Call for Critics’ Choice Book Award Selection Committee Members

The AESA Critics’ Choice Book Award Committee is seeking interested AESA members to serve a three-year term as a Critics’ Choice Book Award Selection Committee Member. During the time period of June 1 – August 1, 2019, the committee will review texts nominated for the award as outstanding titles of interest to foundations scholars. Depending on the number of individuals who volunteer to be on this committee, members will be asked to review approximately 4 books. Committee members get to keep the books that they review.

Please read through the information below and let me know of your interest to be considered for the committee no later than April 15th, 2019 ( Selection for the committee will be based on considerations of diversity of membership. In your email please include the following information:

  1. rank
  2. discipline
  3. race/ethnicity
  4. gender
  5. geography
  6. scholarly interest
  7. type of institutional affiliation (e.g. liberal arts vs. research institutions)
  8. other factors of diversity which merit consideration.

Call for 2019 Critics’ Choice Book Award Nominations

The AESA 2019 Critics’ Choice Book Award Selection Committee (CCBASC) announces the call for book nominations to be considered for the 2019 Critics’ Choice Book Award. Book recipients of the award will be honored at the 2019 Annual Meeting of the American Educational Studies Association in Baltimore, Maryland, and will be displayed in our Book Exhibit room.

The CCBASC is eager to identify and bring attention to texts that are of general appeal, interest and significance to the area of Foundations of Education. Through an open nomination process, we hope to produce a broad range of nominated titles across all areas of Foundations of Education, including scholarship that foregrounds historical, philosophical, sociological and/or cultural studies approaches to educational inquiry. We seek to maintain the spirit of the Critics’ Choice Book Award (outlined in the AESA bylaws) as a noncompetitive way to call attention to outstanding contemporary publications, which may be of interest and professional use to AESA members in their scholarship and teaching.

ONLY CURRENT AESA MEMBERS ARE ALLOWED TO NOMINATE BOOKS; one book nomination per member. Publishers may not nominate books. Only 12 books will be selected to win the Critics Choice Book Award, and of those 12 awards, only 3 can go to non-AESA members. Books with a publication date earlier than 2016 will not be considered for the 2019 Critics Choice Book Award. Self-nominations are allowed. To nominate a text, please include the full citation as well as a brief rationale (no more than 100 words) outlining how the book demonstrates excellence according to the following criteria: 1) relevance to Foundations of Education and the mission of AESA; 2) originality of research; 3) scholarly or intellectual impact on the field; and/or 4) significance of topic.

Please submit all nominations by May 1, 2019, to Ellie Blair, Chair of the CCBASC, at In order to expedite the review process, it is requested that individuals making a nomination (or the author(s) of the nominated book) simultaneously request that the publisher send 4 review copies to the following address: Dr. E. Blair, Western Carolina University, School of Teaching & Learning, Reid 100, Cullowhee, NC 28723


Each year, a committee of AESA members selects a number of titles it regards as outstanding books that may be of interest to those in educational studies. These books are designated as AESA Critics’ Choice Award winners and are displayed prominently at the annual meeting.

The Critics’ Choice Award serves to recognize and increase awareness of recent scholarship deemed to be outstanding in its field and of potential interest to members of the Association.

Any inquiries regarding this award can be directed to the award Chair:

Eleanor Blair
Western Carolina University
 2018 Awards open : close

Blair, E. (Editor) (2018). By the light of the silvery moon: Teacher moonlighting and the dark side of teachers’ work. Gorham, ME: Myers Education Press.

Cochran-Smith, M., Carney, M.C., Keefe, E.S., Burton, S., Chang, W-C, Fernández, M.B., Miller, A.F., Sánchez, J.G. and Baker, M. (2018). Reclaiming accountability in teacher education. New York, NY: Teachers College Press.

Hale, J.N. (2016). The Freedom Schools: Student activists in the Mississippi Civil Rights Movement. New York, NY: Columbia University Press.

Hinchey, P. H. & Konkol, P. J. (2018). Getting to where we meant to be: Working toward the educational world we imagine/d. Gorham, ME: Myers Education Press.

Lea, V., Lund, D.E. and Carr, P.R. (Editors) (2018). Critical multicultural perspectives on Whiteness: Views from the past and present. New York, NY: Peter Lang Inc.

Lim, L. (2016). Knowledge, control and critical thinking in Singapore: State ideology and the politics of pedagogic recontextualization. New York, NY: Routledge.

Mahiri, J. (2017). Deconstructing race: Multicultural education beyond the color-bind. New York, NY: Teachers College Press.

Pratt-Clarke, M. (2018). A Black woman’s journey from cotton picking to college professor: Lessons about race, class, and gender in America. New York, NY: Peter Lang Inc.

Stitzlein, S. (2017). American public education and the responsibility of its citizens: Supporting democracy in an age of accountability. New York, NY: Oxford University Press.

Vasalla, S. (2017). Critical educational psychology. Baltimore, MD: Johns Hopkins University Press.

Warikoo, N. (2016). The diversity bargain: And other dilemmas of race, admissions, and meritocracy at elite universities. Chicago, IL: University of Chicago Press.

Warren, C.A. (2017). Urban preparation: Young Black men moving from Chicago’s South Side to success in higher education. Cambridge, MA: Harvard Education Press.

