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Current Courses

Fall 2020 Courses
UED  70001 Core Colloquium, W 630 - 830 PM Mangual Figueroa, Urban Education Students Only
UED 70400 Pedagogy, T 415 - 615 PM Caraballo, Urban Education Students Only
UED 70200 Historical Contexts, W 415 - 615 PM Brier/Kafka, Urban Education Students Only
UED 74100 Quantitative Methods, M 415 - 615 PM Battle
UED 73100 Educating Educators Series, M 6:30-8:30 Shanley, 1 Credit 
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 71200 Seeing, Thinking and Writing Ethnographically, W 415 - 615 PM Luttrell
This course engages students in the practice of ethnography as a form of seeing, thinking and writing.  The goal is to cultivate ethnographic sensibilities around students’ own particular lines of inquiry and research questions.   In addition to reading and discussing exemplary ethnographic texts, students will be required to spend time outside of class conducting ethnographic observations and writing up field notes, which will be shared with classmates. Special attention will be paid to the use of ethnographic methods in educational contexts and regimes of power; as a way of bridging theory and practice; and as a form of analysis and advocacy on behalf of educational equity and social justice.
UED 71200 (De)Constructing Black Girlhoods, T 415 - 615 PM Deckman
This course will examine the shifting constructions of Black girlhood(s) and the emerging field of Black girlhood studies, including theories derived from critical race and Black feminisms, methods, and analytical approaches to the study of Black girlhood. Further, the class will interrogate Black girlhood as a political category of identity and symbol of agency, addressing such topics as foundations of the field, utility of the categories of “girl” and “woman” and representation of Black girlhood in academic literature and popular culture. As such, we will consider the multiplicity of the Black girlhoods as embodied and experience through, for example, gender, sexuality, and geography. This course will aim to think through and embody theories and practices—emancipatory, humanizing, radical acts—as produced by Black girls, artists, and scholars.  Class members will apply their theoretical understandings to final projects in which they either propose a research design informed by Black girlhood studies or conduct preliminary analysis of data drawing on related theories.
UED 73100 Scholarly Communication with Public Audiences, T 6:30-8:30 PM Bloomfield
Public scholarship translates research findings, policy analyses and theoretical perspectives into
terms understandable to non-experts while maintaining content integrity. This course will
explore abounding opportunities and obligations for public scholarship while helping to improve
students’ ability to participate in multiple contexts including popularly-directed books, articles,
op-eds and columns, print and broadcast interviews and press comments, expert testimony, and
social media. Course work will emphasize student projects and workshop-style peer review.
UED 72100 A Critical Exploration of Educational Ideologies, H 415 - 615 PM Gonzalez
In this course we examine commonly held/socially constructed beliefs about the nature of teaching and learning as well as our respective disciplines/areas (ie. mathematics, social studies, bilingual education, museum education). That is, we consider how educational ideologies get thickened over time and explore how these drive student’s developing academic identities as well as decisions concerning teaching, learning, educational reform, curriculum, and educational policies.  Using critical theory and intersectionality as theoretical lenses we unpack and challenge these beliefs as we widen what it means to teach and learn in our respective fields. We pay particular attention to the impact on students from traditionally marginalized communities as well as on urban areas and social justice education.
As an example, the instructor’s own prior research shows that individuals from all walks of life and all levels of educational and career success, openly admit they are bad at math. In contrast, most would be embarrassed to say that they cannot read. This seemingly trivial admission has a profound impact on mathematics education. Our well-meaning discussions about improving mathematics achievement are tempered by the socially accepted belief that failure in math is to be expected. That is, this phrase normalizes failure and, further, places failure squarely on the individual ensuring a narrowing of the conversation that keeps us from considering what larger social forces may be responsible for the reality that many do not excel in the subject.
After an introduction to the theoretical frameworks that will be used, the instructor will provide additional readings that will be used to facilitate a discussion around a specific social construct with respect to mathematics education, her research area. In much the same way, students will be expected to propose readings and lead a class discussion for their specific disciplines.
UED 71200 Co-constructing Theory with Data in Educational Research, H 630 - 830 PM Collett
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 (Harré & 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.
