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Courses

Spring 2017 Course Schedule
 
UED 70200—Historical Contexts in Urban Education, W 415- 615p, 3 credits, Brier  [35195] only open to UED students
 
UED 70500— Educational Policy, M 415 - 615p, 3 credits, Michelli [35196] only open to UED students
 
UED 74100—Quantitative Research Methods in Urban Education, M 630 - 830p, 3 credits, Room 6418 Battle [35201]    

 UED 71200— Translanguaging: A critical sociolinguistic perspective on language, diversity and edu., T 2 - 4p, 3 credits, Garcia [35197]

All educators need to understand the ways in which language operates in education. Traditionally language has been understood as simply “named languages,” bidialectism as two “named dialects,” and bilingualism as two “named languages.” The concept of translanguaging disrupts these modernist and structural understandings of language. Taking a critical poststructural sociolinguistic stance, this seminar questions the assumptions about language and language diversity that are prevalent in contemporary schooling. The seminar will include theoretical perspectives that led to the theory of translanguaging, as well as the ways in which these concepts transform practice in education.
                                                           
UED 72200—Researching Teaching and Learning Seminar, R 415- 615p 3 Credits, Alexakos [35693]
Students participate in four USER-S and engage in the study of doing sociocultural research as outlined below. Discussions will include how to carry out such research, methodologies, methods of data collection and analysis as well as issues and challenges.
USER-S is an interdisciplinary monthly research seminar, focusing on research in the Learning Sciences in urban contexts in the birth to death continuum. The underlying frameworks emphasized in USER-S presentations predominantly involve a multilogical array of theoretical perspectives that have a sociocultural orientation. Ongoing research foci are associated with teaching, learning, teacher preparation, and learning to teach in urban contexts in which critical/central social categories include race, ethnicity, gender, sexuality, religion, poverty, disability, and health. Multilevel methodologies and associated methods afford studies that range from global to micro and encompass theory and practices, in teaching and learning, emotions, mindfulness,  culture and education in a multitude of institutions including formal classrooms, parks, and museums.
Tentative assignments include writing scholarly critiques of a session at each of the USER-S meetings and undertake interviews of one or more of the presenters from a given USER-S. As part of the course, students will also participate in planning sessions and participate in other ways that include introducing speakers, moderating presentations, and serving as critics and panelists for sessions.
The course is open to pre-matric students, MALS, GC-wide, and all strands of urban education. It can be taken more than once as the content of each USER-S is unique.
The meeting times for USER-S are from 11 AM – 4:30 PM on one Saturday a month. Spring 2017 dates forthcoming.
Besides attending the USER-S the class will also meet during the week (on Thursdays) once at the beginning of the semester and then after each USER-S.
 
U ED 73200— Researching teaching, learning and learning to teach, R 630 – 830p, 3 Credits, Tobin [35200]
This class will reflect the professors’ current research perspectives and embrace sociocultural theory, examining cutting-edge frameworks for the study of teaching, learning, and learning to teach as well as multilevel methodologies for undertaking research in these areas. During the course we will explore a variety of different subject matter (science, mathematics, language and literacy, music, etc.) and educational settings (e.g., schools, museums, informal settings such as parks, the home, the media, etc.).  While our focus will be on research on emotion and wellness, other topic areas such as mindfulness, coteaching, cogenerative dialogue, radical listening, and promising interventions and innovations will also be explored. An underpinning of the course will be reflexivity, especially in regard to identifying the logics of inquiry used to plan, conduct, and disseminate what is being learned from research. During the course we will study a variety of post-formal theories and their potential applications in multilogical approaches to research that involve coparticipation, collaboration, and continuous improvements for individuals and collectives involved in the research. Among the approaches we will explore in depth will be event-oriented inquiry and authentic inquiry. An ongoing emphasis will be designing and enacting studies that embrace emergence and contingence along with complexity, incommensurability, and learning from and valuing difference. Specific examples will be selected for critique of the class as a whole from published books, journal articles, and recent doctoral dissertations. In addition, all participants in the course will read material aligned with their interests, select studies for critique, and disseminate them to the class as resources for our learning. Finally, participants in the class will be involved on a regular basis as coteachers with peers from the class, Alexakos, and Tobin.
 
