Winter is the perfect season for curling up with a good book. Luckily GC Urban ed students, faculty, and alum have plenty on offer. Check out these new titles, coming to a (digital) library or bookstore near you!
En Comunidad: Lessons for Centering the Voices and Experiences of Bilingual Latinx Students
By Carla España and Luz Yadira Herrera
Lessons and units that bring bilingual Latinx students’ perspectives to the center of classrooms.
Dr. Carla España and Dr. Luz Yadira Herrera, both C10, defended their dissertations within a few days of each other in April 2017. During a meal to celebrate the culmination of their seven years of graduate studies, their advisor and mentor, Dr. Ofelia García encouraged them to write together.
“That summer, we thought of the students we taught in our teacher preparation programs, our experiences teaching in NYC public schools, and our advocacy with and for bilingual Latinx children,” Carla said.
“It was a beautiful day, so we had to be outside.” Luz said. “I didn’t have childcare and brought Remi with me, and of course, Carla went full-on teacher mode with him, while we also discussed our ideas for the themes of the book and worked on an outline.” (see below)
That Fall, Carla and Luz crafted chapter one together in the 9th floor skylight cafeteria of the Graduate Center, checking in periodically with Ofelia, who wrote the forward to their book, over FaceTime. The following year they worked on the proposal with their editor, and during most of 2019, they met every Friday to share their progress towards their writing goals.
After nearly three years of work, their book, En Comunidad is nearly in hand. The text shares classroom-ready lessons that amplify the varied stories and identities of Latinx children, creating liberating learning spaces and experiences.
Carla said about the process, “Working as coauthors, friends, and Grad Center alum on this project helped us not only make progress on our book, but also nurture our friendship and reimagine our role in the field of bilingual education.”
Classroom Talk for Social Change: Critical Conversations in English Language Arts
By Melissa Schieble, Amy Vetter and Kahdeidra Monét Martin
A guide for engaging students in noticing and discussing harmful discourses about race, gender, and other identities.
Talking about key issues of race, gender, and other identities with students can be challenging for teachers. This book takes readers through a framework that includes understanding power, taking a stance as a critical learner, getting to know critical pedagogies, engaging in critical talk moves, and exploring issues of vulnerability. It features in-depth classroom examples and offers specific ways that teachers can begin and sustain these important conversations.
As Dr. Wendy Luttrell, Urban Education Executive Officer put it, she has “lots to report on” this month. Her book, Children Framing Childhoods, challenges those who think about educational research, practice, and policy “to see differently and, thus, set our sights on a better future.” The book describes how a racially, ethnically, and linguistically diverse community of young people in Worcester, MA used cameras at different ages (10, 12, 16 and 18) to capture and value the centrality of care in their lives, homes, and classrooms, challenging dominant deficit-based narratives on these populations.
In addition to the book, which hit shelves after Thanksgiving, Luttrell has also launched her book’s accompanying website. Look out for a podcast interview on the Graduate Center website and a Spring book launch and a “salon” hosted by the Women and Gender Studies program.
Reimagining American Education to Serve All Our Children: Why Should We Educate in a Democracy?
By Deborah Greenblatt and Nicholas M. Michelli with Lisa Auslander, Stacy Campo, Sharon J. Hardy, Tina Jacobowitz, and Audra M. Watson.
Examines and re-evaluates the history and purpose of public education in the US
In their new book, Urban Education Emeritus faculty Dr. Nick Michelli, along with Urban Education alumni Drs. Deborah Greenblatt, Lisa Auslander, Stacey Campo, Sharon J. Hardy and Audra M. Watson remind us that education is about more than “workforce development” — it is about providing students of current and future generations with a fulfilling and holistic learning experience. The authors define knowledge from a critical perspective, positioning education as a gateway to endless possibilities. This volume includes activities and strategies for developing assessment techniques which further help to illustrate concepts and discuss the relationship between education and policy.
CS for What? Diverse Visions of Computer Science Education in Practice
By Rafi Santo, Sara Vogel, and Dixie Ching
A framework for using communities’ core values and impacts to shape computer science education pedagogy and policy.
Along with co-authors Dr. Rafi Santo and Dr. Dixie Ching, Urban Ed doctoral candidate, Sara Vogel, C15, launched a paper during December’s Computer Science Education Week to help educators and policy-makers answer the question “CS for What?” It encourages communities to discuss and deliberate around their core values, and to use those values to drive design and implementation of efforts.