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Education in a Time Between Worlds seeks to reframe this historical moment as an opportunity to create a global society of educational abundance. Educational systems must be transformed beyond recognition if humanity is to survive the planetary crises currently underway.
Social Justice and Educational Measurement addresses foundational concerns at the interface of standardized testing and social justice in American schools. Following John Rawls’s philosophical methods, Stein builds and justifies an ethical framework for guiding practices involving educational measurement. This framework demonstrates that educational measurement can both inhibit and ensure just educational arrangements. It also clarifies a principled distinction between efficiency-oriented testing and justice-oriented testing. Through analysis of several historical case studies that exemplify ethical issues related to testing, this book explores and propounds speculative design principles and arguments in favour of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all. These case studies cover the widespread use of IQ-style testing in schools during the early decades of the 20th century; the founding of the Educational Testing Service; and the recent history of test-based accountability associated with No Child Left Behind. Social Justice and Educational Measurement will be essential reading for academics, researchers and postgraduate students in education, testing and assessment, and the philosophy of education. It will also be of interest to policymakers and educational administrators.
No doubt the 21st century will continue to surprise us, but the battle for the soul of humanity appears to be quickening. Do we have what it takes to save ourselves from ourselves? The internet has fundamentally changed our experience of shared life, for good and bad. The spiritual and ecological exhaustion of modernity is watched and discussed in a public realm mostly controlled by private interests, where our attention is easily hijacked and vulnerable to manipulation. There is joy and hope in life as always, but our species faces a capricious future. This anthology is an attempt to perceive our contexts and opportunities more clearly with an exploration of the metamodern sensibility: a structure of feeling, cultural ethos, epistemic orientation and imaginative outlook that is coalescing into an important body of theory and practice. Leading metamodern writers, including Zachary Stein, Bonnitta Roy, Lene Rachel Andersen, Hanzi Freinacht, Minna Salami and John Vervaeke, reflect upon the conjunction of premodern, modern and postmodern influences on the present to help contend with our plight in the 2020s and beyond. Fourteen chapters traverse a range of disciplines and domains to help the reader move beyond critique into vision and method. The aim is to create and inspire viable and desirable futures in this time between worlds, where one pattern of collective life is dying and another needs our help to be born.
A study of Everquest that provides a snapshot of multiplayer gaming culture, questions the truism that computer games are isolating and alienating, and offers insights into broader issues of work and play, gender identity, technology, and commercial culture. In Play Between Worlds, T. L. Taylor examines multiplayer gaming life as it is lived on the borders, in the gaps—as players slip in and out of complex social networks that cross online and offline space. Taylor questions the common assumption that playing computer games is an isolating and alienating activity indulged in by solitary teenage boys. Massively multiplayer online games (MMOGs), in which thousands of players participate in a virtual game world in real time, are in fact actively designed for sociability. Games like the popular Everquest, she argues, are fundamentally social spaces. Taylor's detailed look at Everquest offers a snapshot of multiplayer culture. Drawing on her own experience as an Everquest player (as a female Gnome Necromancer)—including her attendance at an Everquest Fan Faire, with its blurring of online—and offline life—and extensive research, Taylor not only shows us something about games but raises broader cultural issues. She considers "power gamers," who play in ways that seem closer to work, and examines our underlying notions of what constitutes play—and why play sometimes feels like work and may even be painful, repetitive, and boring. She looks at the women who play Everquest and finds they don't fit the narrow stereotype of women gamers, which may cast into doubt our standardized and preconceived ideas of femininity. And she explores the questions of who owns game space—what happens when emergent player culture confronts the major corporation behind the game.
#1 NEW YORK TIMES BESTSELLER • NATIONAL BOOK AWARD WINNER • NAMED ONE OF TIME’S TEN BEST NONFICTION BOOKS OF THE DECADE • PULITZER PRIZE FINALIST • NATIONAL BOOK CRITICS CIRCLE AWARD FINALIST • ONE OF OPRAH’S “BOOKS THAT HELP ME THROUGH” • NOW AN HBO ORIGINAL SPECIAL EVENT Hailed by Toni Morrison as “required reading,” a bold and personal literary exploration of America’s racial history by “the most important essayist in a generation and a writer who changed the national political conversation about race” (Rolling Stone) NAMED ONE OF THE MOST INFLUENTIAL BOOKS OF THE DECADE BY CNN • NAMED ONE OF PASTE’S BEST MEMOIRS OF THE DECADE • NAMED ONE OF THE TEN BEST BOOKS OF THE YEAR BY The New York Times Book Review • O: The Oprah Magazine • The Washington Post • People • Entertainment Weekly • Vogue • Los Angeles Times • San Francisco Chronicle • Chicago Tribune • New York • Newsday • Library Journal • Publishers Weekly In a profound work that pivots from the biggest questions about American history and ideals to the most intimate concerns of a father for his son, Ta-Nehisi Coates offers a powerful new framework for understanding our nation’s history and current crisis. Americans have built an empire on the idea of “race,” a falsehood that damages us all but falls most heavily on the bodies of black women and men—bodies exploited through slavery and segregation, and, today, threatened, locked up, and murdered out of all proportion. What is it like to inhabit a black body and find a way to live within it? And how can we all honestly reckon with this fraught history and free ourselves from its burden? Between the World and Me is Ta-Nehisi Coates’s attempt to answer these questions in a letter to his adolescent son. Coates shares with his son—and readers—the story of his awakening to the truth about his place in the world through a series of revelatory experiences, from Howard University to Civil War battlefields, from the South Side of Chicago to Paris, from his childhood home to the living rooms of mothers whose children’s lives were taken as American plunder. Beautifully woven from personal narrative, reimagined history, and fresh, emotionally charged reportage, Between the World and Me clearly illuminates the past, bracingly confronts our present, and offers a transcendent vision for a way forward.
