FOUNDATIONS OF EDUCATION

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 4:10 p.m.-5:25 p.m.
• TR 11:40 a.m.-12:55 p.m.
• Instructor: Ishrat Ahmed
  Info
• Instructor: Fawziah Qadir
  Info
• 3 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. This course requires 60 hours of clinical experience (fieldwork).

• T 9 a.m.-11:50 a.m.
• Instructor: Drew Chambers
  Info
• 6 points

GENDER, SEXUALITY, AND SCHOOL

GENDER SEXUALITY AND SCHOOL

Broadly, this course explores the relationship between gender, sexuality, and schooling across national contexts. We begin by considering theoretical perspectives, exploring the ways in which gender and sexuality have been studied and understood in the interdisciplinary field of education. Next, we consider the ways in which the subjective experience of gender and sexuality in schools is often overlooked or inadequately theorized. Exploring the ways that race, class, citizenship, religion and other categories of identity intersect with gender and sexuality, we give primacy to the contention that subjectivity is historically complex, and does not adhere to the analytically distinct identity categories we might try to impose on it.

• M 11 a.m.-12:50 p.m.
• Instructor: Ileana Jimenez
  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.

• W 12:10 p.m.-2 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.

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

ARTS AND HUMANITIES IN THE CITY:CRITICAL

ARTS & HUMANITIES IN THE CITY

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.

• R 12:10 p.m.-2 p.m.
• Instructor: Drew Chambers
  Info
• 4 points

Computer Science in the City: Content &

Using the overarching theme of “Computer Science in the City,” this course will build participants’ knowledge of pedagogical methods for the teaching of computer science while exploring ways to use the City as a resource for teaching and learning. Course participants will have an opportunity to gain an understanding of concepts and practices appropriate for K-12 students as they explore the New York State Learning Standards. 

As we explore the multitude of opportunities for teaching computer science in New York City, we will also take into consideration the diversity of the students that course participants teach or are preparing to teach. We will examine the social and political contexts that learning and teaching happen in, and consider the implications of these contexts for different groups of students. As participants develop an understanding of what it means to be literate in computer science, they will explore ways to make computer science education more meaningful and accessible to all students by infusing it with students’ daily and cultural experiences. We will explore notions of social justice and the implications for teaching computer science for social justice by addressing barriers to engagement, persistence, and achievement in mathematics.

Working in teams to plan for Computer Science Enrichment lessons, participants will explore ways to teach computer science using a constructivist approach while being responsive to the demands of the NYS Next Generation Standards, Universal Design for Learning (UDL), growth mindsets, critiques of growth mindsets, and tenets of justice and caring. Participants will also have an opportunity to build positive computer science mindsets for themselves and for K-12 students as they engage in experiential learning, plan for Computer Science Enrichment sessions that incorporate ways to visualize and communicate computer science content and skills, and evaluate the efficacy of their planning and teaching in light of their students’ learning outcomes.

• T 10:10 a.m.-noon
• 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: Drew Chambers
  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: Ishrat Ahmed
  Info
• 6 points

Education, Crisis and Futures

Education is a social project of making futures. It is a field where people imagine selves and worlds to come
while navigating current constraints and past legacies. Even in the face of various crises that disrupt
educational systems globally, education is often understood as a crisis response and charged with the task of
forging alternative futures and driving social and economic progress.
In this course, we will interrogate the politics of crisis and futurity in education. First, we will explore how
notions of crisis are mobilized to define problems and solutions in education research and policy. In this
exploration, we will ask how histories and politics of domination along lines of race, class, gender, and other
social categories are articulated or silenced in discourses of educational crisis. We will attend to how crises
create both danger and opportunity by considering how they serve to justify violent, dispossessive restructuring
and how they lay bare structures of inequality in ways that generate collective action and transformation.
Next, we will Interrogate education’s futural orientations. We will probe familiar progress narratives and explore
what roles education plays in shaping how marginalized communities imagine and enact futures beyond the
status quo, attending to both its affordances and limitations. Throughout the course, we will draw on
speculative fiction and on scholarship in anthropology, Black studies, and comparative education to investigate
the politics of crisis and futurity in diverse educational contexts. We will engage study as speculative practice
through collaborative and independent exercises that invite us to develop praxes for just futures of education.

• T 2:10 p.m.-4 p.m.
• Instructor: Amelia S Herbert
  Info
• 4 points

Growing Up Palestinian

This course explores broad questions about how sociopolitical contexts shape the development of children and youth, by focusing on the experiences of young Palestinians growing up across multiple geographies. We will read a variety of texts—primarily those narrated by Palestinians—including, memoir, film, and social science research to address the following questions: How do the various social, cultural, political, and legal contexts in which Palestinians grow up affect the experiences of growing up Palestinian? How (and why) do young people forge a sense of national identity across diverse territories, both within and outside of the borders of their historic homeland? How do socio-political contexts shape young people’s rights, including the right to education? How do children and youth shape their environments?  How does a close examination of the Palestinian case challenge normative ideas about childhood and youth, while also supporting us to articulate universal conditions that would support the well-being of all young humans?

• W 2:10 p.m.-4 p.m.
• Instructor: Thea R Abu El-Haj
  Info
• 4 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.

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

• T 4:10 p.m.-6 p.m.
• 4 points

MATH & THE CITY FIELDWORK LAB

• M 2:10 p.m.-6 p.m.
• W 2:10 p.m.-6 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 0 points

ARTS&HUMANITIES IN CITY FIELDWORK LAB

ARTS&HUMANITIES IN CITY L

• M 2:10 p.m.-6 p.m.
• W 2:10 p.m.-6 p.m.
• Instructor: Drew Chambers
  Info
• 0 points

Computer Science in the City - Fieldwork

Comp. Science in the City

This is the fieldwork component for the proposed course described below.

Using the overarching theme of “Computer Science in the City,” this course will build participants’ knowledge of pedagogical methods for the teaching of computer science while exploring ways to use the City as a resource for teaching and learning. Course participants will have an opportunity to gain an understanding of concepts and practices appropriate for K-12 students as they explore the New York State Learning Standards. 

As we explore the multitude of opportunities for teaching computer science in New York City, we will also take into consideration the diversity of the students that course participants teach or are preparing to teach. We will examine the social and political contexts that learning and teaching happen in, and consider the implications of these contexts for different groups of students. As participants develop an understanding of what it means to be literate in computer science, they will explore ways to make computer science education more meaningful and accessible to all students by infusing it with students’ daily and cultural experiences. We will explore notions of social justice and the implications for teaching computer science for social justice by addressing barriers to engagement, persistence, and achievement in mathematics.

Working in teams to plan for Computer Science Enrichment lessons, participants will explore ways to teach computer science using a constructivist approach while being responsive to the demands of the NYS Next Generation Standards, Universal Design for Learning (UDL), growth mindsets, critiques of growth mindsets, and tenets of justice and caring. Participants will also have an opportunity to build positive computer science mindsets for themselves and for K-12 students as they engage in experiential learning, plan for Computer Science Enrichment sessions that incorporate ways to visualize and communicate computer science content and skills, and evaluate the efficacy of their planning and teaching in light of their students’ learning outcomes.

• T 2:10 p.m.-6 p.m.
• R 2:10 p.m.-6 p.m.
• Instructor: Maria S Rivera Maulucci
  h-index: 10 Info
• 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: Lisa Edstrom
  CULPA: 1 Info
• Instructor: Fawziah Qadir
  Info
• 1-4 points