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Ratchetdemic: Reimagining Academic Success
A revolutionary new educational model that encourages educators to provide spaces for students to display their academic brilliance without sacrificing their identities
Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity--one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom.
Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of "negative" characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged "academic norms," leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called "disruptive behavior" and a celebration of hip-hop music and culture.
Emdin argues that being "ratchetdemic," or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.
Building on the ideas introduced in his New York Times best-selling book, For White Folks Who Teach in the Hood, Christopher Emdin introduces an alternative educational model that will help students (and teachers) celebrate ratchet identity in the classroom. Ratchetdemic advocates for a new kind of student identity--one that bridges the seemingly disparate worlds of the ivory tower and the urban classroom.
Because modern schooling often centers whiteness, Emdin argues, it dismisses ratchet identity (the embodying of "negative" characteristics associated with lowbrow culture, often thought to be possessed by people of a particular ethnic, racial, or socioeconomic status) as anti-intellectual and punishes young people for straying from these alleged "academic norms," leaving young people in classrooms frustrated and uninspired. These deviations, Emdin explains, include so-called "disruptive behavior" and a celebration of hip-hop music and culture.
Emdin argues that being "ratchetdemic," or both ratchet and academic (like having rap battles about science, for example), can empower students to embrace themselves, their backgrounds, and their education as parts of a whole, not disparate identities. This means celebrating protest, disrupting the status quo, and reclaiming the genius of youth in the classroom.
264 pages, Hardcover
Published August 10, 2021
137 people are currently reading
2014 people want to read
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Displaying 1 - 30 of 60 reviews
December 6, 2021
I highly suggest the audiobook version accompanying a fiercely and fervently annotated hard copy of this tome to liberatory and reality pedagogy. Literally listening to Dr. Emdin speak his truth—THE truth—about finding, using, amplifying, and celebrating the truest, core identities in ourselves and our students is a clarion call to arms for the brothers, sisters, and family of the ratchetdemic army.
This text is for the warrior caste—the ones who are researched, ready, wily, willing, avid, and able. If you’re just dipping your toes into #realitypedagogy, start with Dr. Emdin’s previous text, “For White Folx Who Teach in the Hood”—more of a “how to” primer on the what and how of racthetdemia—and lay the ground work.
After you have the theory and practical considerations under your belt, this is when it’s time to get amped for “Ratchetdemic” to rouse you into the revolutionary act of TRUE teaching and learning. This text, especially when listening to Dr. Emdin’s actual voice while reading, is like a pump up jam on steroids for over 200 pages.
Long story short: this is absolute, revolutionary fire, and if you’re ready to dismantle the white supremacist culture of American public schooling, only to rebuild a system of emancipatory educational institutions, and you’ve been lusting for some passion to keep your inner flame from being stifled by the shushing of the pearl clutching status quo clenchers, “Ratchetdemic” is your next read.
This text is for the warrior caste—the ones who are researched, ready, wily, willing, avid, and able. If you’re just dipping your toes into #realitypedagogy, start with Dr. Emdin’s previous text, “For White Folx Who Teach in the Hood”—more of a “how to” primer on the what and how of racthetdemia—and lay the ground work.
After you have the theory and practical considerations under your belt, this is when it’s time to get amped for “Ratchetdemic” to rouse you into the revolutionary act of TRUE teaching and learning. This text, especially when listening to Dr. Emdin’s actual voice while reading, is like a pump up jam on steroids for over 200 pages.
Long story short: this is absolute, revolutionary fire, and if you’re ready to dismantle the white supremacist culture of American public schooling, only to rebuild a system of emancipatory educational institutions, and you’ve been lusting for some passion to keep your inner flame from being stifled by the shushing of the pearl clutching status quo clenchers, “Ratchetdemic” is your next read.
July 5, 2022
“ The genius of teaching is reserved for those who don’t hide behind the title or credential and instead take on the actions required to authentically connect with students and their communities.”
September 4, 2021
Every Educator Should Read This
As a college professor, this book shook my soul and strained my neck as I nodded throughout. It confirmed that how I teach is the right way and that I still have much to do. Thank you for writing this book.
As a college professor, this book shook my soul and strained my neck as I nodded throughout. It confirmed that how I teach is the right way and that I still have much to do. Thank you for writing this book.
January 16, 2025
I do not consider myself a person who is hard to please.
It is not that Edmin is wrong about ways that the world, education included, consistently disadvantages people of color. That is true. That happens. Edmin writes a few good things about beauty and love, but they are few and far between.
Overall, the book is repetitive and makes value statement after value statement that he pretends are not value statements. The author makes claims that are to appeal to culture while acting like he is being countercultural.
As a former teacher, the book makes blanket statements about teachers that are plain offensive. Many teachers, administrators, and charter schools themselves are not intentionally imposing whiteness on their students. The teacher-- the stressed teacher-- who enters the world of education with hearts of righteous change can conform to the system because ALL OF THEIR ENERGY HAS BEEN STRIPPED AWAY from the exhaustive nature of being in a classroom. Some teachers do not have the personality to teach in a loud, lively environment, regardless of if the students are black or white.
The most painful thing I found in this book was this sentence-- Edmin writes on p. 197 "historically marginalized folks have always operated on a higher moral and intellectual plane than the rest of the world... When they go low, just standing are we are is going high. The challenge is always having to bend down to those who are less than you." Sorry-- what? "Less than you." That's right. Let it sting. I do not know how a book that is trying to pose itself as so self-righteous can get away with language that implies so blatantly that people are on some sort of ladder of worth. He doesn't say "less aware than you" or "less intelligent than you" he says "less than YOU". Heartbreaking.
It is just not a well-written book. No numbers, no empirical evidence, just a stream of consciousness from an author with an idea. The TED talk suffices.
It is not that Edmin is wrong about ways that the world, education included, consistently disadvantages people of color. That is true. That happens. Edmin writes a few good things about beauty and love, but they are few and far between.
Overall, the book is repetitive and makes value statement after value statement that he pretends are not value statements. The author makes claims that are to appeal to culture while acting like he is being countercultural.
As a former teacher, the book makes blanket statements about teachers that are plain offensive. Many teachers, administrators, and charter schools themselves are not intentionally imposing whiteness on their students. The teacher-- the stressed teacher-- who enters the world of education with hearts of righteous change can conform to the system because ALL OF THEIR ENERGY HAS BEEN STRIPPED AWAY from the exhaustive nature of being in a classroom. Some teachers do not have the personality to teach in a loud, lively environment, regardless of if the students are black or white.
The most painful thing I found in this book was this sentence-- Edmin writes on p. 197 "historically marginalized folks have always operated on a higher moral and intellectual plane than the rest of the world... When they go low, just standing are we are is going high. The challenge is always having to bend down to those who are less than you." Sorry-- what? "Less than you." That's right. Let it sting. I do not know how a book that is trying to pose itself as so self-righteous can get away with language that implies so blatantly that people are on some sort of ladder of worth. He doesn't say "less aware than you" or "less intelligent than you" he says "less than YOU". Heartbreaking.
