The current semester's courses and course descriptions are listed below.
Students can access the dynamic course schedule via CUNYfirst Global Search.
Spring 2022 Courses
UED 70600 Introduction to Research Methods, T 630 - 830 P, hybrid, Ariana Mangual Figueroa (Urban Education Students Only)
UED 70500 Educational Policy, T 415 - 615P, hybrid, Heath Brown (Urban Education Students Only)
UED 73200 Doing Visual and Arts Based Research, M 630 - 830 P, in person, Gene 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 Participatory Approaches to Public Ed Pol: Focus on District 15, H 630 - 830 P, in person, M. Fox
In this course, we will collectively study the history, present, and emerging possibilities in relation to educational policy-making in Brooklyn’s District 15. Brooklyn’s District 15 is home to staggering disparities in terms of resources, wealth, and racial segregation. As a result, and as is no surprise, there is significant, yet normalized, educational inequity across the District. In recent years, District 15 has experimented with approaches to disrupt some of those inequities. Most recently, the District is using a critical participatory action research approach to elementary ed policy-making in relation to rezoning and district planning.
In this course, we use District 15 as a case study in order to think collectively about educational equity, centering impacted communities, and participatory public policy-making. We will consider the distant and recent histories of rezonings, admissions, and other relevant policies in the District. We will analyze relevant district and city-level data, consider intersecting public policy sectors (like housing, policing, immigration) and we will interrogate concepts of “integration” “segregation” “equity” and “justice” as well as “participation”, “community control”, and “community engagement” through a participatory action research framework. Finally, we will consider implications beyond District 15, beyond Brooklyn, and beyond New York City and as relates to intersecting policy areas and issues.
This course aligns with two active participatory action research projects underway in District 15: in Sunset Park and in Red Hook/Gowanus/Carroll Gardens/Cobble Hill. Students in this course will have the opportunity to meet with/work with community researchers from those projects as part of the course work for this course.
(Course would pair well with Community Based Research Methods, taught by María Elena Torre, which provides an introduction to PAR)
UED 75100 Qualitative Research, W 415 - 615 P, in person, Melissa Schieble
No Course Description
UED 72200 Dismantling Interlocking Systems of Oppression: A DisCrit Orientation to Multiply Marginalized Students, H 415 – 615P, in person, Jan Valle
In this course, we will explore and apply DisCrit, a 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 as well as 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”? What material and psychological consequences emerge from being labeled as raced and disabled? What mechanisms operation 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 Public Knowledge & Publishing: Queering Scholarly Dissemination, T 630 - 830 P, hybrid, Bishop
This course will provide an overview of routes to publication across a wide range of scholarly and public facing information environments. Spring 2022, the course will be (un)grounded in (anti)traditions of intersectional queer theory, querying the troubles of troubling academic publishing practices and forms of scholarly dissemination across (dis)embodied bodies of knowledge. 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/ as well as drive the operations of the journal. Students will analyze their possibilities for publishing and determine steps to bring their scholarship into public spaces in the short, intermediate and long term. We will be joined this semester by a range of CUNY Graduate Center Urban Education alumni who will serve as guest editors for the next TRAUE special issue release in 2022 and who will lead the ongoing development of the editorial advisory board for the journal.
UED 71200 Creating Racially Just Schools, M 415 – 615P, hybrid, Terrie Watson
The disparate educational outcomes between Black and white children are long-standing and reflect the impact of race and racism on the nation’s public schools. Despite a range of efforts, including the landmark Brown v. Board of Education (1954) decision and a host of federal mandates (e.g., the Every Student Succeeds Act) aimed to ensure equity and access for all students, race-based disparities remain evident in school discipline data, college readiness levels, and graduation rates. Nevertheless, African American educational leaders were found to have a profound impact on the academic success of Black children and in creating racially just schools.
This course focuses on the efficacy and advocacy of Frances (Fanny) Jackson Coppin, America’s first Black woman school principal. Using Black Feminism as a methodology, specifically the tenets of Black Feminist Theory (BFT) and motherwork (Collins, 2000, 1994), Coppin’s lived experiences and contributions to Black education will be examined to proffer valuable lessons to the next generation of school leaders.
Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York, NY: Routledge.
Coppin, F. J. (1913). Reminiscences of school life, and hints on teaching. Philadelphia, PA: A. M. E. Book Concern.
UED 72200 Agency and Social Transformation: Implications for development and Education with a Social Justice Agenda, W 415 - 615P, online, Anna Stetsenko
In this class we will explore and critically interrogate the concept of agency especially as it relates to the cultural, political, and historical contexts of education. We will discuss the uses of the concept of agency and its trajectories across various theoretical approaches, disciplines, and paradigms. A number of related issues and fields of agency will be addressed such as power, race, and gender. Close attention will be paid to the relationship of agency to identity development especially in the context of education. The need, possibility, and utility of agency for social transformation premised on ideals of social justice and anti-racism will be centered throughout the course, highlighting the interdisciplinary nature and practical relevance of agency. An additional emphasis is to be placed on how theorizing and research on agency might add to our understandings of diversity specifically in the context of the current acute socio-political crisis. The works by critical and decolonial scholars, including those from the Global South will be prioritized. The overarching goal is to provide the tools for participants to augment, develop, and advance their own views and positions on the concept of agency and social transformation as these relate to their research interests and agendas.
