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Kids Across the Spectrums: Growing Up Autistic in the Digital Age
Episode 83
Monday, October 21, 2024 • Duration 01:14:03
Peoples & Things host, Lee Vinsel, talks with Meryl Alper, Associate Professor of Communication Studies at Northeastern University, about her recent book, Kids Across the Spectrums: Growing Up Autistic in the Digital Age (MIT Press, 2023). In addition to being a professor, Alper is also an educational researcher who has worked over the past 20 years to make inclusive and accessible learning products with media organizations such as Sesame Workshop, Nickelodeon, and PBS KIDS. Vinsel and Alper talk about disability studies, the nature of Alper’s empirical work, the arc of Alper’s career, including her future projects.
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Keith E. Whittington, "You Can't Teach That!: The Battle over University Classrooms" (Polity Press, 2024)
Episode 190
Thursday, October 17, 2024 • Duration 53:31
Who controls what is taught in American universities – professors or politicians? The answer is far from clear but suddenly urgent. Unprecedented efforts are now underway to restrict what ideas can be promoted and discussed in university classrooms. Professors at public universities have long assumed that their freedom to teach is unassailable and that there were firm constitutional protections shielding them from political interventions. Those assumptions might always have been more hopeful than sound. A battle over the control of the university classroom is now brewing, and the courts will be called upon to establish clearer guidelines as to what – if any – limits legislatures might have in dictating what is taught in public universities.
In You Can't Teach That!: The Battle over University Classrooms (Polity Press, 2024), Keith Whittington argues that the First Amendment imposes meaningful limits on how government officials can restrict the ideas discussed on university campuses. In clear and accessible prose, he illuminates the legal status of academic freedom in the United States and shows how existing constitutional doctrine can be deployed to protect unbridled free inquiry.
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Celebrating Constitution Day Pt. 1: A Conversation with Cass R. Sunstein
Episode 119
Wednesday, September 11, 2024 • Duration 49:33
Join us for an in-depth exploration of Professor Cass Sunstein's latest work, Campus Free Speech (Harvard University Press, September 2024).
Together, we'll examine the book’s intriguing take on free speech in academic spaces and the broader implications for constitutional interpretation. Professor Sunstein also delves into the exercise of administrative power, with timely discussions on COVID-era authority and the Supreme Court's decision in Chevron v. Natural Resources Defense Council. Gain unique insights from Sunstein on how the Constitution remains a guiding force for the American public in navigating modern challenges.
Cass R. Sunstein is the Robert Walmsley University Professor at Harvard. He is the founder and director of the Program on Behavioral Economics and Public Policy at Harvard Law School. In 2018, he received the Holberg Prize from the government of Norway, sometimes described as the equivalent of the Nobel Prize for law and the humanities. In 2020, the World Health Organization appointed him as Chair of its technical advisory group on Behavioural Insights and Sciences for Health. From 2009 to 2012, he was Administrator of the White House Office of Information and Regulatory Affairs, and after that, he served on the President’s Review Board on Intelligence and Communications Technologies and on the Pentagon’s Defense Innovation Board. Mr. Sunstein has testified before congressional committees on many subjects, and he has advised officials at the United Nations, the European Commission, the World Bank, and many nations on issues of law and public policy. He serves as an adviser to the Behavioural Insights Team in the United Kingdom.
Professor Sunstein is author of hundreds of articles and dozens of books, including Nudge: Improving Decisions about Health, Wealth, and Happiness (with Richard H. Thaler, 2008), Simpler: The Future of Government (2013), The Ethics of Influence (2015), #Republic (2017), Impeachment: A Citizen’s Guide (2017), The Cost-Benefit Revolution (2018), On Freedom (2019), Conformity (2019), How Change Happens (2019), and Too Much Information (2020). He is now working on a variety of projects involving the regulatory state, “sludge” (defined to include paperwork and similar burdens), fake news, and freedom of speech.
Madison’s Notes is the podcast of Princeton University’s James Madison Program in American Ideals and Institutions
Contributions to and/or sponsorship of any speaker does not constitute departmental or institutional endorsement of the specific program, speakers or views presented.