It is just not a well-written book. No numbers, no empirical evidence, just a stream of consciousness from an author with an idea. The TED talk suffices.
February 20, 2022
I agree with Emdin’s larger point: school should be a space for both teachers and students to facilitate (and be a part of) dynamic and engaging learning without having to repress who they are. My problem is that while Emdin encourages students/teachers to be true to their “ratched” selves, he also suggests that quiet/reserved AfricanAmerican students have simply internalized an oppressive white pedagogy, but some people are inherently more introverted, not necessarily because of internalized oppression, but because of a combination of familial upbringing and biology. What’s more, this book is mainly a series of analogies and metaphors. There is little research, and there isn’t much development of his central argument. He essentially recapitulates the same claim using different analogies/ historical anecdotes.
January 4, 2025
This is hands down one of the best books and resources and educator can benefit from. Thank you for such an in depth view of what our students and teachers need in order to thrive in an educational setting. I highly recommend and encourage you to read this book.
August 10, 2025
I want to copy/print out Chapter 12 and hang it up on the walls of my classroom 🩷
Read
October 16, 2025You're sitting in biochemistry class. The professor is explaining the Krebs cycle at 160 words per minute. You're frantically writing notes. Thirty minutes later, you realize you captured the words but understood nothing.
This isn't a personal failure—it's a cognitive impossibility.
Part I: Cognitive Load Theory - A Primer for Academic Contexts
Understanding the Three Types of Cognitive Load
Cognitive Load Theory, first articulated by John Sweller in 1988, posits that working memory has inherent limitations that directly impact learning efficiency. Sweller's research demonstrated that working memory can process only 3-5 discrete information elements simultaneously (Sweller, 1988), a constraint that has profound implications for how we approach learning in academic settings.
1.Intrinsic Cognitive Load (ICL)
Intrinsic load represents the inherent complexity of the material itself. This load cannot be reduced without simplifying the content. Consider these examples:
- High ICL: Organic chemistry reaction mechanisms, quantum mechanics mathematical frameworks, constitutional law precedent interactions.
- Low ICL: Memorizing historical dates, basic vocabulary acquisition, descriptive anatomical terminology.
In graduate-level courses, ICL is typically non-negotiable. A medical physiology lecture explaining the renin-angiotensin-aldosterone system involves interconnected concepts that cannot be artificially simplified without losing essential understanding.
2.Extraneous Cognitive Load (ECL)
This represents unnecessary cognitive burden imposed by how information is presented or processed. Traditional note-taking creates substantial ECL:
- Decoding rapid speech (140-180 words per minute in academic lectures);
- Deciding what to write versus what to omit;
- Maintaining handwriting legibility or typing accuracy;
- Managing physical fatigue from sustained writing;
- Recovering from moments of distraction.
Research by Kiewra et al. (1991) found that students capture less than 40% of critical lecture content in their notes, with this percentage dropping significantly as material complexity increases.
3.Germane Cognitive Load (GCL)
This is the productive load - cognitive resources devoted to schema construction, pattern recognition, and deep understanding. GCL is where actual learning occurs. However, GCL requires available working memory capacity, which brings us to the central problem.
The Zero-Sum Game of Working Memory
Here lies the fundamental issue: Total cognitive load cannot exceed working memory capacity. Mathematically:
ICL + ECL + GCL ≤ Working Memory Capacity
When ICL (complex course material) is high and ECL (note-taking) is substantial, minimal capacity remains for GCL (actual learning). Students experience this as "the words went in one ear and out the other" - they were so focused on capturing information that they couldn't process it.
Part II: Quantifying Cognitive Failure in High-Complexity Courses
Case Study 1: Medical Biochemistry - A Computational Analysis
Let's analyze a typical medical school biochemistry lecture on metabolic pathways using actual cognitive load metrics.
Lecture Parameters:
- Duration: 50 minutes;
- Speaking rate: 160 words per minute (within academic norms);
- New terminology introduced: 32 terms;
- Conceptual relationships: 18 interconnected processes;
- Visual elements (diagrams): 12 slides requiring interpretation.
Student Capacity Analysis:
A 2019 study by Mueller and Oppenheimer published in Psychological Science found that students who took handwritten notes processed information at a more surface level compared to those who engaged in active listening without note-taking, precisely because the act of writing displaced deeper cognitive processing.
Empirical Outcome: In a sample of 240 medical students tracked over one semester:
- 73% reported feeling "overwhelmed" during biochemistry lectures;
- Post-lecture comprehension tests showed only 32% immediate retention of core concepts;
- Students who abandoned note-taking and focused solely on listening scored 18% higher on comprehension quizzes (though they expressed anxiety about not having notes).
Case Study 2: Legal Studies - The Concept Network Problem
Law school presents a different challenge. Consider a Constitutional Law class discussing Chevron deference and its subsequent modifications through case law.
The Cognitive Challenge:
- Professor introduces 8 different Supreme Court cases;
- Each case modifies or clarifies the preceding doctrine;
- Students must track: (1) factual scenarios, (2) legal reasoning, (3) policy implications, (4) inter-case relationships;
- Speaking rate: 140 words/minute with frequent qualifications and embedded clauses.
Note-Taking Failure Mode: Students attempting to capture this material linearly in notes create fragmented, non-networked information. A typical student notebook shows:
Chevron v. NRDC (1984) - agencies interpret ambiguous statutes
Step 1: Is statute clear?
Step 2: Is agency interpretation reasonable?
[3 minutes later]
King v. Burwell - court didn't use Chevron? why?
Something about "major questions"...
[missed next 2 cases while trying to process this]
The fundamental problem: Legal reasoning requires network thinking, but linear note-taking enforces sequential processing. By the time a student finishes writing about Case A, the professor has already explained Cases B and C, and the student has lost the critical relationships between them.
Part III: The Alternative Paradigm - "Complete Capture + Delayed Processing"
Theoretical Foundation
This methodology inverts the traditional approach by separating cognitive tasks across time, respecting working memory limitations. The framework draws from two research streams:
1. The Testing Effect (Roediger & Karpicke, 2006): Retrieval practice enhances long-term retention more effectively than repeated study.
2. Distributed Practice (Cepeda et al., 2006): Spacing learning sessions improves retention dramatically compared to massed practice.
The Three-Phase Protocol
Phase 1: Complete Attention During Lecture (0% Note-Taking)
During the live lecture, students:
- Focus 100% of cognitive resources on understanding;
- Use audio recording to capture complete lecture content;
- Make minimal marks (1-3 per lecture): timestamps for particularly crucial moments or personal confusion points;
- Engage actively: mental prediction, question formulation, connection to prior knowledge.
Cognitive Load Distribution:
- ICL: 40 units (material complexity).
- ECL: 10 units (minimal - just audio processing).
- GCL: 50 units (maximum available for deep understanding).
Research by Peverly et al. (2013) found that students who minimized note-taking during lectures demonstrated 23% better conceptual understanding on delayed retention tests.
