What is the importance of housing financialization in contemporary capitalism? What differences can we grasp between the Global North and the Global South? Which is the role of public institutions in housing financialization before and during COVID-19? How have social movements responded to financialization? We asked ourselves these questions during the workshop Housing Financialization and the Need for a Global Renters’ Movement hosted by the Gittell Collective. Our goal was to explore the connections between the financialization of the economy, with a focus on housing, and the struggle to assert the latter as a human right. Housing financialization refers to the growth of real estate investment through financial institutions and markets. It requires understanding land and the built environment as assets, therefore housing exchange value surpasses its social value. Housing has thus become a profitable field for investment. Instead of acquiring enterprises’ stakes or investing in manufacturing companies, wealthy people and private institutions have the option to become shareholders in transnational firms that purchase foreclosed homes or blocks of social housing, where vulnerable tenants live. These companies would then speculate with those homes or force evictions by means of rising rents. At the heart of the issue is treating housing as a commodity, which has informed many housing struggles across cities around the globe.
The event was divided into two sessions on February 17 and 24, 2021. The first workshop addressed current trends in housing financialization, the role of public policies such as rent regulations, and ways to raise awareness on evictions and how they are linked with financialization. We invited Professors Raquel Rolnik (University of São Paulo, Brazil), Desiree Fields (University of California at Berkeley, United States) and Tom Slater (University of Edinburgh, United Kingdom), and Dr. Erin McElroy (New York University, United States), who is also involved in the Anti-Eviction Mapping Project. The second workshop revolved around different urban housing struggles in Africa, Europe, North and South America. We listened to social movements’ mobilization strategies and actions against gentrification and evictions, most of them overlapping with housing financialization dynamics. Participants included Rob Robinson (Right to the City Alliance, New York City, United States), Talita Gonsales (Zero Evictions, São Paulo, Brazil), Mandisa Shandu (Ndifuna Ukwazi, Cape Town, South Africa), Rita Silva (Habita, Lisbon, Portugal), Ricardo Apaolaza (Frente de Organizaciones en Lucha, Buenos Aires, Argentina) and Isaac Rose (Greater Manchester Housing Action, United Kingdom). The Gittell Collective is thankful for their contributions, a summary of which you can find in our YouTube channel, and this text published in Metropolitics. We hope our insights stimulate housing activists and academics to build a larger and stronger right-to-housing and to-the-city movement.
The Center for the Humanities’ and the Gittell Urban Studies Collective’ CUNY Adjunct Incubator supports the critical and community-engaged scholarship of adjuncts teaching across CUNY.
In 2020-2021, the CUNY Adjunct Incubator awarded grants to 10 CUNY adjuncts from 8 CUNY colleges to develop a wide range of public and applied projects in the arts, humanities and humanistic social sciences. Read more about their vital work below:
Alicia Grullon (Art Department, Social Practice Queens, Queens College, CUNY and The School of Visual Arts)
“Seed Books” an interdisciplinary art project focused on creating a community seed bank, based on seeds grown in working class IBPOC communities and what that might look like in non-traditional formats. “Seed Books’ will culminate into an archive based on re-enacted oral-histories from interviews with gardeners, activists, and residents. Programming will support critical work on the connections between the body, land rights, migration, food sovereignty, gentrification and environmental justice. The incubator grant is funding initial research, interviews and filming focused on the response to COVID19 through mutual aid groups and community gardens. Click here for more information about this project.
The “Teaching and Learning Spanish at CUNY: Public Language Education Through Archival Resources” project promotes the use of archives as open educational resources (OER) in the Spanish language class.
The project seeks to center the histories, experiences and voices of Latinx communities in the Spanish class through the use of archives.
The project partners with the Center for Puerto Rican Studies, the Dominican Studies Institute and the Mexican Studies Institute, and supports these institutions by making their research and collections accessible in the classroom. Click here for more information about this project.
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Chloe Smolarski (American Social History Project/New Media Lab, CUNY Digital History Archive, and The Center for Teaching and Learning at The Graduate Center, CUNY, and Adjunct Instructor, Entertainment Technology/Emerging Media, New York City College of Technology, CUNY)
As NYC continues to battle the COVID-19 pandemic, the CUNY community has pivoted to on-line teaching while experiencing massive budget cuts and adjunct layoffs, The CUNY Digital History Archive (cdha.cuny.edu) hosted a one-day oral history workshop Inviting Authorship: Oral History as Spontaneous Literature on April 16th, 2021 with oral historian, writer, and interdisciplinary artist Nyssa Chow and is continuing to offer free training, guidance, and a platform to those who wish to conduct and archive oral histories that address the experiences of adjuncts at CUNY during the COVID-19 pandemic with an emphasis on labor and education. Click here for more information about this project.
