves 350 students from 68 tribes, and its curricula are designed to both preserve Native languages and traditions and prepare students for life and work in mainstream American society. This book offers the first full history of Sherman Indian School's 100-plus years, a history that reflects federal Indian education policy since the late nineteenth century.\u003c\/p\u003e \u003cp\u003e Sherman Institute's historical trajectory features the abuse and exploitation familiar from other accounts of life at Indian boarding schools--children punished and humiliated for maintaining Native ways and put to work as manual laborers. But this book also brings to light the ways Native children managed to maintain their dignity, benefited from interacting with students from other tribes, and often even expressed appreciation for the experiences at Sherman. Alternating periods of assimilation and self-determination form a critical part of the story Diana Meyers Bahr tells, but her interpretation of the students' complex experiences is more subtle than that. From the accounts of students, educators, and administrators over the years, Bahr draws a picture of Sherman students successfully navigating a complicated middle course between total assimilation and total rejection of white education.\u003c\/p\u003e \u003cp\u003e The ambivalence of such a middle way has meant confronting painful moral choices--and ultimately it has deepened students' appreciation for the diverse cultures of Indian America and heightened their awareness of their own tribal identity. The ramifications can be seen in today's Sherman Indian High School, a repository of the living history so deftly and thoroughly chronicled here.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eBahr, Diana Meyers:\u003c\/i\u003e\u003c\/b\u003e - \u003cp\u003e \u003cb\u003eDiana Meyers Bahr\u003c\/b\u003e is the author of \u003ci\u003eFrom Mission to Metropolis: Cupeño Indian Women in Los Angeles; \u003ci\u003eViola Martinez, California Paiute: Living in Two Worlds\u003c\/i\u003e;\u003c\/i\u003e and \u003ci\u003eThe Unquiet Nisei: An Oral History of the Life of Sue Kunitomi Embrey.\u003c\/i\u003e\u003c\/p\u003e","brand":"University of Oklahoma Press","offers":[{"title":"Default Title","offer_id":50328522981650,"sku":"9780806144436","price":24.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_5d20e3de-3288-4b66-b63e-e85e4df4c4a8.jpg?v=1727743317"},{"product_id":"free-to-be-mohawk-indigenous-education-at-the-akwesasne-freedom-schoolvolume-12-9780806151540","title":"Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School Volume 12","description":"Akwesasne territory straddles the U.S.-Canada border in upstate New York, Ontario, and Quebec. In 1979, in the midst of a major conflict regarding self-governance, traditional Mohawks there asserted their sovereign rights to self-education. Concern over the loss of language and culture and clashes with the public school system over who had the right to educate their children sparked the birth of the Akwesasne Freedom School (AFS) and its grassroots, community-based approach. In \u003ci\u003eFree to Be Mohawk\u003c\/i\u003e, Louellyn White traces the history of the AFS, a tribally controlled school operated without direct federal, state, or provincial funding, and explores factors contributing to its longevity and its impact on alumni, students, teachers, parents, and staff. \u003cp\u003e\u003c\/p\u003e Through interviews, participant observations, and archival research, White presents an in-depth picture of the Akwesasne Freedom School as a model of Indigenous holistic education that incorporates traditional teachings, experiential methods, and language immersion. Alumni, parents, and teachers describe how the school has fostered a strong sense of what it is to be \"fully Mohawk.\" White explores the complex relationship between language and identity and shows how AFS participants transcend historical colonization by negotiating their sense of self. \u003cp\u003e\u003c\/p\u003e According to Mohawk elder Sakokwenionkwas (Tom Porter), \"The prophecies say that the time will come when the grandchildren will speak to the whole world. The reason for the Akwesasne Freedom School is so the grandchildren will have something significant to say.\" In a world where forced assimilation and colonial education have resulted in the loss or endangerment of hundreds of Indigenous languages, the Akwesasne Freedom School provides a cultural and linguistic sanctuary. White's timely study reminds readers, including the Canadian and U.S. governments, of the critical importance of an Indigenous nation's authority over the education of its children.