Strategic partnership offers writing centers a framework for responding to disruptive innovations in higher education. Through partnership, writing centers can simultaneously secure resources and support the practice of tutoring writing in ways that enable moments of resistance, where writing consultants and students can tactically challenge the corporate university through their methods of practice. Disrupting the Center explicates, analyzes, and critiques one particular writing center’s partnership approach to collaboration with disciplinary faculty and upper administrators across the curriculum. Using on-site research and critical ethnographic study from one university writing center, Rebecca Hallman Martini establishes an innovative, cross-disciplinary partnership approach to writing instruction in which peer tutoring plays an integral curricular role. Case studies detail three partnerships that respond directly to existing or potential disruptive innovations in higher education and showcase important concepts: mapping mutual benefit and stakeholder engagement in an online studio/hybrid first-year writing program partnership in response to online education, creating negotiated space to work through ethical issues involved when working with a public-private partnership to develop a required extracurricular portfolio project in a business school, and building transformational partnerships through establishing a writing-in-the-professions curriculum in the College of Engineering in response to career readiness initiatives. Disrupting the Center uses interviews, observations, focus groups, analysis of consultations, meetings, and shared documents such as annual reports, budgets, assessment data, assignments, and syllabi to generate a wide view of how systems work. Writing centers are flexible university-wide service spaces where students go for one-on-one and group writing support that can become dynamic spaces for writing pedagogy by disrupting, revitalizing, and reinventing the epistemic foundations of current rhetoric and composition landscapes and traditional approaches to writing.

Impressively researched and eloquently argued, former special agent Mike German’s Disrupt, Discredit, and Divide tells the story of the transformation of the FBI after the 9/11 attacks from a law enforcement agency, made famous by prosecuting organized crime and corruption in business and government, into arguably the most secretive domestic intelligence agency America has ever seen. German shows how FBI leaders exploited the fear of terrorism in the aftermath of 9/11 to shed the legal constraints imposed on them in the 1970s in the wake of Hoover-era civil rights abuses. Empowered by the Patriot Act and new investigative guidelines, the bureau resurrected a discredited theory of terrorist “radicalization” and adopted a “disruption strategy” that targeted Muslims, foreigners, and communities of color, and tarred dissidents inside and outside the bureau as security threats, dividing American communities against one another. By prioritizing its national security missions over its law enforcement mission, the FBI undermined public confidence in justice and the rule of law. Its failure to include racist, anti-Semitic, Islamophobic, and xenophobic violence committed by white nationalists within its counterterrorism mandate only increased the perception that the FBI was protecting the powerful at the expense of the powerless. Disrupt, Discredit, and Divide is an engaging and unsettling contemporary history of the FBI and a bold call for reform, told by a longtime counterterrorism undercover agent who has become a widely admired whistleblower and a critic for civil liberties and accountable government.

Clay Christensen's groundbreaking bestselling work in education now updated and expanded, including a new chapter on Christensen's seminal "Jobs to Be Done" theory applied to education. "Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms,' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders of the status quo, even though it's necessary and right for our kids. We owe it to them to make sure this book isn't merely a terrific read; it must become a blueprint for educational transformation." —Joel Klein, Chancellor of the New York City Department of Education "A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education." —Jim Collins, bestselling author of Good to Great “Just as iTunes revolutionized the music industry, technology has the potential to transform education in America so that every one of the nation’s 50 million students receives a high quality education. Disrupting Class is a must-read, as it shows us how we can blaze that trail toward transformation.” —Jeb Bush, former Governor of Florida According to recent studies in neuroscience, the way we learn doesn't always match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In other words, we need "disruptive innovation." Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most important issues of our time-education-and apply Christensen's now-famous theories of "disruptive" change using a wide range of real-life examples. Whether you're a school administrator, government official, business leader, parent, teacher, or entrepreneur, you'll discover surprising new ideas, outside-the-box strategies, and straight-A success stories. You'll learn how: Customized learning will help many more students succeed in school Student-centric classrooms will increase the demand for new technology Computers must be disruptively deployed to every student Disruptive innovation can circumvent roadblocks that have prevented other attempts at school reform We can compete in the global classroom-and get ahead in the global market Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come. The future is now. Class is in session.

Reconceptualizes local, national, and transnational adult education practices in light of neoliberalism and globalization. This groundbreaking book critiques the boundaries of where adult education takes place through a candid examination of teaching, learning, and working practices in the social periphery. Lives in this context are diverse and made through complex practices that take place in the shadows of formal systems: on streetscapes and farms, in vehicles and homes, and through underground networks. Educators may be family members, friends, or colleagues, and the curriculum may be based on needs, interests, histories, and cultural practices. The case studies presented here analyze adult education in the lives of sex workers, LGBTQ activists, undocumented migrants, disabled workers, homeless youth, immigrants, inmates, and others. Focusing on learning at the social margins, this book challenges readers to reconceptualize local, national, and transnational adult education practices in light of neoliberalism and globalization.

This requires a revolution in thinking: a steady stream of disruptive strategies and unexpected solutions. In Disrupt, Luke Williams shows exactly how to generate those strategies and deliver those solutions.

The histories of the Dirty Wars in Mexico and Argentina (1960s–1980s) have largely erased how women experienced and remember the gendered violence during this traumatic time. Viviana Beatriz MacManus restores women to the revolutionary struggle at the heart of the era by rejecting both state projects and the leftist accounts focused on men. Using a compelling archival blend of oral histories, interviews, human rights reports, literature, and film, MacManus illuminates complex narratives of loss, violence, and trauma. The accounts upend dominant histories by creating a feminist-centered body of knowledge that challenges the twinned legacies of oblivion for the victims and state-sanctioned immunity for the perpetrators. A new Latin American feminist theory of justice emerges—one that acknowledges women's strength, resistance, and survival during and after a horrific time in their nations' histories. Haunting and methodologically innovative, Disruptive Archives attests to the power of women's storytelling and memory in the struggle to reclaim history.

This book "sets out to change the current conversation about what it means to get older. In it, Jenkins chronicles her own journey, as well as those of others who are making their mark as disrupters, to show readers how we can all be active, financially unburdened, and happy as we get older. It's [a] ... narrative that touches on all the important issues facing people 50+ today, from caregiving and mindful living to building age-friendly communities and attaining financial freedom"--