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Rodowick takes after the theories of Hannah Arendt and argues that thinking is an art we practice with and for each other in our communities.

In An Education in Judgment, philosopher D. N. Rodowick makes the definitive case for a philosophical humanistic education aimed at the cultivation of a life guided by both self-reflection and interpersonal exchange. Such a life is an education in judgment, the moral capacity to draw conclusions alone and with others, and letting one’s own judgments be answerable to the potentially contrasting judgments of others. Thinking, for Rodowick, is an art we practice with and learn from each other on a daily basis.
 
In taking this approach, Rodowick follows the lead of Hannah Arendt, who made judgment the cornerstone of her conception of community. What is important for Rodowick, as for Arendt, is the cultivation of “free relations,” in which we allow our judgments to be affected and transformed by those of others, creating “an ever-widening fabric of intersubjective moral consideration.” That is a fragile fabric, certainly, but one that Rodowick argues is worth pursuing, caring for, and preserving. This original work thinks with and beyond Arendt about the importance of the humanities and what “the humanities” amounts to beyond the walls of the university.

The story of sporting communities and individuals at the University of Westminster over 150 years is the second book to explore the institution's diverse history including its role as a pioneer of women's sports. Drawing upon the University's extensive archives this richly illustrated book celebrates its unique, ground-breaking sports heritage.

Aimed at alumni and prospective students interested in the university's ongoing mission, as well as current faculty and students wishing to stay up to date on the work being done around them, An Illinois Sampler showcases the best, the most ambitious, and the most effective teaching practices developed and nurtured at one of the world's premier research universities.

Contributors are Nancy Abelmann, Flavia C. D. Andrade, Jayadev Athreya, Betty Jo Barrett, Thomas J. Bassett, Hugh Bishop, Antoinette Burton, Lauren A. Denofrio-Corrales, Lizanne DeStefano, Karen Flynn, Bruce W. Fouke, Rebecca Ginsburg, Julie Jordan Gunn, Geoffrey Herman, Laurie Johnson, Kyle T. Mays, Rebecca Nettl-Fiol, Audrey Petty, Anke Pinkert, Raymond Price, Luisa-Maria Rosu, D. Fairchild Ruggles, Carol Spindel, Mark D. Steinberg, William Sullivan, Richard I. Tapping, Bradley Tober, Agniezska Tuszynska, Bryan Wilcox, Kate Williams, Mary-Ann Winkelmes, and Yi Lu.

• distinguish between descriptive and argumentative writing;
• write argumentative claims; 
• apply an analytical framework in a written text; 
• maintain a consistent position in an argumentative text while incorporating outside sources; 
• argue for one position in favor of viable alternatives.

The opening of free trade agreements in the 1980s caused major economic changes in Mexico and the United States. These economic activities spawned dramatic social changes in Mexican society. One young Mexican woman, Anay Palomeque de Carrillo, rode the tumultuous wave of these economic activities from her rural home in tropical southern Mexico to the factories in the harsh desert lands of Ciudad Juárez during the early years of the city’s notorious violence.

During her years as an education professor at the University of Texas at El Paso, author Elaine Hampton researched Mexican education in border factory (maquiladora) communities. On one trip across the border into Ciudad Juárez, she met Anay, who became her guide in uncovering the complexities of a factory laborer’s experiences in these turbulent times.

Hampton here provides an exploration of education in an era of dramatic social and economic upheaval in rural and urban Mexico. This critical ethnographic case study presents Anay’s experiences in a series of narrative essays addressing the economic, social, and political context of her world. This young Mexican woman leads us through Ciudad Juárez in its most violent years, into women’s experiences in the factories, around family and religious commitments as well as personal illness, and on to her achievement of an education through perseverance and creativity.

Karen L. Graves details how teachers were targeted, interrogated, and stripped of their professional credentials, and she examines the extent to which these teachers resisted the invasion of their personal lives. She contrasts the experience of three groups--civil rights activists, gay and lesbian teachers, and University of South Florida personnel--called before the committee and looks at the range of response and resistance to the investigations. Based on archival research conducted on a recently opened series of Investigation Committee records in the State Archives of Florida, this work highlights the importance of sexuality in American and education history and argues that Florida's attempt to govern sexuality in schools implies that educators are distinctly positioned to transform dominant ideology in American society.

An imaginative exploration of the historical narratives that shape Black life today, showing how the past is never truly left behind, but is always alive in the present, shaping the future. 