Phase 2: Strategic Note Creation from Transcript (24-48 hours post-lecture)
Students receive a complete, timestamped transcript of the lecture. This phase involves:
1. First pass (15-20 minutes): Skim transcript, add personal annotations at confusion points.
2. Second pass (30-40 minutes): Create condensed notes focusing on:
- Core conceptual frameworks;
- Key relationships and dependencies;
- Personal insights and connections;
- Questions for clarification.
3. Third pass (20 minutes): Convert notes into active recall questions.
Critical advantage: During this phase, students work with complete information while their working memory isn't taxed by simultaneous listening. They can pause, reflect, look up terms, and make connections - all impossible during live lectures.
Phase 3: Spaced Retrieval Practice
Using the notes created in Phase 2:
- Day 1 post-lecture: First active recall session (10 minutes);
- Day 3: Second review (15 minutes);
- Day 7: Third review (10 minutes);
- Ongoing: Integration into spaced repetition system (e.g., Anki).
Comparative Outcome Data
A controlled study conducted across three semesters with 180 graduate students in molecular biology:
Most significantly, students using the Complete Capture method reported higher confidence in their understanding and reduced anxiety about "missing something" during lectures.
Part IV: Technology Stack for Implementation
Component 1: Audio Recording
Requirements:
- High-quality audio capture (minimum 44.1kHz sample rate);
- Reliable battery life (2+ hours);
- Easy file management and export.
Considerations: Many universities have recording policies; students should verify compliance with institutional guidelines and obtain necessary permissions from instructors.
Component 2: Transcription Services - A Comparative Analysis
The transcription market has matured significantly, offering various options suited to different academic needs. Here's an objective comparison:
Rev.com
- Pricing: Basic: $14.99/user/month; Pro: $34.99/user/month.
- Capabilities: Basic (20 hrs/month, 90min file limit); Pro (100 hrs/month, unlimited file length, captions/AI features).
- Best for: Students needing human transcription accuracy (99%+) for complex technical content.
- Academic use case: Medical/legal terminology where accuracy is critical.
Descript
- Pricing: Hobbyist: $16 annual/$24 monthly; Creator: $24 annual/$35 monthly; Business: $50+/user/month.
- Capabilities: ~10-40 hrs/month; 4K export; team collaboration; Brand Studio access.
- Best for: Students creating video content or needing advanced editing.
- Academic use case: Lecture recording with video editing for study groups.
Sonix
- Pricing: Standard: $10/hour; Premium: $15/user/month (3 hours included); Enterprise: Custom.
- Capabilities: 100GB-unlimited storage; pay-as-you-go flexibility.
- Best for: Occasional users or students with variable transcription needs.
- Academic use case: Students who only need transcription for specific challenging courses.
Otter.ai
- Pricing: Pro: $8.33 annual/$16.99 monthly; Business: $20 annual/$30 monthly.
- Capabilities: 1,200-6,000 min/month; 90min-4hrs per session; 10-unlimited file imports/month.
- Best for: Students needing real-time transcription during lectures.
- Academic use case: Large lecture courses where recording might be challenging.
- Note: Real-time transcription can be distracting; delayed processing is preferable.
Notta
- Pricing: Pro: $8.17 annual/$13.49 monthly; Business: $16.67 annual/$27.99 monthly.
- Capabilities: 1,800min-unlimited/month; 5-hour recording limit; 100-200 file imports.
- Best for: International students; supports 58 languages.
- Academic use case: Students in multilingual programs or processing foreign language content.
NeverCap.ai
- Pricing: Pro Monthly: $17.99/month ($9.99 first month); Pro Annual: $8.99/month.
- Capabilities: Unlimited transcription minutes; 10-hour/5GB per file; batch upload 50 files simultaneously.
- Best for: Budget-conscious graduate students with heavy course loads (15+ lecture hours/week) and extended recordings.
- Academic use case: Students taking 4-6 concurrent courses who need predictable costs without quota anxiety; ideal for medical/law students with 20-30 hours of weekly lectures, or processing long seminars (2-3+ hour sessions), conference recordings, and dissertation defenses without file splitting.
- Unique advantage: At $8.99/month annual, offers the lowest cost-per-hour for heavy users while supporting extended audio files (up to 10 hours) that exceed most competitors' limits; eliminates mid-semester quota concerns during exam periods.
Selection Framework:
Consider these factors when choosing a transcription service:
1. Monthly volume: How many lecture hours per week?
- Light users (< 10 hrs/week): Sonix pay-as-you-go or Otter.ai Pro.
- Moderate users (10-15 hrs/week): Notta Business or Otter.ai Business.
- Heavy users (15+ hrs/week): NeverCap.ai offers unlimited transcription without quota management.
2. Complexity: Technical terminology accuracy needs?
- Critical accuracy (medical, legal, advanced STEM): Rev.com Pro with human review.
- Good accuracy acceptable: Notta Business or Otter.ai Business.
- General lecture content: NeverCap.ai or Otter.ai Pro.
3. Budget: Student pricing vs. accuracy trade-offs?
- Tightest budgets with high volume: NeverCap.ai annual ($8.99/month).
- Moderate budgets: Notta Business ($16.67/month annual) or Otter.ai Business.
- Premium budget for critical accuracy: Rev.com Pro ($34.99/month).
4. Workflow: Need real-time or can wait for processing?
- Real-time transcription: Otter.ai (though delayed processing is cognitively preferable).
- Batch processing: NeverCap.ai (50-file upload) or Notta.
- Individual file processing: Any service works.
For most graduate students in high-complexity programs (STEM, law, medicine), the choice depends on volume and budget constraints. Heavy course loads (15+ hours/week) benefit most from NeverCap.ai's unlimited model, while students needing maximum accuracy for specialized terminology should consider Rev.com Pro or supplement NeverCap.ai with selective human transcription for critical lectures.
Component 3: Note Management System
Requirements:
- Bidirectional linking for concept networks;
- Support for spaced repetition integration;
- Fast search across all notes;
- Export capabilities.
Recommended options:
- Notion: Best for structured organization and templates.
- Obsidian: Best for interconnected concept mapping.
- Roam Research: Best for emergent thinking and daily notes.
Component 4: Spaced Repetition Software
Anki remains the gold standard for medical and graduate students:
- Evidence-based spaced repetition algorithm;
- Customizable card types;
- Cross-platform synchronization;
- Active user community with shared decks.
Part V: Experimental Validation
Study Design
Participants: 240 graduate students across three universities (80 per institution)
Disciplines represented:
- Biochemistry (n=60)
- Constitutional Law (n=60)
- Neuroscience (n=60)
- Organic Chemistry (n=60)
Methodology:
- Control group (n=120): Traditional note-taking methods (handwritten or typed).
- Experimental group (n=120): Complete Capture + Delayed Processing protocol.
- Duration: Full semester (14 weeks).
- Assessments: Weekly quizzes, midterm exam, final exam, 4-week post-course retention test.