U ED 73200—Educational Policy and the Law, T 415 – 615p, 3 Credits, Bloomfield [35200]
"Education Policy and the Law" focuses on the American education policy-making process at the federal, state, and district levels through legislation, regulation, contracts, and case law. The course takes an activist approach, not only discussing how urban educators are affected by law-based education policies but how students can use these structures to advance their own policy goals.
I hope that you will find this course fun, interesting, and useful.  No previous knowledge of education law or legal research is assumed.  The course focuses on the legal framework of American elementary and secondary school policies at the federal, state, and local levels.  By course's end, students will be able to (1) articulate the structure of the American legal system as it relates to education law and ethics and to map legal material within that structure; (2) identify and access law-related material from libraries and on-line; (3) relate fact situations arising from practice to substantive legal/ethical areas including church/state issues; free expression and due process rights; special education; racial, national origin, and gender discrimination; and Title I (including the No Child Left Behind Act);  (4) navigate educator/lawyer/policy-making relationships from the perspective of each discipline for mutual benefit; and (5) apply legal and lobbying strategies to policy development and implementation.
 
UED 75100—Language Culture and Disability, W 6:30 - 8:30p, 3 Credits, Bursztyn [30205]
Embracing the ethos of social inclusion this seminar explores ways by which supporting children's imagination and creativity, rather than focusing narrowly on ‘normalization’, present multiple opportunities for fostering development in diverse contexts.  The course addresses emerging challenges to traditional notions of disability and considers their implications for innovative curriculum and therapeutic practices. Multi-media exploration and experiential learning opportunities are integrated into classwork and course assignments.
 
UED 75200—Advanced Research & Writing, T 4:15-6:15, 3 Credits, Luttrell [30274]
This course focuses on supporting advanced doctoral students who are doing research, analysis and writing as part of their second exam 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.
 
UED 75200 Doing Visual and Arts-Based Research, W 4:15-6:15,   [CRN 35203] Luttrell and Restler
The 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).  There is a growing interest across the social sciences in using a variety of visual and arts-based forms to conduct and represent research differently (e.g., Barone & Eisner, 2012; Fraser & Sayah, 2011; Knowles & Cole, 2008). As Barone and Eisner (2012, p. 3) put it, "arts based research is a heuristic through which we deepen and make more complex our understanding of some aspect of the world" (2012:3)
This course focuses on the value, practice, theory and ethics of visual arts-based research.  It is divided into two parts.  First, we will concentrate on the use of visual art forms, such as photography, painting, portraiture, drawing and collage as a means of knowledge production, where these approaches are central to data collection, interpretation, and representation.  Second, we will examine how various visual arts-based forms of representation (e.g. films, photo essays, video montages, drawings, mixed media, etc.) are used to disseminate existing research findings in alternative forms, paying special attention to the ways in which these translations make research more accessible and useful beyond the academy.
Through discussion of specific visual arts-based projects, students will develop conceptual and methodological skills to be applied in their own visual arts-based research. Some students may opt to analyze visual arts-based data they have already gathered or to represent existing research findings in an alternative visual form.
      
