PRODUCTS

Hidden in Plain Sight: Women Leaders in the Academy is an essential resource that examines the experiences, challenges, and achievements of women leading in higher education. Written for current and aspiring women academic leaders, it provides the tools, insights, and support needed to navigate this complex terrain successfully.

Hidden in Plain Sight addresses a striking paradox: while many accomplished women hold academic leadership positions, they often remain invisible within their own institutions. Despite occupying roles of authority, women leaders frequently find themselves overlooked, unrecognized, and unheard. This contradiction exposes the gap between institutional claims that leadership is gender-neutral and the reality women face daily in academic settings. Drawing on demographic data, statistical trends, and evidence-based practices, this textbook offers practical guidance grounded in real experience. Readers will find case studies, personal anecdotes, and actionable strategies for advancing in academic leadership while maintaining personal integrity and well-being. The book explores various leadership approaches and identifies common pitfalls, equipping readers with knowledge to navigate challenges effectively.

Hidden in Plain Sight serves as both mirror and map—reflecting the realities women leaders experience while charting pathways forward. It empowers current leaders to advocate for themselves and their institutions while inspiring the next generation to pursue academic leadership with eyes wide open and strategies firmly in hand. This is the guidebook for women determined to lead authentically, effectively, and sustainably in higher education. The book is written about and for women in leadership positions, and for women interested in educational leadership within the academy. It will also be of interest to college, university and public libraries; individuals including scholars in the discipline; and it can serve as a critical textbook in a variety of Leadership classes in undergraduate and graduate programs.

Perfect for courses such as: Women and Leadership; Higher Education Administration; Gender Studies in Education; Educational Leadership and Policy; Sociology of Higher Education; Feminist Theory and Practice; Women's Studies Capstone Seminar; Organizational Behavior in Education; Diversity and Inclusion in Higher Education; Professional Development for Graduate Students

Teaching that aims to be inclusive of marginalized communities is under attack in the United States, evidenced, for example, in widespread school book banning efforts, prohibition of Advanced Placement African American history, and a general tenor of fear among educators across the K-12 and higher education spectrum. This fear originates from a variety of pedagogical attempts at teaching content or utilizing practices that do anything other than valorize the dominant narrative and status quo in the United States. Classroom teachers and college instructors ask what can be done to uphold the practices they know to support students from all backgrounds to experience educational success and inclusion that won’t capture the ire of parent groups, school boards, or educational commissions bent on squelching such critical efforts. Against the Current: Inclusive Multicultural Education Practices for Contentious Times addresses these issues by providing examples from K-12 and higher education classrooms where educators’ practices offer a path forward.

Each chapter in the book presents an example of ways educators practice multicultural inclusivity and offers insights on how to do so even in hostile environments. Chapters in Part 1 of the book offer re-framings of flashpoint issues, including such topics as anti-Muslim racism and fugitive pedagogical practices. While the chapters in Part 1 offer a grounding in ways educators might rethink the work at hand, the chapters in Part 2 offer innovative tools or practices that educators across grade levels, including higher education, can use, including frameworks for cultivating deep listening when confronting emotionally charged topics in the classroom and curriculum materials for family and community engagement. Finally, Part 3 of the book offers case studies of this work in action, including examples at the individual teacher or instructor level, the classroom level, and the schoolwide level. The volume includes a guide for readers with discussion and reflection questions, extension activities, and additional resources for each chapter.

Against the Current is critical reading in a variety of settings. It can be used in professional development programs to better equip teachers. College and university libraries will want it in their collections. As a teaching textbook, its content will apply to a large number of classes in multicultural education, inclusive teaching and learning, and other courses, thus equipping preservice teachers with valuable tools as they prepare to enter schools.

Perfect for courses such as: Introduction to Education; Educational Equity; Foundations of Education; Multicultural Education; Social Justice and Education; Teacher Education; Teaching Methods; Educational Practice; Educational Studies

The Critical Role of Ethnic Studies in Educational Leadership addresses the urgency of having equity-minded and globally-oriented transformative leaders who seek to empower students and teachers alike through their commitment to integrate ethnically and culturally rich curriculum and instruction in today’s schools. The ethnic studies revival movement has emerged to combat the cycles of ignorance affecting society in negative ways. Unless educational leaders possess relevant cultural and ethnic proficiency, have global perspectives, and are eager to lead by example, educators will continue to flounder about the best ways to cultivate pluralism in American schools. Moreover, shifts in mindsets toward ethnically and culturally relevant school learning and teaching culture are needed for leaders to ensure that they not only have the knowledge and skill, but also the courage and will to reform schools through an inclusive and comprehensive approach based on the axioms of ethnic studies education in the K-20 settings.

