Category Archives: Equity, Justice, & Social Change

Workshop Recap: “Equity through Creativity: Examples of Transformative Teaching Across Disciplines”

We had the opportunity to present the workshop Equity through Creativity: Examples of Transformative Teaching Across the Disciplines, in which each of our colleagues and their students collaborated in multiple ways. The main goal of this workshop was to highlight, communicate, and share the ways in which we engage with our students in the classroom, particularly using multiple creative outlets, such as visual arts, film and documentaries, inclusive pedagogy/teaching, and literacy narrative. Our workshop brought experiences centered in multidisciplinary approaches, and student-centered pedagogy, with the ultimate goals of fostering equity, inclusivity, and critical thinking when centering student voices in our classrooms.

Prof. Noëlle Warden King (Department of Art & Music, Bronx Community College) presented an artistic project that centers the creativity, voice, and joy of students in her classroom. The project 3 Letters of My Alphabet showcases the students and that which is of great importance to them. Each student chooses 3 letters (not limited to the English alphabet) that are the first letter of a word of significance to them. They then make a short PowerPoint of four slides; the first a self-introduction, followed by their three letters and a short paragraph explaining the meaning of each word for them. Some of the samples of their projects can be found in this short blog post.

Dr. Stephanie Hershinow (Department of English, Baruch College) shared at the workshop an assignment she provides students with in her class so they can get to know each other better, to make them feel valued as individuals, and to teach them writing. This assignment is a literacy narrative—a common assignment in many first year writing classrooms. Since 2018, Dr. Hershinow has centered the First Year Writing course on Mary Shelley’s Frankenstein – highlighting the history and theory of the novel, and 2018 marked its 200th anniversary, resulting in a trove of fascinating responses and connections to contemporary events that Dr. Hershinow has been able to take advantage of her course. For their first assignment, students write an analysis of the novel, and the second assignment asks them to think of the novel more as inspiration. Many of the students wrote about their lives, their families, and their heritage. Dr. Hershinow shared in the workshop the audio clip recordings of students reading their inspiring essays.

Image obtained on Flickr

Dr. Asrat Amnie (Department of Education, Hostos Community College) presented The Power of Inclusive Pedagogy: The Application of Inclusive Teaching-Learning Practices To Foster Equity, Inclusivity, and Diversity in the Classroom. Dr. Amnie described his inclusion of TLH principles in the courses he taught this semester: curricular revisions, intentionality of including diverse set of materials in his course (multimedia), OER textbooks, among other adaptations. The instructor made sure the course reflects historical and current perspectives of diverse societies about addiction (War on Drugs, racial disparities on the criminal justice system, among other important societal issues). Dr. Amnie also highlighted other aspects that demonstrate the inclusion of aspects that fostered equity, and a comprehensive classroom: person-first language, online etiquette, and using Blackboard Ally, which helped increase accessibility to alternate versions of the course materials. All these aspects fostered an inclusive environment, which resulted in higher student-faculty participation in the course.

Prof. Joseph A. Torres-González (Department of Anthropology, Brooklyn College) presented Documentaries, Videos, and Podcasts: Fostering critical thinking & creativity in the virtual classroom. Prof. Torres-González highlighted how he used audiovisual materials – documentaries, videos, podcasts – and Open Educational Resources (OER) to foster critical thinking and creativity. He mentioned how he integrates multimedia as a teaching tool in relationship to the themes discussed during the semester. Audiovisual resources present opportunities to foster critical thinking, engage in creativity and reflection, along with providing a space to create empathy, and having a voice about present and future. One student mentioned: ““The documentaries we have watched in class this semester […] allowed me to better see a variety of topics through other people’s perspectives.”

Teaching Resources from TLH Fellows Asrat Amnie and Anita Cheng

TLH Fellows work to foster equitable, creative, student-centered pedagogical methods throughout CUNY. We’re delighted to share these resources developed by fellows, Asrat Amnie (Hostos Community College, Fall ’22) and Anita Cheng (Hunter College & Brooklyn College, Fall ’21) that address the use of educational technology in the classroom.

Universal Design for Learning: Fostering Neurodiversity, Equity, and Inclusivity Through Educational Technology

Pulling Distance Learning Tools Into In-Person Classes

Fellow Project: Singing in a Strange Land

Organized by Glenn McMillan (Medgar Evers College) with his students. 