U ED 75200—Exploring Scholarship in Urban Education, T 415 - 615p 3 Credits, Garcia [30276]
This seminar involves students in deep inquiry and conversation about issues in urban education. To do so, a different scholar (including faculty in Urban Education) will be invited each week to present their thinking, focusing on a specific piece of work. Students will have read the work authored by the guest scholar prior to the visit. The seminar will consist of a short presentation by the scholar and then a deep dialogue about the issues raised and the meaning that those issues have in the work of the seminar participants.\
 
U ED 75200—Race & Class in Urban Education Research, W 630 - 830p 3 Credits, Adams [30276]
This class will examine the ways that race and ethnicity, often intersected with other social structures (such as socioeconomic status, gender, immigration), are taken up in urban education research. With an emphasis on critical, decolonial and poststructural approaches, we will examine the works of both seminal and contemporary scholars and discuss how they used their respective lens to unpack various discourses and issues around race in their research and writing; some of these scholars include graduates from the Graduate Center Urban Education program.  Students’ research interests and projects will be central to shaping the course and it is expected that they will both contribute readings and share connections to their own emerging work during weekly dialogues.
 
U ED 75200—Technology Learning and Development, T 630 - 830p 3 Credits, Daiute [30276]
“Technology, Learning, and Development” is a review of theory, history, and research on contemporary uses of technology in education and development. Given the explosion of technologically mediated life, how do we define and do research on learning and development? The course involves readings, lectures, class discussion, and writing to consider major concepts capturing the relevant functions of technologies, such as (but not limited to) cultural tools, scaffolds, social media, interactive digital storytelling, and digital data environments. Course activities include review of major theories of learning and development, application of these theories to the design of research on individual, community, and societal development, and consideration of analytic strategies for research with digital media. We address issues requiring further critical inquiry, such as problematic discourses, lack of guidance for critical uses of technologies, and the need for innovative research designs. Also considered are approaches to practice-based research with technologies, such as scaffolding collaborative and individual learning and analyses of technological affordances that mediate learning across diverse individual, community, and virtual settings. Throughout the course, we address issues of equal access, ideology, culture, and research purpose. Students present readings, participate in class discussions, and write three 7-page conceptual and research design papers.
 
Cross-listed:
 
UED 75200 Agency and Social Transformation: Increasing Equity in Education Anna Stetsenko CRN 35296, T 6:30-8:30pm
The role of agency and activism in knowledge production, human development, and pedagogy remains highly contested across major frameworks at the intersection of education and human development. This course will examine a broad spectrum of approaches – from feminist works and new materialism to critical sociocultural theories, critical pedagogy and pedagogy of desire – in terms of how they address agency at both individual and collective levels of social dynamics. One of the angles will be to critically address how conceptions about agency in the context of culture, politics, and society find their way into the practices of teaching and learning. The goal is to set the stage for discussing the ways to overcome the ethos of adaptation and transmission to instead advance the tools for agentive positioning within the dynamics of social transformation in classrooms and beyond. In capitalizing on social transformation and activist agency, this exploration will interrogate various models and epistemologies in terms of how they overcome the taken-for-granted norms, biases, power differentials, and inequalities.

UED 75200  Race & Gender Theory in the Undergraduate Classroom [CRN 35329] Davidson, T 6:30PM-8:30PM. 2/4 credits. Registration by permission of instructor. Email cdavidson@gc.cuny.edu to request permission.
This course is designed as an introduction to core concepts of race, gender, and intersectional theory and as a course in the pedagogy of teaching race, gender, and intersectionality in the introductory undergraduate humanities classroom. We will be reading a number of key texts, largely in the disciplinary areas of film, media, literary studies, American studies, and cultural theory, from the perspective of critical race theory, feminist theory, queer theory, visual culture studies, gender and sexuality theory, and intersectional theory. We will also be reading constructivist, student-centered, activist, engaged pedagogy and learning theory. The course begins from the premise that profound work in race and gender theory occurs in introductory courses throughout the humanities. Introductory courses are among the most challenging to teach and our CUNY graduate students, early in their graduate careers, have sole responsibility for teaching them on the CUNY campuses. This course is specifically designed to supplement the teaching by our graduate students in their current and future role in higher education at CUNY and beyond.
 
