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Articles 61 - 90 of 90
Full-Text Articles in Education
Lesson Plans: Clags/Nyu Csgs Pedagogy Workshops, Spring 2020, Carolyn Dinshaw
Lesson Plans: Clags/Nyu Csgs Pedagogy Workshops, Spring 2020, Carolyn Dinshaw
Center for LGBTQ Studies (CLAGS)
Responding to the felt need for a public space in which to discuss the special issues involved in teaching gender and sexuality, Alisa Solomon and I planned a series of three Pedagogy Workshops this spring. Over our combined 30+ years of teaching (!), we had been struck by both the unique difficulties of teaching in these areas and the lack of fora in which to explore these particular challenges. We'd also been moved by reflection on how issues had changed for us as teachers as students changed with changing times, and as we gained experience—not always positive— in the classroom.
Quny Notes, Robert Kaplan
Quny Notes, Robert Kaplan
Center for LGBTQ Studies (CLAGS)
In March 2000, QUNY, the lesbian/gay/bisexual/transgendered/queer graduate student group at the CUNY Graduate Center, hosted former CLAGS Board member Elizabeth Freeman, who gave a highly informative talk about queer work and the academic job market. In May, QUNY celebrated the end of the first academic year in its new home with a social to which many new students came with ideas for next year's calendar. Everyone was especially excited about the Graduate Center's new concentration in lesbian/gay/queer studies that begins Fall 2000.
At The Threshold, Alisa Solomon
At The Threshold, Alisa Solomon
Center for LGBTQ Studies (CLAGS)
Hunter College professor Joan Tronto was sitting around her office one day, she told us at the Queer CUNY conference on May 6, and a student she'd never met dropped in and sort of just smiled at her. "Hi," the student said. "I saw your name on the flyer for the conference on Saturday," and that was all. The student flashed another moony grin, and then vanished. Over the course of a few days, several other students came by and did the same thing.
Clags's Queer Pedagogy Workshops, Spring 2000, James Wilson
Clags's Queer Pedagogy Workshops, Spring 2000, James Wilson
Center for LGBTQ Studies (CLAGS)
As a former high school English teacher and now a prospective college professor, I have long grappled with issues of gender and sexuality in the classroom. Is it, for example, incumbent upon me to be both a model and mentor for my Igbtq students? How will the classroom dynamic change if my private experiences become inextricably linked with my professional responsibilities? To what end might I implement issues regarding gender and sexuality while teaching canonical texts or traditional academic subjects? And finally, how would I handle homophobia, students coming out, and questions about my personal life in the context of …
Quny Notes, Robert Kaplan
Quny Notes, Robert Kaplan
Center for LGBTQ Studies (CLAGS)
QUNY, the lesbian, gay, bisexual, transgendered and queer graduate student group at the CUNY Graduate Center, officially moved into its new space in the new Graduate Center this fall. For the first time in its history, QUNY has its own office, which we are hoping to turn into an accessible place for queer graduate students to study or relax. In addition to our regular socials, we will be hosting a decorating party in February, and are happy to accept donations of posters, books, office supplies or anything that is currently cluttering up your apartment that you think would help turn …
On The Agenda, Alisa Solomon
On The Agenda, Alisa Solomon
Center for LGBTQ Studies (CLAGS)
This newsletter goes to press just as Millennium Mania is reaching its fever pitch. If my own dismissive attitude toward the doom-sayers turns out to be warranted, our computers have not collapsed, the sky has not fallen, and our newsletter has reached your address intact. Of course there's been more to the millennial madness than apocalyptic anxieties and mega-marketing opportunities for products and services of all sorts and sizes. The obsession with Y2K— which represents only one of the world's calendar systems, after all— has also marked the way in which a particular religious view increasingly passes for the secular …
Lgbtq Youth Initiative, Manolo Estavillo
Lgbtq Youth Initiative, Manolo Estavillo
Center for LGBTQ Studies (CLAGS)
At CLAGS we have decided to address the growing importance of secondary educational systems as a site for the struggle for Igbtq rights.
