Search Result List

The Gospel of Work and Money is the first collection to explore forms of coercive labor education as connected global phenomena across modern history and foreground the many ways that ‘work’ remains the primary pedagogical lens of capital in our present era.

In this timely new edition of the award-winning The Miseducation of the Student-Athlete, authors Kenneth L. Shropshire and Collin D. Williams provide essential context for understanding college sports in an era transformed by Name, Image, and Likeness (NIL) rights, while reinforcing their central argument that education must remain paramount.

Sharing stories of Native American resilience amidst toxic school and community cultures, Mneesha Gellman examines the consequences of the misrepresentation and suppression of Indigenous culture in secondary education through the insights of students and teachers working to revitalize the Yurok language.

Community-Engaged Scholarship is a collection of stories told by alumni of the University of Pennsylvania who, as students, participated in the Barbara and Edward Netter Center for Community Partnerships, and whose lives were transformed by engaging with the West Philadelphia community.

Former Princeton provost and Harvard president Neil L. Rudenstine demonstrates that universities have become “contentious” institutions—by the anti-Vietnam student protests in the Sixties, by their extensive decentralization in the following decades, and by the increasingly diverse social composition of students and faculty today.

In Discipline Problems, Tadashi Dozono takes seriously the frequently overlooked critiques that students of color who get labeled as “troublemakers” direct toward their high-school education. He reinterprets “troublemaking” as an intellectual asset in classrooms where whiteness is valued over the histories and knowledge of people of color.

Desert Dreams chronicles Mexican American efforts to attain educational equality in Arizona, from its territorial period in the nineteenth century to the post–World War II era. From founding territorial schools to suing to end segregation in education, Mexican Americans engaged in vital political, legal, and educational activism.

Mneesha Gellman examines how Indigenous high school students resist assimilation and assert their identities through access to Indigenous language classes in public schools. She contends that this access to Indigenous language instruction in secondary schooling provides them tools and strategies for civic, social, and political participation.