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The current semester's courses and course descriptions are listed below. 

Students can access the dynamic course schedule via CUNYfirst Global Search

Fall 2021 Courses


U ED 70001 - 55118 Urban Ed Core Colloquium, W 6:30PM - 8:30PM, Mangual Figueroa
(Urban Education Students Only)
U ED 70200, 55120, Historical Contexts in Urban Ed, M 4:15PM - 6:15PM, Kafka & Rogers
(Urban Education Students Only)
U ED 70400, 55121, Pedagogy and Urban Classroom, W 4:15PM - 6:15PM, Deckman
(Urban Education Students Only)
U ED 74100, 55123, Quant. Research Methods in Urban Ed., Tu 4:15PM - 6:15PM. Battle
(Urban Education Students Only)
U ED 73100, 55122, Doing Visual Research, Tu 4:15PM - 6:15PM, Luttrell
In the past two decades, there has been an explosion of participatory visual research projects. This course aims to situate these projects within overlapping disciplinary traditions (education, sociology, anthropology, cultural studies, and psychology) and to consider what makes this research “critical” (i.e. feminist, de-colonial, reflexive, transformative). The course affords students the opportunity to read and review exemplary projects; and to work directly with visual data utilizing different analytic/interpretive strategies. Students will have access to an audio-visual archive of data I have collected based on a longitudinal visual research project with children 10-18 or can utilize an archive of their own interest. We will consider issues of power and ethics in participatory visual research; how working with visual data can (but not necessarily) challenge traditional notions of knowledge production; the role of new technologies in disseminating and reaching new audiences; and how we align our work with the expectations and politics within the communities within which we work.    
UED 70002, 55119, Educating Educators Series, 1 CREDIT, M 6:30-8:30PM, Shanley
(Urban Education Students Only)
This Speaker Series is spearheaded by Professor Deborah Shanley to provide an inside picture of the changing field of teacher education. Topics to be included: the implications of federal and state policies that have been implemented over the last five years; changes in teacher evaluation /accountability that have swept the nation including the spread of value-added assessment; systems like edTPA and other teacher certification regulations being shaped by LEAs, Foundations and other non-profit think tanks; and finally changes in the accreditation process in teacher education. Having served as a Dean and Interim Dean at Brooklyn College, Medgar Evers College and Lehman College, faculty member, public school teacher and as an active member and Chairwoman in national organizations and participant on NYSED teacher education Task Forces, Professor Shanley will guide discussions, provide resources and readings pertaining to the Series topics. 
UED 71100, 55125, Schooling and Education within the Black Imagination, W 4:15PM - 6:15PM, Smith
The legacy of schooling and education for Black Americans has transformed how we conceptualize teaching and learning.  It has also exposed how Black people have been excluded from traditional educational institutions and the powerful ways Black people have disrupted marginalization and disenfranchisement.  This course explores the education and schooling of Black Americans through an interdisciplinary lens. The course begins with an examination of the early efforts taken in educating Black Americans during slavery, the period right after Emancipation, and throughout Reconstruction.  The second portion of the course investigates political movements that coincide with the Black American educational imagination.  Using case studies that focus on Brown v. Board of Education, The Mississippi Freedom Schools, and the Ocean-Hill Brownsville movement, students will probe the intersections between politics and education.  The course then moves to feature Black cultural ethos.  Literature and case studies that elucidate the work of culturally relevant pedagogies and African-centered schools will be employed to understand the indelible ways Black culture can be a channel to foster knowledge.  The final theme of the course examines Black excellence in higher education.  Here, the focus accentuates Historically Black Colleges and Universities (HBCUs) and their role in educating generations of Black students.  HBCUs provide a critical case study in history, politics, and culture.  The overall aim of the course is to, by employing a variety of texts and mediums, examine the ways Black people have maintained a steadfast yet creative commitment to education and schooling.