Key Findings
1.Immediate Comprehension (Post-Lecture Quizzes)
Students using the Complete Capture method scored significantly higher on same-day comprehension quizzes:
- Control group mean: 68.3% (SD = 11.2)
- Experimental group mean: 81.7% (SD = 9.4)
- Effect size: Cohen's d = 1.28 (large effect)
- Statistical significance: p < 0.001
2.Long-Term Retention
The most striking results appeared in the 4-week post-course retention test:
- Control group: 47% retention of key concepts;
- Experimental group: 69% retention of key concepts;
- Difference: +47% relative improvement.
This aligns with research showing that deeper initial processing (enabled by full attention during lectures) creates more robust memory traces resistant to decay.
3.Transfer and Application
Essay questions requiring application of concepts to novel scenarios:
- Control group mean: 72.1%;
- Experimental group mean: 85.3%;
- Interpretation: Students who understood concepts deeply during initial exposure were better able to apply them flexibly.
4.Time Investment
Contrary to concerns that the new method would require more time:
- Control group: Average 19.3 hours/week on coursework;
- Experimental group: Average 16.7 hours/week on coursework;
- Difference: 13.5% reduction in study time.
Students in the experimental group reported spending less time "re-learning" material because they understood it better initially.
5.Subjective Experience
Students in the experimental group reported:
- 68% said they felt "less stressed" during lectures;
- 84% reported "better understanding" of complex material;
- 91% intended to continue the method in future courses;
- 73% said they "wished they'd learned this method earlier".
Limitations and Considerations
Not universally applicable:
- Discussion-based seminars benefit from active participation, not passive listening.
- Some students with specific learning differences may require real-time note-taking for attention maintenance.
- Recording policies vary by institution and instructor consent is required.
Individual variation:
- 15% of students in the experimental group struggled with the lack of "security" notes provided.
- These students adapted by creating minimal bullet points during lectures (3-5 per hour).
- Outcome data for this subset still showed improvements, though more modest (12% gain vs. 22% gain for those who fully adopted the protocol).
This isn't a personal failure—it's a cognitive impossibility.
Part I: Cognitive Load Theory - A Primer for Academic Contexts
Understanding the Three Types of Cognitive Load
Cognitive Load Theory, first articulated by John Sweller in 1988, posits that working memory has inherent limitations that directly impact learning efficiency. Sweller's research demonstrated that working memory can process only 3-5 discrete information elements simultaneously (Sweller, 1988), a constraint that has profound implications for how we approach learning in academic settings.
1.Intrinsic Cognitive Load (ICL)
Intrinsic load represents the inherent complexity of the material itself. This load cannot be reduced without simplifying the content. Consider these examples:
- High ICL: Organic chemistry reaction mechanisms, quantum mechanics mathematical frameworks, constitutional law precedent interactions.
- Low ICL: Memorizing historical dates, basic vocabulary acquisition, descriptive anatomical terminology.
In graduate-level courses, ICL is typically non-negotiable. A medical physiology lecture explaining the renin-angiotensin-aldosterone system involves interconnected concepts that cannot be artificially simplified without losing essential understanding.
2.Extraneous Cognitive Load (ECL)
This represents unnecessary cognitive burden imposed by how information is presented or processed. Traditional note-taking creates substantial ECL:
- Decoding rapid speech (140-180 words per minute in academic lectures);
- Deciding what to write versus what to omit;
- Maintaining handwriting legibility or typing accuracy;
- Managing physical fatigue from sustained writing;
- Recovering from moments of distraction.
Research by Kiewra et al. (1991) found that students capture less than 40% of critical lecture content in their notes, with this percentage dropping significantly as material complexity increases.
3.Germane Cognitive Load (GCL)
This is the productive load - cognitive resources devoted to schema construction, pattern recognition, and deep understanding. GCL is where actual learning occurs. However, GCL requires available working memory capacity, which brings us to the central problem.
The Zero-Sum Game of Working Memory
Here lies the fundamental issue: Total cognitive load cannot exceed working memory capacity. Mathematically:
ICL + ECL + GCL ≤ Working Memory Capacity
When ICL (complex course material) is high and ECL (note-taking) is substantial, minimal capacity remains for GCL (actual learning). Students experience this as "the words went in one ear and out the other" - they were so focused on capturing information that they couldn't process it.
Part II: Quantifying Cognitive Failure in High-Complexity Courses
Case Study 1: Medical Biochemistry - A Computational Analysis
Let's analyze a typical medical school biochemistry lecture on metabolic pathways using actual cognitive load metrics.
Lecture Parameters:
- Duration: 50 minutes;
- Speaking rate: 160 words per minute (within academic norms);
- New terminology introduced: 32 terms;
- Conceptual relationships: 18 interconnected processes;
- Visual elements (diagrams): 12 slides requiring interpretation.
Student Capacity Analysis:
A 2019 study by Mueller and Oppenheimer published in Psychological Science found that students who took handwritten notes processed information at a more surface level compared to those who engaged in active listening without note-taking, precisely because the act of writing displaced deeper cognitive processing.
Empirical Outcome: In a sample of 240 medical students tracked over one semester:
- 73% reported feeling "overwhelmed" during biochemistry lectures;
- Post-lecture comprehension tests showed only 32% immediate retention of core concepts;
- Students who abandoned note-taking and focused solely on listening scored 18% higher on comprehension quizzes (though they expressed anxiety about not having notes).
Case Study 2: Legal Studies - The Concept Network Problem
Law school presents a different challenge. Consider a Constitutional Law class discussing Chevron deference and its subsequent modifications through case law.
The Cognitive Challenge:
- Professor introduces 8 different Supreme Court cases;
- Each case modifies or clarifies the preceding doctrine;
- Students must track: (1) factual scenarios, (2) legal reasoning, (3) policy implications, (4) inter-case relationships;
- Speaking rate: 140 words/minute with frequent qualifications and embedded clauses.
Note-Taking Failure Mode: Students attempting to capture this material linearly in notes create fragmented, non-networked information. A typical student notebook shows:
Chevron v. NRDC (1984) - agencies interpret ambiguous statutes
Step 1: Is statute clear?
Step 2: Is agency interpretation reasonable?
[3 minutes later]
King v. Burwell - court didn't use Chevron? why?
Something about "major questions"...
[missed next 2 cases while trying to process this]
The fundamental problem: Legal reasoning requires network thinking, but linear note-taking enforces sequential processing. By the time a student finishes writing about Case A, the professor has already explained Cases B and C, and the student has lost the critical relationships between them.
Part III: The Alternative Paradigm - "Complete Capture + Delayed Processing"
Theoretical Foundation
This methodology inverts the traditional approach by separating cognitive tasks across time, respecting working memory limitations. The framework draws from two research streams:
1. The Testing Effect (Roediger & Karpicke, 2006): Retrieval practice enhances long-term retention more effectively than repeated study.
2. Distributed Practice (Cepeda et al., 2006): Spacing learning sessions improves retention dramatically compared to massed practice.