 2017 Awards open : close

Au, W., Brown, A., & Calderon, D. (2016). Reclaiming the multicultural roots of U.S. curriculum: Communities of color and official knowledge in education. New York: Teachers College Press

Camicia, S. P. (2016). Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints. New York: Routledge

Carter, J. & Lochte, H. (Eds.) (2017). Teacher performance assessment and accountability reforms: The impacts of edTPA on teaching and schools. New York: Palgrave Macmillan

Cervantes-Soon, C.G. (2016). Juarez girls rising: Transformative education in times of dystopia. Minneapolis, MN: University of Minnesota Press

Childers, S.M. (2017). Urban educational identity: Seeing students on their own terms. New York: Routledge

Douglas, T. M. O. (2016). Border crossing brothas: Black males navigating race, place, and complex space. New York: Peter Lang Publishers

Gottesman, Isaac. (2016). The critical turn in education: From Marxist critique to poststructuralist feminism to critical theories of race. New York: Routledge

Meiners, E. R. (2016). For the children: Protecting innocence in a carceral state. Minneapolis, MN: University of Minnesota Press

Noddings, N. and Brooks, L. (2017). Teaching controversial issues: The case for critical thinking and moral commitment in the classroom. New York: Teachers College Press

Sanders, C.R. (2016). A chance for change: Head Start and Mississippi’s black freedom struggle. Chapel Hill, NC: University of North Carolina Press

Tavares, H.M. (2016). Pedagogies of the image: Photo-archives, cultural histories, and postfoundational inquiry. Springer Nature Publishing

Wolfmeyer, M. (2017). Mathematics education: A critical introduction. New York: Taylor & Francis

 2016 Awards open : close

Abu El-Haj, T. R. (2015). Unsettled belonging: Educating Palestinian American youth after 9/11. Chicago, IL: University of Chicago Press

Cameron, E., & Russell, C. (Eds.) (2016). The fat pedagogy reader: Challenging weight- based oppression through critical education. New York: Peter Lang

Chesky, N. Z., & Wolfmeyer, M. R. (2015). Philosophy of STEM education: A critical investigation. New York, NY: Palgrave Macmillan

DeVitis, J. L. (Ed.). (2016). Popular educational classics: A reader. New York: Peter Lang Publishing

Hall, J. (Ed.). (2015). Female students and cultures of violence in cities. New York, NY: Routledge

He, M. F., Schultz, B. D., & Schubert, W. H. (Eds.). (2015).The SAGE Guide to curriculum in education. Thousand Oaks, CA: Sage Reference

Lam, K. D. (2015). Youth gangs, racism, and schooling: Vietnamese American youth in a postcolonial context. New York: Palgrave Macmillan

Makris, M. V. (2015). Public housing and school choice in a gentrified city: Youth experiences of uneven opportunity. New York: Palgrave Macmillan

Rice, S., & Rud, A. G. (Eds.). (2015). The educational significance of human and non- human animal interactions: Blurring the species line. New York, NY: Palgrave Macmillan

Robert, S. A. (2015). Neoliberal education reform: Gendered notions in global and local contexts. New York, NY: Routledge

Ross, C. (2015). Lessons in censorship: How schools and courts subvert students’ first amendment rights. Cambridge, MA: Harvard University Press

Souto-Manning, M., & Martell, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K-2. New York: Teachers College Press

 2015 Awards open : close

Daniels, Emily A. and Porfilio, Brad J. (Eds.). (2013). Dangerous Counterstories in the Corporate Academy: Narrating for Understanding, Solidarity, Resistance, and Community in the Age of Neoliberalism. Charlotte, NC: Information Age Press

Danns, Dionne. (2014) Desegregating Chicago’s Public Schools: Policy Implementation, Politics, and Protest. New York: Palgrave Macmillan

Garrison, J., Hickman, L., and Ikeda, D. (2014). Living as Learning: John Dewey in the 21st Century. Cambridge, MA: Dialogue Path Press.

Goulah, Jason (Ed.). (2014). Daisaku Ikeda, Language and Education. New York, NY: Routledge

Laura, Crystal T. (2014). Being Bad: My Baby Brother and the School-to-Prison Pipeline. New York, NY: Teachers College Press

Motha, Suhanthie. (2014). Race, Empire, and English Language Teaching: Creating Responsible and Ethical Anti-Racist Practice. New York, NY: Teachers College Press

Nettles, Saundra M. (2013). Necessary Spaces: Experiences of African American Children in Southern Neighborhoods. Charlotte, NC: Information Age Publishing

Porfilio, Brad, Roychoudhury, Debangshu and Gardner, Lauren M. (Eds.) (2014). See You at the Crossroads: Hip Hop Scholarship at the Intersections Dialectical Harmony, Ethics, Aesthetics, and Panoply of Voices. The Netherlands: Sense Publishers

Rocha, Samuel. (2014). A Primer for Philosophy and Education. Eugene, OR: Cascade Books

Thayer-Bacon, Barbara J. (2013). Democracies Always in the Making: Historical and Current Philosophical Issues for Education. Hoboken, NJ: Rowman & Littlefield

Thayer-Bacon, Barbara J., Stone, Lynda and Sprecher, Katharine M. (Eds.). (2013). Education Feminism: Classic and Contemporary Readings. New York: State University of New York Press

Trier, James (Ed.) (2014). Detournement as Pedagogical Praxis. Boston: SensePublishers

 2014 Awards open : close

Bettez, S. But Don't Call Me White: Mixed Race Women Exposing Nuances of Privilege and Oppression Politics. Sense Publishing, 2012.

Choo, S. Reading the World, the Globe, and the Cosmos: Approaches to Teaching Literature for the Twenty-First Century. Peter Lang, 2013.

Cohen, M. D. Reconstructing the Campus: Higher Education and the American Civil War. University of Virginia Press, 2012.

Dillard, C., & Okpalaoka, C. (Eds.). Engaging Culture, Race and Spirituality: New Visions. Peter Lang, 2013.

Hughes, S. A., & Berry, T. R. (Eds.). The Evolving Significance of Race: Living, Learning, and Teaching. Peter Lang, 2013.

Ibrahim, A., & Steinberg, S. R. Critical Youth Studies Reader. Peter Lang, 2014.

Justice, B. (Ed.). The Founding Fathers, Education and the "Great Contest": The American Philosophical Society Prize of 1797. Palgrave Macmillan, 2013.

Kirkland, D. E. A Search Past Silence: The Literacy of Young Black Men. New York, NY: Teachers College Press, 2013.