U ED 71100, 55214, New York City Education after De Blasio, M 4:15PM - 6:15PM, Bloomfield
This course will provide Graduate Center doctoral and MALS students the opportunity to analyze strengths and weaknesses in the vision, structures, and programs of the New York City Dept. of Education and other education institutions under Mayor de Blasio in order to formulate recommendations for the next Mayor and other City and State leaders. Student work will focus on individual or group policy papers addressing, for example, (1) governance/operational structures such as the roles of the PEP, support networks, and partnership organizations; (2) accountability based on school and teacher evaluation systems; (3) strategies to improve student performance and close achievement gaps; and (4) parent and community engagement. The course will include presentations by practitioners and policy-makers from inside and outside the DOE to share their experiences and recommendations to enhance students’ understanding of policy arguments and counter-arguments. If there is sufficient interest and student work is of sufficient quality, a capstone conference may be planned to present course outcomes in a public forum.
U ED 72100, 55129, Co-constructing Theory with Data, Th 4:15PM - 6:15PM, Collett (Fully Online)
This course is designed to help students understand the intersection of theoretical frameworks and the process of data analysis.  It is designed to support second and third students to use theoretical frameworks dominant in education [e.g. sociocultural theory (Vygotsky, 1978); positioning theory (HarrĂ© & van Langenhove, 1999); Dialogism (Bahktin, 1981)] to create data analysis tools of layered coding (Saldana, 2013) to elucidate important findings across educational settings.  Students will analyze and deconstruct different theoretical approaches to understand how to create methodological tools to identify novel findings and conclusions.
U ED 72100, 55134, Developmental Psychology, T 4:15PM - 6:15PM, Stetsenko
This course will provide knowledge on human development necessary for research in psychology, education, critical studies, sociology, and clinical practice. The course explores major theoretical approaches and paradigms in the field from a historical and critical perspective focusing on development as a dynamic, relational, embodied, and socioculturally situated process. We will work together to identify the central themes concerning human beings and human development – how we understand ourselves and the world – and critically explore them. Broad philosophical, sociopolitical, and value-oriented positions in seminal approaches regarding human nature, development, and mind will be discerned, discussed, and interrogated. New approaches and discoveries in research on human development – including diversity; development and learning; social interactions; cultural variations; and dis/abilities – will be addressed.
U ED 75100, 55126, Critical Childhood and Youth Studies, W 4:15PM - 6:15PM, Hart
The interdisciplinary study of childhood has emerged over the past three decades, primarily as a reaction to the past failure of the social sciences to take seriously the study of children and childhood and leaving the study of children and youth largely to the field of psychology. Some also say that the impetus for what is sometimes called the “new sociology/anthropology of childhood” can be traced to the 1989 United Nations Convention on the Rights of the Child, which has been adopted by all countries except the United States: ‘The interlocking Articles of the Convention offer children an internationally recognized set of rights that they can hold in independence of the interests and activities of the adults that directly surround them’ (Lee 2001, 92). But whatever the combination of forces was for the burgeoning of this interdisciplinary activity, it has become an important complement to the field of psychology. It often called “critical” childhood study because of a felt need to distance itself from the taken-for-granted, universalizing, views of childhood that have been dominant in the past, through a perspective of critique. The seminar begins with an introduction to the social construction of childhood and to changing concepts of childhood and adolescence from a variety of historical periods, asking what we mean by “childhood” or “youth” and what is at stake in these definitions?  We examine various historical models of childhood and how they survive in different degrees and combinations today, including the romantic child, the sinful child, the sacred child, the child as miniature adult and the developing child.  As we do so, we will examine how our shifting—and often contradictory—conceptions of childhood both align and clash with the way children actually live. 
U ED 71100, 55127, Black Visuality, Black Performance, Tu 2:00PM - 4:00PM, Musser& Gillespie
The class will be an interdisciplinary consideration of blackness and the art of black cultural production with attention to framing art as an enactment of black visual and expressive culture. We will focus on the aesthetic, political, historiographic, and cultural instantiations of the idea of race as discourse. The narrative of the class is structured around various epistemological and aesthetic themes/tendencies that inform black visuality and performativity in the arts (e.g. film, television, literature, music, new media, photography, dance, painting, installation art).  Students will be required to complete and present their own projects on black visuality/performance. Course readings may include: Tina Campt’s Listening to Images, Uri McMillan’s Embodied Avatars: Genealogies of Black Feminist Art and Performance, Emily Lordi’s The Meaning of Soul: Black Music and Resilience Since the 1960s, Huey Copeland’s Bound to Appear: Art, Slavery, and the Site of Blackness in Multicultural America, Amber J. Musser’s Sensual Excess: Queer Femininity and Brown Jouissance, and Michael Boyce Gillespie’s Film Blackness: American Cinema and the Idea of Black Film.
