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Eve L. Ewing

Eve L. Ewing is a writer, scholar, and cultural organizer from Chicago. She is the award-winning author of four books: Electric Arches, 1919, Ghosts in the Schoolyard, and Maya and the Robot. She is the co-author (with Nate Marshall) of the play No Blue Memories: The Life of Gwendolyn Brooks and has written several projects for Marvel Comics. Ewing is an associate professor in the Department of Race, Diaspora, and Indigeneity at the University of Chicago. Her work has been published in The New Yorker, The Atlantic, The New York Times, and many other venues.
Original Sins

Books

Original Sins

What Students Will Be Reading: Campus Common Reading Roundup, 2025-26

With the fall semester in full swing, colleges and universities around the country have announced their Common Reading books for the upcoming 2025-26 academic year. We’ve compiled a list of over 286 programs and their title selections from publicly available sources, which you can download here: First-Year Reading 2025-26. We will continue to update this

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Register for the 2026 Penguin Random House First-Year Experience® Conference Author Events!

Penguin Random House Author Events at the 45th Annual First-Year Experience® Conference February 15-18, 2026 Seattle, Washington Hyatt Regency Seattle Click Here to RSVP A complimentary meal and a limited number of books will be available to attendees. Each event will also be followed by an author signing. Interested in hosting one of these authors at

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2026 Catalog for First-Year & Common Reading

We are delighted to present our new First-Year & Common Reading Catalog for 2026! From award-winning fiction, poetry, memoir, and biography to new books about the environment, current events, history, public health, science, social justice, student success, and technology, the titles presented in our common reading catalog will have students not only eagerly flipping through

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FROM THE PAGE: An excerpt from Eve L. Ewing’s Original Sins

In Original Sins, University of Chicago professor Eve L. Ewing demonstrates that it’s in the DNA of American schools to serve as an effective and under acknowledged mechanism maintaining inequality in this country today. Ewing makes the case that we need a profound reevaluation of what schools are supposed to do, and for whom. This

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