Most people have probably never heard of New Castle, a Rust Belt city in western Pennsylvania. Education scholar S. R. Toliver describes it as “a stop on the road to elsewhere. But as a former resident, New Castle remains the endpoint of my journey, the highway exit I take, the place I go when I say I’m headed home.” Combining an autoethnography of growing up and being educated in New Castle with a remarkable study of Histofuturism, Toliver’s And Who Will Witness Us? reveals the historical erasure of Black people and their literary practices. 

First, Toliver turns to the past, presenting a multifaceted portrayal of Black life in New Castle. She draws from personal insights, archival data, and oral histories to uncover historical disinvestment and the violence of anti-Blackness and anti-Indigeneity sown into the soil and soul of a city. At the same time, she highlights how, despite systemic neglect, Black people have used their stories to author themselves into existence, creating counter histories that reflect the richness and depth of Black lives. Toliver explains how these acts of creation, in turn, shape the future, allowing Black people to resist imposed narratives and envision possibilities beyond the limits of traditional ways of thinking, knowing, and doing. 

Innovative in both form and style, And Who Will Witness Us? shares how research opens space for Black people to relearn themselves and their communities. It is a reckoning with what it means to call a place, a city, a people, home. 

Consider this: Restrictions placed by state legislatures on what schools can teach about America's history of conquest and enslavement. Broad bans enacted by local school boards that remove meaningful books from school curricula and the shelves of libraries. Court rulings that muddy the distinction between what counts as private versus public expressions of religion in public school settings and that open the door to publicly funded religious education. All of these recent actions chip away at the foundation of public education in America. But how did we get here? Decades of elite public discourse (talk and text) about public education helped to bring us to this point.  Much of this conversation is anti-public. It includes statements by major elected officials, education advocacy organizations, journalists in mainstream press outlets, and other influential actors. Chennault casts light on the cultural and political processes at work and challenges the unquestioned assumptions beneath the surface of this discourse, with the hopes that we can transform and strengthen public education.

The importance of the study of the scientific principles of learning human motor skills is evident in that motor learning is a required core course as set forth by the NASPE standards. Applied Motor Learning in Physical Education and Sports goes further than simply providing valuable scientific theories. Authors Jin Wang and Shihui Chen transform those theories into practice in an understandable approach by incorporating case studies and practitioners’ implications, making this a comprehensive authority on the topic of motor learning.

Written for undergraduate students, PE teachers, coaches, athletes and practitioners, each chapter includes:

• an introduction to the imperative theoretical models of motor learning

• case studies and life examples that illustrate theoretical concepts that can be effectively applied to practical teaching, coaching, or motor learning settings

• project topics that integrate theory with practice

• clear illustrations, diagrams, and key components of concepts depicting the main ideas

Phone in hand, TV on, we wake up and fall asleep to endless information. There’s no escape—we are drowning in a sea of breaking news, notifications, and popular beliefs and claims. Every day, we encounter hundreds of posts and podcasts on politics, celebrities, or current events. People share links to “expert” recommendations on Instagram or Reddit. YouTube and TikTok bring us those who want to instruct us on the realities of the world or pass on longstanding conventional wisdom, all in the hopes of influencing our decisions and actions. 

The information overload of the constant news and information cycle is exhausting and extremely frustrating. You may ask: Just what or whom should we believe? Are You Sure About That? Discerning Fact from Fiction helps readers navigate the perilous informational terrain of contemporary life. We provide a game plan of strategies and guidance for easily and reliably assessing the accuracy of any claim, helping readers to cut through the noise and adjust what they know. 

Cope and Feinberg draw on conversations, narratives, and archival research that reveal how different generations explored their role in defining and carrying out the College’s multifaceted mission. Their account raises critical questions about the character of learning, the aims of teaching, and the nature of teaching as a profession. At the same time, the authors address issues that range from the role of schools in fostering individual and collective identity to the introduction of computer-mediated and online learning. Cope and Feinberg examine changes in self-understanding about fundamental ideas and chart how the College evolved from its original narrow mission of training children’s schoolteachers to embracing global perspectives.

A wide-ranging portrait of an institution, Arguments for Learning uses the School of Education to tell the stories of thinkers dedicated to the idea that education can change the world for the better.

Arkansas: A Narrative History is a comprehensive history of the state that has been invaluable to students and the general public since its original publication. Four distinguished scholars cover prehistoric Arkansas, the colonial period, and the nineteenth and twentieth centuries and incorporate the newest historiography to bring the book up to date for 2012.

A new chapter on Arkansas geography, new material on the civil rights movement and the struggle over integration, and an examination of the state’s transition from a colonial economic model to participation in the global political economy are included. Maps are also dramatically enhanced, and supplemental teaching materials are available.

