UNG Authors Reception Bibliography 2021

How does Teach For America engage its alumni politically? A case study in Detroit

This critical review examines Truong's 2019 novel, focusing on the four women narrators who, in telling the story of Patrick Lafcadio Hearn, assert that one person's story--even that of a historical figure like Hearn--is never only his own. Exploring Truong's decentered narrative, the essay emphasizes the novel's reflections on the nature of storytelling itself, asserting, ultimately, that the novel is well-worth the read for its delicious language and provocative insight.

The Heart of the Story

The issue of faculty sexual misconduct is pervasive within academia, and more specifically, our public affairs graduate programs. At least 13% of women in academia experience sexual harassment by a faculty member. For too long, we have relied upon an underground network of individuals who work behind the scenes to protect our students. In this statement to the discipline of public affairs, we call out the institutional designs that permit complicity. An unbalanced student-professor power dynamic, exploited student vulnerabilities, and a lack of effective checks and balances nurture an environment that lets misconduct proliferate. Perpetrators are shielded by institutional protections and loopholes designed to protect universities from liability. In this call to action, we employ the social ecological framework to define achievable steps for confronting sexual misconduct at all levels of our academic system. Finally, we unequivocally demand action, now.

Erased: Why faculty sexual misconduct is prevalent and how we could prevent it

Hiring managers in organizations seek college graduates who possess certain “soft skills” that enable them to be of value immediately upon entering the workforce. In response, many institutions of higher education are using and expanding high impact educational practices to not only improve knowledge acquisition and retention, but also to develop the soft skills that help make students “employable” after college. In U.S. senior military college corps of cadets, soft skills development is nothing new: it has always been part and parcel of their intensive and highly effective leader development programs. Although these programs exist primarily to produce leaders for the military—a public good—graduates contribute to the public good in other sectors of American society as well. This chapter depicts how cadets are transformed into highly effective leaders for the military, and how they contribute in other ways to the good of American society.

Handbook of Research on Character and Leadership Development in Military Schools

Haimo, the master of the monastic school at Saint-Germain (Auxerre) never wrote a treatise on emotions. Understanding his thoughts about anger, therefore, requires reconstructing them from the various references scattered throughout his commentaries and homilies. In this essay I perform that reconstruction. Haimo focused not on whether anger was good or bad, or on whether or not one should avoid it. Indeed, Haimo assumed that people would by nature become angry. Instead, he focused on the duration of anger once felt. Haimo's concern was for emotion as experience, and for the transformation of one emotional experience into another.

Haimo of Auxerre's Angry Smile: Emotional Experience in Ninth-Century Francia

This qualitative study of 43 adult learners in an urban community college critically examines the theory of andragogy’s relevance in today’s “New Economy.” Findings encompass 1) an individual dimension detailing adult learners’ complex motivations for higher education; 2) an instructional dimension concerning the importance of involved, caring, and tolerant instructors who respect adult learners and facilitate their growth; and 3) an institutional dimension specifying forms of support adult learners identify as essential for success.

In Pursuit of Respect: The Adult Learner Attending Community College in the "New Economy"

2020-2021 UNG Authors Recognition Bibliography

For the last few decades, teacher preparation has increasingly aligned itself with “best practices,” standards, and accountability, and such policies became mandatory in P-12 schooling nationwide. Technical skills instruction and methods have become the common practice of teacher preparation and accreditation of programs. Teacher candidates are encouraged to be unquestioning servants of a school system rather than educators who govern the meaning of schooling. The purpose of this book is to present a view of how we got to where we are today and to offer strategies to bring the job of teaching back to its roots. It seeks to identify the conservative influences that treat students as a commodity rather than future citizen scholars. For teacher candidates, this has meant the excision of social foundations of education courses and any further explorations of the philosophy of education or the history of schooling in their curricula. The Commodification of American Education looks at ways to re-establish teachers as professionals rather than mere technicians, and to take back public education to transform schools into places that educate while eliminating inequality and oppression.

The Commodification of American Education: Persistent Threats and Paths Forward

In this volume, the author offers an exploratory analysis of the history of homeschooling in the United States, current curricular practices, religious and political rationales for homeschooling, a critique of the claims by homeschooling advocates that the practice leads to greater efficiency and effectiveness, and what homeschooling and individualistic-oriented approaches mean for society. Teaching the next generation at home is, with little doubt, the oldest form of educating children. Yet, this simplistic understanding of “homeschooling” does not adequately capture the growth of homeschooling as a practice in the 21st century nor is it a widely accessible form of “school choice” for most families. While many parents keep their children out of formal schooling – public and private – for myriad reasons, what is clear is that homeschooling is the epitome of a conceiving of education as an individualistic good – a commodity – that can, or should, be done outside of a conception of the common good, a reasonable understanding of teaching as a profession, and the elevation of ideological echo chambers of information which can have deleterious impacts on the students who are homeschooled and society, broadly.