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Articles 1 - 6 of 6
Full-Text Articles in Education
Unraveling The Geographies Of The U.S. Public Education System: An Analysis Of Scale, Segregation, And Hegemony, Olivia Ildefonso
Unraveling The Geographies Of The U.S. Public Education System: An Analysis Of Scale, Segregation, And Hegemony, Olivia Ildefonso
Dissertations, Theses, and Capstone Projects
Other than one or two studies that focus on specific state-wide systems of public education, there has been no accounting for how the U.S. public education system came about in relation to space and scale. My dissertation research seeks to fill in this gap. Through focusing on the development of public education in the North and the South, I provide a foundation for understanding the grounded and contested processes of scale production that largely determined the U.S. public education system’s design and function.
In each of the seven chapters, I detail how fights over the structure and purpose of public …
Public Educators Shaking Up Classrooms, Elizabeth Richards
Public Educators Shaking Up Classrooms, Elizabeth Richards
Capstones
Through feedback from the community, largely in the form of continued interviews and conversations with teachers about what they were looking for and how they consumed news, I learned that a newsletter was the best way to reach them.
Navigating the challenges of hybrid learning has meant for teachers multiple lesson planning, which has compounded the existing challenge of being incredibly busy and potentially overwhelmed. A newsletter that could arrive in an email inbox — a place where public teachers spend much of their time — could help bring information directly and prevent teachers from having to spend more time …
Pandemic Schooling: Lessons In Equity, Advocacy, And Racial Justice, Donna Rivera
Pandemic Schooling: Lessons In Equity, Advocacy, And Racial Justice, Donna Rivera
Dissertations, Theses, and Capstone Projects
It was my fourth year of teaching at a Brooklyn elementary school when the COVID-19 pandemic forced school buildings, and the entire city, to enter a world of lockdown and quarantine. New York City was an early epicenter of the 2020 coronavirus pandemic, and the virus quickly revealed severe racial and socioeconomic disparities across the city. A disproportionate number of cases, serious illnesses, and death has been experienced by low-income Black and Latinx communities. At the same time, 2020 also ushered in a national racial reckoning following the May murder of George Floyd.
In this thesis, I will provide a …
Reflections From A Former Executive Director, Jill Dolan
Reflections From A Former Executive Director, Jill Dolan
Center for LGBTQ Studies (CLAGS)
I joined CLAGS as a board member in 1994, at a transitional moment in its history. The grassroots activist project that Marty Duberman had started in his living room had been recognized as one of CUNY's Research Centers for only a short time at that point, and many people on the board struggled with what it meant to be institutionally affiliated. The board had grown from people Marty knew personally to a broader group of gay and lesbian scholars (or simply scholars working on gay and lesbian issues) recommended by others. For example, I was brought to the board by …
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.
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 …