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Robert N. Gross, “Public vs. Private: The Early History of School Choice in America” (Oxford UP, 2018)
Episode 434
Monday, August 6, 2018 • Duration 01:04:22
There are numerous political debates about education policy today, but some of the most heated surround vouchers, charter schools, and other questions about public funding and oversight of private schools. Though many of these questions feel new, they, in fact, have a long history. Public vs. Private: The Early History of School Choice in America (Oxford University Press, 2018) examines that history, tracing early debates about school choice. Robert N. Gross, a history teacher and assistant academic dean at Sidwell Friends School in Washington, DC, explains how public schools developed with their promoters intending them to be a new monopoly in education. Then, in the late 19th century, Catholic immigrants sought to set up private schools, leading to an era of conflict and compromise between public and private school policy. Gross shows how and why regulation become an important tool for both sides in those conflicts. Further, the book shows how schools were thought of as a public utility and become a key part of larger trends in state regulation of private entities performing public functions.
In this episode of the podcast, Gross discusses his new book. He explains the goals of public school promoters in the 19th and early 20th centuries, and how private schools challenged the dominance of common schools. Finally, we also discuss the importance of this history for thinking about regulation, public schools, and the law today.
Christine Lamberson is an Assistant Professor of History at Angelo State University. Her research and teaching focuses on 20th-century U.S. political and cultural history. She’s currently working on a book manuscript about the role of violence in shaping U.S. political culture in the 1960s and 1970s. She can be reached at clamberson@angelo.edu.
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Karen G. Weiss, “Party School: Crime, Campus, and Community” (Northeastern UP, 2013)
Saturday, February 8, 2014 • Duration 56:41
In this episode, I sit down with Karen G. Weiss, associate professor in the Department of Sociology and Anthropology at West Virginia University, to talk about her book, Party School: Crime, Campus, and Community (Northeastern University Press, 2013). We discuss the subculture of the “party university,” and how such an environment normalizes and encourages extreme binge drinking and reckless partying. We talk about how extreme partying harms students as well as the larger community, and why students willingly put themselves (and others) at risk for victimization. We discuss why the party subculture appears so resistant to change, and why efforts from university personnel and law enforcement often appear futile. We also explore possible ways to transform the party subculture and address the problems it causes.
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Nicholas Hartlep, “The Model Minority Stereotype: Demystifying Asian American Success” (Information Age, 2013)
Thursday, November 21, 2013 • Duration 56:48
Nicholas Hartlep is the author of The Model Minority Stereotype: Demystifying Asian American Success (Information Age, 2013). Dr. Hartlep is an Assistant Professor of Educational Foundations at Illinois State University
Dr. Hartlep’s book, The Model Minority Stereotype, is a sourcebook of annotated bibliographies that offers summaries and sometimes critiques of Asian American scholarship dealing with the model minority stereotype. As the stereotype has continued to be a heated political and social issue among Asian Americans scholars, activists and people, it can be difficult to decipher the thousands of articles, chapters and theses written about it. By framing his project through an aggressive and forward-thinking lens, Dr. Hartlep traces the diverse history and themes pervading model minority scholarship, revealing their presumptions and contributions to the general field.
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Jeff Bowersox, “Raising Germans in the Age of Empire: Youth and Colonial Culture, 1871-1914” (Oxford UP, 2013)
Wednesday, October 23, 2013 • Duration 01:01:56
Germany embarked on the age of imperialism a bit later than other global powers, and the German experience of empire was much shorter-lived than that of Britain or France or Portugal. Nonetheless, empire was fundamental, Jeff Bowersox argues, to Germans’ self-understanding and sense of place in the world in an era marked by sweeping changes, including rapid industrialization and economic growth; the rise of an urban proletariat in ever-expanding cities; and the emergence of mass consumer culture and mass politics. Indeed, Bowersox notes, a linkage between German identity and empire long outlasted the German Empire itself. Raising Germans in the Age of Empire: Youth and Colonial Culture, 1871-1914 (Oxford University Press, 2013) looks specifically at youth in this context, and at how young Germans encountered their nation’s overseas empire through a variety of media from the founding of the German nation-state to the eve of World War One.
