In Struggling for the Soul, author Thomas Popkewitz tackles the persistent concern about unequal educational opportunities in the United States. He extends the theory of social epistemology argued in A Political Sociology of Educational Reform> through an ethnographic study of a national reform program that recruited teacher interns for urban and rural schools throughout the U.S.

Challenging conventional ways of thinking about school reforms and teacher education, this book analyses how the "knowledge systems" which organize how teachers’ observe, supervise, and evaluate children produces norms that have the effect of excluding children who are poor and of color. Building on Struggling for the Soul (1998), his original study of the day-to-day life of new teachers in the Teach for America program, Popkewitz delves deeper into how the teaching and learning practices of urban and rural schools. Applying an ethnographic focus to how difference and divisions are produced to exclude despite efforts to include, he explores the complexities of educational change and raises important questions about the politics of schooling, knowledge and power. This book provides an original way of thinking about ethnography through a critical post-foundational approach. Conceptually focusing the ethnography of "the system of reason" that organizes teacher practices, the analysis offers a critical lens to understand the contemporary politics of school reform, the limits of teacher research, and suggests why current teacher and teacher education reforms may conserve the very conditions required for change. Beyond its relevance to U.S. schools, the conceptual and methodological resources of the book have relevance internationally, especially given the global important of education responding to cultural and social diversity through teacher and teacher education reforms.

The Struggle for the Soul of Teacher Education is a much-needed exploration of the unprecedented current controversies and debates over teacher education and professionalism. Set within the context of neo-liberal education reforms across the globe, the book explores how the current struggles over teaching and teacher education in the US came about, as well as reflections on where we should head in the future. Zeichner provides specific examples of work that moves teacher education toward greater congruency between ideals and practices, while outlining the basis for a new form of community-based teacher education, where universities and other program providers, local communities, school districts, and teacher unions share responsibility for the preparation of teachers. Ultimately, Zeichner problematizes an uncritical shift to more practice and clinical experience, and discusses the enduring problems of clinical teacher education that need to be addressed for this shift to be educative. Readers are sure to gain insight on transforming teacher education so it more adequately addresses the need to prepare teachers capable of providing a high-quality education with access to a rich and broad curriculum, and culturally and community responsive teaching for everyone’s children.

Fighting fascism at home and abroad begins with the consolidation of a progressive politics Seventy-five years ago, Henry Wallace, then the sitting Vice President of the United States, mounted a campaign to warn about the persisting "Danger of American Fascism." As fighting in the European and Japanese theaters drew to a close, Wallace warned that the country may win the war and lose the piece; that the fascist threat that the U.S. was battling abroad had a terrifying domestic variant, growing rapidly in power: wealthy corporatists and their allies in the media. Wallace warned that if the New Deal project was not renewed and expanded in the post-war era, American fascists would use fear mongering, xenophonbia, and racism to regain the economic and political power that they lost. He championed an alternative, progressive vision of a post-war world-an alternative to triumphalist "American Century" vision then rising--in which the United States rejected colonialism and imperialism. Wallace's political vision - as well as his standing in the Democratic Party - were quickly sidelined. In the decades to come, other progressive forces would mount similar campaigns: George McGovern and Jesse Jackson more prominently. As John Nichols chronicles in this book, they ultimately failed - a warning to would-be reformers today - but their successive efforts provide us with insights into the nature of the Democratic Party, and a strategic script for the likes of Bernie Sanders and Alexandria Ocasio-Cortez.

The school choice reform movement believes parents should have a choice of where they send their children to school. In this book the author, an educational sociologist, discusses the practice and politics of school choice objectively and comprehensively.

In reaction to the changes imposed on public schools across the country in the name of "education reform," the Chicago Teachers Union redefined its traditional role and waged a multidimensional fight that produced a community-wide school strike and transformed the scope of collective bargaining into arenas that few labor relations experts thought possible. Using interviews, first-person accounts, participant observation, union documents, and media reports, Steven K. Ashby and Robert Bruno tell the story of the 2012 strike that shut down the Chicago school system for seven days.A Fight for the Soul of Public Education takes into account two overlapping, parallel, and equally important stories. One is a grassroots story of worker activism told from the perspective of rank-and-file union members and their community supporters. Ashby and Bruno provide a detailed account of how the strike became an international cause when other teachers unions had largely surrendered to corporate-driven education reform. The second story describes the role of state and national politics in imposing educational governance changes on public schools and draconian limitations on union bargaining rights. It includes a detailed account of the actual bargaining process revealing the mundane and the transcendental strategies of both school board and union representatives.

From New York Times bestselling author and Michigan football expert John Back, an analysis of the state of college football: Why we love the game, what is at risk, and the fight to save it. In search of the sport’s old ideals amid the roaring flood of hypocrisy and greed, bestselling author John U. Bacon embedded himself in four college football programs—Penn State, Ohio State, Michigan, and Northwestern—and captured the oldest, biggest, most storied league, the Big Ten, at its tipping point. He sat in as coaches dissected game film, he ate dinner at training tables, and he listened in locker rooms. He talked with tailgating fans and college presidents, and he spent months in the company of the gifted young athletes who play the game. Fourth and Long reveals intimate scenes behind closed doors, from a team’s angry face-off with their athletic director to a defensive lineman acing his master’s exams in theoretical math. It captures the private moment when coach Urban Meyer earned the devotion of Ohio State’s Buckeyes on their way to a perfect season. It shows Michigan’s athletic department endangering the very traditions that distinguish the college game from all others. And it re-creates the euphoria of the Northwestern Wildcats winning their first bowl game in decades. Most unforgettably, Fourth and Long finds what the national media missed in the ugly aftermath of Penn State’s tragic scandal: the unheralded story of players who joined forces with Coach Bill O’Brien to save the university’s treasured program—and with it, a piece of the game’s soul. This is the work of a writer in love with an old game—a game he sees at the precipice. Bacon’s deep knowledge of sports history and his sensitivity to the tribal subcultures of the college game power this elegy to a beloved and endangered American institution.