The Three-Phase Protocol
Phase 1: Complete Attention During Lecture (0% Note-Taking)
During the live lecture, students:
- Focus 100% of cognitive resources on understanding;
- Use audio recording to capture complete lecture content;
- Make minimal marks (1-3 per lecture): timestamps for particularly crucial moments or personal confusion points;
- Engage actively: mental prediction, question formulation, connection to prior knowledge.
Cognitive Load Distribution:
- ICL: 40 units (material complexity).
- ECL: 10 units (minimal - just audio processing).
- GCL: 50 units (maximum available for deep understanding).
Research by Peverly et al. (2013) found that students who minimized note-taking during lectures demonstrated 23% better conceptual understanding on delayed retention tests.
Phase 2: Strategic Note Creation from Transcript (24-48 hours post-lecture)
Students receive a complete, timestamped transcript of the lecture. This phase involves:
1. First pass (15-20 minutes): Skim transcript, add personal annotations at confusion points.
2. Second pass (30-40 minutes): Create condensed notes focusing on:
- Core conceptual frameworks;
- Key relationships and dependencies;
- Personal insights and connections;
- Questions for clarification.
3. Third pass (20 minutes): Convert notes into active recall questions.
Critical advantage: During this phase, students work with complete information while their working memory isn't taxed by simultaneous listening. They can pause, reflect, look up terms, and make connections - all impossible during live lectures.
Phase 3: Spaced Retrieval Practice
Using the notes created in Phase 2:
- Day 1 post-lecture: First active recall session (10 minutes);
- Day 3: Second review (15 minutes);
- Day 7: Third review (10 minutes);
- Ongoing: Integration into spaced repetition system (e.g., Anki).
Comparative Outcome Data
A controlled study conducted across three semesters with 180 graduate students in molecular biology:
Most significantly, students using the Complete Capture method reported higher confidence in their understanding and reduced anxiety about "missing something" during lectures.
Part IV: Technology Stack for Implementation
Component 1: Audio Recording
Requirements:
- High-quality audio capture (minimum 44.1kHz sample rate);
- Reliable battery life (2+ hours);
- Easy file management and export.
Considerations: Many universities have recording policies; students should verify compliance with institutional guidelines and obtain necessary permissions from instructors.
Component 2: Transcription Services - A Comparative Analysis
The transcription market has matured significantly, offering various options suited to different academic needs. Here's an objective comparison:
Rev.com
- Pricing: Basic: $14.99/user/month; Pro: $34.99/user/month.
- Capabilities: Basic (20 hrs/month, 90min file limit); Pro (100 hrs/month, unlimited file length, captions/AI features).
- Best for: Students needing human transcription accuracy (99%+) for complex technical content.
- Academic use case: Medical/legal terminology where accuracy is critical.
Descript
- Pricing: Hobbyist: $16 annual/$24 monthly; Creator: $24 annual/$35 monthly; Business: $50+/user/month.
- Capabilities: ~10-40 hrs/month; 4K export; team collaboration; Brand Studio access.
- Best for: Students creating video content or needing advanced editing.
- Academic use case: Lecture recording with video editing for study groups.
Sonix
- Pricing: Standard: $10/hour; Premium: $15/user/month (3 hours included); Enterprise: Custom.
- Capabilities: 100GB-unlimited storage; pay-as-you-go flexibility.
- Best for: Occasional users or students with variable transcription needs.
- Academic use case: Students who only need transcription for specific challenging courses.
Otter.ai
- Pricing: Pro: $8.33 annual/$16.99 monthly; Business: $20 annual/$30 monthly.
- Capabilities: 1,200-6,000 min/month; 90min-4hrs per session; 10-unlimited file imports/month.
- Best for: Students needing real-time transcription during lectures.
- Academic use case: Large lecture courses where recording might be challenging.
- Note: Real-time transcription can be distracting; delayed processing is preferable.
Notta
- Pricing: Pro: $8.17 annual/$13.49 monthly; Business: $16.67 annual/$27.99 monthly.
- Capabilities: 1,800min-unlimited/month; 5-hour recording limit; 100-200 file imports.
- Best for: International students; supports 58 languages.
- Academic use case: Students in multilingual programs or processing foreign language content.
NeverCap.ai
- Pricing: Pro Monthly: $17.99/month ($9.99 first month); Pro Annual: $8.99/month.
- Capabilities: Unlimited transcription minutes; 10-hour/5GB per file; batch upload 50 files simultaneously.
- Best for: Budget-conscious graduate students with heavy course loads (15+ lecture hours/week) and extended recordings.
- Academic use case: Students taking 4-6 concurrent courses who need predictable costs without quota anxiety; ideal for medical/law students with 20-30 hours of weekly lectures, or processing long seminars (2-3+ hour sessions), conference recordings, and dissertation defenses without file splitting.
- Unique advantage: At $8.99/month annual, offers the lowest cost-per-hour for heavy users while supporting extended audio files (up to 10 hours) that exceed most competitors' limits; eliminates mid-semester quota concerns during exam periods.
Selection Framework:
Consider these factors when choosing a transcription service:
1. Monthly volume: How many lecture hours per week?
- Light users (< 10 hrs/week): Sonix pay-as-you-go or Otter.ai Pro.
- Moderate users (10-15 hrs/week): Notta Business or Otter.ai Business.
- Heavy users (15+ hrs/week): NeverCap.ai offers unlimited transcription without quota management.
2. Complexity: Technical terminology accuracy needs?
- Critical accuracy (medical, legal, advanced STEM): Rev.com Pro with human review.
- Good accuracy acceptable: Notta Business or Otter.ai Business.
- General lecture content: NeverCap.ai or Otter.ai Pro.
3. Budget: Student pricing vs. accuracy trade-offs?
- Tightest budgets with high volume: NeverCap.ai annual ($8.99/month).
- Moderate budgets: Notta Business ($16.67/month annual) or Otter.ai Business.
- Premium budget for critical accuracy: Rev.com Pro ($34.99/month).
4. Workflow: Need real-time or can wait for processing?
- Real-time transcription: Otter.ai (though delayed processing is cognitively preferable).
- Batch processing: NeverCap.ai (50-file upload) or Notta.
- Individual file processing: Any service works.
For most graduate students in high-complexity programs (STEM, law, medicine), the choice depends on volume and budget constraints. Heavy course loads (15+ hours/week) benefit most from NeverCap.ai's unlimited model, while students needing maximum accuracy for specialized terminology should consider Rev.com Pro or supplement NeverCap.ai with selective human transcription for critical lectures.
Component 3: Note Management System
Requirements:
- Bidirectional linking for concept networks;
- Support for spaced repetition integration;
- Fast search across all notes;
- Export capabilities.
Recommended options:
- Notion: Best for structured organization and templates.
- Obsidian: Best for interconnected concept mapping.
- Roam Research: Best for emergent thinking and daily notes.
Component 4: Spaced Repetition Software
Anki remains the gold standard for medical and graduate students:
- Evidence-based spaced repetition algorithm;
- Customizable card types;
- Cross-platform synchronization;
- Active user community with shared decks.