U ED 71100, 55128, American Social Institutions, W 6:30PM - 8:30PM, Miller & Toor
This class will examine American Studies through the lens of social, cultural, political and other kinds of institutions. We will begin by exploring what we mean when we say “institution.” We will think together about why this may be a productive lens for assessing and interrogating the world around us. What does it offer? And what might it elide? How do studies of institutions help expose the myriad ways that power functions in culture, society, and politics? How do institutions, themselves, shape these power relations? And how do different approaches to understanding institutions give us different sorts of answers? American Studies scholars have been asking these questions for decades. We will turn to their texts as sites for exploration.
The texts that we will explore together will put questions about inequality and how it operates at their core. Thus, we will ask how institutions can help amplify or mitigate the often-crushing hierarchies that have been (and continue to be) based on racial, gender, sexual, national, and other forms of difference.
The class will be organized thematically, arranged around a series of inquiries drawn from recent scholarship. Each week, we will take a specific institution as our starting point. These institutions may include (but will not be limited to) the family, the state, courts, race, colonialism, hospitals, prisons, schools, the military, libraries, social networks, media, the corporation, capitalism, etc. We will examine how scholars within a range of American Studies subfields have developed different approaches for exploring institutions. They have used both creative and conventional scholarly tools to explore questions about life, infrastructure, health, race, ethnicity, indigeneity, gender, sexuality, transnationality, borders, architecture, foreign relations, language, politics, economics, literature, art, music, work, social movements, and more. Finally, we will discuss how these institutions may help offer us strategies for imagining new, and possibly better futures.
U ED 72100, 55132, Critical Discourse Theory and Analysis, Th 4:15PM - 6:15PM, Daiute
This course focuses on expression as activity and subjectivity in processes of social change and learning. Expressive media, like personal narratives, policies, laws, images, interviews, and curricula occur in tension, synergy, and transformation. We review research focused on how individuals, cultural groups, and institutions use those and other discourse genres to share/impose/resist/innovate ways of knowing and living, especially at moments of major change such as in social movements and displacements. Drawing on social sciences and humanities, we consider research designs within naturally occurring practices and craft detailed analytic strategies to learn about interactions among and within diverse participants, privileging especially the voices of people who have been marginalized, discriminated against, and excluded in other ways, while also shining a light on those with resources and power. Topics organizing our work include literary readings of everyday interactions, the language of microaggressions, silences in policy reports, and multiple voices in interviews. The course features discourse analysis workshops, with previous data sets and as applied to students’ projects. We also work with computer software such as Atlas ti, Nvivo, and others). Students are invited to bring their own projects and data to the course.  No prerequisite.
U ED 72100, 55133, Using Archives in Social Justice Research, T 9:30AM - 11:30AM, Opotow
Archives offer rich textual and material data that can deepen our understanding of societal issues. They can place individual and collective social justice efforts within particular socio-political and historical contexts.  The graduate course is designed to foster students’ knowledge, skills, and strategies for using physical, digital, or hybrid archives to study research questions of interest to them.  The course, grounded in the social science and humanities literatures on archival theory and practice, will deepen students’ knowledge of archive as a construct, a societal resource, and a repository vulnerable to politicization. To learn how social science and humanities scholars use archives to advance social justice, we read, for example, about community-based archives; archives documenting oppression and human rights; and archival ethics. Alongside our attention to theory and method, this is also structured as a studio course in its attention to the empirical development of students’ ideas and research.  By the course's end, students will have begun and progressed on their own archival projects.