In this recorded forum, students discussed an opera arranged by Professor McMillan and the importance of black music around the world, especially for nonmusic majors and lovers. McMillan led a discussion about why Negro Spirituals were so important to the founding of jazz, gospel, and hip hop, and music’s important role in the Civil Rights movement. The forum highlighted student projects on “Soul Train,” “Women in Jazz,” and “Has Gospel Music Changed?” and concluded with some closing remarks on “Four Little Spirits,” and then students were given an opportunity to ask Prof. McMillan about his work. 

Glenn shares on the project, “Stressing unity between the sacred and the profane allowed the students him to embrace all aspects of African American culture, and jazz, blues, and gospel performers. These student based projects combine the music of today with the historical significance of the Middle Passage.  Students share their academic experiences from the global community representing all aspects of musical life.”

Fellows Project: Engaging Thoughtfully in Public Discourse: An Examination of Unconscious Bias

Organized by Sarah Bishop (Baruch College), Susan Kuhn (Queens College); Victoria Perez-Rios (John Jay College), and Amy Traver (Queensborough Community College). 

Unconscious bias is a human reflex to make assumptions about people that aren’t necessarily true. This tendency affects society as a whole, limits our understanding of others, and holds us back from achieving the best possible outcomes across all fields of discipline, ranging from business to sociology, communication to criminal justice. As educators in the liberal arts, the four of us were interested not only in the effect of this phenomenon in our respective fields, but also how it affects our classrooms, our students, and our communities. We wanted to study this in partnership with our students, in the hope and belief that real change is possible when deeply rooted in thoughtful and inclusive educational practices.

As teachers, we recognize that true learning takes place when knowledge is absorbed, engaged with, and applied. We undertook this process together with our students through a series of structured, scaffolded learning opportunities. On April 1, we attended a book talk via Zoom, sponsored by the University of Buffalo Gender Institute, featuring Jessica Nordell, author of The End of Bias: A Beginning – The Science and Practice of Overcoming Unconscious Bias. In our individual classrooms, we continued the discussion as it pertained to our disciplines, and then invited students to produce short videos of themselves sharing some of their unconscious bias experiences or learning outcomes. Our ultimate project was a one-hour, student-led live panel discussion on this topic, with a supporting student audience, held at John Jay College on Thursday, April 21.

The local television show presented here represents a compilation of the taped student panel discussion (including audience participation) and the video uploads. The content is entirely driven by the concerns and voices of our students at Baruch, Queens, QCC and John Jay. They share personal stories and reflect on how unconscious bias affects them in their families, neighborhoods and perspective careers. The show was edited, produced and directed by John Jay graduate student Masha Wickramasinghe. We professors, having ignited the discussion, are now audience members learning from our students.

Our CUNY motto states “The education of free people is the hope of humanity.” All of us involved in this project have learned a great deal about unconscious bias, and we believe the conversation has only started. We hope you enjoy learning more about this too, and that from this hope blooms change. Enjoy the show!

*A link to view the TV Show is forthcoming, it will be added to this blog post this June!

Fellows Project: (Re)Mapping Knowledge

Organized by Kimberley D. McKinson (John Jay College of Criminal Justice), Tatiana Nuñez (Graduate Center and City College) Micheal Rumore (Baruch College) and Stefanie Wess (Lehman College, Hunter College and Queensborough Community College).

(Re)Mapping Knowledge is a student-faculty collaborative podcast project that showcases the creative scholarship of CUNY students and also serves as a critical pedagogical tool for the wider CUNY community. Featuring the creative scholarship and storytelling of CUNY undergraduate students, this four-episode podcast series highlights innovative and radical pedagogical approaches as well as the possibilities that emerge from incorporating student-produced and student-centered knowledge in the classroom.

Drawing on the writing and research of student-scholars, episodes 1-3 of the project highlight different pedagogical approaches to (re)mapping knowledge in the classroom. Episode 1 interrogates the relationship between self, community, language, and textuality. Episode 2 discusses classroom strategies for confronting the coloniality of literary traditions. Episode 3 uses student autoethnography to center embodied knowledge as decolonial pedagogy. Episode 4 of the project features a moderated conversation between the three Faculty Fellows on the themes, teaching tools, and strategies illuminated in Episodes 1-3. In this way, Episode 4 not only serves to frame Episodes 1-3 but also serves as an accompanying teaching tool in its own right, including a discussion of innovative approaches to teaching and reading canonical texts.

(Re)Mapping Knowledge provides CUNY students and teachers the opportunity to problematize the notion of the canon and also allow for meditations on the radical ways in which knowledge can be produced by students in the classroom. The episodes capture student scholarship in a rich way. As a pedagogical tool, (Re)Mapping Knowledge provides an example of how faculty can embrace podcasts as a means by which to embrace different sensorial teaching tools that can complement more traditional written texts.

