Here’s a brief chunk adopted from The Case for Contention: Teaching Controversial Issues in American Schools, as featured in the Atlantic. *** Laws, school officials, and community opinion have all conspired to prevent or discourage American teachers from discussing controversial issues in their classrooms. This is not to say teachers have always avoided such issues: In 1953, at the height of the Cold War, a survey of social-studies teachers in Ohio revealed they were leading classroom discussions about whether President Harry Truman should have seized steel mills, whether Truman should have fired General Douglas MacArthur, and whether—as MacArthur wished—the United States should have used an atomic bomb in the Korean War. That same year, in another survey, New York City teachers reported holding debates on whether “Red” China should have a seat in the United Nations, whether Communists should be allowed to teach in public schools, whether Julius and Ethel Rosenberg should have received the death penalty for passing atomic secrets to the Soviet Union, and whether Senator Joseph McCarthy was “a menace to or savior of American democracy.” After several teachers were dismissed for their own Communist affiliations, some admitted they were afraid to discuss anything controversial in their classes. But the . . .

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An excerpt from Herb Childress, author of The PhDictionary: A Glossary of Things You Don’t Know (But Should) about Doctoral and Faculty Life, from his recent Inside Higher Ed piece, “The Confessions—and Confusions—of a First-Generation Scholar,” follows below. *** I graduated with my undergraduate degree in 1989, at the age of 31. Had I come from a college family, I’d have finished my Ph.D. by the time I was 31. Had I come from an academic family, I’d have had half a chance of being tenured at 31. But it was OK. I had a bachelor’s degree in architecture and a deep longing to be adopted into the community of scholars. I knew what the holy land felt like. I knew where I wanted to live. But it was truly an immigration, an exchange of one citizenship for another. As I went on through my graduate education, I became a class traitor: a source of pride, confusion, envy and intimidation among family and neighbors who once had been natural allies. My family understood that I wanted to become a “college teacher,” but not why studying teenagers’ parking lot hangouts or bedroom personalization was related to architecture. I have come from a culture in . . .

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  Sara Goldrick-Rab really made a mark on the past two weeks. She started off on September 27th with a sit-down interview at The Daily Show with host Trevor Noah about the arguments central to her book Paying the Price—that a combination of escalating college costs and neoliberal higher education policies have made the dream of a college education all but out of reach for most Americans—which ended in Noah exclaiming, “Honestly one of the most exciting books I’ve read, because as I’ve said you’ve got solutions. It’s a manual that I’d recommend to anyone out there, if you’re a parent, if you’re a teacher, if you’re a student.” See video of their interview below (if there’s a glitch, head here to watch in full): Goldrick-Rab followed up by headlining a segment on NPR’s Marketplace, in collaboration with PBS’s Frontline and NewsHour, entitled “When Going to College Becomes a Financial Risk.” The radio story is part of a larger series on the American economy,“How the Deck Is Stacked,” and goes on to chronicle the lives of some forty-two million Americans burdened by student loan debt, just one segment of citizens in economic crisis. Initially concentrating on debt accrued from a proliferation of for-profit institutions, “When Going to . . .

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Congrats to Temple University professor Sara Goldrick-Rab—author of the game-changing book on college debt, social inequality, and higher education, Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream—on her appointment to the Politico 50, a “guide to the thinkers, doers and visionaries transforming American politics in 2016.” Politico on Goldrick-Rab’s contributions to higher-ed policy in the coming election: Clinton’s plan, however, was neither the highest-profile nor most radical. It was Bernie Sanders who campaigned on the issue most vocally during the primaries, pushing not just debt-free college but universal free tuition for public higher education. That idea has roots in the work of Sara Goldrick-Rab, a professor of higher education policy and sociology at Temple University. In 2014, Goldrick-Rab proposed a “free two-year college option” that would cover tuition at public universities, as well as some living expenses. The plan drew on her study of more than 3,000 students receiving federal aid and Pell Grants in Wisconsin, which revealed that those students were still crippled by living costs. As a concession to Sanders during negotiations over the Democratic platform, Clinton broadened her plan to ensure that families with incomes below a certain level would pay no . . .

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