Demoralized

Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more strategically to retain experienced teachers and make a difference in the lives of students. Based on ten years of research and interviews with practitioners across the United States, the book theorizes the existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. Demoralized reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves. Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization.

In a world of spycraft, betrayals, and reversals, a Stasi officer is unraveled by the cruel system he served and by the revelation of a decades-old secret, in this “story that John le Carré might have written for The Twilight Zone” (Washington Post). On November 9, 1989, Bernd Zeiger, a Stasi officer in the twilight of his career, is deteriorating from a mysterious illness. Alarmed by the disappearance of Lara, a young waitress at his regular café with whom he is obsessed, he chases a series of clues throughout Berlin. The details of Lara’s vanishing trigger flashbacks to his entanglement with Johannes Held, a physicist who, twenty-five years earlier, infiltrated an American research institute dedicated to weaponizing the paranormal. Now, on the day the Berlin Wall falls and Zeiger’s mind begins to crumble, his past transgressions have come back to haunt him. Who is the real Lara, what happened to her, and what is her connection to these events? As the surveiller becomes the surveilled, the mystery is both solved and deepened, with unexpected consequences. Set in the final, turbulent days of the Cold War, The Standardization of Demoralization Procedures blends the high-wire espionage of John le Carré with the brilliant absurdist humor of Milan Kundera to evoke the dehumanizing forces that turned neighbor against neighbor and friend against friend. Jennifer Hofmann’s debut is an affecting, layered investigation of conscience and country.

The educational system in China is marked by its dramatic inequality between rural and urban schools. The challenges facing rural schools are usually understood as disadvantages in funding, facilities, and staffing, which consequently result in undesirable student performance in general. This book, however, penetrates these phenomena on the surface and brings forth a much deeper moral crisis in rural education, a crisis that is entrenched in the complicated interlocking of formal and informal institutions within and beyond the school. The Demoralization of Teachers describes the work and workplace in a rural school from the perspective of teachers who were working there. It faithfully depicts the lamentable state of teachers’ work morale in the school and, little by little as if a detective story, reveals the reasons for the teachers’ demoralization by vivid narratives. The book demonstrates the profound impact on the meanings of teaching exerted by the state curriculum reform, the formal and informal norms and regulations in the school, and the erosion of moral integrity in the state bureaucracy and the society at large. The crisis in the rural school stops to be a “rural” or educational problem in nature, but mirrors the societal-wide transformation in political economy as well as in ideology in the current reform China. The sheer complexity of the moral crisis in this ethnography calls for renewed efforts to identify and investigate the educational problems in rural China from fresh theoretical perspectives that situate rural education in broader historical and social contexts and processes.