The current semester's courses and course descriptions are listed below.
Students can access the dynamic course schedule via CUNYfirst Global Search.
Spring 2021 Courses
UED 70600 Introduction to Research Methods,W 630 - 830 PM, Mangual Figueroa (Open to UED Students Only)
UED 70500 Educational Policy, M 630 - 830 PM, Shedd (Open to UED Students Only)
UED 75100 Qualitative Methods, W 415 - 615 PM, Schieble
UED 71200 Decolonizating Urban Education, T 415 - 615 PM, Bayne
Scholars have emphasized that, “Decolonization is not a metaphor...for things we want to do to improve our societies and schools” (Tuck & Yang, 2012, p.1). The questions that follow as a result are: What is decolonization? What does or doesn’t it have to do with its (mis)alignment in and to the future of urban education? In this course we will come to understand the intricacies of decolonization from varying perspectives held within both scholarly works and from the lived experiences of some of the most marginalized in society. We will consider ‘decolonial’ theories of education, as they relate to praxis - “reflection and action directed at the structures to be transformed” (Freire (2005, p. 126). Examining how education has functioned as a tool for coloniality, and how much of it is still upheld in the United States will be central to our interrogation. Decolonization as a praxis – an act of dismantling oppressive forces, including, for example, (neo)colonial beliefs and practices; accepted racial, ethnic, gender and sexual discriminatory actions; disrespect for upholding a safe and clean environment; and, of course, the genocide and displacement of Indigenous peoples – will form the core of our readings, discoveries, discussions, and plans for transformation – all as they relate to urban education.
UED 71200 Radical Care: Teaching and Leading for Justice in Schools, H 630 - 830 PM, Rivera – McCutchen
As Critical Race Theory comes under attack from the highest levels of government, this course examines the application of CRT as a more humanistic approach to urban schooling, focusing specifically on critical conceptions of care, love, and hope. Beginning with the premise that schooling must be explicitly focused on disrupting structural inequality, we start with an examination of Black feminist/womanist approaches to schooling, then move on to other scholars whose work examines critical applications of care, love and hope in schools.
UED 73200 Doing Visual and Arts-Based Research, W 630 - 830 PM, Fellner
In the past decade there has been an explosion of visual and arts-based research projects across several disciplines (e.g. anthropology, educational, public health, psychology, sociology). Arts-based research is an approach to inquiry, a methodology, which relies on artistic means to interrogate, reflect upon, and understand ideas, situations, relationships, experiences and structures. Like traditional research, arts-based inquiry seeks to raise awareness, broaden insight and understanding, and produce knowledge. Unlike traditional research, the value of arts-based research lies in its ability to evoke experience, celebrate nuance, validate feeling, promote reflexivity and generate empathy rather than in adherence to established research concepts of generalizability, replicability and “truth.” Ambiguity, complexity, polyphony and polysemy – the welcoming of multiple voices, meanings and perspectives – are friends of an arts-based methodology. Visual methods are also used to document phenomena and make visible patterns that might otherwise remain invisible.
In this course we will explore different visual arts-based methods of inquiry, including photography, drawing and painting, video and collage, paying particular attention to projects that are dedicated to building a better future for all and making our world more just. Visiting arts-based researchers will discuss their visual explorations, and a number of assigned readings will help us to theorize our own work and that of others. Central to this course will be your own visual inquiry into a subject that is of importance to you. Students may opt to analyze arts-based data that you have already gathered or to represent existing research findings in an alternative visual or multimedia form. Through discussion and analysis of your own work and that of visiting artist-researchers, students will develop conceptual and methodological skills to be applied in your own visual arts-based explorations. The course is organized around a commitment to joy, pleasure and playful experimentation as vital ingredients to arts-based research, analysis, and scholarship.
UED 72200 Dismantling Interlocking Systems of Oppression: A DisCrit Orientation to Multiply Marginalized Students, W 415 - 615 PM, Valle
In this course, we will explore and apply DisCrit, a new theoretical framework that combines tenets of Critical Race Theory (CRT) and Disability Studies (DS), as an analytical tool to interrogate interdependent constructions of race and disability in American culture writ large and its historical and contemporary manifestations within public education. Through the lens of DisCrit, we will consider such questions as: How do racism and ableism circulate interdependently in ways that reify the construct of “normal”? In what ways do societal gains for students outside Western, Eurocentric cultural norms reflect interest convergence with whiteness and ability? What material and psychological consequences emerge from being labeled as raced and disabled? What mechanisms operate within educational laws and policies to oppress multiply marginalized students in neutralized and invisible ways? Course participants will have the opportunity to apply DisCrit to their individual research interests.
