EDUCATIONAL FOUNDATIONS

Introduction to the psychological, philosophical, sociological, and historical foundations of education as way to understand what education is, how education has become what it is, and to envision what education should be.

• MW 2:40 p.m.-3:55 p.m.
• TR 10:10 a.m.-11:25 a.m.
• Instructor: Drew Chambers
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• Instructor: Natalia Ortiz
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• 4 points

EDUC FOUNDATIONS - DISC

• F 10:10 a.m.-11 a.m.
• Instructor: Drew Chambers
  Info
• Instructor: Natalia Ortiz
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• Instructor: Drew Chambers
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• Instructor: Natalia Ortiz
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• 0 points

INCLUSIVE APPROACHES TO TEACHING LITERAC

LITERACY: THEORY & PRACTI

This seminar engages students in an exploration of how schools prepare students to be literate across multiple subject areas. Engaging students with theory and practice, we will look at how students learn to read and write, considering approaches for literacy instruction from early childhood through adolescence. Understanding that schools are required to meet the needs of diverse learners, we will explore literacy instruction for K-12 students with special needs, multilingual learners, and students from diverse cultural backgrounds.

• R 8:10 a.m.-11 a.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 4 points

Critical Pedagogies

CRITICAL PEDAGOGIES

This course explores education as a process through which critical consciousness and epistemic justice combat oppression in communities. Students will connect seminal work by critical pedagogues, such as Paolo Freire and bell hooks, to systemic educational challenges and lived experience. As a class, we will investigate power dynamics and structural inequalities at the systemic, institutional, interpersonal and individual levels. Students will problem-pose, dialogue and create pedagogical tools through praxis, by integrating the theory learned in the class to educational practice.

• T 2:10 p.m.-4 p.m.
• Instructor: Natalia Ortiz
  Info
• 4 points

MIGRATION, GLOBALIZATION, AND EDUCATION

Globalization and mass migration are reconfiguring the modern world and reshaping the contours of nation-states. New technologies that facilitate the movement of information, goods and people across borders have made it easier for people to remain culturally, politically, economically and socially connected to the places from which they migrated. This seminar focuses on the experiences of the youngest members of these global migration patterns—children and youth—and asks: What do these global flows mean for educating young people to be members of the multiple communities to which they belong?

This seminar will explore the following questions: What is globalization and why is it leading to new patterns of migration? How do children and youth experience ruptures and continuities across contexts of migration? How do language policies affect young people’s capacity to be educated in a new land? What does it mean to forge a sense of belonging and citizenship in a “globalized” world, and how does this challenge our models of national citizenship? How are the processes by which young people are incorporated into their new country entwined with structures of race, class, and gender? Drawing on fiction, autobiography, and anthropological and sociological research this class will explore these questions from a variety of disciplinary perspectives.

• M 10:10 a.m.-noon
• Instructor: Chandler Miranda
  CULPA: 2 h-index: 4 Info
• 4 points

Grace Lee Boggs Learning Lab

We have witnessed a significant increase in hate crimes against the AAPI community due to
COVID-19 as well as the remarkable response to these atrocities, particularly among BIPOC
individuals and their white allies. Grace Lee Boggs, a Chinese American woman and Barnard
alumna, dedicated her life to addressing inequity in its myriad forms. This lab-based research course
will explore Boggs’ life as an activist and educator and will give students an opportunity to develop
an action-based digital research project to advance equity and justice in New York City.

• W 4:10 p.m.-6 p.m.
• 4 points

Making Change: Activism, Social Movement

Activism and Education

Making Change: Activism, Social Movements and Education will look at the ways people power has pushed for change in the United States educational landscape. We will study historical and current social political education movements to answer questions such as: What does education/teacher activism look like? Who engages in educational social activism, and why? What do different models for organizing look like, past to present? We will learn from the examples of the Freedom Schools, the Chicago Teachers Union, the Tucson Unified School District fight for ethnics studies, BLM at Schools, Teacher Activist Groups and more. We will engage in readings, watch documentaries and hear from education activist guest lecturers.

