New Books in Higher Education

Nicholas Tampio, a political theorist at Fordham University, has a new book that focuses on teaching political theory. For many of us who teach political theory, this is another welcome addition to the growing library of texts that are designed to broaden and expand the scope of not only what is taught in political theory courses, but how this vital area of study is conveyed to students, and how students interact with complex and important texts. Tampio explains his thinking about how political theory undergirds our understanding of politics itself and political science as a discipline, thus the book not only discusses how to teach political theory and how to design courses in political theory, but it also makes the case as to why political theory is important and an overarching part of political science as a discipline.

Tampio, in the early section of Teaching Political Theory: A Pluralistic Approach (Edward Elgar, 2022), provides a useful guide to the different kinds of approaches to political theory as a discipline and the different ways that it can be studied and taught. The rest of the book is broken up into two sections, one on designing courses in political theory and more options to be included in a contemporary syllabus. The second section of the book is titled “Teaching Political Theory Today” and Tampio explores different subject matters and foci that open up a discussion of political theory concepts. In our podcast conversation, Tampio explains that he is not trying to prescribe particular texts or a particular way of teaching, so much as exploring avenues of inquiry that have worked for him in his classes over the years, and how he has worked and recrafted his approaches to teaching, especially teaching political theory. Teaching Political Theory: A Pluralistic Approach is an accessible and engaging text that provides a kind of conversation about teaching in general, with a particular focus on how to engage ideas and texts that might seem initially abstract, especially to contemporary undergraduates.

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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There is a lot of talk about online learning, and particularly universities going online. Today I talked to Caleb Simmons, Executive Director of Arizona Online (and notable scholar of religion and South Asian Studies). We talk about how online learning is done at Arizona and the promise of online learning generally. 

Listeners might be interested in Caleb's article Narrative Pedagogy and Transmedia Balancing. 

Raj Balkaran is a scholar of Sanskrit narrative texts. He teaches at the Oxford Centre for Hindu Studies and at his own virtual School of Indian Wisdom. For information see rajbalkaran.com.

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During and just after World War II, an influential group of American writers and intellectuals projected a vision for literature that would save the free world. Novels, stories, plays, and poems, they believed, could inoculate weak minds against simplistic totalitarian ideologies, heal the spiritual wounds of global catastrophe, and just maybe prevent the like from happening again. As the Cold War began, high-minded and well-intentioned scholars, critics, and writers from across the political spectrum argued that human values remained crucial to civilization and that such values stood in dire need of formulation and affirmation. They believed that the complexity of literature—of ideas bound to concrete images, of ideologies leavened with experiences—enshrined such values as no other medium could.

Creative writing emerged as a graduate discipline in the United States amid this astonishing swirl of grand conceptions. The early workshops were formed not only at the time of, but in the image of, and under the tremendous urgency of, the postwar imperatives for the humanities. Vivid renderings of personal experience would preserve the liberal democratic soul—a soul menaced by the gathering leftwing totalitarianism of the USSR and the memory of fascism in Italy and Germany.

Workshops of Empire: Stegner, Engle, and American Creative Writing During the Cold War (U Iowa Press, 2015) explores this history via the careers of Paul Engle at the University of Iowa and Wallace Stegner at Stanford. In the story of these founding fathers of the discipline, Eric Bennett discovers the cultural, political, literary, intellectual, and institutional underpinnings of creative writing programs within the university. He shows how the model of literary technique championed by the first writing programs—a model that values the interior and private life of the individual, whose experiences are not determined by any community, ideology, or political system—was born out of this Cold War context and continues to influence the way creative writing is taught, studied, read, and written into the twenty-first century.

Eric Bennett is professor of English at Providence College in Rhode Island. He is the author of A Big Enough Lie, and his writing has appeared in A Public Space, New Writing, Modern Fiction Studies, Blackwell-Wiley’s Companion to Creative Writing, The Chronicle of Higher Education, VQR, MFA vs. NYC, and Africana. He lives in Providence, Rhode Island.

Morteza Hajizadeh is a Ph.D. graduate in English from the University of Auckland in New Zealand. His research interests are Cultural Studies; Critical Theory; Environmental History; Medieval (Intellectual) History; Gothic Studies; 18th and 19th Century British Literature. YouTube channel.

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For too long, our system of higher education has been defined by scarcity: scarcity in enrollment, scarcity in instruction, and scarcity in credentials. In addition to failing students professionally, this system has exacerbated social injustice and socioeconomic stratification across the globe. In The Abundant University, Michael D. Smith argues that the only way to create a financially and morally sustainable higher education system is by embracing digital technologies for enrolling, instructing, and credentialing students—the same technologies that we have seen create abundance in access to resources in industry after industry.

The Abundant University: Remaking Higher Education for a Digital World (MIT Press, 2023) explains how we got our current system, why it’s such an expensive, inefficient mess, and how a system based on exclusivity cannot foster inclusivity. Smith challenges the resistance to digital technologies that we have already seen among numerous institutions, citing the examples of faculty resistance toward digital learning platforms. While acknowledging the understandable self-preservation instinct of our current system of residential education, Smith makes a case for how technology can engender greater educational opportunity and create changes that will benefit students, employers, and society as a whole.

Smith, the J. Erik Johnson Chaired Professor of Information Technology and Marketing at Carnegie Mellon University, argues that American higher education is subject to market forces just like any other industry. Forbes says, “With a straightforward, conversational style, Smith succeeds in portraying the current problems bearing down on higher education and offering a set of bold solutions for a future where he envisions a college education becoming ‘more open, flexible, inclusive, and lower-priced.’ The Abundant University is a provocative book that should be read by higher ed insiders as well as those in the general public who care about expanding the reach and the impact of higher education.”

John Emrich has worked for decades in corporate finance, investment management, and corporate strategy. He has a podcast about the investment advisory industry called Kick the Dogma.

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Society and democracy are ever threatened by the fall of fact. Rigorous analysis of facts, the hard boundary between truth and opinion, and fidelity to reputable sources of factual information are all in alarming decline. A 2018 report published by the RAND Corporation labeled this problem "truth decay" and Andrew J. Hoffman lays the challenge of fixing it at the door of the academy. 

But, as he points out, academia is prevented from carrying this out due to its own existential crisis—a crisis of relevance. Scholarship rarely moves very far beyond the walls of the academy and is certainly not accessing the primarily civic spaces it needs to reach in order to mitigate truth corruption. In this brief but compelling book, Hoffman draws upon existing literature and personal experience to bring attention to the problem of academic insularity—where it comes from and where, if left to grow unchecked, it will go—and argues for the emergence of a more publicly and politically engaged scholar.

The Engaged Scholar: Expanding the Impact of Academic Research in Today’s World (Stanford UP, 2021) is a call to make that path toward public engagement more acceptable and legitimate for those who do it; to enlarge the tent to be inclusive of multiple ways that one enacts the role of academic scholar in today's world.

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Amid widespread concern that our approach to testing and grading undermines education, two experts explain how schools can use assessment to support, rather than compromise, learning.

Anyone who has ever crammed for a test, capitulated to a grade-grubbing student, or fretted over a child’s report card knows that the way we assess student learning in American schools is freighted with unintended consequences. But that’s not all. As experts agree, our primary assessment technologies—grading, rating, and ranking—don’t actually provide an accurate picture of how students are doing in school. Worse, they distort student and educator behavior in ways that undermine learning and exacerbate inequality. Yet despite widespread dissatisfaction, grades, test scores, and transcripts remain the currency of the realm.