To amplify the importance and interconnected pathway that exists across these policies that bridge high schools, community colleges, and state universities, this volume details how educational leaders in California are continuing to advance social justice through the implementation of Ethnic Studies and the role that educational leadership—including credential, masters, and doctoral programs—can play in the full attainment of the goals for ethnic studies implementation. The lessons learned in California are relevant across the nation and around the world.

As Ethnic Studies has expanded across PK-12 and higher education contexts, extant studies have both quantitatively and qualitatively detailed how participation in quality Ethnic Studies courses and programs in and out of schools can improve many student outcomes such as engagement, critical thinking, and achievement, as well as attendance, increased GPAs, and graduation rates. The work to effectively implement Ethnic Studies requires strong leadership, including students, teachers, community leaders, and site and district level administrators.

The Critical Role of Ethnic Studies in Educational Leadership is an important book that appeals to a variety of readers. Those interested in a deeper understanding of Ethnic Studies will find the book will better inform them. Educational leaders are provided with both the rational and the methodologies for implementing this important concept in curriculum. It is also a valuable teaching resource for a variety of classroom settings.

Perfect for courses such as: Intro to Ethnic Studies; Intro to Chicano Studies; Climate & Environmental Justice; Educational Reform; Educational Policy Environments; Theories of Cross-Cultural Education

What if the syllabus were a menu?
What if learning began with a bite?

Edible Tales: Folklore, Myths, and Food Narratives in Higher Learning invites readers to the table, literally and intellectually, to explore how food stories shape knowledge, identity, ethics, and pedagogy. Structured as a twelve-course banquet, the book moves from forbidden fruits and mythic punishments to kitchen-table dialogues, classroom rituals, and contemporary visual art. Across chapters, contributors examine how food functions as law and transgression, nourishment and discipline, inheritance and invention. Eve’s bite, Persephone’s seeds, and Gretel’s breadcrumbs are reread as moments where appetite becomes agency. Thanksgiving disasters become narrative laboratories. Off-calendar feasts and midnight breakfasts reveal how everyday rituals sustain resilience in academic and communal life. Olive oil tastings, medieval banquets, pupusa-making, and jollof debates demonstrate how foodways encode histories of gender, class, colonialism, migration, and belonging.

Methodologically, Edible Tales blends scholarly analysis with creative forms: scripts, recipes, stage directions, audio guides, almanacs, and lesson “potions.” The volume models how folklore and food narratives can be mobilized in higher education classrooms as rigorous, embodied ways of knowing. Contributors show how storytelling, shared snacks, sensory memory, and digital food archives can foster trust, critical reflection, and ethical engagement, particularly in interdisciplinary, humanities-based, and social justice–oriented pedagogy.

Designed for scholars and educators in education, folklore, cultural studies, food studies, and the humanities, Edible Tales is also an invitation to instructors seeking innovative pedagogy, to students hungry for meaning, and to readers who believe that stories travel best when passed hand to hand. Come hungry. Leave with stories. Pack the leftovers as questions, and carry them into tomorrow.

Perfect for courses such as: Food Studies; Folklore and Mythology; Cultural Studies; Narrative Inquiry / Qualitative Research Methods; Curriculum Studies; Interdisciplinary Humanities; Anthropology of Food; Education and Social Justice; Gender, Culture, and Society; Teaching and Learning in Higher Education

How do we create lasting systemic change in institutions designed to reproduce the status quo? Some might answer this question with responses related to mission, vision, resource allocation and investment, and talent. However, the path to creating sustainable changes in educational institutions is often obstructed by policy, institutional inertia, and ingrained systemic barriers. Work is sometimes reduced to a checkbox exercise aimed at compliance, rather than genuine transformation, leading to benefits only for groups traditionally supported by the established structures. For those striving for change, a sense of powerlessness can dominate, as structural constraints limit their agency and dilute their impact. Recognizing these realities, there can be no simple recipe or single formula that guarantees lasting change, particularly transformational change that shifts paradigms in ways that advance equity and inclusion.