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Kendra Krueger (Advanced Science Research Center, The Graduate Center, CUNY)
The Community Sensor Lab seeks to equip youth and community members with research tools and STEAM skills to better advocate for local policy change on public health and environmental justice. The project mobilizes CUNY undergraduate and NYC high school students as public educators on the versatility of D-I-Y (Do-It-Yourself) electronics and sensors. The lab also consists of a transdisciplinary working group, led by CUNY adjuncts across disciplines of art, science and the humanities, tasked with developing best practices for participatory, intersectional and decolonial research. As part of the Community Sensor Lab, Krueger made this short video explaining how to build a D.I.Y. carbon dioxide sensor.
Click here for more information about this project.
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Mariposa Fernandez (Faculty member in the Women and Gender Studies Program and Africana Studies Department at Lehman College and the Black Studies Program at City College of New York. )
The “Be a Buddy (BaB) Multimedia Project: Stories of Strength from the South Bronx” will gather stories of strength in the South Bronx to document community and neighborhood resilience, sustainability work, mutual aid projects and the community building efforts of neighbors taking care of each other in the Hunts Point/Longwood community in the South Bronx. An additional aim of the BaB Multimedia Project is to engage CUNY students and recent CUNY graduates who are involved in community work in Hunts Point and Longwood, in order to find the CUNY stories inside of the larger story of community work and members who are fighting back and fighting forward! Click here for more information about this project.
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Jasmina Sinanović (Anthropology, Gender Studies and International Studies Department, The City College of New York, CUNY; Director of Development and Finance at the Center for LGBTQ Studies, CLAGS, The Graduate Center, CUNY)
The “Transgender and Non Binary Contingent Faculty Experience at CUNY” project will focus on the experience of Transgender and Non Binary contingent faculty at CUNY. The project consists of three elements:
a survey of CUNY adjuncts that identify as transgender and/or non binary
open forum discussions about experiences and needs of transgender and/or non binary adjunct faculty
small group art exploration of CUNY adjunct experiences
Click here for more information about this project.
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Van Anh Tran (Department of Curriculum & Teaching, the Hunter School of Education, CUNY; and a PhD Candidate in Social Studies Education at Teachers College, Columbia)
This project seeks to create a curricular toolkit for individuals, families, advocates, community organizers, educators, and more within and beyond the Southeast Asian (SEA) community who want to serve, educate, advocate, and organize against detentions and deportations. Over the past two decades, SEA community groups and networks have been mobilizing to defend communities from mass deportations. This project aims to create a living record and resource to pool this collective knowledge and learning to share what SEA community organizations have learned with those who are engaging and/or wanting to engage in anti-deportation work.
In seeing the ways our government has and continues to dehumanize the lives of Black and Brown people, and immigrants and refugees, we call for the abolition of carceral systems that have enacted violence against our communities and present this project and toolkit as a resource to build the capacity of our communities as we continue to fight for justice. Click here for more information about this project.
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Michelle Gaspari (Sociology, Anthropology, and Women and Gender Studies, Baruch College, CUNY, and a Co-Organizer at The CUNY Adjunct Project)
“The Adjunctification of Higher Education: A Guided Syllabus” is a multimedia digital pedagogical toolkit for faculty to teach about adjunct welfare and precarity at CUNY. The guided syllabus will consist of content and lessons to teach students about the undervalued adjunct labor that keeps New York City’s public higher education afloat, the broader sociological backdrop of higher education’s “adjunctification” in this country, and the ways that students and educators can pressure CUNY and the state to intervene and advocate for their right to fairly compensated professors. Part of the toolkit is an original short documentary on CUNY’s relationship with its adjunct workers. It features several adjuncts presenting their experiences. This can be streamed in the classroom and mobilized in adjunct activism at CUNY. There will be a panel discussion featuring the documentary and the broader syllabus project hosted by The CUNY Adjunct Project in Fall 2021.Click here for more information about this project.
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Dominika Ksel (New Media Arts, New York City College of Technology, CUNY, and Baruch College, CUNY)
The “Virtual Reality and Environmental Social Justice” class at New York City College of Technology, CUNY, looks at the intersections of social justice, gameplay, immersive storytelling and world-building through VR video and gaming to highlight the interdependent nature, necessity and future of Jamaica Bay Wildlife Preserve, the Rockaways and NYC at large. Led by Dominika Ksel, the students in the class created a multi-media project that centers on Environmental Social Justice (Urban Climate Justice and Intersectionality) in NYC (with a particular focus on the Rockaways and Jamaica Bay), including an interactive website with a 360 VR Video and Urban Climate Justice VR gameTrashTalk. Click here or below to see how the 360 video works:
Click here for more information about this class and project.
“The Public Health Informatics Careers Dashboard” project aims to support the creation of an innovative dashboard that offers career services and support for CUNY undergraduate and graduate students of public health disciplines. The pandemic has caused a major global recession as millions are being displaced and rendered unemployed. Amid all of this, the health education economy can be strengthened through a virtual platform for public health professionals to engage and have their urgent demands carefully assessed, voiced, conveyed, and eventually met. Click here for more information about this project.
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The CUNY Adjunct Incubator is co-sponsored by the Center for the Humanitiesand the Gittell Urban Studies Collective at The Graduate Center, CUNY.
“Just Research: Study, Struggle, Solidarity” is a short workshop series on conducting public scholarship and democratizing the production of knowledge. The workshop will take place over 5 weeks, provides $500 as an honorarium upon completion, and is specifically tailored for adjunct instructors in the humanities and humanistic social sciences.
This workshop series aims to help CUNY Adjuncts to advance research projects (including but not limited to dissertations) that draw upon some aspect of Community-Based Research and related methodologies, such as Participatory Action Research, Appreciative or Asset-Based Inquiry, Collaborative Inquiry, and Practice-Based Research. Such research tackles community problems, with the aim of combining knowledge and action for policy or social change.
The workshop series will focus on:
1) skills and strategies for participating effectively in such research,
2) navigating issues of rigor and validity in such work,
3) developing appropriate research strategies and outlines of presentations/ articles/ chapters for dissemination, andbuilding structures of support and room for reflexive work along the way.
4) building structures of support and room for reflexive work along the way.
Throughout the series, we will also prioritize our meetings as opportunities to broach typically overlooked or sensitive topics, to share concerns or reservations as well as aspirations related to our work, to support one another and make real progress on our respective projects, and to collectively share insights on negotiating academic milestones, disciplinary boundaries, and austerity in collaborative research.
This course aims to facilitate multi-disciplinary dialogues on theories and principles of community-based research (with special attention to race, gender, and class dimensions), the strengths and limitations of such approaches, and guiding practices and case studies/ models for successful research projects. We have designed this series to support and strengthen the significant scholarly, creative, and pedagogical work of adjuncts teaching in the humanities and humanistic social sciences across CUNY.
This workshop is designed for CUNY-affiliated adjuncts/ researchers, who have already formulated at least an idea for a research project. We aim to think through and reflect upon research projects that center on the complexity of real-life sociopolitical contexts and struggles, and implications and impact upon people on the ground (alongside theoretical models and debates in academic literatures).
This semester, we are only inviting previous applicants to the CUNY Adjunct Incubator program to apply to participate in this workshop series.Adjuncts who applied to the CUNY Adjunct Incubator program are encouraged to apply, regardless of whether their applications were successful and received funding. We plan on limiting the number of spots available, so that we will have sufficient time during our meetings to discuss each workshop participant’s project. We hope to expand upon this series to develop further opportunities in the future.
At this time, we are able to provide a $500 honorarium for each participant upon completion of the workshop series.
*For CUNY Students: Before applying, please contact the office of financial aid at your campus to ensure that you are eligible to receive this funding without it adversely impacting your existing financial aid package. In your email to them, please include the fellowship amount, the semester you would receive it, and your EMPL ID, which you can find in CUNYFirst under Student Center.
This workshop series is designed to require 4-5 hours of participation each week, comprising of roughly 2-3 hours of preparatory work and a 1.5-hour meeting each week.
Fridays, 3:00-4:30 pm Dates: 2/26, 3/5, 3/12, 3/19, and 3/26
How and why did we develop this workshop series?
