New Books in Higher Education

What is a university for? Is it a sanctuary for disciplined study, or has it become something else entirely? In After the University: Higher Education and the Future of Intellectual Work (JHU Press, 2026), Chad Wellmon traces the long and often uneasy relationship between higher learning and the institutions that claim to protect it. Moving from the guilds of medieval Paris and the knowledge factories of Enlightenment-era Göttingen to the research empires of Berlin and Berkeley, Wellmon shows how the modern university has repeatedly reshaped itself to serve shifting social and political demands.

Across centuries, the goods of disciplined study—the joy of reading, the virtues of intellectual rigor, and the possibility of self-formation—have been overshadowed by the pursuit of external rewards such as money, prestige, and power. Part institutional history and part philosophical reflection, After the University examines how today's institutions defend themselves not in the name of learning but in the language of productivity, innovation, and economic utility. Drawing on his experiences as a scholar, teacher, administrator, and witness to crises such as white supremacist marches and the COVID-19 pandemic, Wellmon illustrates how universities justify themselves through the outputs of graduates, research discoveries, and workforce training while leaving unmentioned the very practices that once defined them.

Despite this transformation, Wellmon argues that the university's current state of turmoil exposes a new, enticing possibility: recognizing the practices of disciplined study as goods worth valuing in and of themselves rather than simply as means to other ends. With insight and urgency, After the University asks whether our institutions can still nurture intellectual desire—or whether we must find new homes for the life of the mind.

Soumyadeep Guha is a fourth-year PhD student in the History Department at Binghamton University, New York. He is interested in historical research focusing on themes such as Agrarian/Environmental History, History of Science and Tech, Global History, and their intersections.

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Bring the breadth of Jewish history and civilization into your classroom with ready-to-use teaching modules curated by experts.

The Posen Library is an educational resource grounded in primary sources and made broadly accessible through the creation and curation of engaging contextual material. Its goal is to highlight the varieties of Jewish culture and civilization across time and space for English-speaking audiences and to be the first stop for those, in university settings and beyond, who are interested in teaching about the significant breadth of Jewish experiences.

Originally conceived as a 10-volume print anthology, the Posen Library’s free digital platform makes the published content globally accessible. Content from print volumes is added to the site as the volumes are published by Yale University Press. Nine out of the ten volumes have been published to date.

The Jewish Studies Curriculum Initiative comprises teaching modules centered around core teaching topics. Each module consists of an overview and curricular material that can be used in four class meetings, focusing on 20–25 primary sources (texts, images, and other media) with interpretive content and supplementary resources for both students and instructors. Posen Library curricula offer flexibility and are designed to be easily integrated into coursework in a variety of ways—perfect for launching a new class or refreshing a syllabus to include new perspectives and voices.

Sarah Bunin Benor is Professor of Contemporary Jewish Studies and Linguistics at Hebrew Union College, Los Angeles.

Sasha Goldstein-Sabbah is assistant professor of Middle Eastern studies at the University of Groningen in the Netherlands and the Senior Scholar for Pedagogy at the Posen Library.

Geraldine Gudefin is a Visiting Scholar at the Centre for Asian Legal Studies at the National University of Singapore.

Mentioned in this episode:

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The Woman Question in Jewish Studies (Princeton UP, 2025) is a critical look at the difficulties women face in the field of Jewish studies, drawing on quantitative data, personal stories, and the gendered history of the field.

The field of Jewish studies has expanded significantly in recent years, with increasing numbers of women entering the field. These scholars have brought new perspectives from studies of women, gender, and sexuality. Yet they have also faced institutional and individual obstacles. In this book, Susannah Heschel and Sarah Imhoff examine the place of women and nonbinary people in Jewish studies, arguing that, for both intellectual and ethical reasons, the culture of the field must change. Heschel and Imhoff explore quantitative data regarding women as editors of and contributors to academic journals and anthologies, examine data regarding citations of women's scholarship, and scrutinize women's presence on panels at academic conferences. They analyze the wider context of the contemporary academy, discussing what is distinctive about Jewish studies. They trace the history of the field, its connections to traditional religious studies, and its growth in US institutions, interspersing this with stories of scholars in the field who have experienced harassment and gender discrimination. Finally, they offer suggestions for a reparative path forward.

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Since 1925, the YIVO Institute for Jewish Research has been a pioneer in the field of Jewish studies. At the core of YIVO since its founding was its commitment to scholarship which supported the Jewish “folk.” This manifested in a variety of initiatives, including youth autobiography contests and a youth research division (yugfor), an Economic-Statistical section (ekstat), and the establishment of various YIVO branches. These YIVO's activities continue to pique the interests of scholars, who have recently produced new scholarship analyzing these initiatives through the lens of new pioneering research methods.

Join YIVO for a panel discussion sharing new research on these historic YIVO initiatives featuring presentations by William Pimlott, Kamil Kijek, and Nicolas Vallois, followed by a conversation led by Jessica Kirzane.

