Creative Inquiry for Classrooms, Communities, and Social Movements

Sat, November 09 2019, 10:00 AM - Sat, May 16 2020, 4:00 PM [EST]

365 Fifth Avenue, New York, NY, 10016, United States

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One Workshop Session Partial Approval - $115.00

Sales end on - 02/22/2020

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Two Workshop Sessions Partial Approval - $200.00

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Three Workshop Sessions Partial Approval - $300.00

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Teacher Partial Approval - $30.00

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Event Information

Sat, November 09 2019, 10:00 AM - Sat, May 16 2020, 4:00 PM [EST]

About the Event

Calling All Innovative Educators and Youth Development Workers!

If you are interested in developing non-traditional strategies to better know your students that go beyond the classroom walls, then these workshops are for you!

 

Sign up for one or for multiple workshops.

 

* Teachers will receive 6 hours of CTLE credits per workshop! Ask your Principal to sponsor your registration.

 

* Lunch will be provided. 

Event Location

About the Organizer

The Graduate Center's Office of Academic Initiatives and Strategic Innovation’s mission is to provide leadership for innovative program development through collaborative partnerships, detailed research, exceptional support services, and utilization of best practices. Working in collaboration with administration, faculty, staff, and students to promote ideas to advance academic innovation, optimize new program development processes, promote innovative initiatives of The Graduate Center’s academic programs, centers, and institutes.

CONTACT ORGANIZER

Event Speakers

Wendy Luttrell
Executive Officer of Ph.D. Program in Urban Education and Professor of Urban Education, Sociology and Critical Social Psychology

Wendy Luttrell is Professor of Urban Education, Sociology and Critical Social Psychology at the Graduate Center, City University of New York. Her research on educational inequality examines the interplay of social structure and subjective experience in school settings, focusing on how a sense of belonging, exclusion, entitlement, constraint, possibility, success and failure take root in young people’s self-evaluations and actions. She is the author of two award-winning books on this topic, School-smart and Mother-wise: Working-Class Women’s Identity and Schooling (1997) and Pregnant Bodies, Fertile Minds: Gender, Race and the Schooling of Pregnant Teens (2003) and is also the editor of Qualitative Educational Research: Readings on Reflexive Methodology and Transformative Practice (2010). Her forthcoming book, Children Framing Childhoods: Working-class Kids’ Visions of Care (Policy Press, 2020) examines the role that gender, race, and immigrant status play in how diverse, young people growing up in urban, working-class communities portray their lives through photographs and video. At a time when distorted and increasingly fractious visions of “marginalized” communities proliferate, the book and its multimodal platform of photographs and videos compels readers/viewers to reconsider their ways of seeing and valuing poor and working-class children of color, their childhoods and implications for educational justice. Throughout her career, Luttrell has directed community-based, university, and teacher inquiry projects dedicated to advancing social justice in and around schools and that promote innovative research and teaching practices, as well as curriculum development initiatives. She also serves as Executive Officer of the Ph.D. Program in Urban Education.

http://www.wendyluttrell.org/
María Elena Torre
Founding Director of the Public Science Project and Faculty Member in Critical Psychology and Urban Education

María Elena Torre is the Founding Director of the Public Science Project and faculty member in Critical Psychology and Urban Education at The Graduate Center of the City University of New York. She has been engaged in critical participatory action research nationally and internationally for over 20 years with communities in neighborhoods, schools, prisons, and community-based organizations seeking structural justice. Co-editor of PAR EntreMundos: A Pedagogy of the Americas (Peter Lang Publishing), co-author of Echoes of Brown: Youth Documenting and Performing the Legacy of Brown v. Board of Education (Teachers College Press), her work introduced the concept of ‘participatory contact zones’ to collaborative research, and she continues to explore how democratic methodologies, radical inclusion, and solidarity can inform a justice-based research praxis for the public good.

publicscienceproject.org
Michelle Fine
Distingushed Professor of Critical Psychology, Women's Studies and Ubran Education

Michelle Fine is a Distinguished Professor of Critical Psychology, Women’s Studies and Urban Education at the Graduate Center, CUNY, and founding co-director of The Public Science Project at the Graduate, a research collective of academics, educators, activists and community members dedicated to participatory action research rooted in social movements, designed to generate progressive policy, feed organizing campaigns, challenge academic notions of expertise, knowledge production and justice, and designed to provoke – often through a blend of science and the arts - what Maxine Greene would call “wide-awakeness.” In addition to being the author or co-author of more than 15 books and over 100 articles, for which she considers herself fortunate to sit and conduct research alongside young people for 30 years, she recently published JUST research: Widening the Methodological Imagination in Contentious Times (Teachers College Press, 2018) and authored a preface to the 2018 reprint of Maxine Greene’s Dialectic of Freedom. Lucky to have known Paolo Freire, and moved by the writings of WEB Du Bois in the U.S. and Linda Tuhiwai Smith in New Zealand, at the Public Science Project Michelle has been involved with a series of critical participatory studies with youth and elders, from across different racial, ethnic and social class backgrounds including “Changing Minds: The Impact of College in Prison on Women in a Maximum Security Facility” with Maria Elena Torre, Kathy Boudin, Iris Bowen, Judith Clark, Donna Hylton, Migdalia Martinez, Missy, Rosemarie Roberts, Melissa Rivera, Pam Smart and Debora Upegui - which is nationally recognized as the primary empirical basis for the contemporary college in prison movement, and among the primary empirical justifications for Governor Cuomo’s recent policy commitment to resuscitate college in prison. Michelle lives in Montclair and has been actively involved with Montclair Cares About Schools (MCAS).

Event Schedule

  • November 9, 2019
  • February 22, 2020
  • May 16, 2020
10:00 AM
to
04:00 PM

Workshop 1 Collaborative Seeing: Adapting Photo-Voice

The Graduate Center, CUNY, 365 Fifth Avenue, Room 4202, New York, NY 10016

$0.00

In this hands-on workshop participants learn to design and implement photography projects with young people, making their voices and intentions central. Experiment with new ways to see, listen to and interpret photographs taken by youth. The workshop is aimed at helping adults be more self-aware and reflective about the assumptions they bring to working with young people. * Lunch will be provided.

10:00 AM
to
04:00 PM

Workshop 2 Critical Participatory Action Research as Public Science

The Graduate Center, CUNY, 365 Fifth Avenue, Room 4202, New York, NY 10016

$0.00

This workshop delves in to what it means to create research for public good in the borderlands between the universities and the communities that surround them. Using examples of projects in NYC and beyond, we will dive into ethics, theory and methods of CPAR and discuss the tensions and possibilities of engaging research designed to not only produce knowledge, but transform the unjust conditions that shape our lives. * Lunch will be provided.

10:00 AM
to
04:00 PM

Workshop 3 Psychological Dis-ease Swelling in Contentious Times

The Graduate Center, CUNY, 365 Fifth Avenue, Room 4202, New York, NY 10016

$0.00

This workshop is for health practitioners working in schools, correctional facilities, etc., will braid neuroscience, educational practice, social and cultural theory with aesthetics/performance to examine where race, dis-ease and structural violence erupt and where resistance is galvanized. *Lunch will be provided.