UED 75200 Advanced Research and Writing Seminar, H 415 - 615 PM, Luttrell (Open to UED Students Only)
This course focuses on supporting advanced doctoral students who are doing research, analysis and writing as part of their second exam, thesis proposal or dissertation work. With instructor guidance, students will work in a structured, interpretive community over the course of the semester. In each meeting, participants will read, comment on, and learn from each other’s work. Students will also have short bi-weekly writing assignments that reflect on their writing practice.
UED 73200 How to Incorporate Historical Thinking and Historical Research into Thesis and Dissertation Projects
This seminar, organized as a collaborative study group involving and featuring collective conversations as well as presentations by individual participants, focuses on the ways that Urban Education MA and PhD students (along with other Humanities and Social Sciences students who might be interested in signing on) can incorporate historical thinking, analysis, and research into the conceptualization and execution of their theses and dissertations. Issues and approaches emphasized in the seminar will include (but will not be limited to):
*how historical thinking can broaden and enrich traditional social scientific analyses and projects;
*how and why students should incorporate historical thinking and analysis into their literature reviews for the second exam and/or dissertation proposal;
*the nature and purposes of oral history interviewing, including how to structure and execute oral interviews;
*the development and uses of digital history archives (especially relevant in the current pandemic context in which traditional archival research is not possible);
The seminar will feature reading and discussion of landmark texts in education history, which will serve as models for how history can and should be incorporated into research and writing. Class sessions will be structured around group responses and critical feedback to individual student presentations of their own research ideas and topics, and how best to incorporate an historical perspective in ongoing or future scholarly research and writing. The course is conceived and led by Prof. Steve Brier, who has taught the introductory history core course in the Urban Education program for more than decade and whose own scholarly work focuses on New York City’s rich and contested education history. This is the final course he will teach in the Urban Education program before retiring at the end of the Spring 2021 semester and he hopes to use this seminar to pass on his knowledge and insights into historical thinking to current and continuing graduate students.
UED 73200 Public Knowledge and Publishing in Youth Studies, T 630 - 830 PM, Bishop
This course will provide an overview of routes to publication across a wide range of scholarly and public-facing information environments. The course will focus on writing for both popular and peer-reviewed publication and will provide an opportunity for enrolled students to submit their completed writing from this class for publication in a CUNY online journal Theory, Research and Action in Urban Education (TRAUE) https://traue.commons.gc.cuny.edu/. Students will analyze their possibilities for publishing and determine steps to bring their scholarship into public spaces in the short, intermediate and long term.
UED 71200 Participatory Democracy and Social Movements, T 3-5PM, Celina Su
This seminar takes a look at what ordinary citizens do to shape public policies and engage in politics— in ways other than voting. We explore the notion that popular participation can make democratic governance more legitimate, fair, and effective. We examine theories and existing evidence on the promises and challenges of participatory democracy— alternatively called bottom-up participation, maximal democracy, or direct democracy. Specifically, we will examine forms and functions of civil society from a comparative perspective by looking at specific examples of (1) participatory institutions (neighborhood councils, urban budgeting, school governance, etc.), (2) participation in non-governmental organizations and development projects, and (3) social movements around the world (potential cases include landless people’s movements, transnational networks, mothers of political dissidents who have “disappeared,” AIDS protest groups, etc.). Sometimes, these three categories blur into one another. We will try to focus on case studies in “Global South” middle-income countries like Brazil, Argentina, India, and South Africa, though we also include domestic cases as a point of reference. How much should ordinary citizens participate in policymaking, and how? Under what circumstances?
UED 75200 Writing for Publication, T 2 - 4 PM, Celina Su
This seminar aims to help students to advance research projects and dissertations for publication, by drawing out data, analysis, and arguments for a journal article submission. Because of time constraints, we cannot also tackle book reviews, turning the dissertation into a book, etc. Because the academic job market has placed increasing pressure on doctoral candidates to publish journal articles foremost, we are strategically focusing on this goal. Over the course of the seminar, we will each employ standard protocols for journal article submission, and decide on whether and how we might want to take risks in our articles. We will pay special attention to issues of audience, clarity, and impact (what do we ultimately want folks to take away from our article?) throughout. We’ll be paying attention to the craft of good writing, to the specific constraints and vagaries of academic writing (especially journal article-writing), and to life conditions (accessing resources, making time, space, and the focusing power to write, as well as managing concurrent projects and simultaneously finishing a dissertation/ going on the job market) along the way. We will work on transforming our research into publishable articles, drafting, editing, and revising our work, and reflecting upon our work through peer review. In order to successfully complete this course, enrolled students must have completed a substantial portion of their fieldwork and analysis. By the end of the semester, each of us should have a journal article manuscript that is ready to submit. Interested students should email Celina Su (email@example.com) with a brief description of your current project/ proposed paper in advance.