Instead of a formula, Systems Transformation for Equity in Education: Principles for Organizational Change introduces 6 key principles of organizational change. In order to engage in complex systems transformation for equity, we must:

1. know the contexts that surround systems change;
2. develop cohesive project plans and find appropriate funding for these plans;
3. understand the centrality of leadership;
4. work collectively towards equity through relationality, respect, and mutuality;
5. reflect upon success and challenges; and
6. ensure the institutionalization of systems transformation.

The book is structured first to provide a broad overview of each principle, then to illustrate each using a case study of program change.

Chapter One focuses on the principle of knowing the complex contexts that surround systems change. In this chapter, the book introduces the origins, objectives, complexities, diverse stakeholders and outcomes of the case study as well as contextual factors that should be considered in launching systems transformation. Chapter Two focuses on ensuring alignment in the design, development and enactment of transformative projects, including establishing an initial vision, using data to inform decision making and finding appropriate funding sources. Chapter Three focuses on the principle that Leadership matters in systems transformation for equity. This chapter highlights the importance of identifying a leadership team, providing clear team members’ roles, and dividing tasks wisely. Chapter Four focuses on cultivating consensus and moving forward collectively in diverse stakeholder groups with competing priorities. Chapter Five focuses on the importance of reflecting upon success to expand the impact of systems transformation, adapting programs to stay responsive to changing contexts, and on navigating unanticipated challenges to initiative-based work. Chapter Six focuses on expanding impact and identifying ways to ensure the institutionalization of systems transformation. It addresses some key factors such as documenting and communicating the successes and challenges of the project, disseminating evaluation findings; creating a plan for when the grant funding ends, accessing new funding; identifying continuing and new stakeholders; developing ongoing products; developing collective language; and ensuring institutional buy-in. The final chapter tells the story of lessons learned from this process and what has happened to the focal program in the 2 years following the end of the grant funding, particularly given changing socio-political contexts.

Perfect for courses such as: Principles of Organizational Change; Equity and Organizational Change; Foundations of Organization Change; Educational Leadership; Race, Equity, and Leading Educational Change; Education Policy Implementation

In today’s troubling times, we frequently find ourselves in conversations with educational scholars, educators, and university students about feeling overwhelmed with the attacks on and challenges facing education, and unsure of how to act in this moment. What does it mean to leverage scholarship for public impact? What impact on public debate, awareness, or policy can collective action as large groups of scholars and leaders make that more traditional scholarship cannot or simply does not aspire to make? That is, when scholars and leaders speak in a collective and public-facing way, what interventions can we make in movement building for public education and for the public commons more broadly?

Collectives and the Commons: The Role of Educational Scholars in Movement Building for Justice grapples with such questions by diving into the years-long journeys of four scholar collectives working toward justice in and through education. Each emerged in different times, places, and circumstances, but in recent years have connected under a “collective of collectives” umbrella that allowed them to share resources and support one another in their work: CReATE (Chicagoland Researchers and Advocates for Transformative Education), CARE-ED (California Alliance of Researchers for Equity in Education), HSESJD (Hawai‘i Scholars for Education, Social Justice and Diversity), and EDJE (Education Deans for Justice and Equity).

The result of this effort is this volume, which serves as a resource for scholars who are interested in working collectively for movement building and advocacy. With that goal in mind, each chapter consists of two key components: a narrative essay (how the collective formed, how they were organized and operated, their theory of change, the initiatives they undertook, how they pushed scholarship into the public space, challenges faced, and lessons learned or take-aways for others interested in educational advocacy) and a range of selected artifacts (research briefs and fact sheets; statements, petitions, testimonies; media and art work; and public events and symposiums).

Collectives and the Commons is needed today more than ever. The current assault on education is an assault on teachers and students, and on the welfare of everyone. This book should be read by every scholar interested in seeing social justice applied to schools, classrooms and students. It can also be adopted in a variety of courses in Colleges of Education.

Perfect for courses such as: Introduction to Education, Educational Equity, Educational Leadership, Educational Policy, Foundations of Education, Multicultural Education, Race and Education, Research Methods, Social Justice and Education, Teacher Education

Multi-Tiered Systems of Support (MTSS) is an important addition to a long list of initiatives designed to ensure educational equity for all students. Veteran educators will recognize many MTSS strategies as practices they already use, while others may feel uncertain or overwhelmed by yet another framework. This book bridges that gap—grounding MTSS in authentic classroom experience and practical wisdom.

