New Books in Higher Education

Political Scientists Lauren C. Bell, Allison Rank, and Carah Ong Whaley have a new edited volume, Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics (Palgrave Macmillan, 2024). This book has four separate sections that guide the reader through different dimensions of teaching civic engagement and the many aspects of this important pedagogical capacity that often falls on the shoulders of political science faculty at universities and colleges in the United States. In our discussion we cover the idea of civic engagement itself as an approach that many of us integrate into our courses in a variety of ways. Civic Pedagogies focuses on this complex topic first through a number of chapters that dive into the theory behind civic engagement and how to think about this concept as a dimension of or the entirety of a college course. The next section of the book takes up a variety of different practical approaches to embedding civic learning into courses. The last two sections of the book explore the challenges and benefits of civically engaged pedagogies and, finally, assessment of civically engaged pedagogies.

This is a thorough and thoughtful book with an impressive array of contributing authors all thinking about not only the importance of civically engaged pedagogies, but also the unique dimensions of this kind of pedagogy. The three editors explain, in our conversation, different points of importances that were fleshed out by the many contributors and their thinking about how best to embed this vital component of education within a democracy. Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics has so many different perspectives that it provides a rich array of options for most educators who want or need to integrate civic pedagogies into their classrooms. In our discussion, we also explore the value of being able to engage on public topics and political questions in a civil manner—both in the classroom itself and then, as students move into their lives beyond college, as members of their communities.

Lilly J. Goren is a professor of political science at Carroll University in Waukesha, WI. She is co-host of the New Books in Political Science channel at the New Books Network. She is co-editor of The Politics of the Marvel Cinematic Universe (University Press of Kansas, 2022), as well as co-editor of the award winning book, Women and the White House: Gender, Popular Culture, and Presidential Politics (University Press of Kentucky, 2012). She can be reached @gorenlj.bsky.social

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

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

This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars.

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Critical Management Studies and Librarianship: Critical Perspectives on Library Management Education and Practice (Library Juice Press, November 2024) introduces key concepts in the field of critical management studies (CMS) and critiques dominant theories and concepts in the management field. The aim of CMS is to denaturalize dominant theories in the management field by introducing works and research from other fields (e.g., queer feminist theories, postcolonial studies, critical race theory). In this edited volume, Silvia Vong brings together contributions that offer critical perspectives on dominant CMS issues contextualized in LIS management education and practice such as strategic planning, consumer and assessment culture, and management institutes to name a few. In addition, the book includes discussions around approaches to leading using research and literature outside of the business and management literature to redress epistemic injustice in management education and provide inclusive and diverse perspectives on leadership.

Silvia Vong is an Assistant Professor, Teaching Stream at University of Toronto’s iSchool. She was a professional librarian for 15 years in various roles at different Canadian universities ranging from liaison librarian to head of public services to associate dean of scholarly, research, and creative activities. Her experience in teaching, collections, scholarly communications, and management contributed to her research as a professional in critical management studies in librarianship as well as addressing anti-racism in the profession.

Jen Hoyer is Technical Services and Electronic Resources Librarian at CUNY New York City College of Technology. She is co-author of What Primary Sources Teach: Lessons for Every Classroom (2022) and The Social Movement Archive (2021), and co-editor of Armed By Design: Posters and Publications of Cuba’s Organization of Solidarity of the Peoples of Africa, Asia, and Latin America (2025).

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Resistance to feminist, queer, and antiracist pedagogies can take many forms in the composition class: silence during class discussion; tepid, bland writing that fails to engage with course content; refusal to engage with feminist and queer ideas; open and direct challenges to professors’ authority. According to Wilton Wright, Rewriting Resistance to Social Justice Pedagogies (Lexington Books, 2024) argues that composition studies has not adequately addressed the complex and deeply local contexts and causes of resistance. Therefore, the author argues that resistance research must first understand the origins and purpose for a student’s resistance, interrogating the language used to name and describe students who resist. Composition instructors must then give students the tools to uncover and investigate their reasons for resistance themselves, challenging students to continually interrogate their resistances. This book utilizes feminist composition pedagogies, masculinity studies, and queer pedagogies to engage student resistance in the writing classroom.

