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"I Love Learning; I Hate School"
Frustrated by her students’ performance, her relationships with them, and her own daughter’s problems in school, Susan D. Blum, a professor of anthropology, set out to understand why her students found their educational experience at a top-tier institution so profoundly difficult and unsatisfying. Through her research and in conversations with her students, she discovered a troubling mismatch between the goals of the university and the needs of students. In "I Love Learning; I Hate School," Blum tells two intertwined but inseparable stories: the results of her research into how students learn contrasted with the way conventional education works, and the personal narrative of how she hers...
My Word!
"Classroom Cheats Turn to Computers." "Student Essays on Internet Offer Challenge to Teachers." "Faking the Grade." Headlines such as these have been blaring the alarming news of an epidemic of plagiarism and cheating in American colleges: more than 75 percent of students admit to having cheated; 68 percent admit to cutting and pasting material from the Internet without citation. Professors are reminded almost daily that many of today's college students operate under an entirely new set of assumptions about originality and ethics. Practices that even a decade ago would have been regarded almost universally as academically dishonest are now commonplace. Is this development an indication of dr...
Making Sense of Language
Chosen for their accessibility and variety, the readings in Making Sense of Language: Readings in Culture and Communication, Third Edition, engage students in thinking about the nature of language--arguably the most uniquely human of all our characteristics--and its involvement in every aspect of human society and experience. Instead of taking an ideological stance on specific issues, the text presents a range of theoretical and disciplinary perspectives and bolsters them with pedagogical support, including unit and chapter introductions; critical-thinking, reading, and application questions; suggested further reading; and a comprehensive glossary. Questions of power, identity, interaction, ideology, and the nature of language and other semiotic systems are woven throughout the third edition of Making Sense of Language, making it an exemplary text for courses in language and culture, linguistic anthropology, sociolinguistics, and four-field anthropology.
Ungrading
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative
Lies that Bind
This provocative book explores the ideology of truth and deception in China, offering a nuanced perspective on social interaction in different cultural settings. Drawing on decades of fieldwork in China, Susan D. Blum examines rules, expectations, and beliefs regarding lying and honesty. She argues that public lying is evaluated within Chinese society by culturally specific moral values. Chinese, for example, might emphasize the consequences of speech, Americans the absolute truthfulness. But many Americans also excel in manipulation of language, yet find a simultaneous moral absolutism opposed to lying in any form. Blum considers Japanese and Jewish traditions as well, which similarly struggle to control the boundaries of honesty.
Ungrading
The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative. CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner
Schoolishness
In Schoolishness, Susan D. Blum continues her journey as an anthropologist and educator. The author defines "schoolishness" as educational practices that emphasize packaged "learning," unimaginative teaching, uniformity, constant evaluation by others, arbitrary forms, predetermined time, and artificial boundaries, resulting in personal and educational alienation, dependence, and dread. Drawing on critical, progressive, and feminist pedagogy in conversation with the anthropology of learning, and building on the insights of her two previous books Blum proposes less-schoolish ways of learning in ten dimensions, to lessen the mismatch between learning in school and learning in the wild. She asks, if learning is our human "superpower," why is it so difficult to accomplish in school? In every chapter Blum compares the fake learning of schoolishness with successful examples of authentic learning, including in her own courses, which she scrutinizes critically. Schoolishness is not a pedagogical how-to book, but a theory-based phenomenology of institutional education. It has moral, psychological, and educational arguments against schoolishness that, as Blum notes, "rhymes with foolishness."
Portraits of "primitives"
Ethnicity is a highly politicized issue in contemporary China. Twentieth-century nation-building has been intimately involved with classification of ChinaOs fifty-five ethnic minorities and with fostering harmony and unity among nationalities. Officially sanctioned social science classifies the majority group, the so-called Han, at the pinnacle of modernization and civilization and most other groups as Oprimitive.O In post-socialist China, popular conceptions of self, person, and nation intersect with political and scholarly concerns with identity, sometimes contradicting them and sometimes reinforcing them. In Portraits of OPrimitives, O Susan D. Blum explores how Han in the city of Kunming...
Bad Karma
A TRUE CRIME THRILLER THAT EXPLORES THE DARKEST REGIONS OF ROMANTIC INFATUATION. THE YEAR: 1969 THE SETTING: Berkeley, California THE STORY: Amidst the turmoil of student rebellion two loners encounter each other and turn an innocent flirtation into a dance of death. THE CHARACTERS: Prosenjit Poddar was the brilliant engineering student who wanted nothing more than to return to his native India a big success and to marry a woman of his parents' choosing. Tanya Tarasoff was the naive coed who just wanted somebody to love. And Larry Moore was the young psychologist who thought he recognized the warning signs that his patient was not just suffering from a jilted love affair... but was about to ...
Soulstealers
Midway through the reign of the Ch'ien-lung emperor, Hungli, mass hysteria broke out among the common people. It was feared that sorcerers were roaming the land, clipping off the ends of men's queues (the braids worn by royal decree) and chanting magical incantations over them in order to steal the souls of their owners. In a fascinating chronicle of this epidemic of fear and the official prosecution of soulstealers that ensued, Philip Kuhn opens a window on the world of eighteenth-century China.