This workshop series builds upon the success of the CUNY Adjunct Incubator, a collaborative effort between the Gittell Collective and Center for the Humanities Mellon Foundation-funded Seminar on Public Engagement and Collaborative Research. The Adjunct Incubator project advocates to improve the material conditions of university life and make them more equitable for adjuncts, by supporting the significant scholarly, creative, and pedagogical work of adjuncts teaching in the humanities and humanistic social sciences across CUNY. Providing social, logistical, financial, and professional support for the creation and circulation of knowledge by CUNY adjuncts, this platform promotes the crucial work of part-time faculty across the CUNY community and senior college campuses.
We were struck by the immense interest in urgent, action-oriented public scholarship among adjunct instructors throughout the CUNY campuses– including and especially among researchers formally housed in the humanities, alongside those in the social sciences. We developed this workshop series after noting the dearth of courses that emphasize (or even mention) participatory methods and methodologies in social research and the public humanities at the CUNY Graduate Center. Of particular importance is the centrality of ethics and the obligations of public university in anti-racist solidarities and public scholarship.
The workshop series title is inspired in part by Michelle Fine’s book, Just Research in Contentious Times (Teachers College Press, 2017). It will be led by Professor Celina Su (Environmental Psychology and Urban Education, director of the Gittell Collective, CUNY) and Kendra Sullivan (Associate Director, Center for the Humanities, CUNY Graduate Center). It was also conceived to potentially become part of a modular seminar series led by Dr. Su, Dr. Michelle Fine (Environmental Psychology, Co-Director of the Public Science Project, CUNY), and Dr. María Torre (Co-Director of the Public Science Project).
What will the workshop series tackle and cover?
Over the past few decades, the involvement of community members in research has emerged as both an explicit goal and a practice in a range of disciplines and fields independently— in education, political science, sociology, anthropology, public policy, public health, arts and design, and development studies (especially international development), among others. It is related to and sometimes alternately called Participatory Action Research (PAR), action research, and critical praxis. Although some researchers characterize community-based participatory research (CBPR) as a set of methods (alongside surveys, interviews, mapping, PhotoVoice, observation, ethnography, etc.), we will focus primarily on PAR as an epistemological standpoint, with a set of questions that spans across disciplines. Such an approach explicitly challenges positivist assumptions that universal, stable, ahistorical scientific criteria, data, and truths exist, and that these truths can be best “discovered” through laboratory settings and experimental designs in the social sciences, or through universal criteria for what becomes canonical in the arts. It compels us (researchers who work in the academy) to confront power dynamics in the research process, make our interpretivist approaches legible and explicit, and prioritize community needs alongside institutional, academic ones.
Rather than focusing on specific sets of methods, we will grapple with tensions that arise in projects aimed at producing both “academic” and “actionable” knowledge, with the goal of helping each workshop participant’s research project to make tangible progress. (We will provide resources for participants to get a quick but solid grasp on appropriate methods, if needed.) How should we collaborate with communities in meaningful ways, and co-produce “useful” outputs and knowledge? How do we engage in research that simultaneously critically examines the phenomenon at hand, and reflects commitment to larger social struggles? How do we navigate the logistical, political, and epistemological processes (both in the field and in our academic institutions)? Who owns this data, this knowledge?
Just Research Syllabus:
Below please find additional information on the weekly workshops in the series. Each workshop session is designed to both question dominant, extractive and colonizing modes of research fieldwork, and ideally, to help participants to enact alternatives, producing useful tools or pieces of participatory research puzzles along the way: a research design outline or methods section, a memorandum of understanding, etc.
(As of January 13, 2021, exact readings and links may be subject to a bit of change.)
1. Unpacking the roots and uses of “participation” in research
Guiding question: Why pursue participatory research, and substantively work with community folks from outside the academy in our scholarship?
1) Wallerstein, N and Duran, B. 2008. The theoretical, historical & practice roots of CBPR. In Minkler, M and Wallerstein, N, eds., Community Based Participatory Research for Health: From Process to Outcomes. Chapter 2, pp. 25-40. [See Minkler Wallerstein PDF.]
2) Cornwall, Andrea. 2008. Unpacking ‘Participation’: Models, Meanings, and Practice. Community Development Journal, 43:3, pp. 269–283.
3) Appadurai, A. 2006. The Right to Research. Globalisation, Societies and Education, 4:2, pp. 167-177.
