The Metropolitan Center for Research on Equity and the Transformation of Schools is convening a conference on Race, Rights and Responsibility: What Educators Can Do to Help Their Students Think Critically About Protest, Law Enforcement, and Civil Liberty on Saturday, May 16, 2015 at the NYU Global Center. The conference, under the leadership of Professor David Kirkland, Metro's Deputy Director, is designed to create a collective of educators/educational resources for exploring the issues of race and policing with students. Featured speakers include Ernest Morrell, Executive Director of IUME at Columbia University, Dream Hampton, award winning filmmaker, Pedro Noguera, Executive Director of Metro Center, Stanley Nelson, documentary filmmaker and producer, and David Kirkland, Deputy Director at Metro Center. Click here to view flyer.Click here to register.
Feb 11, 2015
The Metro Center, under the leadership of Pedro Noguera, is organizing a conference, From Risk to Resilience: "Building Support Systems for Children and Schools" on April 6-7, 2015. The conference is designed to provide an opportunity for educators and community leaders to discuss and learn about strategies for supporting vulnerable children. The conference features recognized keynoters, Angela Glover Blackwell and NYU's own C. Cybele Raver. Plenary sessions include plenaries addressing policy responses to support children in schools and a practitioner’s plenary of thought leaders who have addressed these issues. Click here to view flyer. Click here to register at Eventbrite for April 6 and click here to register for April 7 separately. Click here to view conference program and schedule.
Jordan Fullam, a TACD staff member and Metro graduate student has just published his first article in Educational Theory! Abstract: The popularity of Jacques Rancière in recent work in educational philosophy has rejuvenated discussion of the merits and weaknesses of Socratic education, both in Plato’s dialogues and in invocations of Socrates in contemporary educational practice. In this essay Jordan Fullam explores the implications of this trend through comparing Rancière’s educational thought to an analysis of the relationship between dialectic and stultification in Plato’s Republic. This task clarifies what is useful in the recent wave of scholarship that brings Rancière’s work to bear upon Socratic education, and what we might redeem in the practice of teaching that Plato assigns to the character of Socrates in the Republic. Fullam also draws on the educational literature on Socratic education to provide further context to explore the usefulness of both Rancière and Socrates for contemporary teaching. Click here to read more.