Lesko, N., & Talburt, S. (Eds.). Keywords in Youth Studies: Tracing Affects, Movements, Knowledges. Routledge, 2012.

Mayo, C. LGBTQ Youth and Education: Policies and Practices. Teachers College Press, 2013.

Mir, S. Muslim American Women on Campus: Undergraduate Social Life and Identity. UNC Press Books, 2014.

Porfilio, B. J., & Viola, M. J. (Eds). Hip-hop(e): The Cultural Practice and Critical Pedagogy of International Hip-hop. Peter Lang, 2012.

Reyes III, R. Learning the Possible: Mexican-American Students Moving From the Margins of Life to New Ways of Being. University of Arizona Press, 2013.

Reynolds, W.M. A Curriculum of Place: Understandings Emerging Through the Southern Mist. Peter Lang, 2013.

Superfine, B.M. Equality in Education Law and Policy: 1954-2010. Cambridge University Press, 2013.

Wang, D. The Demoralization of Teachers: Crisis in a Rural School in China. Lexington Books, 2013.

 2013 Awards open : close

Abdi, Ali A., Carr, Paul R. (Eds.). Educating for Democratic Consciousness: Counter-Hegemonic Possibilities. New York: Peter Lang, 2013.

Best, Steven, Kahn, Richard, Nocella II, Anthony J., & McLaren, Peter. The Global Industrial Complex: Systems of Domination. Lanham, Maryland: Lexington Books, 2011.

Brooks, Jeffrey S. Black School White School: Racism and Educational (Mis)Leadership. New York: Teachers College Press, 2012.

Cameron, Jeanne. Canaries Reflect on the Mine: Dropouts’ Stories of Schooling. Charlotte, NC: Information Age Publishing, Inc., 2012.

Cooper, Karyn, & White, Robert E. Qualitative Research in the Post-Modern Era: Contexts of Qualitative Research. Dordrecht: Springer, 2012.

Chaddock, Katherine Elise. The Multi-Talented Mr. Erskine: Shaping Mass Culture through Great Books and Fine Music. New York: Palgrave Macmillan, 2012.

Darder, Antonia. Culture and Power in the Classroom: Educational Foundations for the Schooling of Bicultural Students. Boulder, CO: Paradigm Publishers, 2012.

DeVitis, Joseph L. (Ed.). Critical Civic Literacy: A Reader. New York: Peter Lang, 2011.

Duarte, Eduardo M. Being and Learning: A Poetic Phenomenology of Education. Rotterdam, The Netherlands: SensePublishers, 2012.

Fassbinder, Samuel Day, Nocella II, Anthony J., & Kahn, Richard. Greening the Academy: Ecopedagogy through the Liberal Arts. Rotterdam, The Netherlands: SensePublishers, 2012.

Hall, Julia (Ed.). Children’s Human Rights and Public Schooling in the United States. Rotterdam, The Netherlands: SensePublishers, 2013.

Hansen, David T. The Teachers and the World: A Study of Cosmopolitanism as Education. New York: Routledge, 2011.

Heybach, Jessica A., & Sheffield, Eric C. (Eds.). Dystopia & Education: Insights into Theory, Praxis, and Policy in an Age of Utopia-Gone-Wrong. Charlotte, NC: Information Age Publishers, 2013.

Horsford, Sonya Douglass. Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration. New York: Teachers College Press, 2011.

Jackson, Alecia Y., & Mazzei, Lisa A. Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. New York: Routledge, 2012.

Jacobsen, Douglas, & Jacobsen, Rhonda Hustedt. No Longer Visible: Religion in University Education. Oxford: Oxford University Press, 2012.

Knoester, Matthew (Ed.). International Struggles for Critical Democratic Education. New York: Peter Lang, 2012.

Levinson, Meira. No Citizen Left Behind. Cambridge, MA: Harvard University Press, 2012.

Love, Bettina L. Hip Hop’s Li’l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South. New York: Peter Lang, 2012.

Meiners, Erica R., & Quinn, Therese (Eds.). Sexualities in Education: A Reader. New York: Peter Lang, 2012.

Nash, Robert J., Johnson III, Richard G., & Murray, Michele C. Teaching College Students Communication Strategies for Effective Social Justice Advocacy. New York: Peter Lang, 2012.

Noddings, Nel. Education and Democracy in the 21st Century. New York: Teachers College Press, 2013.

Noel, Jana (Ed.). Moving Teacher Education into Urban Schools and Communities: Prioritizing Community Strengths. New York: Routledge, 2013.

Patel, Lisa. Youth Held at the Border: Immigration, Education, and the Politics of Inclusion. New York: Teachers College Press, 2013.

Pérez, William. Americans by Heart: Undocumented Latino Students and the Promise of Higher Education. New York: Teachers College Press, 2012.

Pierce, Clayton. Education in the Age of Biocapitalism: Optimizing Educational Life for a Flat World. New York: Palgrave Macmillan, 2013.

Ray, Louis. Charles H. Thompson: Policy Entrepreneur of the Civil Rights Movement, 1932-1954. Lanham, MD: Fairleigh Dickinson University Press, 2012.

Souto-Manning, Mariana. Multicultural Teaching in the Early Childhood Classroom: Approaches, Strategies, and Tools Preschool-2nd Grade. New York: Teachers College Press, 2013.

Tuck, Eve. Urban Youth and School Pushout: Gateways, Get-aways, and the GED. New York: Routledge, 2012.

Vassallo, Stephen. Self-Regulated Learning: An Application of Critical Educational Psychology. New York: Peter Lang, 2013.

Warnick, Bryan R. Understanding Student Rights in Schools: Speech, Religion, and Privacy in Educational Settings. New York: Teachers College Press, 2013.

 2012 Awards open : close

Beineke, John A. Teaching History to Adolescents: A Quest for Relevance. New York: Peter Lang, 2011.

