NYCORE Inquiry to Action Groups (ItAGs) 2016
The New York Collective of Radical Educators is pleased to offer an opportunity for teachers to build community and develop as activists. Educators will participate in Inquiry to Action Groups linking social justice issues with classroom practice. Small groups will meet weekly (for a total of six, two-hour sessions plus a kick-off and possible conference workshop) between January and March to share experiences, respond to readings, exchange ideas and develop action plans.
1. STEM Education: Unpacking the Hidden Curriculum
We will be unpacking the Eurocentric lens, which dominates the teaching and learning of STEM (Science, Technology, Engineering and Mathematics) disciplines. We will examine how this hidden curriculum impacts our students and our relationship to the discipline as social justice educators. This ItAG will use articles, guest speakers, and other resources to deepen our analysis, strengthen our pedagogy and create a more just STEM classroom. We welcome all teaching levels, from pre-kindergarten to higher education, and all disciplines to join us as we explore these issues.
Facilitators:Amber Bennett teaches all subjects in a 4th-5th grade public Montessori classroom in the South Bronx. Prior to that, she taught MS/HS biology and general science for 7 years in NYC and Tanzania. LaToya Strong is a science educator and doctoral student in the Urban Education program at the Graduate Center, CUNY. She previously taught science in public schools in both the Bronx and Brooklyn.
Location: CUNY Graduate Center, 365 5th Avenue (Manhattan), 5th Floor, Rm. 5409 (Bring ID)
Dates: Thursdays, 6-8 pm. Kick off on 1/29; sessions following on 2/4, 2/11, 2/25, 3/3, 3/10, & 3/17
2. Not Just a Suspension Alternative: Tracing the Cultural and Philosophical Roots of Restorative Justice
Schools implementing restorative justice practices often don’t have a great deal of context for the various traditions and movements from which where these practices come. This group will examine a different text each week, tracing the history and philosophy of RJ in order to ground participants in the theory and particular contexts behind the often challenging practices schools are trying out. Facilitators will use discussion protocols that participants can bring back to their individual schools to continue the conversation. Through focusing on the political and cultural roots of restorative justice, we hope to deepen and ground our understanding of our own practice in schools as well as city-wide and national advocacy for RJ in schools.
Facilitators:Tyler Brewster and Taeko Onishi are both members of Teachers Unite (teachersunite.net). Tyler has worked for the past nine years in NYC public schools as a middle & high school math teacher, a Dean of Student Discipline and a UFT Chapter Leader in Crown Heights, Brooklyn. She is currently a Community Coordinator, with a specific focus on Restorative Practices, at the James Baldwin School, a transfer high school in Chelsea. Taeko is a native New Yorker. During her decades working in education she has taught mathematics, science, education and philosophy, with learners from kindergarten through graduate school, been an administrator and coach, and is a co-founder of Lyons Community School in East Williamsburg, where she joyously still works.
Location: James Baldwin School. 351 W. 18th St., A/C/E/1/2/3/L to 14th St. (Manhattan)
Dates: Tuesdays, 6-8pm. Kick off on 1/29; sessions following 2/2, 2/9, 2/23, 3/1, 3/8, 3/15
3. Time to Act: Reflecting, Unpacking, and Confronting Racism Through Theatre
How does racism manifest in our educational and pedagogical practices? What are ways we can unpack race and racism in our personal, professional and organizational participation? This ItAG for teachers will explore institutionalized, interpersonal and internalized racism using applied theatre and Theatre of the Oppressed techniques. No prior theatre experience or anti-racism training is necessary.
* Please note, this ItAG will be part of a larger research project that documents how applied theater and theater of the oppressed techniques can be used with teachers to facilitate conversations about and around Race and Racism.
Facilitators: Marissa Metelicais a queer, white radical theater artist and social justice educator committed to centralizing commonly marginalized histories. Brisa Areli Muñoz is a theatre director and educator who is devoted to making spaces more accessible, inclusive and just for the purposes of social change.Dedunu Suraweerais a social worker, teaching artist, & community organizer. She continually explores the power of theatre for transformative action.
Location: CUNY Graduate Center, 365 5th Avenue (Manhattan), Room and Floor TBD (Bring ID)
Dates: Mondays, 6:45-8:45pm. Kick off 1/29; sessions following 2/1, 2/8, 2/22, 2/29, 3/7 & 3/14
4. Storytelling to Heal Ourselves and Educate our Youth
As people of color, it is important to share our stories, document our experiences, and preserve our own histories. In this itag, we will explore the purpose and power of storytelling as well as engage in storytelling as a way to heal and move ourselves and others to action. We will also discuss how storytelling can be used as an instructional practice.
