Examines how student protest against structural inequalities on campus pushes academic institutions to reckon with their legacy built on slavery and stolen Indigenous lands Using campus social justice movements as an entry point, Leigh Patel shows how the struggles in higher education often directly challenged the tension between narratives of education as a pathway to improvement and the structural reality of settler colonialism that creates and protects wealth for a select few. Through original research and interviews with activists and organizers from Black Lives Matter, The Black Panther party, the Student Nonviolent Coordinating Committee, the Combahee River Collective, and the Young Lords, Patel argues that the struggle on campuses reflect a starting point for higher education to confront settler strategies. She reveals how blurring the histories of slavery and Indigenous removal only traps us in history and perpetuates race, class, and gender inequalities. By acknowledging and challenging settler colonialism, Patel outlines the importance of understanding the relationship between the struggle and study and how this understanding is vital for societal improvement.

Examines how student protest against structural inequalities on campus pushes academic institutions to reckon with their legacy built on slavery and stolen Indigenous lands Using campus social justice movements as an entry point, Leigh Patel shows how the struggles in higher education often directly challenged the tension between narratives of education as a pathway to improvement and the structural reality of settler colonialism that creates and protects wealth for a select few. Through original research and interviews with activists and organizers from Black Lives Matter, The Black Panther party, the Student Nonviolent Coordinating Committee, the Combahee River Collective, and the Young Lords, Patel argues that the struggle on campuses reflect a starting point for higher education to confront settler strategies. She reveals how blurring the histories of slavery and Indigenous removal only traps us in history and perpetuates race, class, and gender inequalities. By acknowledging and challenging settler colonialism, Patel outlines the importance of understanding the relationship between the struggle and study and how this understanding is vital for societal improvement.

Prospect Top 50 Thinker of 2021 British Academy Book Prize Finalist PROSE Award Finalist “Provocative, elegantly written.” —Fara Dabhoiwala, New York Review of Books “Demonstrates how a broad rethinking of political issues becomes possible when Western ideals and practices are examined from the vantage point of Asia and Africa.” —Pankaj Mishra, New York Review of Books In case after case around the globe—from Israel to Sudan—the colonial state and the nation-state have been constructed through the politicization of a religious or ethnic majority at the expense of an equally manufactured minority. The model emerged in America, where genocide and internment on reservations created a permanent native minority. In Europe, this template would be used both by the Nazis and the Allies. Neither Settler nor Native offers a vision for arresting this process. Mahmood Mamdani points to inherent limitations in the legal solution attempted at Nuremberg. Political violence demands political solutions: not criminal justice but a rethinking of the political community to include victims and perpetrators, bystanders and beneficiaries. Making the radical argument that the nation-state was born of colonialism, he calls on us to delink the nation from the state so as to ensure equal political rights for all who live within its boundaries. “A deeply learned account of the origins of our modern world...Mamdani rejects the current focus on human rights as the means to bring justice to the victims of this colonial and postcolonial bloodshed. Instead, he calls for a new kind of political imagination...Joining the ranks of Hannah Arendt’s Imperialism, Frantz Fanon’s The Wretched of the Earth, and Edward Said’s Orientalism, this book is destined to become a classic text of postcolonial studies and political theory.” —Moustafa Bayoumi, author of How Does It Feel to Be a Problem? “A masterwork of historical comparison and razor-sharp political analysis, with grave lessons about the pitfalls of forgetting, moralizing, or criminalizing this violence. Mamdani also offers a hopeful rejoinder in a revived politics of decolonization.” —Karuna Mantena, Columbia University “A powerfully original argument, one that supplements political analysis with a map for our political future.” —Faisal Devji, University of Oxford

Across America, universities have become big businesses—and our cities their company towns. But there is a cost to those who live in their shadow. Urban universities play an outsized role in America’s cities. They bring diverse ideas and people together and they generate new innovations. But they also gentrify neighborhoods and exacerbate housing inequality in an effort to enrich their campuses and attract students. They maintain private police forces that target the Black and Latinx neighborhoods nearby. They become the primary employers, dictating labor practices and suppressing wages. In the Shadow of the Ivory Tower takes readers from Hartford to Chicago and from Phoenix to Manhattan, revealing the increasingly parasitic relationship between universities and our cities. Through eye-opening conversations with city leaders, low-wage workers tending to students’ needs, and local activists fighting encroachment, scholar Davarian L. Baldwin makes clear who benefits from unchecked university power—and who is made vulnerable. In the Shadow of the Ivory Tower is a wake-up call to the reality that higher education is no longer the ubiquitous public good it was once thought to be. But as Baldwin shows, there is an alternative vision for urban life, one that necessitates a more equitable relationship between our cities and our universities.

