Franklin Furnace is a renowned New York–based artsorganization whose mission is to preserve, document, and present works of avant-garde art by emerging artists—particularly those whose works may be vulnerable due to institutional neglect or politically unpopular content. Over more than thirty years, Franklin Furnace has exhibited works by hundreds of avant-garde artists, some of whom—Laurie Anderson, Vito Acconci, Karen Finley, Guillermo Gómez-Peña, Jenny Holzer, and the Blue Man Group, to name a few—are now established names in contemporary art.

Here, for the first time, is a comprehensive history of this remarkable organization from its conception to the present. Organized around the major art genres that emerged in the second half of the twentieth century, this book intersperses first-person narratives with readings by artists and scholars on issues critical to the organization's success as well as Franklin Furnace's many contributions to avant-garde art.

Winner of the Grawemeyer Award

“In their brave search for depth in American high schools, scholars Jal Mehta and Sarah Fine suffered many disappointments…Undeterred, they spent 750 hours observing classes, interviewed more than 300 people, and produced the best book on high school dynamics I have ever read.”
—Jay Mathews, Washington Post

“A hopeful, easy-to-read narrative on what the best teachers do and what deep, engaging learning looks like for students. Grab this text if you’re looking for a celebration of what’s possible in American schools.”
—Edutopia

“This is the first and only book to depict not just the constraints on good teaching, but also how good teachers transcend them. A superb book in every way: timely, lively, and entertaining.”
—Jonathan Zimmerman, University of Pennsylvania

What would it take to transform our high schools into places capable of supporting deep learning for students across a wide range of aptitudes and interests? To find out, Jal Mehta and Sarah Fine spent hundreds of hours observing and talking to teachers and students in and out of the classroom at thirty of the country’s most innovative schools. To their dismay, they discovered that deeper learning is more often the exception than the rule. And yet they found pockets of powerful learning at almost every school, often in extracurriculars but also in a few mold-breaking academic courses. So what must schools do to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity?

In Search of Deeper Learning takes a deep dive into the state of our schools and lays out an inspiring new vision for American education.