Carlson, Dennis. The Education of Eros: A History of Education and the Problem of Adolescent Sexuality. New York and London: Routledge, 2012

Carr, Paul R. and Brad J. Porfilio, eds. The Phenomenon of Obama and the Agenda for Education: Can Hope Audaciously Trump Neoliberalism? Charlotte, NC: Information Age Publishing, 2011.

DeLorenzo, Lisa C. Sketches In Democracy: Notes from an Urban Classroom. New York: Rowman and Littlefield, 2012.

DeVitis, Joseph L. and Tianlong Yu, eds. Character and Moral Education. A Reader. New York: Peter Lang, 2011.

Erevelles, Nirmala. Disability and Difference in Global Contexts: Enabling a Transformative Body Politic. New York: Palgrave, 2011.

Giroux, Henry. Education and the Crisis of Public Values. Challenging the Assault on Teachers, Students, & Public Education. New York: Peter Lang, 2012.

Gorlewski, Julie A., Brad J. Porfilio, and David A. Gorlewski, eds. Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy. New York: Peter Lang, 2012.

Gunzenhauser, Michael G. The Active/Ethical Professional: A Framework for Responsible Educators. New York: Continuum, 2012.

Kohli, Wendy R. and Nicholas C. Burbules. Feminism and Educational Research. Lanham, MD: Rowman & Littlefield, 2012.

Medina, Yolanda. Critical Aesthetic Pedagogy. Toward a Theory of Self and Social Empowerment. NY: Peter Lang, 2012.

Minh-ha, Trinh T. Elsewhere, Within Here: Immigration, Refugeeism and the Boundary Event. New York and London: Routledge, 2011.

Olivos, Edward M., Oscar Jimenez-Castellanos, and Alberto M. Ochoa, eds. Bicultural Parent Engagement. Advocacy and Empowerment. New York: Teachers College Press, 2011.

Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books, 2010.

Robert, Sarah. A. and Marcus B. Weaver-Hightower, eds. School Food Politics: The Complex Ecology of Hunger and Feeding in Schools Around the World. New York: Peter Lang, 2011.

Rud, A. G. and Jim Garrison, eds. Teaching with Reverence: Reviving an Ancient Virtue for Today's Schools. New York: Palgrave Macmillan, 2012.

Schutz, Aaron and Marie G. Sandy. Collective Action for Social Change: An Introduction to Community Organizing. New York: Palgrave Macmillan, 2011.

Sensoy, Özlem and Robin DiAngelo. Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. New York: Teachers College Press, 2012.

Sheffield, Eric C. Strong Community Service Learning: Philosophical Perspectives. New York: Peter Lang, 2011.

Simpson, Douglas J. and Sam F. Stack Jr., eds. Teachers, Leaders, and Schools: Essays by John Dewey. Carbondale and Edwardsville: Southern Illinois University Press, 2010.

Steinberg, Shirley R. and Gaile S. Cannelle, eds. Critical Qualitative Research Reader. New York: Peter Lang, 2012.

Stitzlein, Sarah M. Teaching for Dissent: Citizenship Education and Political Activism. Boulder, CO: Paradigm Publishers, 2012.

Tice, Karen W. Queens of Academe: Beauty Pageantry, Student Bodies, and Campus Life. New York: Oxford University Press, 2012.

Tyson, Karolyn. Integration Interrupted: Tracking, Black Students, & Acting White after Brown. New York: Oxford University Press, 2011.

Valencia, Richard R. Chicano School Failure and Success: Past, Present, and Future. 3rd ed. New York: Routledge, 2011.

 2011 Awards open : close

Ávila, M. B., Revilla A. T., & López Figueroa, J. (Eds.). (2011). Marching Students: Chicana and Chicano Activism in Education, 1968 to the Present. NV: University of Nevada Press.

Applebaum, B. (2010). Being White, Being Good: White Complicity, White Moral Responsibility, and Social Justice Pedagogy. Lanham: Lexington Books.

Ayers, W. (2010). To Teach. A Journey in Comics. NY: Teachers College Press.

Carlson, D. & Roseboro, D. (Eds.). (2011) The Sexuality Curriculum and Youth Culture. New York: Peter Lang

Carr, P. (2011). Does Your Vote Count? Critical Pedagogy and Democracy. NY: Peter Lang.

DeLeon, A. P., & Ross, E. W. (Eds.). (2010). Critical Theories, Radical Pedagogies, and Social Education: New Perspectives for Social Studies Education. Rotter¬dam: Sense Publishers.

DeVitis, J.L & Irwin-DeVitis, L. (Eds.). (2010). Adolescent Education: A Reader. New York: Peter Lang.

Eick, C. (2010). Race-Class Relations and Integration in Secondary Education: The Case of Miller High. New York: Palgrave Macmillan.

Gard, M. (2011). The End of the Obesity Epidemic. New York: Routledge.

Garrison, M. (2009). A Measure of Failure: The Political Origins of Standardized Testing. NY: SUNY Press.

Gorlewski, J. (2011). Power, Resistance, and Literacy. NC: Information Age.

Kelly, H. (2010). Race, Remembering, and Jim Crow's Teachers. New York: Routledge

Kovacs, P. (Ed.). (2011). The Gates Foundation and the Future of U.S. “Public” Schools. New York: Routledge.

Lather, P. (2010). Engaging Science Policy: From the Side of the Messy. New York: Peter Lang.

Martusewicz, R.A., Edmundson, J., & Lupinacci J. (2011). EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities. New York: Routledge.

Mertz, N. (Ed.). (2009). Breaking into the All-Male Club: Female Professors of Educational Administration. Albany, NY: State University of New York Press.

Milner, H.R. (2010). Start Where You Are but Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms. Cambridge MA: Harvard Education Press.

Okun, T. (2010). The Emperor Has No Clothes: Teaching About Race and Racism to People Who Don’t Want to Know. Charlotte NC: Information Age Publishing.

Peters, M.A. (2011). Neoliberalism and After? Education, Social Policy, and the Crisis of Western Capitalism. New York: Peter Lang.