4) Warner, Michael. 2002. Publics and Counterpublics (abbreviated version).
5) Mbembe, Achille. 2020. The Universal Right to Breathe.
DUE: one-page summary/notes on research project and goals for the workshops. Depending on how far along you are in your project, try to give us either your research puzzle or the different iterations of your “so-what” takeaways
IN SESSION: Case readings exercise
2. Articulating methodologies: Participatory methods and positionality statements
Guiding questions: How do we go about this? How do we select specific methods that help us to connect relevant theories and research questions to communities on the ground, and what we are ultimately interested in learning about? How do we articulate our positionalities using these methods?
1) Stoecker, R. 1999. Are academics irrelevant? Approaches and roles for scholars in Community-Based Participatory Research. American Behavioral Scientist, pp. 840-854.
2) Saltmarsh, Hartley, Clayton. 2009. Democratic Engagement White Paper.
3) Pulido, L. FAQs: Frequently (Un)Asked Questions about Being a Scholar Activist, pp. 341-365, in Hale, Charles, ed., Engaging Contradictions. [See pp. 370-394 of Hale PDF.]
4) Cairns, K. 2011. Ethnographic locations, Chapter 3 of dissertation.
5) Corburn, J. 2007. The Mapping of Local Knowledge. Street Science: Environmental and Community Health Justice, pp. 173-199.
3. Navigating ethical dilemmas in participatory research : Institutional Review Boards (IRBs) and Memoranda Of Understanding (MOUs)
Guiding questions: What ethical dilemmas can we anticipate and prepare to navigate along the way, as best we can? How do we address tensions regarding power inequalities and our university/ institutional constraints?
1) Minkler, M. 2004. Ethical challenges for the “outside” researcher in community-based participatory research. Health Education & Behavior, 31:7, pp. 684-697.
2) Coy, M. 2006. This morning I’m a researcher, this afternoon I’m an outreach worker: Ethical dilemmas in practitioner research. International Journal of Social Research Methodology: Theory & Practice, 9:5, pp. 419-431.
3) Fine, M. & Torre, M.E. 2006. Intimate details: Participatory action research in prison. Action Research, 4:3, pp. 253-269.
4) Noorani et al, 2017. “Participatory research and the medicalization of research ethics processes.” Social & Legal Studies, 26:3, pp. 378-400.
4. Emphasizing action: Impact validity, collective struggle, and policy change
Guiding question: How do we design our research and structure our sharings to amplify impact, to align with movement/ campaign timelines and priorities, and to prompt action?
1) Sandwick, T., et al. 2018. Promise and Provocation: Humble Reflections on Critical Participatory Action Research for Social Policy. [See “Special URBAN issue” PDF, pp. 37-66 of PDF.]
2) Wyly, E. 2009. Strategic positivism. Professional Geographer, 61: pp. 310-322.
3) Massey et al. 2013. Introducing Impact validity.” Journal of Social Issues, 69,4, pp. 615-632.
4) Kelley, R, et al. 2016. Black Study, Black Struggle. Forum in the Boston Review.
IN SESSION: Discussion of individual projects
5. Reflecting on analyses and sharing our research : Plans of dissemination
Guiding questions: How do we disseminate our findings? What sorts of multiple products and multiple audiences do we wish to prioritize and focus on, both within and outside of academia?
1) Neale, J. 2008. Ranting and silence: Contradictions of Writing for Activists and Academics, in Heidi Armbruster & Anna Lærke, eds., Taking Sides: Ethics, Politics, and Fieldwork in Anthropology. Berghahn Books.
2) Davis, D. and C. Craven. 2016. Feminist Ethnography, Chapter 6, pp. 121-143.
3) Chen, K. 2016. Navigating the descent: Getting ethnographic research into print. Draft shared with permission.
4) In addition to readings, explore Humanities for All projects:
The Center for the Humanities’ CUNY Adjunct Incubator, co-sponsored by the Gittell Urban Studies Collective, is a framework for supporting the significant scholarly, creative, and pedagogical work of adjuncts teaching in the humanities and humanistic social sciences across CUNY. Providing social, logistical, financial, and professional support for the production and circulation of knowledge by CUNY adjuncts, this platform promotes the crucial work of part-time faculty across CUNY community and senior college campuses.
