About the Book
The History of Education Series presents historical analyses and interpretations of matters of concern to education. Each volume in the series is developed and edited in partnership with the Organization of Educational Historians, who, since 1965, has endeavored to promote the pursuit of educational history through opportunities for presentation and discussion of papers at annual meetings, to advance and improve the teaching of the history of education in institutions of higher education, to cultivate fruitful relationships between scholars in the history of education, and to encourage promising young scholars in the field of history of education.
Table of Contents:
About the History of Education Book Series.
Introduction; Shirley Marie McCarther and Donna M. Davis.
Acknowledgments.
Part I: Promising Pedagogical Practice.
Section I: Advising, Mentoring, And Guiding Amidst Prevailing Trauma And Ambiguity.
Chapter 1. A Port in the Storm: Faculty Advising in the Era of COVID-19; Shirley Marie McCarther and Donna M. Davis.
Chapter 2. Intersubjective Teaching in a Dislocated World; Madhu Narayanan.
Section II: International And Global Online Teaching Discoveries.
Chapter 3. Pedagogical Exploration in Teaching Internationally and Learning Globally Post COVID-19: Moving Global Classroom/ COIL to GOOC and Beyond; Xiuying Cai.
Chapter 4. Teaching Global Citizenship in a Global Pandemic: Learning in a Virtual World; Allison Witt, Janine Solberg, Alicia Cabrera, Nevine El Souefi, Yunhan Hou, Monica Lunardon, Sadia Mazid, Cara Merkle, Aigul Rakisheva, Tiara Rizki, Ashley Xu, and Lu Xu.
Section III: Teachers Striving Beyond Struggles.
Chapter 5. Teaching From a Place of Love: Navigating the Online Diversity Course Against the Backdrop of Socio-Political Chaos; Jean Ferguson Ruffin.
Chapter 6. How Additional Professional Time Benefitted Teachers During COVID-19; David T. Marshall, Savanna M. Love, Natalie M. Neugebauer, and Natalie E. Smith.
Section IV: Balancing Life-disrupting Forces Through Online Supports.
Chapter 7. Pedagogical Nightmare or Bountiful Technology? Online Mentoring Supports the Mental Health of Educators; Lyle Hamm.
Chapter 8. Redefining Student Engagement Goals in a Pandemic; S. Pettus-Wakefield.
Section V: Critical Introspection Yield Changing Conceptual Frames.
Chapter 9. Creativity, Art, and Nature in a Remote Learning Environment: Supporting Community College Students During the Pandemic; Mindi Reich-Shapiro and Kristin Scarola.
Chapter 10. Seizing the Capacity to Build Anew: Making Bold Choices in a World History Course; Amanda O. Maher.
Chapter 11. Paulo Freire in the Pandemic Classroom; Sandra L. Guzman Foster, Catherine D. Rogers-Casarez, Patrick Tumwine, and Amanda A. Sinfronio Silva.
Part II: Transformational Lessons Beyond The Shadows Of Today.
Section I: Hold On And Up—Feminism, Directionality, And Relationships.
Chapter 12. Pushing Boundaries and Balance: Finding Humanity in Pandemic Pedagogy; Alexandra K. Frazer, Kathryn E. Frazier, Amanda Harmon, Chonika Coleman-King, Colleen C. Myles-Baltzly, Emily T. Cripe, Ivanna Richardson, Katharina A. Azim, Laura Quaynor, and Meike Eilert.
Chapter 13. Finding the Helpers; Kimberly J. Sloan.
Section II: Reimagining The Challenges And Opportunities Of Connecting In Digital Spaces.
Chapter 14. Connecting While Distanced: Four Lessons I Learned; Alicia Bitler.
Chapter 15. Finding Our Balance: A Conversation about Returning to On-site Instruction During the COVID-19 Pandemic, 2021-2022; Margaret T. Murphy and Jon Gorgosz.
Section III: Deep Introspection Combats Paralysis And Bespeaks Understanding.
Chapter 16. From Worrying to Writing: The Power of Self-Narratives During Unprecedented Times; Larissa Malone.
Chapter 17. Making Sense of My Pandemic Teaching Narrative through Podcasting; Aaron R. Gierhart.
Chapter 18. Reflections of Three Educational Researchers on Research and Life During the Pandemic; Emma Anderson, Avneet Hira, and Peter J. Woods.
Chapter 19. Pandemic Challenges During Field Experiences: Responding with Creativity and Flexibility; Lynn Bielski, Jasmine L. Blanks Jones, Tiffany P. Brooks, Jennifer H. Greene-Rooks, Stacey R. Lim, and Summer Melody Pennell.
Section IV: Moving From American Imperialism, Whiteness, And Anti-asian Violence Toward Opportunity, Equity, And Justice For All.
Chapter 20. Honoring Our Relationships Through Solidarity: The Collective Power of Indigenous Education and Anti-Racism in Teacher Professional Development; Leola Tsinnajinnie Paquin, Shiv Desai, Nancy López, and Vincent Werito.
Chapter 21. Historicizing Anti-Asian Racism to Promote Justice for Asian Americans Post-Pandemic; Lin Wu.
Chapter 22. Reflections of Black Leaders in Understanding Whiteness During a Period of Racial and Social Unrest; Dwight C. Watson, Kenny E. Yarbrough, and Ozalle M. Toms.
About the Editors.
Complete List of Authors.
Review :
Without question, Breakthrough: From Pandemic Panic to Promising Practice, is a volume that will stand out as a major contribution to our understanding of COVID-19 and its unfolding impact on education and society. Under the guidance of Drs. McCarther and Davis, the contributing authors provide an excellent explication of the devastating impact of COVID-19 while at the same time presenting voices of hope and promise with its emphasis on human sacrifice, endurance, and resilience to survive. This is a must read!"" — Bruce A. Jones, Howard University