Through vivid, real-life stories, the authors illuminate both the complexity and the humanity of school-based work. Drawing on decades of experience—as a classroom teacher and as a school counselor/psychologist—their narratives span from 1982 to the present day, including insights from K–12 settings and university teaching. Each chapter presents a compelling case study highlighting student and classroom engagement across grade levels. These stories invite reflection and dialogue around research-based best practices and educational theory, with each chapter concluding in a transparent explanation of the authors’ professional thinking.

Readers will trace the evolution of educational practice over time—from an era when Culturally Responsive Pedagogy was rarely discussed to today’s emphasis on inclusive, socially-constructed learning environments. The book chronicles the profession’s broader shift from behaviorism to social constructivism and demonstrates how that journey informs effective MTSS implementation.

The case studies illustrate how culturally responsive practices, data-informed decision making, and authentic relationships with students create the conditions where academic growth, positive behavior, and social-emotional wellness intersect. Universal (Tier I), Targeted (Tier II), and Intensive (Tier III) supports—across academics, behavior, and social-emotional learning—are woven seamlessly throughout.

Ideal as an introduction to both the theory and practical application of MTSS, this book offers clarity, compassion, and hard-earned insight. It is designed to spark meaningful discussion in teacher preparation programs, professional learning communities, school buildings, and district leadership teams.

Perfect for courses such as: Positive Behavior Supports; Role and Function of a School Psychologist: Positive Behavior Supports (Practicum); Crisis, Trauma Response, and Interventions; Academic Assessment & Intervention; Community, Family, and School Collaboration; Curriculum and Inquiry in Public Schools; Fundamentals of Teaching; Access to Learning in a Pluralistic Society; Teaching Emergent Bilingual Students and Students with Disabilities

Why is the sense of taste so conspicuously absent from contemporary educational research and so severely rationed in the ways it is lived in universities and schools? After all, in the world, taste is a perceptual and epistemological powerhouse in the complicated process of staying alive as well as living a life. Taste is also a process of world making. It’s a way of reading, naming, mapping, imagining, remembering, and making worlds and connecting to the worlds of others--therefore it is curricular.

In attending to how taste matters and matters of taste, chapters in Tasting Education: Viewing Curriculum, Pedagogy, Learning, and Educational Research Through the Sense of Taste invite participants to think about taste as a sense, and/or the sense of taste, as it plays out in the thinking and doing of education and its inquiry. This book takes up taste as an embodied set of meanings that are sensuous, pragmatic, and political: as a key part of the sensorium, and as engagement with the sensuosity of the olfactory, the nose, the mouth, the tongue as a way of making meaning of food, but also ways for making meaning from the food for thought and action that theory can provide. It also asks us to take into account the culture of food as it relates to education; whose palates are catered to and whose remain marginalized, deliberately destroyed, or are left-unfed? Taste, then, also becomes a way of resisting, challenging, and reimagining such modes as they play themselves out in curriculum and pedagogy and reveal collective commitments that include shared pleasure alongside political and social action (Siniscalchi, 2018). This book offers a space for deeper conversations around taste in curriculum and elsewhere, and how taste is being used to dismantle oppression in these spaces. The slow-food movement argues that “taste and pleasure” must return to the table (Siniscalchi, 2018). Tasting Education invites the mixed pleasures and problematics of taste to the table of educational research as well.

Tasting Education will appeal to faculty and students in graduate-level courses related to curriculum, instruction, social foundations and leadership studies, as well as those involved with food studies courses.

Curriculum and pedagogy are the heartbeat of our schools. They encompass what we do and do not teach–what content and approaches we either choose or are mandated to choose, or leave out or are mandated to leave out. Curriculum entails the overall educational experience of schooling, while pedagogy is the art and craft of teaching–or the translation of curriculum into student knowledge and growth. Hence, curriculum and pedagogy are sociocultural phenomena that impact and are impacted by context (e.g., students, community, colleagues, geography, etc.).

