Fall 2016 Schedule of Classes
UED 70001 Core Colloquium I, 1 credit, T 630 - 830 P, Garcia, 32279, Only UED
UED 70400 Pedagogy and the Urban Classroom, 3 credits, M 415 - 615 P, Spring, 32280, Only
UED 70600 Introduction to Research Methods, 3 credits, T 415 - 615 P, Picciano, 32281, Only
UED 71100 Introduction to Urban Literacies, 3 credits, T 630 - 830 P, Epstein, 32282
The course will examine a range of conceptual and empirical studies on literacy practices in urban contexts. Course topics include comparative definitions of the term “literacies”; the role of social identities in shaping literacy practices; the formation, development and mis/alignment of literacy practices in homes, schools and communities, and culturally responsive/sustaining approaches to teaching and learning literacies in urban contexts. In addition to readings framed by critical and sociocultural theories, students also will explore research that utilizes the following: critical race theory, latcrit (Latino) theory, tribalcrit (Native American), queer theory, cultural funds of knowledge, and culturally relevant/sustaining pedagogies. Coursework includes weekly reflection papers, student-led presentations and a research paper, based on student interest and course readings.
UED 72200 Seminar in Sociocultural Research in Education, 3 credits, T 415 - 615 P, Alexakos, 32283
Students participate in four USER-S and engage as outlined below.
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. Students can propose sessions and participate in other ways that include introducing speakers, moderating presentations, and serving as critics and panelists for sessions.
The recommended course offering 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. The tentative schedule for the fall USER-S meetings is: September 17, October 15, November 19, and December 10. Besides attending the USER-S the class will also meet during the week once at the beginning of the semester and then the week after each USER-S. Final meeting dates and assignments will be posted before the start of the Fall 2016 semester.
UED 73200 Public Higher Education Policy, Finance, and Leadership - CUNY (1961-Present), 3 credits, H 415 – 615 P, Picciano and Goldstein, 32289
This seminar will examine major policy and financial developments at the City University of New York from its inception in 1961 to the present. Critical to this examination will be the role of chancellors and other CUNY leaders who were instrumental in promoting and implementing these policies. This seminar will consider important developments such as the creation of the City University in 1961, the expansion of colleges in the 1960s, open admissions, the New York City fiscal crisis, the imposition of tuition, the capital rebuilding program of the 1980s and 1990s, Mayor Rudy Guiliani’s Institution Adrift Task Force Report, the end of open admissions at the senior colleges, the second major expansion of CUNY in the 2000s, and the Pathways curriculum. The seminar will feature extensive student participation and guest speakers.
UED 75100 Qualitative Research Methods in Urban Education, 3, M 415 - 615 P, Korn-Bursztyn, 32284, Only UED
UED 75100 Power, Discourse and Knowledge in Education: Postmodernist and postcolonial critical theory, 3 credits, T 415 - 615 P, Garcia, 32285
This seminar explores the contributions of critical theorists whose work impacts contemporary educational debates. In particular, we focus on theories that explore the relationship between power, discourse and knowledge, and how these are used as a form of social control in society and especially in educational institutions. The seminar builds on postmodernist and postcolonial scholarly literature to examine how structures of discourse shape institutions and how power is closely linked to system of discursive practices, particularly in education. Using the theories of representative scholars, we analyze how knowledge is created, controlled and distributed in schools, and how minoritized people are represented and given the “right” to speak or not, and to what degree and how. Among the scholars whose work we will read are: Gloria Anzaldúa, Mikhail Bakhtin, Homi Bhabha, Pierre Bourdieu, Judith Butler, Jacques Derrida, Frantz Fanon, Michel Foucault, Stuart Hall, Walter Mignolo, Aníbal Quijano, Edward Said, Gayatri Chakravorty Spivak, and Ngugi wa Thing’o.
UED 75100 Seminar on Advancing Theoretical Perspectives in Urban Education Research, 3 credits, W 415 - 615 PM, Adams, 32286 Only UED and MALS
Theory is a critical component of research in education, especially in enacting solid qualitative research. Theory is what helps us to frame questions, guide our methodological and analysis approaches and inform our interpretations. This course is designed to help you deepen your theoretical framework(s) and think about related methodological approaches to your research projects. With an emphasis on qualitative methods, critical and decolonizing frameworks and grounded theory approaches, we will examine literature and engage in discussion about how different theoretical lenses could inform our research interests in urban education. We will begin with general readings and discussions about the role of theory in qualitative research. Although I will have a list of suggested readings, students’ interests will play a central role in shaping the readings list and course dialogues. As such students will be expected to research and share readings and lead discussions that are of relevance to the individual and collective interests of the class with the goal of building a theory-focused community.
UED 75100 Five Fundamental (re)Conceptualizations, or Understanding Curriculum as Deconstructed Postmodern Text, 3 credits, W 630 - 830 P, Sonu, 32287
In this course, we will examine four fundamental and often taken-for-granted educational concepts: teaching, the child/adolescent, literacy, and research. For approximately three weeks each, we will use one contemporary text (including works by Gert Biesta, Nancy Lesko, and Aparna Mshra Tarc) to analyze, question, deconstruct, and reconceptualize their ontological histories and meanings with the aim of imagining alternative possibilities of thought and practice. Particular focus will be given to how such reconceptualizations impact curriculum and teaching in the urban K-12 classroom. The format of this seminar will revolve around close readings of four books and the publication of a special issue for the Theory, Research and Action in Urban Education (TRAUE) journal.
