Whisper. Yik Yak. Vine. YouTube. Kik. Ask.fm. Tinder. The dominant force in the lives of girls coming of age in America today is social media. What it is doing to an entire generation of young women? This the subject of award-winning Vanity Fair writer Nancy Jo Sales’s riveting and explosive American Girls.With extraordinary intimacy and precision, Sales captures what it feels like to be a girl in America today. From Montclair to Manhattan and Los Angeles, from Florida and Arizona to Texas and Kentucky, Sales crisscrossed the country, speaking to more than two hundred girls, ages thirteen to nineteen, and documenting a massive change in the way girls are growing up, a phenomenon that transcends race, geography, and household income. American Girls provides a disturbing portrait of the end of childhood as we know it and of the inexorable and ubiquitous experience of a new kind of adolescence—one dominated by new social and sexual norms, where a girl’s first crushes and experiences of longing and romance occur in an accelerated electronic environment; where issues of identity and self-esteem are magnified and transformed by social platforms that provide instantaneous judgment. What does it mean to be a girl in America in 2016? It means coming of age online in a hyper-sexualized culture that has normalized extreme behavior, from pornography to the casual exchange of nude photographs; a culture rife with a virulent new strain of sexism and a sometimes self-undermining notion of feminist empowerment; a culture in which teenagers are spending so much time on technology and social media that they are not developing basic communication skills. From beauty gurus to slut-shaming to a disconcerting trend of exhibitionism, Nancy Jo Sales provides a shocking window into the troubling world of today’s teenage girls. Provocative and urgent, American Girls is destined to ignite a much-needed conversation about how we can help our daughters and sons negotiate unprecedented new challenges.

    Schools filled with black and brown students have become plantations of social control, where the policing of behavior trumps the expanding of minds. Radical teachers and organizers in American public schools must help young people fashion an insurgency. That means, at the very least, seeing each student’s rebellion not as violation, but as communication.Jay Gillen writes with passion and compassion about the daily lives of poor students trapped in institutions that dismiss and degrade them. In the spirit of Paulo Freire, and using the historical models of slave rebellions and Civil Rights struggles as guides, Gillen explains what sort of insurgency is needed and how to create it: the tools and techniques required to build social, intellectual, and political power.This poetic manifesto of revolutionary “educational reform” belongs in the pocket of anyone who currently works in, suffers through, or simply cares about public schooling in this country.Jay Gillen teaches English in a Baltimore public school and has worked with the Baltimore Algebra Project since 1995, building math literacy among youth of color and youth experiencing poverty in US public schools.Bob Moses is an educator and Civil Rights activist. He founded the Algebra Project in 1982.In Oakland, California on March 24, 2015 a fire destroyed the AK Press warehouse along with several other businesses. Please consider visiting the AK Press website to learn more about the fundraiser to help them and their neighbors.

    

    It explores the pioneering minds of Marx, Durkheim, and Weber, who developed our modern idea of society; and looks at the powerful influence of the works of early the sociologists Mead, Simmel, Freud, and Du Bois.

    Supreme Court handed down a 5–4 verdict in Milliken v. Bradley, thereby blocking the state of Michigan from merging the Detroit public school system with those of the surrounding suburbs. This decision effectively walled off underprivileged students in many American cities, condemning them to a system of racial and class segregation and destroying their chances of obtaining a decent education.In Hope and Despair in the American City, Gerald Grant compares two cities—his hometown of Syracuse, New York, and Raleigh, North Carolina—in order to examine the consequences of the nation’s ongoing educational inequities. The school system in Syracuse is a slough of despair, the one in Raleigh a beacon of hope. Grant argues that the chief reason for Raleigh’s educational success is the integration by social class that occurred when the city voluntarily merged with the surrounding suburbs in 1976 to create the Wake County Public School System. By contrast, the primary cause of Syracuse’s decline has been the growing class and racial segregation of its metropolitan schools, which has left the city mired in poverty.Hope and Despair in the American City is a compelling study of urban social policy that combines field research and historical narrative in lucid and engaging prose. The result is an ambitious portrait—sometimes disturbing, often inspiring—of two cities that exemplify our nation’s greatest educational challenges, as well as a passionate exploration of the potential for school reform that exists for our urban schools today.

    Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal.Bell hooks speaks to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom?Full of passion and politics, Teaching to Transgress combines practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise critical questions about eros and rage, grief and reconciliation, and the future of teaching itself."To educate as the practice of freedom," writes bell hooks, "is a way of teaching that any one can learn." Teaching to Transgress is the record of one gifted teacher's struggle to make classrooms work.–from the back of the book

    Published in 1963, it gave a pitch-perfect description of “the problem that has no name”: the insidious beliefs and institutions that undermined women’s confidence in their intellectual capabilities and kept them in the home. Writing in a time when the average woman first married in her teens and 60 percent of women students dropped out of college to marry, Betty Friedan captured the frustrations and thwarted ambitions of a generation and showed women how they could reclaim their lives. Part social chronicle, part manifesto, The Feminine Mystique is filled with fascinating anecdotes and interviews as well as insights that continue to inspire. This 50th–anniversary edition features an afterword by best-selling author Anna Quindlen as well as a new introduction by Gail Collins.