Quantz, R. A. (2011). Rituals and Student Identity in Education: Ritual Critique for a New Pedagogy. New York: Palgrave Macmillan.

Saltman. K. J. (2010). The Gift of Education: Public Education and Venture Philanthropy. New York: Palgrave Macmillan.

Schutz, A. (2010). Social Class, Social Action, and Education: The Failure of Progressive Democracy. New York: Palgrave Macmillan.

Valencia, R. (2010). Dismantling Contemporary Deficit Thinking: Educational Thought and Practice. New York: Routledge.




 2010 Awards open : close

Baez, B. Boyles, D. (2009). The politics of inquiry. Education research and the "culture of science." Albany, New York: SUNY Press.

Boler, M. (Ed.) (2008). Digital media and democracy. Cambridge: MIT Press.

Butin, D. (2010). Service-learning in theory and practice: The future of community engagement in higher education. New York, NY: Palgrave Macmillan.

De Lissovoy, N. (2008). Power, crisis, and education for liberation: Rethinking critical pedagogy. New York:Palgrave Macmillan.

Deyhle, D. (2009). Reflections in place: Connected lives of Navajo women. Tucson: The University of Arizona Press.

Finn, P. (2009). Literacy with an attitude: Educating working-class children in their own self-interest (2nd edition). Albany, NY: SUNY Press.

Graves, K. L. (2009). And they were wonderful teachers: Florida's purge of gay and lesbian teachers. Urbana: University of Illinois Press.

He, M. F. & Phillion, J. (Eds.) (2008). Personal-pasionate-participatory inquiry into social justice in education. Charlotte, NC: Information Age Publishing. 

Jones, S. Sheffield, E. (Eds.) (2009). The role of religion in the 21st century schools. NY: Peter Lang.




Kahn, R. (2010). Critical pedagogy, ecoliteracy, and planetary crisis: The ecopedagogy movement. New York: Peter Lang.

Mathison, S., & Ross, E. W., (Eds.) (2008). Battleground schools. Westport, CT: Greenwood Press.

Murillo, E.G., Villenas, S., Trinidad-Galvan, R., Sanchez, Muñoz, J., Martínez, C. Machado-Casas, M. (Eds.) (2009). Handbook of latinos in education. theory, research, and practice. New York: Routledge.

Murphy, P., Peters, M. A. & Marginson, S. (2010). Imagination: Three models of imagination in the age of the knowledge economy. New York: Peter Lang.

Nash, R. J. & Bishop, P. A.  (2010). Teaching adolescents religious literacy in a post-9/11 world. Charlotte, NC: Information Age Publishing.

Porfilio, B. & Malott, C. (Eds.) (2008). The destructive path of neoliberalism: An international examination of education. Rotterdam: Sense Publishers.

Quinn, Q. & Meiners, E. (2009). Flaunt it! Queers organizing for public education and justice. New York: Peter Lang.

Taubman, P. M. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York: Routledge.

Theobald, P. (2009). Education now: How rethinking America’s past can change its future. Boulder:  Paradigm Publishers.

 2009 Awards open : close

Amster, Randall, DeLeon, Abraham, Fernandez, Luis, Nocella II, Anthony J. & Shannon, Deric (Eds.) (2009). Contemporary anarchist studies: An introductory anthology of anarchy in the academy. London: Routledge.

Anderson, Gary L. (2009). Advocacy leadership: Toward a post-reform agenda in education.
New York: Routledge.

Besley, Tina (A.C.), & Michael A. Peters (2007). Subjectivity & truth: Foucault, education, and the culture of self. New York: Peter Lang.

Currie, Dawn H., Deirdre M. Kelly, & Shauna Pomerantz. (2009). Girl power: Girls reinventing girlhood. New York: Peter Lang.

Eppert, Claudia, & Wang, Hongyu (2008). Cross-cultural studies in curriculum: Eastern thought, educational insights. New York: Lawrence Erlbaum Associates.

Gause, C.P. (2008). Integration matters: Navigating identity, culture, and resistance. New York: Peter Lang.

Gordon, Mordechai (Ed.) (2009). Reclaiming dissent: Civics education for the 21st Century.
Rotterdam, the Netherlands: Sense Publishers.

Mackler, Stephanie (2009). Learning for meaning's sake: Toward the hermeneutic university. Rotterdam, the Netherlands: Sense Publishers.

McRobbie, Angela (2009). The aftermath of feminism: Gender, culture and social change. Thousand Oaks, CA: Sage.

Pedroni, Thomas C. (2007). Market movements: African American involvement in school voucher reform. New York: Routledge.

Stitzlein, Sarah M. (2009). Breaking bad habits of race and gender: Transforming identity in schools. Lanham, MD: Rowman & Littlefield.

Twomey, Tyra, Sagendorf, Ken, & White, Holly (2009). Pedagogy, not policing: Positive approaches to academic integrity at the university. Syracuse, NY: The Graduate School Press.

Urrieta, Luis (2009). Working from within: Chicana and Chicano activist educators in whitestream schools. Tucson: University of Arizona Press.

Villaverde, Lila E. (2008). Feminist theories and education primer. New York: Peter Lang.

Webb, P. Taylor (2009). Teacher assemblage.
Rotterdam, the Netherlands: Sense Publishers.

 2008 Awards open : close

Biesta, Gert (2006). Beyond learning: Democratic education for a human future. Boulder, CO: Paradigm Publishers.

Dillard, C.B. (2006). On spiritual strivings: Transforming an African American woman’s academic life. Albany, NY: SUNY.

Gabbard, D. (2008). Knowledge and power in the global economy: The effects of school reform in a neoliberal/neoconservative age. Mahwah, N.J.: Lawrence Erlbaum Publishing.

Giroux, Henry, A. (2007). The university in chains: Confronting the military-industrial-academic complex. Boulder, CO: Paradigm.

Hare, William, and John P. Portelli (Eds.), (2007).
Key questions for educators. San Francisco: Caddo Gap Press.

