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How neoliberal capitalism and pedagogical deideologization constrain the radical possibilities of youth activism

In I Guess This Is Activism? Kevin L. Clay presents an eye-opening account of his experience with Youth Participatory Action Research (YPAR) as an Upward Bound educator. Grounded in Paulo Freire’s tradition of critical pedagogy, YPAR has been championed by community-based educators and scholars in the United States as an approach for supporting critical consciousness development and social change with working-class Black and Latino youth. Clay, however, questions whether YPAR can effectively prepare youths to subvert the systems reproducing their material conditions under neoliberal capitalism. Exposing the political and pedagogical limits of YPAR’s progressive education model, he reveals how omnipresent neoliberalism undermines youths’ radical potential when political education is not prioritized in youth activism.

I Guess This Is Activism? engages Black radical thinkers, including Ella Baker and Fred Hampton, to reveal the faulty assumptions implicit in YPAR’s program. Looking deeply into how he and his students navigated questions of community problems and social change at the twilight of the Obama presidency, Clay demonstrates how, in the absence of political education on the structures of race, class, and capitalism, youth activism is always eclipsed by the common sense of the free market.

As working-class Black and Latino youth inherit a society deeply shaped by neoliberal dogma, I Guess This Is Activism? delivers a much-needed reexamination of YPAR and visions for the future of youth activist education.

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The working lives of Deaf Americans from the mid-1850s to the post-World War II era depended upon strategies created by Deaf community leaders to win and keep jobs through periods of low national employment as well as high. Deaf people typically sought to de-emphasize their identity as sign language users to be better integrated into the workforce. But in his absorbing new book Illusions of Equality, Robert Buchanan shows that events during the next century would thwart these efforts.

       The residential schools for deaf students established in the 19th century favored a bilingual approach to education that stressed the use of American Sign Language while also recognizing the value of learning English. But the success of this system was disrupted by the rise of oralism, with its commitment to teaching deaf children speech and its ban of sign language. Buchanan depicts the subsequent ramifications in sobering terms: most deaf students left school with limited educations and abilities that qualified them for only marginal jobs. He also describes the insistence of the male hierarchy in the Deaf community on defending the tactics of individual responsibility through the end of World War II, a policy that continually failed to earn job security for Deaf workers. Illusions of Equality is an original, edifying work that will be appreciated by scholars and students for years to come.

Immigrant Families and Education is about belonging and unbelonging--or inclusion and exclusion--of migrant children in public and private primary and secondary schools in western Poland. Although migrant children have legally guaranteed access to education in Poland, many struggle to be included and to feel that they belong in Polish schools, and by extension, Polish society. Even children of returned Polish migrants do not always feel welcome in Polish schools. Most publications about migrant children and education present one point of view, typically that of the teachers. In this book, belonging is analyzed from the perspectives of three groups: the children, their parents, and their educators. This book aims to facilitate discussions between and among policy-makers, school administrators and teachers, as well as parents and child activists, and of course the students, on how to best ensure that all children, regardless of their origin, feel welcome in Polish schools.

• Research-informed, pedagogy-oriented lessons on why and how to implement and assess collaborative writing in multilingual classrooms.  
• Cutting-edge pedagogical knowledge that distinguishes the different modes of implementing collaborative writing (e.g., face-to-face, via computer-mediated communication, and a hybrid approach). 
• Key practical suggestions for teachers. 
• Tips on how to incorporate artificial intelligence in collaborative writing activities. 
• Recommendations for further research that can be helpful for practitioners, teacher educators, or graduate students.

Play reveals which elements of an institution’s reappointment, tenure, and promotion practices are explicitly addressed in policy and which remain tacit, and helps players recognize the cultural biases present in institutional norms, processes, and policies when they are not made explicit. Additionally, the color-coded cards helps participants identify the roles and processes that are most relevant to them.

How teachers can help combat higher education’s mental health crisis.

Mental health challenges on college campuses were a huge problem before COVID-19, and now they are even more pronounced. But while much has been written about higher education’s mental health crisis, very little research focuses on the role played by those on campus whose influence on student well-being may well be greatest: teachers. Drawing from interviews with students and the scholarship of teaching and learning, this book helps correct the oversight, examining how faculty can—instead of adding to their own significant workloads or duplicating counselors’ efforts—combat student stress through adjustments to the work they already do as teachers.