    Primarily, it is the story of Joseph Jacotot, an exiles French schoolteacher who discovered in 1818 an unconventional teaching method that spread panic throughout the learned community of Europe.Knowing no Flemish, Jacotot found himself able to teach in French to Flemish students who knew no French; knowledge, Jacotot concluded, was not necessary to teach, nor explication necessary to learn. The results of this unusual experiment in pedagogy led him to announce that all people were equally intelligent. From this postulate, Jacotot devised a philosophy and a method for what he called "intellectual emancipation"—a method that would allow, for instance, illiterate parents to themselves teach their children how to read. The greater part of the book is devoted to a description and analysis of Jacotot's method, its premises, and (perhaps most important) its implications for understanding both the learning process and the emancipation that results when that most subtle of hierarchies, intelligence, is overturned.The book, as Kristin Ross argues in her introduction, has profound implications for the ongoing debate about education and class in France that has raged since the student riots of 1968, and it affords Rancière an opportunity (albeit indirectly) to attack the influential educational and sociological theories of Pierre Bourdieu (and others) that Rancière sees as perpetuating inequality.

    Michael G. Thompson, coauthor of Raising CainEmbarrassment. None of us escape it. Especially as kids, in school. How might our fear of failure, of not living up to expectations, be holding us back? How can our fear of embarrassment affect how we learn, how we teach, and how we live? Tom Newkirk argues that this emotional underlife, this subterranean domain of emotion, failure, and embarrassment, keeps too many students and teachers silent, hesitant, and afraid. I am absolutely convinced, Tom writes, that embarrassment is not only the true enemy of learning, but of so many other actions we could take to better ourselves. In this groundbreaking exploration, Newkirk offers practices and strategies that help kids and teachers alike develop a more resilient approach to embarrassment. I contend that if we can take on a topic like embarrassment and shame, we can come to a richer, more honest, more enabling sense of who we are and what we can do, he explains. So let's do battle. Let's name and identify the enemy that can haunt our days, disturb our sleep, put barriers up to learning, and drain joy from our lives-and maybe we can also learn how to rearrange some things in our own head so that we can be more generous toward ourselves.

    In Kids Deserve It!, Todd and Adam encourage you to think big and make learning fun and meaningful for students. While you're at it, you just might rediscover why you became an educator in the first place. Learn why you should be calling parents to praise your students (and employees). Discover ways to promote family interaction and improve relationships for kids at school and at home. Be inspired to take risks, shake up the status quo, and be a champion for your students. #KidsDeserveIt

    Erin recounts her path of achievement starting as a promising young student and athlete and, ultimately, how she allowed her career and its demands to become the center of her life. She sacrificed all other priorities and relationships along the way, throwing work-life balance to the wind. The story reveals the subtleties of the everyday decisions that led collectively to a work-centric existence over a twenty-year career. Set against the backdrop of the dramatic circumstances at Lehman Brothers in 2008, Erin discloses her own struggle as events spiraled out of control. Ultimately, her resignation from her executive role prior to the Lehman bankruptcy resulted in a devastating personal crisis as her career crumbled revealing no foundation beneath it. We learn of the journey back to change her life with a semblance of present day peace and happiness. Full Circle provides a unique inside and emotional perspective of the sacrifices Erin made to achieve extreme career success and the self-awareness required to return to being the fundamentally grounded person she was as a child.

    It is an inspirational short read that will offer you a concise insight of his life, not only as a simple biography but also as a guide for self-improvement and innovative thinking. The main facts gathered here are drawn from interviews, articles and books about him and explain the simple principles, which he used to build his vast fortune. At the end of each chapter, you will find summarized tips that you can quickly access when you need inspiration or useful advice. Learn the most significant skills and qualities that made Musk one of the most famous and creative entrepreneurs of our time and follow his lessons.

    Historically, the humanities have been central to education because they have rightly been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry both in the United States and abroad. Anxiously focused on national economic growth, we increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. Drawing on the stories of troubling--and hopeful--educational developments from around the world, Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.

    Are you gutsy enough to try it? Rouse your inner gypsy/rebel with this intimate introduction to van dwelling. It’s stocked with DIY tips and tricks for turning a vehicle into a home (on any budget) and emotional resources to gracefully sidestep the psychological pitfalls of such an unconventional lifestyle. With concrete advice and personal reflection from an experienced solo van dweller, this guide thoroughly covers the basics of everyday life in a van with a refreshing twist of self-empowerment and a whole lotta sass.Topics covered inside: -- vehicle selection-- DIY ideas for customizing your mobile abode-- ventilation-- parking tips-- showering and toilet needs-- safety for solos-- earning an income-- mental health as a van dweller...and much more!

    It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.