by Dale Byam, Ph.D., Department of Africana Studies, Brooklyn College
In 1968, 19 (later reduced to 17) Black and Latino Brooklyn College students were arrested in their homes on charges of arson and rioting at the college. The students were detained at Rikers Island for 4 days. Though the charges were later dismissed, the incident marked a turning point for the College
Original caption: Mock Funeral: Students at Brooklyn Collee yesterday mourning “the death of justice,” referring to indictment and arrest of 17 students for arson and rioting. Girl in the foreground read Plato as the demonstrators passed by.
by David H. Lee, Ph.D., Assistant Professor of Communication, Department of Humanities, New York City College of Technology
There are large disparities in health outcomes for New Yorkers according to race, gender, income, education, ability, etc. CUNY students from low-income families and racialized groups are among the hardest hit by the SARS-CoV-2 pandemic and among the most impacted by furloughs, unemployment, and crowded living conditions.
The 2021 Health Communication Symposium at City Tech was a public forum on health disparities. The event took place online and included guests and speakers from around the world. There were over eighty people on the call. Continue reading →
At the Philosophy for Children Workshop on Thursday, April 22, Prof. Cheri Carr (LaGuardia Community College) with her students Jesus Benitez and David Ortiz, talked about how inclusive thinking begins with how we treat our children. Between ages 2-5, children internalize racial bias and display attitudes similar to adults. By age 12, many children become set in their beliefs. Caring and invested educators and parents can unintentionally perpetuate anti-Black racism by promoting a colorblind approach to race stemming from their discomfort navigating conversations on race. Not talking about race reinforces racism in young children; talking about it encourages the development of positive attitudes and skills needed to advocate for racial justice. Continue reading →
The field of Library & Information Science is often downplayed within spaces of higher education. Librarians are frequently positioned as somehow different than “teaching faculty,” considered the real scholars and educators, with the Library at the margins. And in a way, it’s true that the cornerstone of information literacy instruction – commonly known as the ‘one-shot’ – is a challenge, different than a semester-long course immersion. Librarians are tasked with offering a single session within which students will do the following: Receive guidance on how to assess sources, identify a scholarly article, accord to the standards of academic writing, properly cite sources, and perhaps, hopefully, become energized by the zest of research. At least, this is what we aim for. Continue reading →
This post was written by Contributing Authors Tim Leonard and Leigh Somerville
The purpose of this blog post is to provide a brief overview of the concept of collective efficacy and share some practical examples of what it can look like in the classroom setting. As well, we provide several open-source documents that may be helpful in reflection and instructional planning.
What is collective efficacy? In short, it is when a team of individuals share the belief that, through their combined efforts, they can overcome challenges and positively impact student achievement and success. Continue reading →
In this workshop, we began by inviting participants to turn their external scholarly gaze, at least for a moment, inward. Starting from the premise that, if our goal is to increase critical thought and knowledge among our students, we must first come to understand ourselves, we emphasized the necessity of engaging in the often discomforting analysis of our language, and our assumptions, our position, and perhaps most importantly what we mean we say words such as “I”, or “we.” What images of others do such utterances implicitly conjure for the mind? Who, exactly, inhabits the linguistic space, “You” or “them”? Moreover, how can this rather abstract process of self cataloging help us in our goal of bringing new knowledge on poverty to the center of our pedagogy? Continue reading →
This post was written by Contributing Author Dr. Crystal Leigh Endsley, Associate Professor of Africana Studies at John Jay College of Criminal Justice.
When I first began discussing the development of this TLH event proposal with my collaborator and co-conspirator for social justice, Dr. Teresa A. Booker, we hoped to accomplish two things. First, we wanted to demonstrate the vibrant and robust contributions of our small department. Second, we wanted the event itself to model the techniques we would be featuring in the content; namely, collaborative work. Continue reading →
This post was written by Contributing Authors Heather Huggins and Aviva Geismar, collaborating professors at Queensborough Community College.
peace-building through awareness and improvisation
Friday, March 12, 2021 at 10:30 am
Our program was a celebration of a participatory action research methodology known as Social Presencing Theater, a body-based approach for sensing and enacting change. It was also an invitation to engage with QCC’s student and alumni practice group, which began in April 2018.
Social Presencing Theater (SPT) decolonizes learning by reclaiming the body as an equitable way of knowing and being. SPT centers first-person experience via an improvisational and cyclical process, inviting participants to perceive a larger present. Because SPT is practiced in community, it positions our relational spaces, and the distinct cultures that emerge from them, as worthy of reflection and development. The “theater” in SPT refers to a shared place where something of significance is made visible. Continue reading →
In our role as educators, we use assessments to measure student understanding and progress. The purpose of an assessment is to measure what our students can do, or know. If an assessment doesn’t accommodate the wide variability of our learners then they fail to do what they must by design: evaluate our students and provide us with vital information about their learning and our practice.
It is an essential part of our courses. It is therefore essential that assessments accommodate learner differences if they are to be effective. We must design our assessments with the diversity of our learner needs at the forefront. Continue reading →
This post was written by Contributing Authors Karen Zaino (Secondary Education and Youth Services, Queens College), Azreen Hasan, Emily Ram, Maria Sultana, and Ahmad Zeidieh.
During this session, which was part of Dean Dana Fusco’s Will to Change series in the Queens College School of Education, I worked with four undergraduate students to facilitate a workshop on “moving toward dis/comfort” in classroom conversations. We use the term “dis/comfort” to signal the importance of recognizing different positions and comfort levels within the classroom, where “comfort” and “discomfort” are shorthand for the affective experience of material injustice. For many students–particularly minoritized students–classrooms have long been “uncomfortable” places that dismiss, demean, or erase their ways of knowing and lived experiences. Therefore, this workshop focused on how we might critically consider the distribution of comfort in a classroom setting – who is comfortable? At whose expense? – and use a series of “talk moves” to shift the hegemonic distribution of comfort and discomfort. These moves were adapted from the recent book Classroom Talk for Social Change by Melissa Schieble, Amy Vetter, and Kahdeidra Monét Martin. Continue reading →