Learning Outcomes: 


You will explore the historical relationships between and across social movements in education and its social contexts. 

You will reflect on major educational justice movements from across the country and analyze its impact and importance. 

You will evaluate the changing role of education and schools in our society and propose actions that could be taken to improve education and schools in the future.

• R 2:10 p.m.-4 p.m.
• Instructor: Natalia Ortiz
  Info
• 4 points

COMPLICATING CLASS: EDUCATION AND THE L

EDUCATION & LIMITS EQUITY

In this course, we start from the premise that a failure to understand what social class is and how social class matters in daily life stops us from having conversations about the possibilities and limitations of schooling and, as such, prevents us from doing what we can to improve the schooling experiences of poor and working-class students. Throughout the semester, we will work to “complicate class”, reconsidering what class is, why class matters, and how we can best think about the relationship between social class and schooling. You will develop a language for talking about class, considering the affordances and constraints of various conceptions of class. You will also leave with critical questions about the possibilities and limitations of relying on schools as a solution to social problems. Recognizing restraints, we will conclude by reflecting on how we might work toward creating more equitable learning environments for poor and working-class students.

• M 2:10 p.m.-4 p.m.
• Instructor: Rachel Throop
  CULPA: 1 Info
• 4 points

SEMINAR URBAN EDUCATION

This seminar serves as the capstone course for students pursuing the Education Studies minor/special concentration or the Urban Studies major/concentration with an Urban Education Specialization. The Seminar in Urban Education explores the historical, political and socio-cultural dynamics of urban education in the U.S. context. Over time, a range of social actors have intervened in the “problem” of urban education, attempting to reshape and reform urban schools. Others have disputed this “problem” focused approach, arguing that policy makers, teachers, and researchers should start from the strengths and capacities located in urban communities. Despite decades of wide ranging reform efforts, however, many urban schools still fail to provide their students with an adequate, equitable education. Seminar in Urban Education investigates this paradox by pursuing three central course questions: 1) How have various social actors tried to achieve equity in urban schools over time? 2) What are the range and variation of assets and challenges found in urban schools? and 3) Considering this history and context, what would effective reform in a global city like NYC look like? Students will engage these questions not only through course readings and seminar discussions, but through a 40-hour field placement in a New York City public school classroom, extra-curricular program, or other education based site.

• W 2:10 p.m.-4 p.m.
• Instructor: Rachel Throop
  CULPA: 1 Info
• 4 points

MATH & THE CITY

Prerequisites: the instructors permission. In partnership with NYC public school teachers, students will have opportunities to engage in mathematical learning, lesson study, curriculum development, and implementation, with a focus on using the City as a resource. Students will explore implications for working with diverse populations. Non-math majors, pre-service elementary students and first-year students welcome. Fieldwork and field trips required. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.

• T 10:10 a.m.-noon
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 4 points

ARTS AND HUMANITIES IN THE CITY:CRITICAL

Using the theme of “Arts and Humanities in the City”, this seminar will build participants’ knowledge of critical literacy, digital storytelling methods, and ways to use New York City as a resource for teaching the Arts (Dance, Theatre, Music, and Visual Arts), Social Studies, and English Language Arts in grades K-12. Critical literacy is an approach to teaching and learning that focuses on developing students’ abilities to read, analyze, understand, question, and critique hidden perspectives and socially-constructed power relations embedded in what it means to be literate in a content area.

• T 2:10 p.m.-4 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 4 points

STUDENT TEACHING/URBAN SCHOOLS

Prerequisites: completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting. Corequisites: EDUC BC3064. Enrollment limited. Supervised student teaching in elementary schools includes creating lesson plans, involving students in active learning, using cooperative methods, developmentally appropriate assessment, and meeting the needs of diverse learners in urban schools. Teaching skills developed through weekly individual and/or group supervision meetings (to be scheduled at the beginning of the semester), conferences, and portfolio design. Requires 100 hours of teaching at two different grade levels, full-time for one semester. Note: Students are only permitted to leave their student teaching placements early twice a week, once for EDUC BC3064 and one other day for one additional course having a start time of 2 pm or later. Students are only permitted to take one additional course while enrolled in EDUC BC3063 and EDUC BC3064.