Hyslop-Margison, Emery and M. Ayaz Naseem (2007). Scientism and education: Empirical research as neo-liberal ideology. Springer.

Joshee, R. and L. Johnson (Eds.), (2007). Multicultural Education Policies in Canada and the United States. Vancouver, BC: The University of British Columbia Press.

Kellner, Douglas (2008). Guys and guns amok: Domestic terrorism and School shootings from the Oklahoma city bombing to the Virginia tech massacre. Boulder, CO: Paradigm Publishers.

Lather, Patti (2007). Getting lost: Feminist efforts toward a double(d) science. Albany, New York: SUNY.

Mayo, Cris (2007). Disputing the subject of sex: sexuality and public school controversies. Rowman & Littlefield Publishers, Inc.

Noguera, Pedro (2008). The trouble with black boys. San Francisco, CA: Jossey-Bass.

Robbins, Christopher, (2008). Expelling hope: The assault on youth and the militarization of schooling. Albany, NY: SUNY.

Ross, E. W., & Gibson, R. (Eds.). (2007). Neoliberalism and education reform. Cresskill, NJ: Hampton Press.

Salvio, Paula (2007). Anne sexton: Teacher of weird abundance. State University of New York Press.

Saltman, Kenneth (2007). Capitalizing on disaster: Taking and breaking public school. Boulder, CO: Paradigm.

Schultz, Brian (2008). Spectacular things happen along the way: Lessons from an urban classroom.
Columbia, NY: Teachers College.

Solomon, R. P. and D. N. Sekayi (Eds.), (2007). Urban teacher education and teaching: Innovative practices for diversity and social justice. Lawrence Erlbaum Associates.

Yosso, Tara (2006). Critical race counterstories along the chicana/chicano educational pipeline.

Villegas, Malia, Neugebauer, Sabina Rak and Kerry R. Venegas (Eds.), (2008). Indigenous knowledge and education: Sites of struggle, strength, and survivance. Harvard.

 2007 Awards open : close

Blackmore, J. & Sacks, J. (2007). Performing and Reforming Leaders: Gender, Educational Restructuring, and Organizational Change.
Albany, NY: State University of New York Press.

Carlson, D. & Gause, C. P. (2007). Keeping the promise: Essays on leadership, democracy, and education. New York: Peter Lang.

Donato, R. (2007). Mexicans and Hispanos in Colorado schools and communities, 1920—1960.
Albany, NY: State University of New York Press.

Hughes, S. (2007). Black hands in the biscuits not in the classrooms: Unveiling hope in a struggle for Brown's promise. New York: Peter Lang.

Noddings, N. (2007). Critical lessons: What our schools should teach. New York: Cambridge University Press.

Van Galen, J.A. & Noblit, G. W. (2007). Late to class: Social class and schooling in the new economy.
Albany, NY: State University of New York Press.

 2006 Awards open : close

Apple, M. (2006). Educating the 'Right' Way: Markets, Standards, God, and Inequality (2nd edition). New York: Routledge.

Badaracco, J. L. (2006). Questions of character: Illuminating the heart of leadership through literature. Boston, MA: Harvard Business School Press.

Bernal, D. D., Elenes, C. A., Godinez, F. E. & Villenas, S. (Eds.). (2006). Chicana/latina education in everyday life: Feminista perspectives on pedagogy and epistemology. New York: SUNY Press

Britzman, D. (2006). Novel education: Psychoanalytic studies of learning and not learning.
New York: Peter Lang.

Bulman, R. (2005). Hollywood goes to school. Cinema, schools, and American culture.
New York: Worth Publishers.

Charmaz, K. C. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage.

Dixson, A. D. & Rousseau, C. K. (Eds.). (2006).
Critical race theory and education: All God's children got a song. New York: Routledge.

González, N., Moll, L. C. & Amanti, C. (2005).
Funds of knowledge: Theorizing practices in households, communities, and classrooms.
Mahwah, NJ: Lawrence Erlbaum.

Hatton, S. D. (2004). Teaching by heart: The Foxfire Interviews. New York: Teachers College Press.

Hesse-Biber, S. N. (Ed.). (2006). Handbook of feminist research: Theory and praxis. Thousand Oaks, CA: Sage.

Kesson, K. &Ross, W. (Eds.). (2004). Defending Public Schools, Volume 2: Teaching for a Democratic Society. Westport, CT: Praeger.

Lomawaima, T. & McCarty, T. (2006). To remain an Indian: Lessons in democracy from a century of Native American education. New York: Teachers College Press.

McLaren, P. (2007). Life in schools. New York: Pearson.

Palmer, P. J. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey Bass.

Salinas, C. & Fránquiz, M. E. (2004). Scholars in the field: The challenges of migrant education. Charleston, WV: Appalachian Regional Educational Laboratory.

Stout, H. (2006). Upon the altar of the nation: A moral history of the Civil War. New York: Viking Press.

Weis, L. & Fine, M. (Eds.) (2005). Beyond Silenced Voices: Class, Race, and Gender in United States Schools (revised edition). New York: SUNY Press.

Williams, H. (2005). Self-Taught: African American education in slavery and freedom. Chapel Hill, NC: University of North Carolina Press.

Yoshino, K. (2006). The hidden assault on our civil rights. New York: Random House.

Zubay, B. & Soltis, J. (Eds.). (2004). Creating the ethical school: A book of case studies. New York: Teachers College Press.

 2005 Awards open : close

Bettis, P. & Adams, N. (Eds.). 2004. Geographies of girlhood. Mahwah, NJ: Lawrence Erlbaum.

Blount, J. (2005). Fit to teach: Same-sex desire, gender, and school work in the twentieth century.
Albany, NY: State University of New York Press.

Canestrari, A. & Marlowe, B. (2004). Educational Foundations: An anthology of critical readings.
Thousand Oaks, CA: Sage Publications.

Harris, A. (2004). All about the girl.
New York: Routledge.

