- Ellen Condliffe Lagemann, Liberating Minds: The Case for College in Prison, 2017, The New Press
I would welcome an opportunity to review this book -- or at the very least suggest strongly that it be reviewed. Dr. Lagemann's credentials for writing on the topic are unlikely to be surpassed, and she has demonstrated time and again her ability to tackle important topics.
My credentials for reviewing it include a year teaching in two New Jersey correctional facilities, active involvement with the Campaign to End the New Jim Crow in the state, a year or teaching a course on the topic at The College of New Jersey, and familiarity with much of the literature on mass incarceration. I should note, however, that I have met Dr. Lagemann (April 2016, at the John Dewey Centennial) and took Dr. Cremin's history of ed course 40 years ago when she was his grad assistant.
You may have already assigned the book to another reviewer, which is good, or question my impartiality, which I would understand. But I do hope that TCR reviews the book. Thank you.
- Ira Rabois, Compassionate Critical Thinking: How Mindfulness, Creativity, Empathy, and Socratic Questioning Can Transform Teaching (Rowman & Littlefield, 2016).
- Ares, N., Buendia, E., & Helfenbein, R.J. (2017).Deterritorializing/Reterritorializing: Critical Geography of Educational Reform. Rotterdam, The Netherlands, Sense Publ.
This volume features scholars who use a critical geography framework to analyze how constructions of social space shape education reform. In particular, they situate their work in present-day neoliberal policies that are pushing responsibility for economic and social welfare out of public and into private sectors. Given these pressures, critical geography’s unique approach to critical inquiry into both the hegemony of and resistance to the spatial construction of schools and schooling is crucially important. Reterritorialization and deterritorialization, or the varying flows of people and capital across space and time, are highlighted to understand spatial forces that construct such things as economics, politics, and culture. Authors from multiple fields of study contribute to this book’s examination of how social, political, and historical dimensions of spatial forces, especially racial/ethnic and other markers of difference, shape and are shaped by processes and outcomes of school reform.
We think the TCR audience would be very interested in this work. Thank you for considering this suggestion.
- Good afternoon,
I would like to recommend that my newly-released book, Degrees of Difference: Women, Men, and the Value of Higher Education (2017, Routledge) be reviewed. I would consider it an honor to have it reviewed here.
Here is the link to the publication page: https://www.routledge.com/Degrees-of-Difference-Women-Men-and-the-Value-of-Higher-Education/Niemi/p/book/9781138697430
In advance, thank you.
- Ed Douglas McKnight, "Place, Race and Identity Formation: Autobiographical Intersections in a Curriculum Theorist's Daily Life." (2017). Routledge.
About the Book
In this work of curriculum theory, Ed Douglas McKnight addresses and explores the intersections between place (with specific discussion of Kincheloe’s and Pinar’s conceptualization of place and identity) and race (specifically Winthrop Jordan’s historical analysis of race as an Anglo-European construction that became the foundation of a white mythos). To that end, he employs a form of narrative construction called curriculum vitae (course of life)—a method of locating and delineating identity formation which addresses how theories of place, race and identity formation play out in a particular concrete life.
By working through how place racializes identity and existence, the author engages in a long Southern tradition of storytelling, but in a way that turns it inside out. Instead of telling his own story as a means to romanticize the sins of the southern past, he tells a new story of growing up within the "white" discourse of the Deep South in the 1960s and 70s, tracking how his racial identity was created and how it has followed him through life. Significant in this narrative is how the discourse of whiteness and place continues to express itself even within the subject position of a curriculum theorist teaching in a large Deep South university. The book concludes with an elaboration on the challenges of engaging in the necessary anti-racist complicated conversation within education to begin to work through and cope with heavy racialized inheritances.
Table of Contents
Introduction: A bricoleur’s search for a curriculum theory of race and place: conversār.
Chapter 1: Symbolic narratives as told by ghosts and bones: Situating race, place, and a beginning story gone bad in the Deep South
Chapter 2: A racialized history of my place, Shreveport, Louisiana: The Red River, the "land of churches," and the "lynching capital of the world"
Chapter 3: Part 1: Critical autobiography of my racialization: The gift of a North Louisiana map and a story to live by
Chapter 4: Part 2: Critical autobiography of my racialization: The bones begin to speak but the ghosts fight back
Chapter 5: The trials and not-so-tribulations of a Deep South, white male curriculum theorist fumbling toward a complicated conversation with students: Being better than my ghosts