Episodes

  • Anthony Abraham Jack, "Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price" (Princeton UP, 2024)

    Anthony Abraham Jack, "Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price" (Princeton UP, 2024)
    Aug 15 2024
    Elite colleges are boasting unprecedented numbers with respect to diversity, with some schools admitting their first majority-minority classes. But when the twin pandemics of COVID-19 and racial unrest gripped the world, schools scrambled to figure out what to do with the diversity they so fervently recruited. And disadvantaged students suffered. Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price (Princeton UP, 2024) exposes how woefully unprepared colleges were to support these students and shares their stories of how they were left to weather the storm alone and unprotected. Drawing on the firsthand experiences of students from all walks of life at elite colleges, Anthony Abraham Jack reveals the hidden and unequal worlds students navigated before and during the pandemic closures and upon their return to campus. He shows how COVID-19 exacerbated the very inequalities that universities ignored or failed to address long before campus closures. Jack examines how students dealt with the disruptions caused by the pandemic, how they navigated social unrest, and how they grappled with problems of race both on campus and off. A provocative and much-needed book, Class Dismissed paints an intimate and unflinchingly candid portrait of the challenges of undergraduate life for disadvantaged students even in elite schools that invest millions to diversify their student body. Moreover, Jack offers guidance on how to make students' path to graduation less treacherous--guidance colleges would be wise to follow. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    33 mins
  • Decoding the Academic Job Market

    Decoding the Academic Job Market
    Aug 8 2024
    When professor jobs are scarce and most academic jobs are temporary, what do you do if you still want to work on a campus? Can you make the leap to admin? How do you make the leap? Dr. Jacquelyn Ardam joins us to explain the hidden curriculum of the academic job market. She shares what helped her pivot roles from visiting professor to campus administrator, how research and writing are still a meaningful part of her life, and why she is happier now running a campus research center than she was in her previous jobs. Our guest is: Dr. Jacquelyn Ardam, who is the Director of the Undergraduate Research Center for the Humanities, Arts, and Social Sciences at UCLA. She has founded several undergraduate research programs and co-directs UCLA’s Mellon Mays University Fellowship program. Jacquelyn holds a PhD in English from UCLA and is a specialist in modern and contemporary poetry. She has written about art, literature, culture, and higher education for peer-reviewed journals and public venues, and is the author of Avidly Reads Poetry. Our host is: Dr. Christina Gessler, the producer of the Academic Life podcast. She holds a PhD in history, which she uses to explore what stories we tell and what happens to those we never tell. Listeners may enjoy this playlist: Chasing Chickens: When Life After Higher Education Doesn't Go the Way You Planned Contingent Faculty and the Remaking of Higher Education The American Association of University Professors Leaving Academia Learning from Rejection and Failure Welcome to Academic Life, the podcast for your academic journey—and beyond! You can help support the show by posting, assigning or sharing episodes. Join us here to learn from more experts inside and outside the academy, and around the world. Missed any of the 200+ Academic Life episodes? You’ll find them all archived here. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    1 hr and 14 mins
  • Neoliberalism and the University, Part 1

    Neoliberalism and the University, Part 1
    Aug 2 2024
    This is the Global Media & Communication podcast series. This podcast is a multimodal project powered by the Center for Advanced Research in Global Communication (CARGC) at the Annenberg School for Communication at the University of Pennsylvania. At CARGC, we produce and promote critical, interdisciplinary, and multimodal research on global media and communication. We aim to bridge academic scholarship and public life, bringing the best scholarship to bear on enduring global questions and pressing contemporary issues. Today, our hosts, Anjali DasSarma and Sim Gill, present the first of two episodes on neoliberalism and the state of the university as a deeply powerful structure, along with two incredible scholars: Professor Natalie Fenton and Professor Alison Hearn. In this episode, we explore the complex realm of neoliberalism and its profound impact on education systems in the UK, Canada, and the US. Join us as we unpack how neoliberal ideologies have transformed the very essence of the student experience. Neoliberal policies have reshaped the landscape of education, redefining relationships between students, faculty, and institutions. But what does this actually mean for the individuals learning and working within these institutions? Join us for an exciting conversation as we explore the complex and pressing issues shaping our academic worlds today. In this episode you will hear about: How Fenton and Hearn define and understand the university within neoliberalism The material working conditions of faculty, students, and other laborers across UK, Canadian, and US contexts Unionizing and what it means to work as a collective The Research Excellence Framework and Higher Education Quality Council of Ontario Capitalism and the university as a corporation Guest Biographies: Natalie Fenton: Natalie is a Professor of Media and Communications at Goldsmiths University. Alison Hearn: Alison is a professor in the Department of Information and Media Studies at the University of Western Ontario. Host Biographies: Anjali DasSarma: Anjali DasSarma is a doctoral student at the Annenberg School for Communication at the University of Pennsylvania. Sim Gill: Sim Gill is a doctoral student at the Annenberg School for Communication at the University of Pennsylvania and a research fellow at the Center for Advanced Research in Global Communication (CARGC) and the Center on Digital Culture and Society. Credits Interview by: Anjali DasSarma and Sim Gill Produced by: Eszter Zimanyi Edited by: Anjali DasSarma and Matt Parker Sound Mixing by: Matt Parker Music by: Zoe Zhao Blog post written by: Anjali DasSarma and Sim Gill Keywords: neoliberalism, higher education, labor rights This episode was recorded on November 15th, 2023 at the Annenberg School for Communication, University of Pennsylvania. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    53 mins
  • Laura Yares, "Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America" (NYU Press, 2023)

