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This is an auto-narrated audiobook edition of this book.

A case for sex education that puts it in historical and philosophical context.

In the United States, sex education is more than just an uncomfortable rite of passage: it's a political hobby horse that is increasingly out of touch with young people’s needs. In Touchy Subject, philosopher Lauren Bialystok and historian Lisa M. F. Andersen unpack debates over sex education, explaining why it’s worth fighting for, what points of consensus we can build upon, and what sort of sex education schools should pursue in the future.

Andersen surveys the history of school-based sex education in the United States, describing the key question driving reform in each era. In turn, Bialystok analyzes the controversies over sex education to make sense of the arguments and offer advice about how to make educational choices today. Together, Bialystok and Andersen argue for a novel framework, Democratic Humanistic Sexuality Education, which exceeds the current conception of “comprehensive sex education” while making room for contextual variation.  More than giving an honest run-down of the birds and the bees, sex education should respond to the features of young people’s evolving worlds, especially the digital world, and the inequities that put some students at much higher risk of sexual harm than others. Throughout the book, the authors show how sex education has progressed and how the very concept of “progress” remains contestable.
 

This volume pairs practical and theoretical insights on experimentation while advancing new models of transdisciplinary research, teaching, and institutional transformation.

Transdisciplinary Experiments explores how experimental approaches can reshape research, education, and institutions in higher education to respond to today’s complex and interconnected challenges. Grounded in the idea that experimentation can open up new possibilities, the volume examines how transdisciplinary teaching and learning can inspire change across disciplines, sectors, and cultures.

Featuring a wide array of perspectives, Transforming the Authority of the Archive details new roles for archives in undergraduate pedagogy and new roles for undergraduates in archives. While there has long been a place for archival exploration in undergraduate education (especially primary source analysis of items curated by archivists and educators), the models offered here engage students not only in analyzing collections, but also in the manifold challenges of building, stewarding, and communicating about collections. In transforming what archives are to undergraduate education, the projects detailed in this book transform the authority of the archive, as students and community partners claim powers to curate and create history.
 
Contributions to this volume represent a range of institutions including small liberal arts colleges, HBCUs, Ivy Leagues, large research institutions, and community-based collections. The assignments, projects, and initiatives described across this volume are fundamentally concerned with the challenge to model digital archival collections so as to center individual and community voices that are historically under-engaged in the archives. To address this challenge, contributors describe various approaches to substantively, often radically, redistribute archival resources and authority. The chapters within Transforming the Authority of the Archive offer thoughtful and creative pedagogical approaches to counter the presumed neutrality of the archive and advocate a shared understanding of the contingency of archival collections. This book is a must-read for liberal arts faculty, graduate students, archivists (both community- and institutionally-affiliated), information-studies professionals, librarians, and other professionals working and teaching in archives, museums, libraries, and other cultural heritage institutions.
 

Multilingual learners bring a wealth of resources to the classroom in the form of their various languages. How can teachers tap into these resources as part of the learning process? How can we intentionally embrace linguistic diversity in our classrooms through the way we design learning? Despite the proliferation of research and writing about pedagogical translanguaging, many teachers do not feel equipped to effectively implement translanguaging approaches in their teaching.

Translanguaging provides a comprehensive introduction to the what, why, and how of translanguaging. The book synthesizes the research literature for a non-specialist audience, and builds on these insights by providing practical guidance for how students can be empowered to use all their linguistic resources—not just English or the language of instruction—to learn and thrive in school or college. Whether teachers of ESL or other subjects, all teachers will benefit from the practical guidance about translanguaging in this book and will be equipped to begin rethinking and redesigning their teaching to make more space for students’ multilingualism.

Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing?

The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error.

The second edition features
 *  an updating of the literature in all chapters
 *  a new chapter on academic language development
 *  a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus
 * the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops

How do instructors navigate the tension between facilitating safe spaces for students while also challenging students intellectually in increasingly politicized classroom settings? How can trigger warnings be used to empower and/or support students and facilitate antiracist, queer, anticolonial, and other social justice-oriented pedagogies? 

Trigger Warnings: Teaching Through Trauma brings theory and praxis to examine the ideological underpinnings and pedagogy around trigger warnings and trauma, offering multiple heuristics for classroom implementation. The ongoing interest in trigger warnings is partly a result of trigger warnings and trauma becoming more inextricably interwoven in the past few years in the wake of COVID-19, mental health crises, right-wing attacks on educational institutions, climate change, and attempts at political redress and educational equity. Critiques of trigger warnings come from all sides of the political and pedagogical spectra, and even scholars and practitioners who offer a trauma-informed approach to the topic are not unified in their view of the benefits or drawbacks of trigger warnings.

Trigger Warnings: Teaching Through Trauma provides insights through a range of forms: research articles, personal essays, long and short teaching narratives, student perspectives, memoirs, vignettes, autoethnographies, reflections, case studies, manifesto, theory, and history. Not only does this collection create a more varied engagement experience for readers, but, in line with recent scholarship in “counterstory,” it also allows for a wider variety of voices to be heard and for the articulation of experiences that might not be well accommodated by traditional scholarly essays.