In Off the Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don't Have To) (Harvard University Press, 2023), Jack Schneider and Ethan Hutt explain how we got into this predicament, why we remain beholden to our outmoded forms of assessment, and what we can do to change course. As they make clear, most current attempts at reform won’t solve the complex problems we face. Instead, Schneider and Hutt offer a range of practical reforms, like embracing multiple measures of performance and making the so-called permanent record “overwritable.” As they explain, we can remake our approach in ways that better advance the three different purposes that assessment currently serves: motivating students to learn, communicating meaningful information about what young people know and can do, and synchronizing an otherwise fragmented educational system.

Written in an accessible style for a broad audience, Off the Mark is a guide for everyone who wants to ensure that assessment serves the fundamental goal of education—helping students learn.

Ethan Hutt is the Gary Stuck Faculty Scholar in Education at the University of North Carolina. 

Jack Schneider is the Dwight W. Allen Distinguished Professor at the University of Massachusetts-Amherst.  

Max Jacobs is a PhD student in education at Rutgers University. He currently sit on the Graduate Student Council for the History of Education Society.

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Bookshop.org is an online book retailer that donates more than 80% of its profits to independent bookstores. Launched in 2020, Bookshop.org has already raised more than $27,000,000. In this interview, Andy Hunter, founder and CEO discusses his journey to creating one of the most revolutionary new organizations in the book world. Bookshop has found a way to retain the convenience of online book shopping while also supporting independent bookstores that are the backbones of many local communities. 

Andy Hunter is CEO and Founder of Bookshop.org. He also co-created Literary Hub.

Caleb Zakarin is the Assistant Editor of the New Books Network.

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Where does morality fit into contemporary social science? In Moral Minefields: How Sociologists Debate Good Science (U Chicago Press, 2023), Shai Dromi, an Associate Senior Lecturer at the Department of Sociology at Harvard University and Samuel Stabler Associate Teaching Professor of Sociology at Pennsylvania State University, draw on pragmatist theory to offer insights as to how sociology can avoid moral myopia and be value pluralistic. The book offers rich case studies of key fields and debates, including sociology of religion, race and inequality, nationalism and cosmopolitanism, and fertility and work, all showing how values and morals shape the practice of research. The book makes a significant contribution to both sociology and the social sciences more generally, and will be essential reading for both academics and anyone interested in the values of contemporary research.

Dave O'Brien is Professor of Cultural and Creative Industries at the University of Manchester.

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In The Student: A Short History (Yale UP, 2023), Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very different contexts, from the sixth century BCE to the present.

Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom.

In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them.

Micheal Roth is president of Wesleyan University. 

Benjamin Phillips is an MA student in History at Ohio University. His primary field is Late Antique Cultural and Intellectual History.

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Today, conspiracy theories run rampant, attacks on facts have become commonplace, and systemic inequities are on the rise as individual and collective agency unravels. The Alienation of Fact: Digital Educational Privatization, AI, and the False Promise of Bodies and Numbers (MIT Press, 2022) explains the educational, technological, and ideological preconditions for these contemporary crises of truth and agency and explores the contradictions and competing visions for the future of education that lie at the center of the problem.

Schools are increasingly reimagined as businesses, and high-stakes standardized testing and curricula, for-profit charter schools, and the rise of educational AI put capital and technology at the center of education. Yet even as our society demands measure, data, and facts, politicians and news outlets regularly make unfounded assertions. How should we make sense of the contradictions between the demand for radical data-driven empiricism and the flight from evidence, argument, or theoretical justification?

In this critical investigation of the new digital directions of educational privatization—AI education, adaptive learning technology, biometrics, the quantification of play and social emotional learning—and the politics of the body, Saltman shows how the false certainty of bodies and numbers replaces deliberative and thoughtful agency in a time of increasing precarity. A distinctive contribution to scholarship on public school privatization and educational technology, politics, policy, pedagogy, and theory, The Alienation of Fact is a spirited call for democratic education that values creating a society of “thinking people” over capitalistic gains.

This book is available open access here.

Joao Souto-Maior is a postdoc at the New York University’s Institute of Human Development and Social Change.

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