Improving Learning and Mental Health in the College Classroom provides practical tips that reduce unnecessary discouragement. It demonstrates how small improvements in teaching can have great impacts in the lives of students with mental health challenges, while simultaneously boosting learning for all students.

The thoroughly revised third edition of the bible of improvisational theater.

Viola Spolin's improvisational techniques changed the very nature and practice of modern theater. The first two editions of Improvisation for the Theater sold more than 100,000 copies and inspired actors, directors, teachers, and writers in theater, television, film. These techniques have also influenced the fields of education, mental health, social work, and psychology.

The revised edition features:

• 30 new exercises, including introductions (Slow/Fast/Normal; Extended Sound; Mirror Speech; Unrelated Conversation)
• More than 200 updated classic exercises
• new section of traditional theater games for warm-up use 
• “Paul Sills' Sayings of Viola Spolin” 
• New glossary of side-coaching phrases, with definitions of their meaning and value 
• Alphabetical list of all games and exercises

In this book, Amy Lai examines the current free speech crisis in Western universities. She studies the origin, history, and importance of freedom of speech in the university setting, and addresses the relevance and pitfalls of political correctness and microaggressions on campuses, where laws on harassment, discrimination, and hate speech are already in place, along with other concepts that have gained currency in the free speech debate, including deplatforming, trigger warning, and safe space. Looking at numerous free speech disputes in the United Kingdom, the United States, and Canada, the book argues for the equal application of the free speech principle to all expressions to facilitate respectful debates. All in all, it affirms that the right to free expression is a natural right essential to the pursuit of truth, democratic governance, and self-development, and this right is nowhere more important than in the university.

In Their Own Words: Stewart Indian School Writings and Reflections examines Stewart Indian School through writings produced by its students. Stewart was established in 1890 in Carson City, Nevada, to educate and assimilate Native American children. Students from across the West attended the school, which evolved from a militaristic institution into one that, by the late 1960s and 1970s, emphasized academics and athletics. The U.S. government closed Stewart in 1980, citing financial and structural concerns.

In the book, student writings document daily lessons and activities, thoughts about academic and vocational training, and responses to life within the institution. The school’s publications also gave students a platform for expression, serving as a window into what it meant to be Native in a government-run boarding school system. 

The book includes original interviews with Stewart alumni covering the 1950s, 1960s, and 1970s. These firsthand accounts provide new information about student life, including positive and negative perspectives, and offer context for the varied experiences of those who attended.

Together, the writings and interviews offer a fuller understanding of student life at Stewart.

"I began this book to articulate my sense of disappointment and alienation from the status I had fought so hard to achieve." A remarkable admission from an alumnus of Harvard Law School who has held tenured professorships in the law schools of Yale and Stanford and has taught in the law schools of Harvard and Chicago.

In this personal reflection on the status of higher education, Julius Getman probes the tensions between status and meaning, elitism and egalitarianism, that challenge the academy and academics today. He shows how higher education creates a shared intellectual community among people of varied races and classes—while simultaneously dividing people on the basis of education and status.

In the course of his explorations, Getman touches on many of the most current issues in higher education today, including the conflict between teaching and research, challenges to academic freedom, the struggle over multiculturalism, and the impact of minority and feminist activism. Getman presents these issues through relevant, often humorous anecdotes, using his own and others' experiences in coping with the constantly changing academic landscape.

Written from a liberal perspective, the book offers another side of the story told in such works as Allan Bloom's The Closing of the American Mind and Roger Kimball's Tenured Radicals.

A comprehensive guide to creating inclusive and accessible musical theater at the high school level. 

This book is a comprehensive guide that presents a research-backed curriculum and strategies for creating an inclusive and accessible musical theater rehearsal and performance process for high schoolers. It draws on the author's doctoral research and extensive teaching experience to provide practical tools, assessments, and process modifications to support students of all learning needs and backgrounds.

The book begins by exploring the historical context and legal frameworks surrounding special education in public schools, as well as the intersection of drama education and disability studies. It then delves into an in-depth analysis of traditional actor training methods, highlighting their ableist origins and the need for adaptations to foster radical inclusion.

The core of the text outlines a twenty-nine-week rehearsal and performance curriculum, broken into three distinct phases, that is designed to scaffold skill development, promote ensemble collaboration, and empower diverse learners. Accompanying the unit plans are detailed assignments, assessments, and grading rubrics that align with national and state arts standards. Additionally, the author provides a wealth of supporting documents, such as student contracts, production resources, and a sample warm-up guide. 