Why efforts to improve American higher educational attainment haven't worked, and where to go from here During the first decade of this century, many commentators predicted that American higher education was about to undergo major changes that would be brought about under the stimulus of online learning and other technological advances. Toward the end of the decade, the president of the United States declared that America would regain its historic lead in the education of its workforce within the next ten years through a huge increase in the number of students earning “quality” college degrees. Several years have elapsed since these pronouncements were made, yet the rate of progress has increased very little, if at all, in the number of college graduates or the nature and quality of the education they receive. In The Struggle to Reform Our Colleges, Derek Bok seeks to explain why so little change has occurred by analyzing the response of America’s colleges; the influence of students, employers, foundations, accrediting organizations, and government officials; and the impact of market forces and technological innovation. In the last part of the book, Bok identifies a number of initiatives that could improve the performance of colleges and universities. The final chapter examines the process of change itself and describes the strategy best calculated to quicken the pace of reform and enable colleges to meet the challenges that confront them.

"This well-researched volume explores how the Black freedom struggle and the anti-Vietnam War movement dovetailed with faculty and student activism in the South to undermine the traditional role of higher education and bring about social change. It offers a deep understanding of the vital importance of independent institutions during times of national crisis" --

“It just shouldn’t be this hard!” Raise your hand if you’ve ever had a day where everything that could go wrong does go wrong—you lock your keys in the car while it’s running, lose control with your kids, make a mistake at the office that results in hours more work. And just when you think not one more thing could possibly happen . . . well, fill in the blank. The struggle is real, friends. It may not be major stuff. Lives are not on the line here. But it makes us feel awful . . . and then we feel guilty for stressing when other people have “real” problems that are so much more serious. Yet the fact remains: We live in a world that often feels harder than we think it should be. And so it can be easy to believe the stories we tell ourselves—that we’re doing it wrong, that we’ll be stuck in this place forever, that God doesn’t love us. We struggle to practice gratitude, to make godly choices, and to live our daily lives with confidence and contentment. So what can we do? Join popular Bible teacher and counselor Nicole Unice to discover why the struggle is real . . . and what to do about it. Nicole offers practical tools to help you navigate the daily ups and downs, and ways to rewrite your struggle into a new, God-centered life story. The Struggle Is Real is an invitation to take the hard, hurtful, and confusing moments and turn them into opportunities to grow in wisdom, strength, and joy. Includes access to free online video streaming for 90 days!

Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone

While teaching at an all-Black middle school in Atlanta, Meira Levinson realized that students’ individual self-improvement would not necessarily enable them to overcome their profound marginalization within American society. This is because of a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. No Citizen Left Behind argues that students must be taught how to upend and reshape power relationships directly, through political and civic action. Drawing on political theory, empirical research, and her own on-the-ground experience, Levinson shows how de facto segregated urban schools can and must be at the center of this struggle. Recovering the civic purposes of public schools will take more than tweaking the curriculum. Levinson calls on schools to remake civic education. Schools should teach collective action, openly discuss the racialized dimensions of citizenship, and provoke students by engaging their passions against contemporary injustices. Students must also have frequent opportunities to take civic and political action, including within the school itself. To build a truly egalitarian society, we must reject myths of civic sameness and empower all young people to raise their diverse voices. Levinson’s account challenges not just educators but all who care about justice, diversity, or democracy.

"In Not Yet . . . And That's OK: How Productive Struggle Fosters Student Learning, author Peg Grafwallner turns failure on its head by supporting educators to design classrooms that encourage setbacks and obstacles in the learning process. Although students traditionally fear failure, the not-yet approach explains how grades 3-12 teachers can make struggle productive by providing a classroom culture and targeted scaffolds to better support students in overcoming academic fear and embracing trial-and-error opportunities. Full of research-based strategies and firsthand teacher accounts, this book explains how to design supportive, student-centered classrooms"--