Germany was not only a brand-new country in this period, as Bowersox points out, it was also a decidedly youthful one: in the first decade of the twentieth century, four in five Germans were under the age of 45. Raising Germans in the Age of Empire looks at how a nation of young people experienced exotic places, at least imaginatively, through material culture, mass education, and social movements like Scouting. The book uses truly fascinating sources–toys, games, school books, cartoons, among many others–to make new and engaging arguments about the German experience of colonialism in the age of European imperialism.
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Adam R. Shapiro, “Trying Biology: The Scopes Trial, Textbooks, and the Anti-Evolution Movement in American Schools” (University of Chicago Press, 2013)
Friday, September 27, 2013 • Duration 01:12:55
During the 1924-25 school year, John Scopes was filling in for the regular biology teacher at Rhea County Central High School in Dayton, Tennessee. The final exam was coming up, and he assigned reading from George W. Hunter’s 1914 textbook A Civic Biology to prepare students for the test. What followed has become one of the most well-known accounts in the history of science and one of the most famous trials of twentieth-century America.
In Trying Biology: The Scopes Trial, Textbooks, and the Anti-Evolution Movement in American Schools (University of Chicago Press, 2013), Adam R. Shapiro urges us to look beyond the rubrics of “science” and “religion” to understand how the Scopes trial became such an important event in the histories of both. The story begins with a pair of Pinkerton detectives spying on a pair of textbook salesmen in the Edwards Hotel in Jackson, Mississippi. Shapiro brings us from that hotel room into a series of classrooms, boardrooms, and courtrooms while exploring the battle over textbook reform in the twentieth-century US. Based on a close reading of high school curricular materials around the discipline of botany, with special attention to the emergence of “civic botany” as a pedagogical field, Shapiro’s book uses the debates over pedagogy, evolution, and the textbook industry to explore a number of issues that are of central importance to the history of science: the construction of authorship, the histories of reading practices, the co-emergence of economies and technologies, and the ways that urban and rural localities shape the nature of sciences and their publics. It is a gripping, moving, and enlightening story. Enjoy!
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Jerome Kagan, “The Human Spark: The Science of Human Development” (Basic Books, 2013)
Monday, September 2, 2013 • Duration 01:03:36
On the day you were born, you arrived with your own unique biology and into your own unique social and cultural context. It would have been impossible to predict on that day how your life would unfold, or exactly the person you would become in the future. Why? Because there are so many complex and interrelated factors in the development of each and every human being. In his new book, The Human Spark: The Science of Human Development (Basic Books, 2013) world-renowned psychology professor Jerome Kagan tackles some of the most fascinating and important questions about what makes a human a human, and how we become who we are over the course of our lives. He draws from his decades of experience in developmental psychology, as well biology, neuroscience, and even literature and biographies, to inform his nuanced and big-picture view. And never one to shy away from critical thinking, Kagan also provides thoughtful remarks on the limitations of psychology as a field of research. If you want to listen to a person with an amazing mind and decades of experience talk about psychology, this is the interview for you!
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Elizabeth A. Armstrong and Laura T. Hamilton, “Paying for the Party: How College Maintains Inequality” (Harvard UP, 2013)
Friday, August 9, 2013 • Duration 01:10:15
One of the basic rules of human behavior is that people generally want to do what their peers do. If your friends like jazz, you’ll probably like jazz. If your friends want to go to the movies, you’ll probably want to go to the movies. If your friends enjoy comic books, you’ll probably enjoy comic books.
The force of peer pressure is likely strongest in high school, but college is not far behind. In their eye-opening book Paying for the Party: How College Maintains Inequality (Harvard UP, 2013), Elizabeth A. Armstrong and Laura T. Hamilton examine how peer groups and the pressure they create move college students into specific tracks. Though students’ aspirations at the time of entry matter to some extent, the peer groups they join matter much more in terms of outcomes, that is, how they do during their college experience. College students mold themselves to the expectations of their groups. Armstrong and Hamilton also note a distinctive class element in the process of peer group formation and entry. Not everyone gets to belong to any group. Listen in and find out how these groups–which, it should be said,are largely hidden from administrators and professors–maintain socio-economic inequality.
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