By championing inclusive practices rooted in the principles of Universal Design for Learning and culturally responsive pedagogy, this book equips drama educators with the tools to create transformative theatrical experiences for all students.

Award-winning teachers offer practical tips for addressing inequities in the college classroom and for making all students feel welcome and included.

In a book written by and for college teachers, Kelly Hogan and Viji Sathy provide tips and advice on how to make all students feel welcome and included. They begin with a framework describing why explicit attention to structure enhances inclusiveness in both course design and interactions with and between students. Inclusive Teaching then provides practical ways to include more voices in a series of contexts: when giving instructions for group work and class activities, holding office hours, communicating with students, and more. The authors finish with an opportunity for the reader to reflect on what evidence to include in a teaching dossier that demonstrates inclusive practices.

The work of two highly regarded specialists who have delivered over a hundred workshops on inclusive pedagogy and who contribute frequently to public conversations on the topic, Inclusive Teaching distills state-of-the-art guidance on addressing privilege and implicit bias in the college classroom. It seeks to provide a framework for individuals and communities to ask, Who is being left behind and what can teachers do to add more structure?

Higher education is at a moment of real uncertainty. Colleges and universities are being asked to respond to changing student needs, financial pressure, and growing questions about value and purpose. Innovating Higher Education at a Small University offers a grounded and hopeful response to these challenges. Through a series of real, lived case studies, the book shows how one small, mission driven institution is rethinking how it teaches, partners, and serves its community. Spanning interdisciplinary work across teacher preparation, literacy, healthcare, and the arts, the chapters highlight what becomes possible when faculty and leaders are trusted to innovate with intention and care. Each chapter shares not only what was built, but also what was learned along the way, offering clear insights that others can adapt to their own contexts. Not a book about abstract trends or emerging technologies, it is grounded in program design, relationships, and project implementation. It is a book about people doing the work, and a reminder that meaningful change in higher education is already happening in places willing to lead with both humanity and purpose.

Where tradition meets bureaucracy—Native students redefine education on their own terms.

Inside the Eagle’s Head offers a compelling and deeply human portrait of the Southwestern Indian Polytechnic Institute (SIPI), a federally operated college serving Native American students from across the United States. In it, anthropologist Angelle Khachadoorian draws on years of teaching experience and extensive student interviews to illuminate the challenges and successes of life at SIPI. Far more than an institutional history, this book captures the voices of students navigating a complex educational landscape shaped by federal oversight, tribal identity, and personal ambition.

Through vivid metaphors—SIPI as a family, a prison, a reservation—students articulate their struggles and resilience within a system that is at once empowering and restrictive. Khachadoorian’s analysis reveals how SIPI’s hybrid nature—part community college, part BIA legacy—creates both opportunities and obstacles for its students. With empathy and insight, she explores how young Native Americans forge identity, community, and purpose in a setting few outsiders understand. Inside the Eagle’s Head is essential reading for educators, policymakers, and anyone interested in the intersection of Indigenous education, federal institutions, and student agency. It is a powerful testament to the transformative potential of listening to students’ stories.

An incisive critique of the corporatized university, tracing the entanglement of academic missions with economic, political, and cultural systems.

Advocates of higher education have long contended that universities should operate above the crude material negotiations of economics and politics. Such arguments, ignore the historical reality that the American university system emerged through, and in service to, a capitalist political economy that unevenly combines corporate, state, and civil interests.

As the corporatization of U.S. universities becomes nearly impossible to deny, the common response from many academics has been a superior stand against the contamination of the professional ideal by tainted corporate interests. Inside the Teaching Machine proposes a correction to this view through the lens of historical materialism.

Chaput argues that the U.S. public research university has always been a vital component of the capitalist political economy. While conventional narratives of public higher education emphasize civic preparation and upward mobility, Chaput demonstrates that supposedly egalitarian policies like the Morrill Land-Grant Act and the G.I. Bill served the changing interests of capitalism much as education, creating a professional class that supports the capitalist political economy. Chaput also focuses on the relationship between American universities and globalization, showing how the trend toward professionalization contributes to the production of surplus value, and the ways that the American university model circulates outside the United States. Chaput concludes by advocating rhetorical strategies for the professional who opposes the capitalist logic of the global university system, proposing concrete options for engaging and redirecting globalization within the university system.