    Laura Yares, "Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America" (NYU Press, 2023)
    Jul 28 2024
    The earliest Jewish Sunday schools were female-led, growing from one school in Philadelphia established by Rebecca Gratz in 1838 to an entire system that educated vast numbers of Jewish youth across the country. These schools were modeled on Christian approaches to religious education and aimed to protect Jewish children from Protestant missionaries. But debates soon swirled around the so-called sorry state of “feminized” American Jewish supplemental learning, and the schools were taken over by men within one generation of their creation. It is commonly assumed that the critiques were accurate and that the early Jewish Sunday school was too feminized, saccharine, and dependent on Christian paradigms. Tracing the development of these schools from their inception through the first decade of the twentieth century, Jewish Sunday Schools: Teaching Religion in Nineteenth-Century America (NYU Press, 2023), Laura Yares shows this was not the reality. Jewish Sunday Schools argues that the work of the women who shepherded Jewish education in the early Jewish Sunday school had ramifications far outside the classroom. Indeed, we cannot understand the nineteenth-century American Jewish experience, and how American Judaism sought to sustain itself in an overwhelmingly Protestant context, without looking closely at the development of these precursors to Hebrew School. Yares provides an in-depth portrait of a massively understudied movement that acted as a vital means by which American Jews explored and reconciled their religious and national identities. Interviewee: Laura Yares is Assistant Professor of Religious Studies, Michigan State University. Host: Schneur Zalman Newfield is an Associate Professor of Sociology and Jewish Studies at Hunter College, City University of New York, and the author of Degrees of Separation: Identity Formation While Leaving Ultra-Orthodox Judaism (Temple University Press). Visit him online at ZalmanNewfield.com. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    1 hr and 11 mins
  • Derek Taira, "Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941" (U Nebraska Press, 2024)

    Derek Taira, "Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941" (U Nebraska Press, 2024)
    Jul 27 2024
    During Hawai‘i’s territorial period (1900–1959), Native Hawaiians resisted assimilation by refusing to replace Native culture, identity, and history with those of the United States. By actively participating in U.S. public schools, Hawaiians resisted the suppression of their language and culture, subjection to a foreign curriculum, and denial of their cultural heritage and history, which was critical for Hawai‘i’s political evolution within the manifest destiny of the United States. In Forward without Fear: Native Hawaiians and American Education in Territorial Hawai'i, 1900-1941 (U Nebraska Press, 2024), Derek Taira reveals that many Native Hawaiians in the first forty years of the territorial period neither subscribed nor succumbed to public schools’ aggressive efforts to assimilate and Americanize them but instead engaged with American education to envision and support an alternate future, one in which they could exclude themselves from settler society to maintain their cultural distinctiveness and protect their Indigenous identity. Taira thus places great emphasis on how they would have understood their actions—as flexible and productive steps for securing their cultural sovereignty and safeguarding their future as Native Hawaiians—and reshapes historical understanding of this era as one solely focused on settler colonial domination, oppression, and elimination to a more balanced and optimistic narrative that identifies and highlights Indigenous endurance, resistance, and hopefulness. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    52 mins
  • Ujju Aggarwal, "Unsettling Choice: Race, Rights, and the Partitioning of Public Education" (U Minnesota Press, 2024)

    Ujju Aggarwal, "Unsettling Choice: Race, Rights, and the Partitioning of Public Education" (U Minnesota Press, 2024)
    Jul 20 2024
    What do universal rights to public goods like education mean when codified as individual, private choices? Is the “problem” of school choice actually not about better choices for all but, rather, about the competition and exclusion that choice engenders—guaranteeing a system of winners and losers? Unsettling Choice: Race, Rights, and the Partitioning of Public Education (U Minnesota Press, 2024) addresses such questions through a compelling ethnography that illuminates how one path of neoliberal restructuring in the United States emerged in tandem with, and in response to, the Civil Rights movement. Drawing on ethnographic research in one New York City school district, Unsettling Choice traces the contestations that surfaced when, in the wake of the 2007–2009 Great Recession, public schools navigated austerity by expanding choice-based programs. Ujju Aggarwal argues that this strategy, positioned as “saving public schools,” mobilized mechanisms rooted in market logics to recruit families with economic capital on their side, thereby solidifying a public sphere that increasingly resembled the private—where contingency was anticipated and rights for some were marked by intensified precarity for poor and working-class Black and Latinx families. As Unsettling Choice shows, these struggles over public schools—one of the last remaining universal public goods in the United States—were entrapped within neoliberal regimes that exceeded privatization and ensured exclusion even as they were couched in language of equity, diversity, care, and rights. And yet this richly detailed and engaging book also tracks an architecture of expansive rights, care, and belonging built among poor and working-class parents at a Head Start center, whose critique of choice helps us understand how we might struggle for—and reimagine—justice, and a public that remains to be won. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    40 mins
  • What Would Jesus Say about Diversity and Inclusion? (with Pete Imperial)