• T 4:10 p.m.-6 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 6 points

SECONDARY STU TCHNG URB SCHLS

Prerequisites: Completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting required. Corequisites: EDUC BC3064. Enrollment limited. Supervised student teaching in secondary schools includes creating lesson plans, involving students in active learning, using cooperative methods, developmentally appropriate assessment, and meeting the needs of diverse learners in urban schools. Teaching skills developed through weekly individual and/or group supervision meetings (to be scheduled at the beginning of the semester), conferences, and portfolio design. Requires 100 hours of teaching at two different grade levels, full-time for one semester. Note: Students are only permitted to leave their student teaching placements early twice a week, once for EDUC BC3064 and one other day for one additional course having a start time of 2 pm or later. Students are only permitted to take one additional course while enrolled in EDUC BC3064 and EDUC BC3065.

• T 4:10 p.m.-6 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 6 points

Senior Research Seminar: Inquiry

SENIOR RESEARCH SEMINAR I

This is the second semester of a year-long senior capstone experience for Educational Studies majors. Over the course of the year, you will design and carry-out an inquiry project, and you will report on this project through an appropriate medium, for a specific purpose and audience.

• R 12:10 p.m.-2 p.m.
• Instructor: Erika Kitzmiller
  CULPA: 1 h-index: 3 Info
• 4 points

LITERACY:THEORY&PRACT FIELDWORK

• F 8 a.m.-3 p.m.
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 0 points

MATH & THE CITY FIELDWORK LAB

• W 2:30 p.m.-6 p.m.
• F 8:30 a.m.-noon
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 0 points

ARTS&HUMANITIES IN CITY FIELDWORK LAB

ARTS&HUMANITIES IN CITY L

• R 2:30 p.m.-6 p.m.
• F 8:30 a.m.-noon
• Instructor: Drew Chambers
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• 0 points

RACE. SPACE, URB SCHOOLS

Many people don’t think of themselves as having attended segregated schools. And yet, most of us went to schools attended primarily by people who looked very much like us. In fact, schools have become more segregated over the past 30 years, even as the country becomes increasingly multiracial. In this class, we will use public schools as an example to examine the role race plays in shaping urban spaces and institutions. We will begin by unpacking the concept of racialization, or the process by which a person, place, phenomenon, or characteristic becomes associated with a certain race. Then, we will explore the following questions: What are the connections between city schools and their local contexts? What does it mean to be a “neighborhood school”? How do changes in neighborhoods change schools? We will use ethnographies, narrative non-fiction, and educational research to explore these questions from a variety of perspectives. You will apply what you have learned to your own experiences and to current debates over urban policies and public schools. This course will extend your understanding of key anthropological and sociological perspectives on urban inequality in the United States, as well as introduce you to critical theory.

• R 4:10 p.m.-6 p.m.
• Instructor: Fawziah Qadir
  Info
• 3 points

INDEPENDENT STUDY

• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• Instructor: Erika Kitzmiller
  CULPA: 1 h-index: 3 Info
• Instructor: Lisa Edstrom
  CULPA: 1 Info
• 1-4 points

Education in Conflict Zones

Across the world, conflict and violence are on the rise, in many forms and due to myriad factors. This course explores the relationship between war, conflict, and education. Drawing on a human rights framework and its applications to education, this course will explore the possibilities and limitations inherent in this framework. Questions we will explore include: How does education contribute to, or mitigate conflict? What is the role of education in emergencies? What is the role of education in addressing the needs of refugees? What is the role of education in post conflict contexts and peacebuilding? What is human rights education?

• T 4:10 p.m.-6 p.m.
• Instructor: Thea R Abu El-Haj
  Info
• 4 points