In demographic terms, the drop-out rate is highest in introductory undergraduate courses. In disciplinary terms, introductory courses are where students are most likely to determine a major and to think ahead to whether they wish to pursue graduate school. In intellectual terms, introductory courses create the critical lens through which students view the rest of their learning, in all disciplines, in school and out. Yet, very little pedagogical training in graduate school focuses on methods for engaging students who are encountering race and gender theory for the first time, on how to integrate race and gender theory into a general introductory humanities curriculum, on how to connect the core concepts in an introductory course with a graduate student’s own specialized research, and on how race and gender are interconnected and converge in the terms of intersectionality.
 
This course will be offered to Graduate Center students by permission of the instructors. First priority will be to GC students currently teaching courses on a CUNY campus, although others not teaching will be admitted if space permits. We will build upon graduate students’ own experiences as teachers and learners. We will have a site on C-Box/Academic Commons for our course and also sites that will link all the undergraduate courses being taught by the graduate students in the course.
 
If you are a first year English doctoral student, you will be able to customize your work in this course to include in your doctoral Portfolio.
We will also be partnering with Professor Shelly Eversley’s undergraduate course on “Race and Gender Theory” at Baruch College and finding ways that the students in her course can interact with the undergraduate students in the courses that the graduate students are teaching, perhaps building upon a common project such as Professor Eversley’s ongoing digital archive project. We will focus on such basics as designing syllabi, creating engaged pedagogical exercises, rethinking formative assessment methods, interrogating both the lecture and the standard discussion models used in traditional humanities courses, and in introducing complex and often difficult theory to students in introductory classes.
 
Both graduate students and the undergraduates they are teaching will be required to publish some of their work in public online forums and to participate in at least one project that offers a public contribution to knowledge.
 
UED 75200 The Public and Publics [CRN 30847] Low, Chazkel


UED 75200 Seminar on Teaching of Psychology [CRN 30847] Brooks
The course aims to engage graduate students in discussions about the main axes of urban inequality: economic, racial/ethnic, spatial, educational and environmental. We will discuss these five aspects of inequality, as well as how each of them is studied, using specific research methods. We will debate when and how scholars use in-depth interviews, surveys, Census data, GIS, various indexes, or social media to address specific research questions. Thus the course will focus on urban inequality in substantive and methodological ways. It is organized in five sections.
 
UED 75200 Social Construction of Childhood [CRN 30847] Ruck

UED 75200 Social Inequalities & Health Disparities [CRN 30847] Romero

UED 75200 Key Challenges for K-College Education: Addressing through Policy, Pedagogy, and the Learning Process. Berberena
This course will highlight some of the key problems and challenges in the K through College educational system in achieving student learning and success. There have been a variety of attempts to address these problems. These approaches fall into the policy arena, attention to best teaching practices, and understanding and assessing student learning. Major aspects of each of these approaches will be discussed and evaluated.
  
UED 75200 Research with Children and Youth, [CRN 35778] W, 415 – 615, Hart
This seminar is designed for students who have identified a research question involving children, childhood or youth and who wish to critically explore alternative ways of conceptualizing it and investigating it. It is designed in line with the growing interdisciplinary field of child, childhood and youth studies. Students from psychology, the social sciences, education and the humanities are invited to participate. We will rotate discussion around each participant’s developing conceptualization of their research and work collectively to interogate it from the perspective of different disciplines. Even when we believe that we have clarity about a research question there is value in thinking about it from across disciplines. This may result in enriching the research by combining different disciplinary perspectives within a single study or even transcending disciplinary knowledge through a new integration of theory. Either way, it is likely to deepen our research endeavor. An additional component of the seminar will be to ask how our research might be differently conceptualized given different possible audiences and end goals, including research that is primarily focused on theory-building, on influencing policy or on action and more immediate change. Again, this is based in the belief that a research project need not be limited to only one of these orientations. Throughout the course the seminar participants will share written commentaries with one another as they explore alternative perspectives on their research question and what this might mean for the design of their research.