Supreme Court To Rule On Student Fees Case, Arthur S. Leonard
Supreme Court To Rule On Student Fees Case, Arthur S. Leonard
Center for LGBTQ Studies (CLAGS)
The U.S. Supreme Court announced March 29 that it will intervene in the "culture wars" raging in academia by considering whether public university students have a constitutional right to block use of their student activity fees by student organizations of which they disapprove. Lesbian and gay studies programs, such as CLAGS, are at the heart of these culture wars, as right-wing groups raise public controversies about the discussion of sexuality in the academy and question the very legitimacy of lesbian and gay studies as an academic discipline.
Local/Global Conference Stages Conversation About Queer Future, Chandan Reddy
Local/Global Conference Stages Conversation About Queer Future, Chandan Reddy
Center for LGBTQ Studies (CLAGS)
On April 23rd and 24th, CLAGS hosted Local Politics and Global Change: Academics and Activists Thinking About a Queer Future. The conference employed an innovative structure within which panelists, rather than delivering papers on their individual skill area or academic interest, were asked to respond from their located standpoint to prepared questions. These questions elaborated upon the broad topic of each panel and roundtable, which also included extended Q&A periods that encouraged conversation between "audience," moderator, and panelists. To describe the format seems noteworthy because it contributed in part to one of the most outstanding features of this conference: There …
Clags Forms New Cuny Committee, Robert Kaplan
Clags Forms New Cuny Committee, Robert Kaplan
Center for LGBTQ Studies (CLAGS)
The CUNY Graduate Center (within which CLAGS is housed) draws its faculty from the senior colleges and community colleges of the CUNY system. This consortial arrangement means that CLAGS is uniquely positioned to serve as a focal point through which queer students and academics at all the CUNY campuses can network with each other.
Redefining 'Institution', Alisa Solomon
Redefining 'Institution', Alisa Solomon
Center for LGBTQ Studies (CLAGS)
I'm thrilled and honored to be succeeding Jill Dolan as Executive Director of CLAGS. Thanks to Jill and to Marty Duberman before her—and to all past and current Board members and to the miracle-working staff—CLAGS is a secure and solid institution. Let me quickly explain what I mean by 'institution' for it is a word I don't always use comfortably as it tends to conjure in my bohemian brain images of stuffiness and caution, bureaucratic stasis and lumbering loss of purpose. That's the last thing CLAGS has become. On the contrary, CLAGS remains lively, responsive, provocative, and ever self-critical.
A Fond Farewell, Jill Dolan
A Fond Farewell, Jill Dolan
Center for LGBTQ Studies (CLAGS)
Sadly, this is my last column as the Executive Director of CLAGS. After five years teaching and working at CUNY's Graduate Center, I've decided to accept a position at the University of Texas at Austin. This was a difficult decision to make, but the offer of an endowed chair in the Department of Theatre and Dance at UT was finally too attractive to pass up.
Clags Forms New Advocacy Committee, Elizabeth Freeman
Clags Forms New Advocacy Committee, Elizabeth Freeman
Center for LGBTQ Studies (CLAGS)
During the 1990s, attacks on the arts and higher education have demonized Women's Studies and Gay/Lesbian Studies, as well as those courses designed to make higher education available to academically underprivileged students. The CLAGS Board of Directors has come to feel that CLAGS should be taking a leading role in debates that use homophobia, racism, and sexism to justify cuts in funding for the arts and education, restrictions on freedom of academic and artistic expression, and policies that restrict access to higher learning. For this reason, we have formed a Board committee for advocacy in the arts and education.