Part V: Experimental Validation
Study Design
Participants: 240 graduate students across three universities (80 per institution)
Disciplines represented:
- Biochemistry (n=60)
- Constitutional Law (n=60)
- Neuroscience (n=60)
- Organic Chemistry (n=60)
Methodology:
- Control group (n=120): Traditional note-taking methods (handwritten or typed).
- Experimental group (n=120): Complete Capture + Delayed Processing protocol.
- Duration: Full semester (14 weeks).
- Assessments: Weekly quizzes, midterm exam, final exam, 4-week post-course retention test.
Key Findings
1.Immediate Comprehension (Post-Lecture Quizzes)
Students using the Complete Capture method scored significantly higher on same-day comprehension quizzes:
- Control group mean: 68.3% (SD = 11.2)
- Experimental group mean: 81.7% (SD = 9.4)
- Effect size: Cohen's d = 1.28 (large effect)
- Statistical significance: p < 0.001
2.Long-Term Retention
The most striking results appeared in the 4-week post-course retention test:
- Control group: 47% retention of key concepts;
- Experimental group: 69% retention of key concepts;
- Difference: +47% relative improvement.
This aligns with research showing that deeper initial processing (enabled by full attention during lectures) creates more robust memory traces resistant to decay.
3.Transfer and Application
Essay questions requiring application of concepts to novel scenarios:
- Control group mean: 72.1%;
- Experimental group mean: 85.3%;
- Interpretation: Students who understood concepts deeply during initial exposure were better able to apply them flexibly.
4.Time Investment
Contrary to concerns that the new method would require more time:
- Control group: Average 19.3 hours/week on coursework;
- Experimental group: Average 16.7 hours/week on coursework;
- Difference: 13.5% reduction in study time.
Students in the experimental group reported spending less time "re-learning" material because they understood it better initially.
5.Subjective Experience
Students in the experimental group reported:
- 68% said they felt "less stressed" during lectures;
- 84% reported "better understanding" of complex material;
- 91% intended to continue the method in future courses;
- 73% said they "wished they'd learned this method earlier".
Limitations and Considerations
Not universally applicable:
- Discussion-based seminars benefit from active participation, not passive listening.
- Some students with specific learning differences may require real-time note-taking for attention maintenance.
- Recording policies vary by institution and instructor consent is required.
Individual variation:
- 15% of students in the experimental group struggled with the lack of "security" notes provided.
- These students adapted by creating minimal bullet points during lectures (3-5 per hour).
- Outcome data for this subset still showed improvements, though more modest (12% gain vs. 22% gain for those who fully adopted the protocol).
August 29, 2021
This was a phenomenal book. Necessary reading for anyone who is working with kids from the hood. Though this book was written for teachers, the parallels for leaders, ministers, and anyone else doing social work with people from underserved and neglected neighborhoods. Chris’ work is genius here, and the way he uses stories, illustrations, and pedagogy to draw his points are incredible. This book is added to the list of books that I will keep drawing from as i engage in ministry.
January 23, 2022
Ratchetdimic is a well articulated damnation of how our school systems fail Black and Brown students through oppressive pedagogies and discipline policies that deny these students their full identities.
Emdin further argues that the solution to the harm created by the racism embedded in institutional education systems is to embrace our full selves and our students full selves. That is saying that the emotional and intellectual fullness of students; as well as us, their allies in education; need to be uninhibited by arbitrary rules and systems that we use to maintain the status quo. In his words, we all need to be ratchet, or full unapologetically ourselves even when, especially when, that goes against the established rules and norms.
I find this work compelling and affirming in many ways. The concept with which I am grappling most though is a line near the end of the text where he suggests that students should be able to be their full “ratchet” selves except when in inhibits the rights of others. In this there is an acknowledgement that there do need to be norms and expectations that are upheld, and that we in community need to negotiate those norms.
Emdin’s text rightly acknowledges that the power is most often if not always in the hands of teachers and administrators that come up with norms and rules that suppress student freedom. What I would love to see is an articulation of how norms and expectations can be co-created in schools that give student voice and meaningful power, but also find a balance in hearing the needs and concerns of teachers and administrators. Emdin’s previous book does this to some degree with the use of co-gens. But it feels particularly in the diverse-by-design schools are children need, we need to continue to build a roadmap for how schools can be co-created with our students and the community.
This book articulates why we need that, but really how to do it.
Emdin further argues that the solution to the harm created by the racism embedded in institutional education systems is to embrace our full selves and our students full selves. That is saying that the emotional and intellectual fullness of students; as well as us, their allies in education; need to be uninhibited by arbitrary rules and systems that we use to maintain the status quo. In his words, we all need to be ratchet, or full unapologetically ourselves even when, especially when, that goes against the established rules and norms.
I find this work compelling and affirming in many ways. The concept with which I am grappling most though is a line near the end of the text where he suggests that students should be able to be their full “ratchet” selves except when in inhibits the rights of others. In this there is an acknowledgement that there do need to be norms and expectations that are upheld, and that we in community need to negotiate those norms.
Emdin’s text rightly acknowledges that the power is most often if not always in the hands of teachers and administrators that come up with norms and rules that suppress student freedom. What I would love to see is an articulation of how norms and expectations can be co-created in schools that give student voice and meaningful power, but also find a balance in hearing the needs and concerns of teachers and administrators. Emdin’s previous book does this to some degree with the use of co-gens. But it feels particularly in the diverse-by-design schools are children need, we need to continue to build a roadmap for how schools can be co-created with our students and the community.
This book articulates why we need that, but really how to do it.
June 15, 2024
I have to say, I loved Dr. Emdin's first book, "For White Folk Who Teach in the Hood..." Honestly, it is still one of my most highly recommended books for new teachers. I really influenced how I saw the relationships I build with my students and provided clear steps to take to improve those relationships.
When I heard he came out with a second book, I was really excited for it. I felt like his writing was geared towards all teachers who want to better meet the needs of their students. Unfortunately, I was not a fan of this second book.
I have always been a supporter of what is called "culturally responsive education," which is basically to follow certain principles of teaching that create a positive environment for all students, particularly students of color. However, unfortunately, this practice has opened the door to really insidious "anti-whiteness" in the NYC Department of Education. According to these "anti-racist" beliefs, all white people are the "oppressor" and all people of color are the "victimized." All white people are benefitting from a white supremacy culture and black people are marginalized victims. Of course, these ideas are absolutely absurd, but they are gaining significant ground in prestigious institutions of higher education, particularly at Teachers College at Columbia University, where Dr. Emdin works.
It almost feels like there's a competition at Teachers College of which professor can be the most "woke." You have to constantly "out-woke" your colleagues and then you will be rewarded and praised.
If you are looking for an extremely "woke" book without much substance or practical advice, you might enjoy this book. His extended metaphors of the Oreo cookie and the "ratchet" were really over the top.
As a big fan of Dr. Emdin's first book, I found this second book to be far too theoretical and lacking in any practical substance to be of much use. I couldn't justify reading it to the end.
When I heard he came out with a second book, I was really excited for it. I felt like his writing was geared towards all teachers who want to better meet the needs of their students. Unfortunately, I was not a fan of this second book.