TLH Fellows Project: Creating Across Communities

For our TLH community-facing project, we created a shared site for our classes on the CUNY Academic Commons, centered around the concept of “writing with and for a community.” Each of our courses has a two sub-page on the site: one of which gives an overview of the course and some background, and another of which has blog posts by students, usually with contextualization by faculty members. Then students from other classes read these blog posts and commented on them, sometimes even creating new imagery or artwork in response. In this way, we hoped to foster an intercampus conversation about space and place.  

Notions of audience, place, and identity–as well as the use of images–are woven through our courses. Carrie Hall’s Composition II course (NYCCT)  focused on how students can best choose and produce in a genre to reach a particular audience. Marta Cabral’s class, Art in Elementary School Education (CSI) learned  how to teach art to third and fourth graders. Erica Richardson’s students in Literatures of the Harlem Renaissance (Baruch)  blogged  about a trip to the Met. In Belinda Linn Rincon’s class, Latinx Street Literatures (John Jay) students watched and blogged about the film La Ciudad, often including images in their blogs. Dominique Zino’s class, Cultural Identity in American Literature (LaGuardia), read literature that address issues of dislocation/relocation, identity formation, and alienation and wrote blog posts about space and power.  

The project was, in many ways, a success: students gained a great deal from seeing what is happening on other campuses, and it made their projects feel more real to have a live audience for their blog posts. Carrie Hall’s class had the option of writing a unit with a fourth grade audience  in mind, and the respondents, Marta Cabral’s class, were in training to be fourth grade teachers which allowed for  vibrant visual feedback. It was also a great benefit also to have a variety of course levels so that beginning writers could see what upper level students are doing, and upper level students could take on a mentorship role and reflect upon how far they’ve come.  That said, we did also have our struggles.  Much of these had to do with scheduling and planning; we struggled to find anyone to assist with web design and needed to do it ourselves. Also, because we didn’t have our project in play until well into the semester, we didn’t have time to seamlessly plan in a way that would best benefit the project and the students. That said, this is the type of project all of us would be happy to do again with the benefit of experience.  

While the public-facing project is mostly the website itself, we will culminate the project early next week with a brief online discussion between the five of us about the website and the benefits and difficulties of intercampus collaboration. 

“Money, Power, Respect,” a TLH Faculty Fellows’ Project 

I have been working on a Creative Collaboration with four other faculty members on a project. We created an Instagram account where we can showcase our students’ ideas about money, power, respect, and education. The account handle is @money_power_respect_cuny

Students are awarded modest TLH student scholarships for producing related scholarship selected for inclusion on the @money_power_respect_cuny Instagram account. Content included on Instagram relates to the topics: money, power, and respect in relationship to education. We encouraged participants to be as creative as they like. The content could be a picture, video, visual representation, or personal reflection about money, power, respect, education. The content could be specifically about one of these topics, some of the topics, or all the topics.  

Some guiding questions for students’ content creation: 

•    What does money, power, and respect mean to you?  
•    What does money, power, and respect look like, sound like, feel like? 
•    How does education lead to having or losing money, power, or respect? 
•    What do you want to teach our followers about money, power, or respect? 
•    What do you want to teach them about CUNY? 

Reflections on the Project 

Working with my colleagues from across CUNY campuses was so rewarding. While we didn’t have as much student participation as we hoped for, it was still a great experience to brainstorm and come up with a way to engage students with a topic they find interesting. Initially I posed the invitation to students in my class and only got one student to participate. The instructions were sent via email and posted in Announcements on the EDU280 class Blackboard. I opened the invitation to the entire SEEK population and got another submission from a student who was not enrolled in my class. Both submissions were included on the Instagram account. I believe there was little participation because students were working on midterms and then went on Spring Break. Moving forward, I’ll propose a similar project in my courses but will work on it in class as a community.  