Politics, Pedagogy, And Shaping Public Policy, Jill Dolan
Politics, Pedagogy, And Shaping Public Policy, Jill Dolan
Center for LGBTQ Studies (CLAGS)
We never exactly know when history is going to catch up with us, when we'll be in the midst of a crucial moment to which posterity will refer as key, as significant, as a lynchpin on which other moments, other decisions, other understandings were founded. The impeachment hearings recently conducted in the House of Representatives dragged us all, unwilling and amazed, into a dark hour of American politics, one in which partisan fury and ideological hatred are translated into strategies of power that disregard and reverse electoral politics. There's much to say about the disappointing performance of Bill Clinton as …
Revisiting The Struggle For Integration, Michelle Fine, Bernadette Anand
Revisiting The Struggle For Integration, Michelle Fine, Bernadette Anand
Publications and Research
The project we describe in this article emerged from thinking about Fridays. While the Monday through Thursday schedule at Renaissance Middle School in Montclair, New Jersey covers the traditional distribution of curriculum, Fridays are dedicated to nine-week cycles of two hour sessions. Each session involves in-depth work focusing on five themes: Aviation, Genetics, Building Bridges, Community Service and this, the Oral History Project. Because the school is thematically organized around core notions of justice, history, social movements and "renaissances" (that is, Italian, Harlem and Montclair), we structured this project around the deeply contested history of desegregation of the Montclair public …
Cuny Trustees Vote To End Remedial Classes, Alisa Solomon
Cuny Trustees Vote To End Remedial Classes, Alisa Solomon
Center for LGBTQ Studies (CLAGS)
In a decision that threatens to slam closed the door on thousands of CUNY undergraduates, the University's Board of Trustees voted on May 26 to eliminate remedial courses at the system's eleven senior colleges. For people interested in CLAGS — which is not involved in remedial education and is based at the Graduate Center — the new policy may not seem momentous, relevant, or even objectionable. Nonetheless, it has far-reaching political, economic, and practical implications for CLAGS. What's more, as hundreds of CUNY faculty, students, and community groups testified at public hearings over the last several months, it's a pedagogically …
Futures Of The Field, Jill Dolan
Futures Of The Field, Jill Dolan
Center for LGBTQ Studies (CLAGS)
Gay and lesbian studies has been in the mainstream press quite a lot over the last several months, particularly after Yale University's refusal to accept Larry Kramer's generous gift to establish a program on their campus. Venues such as the New York Times have recently filed cover stories on the status of "sexuality" studies on campuses around the United States, and on the number of campuses in which undergraduate students can major in gay and lesbian studies and attendant fields.
The Politics Of Racial Identity: A Pedagogy Of Invisibility, Stephanie Urso Spina, Robert H. Tai
The Politics Of Racial Identity: A Pedagogy Of Invisibility, Stephanie Urso Spina, Robert H. Tai
Publications and Research
A Critical theory informed Review of Blacked Out: Dilemmas of Race, Identity, and Success at Capital High by Signithia Fordham. Chicago, IL: University of Chicago Press, 1996; Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth by Stacey J. Lee. New York: Teachers College Press, 1996, and Latinos and Education: A Critical Reader by Antonia Darder, Rodolfo D. Torres, and Henry Gutierrez (Eds.). New York: Routledge, 1997.
A Note From The Board Chair, Framji Minwalla
A Note From The Board Chair, Framji Minwalla
Center for LGBTQ Studies (CLAGS)
This has been a difficult, yet especially productive year for CLAGS. As most of you know, Jill Dolan stepped into Marty Duberman's shoes, becoming our first new Executive Director since the founding of the organization seven years ago. And while we all miss Marty, Jill has accomplished a daunting task brilliantly.
Graduate Students Explore Forms Of Desire, Jay Plum
Graduate Students Explore Forms Of Desire, Jay Plum
Center for LGBTQ Studies (CLAGS)
Last April, QUNY (the association for queer students at the CUNY Graduate Center) and CLAGS co-sponsored Forms of Desire: The Seventh Annual Queer Graduate Studies Conference, showcasing the research of more than 100 graduate students from across the country and around the world. With panels on such topics as "Sexuality and the State," "Pre-Modern Sexualities," "Lesbian Erotics," "Reading Bisexualities," "Queer Ethnographies," "AIDS and Its Narratives," "Queer(ing) Masculinities," and "Homo Hollywood," the conference approached the growing field of lesbian/gay/queer studies from a variety of disciplinary and interdisciplinary perspectives.
Colloquium Addresses Queer Pedagogy, Harriet Malinowitz
Colloquium Addresses Queer Pedagogy, Harriet Malinowitz
Center for LGBTQ Studies (CLAGS)
On Saturday, March 8, CLACS held a one-day event called Queer Pedagogy: A Colloquium on Sexuality and Curriculum. The colloquium addressed questions about the purposes, methods, language, applications, contexts, affiliations, and performance of queer studies in academic classrooms.
A Letter From The Executive Director, Jill Dolan
A Letter From The Executive Director, Jill Dolan
Center for LGBTQ Studies (CLAGS)
Working with CLAGS this last year at our quarterly Board meetings, at our monthly committee meetings, and with the daily operations of our office, I'm continually impressed by the sophistication of our programs, the depth of our discussions, and the passion of our arguments about gay and lesbian and queer studies and its relationship to our diverse communities. After a productive year of four conferences and our monthly colloquia, amplified by co-sponsored events that sometimes didn't even make it onto our annual calendar, I'm proud of the richness of the work we've sponsored and presented.