UED 71200 Black Lives and Decolonizing Methodologies: A Cross-Psychology Course in Critical Perspectives on Diversity and Decolonizing Psychology, W 930 - 1130 AM Byrd / Fine
In this highly participatory course we will be exploring the eugenic and white supremacist logics, capitalist/heteronormative/misogynist assumptions and methodologies, that undergird much of early psychology - across areas - and the contemporary "inheritances" of these dynamics in areas as diverse as neuro/industrial/organizational/social/health/clinical/counseling/developmental. In addition, we will be exploring (with students excavating the critical archives of psychological work) the radical ruptures that critical scholars have forged, throughout history, to create a decolonizing archive of psychology's haunting past and radical possibilities over time. We look forward to inviting students to build the course with us -- those from across psychology, as well as urban education and social welfare, two fields deeply influenced by some of the most regressive and radically thrilling aspects of psychological theory/inquiry/methods/praxis.
UED 72200 Research with Children and Youth, W 415 - 615 PM, Hart
UED 73200 Advanced Seminar on the Listening Guide: A Method for Narrative Analysis, T 415 - 615 PM, Tolman
UED 71200 Learning and Development: Radical Pedagogies and Critical Theories, T 630 - 830 PM, Stetsenko
This course concentrates on critical, dialectical and sociocultural theories, methodologies, and research at the intersection of development, learning, and pedagogy -- with a focus on major frameworks and contemporary developments in this interdisciplinary area. Objectives include gaining and advancing critical tools for the analysis of core assumptions and ideologies underpinning various theoretical positions and how they shape pedagogical approaches including practical applications in schools. Special focus will be placed on radical pedagogies in contested spaces that challenge patriarchy and racism, along with assumptions about power, privilege, and possibility.
UED 71200 Constructing History: Architecture and Alternative Histories of New York, H 415 - 615 PM, Macauly-Lewis and Montgomery
Architecture and the built environment are products of their social, political, and economic circumstances. New York City, a perpetually evolving metropolis, has been shaped by successive waves of immigration, shifting economic priorities (from agriculture and manufacturing to finance and technology), and politics. Today, the impact of gentrification, the lack of affordable housing, and climate change is evident in New York City’s built environment. This is not a new story, but one that has been intrinsic to New York City since its founding. Therefore, rather than relying on the written record as the main evidence for exploring New York’s history, this course will introduce students to the built environment and use the urban fabric of New York–its buildings, streets, and places, along with primary source materials about these edifices from libraries and archives–to construct alternative histories of the city. Erected, used, and inhabited by people of all colors, creeds, socio-economic backgrounds and cultures, architecture and the built environment allows us different insights into the development of New York’s history, inviting us to develop alternative stories about the city’s past. The study of architecture and the built environment is inherently interdisciplinary. Students will be introduced to diverse research methods and will be tasked with conducting place-based research on New York City’s built environment during site visits and visits to archives and libraries. The students in the course will have an opportunity to generate new knowledge about New York City, its built environment, and people.
UED 71200 Power, Resistance, Identities, and Social Movements, H 630 - 830 PM, O'Brien
This course focuses on individual forms of socially constructed identity (e.g., gender, race, ethnicity, sexuality, disability, and humanness or bodies), intersectional forms of identity (e.g., gender and bodies), and collective forms of identity (e.g., citizen, worker or labor, and anarchist collectives or horizontal non- state civil movements, referred to as social movements in American politics). It explores how these identities affect power and resistance, as understood by social theorists and contemporary philosophers such as Michael Hardt, Antonio Negri, and Judith Butler, who in turn draw upon Gilles Deleuze, Raymond Williams, Stuart Hall, Michel Foucault, Antonio Gramsci, Karl Marx, and G. W. F. Hegel, among others. It examines the impact these ideas have by exploring the epistemology/ontology intersection. It looks at how social theory helps social movements strategize. It manifests Ideas in Action and (Re)Action.
This course is cross-listed with Urban Education, American Studies, and International Studies, and it is especially pertinent for M.A. students in Political Science, because it offers theories and then applications to help students exploring writing an M.A. thesis or capstone project. Several social movements will be explored as case studies. First, we will consider the worldwide struggle to end political and social violence against women (including #MeTooism), and if/how it is having global impact. We will examine, for example, the Combahee River Collective -- an organization of Black feminists who attained international reach by coining the term “identity politics” -- and assess the movement’s global impact, as seen for instance in “Women’s Internationalism against Global Patriarchy,” by Dilar Dirik (and PM Press).