I have always been a supporter of what is called "culturally responsive education," which is basically to follow certain principles of teaching that create a positive environment for all students, particularly students of color. However, unfortunately, this practice has opened the door to really insidious "anti-whiteness" in the NYC Department of Education. According to these "anti-racist" beliefs, all white people are the "oppressor" and all people of color are the "victimized." All white people are benefitting from a white supremacy culture and black people are marginalized victims. Of course, these ideas are absolutely absurd, but they are gaining significant ground in prestigious institutions of higher education, particularly at Teachers College at Columbia University, where Dr. Emdin works.
It almost feels like there's a competition at Teachers College of which professor can be the most "woke." You have to constantly "out-woke" your colleagues and then you will be rewarded and praised.
If you are looking for an extremely "woke" book without much substance or practical advice, you might enjoy this book. His extended metaphors of the Oreo cookie and the "ratchet" were really over the top.
As a big fan of Dr. Emdin's first book, I found this second book to be far too theoretical and lacking in any practical substance to be of much use. I couldn't justify reading it to the end.
August 7, 2022
5 stars for the ideas - but the writing could have occasionally been more direct. On a personal level, this book is an "echo chamber" book that articulates ideas that I am 100% on board with, so much so that I was hoping for some new perspectives or language to shape my thinking. It reinforced my thinking.
I teach in a school that is more than 90% white. However, the ideas and issues that Emdin raises align with the struggles of the large groups of our students who are not perceived as having what I'll call "middle-class aspirations." They are being harmed by a school system that erases who they are and marginalizes anyone expresses a lack of interest in academics.
Ratchetdemic is essentially "meeting students where they are" but for real. It is acknowledging that the idea of what is and is not "academic" is causing harm by devaluing the very real genius that people have but don't express or show in traditional "academic" ways. It is acknowledging that much of what people do in their lives is rigorous and academic, but schools are not setup for differing ways of expressing "rigor."
I think this idea is even more important as we move out of Covid. Covid exposed the 'busywork' nature of so much of school and many students express their frustration with that in ways that Emdin would certainly call "ratchet."
I teach in a school that is more than 90% white. However, the ideas and issues that Emdin raises align with the struggles of the large groups of our students who are not perceived as having what I'll call "middle-class aspirations." They are being harmed by a school system that erases who they are and marginalizes anyone expresses a lack of interest in academics.
Ratchetdemic is essentially "meeting students where they are" but for real. It is acknowledging that the idea of what is and is not "academic" is causing harm by devaluing the very real genius that people have but don't express or show in traditional "academic" ways. It is acknowledging that much of what people do in their lives is rigorous and academic, but schools are not setup for differing ways of expressing "rigor."
I think this idea is even more important as we move out of Covid. Covid exposed the 'busywork' nature of so much of school and many students express their frustration with that in ways that Emdin would certainly call "ratchet."
July 8, 2023
I agreed with the main message of Emdin's book, that for students to be successful, they have to be their authentic selves. What struck me is the vast differences between teaching in Canada and the United States, and the level to which school districts or administrators micromanage what happens in classrooms. Maybe I've just been fortunate my whole career in this respect, but I feel that there is a lot more respect given to doing what works and trying new things to engage students here. I also thought about how these lessons apply to classrooms that consist of a diverse variety of students from different backgrounds, previous educational experiences, and familiarity with the established system.
Emdin's book is interesting, but it also reminds me of why I don't read a lot of educational books (the writing). He really hammers every metaphor he has deep into the ground, and sometimes I could feel him twisting his logic just so he can use a certain word or relate things to one of his metaphors.
That's beside the point though, which is that this book is a good reminder of how so much potential lies in every classroom, and that we need to rethink or reverse how we interact with the larger system to make sure we unlock more of it. This gave me a lot to think about.
Emdin's book is interesting, but it also reminds me of why I don't read a lot of educational books (the writing). He really hammers every metaphor he has deep into the ground, and sometimes I could feel him twisting his logic just so he can use a certain word or relate things to one of his metaphors.
That's beside the point though, which is that this book is a good reminder of how so much potential lies in every classroom, and that we need to rethink or reverse how we interact with the larger system to make sure we unlock more of it. This gave me a lot to think about.
January 6, 2023
This man speaks to my soul. Dr. Emdin lays bare the heartbreak that exists at the core of our education system.
So many gems in this book. But this quote rings in my ear all day. “Schooling for black youth has always been about unrequited love.” A truth as indisputable as it is ignored.
This quote alone should spur every educator into action both to root out the racism and unconscious bias within, and to knock down the racism and harmful practices that hold up the foundation of the very neighborhood school in which they work.
While he implores educators to recognize the harm being done to black students in particular, and all BIPOC students in general, he also highlights the immense gifts and greatness black students possess that must be protected.
Every educator should read this book. If you are looking to decolonize your professional work as an educator- read this book tooooodaaaayyy.
So many gems in this book. But this quote rings in my ear all day. “Schooling for black youth has always been about unrequited love.” A truth as indisputable as it is ignored.
This quote alone should spur every educator into action both to root out the racism and unconscious bias within, and to knock down the racism and harmful practices that hold up the foundation of the very neighborhood school in which they work.
While he implores educators to recognize the harm being done to black students in particular, and all BIPOC students in general, he also highlights the immense gifts and greatness black students possess that must be protected.
Every educator should read this book. If you are looking to decolonize your professional work as an educator- read this book tooooodaaaayyy.
Read
November 30, 2021Dr. Emdin makes some critical arguments in this book that call upon teachers to recognize the brilliance of our students, no matter how their genius is expressed. These arguments are made repeatedly through the book, and he provides some excellent examples of students benefitting from methods that recognize and incorporate the trauma and pain inflicted on the Black community in the US. This is a good resource for teachers (especially teachers with white privilege) working in diverse communities, but will undoubtedly inspire pushback from some folks. I am still sitting with the discomfort inspired by the book (in large part by the title, which inspired one of my students to say "Eww, miss"), but I appreciate the reflections this book has inspired.
January 7, 2025
Dr. Emdin holds one of the most powerful voices in modern day America. I have read this book muliutple times, and each read, I find myself in awe with his genuis. His creative analogies and unique writing style make this an easy read. This book is healing, it shows that YOU were not the problem, it was the pedogogy you were exposed to. Dr. Emdin balences teaching about historical events that impacted education, current education issues, and his desired furture for education perfectly.
If you are someone who hated school growing up - this is a read for you.
If you are a teacher - this is a must read to ensure that you do not carry out the harmful cycles that have negativley impacted our youth for decades.
If you are someone who hated school growing up - this is a read for you.
If you are a teacher - this is a must read to ensure that you do not carry out the harmful cycles that have negativley impacted our youth for decades.