This panel discussion originally took place on June 11, 2025.

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In this episode I discuss the book Understanding Social Images: Essays on Visual Methods and Teaching Anthropology (Berghahn, 2025) with co-editors David Zeitlyn and Chihab El Khachab, a posthumous collection of writings by the late anthropologist Marcus Banks. Banks was a key the figures in development of visual anthropology, but his work remains of continuing relevance. This volume brings together several of his essays on film, photography, archive work, as well as reflections of visual methods such as photo-elicitation and ways of teaching visual anthroplogy.

The conversation begins with Marcus Banks himself, his place within anthropology, his influence on visual anthropology, and the broader effort to preserve and extend his work through a set of posthumous collections. From there, the discussion turns to one of the central themes that emerge from across several essays, namely, that images are not simply illustrations or transparent representations, but socially and temporally situated objects with disctinct social lives. From there, we discuss Banks’s interest in the materiality of the visual and how the circulation and afterlives of images gather new meaning over time.

A substantial part of the interview focuses on Banks’s film Raju and His Friends (1988), which proved foundational to his later reflections on ethnographic filmmaking, and especially on the ethics and politics of representation. As well as providing an introduction to Marcus Banks’s work and serving as a tribute to a scholar whose influence continues to shape the field, many of the topics covered in the interview touches on many broader questions in anthropology itself, and as such will be of interest not only to students of visual anthropology, but to anthropology students and anthropologists more generally.

David Zeitlyn is Professor of Social Anthropology at the University of Oxford and a Fellow of Wolfson College. His work spans visual anthropology, photography and archives, religion and divination, and long-term fieldwork in Cameroon. He also collaborated with Marcus Banks on the second edition of Visual Methods in Social Research.

Chihab El Khachab is Associate Professor in Visual Anthropology at the University of Oxford and a Fellow of Wolfson College. He is a social anthropologist specializing in visual and media anthropology, especially Egyptian media production, and is the author of Making Film in Egypt: How Labor, Technology, and Mediation Shape the Industry.

Further reading and resources mentioned in the recording

Marcus Banks was Professor of Visual Anthropology at the Institute of Social and Cultural Anthropology (ISCA), University of Oxford until he passed away in 2020. He was a pioneer in integrating visual approaches into the mainstream of social and cultural anthropology. With Howard Morphy, he edited the influential volume Rethinking Visual Anthropology (Yale University Press, 1999).

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In times of deep uncertainty, the university needs to transform

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This week on Democracy Dialogues, Rachel Beatty Riedl speaks with Peter John Loewen to reflect on the 250th anniversary of US independence. They discuss the ways in which America’s unique founding moment has shaped democratic institutions and practice, and the paradox of America’s profound democratic experiment.

In this episode, Loewen describes his research on the representative nature of elected politicians – how they are similar to and different from ordinary people in their decision making. He also tackles questions of polarization and what happens when people have increased contact with other points of view. And the conversation wraps up with a discussion of higher education and democracy, and what role universities can play in shaping the next generation of democratic citizens.

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Heart-Centered Connections: Seven Essential Skills for Helping Neurodiverse and Marginalized Children Thrive is a transformative guide for working with a child who is left out, left behind, or labeled “difficult.” Dr. Niki Elliott teaches the best practices to support kids who are misunderstood and marginalized—those who are neurodivergent, have a learning disability, or are trauma survivors. In this practical book, Dr. Elliott brings clear guidance and a hopeful message: when safety, compassion, and trust come first, real learning can begin. Heart-Centered Connections shows you how to create that foundation.

Based on decades of her groundbreaking research, Dr. Elliott offers seven pillars that will help you create environments where kids can achieve their full potential. You will learn how to: increase your ability to handle stress so you remain composed when a child acts out; establish stronger bonds, even with kids who initially seem defiant; teach in a way that creates joy and confidence; design neuro-inclusive environments in which youth of all abilities can flourish; view the child from a new perspective, offering them choice and dignity; and help the child settle their nervous system state so they can focus and learn.

Guest: Dr. Niki Elliott is a clinical professor and director of the Center for Embodied Equity and Neurodiversity at the University of San Diego SOLES, where she leads research, professional certificates, and statewide initiatives that transform K–16 learning environments through trauma-informed, neuro-inclusive design. A veteran educator of more than 30 years, Dr. Niki is known for translating complex neuroscience into powerful, accessible practices that strengthen belonging, emotional safety, and academic engagement for neurodiverse learners.

Host: Our host is: Dr. Christina Gessler, who is an academic writing coach and editor. She is the producer and show host of the Academic Life podcast.

Playlist for Listeners:

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Medical Education and the Making of Iraqi Doctors, 1869–1959

This

This interview was conducted by Dr. Miranda Melcher whose book

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New Perspectives on Old Princeton, 1812-1929 (Routledge, 2024) focuses on Princeton

Paul K. Helseth (PhD, Marquette University) is associate professor of

David Smith (PhD, Trinity Evangelical Divinity School) is pastor in

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