Discover the untold story of why homeschooling moved from the margins to the mainstream of American education. In this groundbreaking study Skipping School: A History of American Homeschooling and How It Went Mainstream (William B. Eerdmans Publishing Company, 2026), historian Dixie Dillon Lane traces the rise of homeschooling in the United States, from the modern movement's beginnings in the 1950s as a fringe activity to its current status as a widely accepted educational choice. Through compelling nationwide data and vivid case studies from Los Angeles County, Lane uncovers a powerful truth: homeschooling taps into long-held American beliefs in local control and parental rights that have shaped our nation's schools for generations. Writing in an engaging, accessible style, Lane demonstrates how homeschooling's rise reflects Americans' response to the increasing centralization of public education. As public schools have shifted toward consolidation and away from local oversight, parents have rediscovered their voice, choosing homeschooling as an innovative way to renew parental influence in education. Unlike most authors writing on this topic, Lane writes as both a credentialed historian and an experienced homeschooling parent. As such, she offers an honest, balanced view that acknowledges the homeschooling movement's challenges as well as its strengths. Skipping School will be of interest to parents, historians, educators, policymakers, and anyone seeking a fuller understanding of American education.

Dixie Dillon Lane holds a PhD in history from the University of Notre Dame and is a homeschooling mother of four (who writes at The Bad Homeschool Moms substack). She serves as an associate editor of Hearth & Field and a contributing editor of Front Porch Republic.

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Racism and Antiracism in Divided Germany (Cornell UP, 2026) addresses how racism expresses itself and what it means to be antiracist by tracing the history of racism and antiracist activism in East, West, and unified Germany. As far-right extremism surges in Germany today, Germans from across the political spectrum are increasingly grappling with the presence of racism in a country that is still coming to terms with its Nazi past. However, these public discussions are not always historically informed, and racism in Germany is often dismissed as a fringe phenomenon rather than part of mainstream society

The contributions in this volume juxtapose the experiences of multiple racialized groups to collectively show how racism, rightwing extremism, and antiforeigner violence have long been embedded in the center of both East and West German society. Germany's unification in the 1990s produced a deadly collision of two distinct yet overlapping cultures of racism that persists today. The volume also highlights Germany's long overlooked history of antiracist activism, providing historical lessons on how to combat racism today.

Contributors: Rita Chin, Christopher Ewing, Sheer Ganor, Daniela Gress, Christopher A. Molnar, Paige Newhouse, Jannis Panagiotidis, Hans-Christian Petersen, Patrice G. Poutrus, Thomas Prennig, Bill Sharman, Brian Van Wyck, Johanna M. Wetzel

Host: Jenna Pittman (she/her) is a Ph.D. student in the Department of History at Duke University. She studies modern European history, political economy, and Germany from 1945-1990.

Guests: Michelle Lynn Kahn (she/her) is an Associate Professor of History at the University of Richmond and author of Foreign in Two Homelands: Racism, Return Migration, and Turkish-German History (Cambridge University Press, 2024). Lauren Stokes (she/her) is an Associate Professor of History at Northwestern University and author of Fear of the Family: Guest Workers and Family Migration in the Federal Republic of Germany (Oxford University Press, 2022)

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In this episode of In Conversation, Lilyanna D'Amato speaks with Paul Kelton about his new book, Hidden Terrors: The Scourge of Cholera in Jackson's America (Oxford UP, 2026), which traces the arrival of the first cholera pandemic in the United States, in the 1830s. Drawing on various historical documents, including family papers, letters, and newspaper accounts from the time, Kelton examines how ordinary Americans reacted to the strange disease and how the country’s ideologies and inequalities resulted in loss of life on a mass scale.

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The French Médersa: Islamic Education and Empire in Northwest Africa (Cornell UP, 2026) explores how the French state pursued a century-long project of bicultural Franco-Muslim education in its northwest African colonies, resulting in a new type of school, the médersa, that combined French and Islamic curricula. French officials frequently described these schools and their students as "hyphens," drawing connections between larger French and Islamic forces. Samuel D. Anderson highlights this hyphenating idea, situating Franco-Muslim education between beliefs about not only France and Islam but also about tradition and modernity and about North and West Africa.

The médersa project had two goals: to create an elite class of Muslims friendly to the French imperial project and, subsequently, to mold Islam into a form that could be more easily controlled. A total of ten médersas opened across Algeria, Senegal, French Soudan, and Mauritania and closed only in the 1950s. The graduates of these schools, the medérsiens, went on to shape their societies profoundly but not always in the ways the French anticipated.

Drawing on archival and oral sources from Algeria, Mauritania, Senegal, and France, The French Médersa proposes new ways to approach trans-Saharan history. Anderson argues that across northwest Africa, and for more than a century, Franco-Muslim education was central to the history of the French empire and Islamic education alike.

Samuel D. Anderson is history teacher at Polytechnic School in Pasadena, California.

Madina Thiam is Fannie Gaston-Johansson Assistant Professor of History and Africana Studies at Johns Hopkins University.