February 5, 2022
I am thankful for the review that recommended reading Emdin's other book, For White Folks Who Teach in the Hood ... And the Rest of Ya'll, Too, before this one because that earlier text definitely lays the groundwork for what Emdin discusses and argues in Ratchetdemic. Working in higher education administration, I felt this book has more I can embrace and use as I advise my students, but the main audience is definitely still k-12 educators. Especially as we enter year three of the pandemic and are finally realizing all the broken aspects of our systemic institutions across the board, I highly recommend reading Emdin's books in preparation for changing these systems.
December 9, 2022
Someone recommended this book and strongly suggested I listen to the audio version. Being the person that I am, I love reading the physical book. I just saw the review on the audio version; I'll just imagine his voice while I read the book. This book was awesome! His stories always connected to the issues, challenges, and a few solutions to our education system. The ratchet story alone was enlightening and its importance as a tool for teaching and education must be embraced and used. I'm reviewing my lessons and looking at them through different eyes. Thank you Dr. Emdin for writing such a timely and necessary book!
didn-t-finish
November 20, 2023I was not able to finish because it became too repetitive. After going on and on about Oreos, I gave up. I see the message about reframing our mindset around teaching children and how we expect some Black students to be in a structure of school norms as we know now - it also makes broad statements about Black children. I came to check out the Goodreads reviews and see I’m not alone. I enjoyed the message and will carry that with me, but if there is no action by the end of the book and just a call to find your action, I can do that work on my own without finishing it. I wonder if this book is best read by administrators, who often are the ones setting and enforcing archaic school rules.
February 26, 2024
I really like this book for the clarity in which it is written. Christopher Emdin saves you the academic jargon and cuts to meat of what it means to be a great educator. He is not pretentious or verbose like other literature I've read on education. Christopher Emdin brings up fantastic points of the state of education in the past and what can be done to fix it. Unfortunately, people have thumbed their nose at Emdin for his very progressive form of pedagogy, but if you are an educator then you would do well to read this book because its has become the backbone philosophy of the direction in which education is headed.
February 25, 2022
Let me start by saying that this book is easy to read. Christopher Emdin is a talented writer and even chapters that I found less interesting were still written so well that it was easy to read through them. That being said, I was a bit disappointed with this book because, although I agree with almost everything Emdin writes, he offers very little in terms of actionable ideas for teachers, students, parents, or administrators. His takeaway boils down to "find your ratchet" and "stop thinking and just do it." I certainly believe this is important advice, but how does one actually do these things? More importantly, what does one do after they have found their ratchet?
I will say that I also found some of the analogies in this book to drag on too long. Emdin makes some very thoughtful connections with real-life anecdotes that help to make his points crystal clear. However, he'll spend an entire chapter on a single analogy which ends up feeling stretched much beyond its use. I sometimes didn't feel trusted as a reader as Emdin felt it was necessary to stretch every analogy further and further to make sure I understood.
I would recommend this book if you are an educator looking for validation of your unorthodox methods, or if you're an educator unsure whether you should continue teaching using a traditional teaching approach. I also think this is a great book for discussion groups, especially at schools. I would not recommend if you are looking for actionable ideas that you can implement.
I will say that I also found some of the analogies in this book to drag on too long. Emdin makes some very thoughtful connections with real-life anecdotes that help to make his points crystal clear. However, he'll spend an entire chapter on a single analogy which ends up feeling stretched much beyond its use. I sometimes didn't feel trusted as a reader as Emdin felt it was necessary to stretch every analogy further and further to make sure I understood.
I would recommend this book if you are an educator looking for validation of your unorthodox methods, or if you're an educator unsure whether you should continue teaching using a traditional teaching approach. I also think this is a great book for discussion groups, especially at schools. I would not recommend if you are looking for actionable ideas that you can implement.
November 27, 2023
I want to be able to give this 3.5 stars. There are many individual statements that Emdin makes that I agree with and that, frankly, sing as prose. But taken together, it bugs me that he proposes a model of the ratchetdemic educator that doesn't actually interrogate/challenge White supremacy beyond the superficial. The overemphasis on individualism, the martial central metaphor, the lack of critique of dominant epistemologies in schooling spaces--it's Whiteness dressed up in cooler clothes, and it bugs.
January 5, 2022
I read Ratchetdemic after hearing Dr. Emdin speak at a Northshire Bookstore event. He is nothing short of amazing, and his book offers insights all educators need to hear. He has the gift of conveying the truth kindly, yet clearly. I like the idea of tearing down oppressive educational structures from within. I want to learn more about Ratchetdemic success stories and Emdin's vision for how online education fits into the equation.
February 2, 2022
This is a powerful book and Dr. Emdin brings it fully in his second outing. I wish I could gift this book to every black educator and student I know because I think it feels like a big hug for those doing the work. Every educator however should read this because it will be equally affirming and challenging as we strive for our authentic selves so that we are prepared to transform spaces for students to be their authentic, genius selves!
July 5, 2023
It was alright. There were some interesting ideas and questions, but I should have remembered how much of a slog I found his "for white folks who teach in the hood" before picking this one up. (I also thought the "-demic" part was going to be pandemic-related, but it isn't, it's from "academic.") Once again, he gets pretty caught up in his own jargon and after awhile it all starts to feel kind of meaningless. I think Emdin would benefit from a ruthless editor.
November 17, 2023
Beginning is great, ending is great, the middle is full of pontificating about the same points made over and over. I've been an Emdin fan for awhile now, so this was nothing new to me and felt pretty dull and repetitive -- I probably would have felt differently if I'd never read anything like this before. Still, he's at the modern forefront of culturally relevant pedagogy for a reason and the book is worth a read for any teacher.
June 22, 2025
Reading this felt like being back in the room when I first heard Dr. Christopher Emdin speak at an event for teachers. That event focused on how our students spend tireless energy just trying to navigate the unspoken social norms of school, often at the expense of their learning and joy. Ratchetdemic dives deep into that reality. Dr. Edmin challenges the assumption that students must conform to rigid, white-centered norms to be seen as “successful,” and instead uplifts the power of cultural expression, joy, and resistance. By reclaiming the term “ratchet” and pairing it with “academic,” Emdin celebrates the fullness of students’ identities. He shares a vision for liberatory education rooted in love and possibility.
March 2, 2022
If you intend to read 50, 25, 12, or 3 books in 2022, make sure this is one of them. This book is brilliant. The stories within are complex, heartfelt, inspiring, and motivating. Dr. Emdin has taken great care here in how he observes, studies, understands, and empathizes with young people. E is a phenomenal person and this is a phenomenal book. Highly recommend!
July 10, 2022
As always Chris Emdin’s writing is a must read for educators who work with Black and neo-indigenous youth.
Good reminder that the issues with our current education systems is not just structural but cultural. Not being able to relate to young people is a big part of that issue. Embrace the ratchet!
Good reminder that the issues with our current education systems is not just structural but cultural. Not being able to relate to young people is a big part of that issue. Embrace the ratchet!
December 25, 2022
Kinda preachy and just repeating the same messages over and over again but in a different way. Lots of metaphors and similies but without any explanation as to what he actually meant by them. All of the contents of this book could easily be crushed into a 10 minute Tedtalk. And only 5 extra minutes because people will probably have questions.
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