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In an era of intense polarization, misinformation, and challenges to democratic norms, American citizens have become disenchanted with democracy and instead embraced populism and grievance. In Populism, Education, and Teaching the Manners of Democracy Robert V. Bullough Jr. offers readers a range of concepts useful for re-imagining the practice of democratic citizenship, both in the classroom as well as for themselves as citizens. Structured around five democratic manners that Bullough argues teachers, students, and citizens should cultivate, hospitality, attuned listening, voice, reflectivity, and evidential discernment, he argues that democracy is a peculiar and demanding way of life that shares with education the goal of human flourishing. By embracing these five manners, we can counter the current grievance culture and instead promote personal and social growth, reorienting education toward democratic living.

This book offers and opinionated analysis of today’s polemics surrounding the topic of education and society. Aronowitz and Giroux present a conceptual framework for charting the future directions educational theory and practice might take and continue the debate begun in their previous book, Education Under Siege, which was named one of the most significant books in education by the American Educational Studies Association in 1986.

• A series of 210 audio recordings provides opportunities for learners to listen for key aspects of pronunciation and practice items from the book on their own. 
• Twenty-nine videos provide short explanations and visual demonstrations of many of the strategies included throughout the book. 
• Recommendations on ways to integrate digital tools into pronunciation exploration and practice provide learners and teachers with multiple ways to customize pronunciation practice to meet varied professional speaking contexts, academic goals, and personal interests.
• Practice items and exercises incorporate higher-frequency words from the Corpus of Contemporary American English.
• A glossary and several quick-reference charts make it easy to look up or clarify key terms and linguistic terminology or to visually review consonant and vowel charts.

Practicing Classics is a memoir about education in America between the end of WWII and the early 21st century. Not only does it consider memory, its truths, and its deceptions, but it also unravels the complexities of class, race, gender, and social positioning in education. Lee Pearcy’s story begins with the 1957 desegregation crisis at Little Rock Central High School and its aftermath, describing how growing up in this environment shaped his academic and personal life.

As he came to study Latin and then Classics, Pearcy’s education intersected with the student disturbances at Columbia University in 1968 and a feminist revolution that brought significant numbers of women into the classical professoriate. He gives a first-hand account of a scandalous episode in the toxic administrative culture that characterized the classics department at the University of Texas in the 1980s. Against the background of these events, he unfolds his own education as a classicist and his development from apprentice to journeyman to confident teacher of Latin and Greek. Practicing Classics will engage readers who care about American education, classical studies, or the ways that choices, chances, and contingencies shaped one man’s life.

Practicing Transnationalism explores the challenges of teaching American studies in the Middle East during a time of tension and conflict between the United States and the region.

In the first decade of the twenty-first century, American studies programs began to spread in the Middle East. During a time of rising anti-American sentiment, ten major programs were established in the region. What impulses propelled universities in the Middle East to establish these centers and programs? What motivated students to take courses and pursue degrees in American studies? In part, American studies programs developed as a way to “know the enemy,” to better understand America’s ubiquitous influence in foreign relations, technology, and culture; however, some programs grew because residents admired the ideals set forth as American, including democracy and free speech.

Practicing Transnationalism investigates these issues and others, using the experiences and research of the editors and contributors, who worked either directly in these programs or as adjunct to them. These scholars seek to understand what American power means to people in the Middle East. They examine the challenge of developing American studies programs in a transnational paradigm, striving to build programs that are separate from and critical of American imperialism without simply becoming anti-American. In the essays, the contributors provide context for how the field of American studies has grown and developed, and they offer views of cultural interactions and classroom situations, demonstrating the problems instructors faced and how they worked to address them.

Precariously Centered confronts the troubling intersection of gender and contingency in administrative writing center work—an intersection that has haunted writing centers for decades. Featuring findings from a groundbreaking qualitative study of a diverse group of contingent women writing center administrators, Liliana M. Naydan, Maggie M. Herb, and Clint Gardner demonstrate that gender and its intersections have personal, professional, disciplinary, and pedagogical consequences in writing centers.

This report on interview-based qualitative research documents the experiences of sixteen writing center administrators—how their working lives are often complicated by the intersection of gender, contingency, and other identities. The authors address precarity, identity-based discrimination, extensive and invisible emotional labor, limited resources, lack of institutional support, and barriers to promotion. The words of these administrators come into conversation with scholarship on identity, feminist theory, and the current labor crisis in higher education and reveal challenges ranging from a dearth of resources to discrimination. Their words also reveal dire disciplinary and pedagogical consequences for our institutions and higher education.