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eWhite, Louellyn:\u003c\/i\u003e\u003c\/b\u003e - \u003cb\u003eLouellyn White\u003c\/b\u003e is an Assistant Professor in the First Peoples Studies Program at Concordia University in Montreal. Her work has been published in the \u003ci\u003eEncyclopedia of American Indian History\u003c\/i\u003e and the \u003ci\u003eAmerican Indian Culture and Research Journal\u003c\/i\u003e.","brand":"University of Oklahoma Press","offers":[{"title":"Default Title","offer_id":50328525701394,"sku":"9780806151540","price":27.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_be3e686e-88c4-4e09-9bc6-44b478c9e6a2.jpg?v=1767093439"},{"product_id":"becoming-gentlemen-women-law-school-and-institutional-change-9780807044056","title":"Becoming Gentlemen: Women, Law School, and Institutional Change","description":"\u003ci\u003e\"The challenge, then, is not to invent new victims or new scapegoats but to mobilize America for the future. What would it take to ensure that all of us can succeed at getting the job done, the problem solved, and the future more secure?\"\u003c\/i\u003e \u003cp\u003e\u003c\/p\u003eAs a student at Yale Law School in 1974, Lani Guinier attended a class with a white male professor who addressed all the students, male and female, as \"gentlemen.\" To him the greeting was a form of honorific, evoking the values of traditional legal education. To her it was profoundly alienating. \u003cp\u003e\u003c\/p\u003eYears later Guinier began a study of female law students with her colleagues, Michelle Fine and Jane Balin, to try to understand the frustrations of women law students in male-dominated schools. Women are now entering law schools in large numbers, but too often many still do not feel welcome. As one says, \"I used to be very driven, competitive. Then I started to realize that all my effort was getting me nowhere. I just stopped caring. I am scarred forever.\" \u003cp\u003e\u003c\/p\u003eAfter interviewing hundreds of women with similar stories, the authors conclude that conventional one-size-fits-all approaches to legal education discourage many women who could otherwise succeed and, even more, fail to help all students realize their full potential as legal problem-solvers. \u003cp\u003e\u003c\/p\u003eIn \u003ci\u003eBecoming Gentlemen\u003c\/i\u003e Guinier, Fine, and Balin dare us to question what it means to become qualified, what a fair goal in education might be, and what we can learn from the experience of women law students about teaching and evaluating students in general. Including the authors' original study and two essays and a personal afterword by Lani Guinier, the book challenges us to work toward a more just society, based on ideals of cooperation, the resources of diversity, and the values of teamwork.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eLani Guinier is professor of law at the University of Pennsylvania Law School; Michelle Fine is professor of social psychology at the Graduate School and University Center, City University of New York; and Jane Balin is assistant professor of sociology at Colgate University.\u003cbr\u003e","brand":"Beacon Press","offers":[{"title":"Default Title","offer_id":50328568955154,"sku":"9780807044056","price":24.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_a636082c-8f3a-4d08-abb9-836c67b22463.jpg?v=1727744819"},{"product_id":"between-north-and-south-delaware-desegregation-and-the-myth-of-american-sectionalism-9780812244434","title":"Between North and South: Delaware, Desegregation, and the Myth of American Sectionalism","description":"\u003cp\u003e\u003ci\u003eBetween North and South\u003c\/i\u003e chronicles the three-decade-long struggle over segregated schooling in Delaware, a key border state and important site of civil rights activism and white reaction. Historian Brett Gadsden begins by tracing the origins of a long litigation campaign by NAACP attorneys who translated popular complaints about the inequities in Jim Crow schooling into challenges to racial proscriptions in public education. Their legal victories subsequently provided the evidentiary basis for the Supreme Court's historic decision in \u003ci\u003eBrown v. Board of Education\u003c\/i\u003e, marking Delaware as a center of civil rights advancements. Gadsden's further examination of a novel metropolitan approach to address the problem of segregation in city and suburban schools, wherein proponents highlighted the web of state-sponsored discrimination that produced interrelated school and residential segregation, reveals the strategic creativity of civil rights activists. He shows us how, even in the face of concerted white opposition, these activists continued to advance civil rights reforms into the 1970s, secured one of the most progressive busing remedies in the nation, and created a potential model for desegregation efforts across the United States. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003ci\u003eBetween North and South\u003c\/i\u003e also explores how activists on both sides of the contest in this border state--adjacent to the Mason-Dixon line--helped create, perpetuate, and contest ideas of southern exceptionalism and northern innocence. Gadsden offers instead a new framework in which \"southern-style\" and \"northern-style\" modes of racial segregation and discrimination are revealed largely as regional myths that civil rights activists and opponents alternately evoked and strategically deployed to both advance and thwart reform.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eBrett Gadsden is Associate Professor of African American studies at Emory University.\u003cbr\u003e","brand":"University of Pennsylvania Press","offers":[{"title":"Default Title","offer_id":50328674959634,"sku":"9780812244434","price":53.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_6c933ce1-ee41-42b5-964c-4c947517d1f6.jpg?v=1727747970"},{"product_id":"citizens-of-an-empty-nation-youth-and-state-making-in-postwar-bosnia-herzegovina-9780812247008","title":"Citizens of an Empty Nation: Youth and State-Making in Postwar Bosnia-Herzegovina","description":"\u003cp\u003eIn the wake of devastating conflict in Bosnia-Herzegovina, the polarizing effects of everyday ethnic divisions, combined with hardened allegiances to ethnic nationalism and the rigid arrangements imposed in international peace-building agreements, have produced what Azra Hromadzic calls an \"empty nation.\" Hromadzic explores the void created by unresolved tensions between mandated reunification initiatives and the segregation institutionalized by power-sharing democracy, and how these conditions are experienced by youths who have come of age in postconflict Bosnia-Herzegovina. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003eBuilding on long-term ethnographic research at the first integrated school of Bosnia-Herzegovina, \u003ci\u003eCitizens of an Empty Nation\u003c\/i\u003e offers a ground-level view of how the processes of reunification play out at the Mostar Gymnasium. Hromadzic details the local effects of the tensions and contradictions inherent in the processes of postwar state-making, shedding light on the larger projects of humanitarian intervention, social cohesion, cross-ethnic negotiations, and citizenship. In this careful ethnography, the Mostar Gymnasium becomes a powerful symbol for the state's simultaneous segregation and integration as the school's shared halls, bathrooms, and computer labs foster dynamic spaces for a rich cross-ethnic citizenship--or else remain empty.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eAzra Hromadzic teaches anthropology at Syracuse University.\u003cbr\u003e","brand":"University of Pennsylvania Press","offers":[{"title":"Default Title","offer_id":50328675287314,"sku":"9780812247008","price":78.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_ad33ca86-9b6e-4725-95ba-223149372ece.jpg?v=1727748005"},{"product_id":"race-is-race-isnt-critical-race-theory-and-qualitative-studies-in-education","title":"Race Is...Race Isn't: Critical Race Theory And Qualitative Studies In Education","description":"The field of critical race theory has gotten increasingly more attention as an emerging perspective on race, the law, and policy. Critical race theory examines the social construction of the law, administrative policy, electoral politics, and political discourse in the U.S. Race Is ? Race Isn't presents a group of qualitative research studies, literature reviews, and commentaries that collectively articulate critical race theory in secondary and post-secondary educational settings. The editors explore links and conflicts with other areas of difference, including language, ethnicity, gender, and sexual orientation, with the goal of opening a dialogue about how critical race theory can be incorporated into education research methodologies.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"Laurence Parker is an associate professor in the department of educational policy studies at the University of Illinois at Urbana-Champaign. His current research and teaching interests are in the areas of critical race theory and educational policy research and analysis (at the K-12 and postsecondary levels), and the politics of school choice. His most recent article, entitled \"\"Race is ... race ain't: An exploration of the utility of critical race theory in qualitative research in education,\"\" appeared in the International Journal of Qualitative Studies in Education. \u003cbr\u003eDonna Deyhle is a professor of anthropology and education in the department of educational studies and in the ethnic studies program at the University of Utah, where she is also co-director of the American Indian Resource Center. She is a leading scholar in the area of American Indian educational research, and her work has appeared in the Harvard Educational Review, the Journal oj American Indian Education, Youth and Society, and the Review of Research in Education. Her research also has been an