The recording of this event is now available on our Youtube Channel.
Join Raquel Jimenez, a PhD candidate in Human Development, Learning, and Teaching in a presentation and discussion of two years of sociological and ethnographic data exploring how young people extend their sense of cultural agency through the arts.
Abstract: In the United States and beyond, patterns of migration and displacement amidst conflict and economic...
The recording of this event is now available on our Youtube channel.
Dr. Claire King, Associate Professor of Interdisciplinary Studies at Guttmann Community College at CUNY, led a conversation on the development of student agency and resilience in the midst of covid-19.
Abstract: "What do you want to stand for in this crisis?" My students' experiences and ensuing reflections have given me pause these weeks as they strive to take...
Michael Gregory, professor of law at HLS and Senior Attorney for Trauma and Learning Policy Initiative, led a discussion on the obligations of schools to k-12 students.
The recording of this event is now available on our Youtube Channel.
“Pluralism is not just having diverse people coexist in one place. It’s going out and getting into each other’s lives. It’s a constant dialogue that has no end because there is no single answer to how we should live.” - David Brooks (August 2019 NY Times Op-ed entitled “The Ideology of Hate and how to...
Join us for our 1st Brown Bag Lunch, led my Jingxin Bao!
The Preamble to the Constitution of UNESCO declares that “since wars begin in the minds of men (and women), it is in the minds of men (and women) that the defenses of peace must be constructed.” It is under this notion that education has a mission to empower individuals towards living together with our differences and achieving peace. In this interactive section, Jingxin Bao, a HGSE student who had worked with UNESCO, will share her experiences in teacher development for peace-building...
“There is no such thing as a neutral education process,” writes Richard Shaull in his 1968 Forward to Paulo Freire’s classic Pedagogy of the Oppressed. The “banking model” of education promotes conformity and dehumanization, Freire contends, while a “liberating” education promotes freedom.
Critical consciousness refers to the ability to understand, analyze, and take action against the systems of oppression shaping one's life and community. A growing body of research suggests that, for youth from oppressed groups, critical consciousness is associated with a number of positive outcomes including resilience, self-esteem, political engagement, professional aspirations, and academic engagement. In this presentation, Drs. Clark, Graves, and Seider will report on key findings...
Dilemmas abound in our networked lives. If someone participates in a hateful protest, is it okay to use social media to try to identify and publicly shame them? Is it fair for college admissions to consider applicants’ past social media posts from middle and high school? How should you respond if someone you trust asks you to share a racy picture? When expressing yourself online, where is the boundary between authenticity and oversharing? Digital dilemmas are particularly acute and consequential for youth and they require new educational approaches. In this session, Carrie... Read more about Rethinking Digital Citizenship Education: Leveraging dilemmas to move beyond fear and toward reflective participation
Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms anddispositions while remaining nonpartisan? Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each... Read more about Democratic Discord in Schools: Cases and Commentaries in Educational Ethics [Book Talk]