Once upon a time, curriculum and pedagogy were the spaces in which educators could exercise creativity and exploration, reflecting the individual needs of their students and communities. However, as political structures shifted and the standards movement took hold in the late 20th century, freedoms around curriculum and pedagogy began to fade with increased oversight over and standardization of “best practices” with greater emphasis placed on performance and efficiency. Pedagogical practices were soon framed around producing results (test scores, graduation rates, measurable learning objectives derived from prescribed state standards), while curriculum became a prescribed structure formatted to reflect state standards with an eye toward test performance. Curriculum and pedagogy were further impeded by hegemonic forces calling for censorship of teaching and curriculum, such as the ban on Ethnic Studies in Tucson, Arizona, and continued attacks on Critical Race Theory nationwide. Further, curriculum became a tool for concealing and/or silencing the experiences and voices of our diverse students, educators, and communities. The results of these phenomena are teachers feeling uninspired and deprofessionalized and students feeling devalued and unheard–especially marginalized students.

Since curriculum and pedagogy directly impact the experiences of teachers and students, they must be transformed. However, how do we do that within today’s tenuous PreK-12 environment? How do we transform curriculum and pedagogy so that they reflect, liberate, and ensure justice for students and educators in preschools, elementary schools, middle schools, high schools and the content areas taught within them? Moving from Traditional to Transformative Curriculum and Pedagogy addresses these challenges by providing clear and direct guidance for current and aspiring educators committed to transforming the status quo in their classrooms and schools.

Innovative and creative methodologies and practices that aspiring and practicing educators can use right away are the primary focus of this book. Because the editors and contributors are former or current PreK-12 practitioners and/or education scholars, this book is written for a broad educational audience. The editors and contributors provide preservice and practicing teachers entry points for transforming the educational landscape in favor of liberatory, transformative practices in PreK-12 schools across grade levels, content areas, school types, and geographic regions. Additionally, this book is ideal for teacher preparation programs as well as PreK-12 professional development, as this book guides readers through theoretical and empirical discussions, supported by hands-on applications that enable real-time application, and concludes with interactive features, like case studies, extension activities, and discussion prompts.

In these times, decisions large and small can have important consequences for educators. Everything from daily curricular choices and interpersonal encounters to long-term educational aims and approaches to educator-client relations is up for careful decision-making. While not every professional decision requires careful preparation and defense, more than ever, in our increasingly polarized, distrustful, and argumentative world, many more than we might anticipate do. How should educators prepare to make careful, defensible public decisions affecting their students and themselves? An important part of that preparation involves training in a range of logical and interpersonal abilities that come before and help to make good educational decisions. A Preface to Educational Decision-Making is aimed at describing those abilities, illustrating their professional uses, and providing a starting point for increasing educators’ practical skills in applying them.

What are these abilities? For the most part, they involve common-sense attention to the ways that educators can become clearer about the nature of actual decisions they are asked to make, and aware of what must be done to make those decisions ones that all concerned can recognize as reasonable and as logically presented, even if not universally agreeable. In short, these are factors that provide, for decision-makers and their audiences, a preface to decisions that matter to those who make them and to those affected by them. A most important, though widely ignored set of those abilities center on making the nature of particular decisions clear to all concerned. Those abilities involve becoming sensitive to the ways such decisions can become or can be made to be unclear. In the give and take of public educational decision-making processes, bad decisions are often, even usually begin with confusion over what is to be decided and over what is proposed as the decision to make. The ability to get clarification, and the habit of clarifying before committing are crucial to good decision-making. A second set of preparatory abilities involve recognizing what must be done to actually decide what is true and/or advisable, as part of a decision at hand. Making what is recognized as a reasonable and well-reasoned decision depends in large part on applying those abilities clearly and often publicly.

These two large sets of abilities are crucially connected. Making clear to oneself and to others what is to be decided is part and parcel of becoming aware of how to decide an issue at hand. This book works to explain the connections and to describe the order of their application. While most of these abilities have been described in other texts on what is usually called “informal logic,” A Preface to Educational Decision-Making is especially concerned with the sorts of decision that educators are called on to make in their professional lives. Moreover, this book widens the range of abilities to clarify and support professional decisions beyond what is usually discussed. The sections on educational speech acts and on deciding what to call true or advisable provide useful additions to educators’ repertoire of decision-making abilities. Finally, the discussion of interpersonal factors in public decision-making offers useful guides to reaching decisions with other educators and with clients.

Perfect for courses such as: Foundations of Education; Philosophy; Social Foundations, Methods Courses in Education; Pre-student Teaching; and most Graduate courses in Educational Theory, Curriculum, Social Issues