integral part of the litigation surrounding the Navajo conflicts with Anglo school officials in southern Utah. Prof. Deyhle is a former Spencer Fellow of the National Academy of Education. \u003cbr\u003eSofia Villenas is an assistant professor in the department of educational studies and in the ethnic studies program at the University of Utah. Her research centers on investigating Latino schooling and home and community education within the dynamics of racial\/cultural community politics. Critical race theory informs this work, as is evident in her article co-authored with Donna Deyhle entitled \"\"Critical race theory and ethnographies challenging the stereotypes: Latino families, schooling, resilience and resistance,\"\" forthcoming in Curriculum Inquiry. As a Chicana ethnographer, Villenas also explores positionality and locality in qualitative research, as can be seen in her article \"\"The colonizer\/colonized Chicana ethnographer: Identity, marginalization, and co-optation in the field,\"\" in the Harvard Educational Review. She is also a former Spencer Fellow of the National Academy of Education. \u003cbr\u003e\"\u003c\/p\u003e\u003cbr\u003e","brand":"Routledge","offers":[{"title":"Default Title","offer_id":50328748491026,"sku":"9780813390697","price":138.99,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0831\/4771\/8930\/files\/img_1ed13910-7b97-457d-865a-d9dd6d4f62d5.jpg?v=1727750109"},{"product_id":"teaching-fairy-tales-9780814339350","title":"Teaching Fairy Tales","description":"\u003cp\u003e \u003cb\u003ePedagogical models and methodologies for engaging with fairy tales in the classroom.\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e \u003ci\u003eTeaching Fairy Tales\u003c\/i\u003e edited by Nancy L. Canepa brings together scholars who have contributed to the field of fairy-tale studies since its origins. This collection offers information on materials, critical approaches and ideas, and pedagogical resources for the teaching of fairy tales in one comprehensive source that will further help bring fairy-tale studies into the academic mainstream.\u003c\/p\u003e\u003cp\u003eThe volume begins by posing some of the big questions that stand at the forefront of fairy-tale studies: How should we define the fairy tale? What is the \"classic\" fairy tale? Does it make sense to talk about a fairy-tale canon? The first chapter includes close readings of tales and their variants, in order to show how fairy tales aren't simple, moralizing, and\/or static narratives. The second chapter focuses on essential moments and documents in fairy-tale history, investigating how we gain unique perspectives on cultural history through reading fairy tales. Contributors to chapter 3 argue that encouraging students to approach fairy tales critically, either through well-established lenses or newer ways of thinking, enables them to engage actively with material that can otherwise seem over-familiar. Chapter 4 makes a case for using fairy tales to help students learn a foreign language. \u003ci\u003eTeaching Fairy Tales\u003c\/i\u003e also includes authors' experiences of successful hands-on classroom activities with fairy tales, syllabi samples from a range of courses, and testimonies from storytellers that inspire students to reflect on the construction and transmission of narrative by becoming tale-tellers themselves.\u003c\/p\u003e\u003cp\u003e \u003ci\u003eTeaching Fairy Tales\u003c\/i\u003e crosses disciplinary, historical, and national boundaries to consider the fairy-tale corpus integrally and from a variety of perspectives. Scholars from many different academic areas will use this volume to explore and implement new aspects of the field of fairy-tale studies in their teaching and research.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eNancy Canepa is associate professor of Italian at Dartmouth College. 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Walter Cohen, Wendy and Leonard Cooper; Rabbi Howard Gorin; Gittel and Alan Hilibrand; Marjorie and Jeffrey Major; Jeanette Lerman Neubauer and Joe Neubauer; Gayle and David Smith; and Harriet and Donald Young. \u003cp\u003eEver since Abraham's famous argument with God, Judaism has been full of debate. Moses and Korah, David and Nathan, Hillel and Shammai, the Vilna Gaon and the Ba'al Shem Tov, Spinoza and the Amsterdam Rabbis . . . the list goes on. Jews debate justice, authority, inclusion, spirituality, resistance, evolution, Zionism, and more. No wonder that Judaism cherishes the expression \u003ci\u003emachloket l'shem shamayim\u003c\/i\u003e, \"an argument for the sake of heaven.\" In this concise but important survey, Rabbi Barry L. Schwartz presents the provocative and vibrant thesis that debate and disputation are not only encouraged within Judaism but reside at the very heart of Jewish history and theology. 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