Event Recap: Liberation Literacies Pedagogy: At the Intersection of Language, Race, and Power with Dr. Jamila Lyiscott

In her workshop on April 5th, Dr. Jamila Lyiscott, aka, Dr. J, began by thanking all those who made this event happen, as the quest towards justice cannot be taken for granted. We were then put into breakout rooms for a short activity, with the following instructions:

1. Choose a ‘whistle-blower’

2. Answer the question, “should multiple literacies be allowed in classrooms?”

3. You are only allowed to use two syllables or less for the duration of the conversation

4. If this rule is broken, the ‘whistle-blower’ should make an obnoxious sound

In the reflection afterwards participants discussed how the limitations robbed their motivation to speak, but not because they had nothing to say. Dr. J shared how this exercise helps to reveal how harmful education spaces can be: enforcement of “standard” language norms turns faculty into “whistle blowers” robbing students’ motivation, while also preventing enforcers from hearing students. To combat these linguistic constraints, Dr. J pointed to the liberatory capacity of languages and the cultural practices of people of color in particular. She noted how she includes a unit in all of her classes on the cipher, sharing a poem of her own, “The Art of the Cipher,” on bringing liberatory practices into the classroom, asking at one point, “how many students do we label illiterate by societal standards?”

Dr. J discussed code-switching as a continuation of colonial violence, requiring a certain language in order to be validated within the classroom and other institutions. She referenced the work of Dr. Geneva Smitherman and Dr. April Baker Bell who both highlight language as a site of cultural struggle, a marker of social mobility. 

Dr. J then played a clip from Glamour,Uzo Aduba Never Liked Her Name,” where Uzo explains she asked her mother to call her Zoe because no one can say Uzoamaka, and her mother replied that if they can say other names (e.g.,Tchaikovsky, Michelangelo, Dostoyevsky), they can pronounce yours. Here Dr. J emphasized how our classrooms are not neutral spaces, and if we don’t intentionally work toward racial equity and healing, we are holding up social injustice.

Dr. J asked participants to reflect on the complicity they have in the institutional rewarding of Eurocentric knowledge and language practices. She outlined how liberation is different from inclusion in that it is about systemic change, breaking down oppressive logics, not reforming a broken system, not just having people of color doing the same work that upholds oppression. She discussed how the case of George Floyd and the media’s focus on underlying health conditions and intoxicants is another example of racist literacy practices; sharing literacies and language is not just about words — they contain cultures and histories.

She continued with suggestions on how to put liberation literacies into practice, including challenging paradigm principles, divesting from racist logics, and demanding participatory action and institutional alteration. It means pushing back against impulses to demand students of color perform whiteness to gain success: “Standard language is the language of people in power, it is not the language of power.” 

Dr. J read the poem “(Untitled)” by Brian Yoo, written in response to Texan lawmakers suggesting Asian people adopt easier names. The event then moved to a lively Q & A portion, with discussions on how to best support students so they can develop their voices and identities while being honest about how the world and the university institution operates, while working collectively to dismantle it.

Event Recap: Anti-Racist Pedagogy Workshop, Part 2

In the second workshop of this two-part series, Dr. Chavez focused on practical anti-racist teaching tools and methods for the writing classroom, many of which could be applied in other disciplines as well.  Dr. Chavez opened the workshop with powerful self-reflection exercises for participants, then shared active methods to involve students in the learning process as co-learners and collaborators. Throughout the workshop Dr. Chavez provided a wealth of resources for further reading. The event concluded with a Q&A session that included contributions from students at New York City College of Technology, CUNY. Since the workshop, several attendees have shared excitement about applying these critical strategies in the classroom, and continuing the conversation with others.

Originally from Albuquerque, New Mexico, Dr. Chavez is an award-winning educator with an MFA in Creative Nonfiction from the University of Iowa. She is the renowned author of The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom. Dr. Chavez currently serves as the Bronfman Creativity and Innovation Scholar-in-Residence at Colorado College. 

To learn more about Dr. Chavez’s work and to contact her, visit her website.

Anti-Racist Pedagogy Workshop with Felicia Rose Chavez, Part I (Event Recap)

The TLH Team smiling with Dr. Felicia Rose Chavez on Zoom

On February 8, 2022, TLH hosted part one of a two-part workshop on Anti-Racist Pedagogy: Adapting Our Teaching Habits, led by Dr. Felicia Rose Chavez. There were over 230 attendees! 

The workshop focused on introspection and reflection within the topic of anti-racism in the academy. Dr. Chavez led active self-reflective exercises and emphasized the importance of co-creating curricula with students. The second workshop centered on tangible teaching tools.  During both workshops Dr. Chavez shared a powerful vision for transformation! 

Originally from Albuquerque, New Mexico, Dr. Chavez is an award-winning educator with an MFA in Creative Nonfiction from the University of Iowa. She is the renowned author of The Anti-Racist Writing Workshop: How to Decolonize the Creative Classroom. Dr. Chavez currently serves as the Bronfman Creativity and Innovation Scholar-in-Residence at Colorado College. 

To learn more about Dr. Chavez’s work and to contact her, visit her website.