Six Faculty Contribute to Education Discourse with Books and Chapters
Karl Alexander, John Dewey Professor Emeritus of Sociology, co-edited the volume The Summer Slide: What We Know and Can Do About Summer Learning Loss, published by Teachers College Press.
The book features original contributions by scholars and practitioners who provide an authoritative examination of existing research on the phenomenon of summer learning loss, the conditions in low-income children’s homes and communities that impede learning over the summer months, and best practices in summer programming with lessons on how to strengthen program evaluations.
Kate Allman, a visiting assistant professor in the MAT program, has a chapter coming out in the book, Immigration and Education in North Carolina: The Challenges and Responses in a New Gateway State, examining immigration patterns in the American South, published by Sense Publishers.
Her chapter, “I’m Not Ashamed of Who I Am: Counter-stories of Muslim, Arab Immigrant Students in North Carolina,” describes the Arab immigration growth and settlement patterns taking place in that state. It also examines a subset of data collected during a six-month ethnography exploring the educational experiences of 13 second-generation Arab and Muslim students in North Carolina. Her findings highlight common themes of prejudice experienced by student participants and how they challenge and resist anti-Muslim and anti-Arab discourse in their local spaces.
Ashley Berner, deputy director of the Johns Hopkins Institute for Education Policy and assistant professor of education, examines the evolution of the current educational model in the United States and the increasing number of students left behind intellectually and civically in her book, Pluralism and American Public Education: No One Way to School.
Published by Palgrave Macmillan, the book argues that the structure of public education is a key factor in the failure of America’s public education system to fulfill the intellectual, civic and moral aims for which it was created. The book challenges the philosophical basis for the traditional school model and defends the educational pluralism that most liberal democracies enjoy. Berner asserts that changing the underlying structure of America’s public education system is both plausible and possible, and sets out to show why and how.
Christopher Dreisbach, an associate professor and director of applied ethics and humanities for the Division of Public Safety Leadership, has authored the book, Constitutional Literacy: A Twenty-First Century Imperative.
Identifying eight levels of constitutional literacy, the book considers the status of constitutional literacy in the United States, along with ways to assess and improve it. Dreisbach argues that pervasive constitutional illiteracy is a problem for law enforcement agencies and ordinary citizens. He provides a glimpse into the creation of Constitution, and reflects on today’s frequent misinterpretation and misapplication by officials sworn to uphold it.
Joyce Epstein, a research professor of education and sociology in the Center for the Social Organization of Schools, contributed the chapter, “Searching for Equity in Education: Finding School, Family, and Community Partnerships” in the recently published book, Leaders in the Sociology of Education: Intellectual Self-Portraits, published by Sense Publishers.
An important history of the sociology of education, the book contains 18 self-portraits written by some of the leading sociologists of education in the world. Representing the United States, the United Kingdom and Hong Kong, the authors discuss a variety of factors that have affected their lifetime of scholarship, including their childhoods, their education and mentors, the state of the field during their coming of age, the institutions where they have worked, and the major sociologists, political and economic conditions and social and political movements that influenced them.
Antigoni Papadimitriou, assistant professor of leadership in the Division of Public Safety Leadership, has contributed the chapter, “Female Academics in Greek Higher Education: Issues of Organizational Change, Economic Crisis and Social Responsibility,” to the book, The Changing Role of Women in Higher Education: Academic and Leadership Issues.
The book, published by Springer, examines the changing role of women in higher education, with an emphasis on academic and leadership issues. A wide range of contributors, whose expertise spans sociology, social science, economics, politics, public policy and linguistic studies, have a major interest in global education.
The discussion of global policy issues affecting the role of women in higher education is combined with case studies, several of which are comparative. Together they examine the particular situation of women in many higher education systems, from Brazil, to the United States, to Europe, to Africa, and to the Far East.