Our podcast series “Counternarratives – Storytelling: The Lived Experiences of CUNY Students,” stems from the Andrew W. Mellon Faculty Fellowship, at the City of New York (CUNY). This series centers CUNY students’ experiences around topics such as the socialization around education, of immigration, gender, sexuality, race/ethnicity, family, and mental health within multiple community settings. The goal of this student-centered project was for TLH Student Scholars to experiment with creating storylines that draw on participatory methodologies anchored in decolonial and social justice practices such as explorative narration, (auto)ethnography, and creative writing. The four episodes that constitutes this TLH student scholars produced podcast series allow insight into the way personal perceptions around pressing course topics such as education, democracy, anti- immigrants/refugees, and anti-Blackness relate to larger geopolitical power, institutional racism and violence. Continue reading
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.
How do we define health? How do we access resources to maintain and promote healthy lives in our communities? This project explores these questions through community maps created by Urban Community Health students from Guttman Community College CUNY, which explore both resources and barriers to health in their home communities around the city. Challenging the model of individual responsibility and behavior change often prevalent in public health approaches, the maps provide a more equitable approach to health understandings and health education.
The opening event premiered this video featuring the students’ narration of their maps, in addition to a display of the maps themselves, both video and exhibit invite consideration of intertwined issues between political, educational, and media environments. We are evolving design for displays of information to facilitate dialogue and understanding between policy makers and stakeholders, to educate about inequities in health resources around the city, and expand ideas of how we might define and promote health more holistically in all communities.
Thank you to TLH Faculty Fellows, Kristina Baines (Social Sciences and Anthropology, Guttman Community College), Anita Cheng (Film & Media, Art, Hunter College and Brooklyn College), Helen Chang (Behavioral and Social Sciences, Hostos Community College) and Kathleen Tamayo Ales (English, Queensborough Community College) for sharing the potential of community mapping for teaching about social structures that impact our health and wellbeing.
This 1-hour interactive, peer-to-peer workshop featured four Mellon TLH Faculty Fellows, Lara Saguisag (College of Staten Island), Jason Hendrickson (LaGuardia Community College), Reiko Tahara (Hunter College), and Cheryl C. Smith (Baruch College). It was an opportunity to have an honest dialogue with students and colleagues about some of the experiments the fellows have been doing to create communities of care in their classrooms. Presentation titles are: “Students Perception of Care in the Classroom” (Saguisag); “Language as (Em)Power(Ment)” (Hendrickson); “Student-led Classrooms as a Practice of Care” (Tahara); and “Poetry as a Practice of Care” (Smith). After the the presentations (10min each), the rest of the hour was spent hearing from participants and engaging in student-centered discussions about creating learning communities of care.
This 1-hour interactive, peer-to-peer workshop featured four Mellon TLH Faculty Fellows, Cheryl C. Smith (Baruch College), Jason Hendrickson (LaGuardia Commu…
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
This post was written by Contributing Author Alyse Keller, facilitator of the “Performance as Narrative Medicine” workshop held on March 19, 2021.
For this Performance as Narrative Medicine Workshop participants are led through an active and participatory performance workshop. Narrative medicine, as conceived by Rita Charon at Columbia University, is a theory and practice that emerged as a way to teach physicians and medical professionals, “to practice with empathy, trustworthiness, and sensitivity toward individual patients.” Over time, narrative medicine has evolved in order to bring the “powerful narrative skills of radical listening and creativity from the humanities and the arts to address the needs of all who seek and deliver healthcare.” Merging the central tenets of narrative medicine with the fundamental principles of performance, this workshop allows participants to share, reflect, and heal through the creation and presentation of personal performances of health and illness—specifically as they relate to their experiences with Coronavirus Continue reading
This post was co-written by Contributing Authors Kelly Baker Josephs (York College, CUNY Graduate Center) and Donna Hill (Medgar Evers College).
On February 26, 2021, Kelly Baker Josephs and Donna Hill led a discussion via Zoom about approaching pandemic teaching at CUNY via the frame of Black love. As Black female professors in primarily general education courses at campuses with large populations of Black students, Josephs and Hill have found themselves asking: How can we support our students as “‘whole’ human beings, striving not just for knowledge in books, but knowledge about how to live in the world” (bell hooks, 1994). This has always been a concern at CUNY, but the shift to virtual teaching and the threat of COVID-19 and its aftermath, in all aspects of our lives, has made the need to acknowledge non-academic factors as part of the “classroom” both more difficult and more dire. This hour of intimate conversation focused on the benefits and risks of such openness for Black faculty and Black students. Continue reading