The Myths And Justifications Of Sex Segregation In Higher Education: Vmi And The Citadel, Cynthia Fuchs Epstein
The Myths And Justifications Of Sex Segregation In Higher Education: Vmi And The Citadel, Cynthia Fuchs Epstein
Publications and Research
Access to higher education, particularly to the specialized and elite education that is part of the tracking system leading to prestigious and highly remunerative positions, is a measure of equality. This article argues that segregated schooling for women limits their access to the same educational and associational opportunities men have, and that arguments supporting segregation are based on unsound criteria. It further argues that whatever the intent or ideological underpinning of such arguments, they ultimately have a negative outcome for women’s equality in society.
"The Teacher Would Call Me 'Piggy', 'Smelley', 'Dirty', Names Like That": Prying Open A Discussion Of Domestic Violence For Educators, Lois M. Weis, Michelle Fine
"The Teacher Would Call Me 'Piggy', 'Smelley', 'Dirty', Names Like That": Prying Open A Discussion Of Domestic Violence For Educators, Lois M. Weis, Michelle Fine
Publications and Research
(The Teacher) would call me "piggy", "smelly", "dirty", names like that, and the kids started following along with it. And I'd say, by the fourth grade, I started cleaning myself out. I didn't care anymore, but my father had this thing that you were allowed to take a bath once a week. He would measure the shampoo, he would measure the soap, and if he thought somebody was using the shampoo when he said you shouldn't, you'd get a beating. But I got sick of it, and the beatings almost became to be painless when hit with a belt or …
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Publications and Research
This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.
A Message From The New Executive Director, Jill Dolan
A Message From The New Executive Director, Jill Dolan
Center for LGBTQ Studies (CLAGS)
I'm honored and pleased to be succeeding Marty Duberman as Executive Director of CLAGS. I taught in theatre and drama and women's studies at the University of Wisconsin-Madison before I accepted my present position in the PhD Program in Theatre at the CUNY Graduate Center. At Madison, teaching and writing in lesbian performance theory, the fact that a national center for lesbian and gay studies had been established in New York gave me a sense that the field in which I worked was arriving, securing its legitimacy and its vibrancy and insisting on its visibility. In my two years at …
Becoming Gentlemen: Women's Experiences At One Ivy League Law School, Lani Guinier, Michelle Fine, Jane Balin, Ann Bartow, Deborah Lee Stachel
Becoming Gentlemen: Women's Experiences At One Ivy League Law School, Lani Guinier, Michelle Fine, Jane Balin, Ann Bartow, Deborah Lee Stachel
Publications and Research
In this Article we describe preliminary research by and about women law students at the University of Pennsylvania Law School—a typical, if elite, law school stratified deeply along gender lines. Our database draws from students enrolled at the Law School between 1987 and 1992, and includes academic performance data from 981 students, self-reported survey data from 366 students, written narratives from 104 students, and group-level interview data of approximately eighty female and male students.' From these data we conclude that the law school experience of women in the aggregate differs markedly from that of their male peers.
Report From The Chair, Esther Katz
Report From The Chair, Esther Katz
Center for LGBTQ Studies (CLAGS)
The year 1992 proved to be an extraordinarily successful one for CLAGS. We mounted a series of exciting panels, conferences, and special events, and launched an ambitious program of grants and fellowships for scholars and students. A good portion of the credit for the success of these activities goes to CLAGS's hardworking Board of Directors which undertakes the myriad tasks required to plan and implement our various programs.
The Infusion Of Teachers From Eastern Indonesia Into West Kalimantan, Jay H. Bernstein
The Infusion Of Teachers From Eastern Indonesia Into West Kalimantan, Jay H. Bernstein
Publications and Research
No abstract provided.
Dropping Out Of High School: An Inside Look, Michelle Fine
Dropping Out Of High School: An Inside Look, Michelle Fine
Publications and Research
In September, 1984, I began an ethnography of student life in and out of a New York City public high school to figure out why urban students drop out of high school at such extraordinary rates. By December, why urban students stay in high school through graduation struck me as an equally compelling question.