Hitchock, J. (2002). Lifting the White veil: An exploration of White American culture in a multiracial context. Roselle, NJ: Crandall, Dostie & Douglass Books.

Hooks, B. (2004). The will to change: Men, masculinity, and love. New York: Atria Books.

Hoy, D. C. 2004. Critical resistance: From poststructuralism to post-critique. Boston, MA: MIT Press.

Irvine, J. J. 2002. In search of wholeness: African American teachers and their culturally specific classroom practices. New York: Palgrave.

Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in America.
Crown Publishers.

Lewis, A. (2003). Race in the schoolyard: Negotiating the color line in classrooms and communities. New York: Routledge.

Macdonald, V. 2004. Latino education in the United States: A narrated history from 1513-2000. New York: Palgrave-Macmillan.

Mayo,P. (2004). Liberating praxis: Paulo Freire’s legacy for radical education and politics.
Westport, CT: Praegar Publishers.

Nash, M. 2005. Women's education in the United States, 1780-1840. New York: Palgrave.

Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education.
New York: Teachers College Press.

Null, J. W. 2003. A disciplined progressive educator: The life and career of William Chandler Bagley.
New York: Peter Lang.

Peters, M. A. & Burbules, N. (2004). Poststructuralism and Educational Research.
Lanham, MD: Rowman and Littlefield.

Pollock, M. (2004). Colormute: Race talk dilemmas in an American school. Princeton, N.J.: Princeton University Press.

Rethinking Schools. (2004). The new teacher book: Finding purpose, balance, and hope during your first years in the classroom. Milwaukee, WI: Rethinking Schools.

Rothstein, R. (2004). Class and schools: Using social, economic, and educational reform to close the Black-White achievement gap. New York: Teachers College Press.

Rousmaniere, K. (2005). Citizen teacher: The life and leadership of Margaret Haley. Albany, NY: State University of New York Press.

Smith, M. L., Miller-Kahn, L., Heinecke, W. & Jarvis, P. F. (2004). Political spectacle and the fate ofAmerican schools. New York: Routledge Falmer.

Solomon, R. P. & Levine-Rasky, C. (2003). Teaching for equity and diversity: Research to practice.Toronto, ON: Canadian Scholars Press.

Tomasa Dueñas C., Tomasa Dueñas T., López, M., & Sánchez, P. (TransNacionales/TransNational Latinas). (2003). Recuerdo mis raíces: Remembering my roots and living my traditions.

Trueba Enrique (2004). The new Americans: Immigration and the transnational experience.
Rowman and Littlefield.

 2004 Awards open : close

Adams, N. G. & Bettis, P. J. (2003). Cheerleader: An American icon. New York: Palgrave Macmillan.

Asante, M. K. (2003). Surviving racism: The survival of the American nation. Amherst, NY: Prometheus Books.

Bowers, C. (2004). Rethinking Freire: Globalization and the environmental crisis. Mahwah, NJ: Lawrence Erlbaum.

Bush, M. (2004). Breaking the code of good intentions: Everyday forms of whiteness. Lanham, MD: Rowman and Littlefield.

Christensen, L. & Karp, S. (2003). Rethinking school reform: Views from the classroom.
Milwaukee, WI: Rethinking Schools.

Cochran Smith, M. (2004). Walking the road: Race, privilege, and social justice in teacher education.
New York: Teachers College Press.

Cohen, E. G., Brody, C. M., & Sapon-Shevin, M. (Eds.). (2004). Teaching cooperative learning.
New York: SUNY.

Cortese, A. J. (2004). Walls and bridges: Social justice and public policy. New York: SUNY.

Hill, D., McLaren, P., Cole, M. & Rikowski, G. (Eds.). (2002). Marxism against postmodernism in educational theory. Lanham, MD: Lexington Books.

Latina Feminist Group. (2001). Telling to live: Latina feminist testimonios. Durham, NC: Duke University Press.

Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform.
New York: Routledge Falmer.

Macedo, D., Dendrinos, B., & Gounan, P. (2003).
The hegemony of English. Herndon, VA: Paradigm Publishers.

Mcclure, M. (2003). Discourse in educational and social research. Philadelphia, PA: Open University Press.

National Council of Teachers of English. (2000).
Language ideologies: Critical perspectives on the official English movement—Volume 1: Education and the social implications of official language.
Mahwah, NJ: Lawrence Erlbaum.

Nelson, J., Palonsky, S., & McCarthy, M. (2004).
Critical issues in education: Dialogues and dialectics (5th edition). Boston, MA: McGraw Hill.

Prashad, V. (2001). Everybody was Kung Fu fighting: Afro-Asian connections and the myth of cultural parity. Boston, MA: Beacon Press.

Reyes, M. & Halcon, J. (2001). The best for our children: Critical perspectives on literacy for Latino students. New York: Teachers College Press.

Schlosser, E. (2001). Fast food nation: The dark side of the All-American meal. Boston, MA: Houghton Miflin.

Steinberg, S. & Kincheloe, J. (Eds.). (2004).
Nineteen questions: Teaching in the city.
New York: Peter Lang.

Watras, J. (2004). Philosophic conflicts in American education—1893-2000. Boston: Pearson.

Weiler, K. (Ed.). (2001). Feminist engagement: Reading, resistance, and revisioning male theorists in education and cultural studies.
New York: Routledge.

Weis, L. (2004). Class reunion: The new white working class. New York: Routledge.

Wellstone, P. (2001). The conscience of a liberal: Reclaiming the compassionate agenda.
Minneapolis, MN: University of Minnesota Press.

 2003 Awards open : close

Adams, M., Blumenfeld, W., Casteneda, R., Hackman, H. Peters, M. Zuniga, X. (2000).
Readings for diversity and social justice.
New York: Routledge.

Bettie, J. (2003). Women without class. Berkeley, CA: University of California Press.

Beykont, Z. (Ed.) (2002). The power of culture: Teaching across language differences. Cambridge, MA: Harvard Education Publishing Group.

