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Full-Text Articles in Education
Letter From Sarah E. Chinn, Incoming Executive Director, Sarah Chinn
Letter From Sarah E. Chinn, Incoming Executive Director, Sarah Chinn
Center for LGBTQ Studies (CLAGS)
I'm not the kind of person who procrastinates — I'd rather do something right away than worry and further feed the procrastination. But I have been putting off writing this inaugural column as the new executive director of CLAGS. The challenge, I think, has been where to begin: taking on a position that has been so magnificently filled by Paisley Currah, Alisa Solomon, Jill Dolan, and Martin Duberman is already such a challenge that contemplating actually writing about it seems even more insuperable.
Greening The Campus: Contemporary Student Environmental Activism, Ashley Dawson
Greening The Campus: Contemporary Student Environmental Activism, Ashley Dawson
Publications and Research
In November 1992, the Union of Concerned Scientists (UCS) issued a report entitled "World Scientists' Warning to Humanity." Written by UCS Chair Henry Kendall and signed by 1,700 of the worlds leading scientists, including the majority of Nobel laureates in the sciences, the report's admonition was conveyed in the strongest terms.
Lessons In Sex And Fascism: Dagmar Herzog's Pedagogy Workshop, Megan Jenkins
Lessons In Sex And Fascism: Dagmar Herzog's Pedagogy Workshop, Megan Jenkins
Center for LGBTQ Studies (CLAGS)
On December 4, 2006 Dagmar Herzog, Professor of History at the CUNY Graduate Center, led a lively workshop titled "What's So Sexy about Fascism? And Why is it Important to Think About it in the Classroom?" as part of the CLAGS/CSGS LGBTQ Plans Pedagogy Workshop.
Activism And Pedagogies: Feminist Reflections, Patricia Ticineto Clough, Michelle Fine
Activism And Pedagogies: Feminist Reflections, Patricia Ticineto Clough, Michelle Fine
Publications and Research
Together our two essays move between scenes of teaching and researching with women and men who are or have been in prison. Having written on ethnography, autoethnography, and participatory research, we both have sought a method that would allow us to abandon superficial identifications, mistaken for deep connection, with those who are or have been incarcerated. While we are conscious of the failures and successes of our attempts, we nonetheless write because what we have learned about the state's support for mass incarceration and the state's retreat from public higher education—particularly for persons of color—more than warrants it. With this …