**Please note: This ITaG is open to those who identify as educators of color.
Facilitators:Laura Kaneko is in her 3rd year as a 4th grade teacher at a Spanish-English dual language school in East New York. She has been involved with NYCoRE since 2011. Ashia Troiano has worked as a high school Social Studies teacher. She is currently a freelance writer and editor.
Location: CUNY Graduate Center, 365 5th Avenue (Manhattan), Room and Floor TBD (Bring ID)
Dates: Thursdays from 5:30-7:30; Kick off on 1/29; sessions following on 2/4, 2/11, 2/25, 3/3, 3/10, 3/17
5. Critical Educational Leadership
Working within a school community entails collaboration with educators, students, their families, the surrounding community, and, on a broader level, policymakers and various policies. Working within a school community as a school leader requires that this collaboration be combined with decision-making, leadership, and innovation, usually on the spot. As critical school leaders, social justice shapes our vision and influences our daily work. How do we sustain a learning environment of social justice and revolutionary education while working within a broader context of neoliberal school reform? What steps do we take each day to ensure that young people and adults alike are active participants in their own learning and growth? As a community of inquirers, we will navigate the landscape of educational leadership with the goal of braiding the personal with the professional in our practice. This ItAG is open specifically to school leaders and those interested in school leadership.
Facilitators: Rachel Seher is part of the leadership team at City-As-School. She seeks to promote just, humane and democratic school communities through shared inquiry, collaborative decision making, and a focus on youth and adult development. David R. Rosas, a native New Yorker, works in education to foster critical consciousness and self-determination with young people.
Location: City-As-School, 16 Clarkson St. (Manhattan)
Dates: Tuesdays from 5:45-7:45; Kick off on 1/29; sessions following on 2/2, 2/9, 2/23, 3/1, 3/8, 3/15
ItAG Kick Off Meeting:A general kick-off meeting for all ItAG participants will be held Friday, January 29th, 6:00– 8:00 p.m. at NYU, Pless Hall @ 82 Washington Square East. 3rd floor Lounge. Dinner provided. (Call Rita @ 240.506.0786 if you have trouble finding the location). Registration:The registration fee is $30. Multiple teachers from the same school can register together for the same ItAG for a reduced rate of $25 each. This will cover the cost of materials and support NYCoRE’s ongoing work. To register, visit www.nycore.org Questions? Email natalia@nycore.org or rita@nycore.org. Registration closes on Wed. Jan. 27th.
The New York Collective of Radical Educators is pleased to offer an opportunity for teachers to build community and develop as activists. Educators will participate in Inquiry to Action Groups linking social justice issues with classroom practice. Small groups will meet weekly (for a total of six, two-hour sessions plus a kick-off and possible conference workshop) between January and March to share experiences, respond to readings, exchange ideas and develop action plans.
1. STEM Education: Unpacking the Hidden Curriculum
We will be unpacking the Eurocentric lens, which dominates the teaching and learning of STEM (Science, Technology, Engineering and Mathematics) disciplines. We will examine how this hidden curriculum impacts our students and our relationship to the discipline as social justice educators. This ItAG will use articles, guest speakers, and other resources to deepen our analysis, strengthen our pedagogy and create a more just STEM classroom. We welcome all teaching levels, from pre-kindergarten to higher education, and all disciplines to join us as we explore these issues.
Facilitators:Amber Bennett teaches all subjects in a 4th-5th grade public Montessori classroom in the South Bronx. Prior to that, she taught MS/HS biology and general science for 7 years in NYC and Tanzania. LaToya Strong is a science educator and doctoral student in the Urban Education program at the Graduate Center, CUNY. She previously taught science in public schools in both the Bronx and Brooklyn.
Location: CUNY Graduate Center, 365 5th Avenue (Manhattan), 5th Floor, Rm. 5409 (Bring ID)
Dates: Thursdays, 6-8 pm. Kick off on 1/29; sessions following on 2/4, 2/11, 2/25, 3/3, 3/10, & 3/17
2. Not Just a Suspension Alternative: Tracing the Cultural and Philosophical Roots of Restorative Justice
Schools implementing restorative justice practices often don’t have a great deal of context for the various traditions and movements from which where these practices come. This group will examine a different text each week, tracing the history and philosophy of RJ in order to ground participants in the theory and particular contexts behind the often challenging practices schools are trying out. Facilitators will use discussion protocols that participants can bring back to their individual schools to continue the conversation. Through focusing on the political and cultural roots of restorative justice, we hope to deepen and ground our understanding of our own practice in schools as well as city-wide and national advocacy for RJ in schools.