    What Would Jesus Say about Diversity and Inclusion? (with Pete Imperial)
    Jul 18 2024
    Pete Imperial has been principal of St. Mary’s Catholic High School in Berkeley, California, a Lasallian Catholic School of 160 years and going strong. Yet only 45% of the students are Catholics (though a similar number are Protestant Christians) and some of the kids have had no religious experience at all. How does a good Catholic school infuse the souls of its charges and the secular society at large with the Gospel and the teachings of the Holy Roman Catholic Church? Dr. Imperial has a BA from the University of California in Berkeley, an MA in history from San Francisco State University, and an EdD in Educational Administration from the University of San Francisco. In addition to running the school, he also teaches Islamic Studies, Economics, and East Asian History. This episode is indebted to Ryan Anderson, the listener and a friend of the podcast who suggested this episode and introduced me to Peter. St. Mary’s College High School website and Pete’s faculty webpage. About Lasallian education. Other Almost Good Catholics episodes on the subject of Catholic Education: Joseph Nagel and Heather Skinner on Almost Good Catholics, episode 8: It's Elementary! Catholic Education in the 21st Century. Rich Meyer on Almost Good Catholics, episode 45: Education in the World not of the World: A School Director and Father Talks about Forming the Whole Child. Here is the pilgrimage with Monique and Joseph González this coming September with Inside the Vatican, and the related episodes from Almost Good Catholics: Pilgrimage to Mexico: Our Lady of Guadalupe & the Flower World Prophecy 2024 Colleen Dulle on Almost Good Catholics, episode 16: Marxists and Mystics: A Vatican Journalist discusses her Biography of Madeleine Delbrêl and the New Papal Constitution Father James Martin, SJ, on Almost Good Catholics, episode 30: What if You’re Gay? Starting Conversations with and about LGBT Catholics. Joseph and Monique González on Almost Good Catholics, episode 74: Our Lady of Guadalupe and Aztec True Myth: How the Flower World Bloomed into History in 1531. Here is my first discussion with Pastor Brian Zahnd and the film A Hidden Life which we will be talking about in August: A Hidden Life (2019) trailer, IMBD, and on Amazon Prime. Brian Zahnd on Almost Good Catholics, episode 82: The Wood between the Worlds: Why Death on the Cross? Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    55 mins
  • Shawn(ta) Smith-Cruz and Sara A. Howard, "Grabbing Tea: Queer Conversations in Librarianship" (Litwin Books, 2024)

    Shawn(ta) Smith-Cruz and Sara A. Howard, "Grabbing Tea: Queer Conversations in Librarianship" (Litwin Books, 2024)
    Jul 14 2024
    This interview with Shawn(ta) Smith-Cruz about Grabbing Tea: Queer Conversations on Identity and Libraries and Grabbing Tea: Queer Conversations on Archives and Practice (available in 2024 from the Litwin Books Series on Gender and Sexuality in Library and Information Studies) explores how queerness is centered within library and archival theory and practice. Smith-Cruz and co-editor Sara A. Howard invited library and archives workers to share conversations which became the chapters for these two volumes. These conversations explore a huge range of topics: identity, community practice and outreach, visibility and coming out or being outed in the library, as well as the archive as a site for reclamation, narrative storytelling, ancestral recalling, and historical revisioning within LGBTQ+ communities. Contributions to these volumes integrate interpersonal experiences of professionalism for queer folks in the field, dive into their relationships and points of connection with each other and the communities they serve, and engage with the implications of race and sexuality in archival practice. Readers are invited to listen in and join these conversations that consider the fluidity of our bodies as queer bodies, and our lives as queer lives inside of the library and the archive. Shawn(ta) Smith-Cruz is a volunteer archivist at the Lesbian Herstory Archives, and an Assistant Curator, and Associate Dean for Teaching, Learning, and Engagement at New York University Division of Libraries. Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. Jen edits for Partnership Journal and organizes with the TPS Collective. She is co-author of What Primary Sources Teach: Lessons for Every Classroom and The Social Movement Archive. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education
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    54 mins