Biddle, B. (Ed.). (2001). Social class, poverty, and education: Policy and practice. New York: Routledge Falmer.

Bowers, C. (2003). Mindful conservatism: Rethinking the ideological and educational basis of an ecologically sustainable future. Lanham, MD: Rowman and Littlefield.

Boyle-Baise, M. (2002). Multicultural service learning: Educating teachers in diverse communities. New York: Teachers College Press.

Brantlinger, E. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. New York: Routledge Falmer.

Calabrese Barton, A., Ermer, J., Burkett, T., Osborne, M. (2003).
Teaching science for social justice.
New York: Teachers College Press.

Cazden, C. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, NJ: Heinemann.

Chomsky, N. (2000). Chomsky on miseducation.
Lanham, MD: Rowman and Littlefield.

Craig, C. (2003). Narrative inquiries of school reform: Storied lives, storied landscapes, storied metaphors. Greenwich, CT: Information Age Publishing.

Fine, M. & Weis, L. (2003). Silenced voices and extraordinary conversations: Re-imagining schools.
New York: Teachers College Press.

Kelly, D. (2000). Pregnant with meaning: Teen mothers and the politics of inclusive schooling.
New York: Peter Lang.

Kliebard, H. (2002). Changing course: American curriculum reform in the 20th century. New York: Teachers College Press.

Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley, CA: University of California Press.

McLaren, P. (2000). Che Guevara, Paulo Freire, and the pedagogy of revolution. Lanham, MD: Rowman and Littlefield.

Moran, J. (2000). Teaching sex: The shaping of adolescence in the 20th century. Cambridge, MA: Harvard University Press.

Moses, M. (2002). Embracing race: Why we need race-conscious education policy. New York: Teachers College Press.

Newman, J. (2002). America’s teachers: An introduction to education (4th edition). New York: Allyn and Bacon.

Ogbu, J. (2003). Black American students in an affluent suburb: A study of academic disengagement. Mahwah, NJ: Lawrence Erlbaum.

Perry, T., Steele, C., & Hillard, A. (2003). Young, gifted, and Black: Promoting high achievement among African American students. Boston: Beacon Press.

Plumwood, V. (2002). Environmental culture: The ecological crisis of reason. New York: Routledge.

Sadowski, M. (Ed.). (2003). Adolescents at school: Perspectives on youth, identity, and education.
Cambridge, MA: Harvard Education Publishing Group.

Spring, J. (2003). Educating the consumer-citizen: A history of the marriage of schools, advertising, and media. Mahwah, NJ: Lawrence Erlbaum.

Thomas-El, S. (2003). I choose to stay: A Black teacher refuses to desert the inner city.
New York: Kensington Publishing.

Wolcott, H. (2002). Sneaky kid and its aftermath: Ethics and intimacy in fieldwork. Lanham, MD: Rowman and Littlefield.

Zimmerman, J. (2001). Whose America: Culture wars in the public schools. Cambridge, MA: Harvard University Press.


Taylor & Francis Award for Lifetime Achievement in the
Foundations of Education

Joel Spring, Professor Emeritus, Queens College and The Graduate Center, City University of New York

Taylor & Francis Educational Studies Award for Best Paper of the Year

2018 (Volume 54)
Elizabeth Chase, "Time, Third Space, and the Counternarratives of Achievement for Young Mothers in High School." Educational Studies. Volume 54, Issue 3.

2017 (Volume 53)
Erika C. Bullock, "Only STEM Can Save Us? Examining Race, Place, and STEM Education as Property." Educational Studies. Volume 53, Issue 6.

2016 (Volume 52)
Ramona Fruja and Kevin Roxas, "Multicultural Education and Newcomer Youth: Re-Imagining a More Inclusive Vision for Immigrant and Refugee Students." Educational Studies. Volume 52, Issue 2.

2015 (Volume 51)
Edward Brockenbrough. "Queer of Color Agency in Educational Contexts: Analytic Frameworks from a Queer of Color Critique."
Educational Studies. Volume 51, Issue 1.

2014 (Volume 50)
Dolores Calderon. “Uncovering Settler Grammars in Curriculum,” in Educational Studies Special Issue: De/colonizing, (Post)(Anti)Colonial, and Indigenous Education, Studies, and Theories."
Educational Studies. Volume 50, Issue 4.

Taylor & Francis Past President's Award for Outstanding
Graduate Student Research

2018 Awardees

Jennifer Bethune, York University, "Meeting the citizens of the future in the present: A case for disagreeing"

Jungmin Kwon, Teachers College, Columbia University, "Moving across linguistic, cultural, and geographic boundaries: A multi-sited ethnographic case study of immigrant children"

2017 Awardees

Ana Carolina Fernandes de Bessa Antunes, University of Utah, "Memory of home and Islam in the curriculum"

Nicole Capriel Ferry, Washington State University-Pullman, "Making everyone a leader: Rethinking leadership development practices and research in higher education"

Dian Mitrayani, University of Wisconsin-Milwaukee, "Challenging the memory of Ibuism: Young women's participation and leadership in a children's rights organization in Indonesia"

Gardner Seawright, University of Utah, "Whiteness, ambiguity and the phenomenology of observing race"

Honorable Mention: Graham Slater, University of Utah, "Neoliberalism, surplus life, and political economy of excess in education"

2016 Awardees

Elizabeth J. Bowers Cook, University of Texas, San Antonio, "Black faces in brown spaces: Black women graduate students at Hispanic serving institutions in the South"

Kari Dockendorff, University of Utah, "Centering trans* and non-binary students in higher education: Exploring campus policies that allow students to change their name, gender and pronouns"

Sam Stiegler, University of British Columbia, "Going-along with trans, queer, and genderqueer youth: An ethnography of the everyday"

Lauren Ware, University of Virginia, "The solidarity network: Policy mobility and cultural change in U.S. teachers’ unions"