Show The Graduate Center Menu
 

Program

WHO WE ARE


Our program offers an interdisciplinary approach to the study of urban education situated within an analysis of broader social, political, and economic processes that shape schooling and learning. We place a high value on social justice-oriented and public-facing scholarship that bridges theory, research, policy and practice. The  Ph.D. in Urban Education is organized around rigorous academic work and critical democratic engagement. The program centers critical theories and practices related to curricula, pedagogies, and policies that foster the analysis and transformation of present-day class, race, gender and language-based inequities within and beyond schools. The program’s stance on social justice is grounded in the powerful and compelling scholarly and teaching work of its faculty, its diverse student body who consistently engage in provocative research and social projects, as well as the growing number of alumni who carry forward their civic responsibilities as scholars, researchers, and educators in the United States and abroad. As members of the City University of New York, we situate our scholarship within New York City schools and communities, while also building connections with practitioners and researchers across the country and the world.

WHAT WE STUDY


The  course  of  study  within  the  doctoral  program  in Urban Education consists of four core courses, post-core requirements including quantitative and qualitative research methods, and elective courses based on students’ research interests. Our courses are grounded in diverse pedagogical and theoretical approaches and emphasize the study of curricula and classrooms, schools and urban communities, and methodologies and policies across historical and political contexts.
 
After completing their required courses, students work with their advisors and other program faculty to develop a unique and rigorous course of study that will inform their scholarship as they complete their coursework, take their two required examinations, and develop their dissertation study. As part of our interdisciplinary course of study, students can engage with the robust network of intellectual resources that comprise the Graduate Center, enabling them to access a rich selection of elective courses and to work with research faculty across many relevant partner disciplines, including English, History, Philosophy, Psychology, Sociology, Anthropology, Economics, and Political Science.

OUR COMMUNITY


The Urban Education community provides an intergenerational place for interdisciplinary learning and apprenticeship to academic research. The Graduate Center and program faculty are committed to providing a range of funding opportunities in order to make doctoral-level study possible for admitted students, many of whom already work as teachers and administrators, and many of whom benefit from financial support to complete their degree. Our program has become one of the most competitive in the country, and has retained its practice of admitting and retaining a truly racially and ethnically diverse intellectual community central to our scholarly work in urban education.

OPEN HOUSE EVENT:


The next Open House event will be held on Wednesday November 13th, 2019 at the CUNY Graduate Center:
365 5th Avenue New York, NY
Rooms C 201 - 205, 6 PM - 8:30 PM

Refreshments will be served.

Please Register to Attend at the link below:

https://www.eventbrite.com/e/open-house-tickets-72387327445

*REMEMBER that all applications are due by January 1st, 2020.  Please make sure you have scheduled your GRE's in advance to ensure the ADMISSIONS OFFICE receives them by the deadline.

HOW WE WORK


Our course sequence is designed to provide opportunities for interdisciplinary study in the context of important research questions based in ongoing dilemmas in schools and societies. After their first-year cohort experience in the colloquium and four core courses, the program provides students with the flexibility to integrate the interdisciplinary foundation they built in the core courses and the colloquium with emerging areas of specialization relevant to their research interests.

FOUR CORE COURSES, plus a colloquium requirement, provide a foundation for education research, broadly defined, as social justice-oriented and critically engaged scholarship that bridges theory, research, and practice.

Core 1: Introduction to Research Methods in Urban Education
Core 2: Pedagogy and the Urban Classroom
Core 3: The Historical Contexts of Urban Education
Core 4: Educational Policy
Core Colloquium

The Urban Education community provides an intergenerational place for interdisciplinary learning and apprenticeship to academic research. The Graduate Center and program faculty are committed to providing a range of funding opportunities in order to make doctoral-level study possible for admitted students, many of whom already work as teachers and administrators, and many of whom benefit from financial support to complete their degree. Our program has become one of the most competitive in the country, and has retained its practice of admitting and retaining a truly racially and ethnically diverse intellectual community central to our scholarly work in urban education.

RESEARCH METHODS COURSES fulfill the required 9 credits. The program requires a 3-credit quantitative and 3-credit qualitative course, and students select a third (3-credit) methods course including (but not limited to) the following: research design, statistical reasoning and analyses, ethnographic methods and data analysis; visual and narrative research methods, document analysis, policy, historical, and philosophical analyses, among others. 

ELECTIVES fulfill 27 credits of coursework that advance students’ trajectories in their chosen research topic. These are selected––in consultation with their academic advisor and dissertation committee members ––from a range of program seminars offered in the Urban Education program, by other Graduate Center doctoral programs and, if appropriate, by courses that students can take at other universities belonging to the Inter-university Consortium.

The electives that complete a students’ course of study and preparation for dissertation work are carefully and collaboratively curated by students and their advisors, who ensure that students achieve a high level of interdisciplinary sophistication related to their chosen research topic. The electives feature analytical, empirical, theoretical and practice-based engagement in a student’s chosen field of study.  

Program seminars focus on the ever-evolving issues/debates within the field, their historic antecedents and imagined possibilities. Program seminars help students develop theories of culture, language, race, gender, political economy, science, mathematics, curricular and policy analysis while linking higher education to cultural institutions, technology, and teacher education within the urban context. Some examples include the following:
 

  • Countering the Carceral Continuum
  • Troubling “Normal” in Education and Culture: Examining Disability through a Social Justice Perspective
  • Shaping the City: Schools and the Racial Geography of New York
  • What is Curriculum Studies?: Theories and Practices of Reconceptualization and Post-Reconceptualization
  • Critical Sociocultural Theories and Transformative Practice: Intersections of Human Development and Education
  • Exploring Connection between Disability, Imagination, and Creative Expression
  • The Private War on Public Education
  • Power, Discourse and Knowledge in Education: Postmodernist and postcolonial critical theory
  • Raciolinguistics and Education
  • The Hidden Curriculum of Gender and Sexuality in Schools: A Critical Race Theory Perspective
  • Reimagining Youth Civic Engagement in the Digital Age
  • Critical Lenses on Literacies: The Politics of Ideologies of Language and Literacies
  • Emotions, Wellness and Sustainability: A Critical Exploration
  • Educating Educators
  • Mindfulness and STEM Education