UED 75100 Educating Educators, 3 credits, M 415 – 615, Michelli, 32288
No area of education is under more scrutiny and subject to more external evaluation than the education of educators (including teachers, school administrators, and others). This course is specifically designed to give an inside picture of the field, including the challenges from efforts to privatize and from other quarters. While it will be of great use for anyone considering a university position in teacher education, all educators should be aware of the issues. We will examine accreditation in detail—the process by which colleges and programs gain national recognition and approval. Accreditation is changing as a new accrediting body, The Council for Accreditation of Educator Preparation (CAEP) becomes the only national accrediting body. Every teacher education program is grappling with the changes. Implications of the successor to NCLB, The Every Student Succeeds Act (ESSA), are considered with an inside look at how states are interpreting the emerging federal guidance. Will ESSA limit the federal role as some think it will? Will the state's continue the same high stakes testing policies developed under NCLB? Will the use of high-stakes testing continue to impact those entering and those already in the profession? How important is educating educators in enhancing education? How do we see the purposes of education in a democracy and how does that affect how we prepare educators? How important are partnerships between educator preparation programs and K-12 school systems? What are the barriers to collaboration as well as to the renewal of how we prepare educators overall? All of these, and others that are of interest to you, are very complex and inter-related issues that we will explore and seek to understand together.
UED 75100 John Dewey and American Society, 3 credits, M 1145a - 145p, Cahn, 32290
An exploration of John Dewey's views on democracy, education, ethics, politics, and religion. We shall read THE QUEST FOR CERTAINTY, DEMOCRACY AND EDUCATION, EXPERIENCE AND EDUCATION, THEORY OF VALUATION, FREEDOM AND CULTURE, and A COMMON FAITH.
UED 75100 Learning & Development: Sociocultural, Critical, Dialectical Approaches, 3 credits, T 630 830 P, Stetsenko, 32291
This course will explore a broad spectrum of approaches and theories at the intersection of human development and education. The focus will be on novel frameworks including situated, dialectical, critical, and sociocultural approaches as they have evolved from the key theories of the twentieth century including those by Dewey, Vygotsky, and Freire. We will explore how these novel frameworks are embedded within the socio-intellectual and political contexts to understand and critique their applications and dynamics. In surveying connections between theoretical ideas and practical applications, the focus will be on implicit epistemologies and methods of inquiry, as well as visions and ideologies at the intersections of culture, knowledge and power. The goal is to analyze the major trends and paradigms “in the making” and gain the conceptual tools to challenge standard ways of thinking in developing insights to guide research and social practices.|
UED 75100 Critical Child and Youth Studies, 3 credits, W 415 - 615 P, Hart, 32664
This seminar offers an introduction to how childhood and youth is investigated across the different disciplines of the social sciences and the humanities. Beginning with the recognition that concepts of childhood and adolescence are socially constructed and vary across culture and historical periods, we will examine how our shifting conceptions of childhood both align and clash with the way children actually live. This will include childhood experiences that challenge the historically recent notions of a “protected” and “innocent” childhood and such issues as child sex, child labor, child soldiers and child criminals. We will examine how different institutions, discourses and systems shape how childhood is experienced: including family, school, the juvenile (in)justice system, media and consumer culture. But while attending to the force of structural inequalities in cultural and economic arrangements, we will not risk rendering children passive or invisible; we will recognize the methodological strides that have been made in recent years by researchers in working with rather than on or about children.
UED 75100 Second Year Research Seminar 1—DEV, 3 credits, H 415 - 615 P, Daiute, 32665
This seminar guides students in designing and implementing scholarly research projects (pre-dissertation, dissertation, and masters theses. Coursework involves writing, peer reviewing, submitting research proposals, and (in the spring) report drafts. The theoretical foundation of the course is “genre theory” (Bazerman, 2004; Berkenkotter & Huckin, 1995; and Cope & Kalantzis, 2014), an approach that considers human expression as the interaction of person and context via the affordances of culturally developed media. I have designed this course with the concept “scholarly genres” to provide an engaging and productive framework for developing research projects and related documents. With genres such as (but not limited to) abstracts, research questions, literature reviews, keywords/tags, research proposals, journal articles, and scholarly posters, we consider the qualities of each in relation to the purposes they serve, the communities in which they are embedded, and the development of the author’s intellectual work over time and context. The course focuses on selecting, developing, reviewing, and in some cases piloting research designs, instruments/measures, protocols, and data analysis strategies. Students’ course work involves weekly writing/revising of academic genres (like those mentioned above and others); preparing and presenting a formal research proposal geared toward a relevant funding source (in semester 1) and an oral research report (such as with Prezi, Powerpoint, or other presentation tool); and writing a draft report for a specific relevant academic journal (in semester 2). In addition to this extensive writing, students read and comment on classmates’ writing. The course is open to students in Ph.D. and MALS programs. (The fall semester of the course is required for some Psychology students.) Contact: firstname.lastname@example.org
UED 75100 Advanced Research/ Dissertation Seminar/ Topics in Community-Based Research, 3 credits,
W 4-6 P, Celina Su, 32829
This seminar aims to help students to advance research projects and dissertations that draw upon some aspect of Community-Based Research and related methodologies, such as Participatory Action Research, Appreciative or Asset-Based Inquiry, Collaborative Inquiry, and Practice-Based Research. Such research tackles community problems, with the aim of combining knowledge and action for policy or social change. This course aims to facilitate multi-disciplinary dialogues on theories and principles of community-based research (with special attention to positionality, and race, gender, and class dimensions), the strengths and limitations of such approaches, and guiding practices and case studies/ models for successful research projects. The seminar will focus on 1. The skills necessary for participating effectively in such research, 2. Navigating issues of rigor and validity in such work, 3. Developing appropriate research strategies, concept papers, and for dissertation-level students, outlines of framing chapters, and 4. Providing supportive flexible structures to get the work done.