UED 71200 Testing and Assessment in K-16 and Teacher Education: Why are the stakes so high?, W 630 – 830P, in person, David Gerwin
This course examines the role that testing plays in education policy making and in the classroom, looking historically, sociologically and at policy (it does not provide a quantitative analysis of testing). Comparing assessment development in mathematics and “mathematical knowledge for teaching” with social studies and the difficulties in measuring “historical thinking” we will examine what testing can contribute to conceptual understanding in different academic disciplines. The course considers the affordances and constraints of requiring a score for each student versus the national sampling provided by NAEP. The course will look at this question in a national context from the No Child Left Behind legislation. Taking NYS as a case study, the course examines the elimination of alternatives to the Regents examinations, their impact on graduation, and the recent introductions of alternatives to a fourth Regents examination; the NYS Performance Based Assessment Consortium; teacher certification examinations since 2004 will provide the final case study, including a close look the adoption and subsequent policies around the edTPA. In contrast, the course reviews the current political difficulty in attaining any accountability regarding the non-public education provided to 50,000+ yeshiva students around NYS. The yeshiva schooling issue poses a challenge to simply dismissing state accountability measures while also calling the state’s commitment to accountability into question. The course will include opportunities to participate in graduation panels for Performance Based Assessment, and guest speakers with expertise and differing viewpoints in the various case studies.
UED 73200 Cultural Praxis: Designing Research Methods in Partnership with Teachers, Children and other Field-Based Researchers, H 6:30 - 8:30P, in person, Beth Ferholt
This course will support students as they develop their own means of collaborating with traditionally excluded knowledge, knowers and means of knowing to develop new research methods. Students will be invited to join existing studies in which young children, artists and teachers work with researchers to design aesthetic, play-based research methods that are theoretically informed by the work of L. S. Vygotsky, a scholar of resistance, play and art; or to design similarly situated, ethical, historical methods within their own ongoing or new research projects. We will explore the work of researchers in a variety of fields who have engaged methods of research from outside the academy, such as methods of trance, art and play, to make phenomena that may have previously appeared to be outside the purview of scientific study, available for study in their full, dynamic complexity. This work can be situated in the following areas, amongst others: a response to the “careless” academy (The Care Collective), ethnographic film (Jean Rouch), preschool practice (Monica Nilsson), developmental psychology (Anna Stetsenko), creativity in early childhood (Vea Vecchi), performance studies (Dwight Conquergood), Native Science (Douglas Medin and Megan Bang) and anthropology (Edith Turner). The foci of the class will include challenging the divide between method and object in conventional social sciences, as well bridging barriers between professions and generations in research design.
UED 71200 Participatory Democracy and Social Movements, T 415 – 615P, Hybrid, 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 72200 Critical Urbanisms and Just Cities: Reimagining Social Infrastructures and Politics from Below, T 2 - 4 PM, Hybrid, Celina Su
This seminar examines histories of spatialized inequities and case studies of current mobilizations for alternative futures and more just cities. What might alternatives to housing financialization and hypergentrification, pervasive segregation in schools and neighborhoods, and slow violence and environmental injustice look like? Drawing upon academic literatures in urban studies and planning, political science, critical geography, urban education, and other disciplines, we interrogate various social justice-oriented models and theories of urban planning and policy-making (including participatory, insurgent, pluriversal, and decolonial models), dissecting their implicit criteria and prescriptions for action. We do so by focusing primarily not on city administrations and official public policies, but on different forms of politics from below. Our readings include comparative and emergent case studies of community-driven attempts to create and sustain structures and spaces for sociability, care, and solidarities. These span from attempts at school community control and community land trusts, to rent strikes and environmental justice campaigns, to abolition and disability justice campaigns. We pay particular attention to how various social struggles are entangled (and try to grapple) with intersecting structures and axes of power, including but not limited to race, class, gender, sexuality, settler colonialism, and disabilities.
UED 72200 Critical Community Based Research, 1145-145P, hybrid, Maria Torre
Critical Community-based Research is designed as a theoretically rich research clinic, we will collectively wrestle with questions about the what/how/why of engaging as academics and people rooted in communities, in a praxis of justice-oriented research in communities, with unconventionally trained researchers. Together, we will think through the intertwined issues of history, theory, methods, and ethics of participatory community-based research in the context of our own research projects. You are encouraged to present your projects for in-depth discussions and feedback. Topics we will consider: Framing participation - Stakeholders and colleagues, MOUs and solidarity; Building research collectives; Conditions of collaboration - How is it that we can participate as equally as possible?; How do we 'work' power?; Ethics and the practice of participation, action, and research; Navigating Contradictions, Complexity & Ambiguity; Designing participatory methods, analyses and products.