“No less than the first edition, this revision of Arkansas: A Narrative History is a compelling introduction for those who know little about the state and an insightful survey for others who wish to enrich their acquaintance with the Arkansas past.”
—Ben Johnson, from the Foreword

User-friendly and practical, Arousing Sense is a guide to how teaching through sensory experience can lead to positive, transformative impact in the classroom and everyday life.

2026 IPPY Awards Bronze Medal Winner, Current Events - Social Issues/Humanitarian
2026 PROSE Award Finalist, Humanities: Literature

Artifact is about the stories we tell ourselves after mass shootings. Each college campus shooting leaves a record: archival collections, monuments to the dead, government-led inquiries, internal university investigations, and lawsuits. Artifact: Encounters with the Campus Shooting Archives seeks to understand university and college campus shootings that involve students and faculty of those institutions. The book examines the aftermaths of such attacks by moving between university archives, memorials to victims, conversations with survivors, and beyond.

Julija Šukys examines a series of five North American university and college campus shootings between 1966 and 2015: the École Polytechnique in Montreal, Concordia University in Montreal, Virginia Tech, University of Alabama–Huntsville, and Umpqua Community College in Roseburg, Oregon. These attacks involved students and faculty as both victims and perpetrators—that is, all the shooters were either faculty members or (in one case, would-be) students of the institution where the killings took place.

Šukys arrives at each site long after the killings have taken place: by now, the teddy bears, flowers, and crosses have been cleared away. Prying journalists are long gone. She sorts through myriad objects left at makeshift memorial sites. She talks for hours with a professor who survived an attack only because her colleague’s gun jammed as it was pointed at her head. She wanders and documents the reconfigured buildings made unrecognizable after the horrors that occurred within them. She reads tedious court transcripts, officious government-commissioned reports, and a troubling memoir written by a shooter’s mother and sifts through the mathematics papers that one campus shooter publishes from his prison cell.

Artifact weighs what it means to live in a place where students and their teachers are gunned down on a seemingly regular basis. It asks how we can continue to learn, teach, and live when nothing changes in response to these deaths. It attempts to speak into silence, to look at the pain of those who have come through trauma, and to meet their gazes without platitudes or triumphalism. The result is a searching book about care, memory, forgiveness, and survival.

Artist Scholar: Reflections on Writing and Research is part history, introduction, and discussion for artists and designers entering, graduating, and employed by the contemporary art academy in the United States. The evolution of art education in the university continues to expand in the 21st century as the variables of craft, skill, technique, theory, history and criticism shift and expand as the perspective of arts-based research is introduced into this professionalized environment. Given this context: what can M.F.A. students do to improve their understanding of writing and research without sacrificing their commitment to their studio art process?

Through a series of essays, the text argues for better writing at the M.F.A. level with the purpose of becoming better artists. By contextualizing art practice in the university and providing a foundation for future artist scholarship, it serves as an invitation to artist scholars to push their work further and develop the confidence to situate their art in the university context.

Sixty years ago, at the height of World War II, an extraordinary series of gatherings took place at Mount Holyoke College in western Massachusetts. During the summers of 1942–1944, leading European figures in the arts and sciences met at the college with their American counterparts for urgent conversations about the future of human civilization in a precarious world. 

Two Sorbonne professors, the distinguished medievalist Gustave Cohen and the existentialist philosopher Jean Wahl, organized these “Pontigny” sessions, named after an abbey in Burgundy where similar symposia had been held in the decades before the war. Among the participants—many of whom were Jewish or had Jewish backgrounds—were the philosophers Hannah Arendt and Rachel Bespaloff, the poets Marianne Moore and Wallace Stevens, the anthropologist Claude Lévi-Strauss and the linguist Roman Jakobson, and the painters Marc Chagall and Robert Motherwell. 

In this collection of original essays, Stanley Cavell and Jacques Derrida lead an international group of scholars—including Jed Perl, Mary Ann Caws, Jeffrey Mehlman, and Elisabeth Young-Bruehl—in assessing the lasting impact and contemporary significance of Pontigny-en- Amérique. Rachel Bespaloff, a tragic figure who wrote a major work on the Iliad, is restored to her rightful place beside Arendt and Simone Weil. Anyone interested in the “intellectual resistance” of Francophone intellectuals and artists, and the inspiring support from such American figures as Stevens and Moore, will want to read this pioneering work of scholarship and historical re-creation.

This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts.

Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay