Gillian Bayne is an Assistant Professor of Science Education and a program coordinator in the Middle and High School Education Department at CUNY's Lehman College. With over ten years of science teaching experience in both New York City public and private high schools, she combines her expertise and commitment to excellence with innovative teaching philosophies and practices in order to create greater possibilities for students and teachers as they embark on the complex journey that is science education. Grounding her work primarily in cultural sociology, the sociology of emotions and face-to-face interactions, Gillian's research interests involve improving teaching and learning in science education through the use of cogenerative dialogues and coteaching at the high school, undergraduate and graduate levels.
Patricia J. Brooks
Patricia Brooks is the Director of the Language Learning Laboratory in the Psychology Department.
She joined the CSI faculty in 1997 after completing post-doctoral research fellowships at Carnegie Mellon University and Emory University. Her research program focuses on individual differences in language learning and development across the lifespan. She conducts laboratory studies of adult foreign language learning and uses computer games to study speech perception and production in children with typical and atypical language development. Professor Brooks was appointed to the Doctoral Faculty of The Graduate Center in 1999, and she is active in the PhD programs in Psychology and Speech-Language-Hearing Sciences.
In addition to conducting research on language learning, Brooks has broad interests in the development of effective pedagogy, especially with regards to active learning environments, mentoring, and use of technology and games to support learning and memory.
Amy Chazkel, a historian of Latin America who specializes in post-colonial Brazil, is an Associate Professor of History at Queens College and the CUNY Graduate Center. She is the author of Laws of Chance: Brazil’s Clandestine Lottery and the Making of Urban Public Life in Brazil (Duke University Press, 2011), winner of the New England Council of Latin American Studies Best Book Prize, co-winner of the J. Willard Hurst Prize of the Law and Society Association, and recipient of Honorable Mention for the Best Book Prize of the Brazil Section of the Latin American Studies Association. A Brazilian edition of Laws of Chance, entitled Leis da sorte was published with the Editora da Unicamp in 2014. She is also co-editor of The Rio Reader: History, Culture, Politics, an anthology of primary sources on the history of Rio de Janeiro (Duke University Press, 2016). Other publications include articles on the history of penal institutions, criminal law, illicit gambling, and the urban nighttime in modern Brazil and co-edited issues of the Radical History Review that explore the privatization of common property in global perspective and Haitian history. She has held faculty fellowships and visiting scholar positions at the Gilder Lehrman Center for the Study of Slavery, Resistance and Abolition at Yale, the David Rockefeller Center for Latin American Studies at Harvard, the Institute for Latin American Studies / Center for Brazilian Studies at Columbia, and the Center for the Humanities and the Center for Place, Culture and Politics and the Committee on Globalization and Social Change at the CUNY Graduate Center. She received a fellowship from the Brazilian agency Coordination for the Improvement of Higher Education (CAPES) as Visiting Professor at the Federal University of Santa Catarina (UFSC) in Brazil, where she taught in the doctoral program in history in 2013. She serves on the Radical History Review Editorial Collective, and for the 2016-17 academic year will be a Futures Initiative Fellow at the Graduate Center. Her projects in progress include research for a book that explores the social, cultural, and legal history of nighttime in nineteenth-century Rio de Janeiro.
Kandice Chuh joined the Graduate Center in 2010 as a professor in the Ph.D. Program in English and as a core member of the Mellon Committee on Globalization and Social Change. Chuh is a coleader of the Revolutionizing American Studies Initiative launched at the Graduate Center in Spring 2011. From 1996 to 2010, she was a faculty member in the English department at the University of Maryland, College Park, where she was affiliated with the American studies department and the Asian American studies program and recognized for teaching and mentoring excellence. She has served in a variety of leadership positions in the American Studies Association (ASA), the Association for Asian American Studies, the Cultural Studies Association, and the Modern Language Association.
The author of Imagine Otherwise: On Asian Americanist Critique (2003), which won the ASA’s Lora Romero Book Award, Chuh is also the coeditor, with Karen Shimakawa, of Orientations: Mapping Studies in the Asian Diaspora (2001), and has published in such venues as Public Culture, American Literary History, and the Journal of Asian American Studies. Her current research brings together aesthetic philosophies and theories, minority discourse, and analysis of globalization’s impact on modern sociopolitical subjectivity. Chuh is broadly interested in the relationship between intellectual work and the political sphere; disciplinarity and difference; and U.S. culture and politics as matrices of power and knowledge, and she lectures widely on these topics. She earned her Ph.D. in English at the University of Washington, Seattle, in 1996, and her B.A. in English and women’s studies at Colgate University in 1989.
Shelly Eversley teaches American, feminist, and black studies. She is Academic Director of The City University of New York’s Faculty Fellowship Publication Program, and is the founder of equalityarchive.com. She is the author of The “Real” Negro: The Question of Authenticity in Twentieth Century African American Literature (Routledge), as well as of several essays. She is editor of The Modern Library’s The Interesting Narrative of Olaudah Equiano or, Gustavus Vassa, The African and editor of The Sexual Body and The 1970s, both special issues of WSQ. She is the editor of the forthcoming book on 1960s African American literature and culture in transition (Cambridge), and is writing a new book titled The Practice of Blackness, or Integration’s Discontents.
Sujatha Fernandes is an Associate Professor of Sociology at Queens College and the Graduate Center, City University of New York. She is the author of three books: Who Can Stop the Drums? Urban Social Movements in Chávez’s Venezuela (Duke University Press, 2010), Cuba Represent! Cuban Arts, State Power, and the Making of New Revolutionary Cultures (Duke University Press, 2006), and Close to the Edge: In Search of the Global Hip Hop Generation (Verso, 2011). Her work has been translated into several languages, including Spanish, Portuguese, German, French, and Chinese. Her current book project is entitled, “Mobilizing Stories: The Political Uses of Storytelling.” It traces the contemporary use of storytelling by social movements in a range of global contexts, including migrant worker social movements in New York City. Fernandes has been awarded several distinguished fellowships, including a three-year Wilson-Cotsen fellowship at Princeton University, an ARC Distinguished Fellowship, a Mellon Foundation fellowship at the Center for the Humanities at the CUNY Graduate Center, and a Mid-Career Mellon Fellowship at the CUNY Graduate Center. In 2008, she was awarded the Feliks Gross Award from the CUNY Academy for the Humanities and Sciences in recognition of outstanding research. Her writing has appeared in academic journals and popular forums, including The New York Times, The Nation, and The Huffington Post. She has been featured in New York’s Daily News, and has appeared on NPR, MSNBC, American Public Radio, BBC, and many other news outlets globally.
David Forbes is an educator and counselor who teaches mindfulness and other contemplative and integral practices to school counseling students and educators. He is an Associate Professor in the School Counseling program in the School of Education at Brooklyn College. Dr. Forbes wrote Boyz 2 Buddhas: Counseling Urban High School Male Athletes in the Zone (New York: Peter Lang, 2004) on practicing mindfulness with a Brooklyn high school football team. He was a co-recipient of a program fellowship from the Center for Contemplative Mind in Society in 2005. He wrote "Occupy Mindfulness" on the need to critically situate mindfulness within current neoliberal contexts, challenge social injustices, and promote full self development. An integral urban education project under construction is available here.
Ofelia García is Professor in the Ph.D. programs of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York. She has been Professor of Bilingual Education at Columbia University´s Teachers College, Dean of the School of Education at the Brooklyn Campus of Long Island University, and Professor of Education at The City College of New York. Among her best-known books are Bilingual Education in the 21st Century: A Global Perspective; Translanguaging; Language, Bilingualism and Education (with Li Wei); Educating Emergent Bilinguals (with J. Kleifgen), Handbook of Language and Ethnic Identity (with J. Fishman), Negotiating Language Policies in Schools: Educators as Policymakers (with K. Menken), Imagining Multilingual Schools (with T. Skutnabb-Kangas and M. Torres-Guzmán), and A Reader in Bilingual Education (with C. Baker). She is the Associate General Editor of the International Journal of the Sociology of Language and the co-editor of Language Policy (with H. Kelly-Holmes). For the past three and a half years, García has been co-principal investigator of CUNY-NYSIEB. García’s extensive publication record on bilingualism and the education of bilinguals is grounded in her life experience living in New York City after leaving Cuba at the age of 11, teaching language minority students bilingually, educating bilingual and ESL teachers, and working with doctoral students researching these topics.
Michael B. Gillespie
Michael B. Gillespie is Associate Professor of Media Communication Arts and Black Studies at City College. His teaching and research focuses on film theory, black visual and expressive culture, historiography, global cinema, film adaptation, and genre theory. His recent publications include “Reckless Eyeballing: Coonskin, Film Blackness, and the Racial Grotesque” in Contemporary Black American Cinema: Race, Gender and Sexuality at the Movies; “Dirty Pretty Things: The Racial Grotesque and Contemporary Art” in Post-Soul Satire: An Interdisciplinary Critical Overview; and “Smiling Faces: Chameleon Street, Racial Performativity, and Film Blackness” in The Politics of Appearance: Racial Passing in U.S. Fiction, Memoir, Television, and Film, 1990-2010. His book, Film Blackness: American Cinema and the Idea of Black Film, is forthcoming from Duke University Press. Gillespie is also co-editing two volumes, Black Cinema Aesthetics Revisited and New Chester Himes Criticism.
As a neurophysiologist, Jill Grose-Fifer uses EEG recording to investigate sensory and cognitive function across the lifespan. Her research focuses primarily on brain development during mid and late adolescence with a view to better understanding increased risk taking and other behaviors in these populations. More recently, she has also begun to use EEG recording to investigate how certain personality traits may affect how college students process emotional information and whether certain personality traits are predictive of better academic success. She is also interested in the scholarship of teaching and learning and assessing the efficacy of innovations in pedagogy. She was the recipient of the John Jay Distinguished Teaching Prize in 2009, and the John Jay Outstanding Scholarly Mentor award in 2012.
William P. Kelly
William P. Kelly served as Graduate Center provost and senior vice president (1998–2005) and president (2005–June 30, 2013). A distinguished American literature scholar and an expert on the works of James Fenimore Cooper, Kelly is the author of Plotting America’s Past: Fenimore Cooper and the Leatherstocking Tales. His essays and reviews have appeared in a broad range of publications, including the Times Literary Supplement, the New York Times Book Review, and the American Scholar. He is the editor of the Random House edition of The Selected Works of Washington Irving and the Oxford University Press edition of The Pathfinder. He is currently at work on a book about John Jacob Astor.
Kelly graduated summa cum laude from Princeton University, and was named Outstanding Graduate Student in English at Indiana University, where he received his Ph.D. Kelly also holds a diploma in intellectual history from Cambridge University and in 1980 received a Fulbright fellowship to France, where he subsequently became visiting professor at the University of Paris. He was also executive director of the CUNY/Paris Exchange Program and, in 2003, was named Chevalier dans l’Ordre des Palmes Académiques by the French Ministry of Education in recognition of his contributions to Franco-American educational and cultural relations.
On the faculty of CUNY’s Queens College from 1976 to 1998, he was named Queens College’s Golden Key Honor Society Teacher of the Year in 1994. He was appointed concurrently to the doctoral faculty in English in 1986 and served as the program’s executive officer from 1996 to 1998. Kelly is Chair of Guggenheim Foundation’s Board of Trustees.
Setha Low received her Ph.D. in cultural anthropology from the University of California, Berkeley. She trains Ph.D. students in the anthropology of space and place, urban anthropology, the anthropology of the body, and cultural values in historic preservation. She is also director of the GC’s Public Space Research Group. She has been awarded a Getty Fellowship, an NEH fellowship, a Fulbright Senior Fellowship, and a Guggenheim for her ethnographic research on public space in Latin America and the United States. She was president of the American Anthropological Association from 2007 to 2009.
Her current research is on the impact of private governance on New York City co-ops and condominiums, and she is writing a book titled Spatializing Culture: An Anthropological Theory of Space and Place. In 2009 she began a collaborative project with Dolores Hayden on spatial methods and public practices, funded by the Center for Advanced Study in the Behavioral Sciences at Stanford, and in 2010 she was a fellow in the Center for Place, Culture and Politics. In 2011 she became cochair of the Public Space and Diversity Network, funded by the Max Planck Institute for Religious and Ethnic Diversity. Most recently, she received funding from the Canadian Social Sciences and Humanities Research Council to study condominiums and private governance in Toronto and New York with Randy Lippert.
She is widely published, with more than a hundred articles and chapters, and lectures internationally. Her books include Politics of Public Space (2006), with Neil Smith; Rethinking Urban Parks: Public Space and Cultural Diversity (2005), with S. Scheld and D. Taplin; Behind the Gates: Life, Security and the Pursuit of Happiness in Fortress America (2004); The Anthropology of Space and Place: Locating Culture (2003), with D. Lawrence-Zuniga; and On the Plaza: The Politics of Public Space and Culture (2000).
Carmina Makar is Assistant Professor in the programs of Bilingual Education and TESOL at City College of New York. Born and raised in Mexico, Carmina first came to New York as a Fulbright Fellow to pursue graduate studies in International Education Development. She earned her MA and Ed.D from Teachers College, Columbia University. Her scholarly interests include bilingual education, language, immigration and transnational education in the context of educational policy and development. As part of her work with childhood, space and community development in non-formal education, Carmina has served as a consultant for UNESCO and UNDP as well as for other community-based organizations in Mexico and New York.
Ananya Mukherjea received her PhD in Sociology from the City University of New York Graduate Center and her BA from New College, Florida. She joined CSI's program in Women's, Gender, and Sexuality Studies and the Department of Sociology, Anthropology, and Social Work in the fall of 2004. Her research interests include: the study of gender and sexuality; medical sociology (the social politics of infectious disease epidemics and their management, particularly viral epidemics); urban sociology; the sociology of culture and popular culture; and the study of animals in society. Dr. Mukherjea teaches courses on gender studies, urban sociology, community studies, and the sociology of culture at CSI, and she has co-taught the Introduction to LGBTQ Studies at the CUNY Graduate Center with Dr. Paisley Currah. Dr. Mukherjea also is a member of the faculty for the doctoral program in public health at the CUNY Graduate Center.
Erika Niwa joined the Psychology Department and the Children and Youth Studies Program at Brooklyn College in 2014. After receiving her Ph.D. in Applied Developmental Psychology from New York University, she then completed a postdoctoral fellowship at Rutgers University. Her work examines how culture and context shape the developmental pathways of children and young people, with a specific focus on inequality.
Diana Romero is an Associate Professor at Hunter College. She holds a PhD in Sociomedical Sciences from Columbia University. Her research interests include: research related to poverty and maternal, child and reproductive health; racial/ethnic health disparities, particularly among Latina women; reproductive health policy with an emphasis on abortion.
Martin Ruck earned his Ph.D. in applied cognitive science from the Ontario Institute for Studies in Education of the University of Toronto. He is a widely published specialist in the overall process of cognitive socialization—at the intersection of race, ethnicity, and class—in terms of children’s and adolescents’ thinking about human rights, educational opportunity, and social justice. He has recently extended his work on young people’s perceptions of their rights to the UK and South Africa. Currently, he is investigating how children’s perceptions of social exclusion and discrimination are influenced by their social experiences and interpretations of rights and justice.
He has authored or coauthored numerous book chapters and articles, and his work has appeared in such journals as Applied Developmental Science, Child Development, Group Processes and Intergroup Relations, Journal of Adolescence, Journal of Applied Social Psychology, Journal of Early Adolescence, Journal of Research on Adolescence, Journal of Social Issues, and Journal of Youth and Adolescence. He serves on the editorial board for Child Development, Human Development, and the Journal of Social Issues.
Anna Stetsenko’s research is situated at the intersection of human development, education and social theory including topics of subjectivity, collective agency/action, and identity – all viewed through the lens of social change and activism. Her works draw on cutting-edge advances in philosophy, psychology, and sociology of practice, feminist and postmodernist materialism, dynamic systems theory, situated and embodied cognition, Freire's critical pedagogy, and Vygotsky’s cultural-historical and activity theory frameworks. She is currently exploring the topics of imagination and collective action in pursuit of social change and collaborative transformation for theories of human development and educational practices. In this work, she is increasingly drawing on social, policy and political dimensions of theory and practices in psychology and education to interrogate traditional gaps including between individual and collective agency and between subjectivity and social action. Potential areas of research supervision include (but are not limited to): applying innovative theories of human development to understanding educational practices, learning, disability, child welfare policies, creativity, play, agency, identity, gender, communication, art, family dynamics and social interactions. For further information, please visit http://annastetsenko.ws.gc.cuny.edu.
Eduardo Vianna is Associate Professor of Psychology at LaGuardia Community College. Building on recent advances in Vygotskian cultural-historical theory, especially the Transformative Activist Approach, his research and publications focus on the intersection between teaching-learning and development. Dr. Vianna has carried out research in various settings that serve underprivileged populations, including in a child welfare program, a substance abuse recovery support program, and public schools. Currently, his research focuses on applying critical-theoretical pedagogy to build the peer activist learning community (PALC) with underprivileged community college students has received increased recognition, including a recent article in the New York Times. Dr. Vianna has won several awards, including The CUNY- Graduate Center President's Dissertation Scholarship and the 2010 Early Career Award in Cultural-Historical Research awarded by the Cultural-Historical Special Interest Group of the American Educational Research Association for the book he published in 2009. He has also published book chapters and articles in premier journals in the fields psychology and education.