NEW YORK TIMES BOOK REVIEW EDITORS’ CHOICE • An outsider who can travel between worlds discovers a secret that threatens the very fabric of the multiverse in this stunning debut, a powerful examination of identity, privilege, and belonging. WINNER OF THE COMPTON CROOK AWARD • FINALIST FOR THE LOCUS AWARD • “Gorgeous writing, mind-bending world-building, razor-sharp social commentary, and a main character who demands your attention—and your allegiance.”—Rob Hart, author of The Warehouse ONE OF THE BEST BOOKS OF THE YEAR—NPR, Library Journal, Book Riot Multiverse travel is finally possible, but there’s just one catch: No one can visit a world where their counterpart is still alive. Enter Cara, whose parallel selves happen to be exceptionally good at dying—from disease, turf wars, or vendettas they couldn’t outrun. Cara’s life has been cut short on 372 worlds in total. On this dystopian Earth, however, Cara has survived. Identified as an outlier and therefore a perfect candidate for multiverse travel, Cara is plucked from the dirt of the wastelands. Now what once made her marginalized has finally become an unexpected source of power. She has a nice apartment on the lower levels of the wealthy and walled-off Wiley City. She works—and shamelessly flirts—with her enticing yet aloof handler, Dell, as the two women collect off-world data for the Eldridge Institute. She even occasionally leaves the city to visit her family in the wastes, though she struggles to feel at home in either place. So long as she can keep her head down and avoid trouble, Cara is on a sure path to citizenship and security. But trouble finds Cara when one of her eight remaining doppelgängers dies under mysterious circumstances, plunging her into a new world with an old secret. What she discovers will connect her past and her future in ways she could have never imagined—and reveal her own role in a plot that endangers not just her world but the entire multiverse. “Clever characters, surprise twists, plenty of action, and a plot that highlights social and racial inequities in astute prose.”—Library Journal (starred review)
In this book, Dewey tries to criticize and expand on the educational philosophies of Rousseau and Plato. Dewey's ideas were seldom adopted in America's public schools, although a number of his prescriptions have been continually advocated by those who have had to teach in them.
This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century. The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it.
Borrowing from the ideas of John Dewey, schools and classrooms are a reflection of the world; therefore, in order to make sense of the urban classroom, we need to make sense of the world. In this book, the editors have compiled a collection of nine critical essays, or chapters, each examining a particular contemporary national and/or international event. The essays each undertake an explicit approach to naming oppression and addressing it in the context of urban schooling. Each essay has a two-fold purpose. The first purpose is to help readers see the world unveiled, through a more critical lens, and to problematize long held beliefs about urban classrooms, with regard to race, gender, social class, equity, and access. Second, as each author draws parallels between an event and urban classrooms, a better understanding of the microstructures that exist in urban classrooms emerges. “At a time of serious political, economic, and social uncertainty, we need a book like this, one that showcases how the world can be seen as a critical site of curriculum and pedagogy. A powerful intersectional analysis of the world, word, and urban sociopolitical context, authors in this book push the boundaries of what educators know and do in urban schools and classrooms. Grounded in frameworks of critical race theory and culturally relevant pedagogy, authors center essential societal moments that must be viewed as the real curriculum. These moments can equip students with tools to examine ‘the what of the world’ as well as how to examine, critique, challenge, and disrupt individual, systemic, and structural realities and practices that perpetuate and maintain a racist, sexist, homophobic, and xenophobic status quo. This is an important, forward-thinking, innovative book – a welcome addition to the field of urban education.” – H. Richard Milner IV, Helen Faison Chair of Urban Education, University of Pittsburgh