Amid increasingly distressing labor conditions in the early twenty-first century, Precariously Centered addresses how writing center professionals—and all academics—can better address contingency, the corporatization of higher education, and the patriarchy. It emphasizes the value of discourse about working conditions, intersectional solidarity, and organizing for labor justice.

From the late nineteenth century onward, men and women throughout the Middle East discussed, debated, and negotiated the roles of young girls and women in producing modern nations. In Palestine, girls' education was pivotal to discussions about motherhood. Their education was seen as having the potential to transform the family so that it could meet both modern and nationalist expectations.

Ela Greenberg offers the first study to examine the education of Muslim girls in Palestine from the end of the Ottoman administration through the British colonial rule. Relying upon extensive archival sources, official reports, the Palestinian Arabic press, and interviews, she describes the changes that took place in girls' education during this time. Greenberg describes how local Muslims, often portrayed as indifferent to girls' education, actually responded to the inadequacies of existing government education by sending their daughters to missionary schools despite religious tensions, or by creating their own private nationalist institutions.

Greenberg shows that members of all socioeconomic classes understood the triad of girls' education, modernity, and the nationalist struggle, as educated girls would become the "mothers of tomorrow" who would raise nationalist and modern children. While this was the aim of the various schools in Palestine, not all educated Muslim girls followed this path, as some used their education, even if it was elementary at best, to become teachers, nurses, and activists in women's organizations.

Published twenty years ago, the original Preschool in Three Cultures was a landmark in the study of education: a profoundly enlightening exploration of the different ways preschoolers are taught in China, Japan, and the United States. Here, lead author Joseph Tobin—along with new collaborators Yeh Hsueh and Mayumi Karasawa—revisits his original research to discover how two decades of globalization and sweeping social transformation have affected the way these three cultures educate and care for their youngest pupils. Putting their subjects’ responses into historical perspective, Tobin, Hsueh, and Karasawa analyze the pressures put on schools to evolve and to stay the same, discuss how the teachers adapt to these demands, and examine the patterns and processes of continuity and change in each country.

Featuring nearly one hundred stills from the videotapes, Preschool in Three Cultures Revisited artfully and insightfully illustrates the surprising, illuminating, and at times entertaining experiences of four-year-olds—and their teachers—on both sides of the Pacific.

The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia name formidable obstacles and systemic biases that all women faculty—from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions—encounter in their higher education careers. They provide practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This new volume comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world.

Contributors: Marcia Allen Owens, Sarah Amira de la Garza, Sahar Aziz, Jacquelyn Bridgeman, Jamiella Brooks, Lolita Buckner Inniss, Kim Case, Donna Castaneda, Julia Chang, Meredith Clark, Meera Deo, Penelope Espinoza, Yvette Flores, Lynn Fujiwara, Jennifer Gomez, Angela Harris, Dorothy Hines, Rachelle Joplin, Jessica Lavariega Monforti, Cynthia Lee, Yessenia Manzo, Melissa Michelson, Susie E. Nam, Yolanda Flores Niemann, Jodi O’Brien, Amelia Ortega, Laura Padilla, Grace Park, Stacey Patton, Desdamona Rios, Melissa Michal Slocum, Nellie Tran, Rachel Tudor, Pamela Tywman Hoff, Adrien Wing, Jemimah Li Young

The author spent over 400 hours observing how first-year students are socialized in two very different environments, Boalt School of Law and the School of Social Welfare at UC Berkeley, watching how they adapted to different expectations of how to speak, dress, and behave in the classroom.

Costello found that students who were female, of color, disabled, or poor were not underqualified compared with their privileged peers. Nor did the research uncover intentional bigotry. Instead, the disproportionate success of white men can be explained by the fact that they are more likely to acquire appropriate professional identities swiftly, with little inner conflict. Students from less privileged backgrounds, however, suffered from "identity dissonance." For example, Jasmine, a Filipino student from Los Angeles, explained, "In the legal culture you have to adopt a different way of being, a different vocabulary and way to carry yourself . . . That's how I got this far. And when I go home, if I act the way I do here, they won't get it. My cousins and my friends say, 'You're kind of whitewashed.' And when I come back here I have to get back my law style."