Michael O. Johnston, Ph.D. is a Assistant Professor of Sociology at William Penn University. He is the author of The Social Construction of a Cultural Spectacle: Floatzilla (Lexington Books, 2023) and Community Media Representations of Place and Identity at Tug Fest: Reconstructing the Mississippi River (Lexington Books, 2022). His general area of study is at the intersection of space, behavior, and identity. He is currently conducting research about the negotiation that humans make between oneself, identification of place, and the attachment/s they have to those places. To learn more about Michael O. Johnston you can go to his personal website, Google Scholar, Bluesky (@professorjohnst.bsky.social),Twitter (@ProfessorJohnst), or by email at [email protected]

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

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

This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars.

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How do Black women experience education in Britain?

Within British educational research about Black students, gender distinctions have been largely absent, male-dominated or American-centric. Due to the lack of attention paid to Black female students, relatively little is known about how they understand and engage with the education system, or the influences which shape their long-term strategies and decision-making in order to gain educational 'success'.

Babygirl, You've Got This! Experiences of Black Girls and Women in the English Education System (Bloomsbury, 2024) by Dr. April-Louise Pennant will illustrate the educational experiences and journeys of Black British women graduates and considers the influence of the intersections of race, gender, ethnicity, culture and social class on their educational journeys. Dr. Pennant uniquely documents the entire educational journey - from primary school to university - within both predominantly white (PW) and predominantly global majority (PGM) educational institutions in order to examine the various accessibility, financial and academic hurdles which face Black girls and women.

The book combines theoretical frameworks such as Critical Race Theory, Bourdieu's Theory of Practice and Black Feminist epistemology, alongside the personal accounts of the author and a range of Black British women graduates. Through analysis of the strategies, choices and decisions made by Black British women in their educational journeys, the book ultimately provides insights into how to navigate the education system effectively, and provides alternatives to normalised understandings of educational 'success'.

Find out more about Dr. April-Louise Pennant on her website!

This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars.

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Arts graduate education is uniquely positioned to deliver many of the public good needs of contemporary Canada. For the Public Good: Reimagining Arts Graduate Programs in Canadian Universities (U Alberta, 2024) argues, however, that graduate programs must fundamentally change if they are to achieve this potential. Drawing on deep experience and research, the authors outline how reformed programs that equip graduates with advanced skills can address Canada’s most vexing challenges and seek action on equity, diversity, inclusion, and decolonization.

In the episode, the authors, Loleen Berdahl, Jonathan Malloy and Lisa Young, chart how current approaches to graduate education emerged and make a data-informed case for change. We also discuss an evidence-based vision for reimagining arts graduate education and actor-specific steps to achieve this potential.

This interview was conducted by Shreya Urvashi, a doctoral researcher of sociology and education based in Toronto, Canada.

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In this episode of the Language on the Move podcast, Brynn Quick speaks with Dr. Sue Ollerhead. Dr. Ollerhead is currently a Senior Lecturer in Languages and Literacy Education and the Director of the Secondary Education Program at Macquarie University. Her expertise lies in English language and literacy learning and teaching in multicultural and multilingual education contexts. Her research interests include translanguaging, multilingual pedagogies, literacy across the curriculum and oracy development in schools.

Dr. Ollerhead is currently editor of TESOL in Context, the peer reviewed journal of the Australian Council of TESOL Associations. She serves on the executive board of the English as a Medium of Instruction Centre (EMI) at Macquarie University.

Brynn and Sue chat about an article that Sue has recently written for the Australian Association for Research in Education entitled “Teachers Truly Know Students and How They Learn. Does AI?”. They discuss the emergence of AI platforms like ChatGPT and how these platforms are affecting teacher training.

A wonderful companion read to this episode is Distinguished Ingrid Piller’s Can we escape the textocalypse? Academic publishing as community building.

If you liked this episode, check out more resources on technology and language: Will technology make language rights obsolete?; the podcast Tech Won’t Save Us; and Are language technologies counterproductive to learning?

If you enjoy the show, support us by subscribing to the Language on the Move Podcast on your podcast app of choice, leaving a 5-star review, and recommending the Language on the Move Podcast and our partner the New Books Network to your students, colleagues, and friends.

For additional resources, show notes, and transcripts, go here.

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