Facilitators:Tyler Brewster and Taeko Onishi are both members of Teachers Unite (teachersunite.net). Tyler has worked for the past nine years in NYC public schools as a middle & high school math teacher, a Dean of Student Discipline and a UFT Chapter Leader in Crown Heights, Brooklyn. She is currently a Community Coordinator, with a specific focus on Restorative Practices, at the James Baldwin School, a transfer high school in Chelsea. Taeko is a native New Yorker. During her decades working in education she has taught mathematics, science, education and philosophy, with learners from kindergarten through graduate school, been an administrator and coach, and is a co-founder of Lyons Community School in East Williamsburg, where she joyously still works.
Location: James Baldwin School. 351 W. 18th St., A/C/E/1/2/3/L to 14th St. (Manhattan)
Dates: Tuesdays, 6-8pm. Kick off on 1/29; sessions following 2/2, 2/9, 2/23, 3/1, 3/8, 3/15
3. Time to Act: Reflecting, Unpacking, and Confronting Racism Through Theatre
How does racism manifest in our educational and pedagogical practices? What are ways we can unpack race and racism in our personal, professional and organizational participation? This ItAG for teachers will explore institutionalized, interpersonal and internalized racism using applied theatre and Theatre of the Oppressed techniques. No prior theatre experience or anti-racism training is necessary.
* Please note, this ItAG will be part of a larger research project that documents how applied theater and theater of the oppressed techniques can be used with teachers to facilitate conversations about and around Race and Racism.
Facilitators: Marissa Metelicais a queer, white radical theater artist and social justice educator committed to centralizing commonly marginalized histories. Brisa Areli Muñoz is a theatre director and educator who is devoted to making spaces more accessible, inclusive and just for the purposes of social change.Dedunu Suraweerais a social worker, teaching artist, & community organizer. She continually explores the power of theatre for transformative action.
Location: CUNY Graduate Center, 365 5th Avenue (Manhattan), Room and Floor TBD (Bring ID)
Dates: Mondays, 6:45-8:45pm. Kick off 1/29; sessions following 2/1, 2/8, 2/22, 2/29, 3/7 & 3/14
4. Storytelling to Heal Ourselves and Educate our Youth
As people of color, it is important to share our stories, document our experiences, and preserve our own histories. In this itag, we will explore the purpose and power of storytelling as well as engage in storytelling as a way to heal and move ourselves and others to action. We will also discuss how storytelling can be used as an instructional practice.
**Please note: This ITaG is open to those who identify as educators of color.
Facilitators:Laura Kaneko is in her 3rd year as a 4th grade teacher at a Spanish-English dual language school in East New York. She has been involved with NYCoRE since 2011. Ashia Troiano has worked as a high school Social Studies teacher. She is currently a freelance writer and editor.
Location: CUNY Graduate Center, 365 5th Avenue (Manhattan), Room and Floor TBD (Bring ID)
Dates: Thursdays from 5:30-7:30; Kick off on 1/29; sessions following on 2/4, 2/11, 2/25, 3/3, 3/10, 3/17
5. Critical Educational Leadership
Working within a school community entails collaboration with educators, students, their families, the surrounding community, and, on a broader level, policymakers and various policies. Working within a school community as a school leader requires that this collaboration be combined with decision-making, leadership, and innovation, usually on the spot. As critical school leaders, social justice shapes our vision and influences our daily work. How do we sustain a learning environment of social justice and revolutionary education while working within a broader context of neoliberal school reform? What steps do we take each day to ensure that young people and adults alike are active participants in their own learning and growth? As a community of inquirers, we will navigate the landscape of educational leadership with the goal of braiding the personal with the professional in our practice. This ItAG is open specifically to school leaders and those interested in school leadership.
Facilitators: Rachel Seher is part of the leadership team at City-As-School. She seeks to promote just, humane and democratic school communities through shared inquiry, collaborative decision making, and a focus on youth and adult development. David R. Rosas, a native New Yorker, works in education to foster critical consciousness and self-determination with young people.
Location: City-As-School, 16 Clarkson St. (Manhattan)
Dates: Tuesdays from 5:45-7:45; Kick off on 1/29; sessions following on 2/2, 2/9, 2/23, 3/1, 3/8, 3/15
ItAG Kick Off Meeting:A general kick-off meeting for all ItAG participants will be held Friday, January 29th, 6:00– 8:00 p.m. at NYU, Pless Hall @ 82 Washington Square East. 3rd floor Lounge. Dinner provided. (Call Rita @ 240.506.0786 if you have trouble finding the location). Registration:The registration fee is $30. Multiple teachers from the same school can register together for the same ItAG for a reduced rate of $25 each. This will cover the cost of materials and support NYCoRE’s ongoing work. To register, visit www.nycore.org Questions? Email natalia@nycore.org or rita@nycore.org. Registration closes on Wed. Jan. 27th.