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Kevin Galvin's Troubled Times: The Boston Courthouse Bombing Of 1976 (Brandeis UP, 2026), interweaves the stories of a revolutionary and a bombing victim to explore the roots and unintended consequences of political violence. 1976. The Vietnam War had ended, but radical political groups still operated clandestinely throughout the United States. Nowhere was the threat of civil unrest greater than in Boston. Racial tensions had been building since a federal judge ordered the desegregation of the Boston Public Schools, and civic leaders were counting on the pageantry of the nation's Bicentennial to boost both tourism and investment. In April, the Sam Melville-Jonathan Jackson Unit, prison reformers schooled in Marxism and angered by US interventions abroad, bombed the Suffolk County Courthouse, injuring twenty-two people. The site of the blast marked the spot where the lives of two men intersected: a mill town kid who'd been radicalized in Vietnam and prison, and an immigrant waiting in line because he needed to renew a cab license. Fifty years after the bombing shook the city, Troubled Times tells the story of lives changed by political violence at a time when the American experiment is again in crisis.

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The Soviet Union’s rise as a totalitarian state and economic rival to the United States sparked a cultural cold war. The conflict was colored by paranoia and a mindset that pitted the USSR’s state-sponsored Socialist Realism against its so-called opposite: Western art in general and Abstract Expressionism in particular. But can one version of art be the opposite of another?

Julia Tatiana Bailey teases out the complexity and artificiality of the persistent narrative of US and Soviet artistic otherness. She explores why this notion was introduced and how it shaped the art of both countries. She also analyzes and deconstructs the ideological frameworks that have estranged the art of the USSR in Western art history. In doing so, Bailey reveals the Cold War biases and institutionalized responses that influence the politicized histories of art even today.

Drawing on previously unpublished archival material from Russia and the US, Painting Paranoia: Cold War Art and Anti-Communism (University of Illinois Press, 2026) investigates how the myth of Soviet otherness contributed to America’s postwar artistic identity.

Julia Tatiana Bailey is an art historian and curator and Director of Galerie Rudolfinum in Prague.

Matthis Frickhoeffer is a scholar of critical theory and French thought with a background in literature studies, linguistics and art theory.

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In An Anticolonial Development: Race, Schooling, and Emancipation in Twentieth-Century West Africa (Cambridge UP, 2026), Elisa Prosperetti argues that while racialized, colonial notions of development saw African bodies as the primary sites of economic value, anticolonial development imagined the minds of Africans as the key to economic productivity. Thus, the broadening of access to Europhone education (that is, using European languages) was a central component of anticolonial and antiracist visions of an emancipated African future. But this educationally-driven vision of the future had deep roots, calling back to other experiences of freedom, however partial, in the Black Atlantic world. Thus, the book further argues that the forms that decolonization took in coastal West Africa are best explained by framing decolonization as a Black Atlantic emancipation, akin to 19th-century slavery abolitions. Although decolonization in West Africa shared parallels with what happened across other parts of Africa, Asia, and the Middle East after World War II, a Black Atlantic frame accounts for certain regional specificities that the general process/category of decolonization does not. Combining more than sixty interviews with former students, teachers, and school administrators with research in state and institutional archives in West Africa, Europe, and the United States, An Anticolonial Development analyzes the rise and fall of public education as the principal project of anticolonial development in West Africa.

Elisa Prosperetti is a historian at the National Institute of Education (part of the Nanyang Technological University) in Singapore. Her research focuses on modern African and global history, particularly histories of diaspora, education, race, development, economic and intellectual history, and decolonization. Her first book, An Anticolonial Development: Race, Schooling, and Emancipation in Twentieth-Century West Africa, was published in 2026 by Cambridge University Press. She received her MA (2015) and PhD (2019) degrees in History from Princeton University and her BSc in International History and International Relations from the London School of Economics (2008). Prior to graduate school, she worked for several years as a classroom teacher.

You can learn more about Dr. Prosperetti’s work here

Afua Baafi Quarshie is a Ph.D. candidate in history at the Johns Hopkins University. Her research focuses on mothering and childhood in post-independence Ghana.

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Teaching and Transformation in Popular Confucian Literature of the Late Qing (U Michigan Press, 2025) by Katherine L. Alexander explores how one late Qing Confucian reformer sought to rebuild society in the aftermath of the Taiping Civil War. Focusing on the prolific writer and teacher Yu Zhi (1809–1874), the book examines how he used writing, printing, education, and performance to promote a vision of moral renewal from the ground up, arguing that ordinary people could become agents of social transformation through literature and teaching.

Drawing on Yu Zhi’s extensive body of writings, the book shows how literature functioned not simply as a vehicle for moral instruction but as a practical tool for social reform. Through detailed and careful readings of Yu’s efforts to reach schoolchildren, women, and popular audiences through textbooks, morality plays, precious scrolls, and other forms of vernacular literature, the book reveals how conservative Confucian ideals were advanced through innovative and accessible media. More broadly, it offers a compelling portrait of how late imperial intellectuals responded to crisis and how they framed texts, performance, and education as a means to restore a fractured society.

Teaching and Transformation in Popular Confucian Literature of the Late Qing should appeal to readers interested in late Qing history, popular literature, religion, education, and anyone interested in how print and performance can be used to shape ideas about moral reform and social change.

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