UED 71200 Decolonizing Psychology, H 930 – 1130A, hybrid, Michelle Fine, Byrd
We begin with courage and humility, seeking to unpack critically the history of psychology and psychological constructs that have bled into urban education. social welfare, sociology. We will, throughout the course, return to the question of how “decolonizing” may (or may not) be an intellectual, political and ethical project for our discipline; what remains of the psychological project when we interrogate and expose the eugenic, white supremacist, classist, heteronormative, pro-military and misogynist groundings of the discipline, and what transgressive possibilities have erupted – in teaching, practice, scholarship, arts and activism – from within the belly of the discipline, “whited out” by the hegemonic commitments of the profession. We will ground ourselves in the writings and commitments of decolonial theorists writing from South Africa, Martinique, Latin America, northern Africa, the United States and Maori scholars in New Zealand writing on extractive social science, the enduring tentacles of colonialism and white supremacy, the imperial reach of psychology as a discipline, the rich resonance of poetic knowledge and radical imagination:
“It appalls us that the West can desire, extract and claim ownership of our ways of knowing, our imagery, the things we create and produce, and then simultaneously reject the people who created and developed those ideas and seek to deny them further opportunities to be creators of their own culture and nations.” (Linda Tuhiwai Smith, Decolonizing Methodologies, 1999)
“Psychology, as a social science, has served the Western colonialist project in all its forms. Even as we have entered into a "post-colonial" period over the past century or more, the impacts of colonization on numerous populations around the world are still felt presently, profoundly so.” Sunil Bhatia, 2020, Internalized colonization and a decolonized psychology.
“Poetic knowledge is borne in the great silence of scientific knowledge.” Aimé Césaire, 1950
"Our radical imagination is a tool for decolonization, for reclaiming our right to shape our lived reality." (adrienne maree brown, Pleasure Activism: The Politics of Feeling Good)
“…one of the best ways of moving forward is to accept the splits within us and embrace them. Trying to go forward as if the damage has not been done is problematic, as it negates the bleeding wounds which many are still nursing..the persistent wound (of apartheid, colonialism and patriarchy) which many people continue to carry is a very sensitive one.” Puleng Seglo, 2020, Poison in the Marrow
Permission of Instructors
UED 73200 Childhood and Youth Studies: Approaches and Methods, T 415 - 615P, in person, Colette Daiute
This course "Childhood and Youth Studies: Approaches and Methods" involves in-depth focus on the interaction of problem, theory and method, with sustained attention to the ways in which researchers frame their investigations, develop research questions, design, implement, and report findings. Students engage with the contemporary study of children, childhood and adolescence as defined and supported in collectives of human cultural development (education, family, social welfare, community organizations, transnational child rights projects). The course emphasizes sociocultural approaches to childhood/youth in field-based settings with young people growing up amidst contemporary challenges such as displacement, lack of access to economic and sociopolitical resources, and social exclusion. Methods addressed in this course, include ethnography/participant observation, activity-meaning system design, narrative analysis, conversation analysis, archival studies, surveys, and participatory-action research. The course uses an inductive approach to research methods, that is we examine research designs in the context of exemplary studies in interventions to address inequities in education, health, and social welfare. Course activities involve reading research articles, discussing articles orally and in writing with a focus on method, and applying the course readings and knowledge building to your own research interests.
UED 71200 Black Diasporic Visions: (De) Constructing Modes of Power, W 1145 - 145P, hybrid, Shedd, Evangelista
Black Diasporic Visions turns us toward a myriad of pathways for liberation formed by African people and people of African descent inside and outside of oppressive structures of power, as well as the development of alternative visions and spaces. More specifically, in this course, we consider these constructions which are often despite, within and at the intersections of institutions and systems that impact education, the prison industrial complex, food justice, public planning, preservation, legal personhood and climate change. It is our hope that the knowledge that grows out of Black Diasporic Visions may inform and continue to be informed by urgent interventions and creations today.
African people and people of African descent have always, envisioned, created. It is in part for the capture of innovation for profit, that early African civilizations were enslaved and African developments redirected. Let us read African and African descendant innovations and demands for being, with as much rigor as we read exploitation and oppression. In Black Diasporic Visions we consider how the tools of literary archaeology and magical realism inform how freedom dreams and provide possibilities for just existences and being seen. We examine what may be gleaned from the use of the ringshout by artist Common to honor the life of Freddie Grey, the Free Breakfast Programs organized by the Black Panther Party for educational reform, large statutes of African descendants by artists such as Simone Leigh and Kehinde Wiley that reclaim and redefine public space, community incorporation of solar panels and farming into educational programming in post hurricane Puerto Rico, embodied avatars as a means of survival as defined by Uri McMillan, and the call and response of #sayhername?
New technologies of expulsion and racial capital call for us to consider what it means to be in the wake, doing wake work, as described by Christina Sharpe. The range of constructions and visions reviewed in this course serve as correctives and prescriptives to the problems of omission and misrepresentation in academia, archives and society at large. Ultimately, Black Diasporic Visions, centralizes historically and globally informed liberatory possibilities, imperative to our lives today, that challenge divides between theory and practice.