PSYC Developmental Psychology, T 415 - 615 PM Stetsenko

This course will provide background knowledge of Developmental Psychology necessary for research in psychology, education, critical studies, sociology, clinical practice, and pedagogy. The course explores major theoretical approaches and paradigms in the field from a historical and critical perspective focusing on development as a dynamic, relational, and socioculturally situated process. We will identify common 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 at the core of seminal approaches regarding human nature, development, and mind will be discerned, discussed, and interrogated.
PSYC 80103 Critical Methods, M 2-4 PM Fine
We will explore, through the history and contemporary enactments of postcolonial and critical psychology and educational studies, the buried history of methods/epistemologies/praxis that draw from more liberatory social inquiry within the social sciences/social movements.  Students will read history of critical psychology, and interdisciplinary texts, and will contribute to the critical methods archive that is being developed at the GC.  This will be a chance to explore the history and transnational examples of critical methods, with visits from our faculty and activist/artivist researchers (e.g. critical statistics, narrative, listening guide, embodied, womanist, post-colonial, critical PAR, ethnography, social media analysis, as well as visual methods) and historic excavation of methods erased/silenced in the canon, and those just emerging (mapping, performance, digital) in the interdisciplinary membranes of critical research. ​
PSYC 80103 The Politics and Psychology of Belonging and Exclusion in Contemporary Global Systems, H 415 - 615 PM Daiute
In spite of human rights laws and rhetoric, millions of people fleeing violence and injustice worldwide have been met with fences, detentions, travel bans, assimilation policies, and other control strategies. How do people affected by these forces cope, interpret, and act to make lives for themselves and their families? What kinds of interventions have emerged to mediate politics and humanity in the midst of such challenges? What can we learn from research on these issues for increased integration and justice? To address such questions, this course reviews and expands research on how individuals and collectives interact with, use, resist, and transform migration management strategies. In addition to a brief review of the causes and consequences of contemporary migrations, we focus on designing research to examine strategies and counter-strategies of governments, non-governmental organizations, communities, and racial/ethnic/gender/citizenship groups making sense of and trying to improve human life in this global era. For example, we review and extend research on international and national human rights projects, policies like DACA, education inclusion programs, and participatory legal and social welfare clinics. Course readings consider scholarship with such interventions in migration systems across the Americas, the Mediterranean region, and from the Middle East westward. The course involves reading, participating in class discussions, writing reflection papers, and designing research projects. Coursework can be applied and adapted to students’ research interests and projects
PSYC 80103 Using Archives in Social Justice Research, T 930 - 1130 AM Opotow
Co-Listed, Professor Susan Opotow
Archives, research, and social justice is a course designed to develop students’ knowledge, skills, and strategies for using physical and digital archival material to study research questions of interest to them. Archives offer rich narrative, visual, & historical material and objects for understanding societal issues, activism, and collective efforts, lives lived in particular times and contexts, histories of groups and institutions, and justice-focused initiatives. The possible uses of archival data and material are boundless. We will visit archives and read deeply in the social sciences and humanities to sharpen students’ understanding of archives as a construct, as a rich empirical repository, and as a resource vulnerable to politicization. By the course's end, students will identify, design, and begin their own scholarly project utilizing archival material.
PSYC 80103 The Listening Guide: A Method of Narrative Analysis, T 415 - 615 PM Tolman
The LG is a psychodynamic method of narrative analysis anchored in critical perspectives. The purpose of this relational method is to understand people's inner lives as they navigate the inevitable conflicts and tensions of human experience understood as embodied, relational, social, material, cultural and sociopolitical. The course covers the principles, epistemology, history and practice of the method, with an emphasis on learning by doing.  Students will learn the art and science of how to do a LG interview and then utilize the systematic steps of the method to develop a robust interpretation to answer a "real" question.  The Fall course is intended to be the first part of a year-long seminar designed to enable students to use the method in future research. Advanced LG will be taught in the Spring
PSYC 80103 Introduction to Childhood and Youth Studies W 415 - 615 PM 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.