In 2018-19, the CUNY Adjunct Incubator awarded grants to 13 CUNY adjuncts from 6 CUNY colleges to develop a wide-range of deeply impactful public and applied projects in the humanities and humanistic social sciences. These projects range from addressing the needs and amplifying the successes of CUNY student-parents, to writing and performing new musical compositions for 3D-printed instruments, to photo-documentation of the erasure of Kurdish language from Kurdistan/Turkey, to food provision mapping that elucidates eating habits, access, and food inequities, and many more projects taking the form of concerts, dance, music, workshops, books, film, performance, classes, independent scholarship, and events. Read more about these grant-funded projects and the vital research and work by these outstanding CUNY adjuncts:
Aaron Botwick and Gabrielle Kappes (English, Lehman College, CUNY)
This project is designed to enable students to better grasp the relationships between literature, culture, and history by drawing connections between the digital archives of 8th- through 20th-century literature and aspects of the current digital communications revolution. Click here for more information about this project.
Angelika Winner (Earth Science and Geography, Lehman College/Hunter College, CUNY)
This project is an ethnographic study of food provisioning practices in Newark, NJ, seeking to develop an intersectional and dynamic understanding of food environments, eating habits, access, and their entanglements with food inequities. Click here for more information about this project.
This project is a collection of essays that offers a critical introduction to the groundbreaking videos and activism of Abounaddara, the anonymous Syrian film collective, framing the ethical, political, and aesthetic insights of their work within the transformative effects of new digital technologies in war reporting and social justice campaigns. Click here for more information about this project.
Nia Love (Drama, Theatre & Dance, Queens College, CUNY)
This project is an unfolding of the term “ghost,” which grapples with what it means to live within conditions shaped by the “afterlife” of slavery. This project will take the form of a four-part performance installation which is driven by this fundamental query: what remains of the Middle Passage as force, gesture, and affect? Click here for more information about this project.
Corinna Mullin (Political Science, John Jay College of Criminal Justice, CUNY)
This project builds upon the multi-method qualitative research she has conducted in Tunisia over the past six years on the colonial origins, architecture, and imperial imbrications of Tunisia’s security state. Click here for more information about this project.
Maria Grewe and Mark Alpert (English, John Jay College of Criminal Justice, CUNY)
This project is a three-part pedagogy workshop series led by composition/rhetoric and literature adjunct faculty in the English Department at John Jay College, CUNY to provide a forum for and foster collaboration between adjunct faculty. Click here for more information about this project.
Pamela A. Proscia (Education, Hunter College, CUNY)
This project is a series of educational events that seek to expand the ways in which we think about growing and harvesting plant life through the perspectives of cross-cultural communities. Click here for more information about this project.
This project is a series of events and workshops bringing together faculty from the Mathematics and Computer Science departments at Queens College, CUNY to discuss interdisciplinary approaches to computer science and mathematics by putting them in conversation around mutual relevance. Click here for more information about this project.
The CUNY Adjunct Incubator Advisory Committee is comprised of: Ujju Aggarwal, Celina Su, Kendra Sullivan, and Mary N. Taylor.
The CUNY Adjunct Incubator is co-sponsored by the Center for the Humanities through generous grants from theSylvia Klatzkin Steinig Fund and the Gittell Urban Studies Collective at the Graduate Center, CUNY.
We are so delighted and proud; not at all surprised and just thrilled, that Gittell Chair Professor Celina Su, a scholar/activist/poet, was published this past weekend in the New York Times magazine. Congratulations Celina!
None of the Above: The Untold Story of the Atlanta Public Schools Cheating Scandal, Corporate Greed, and the Criminalization of Educators
Shani Robinson and Anna Simonton
February 13th 6 PM to 8 PM
Room 4202 at the CUNY Graduate Center
In None of the Above, Robinson and Simonton explore how racist policies and practices cheated generations of Black children out of opportunities long before some teachers tampered with tests. Examining the corporate education reform movement, hyper-policing in Black communities, cycles of displacement and gentrification, and widening racial and economic disparities in Atlanta, they reveal how the financially powerful have profited from privatization and the dismantling of public education. Against this backdrop, they cast the story of the cheating scandal in a new light, illuminating a deeply flawed investigation and a circus-like trial spun into a media sensation that defied justice.
Shani Robinson is an alumna of Tennessee State University and taught in Atlanta Public Schools for three years. She’s currently an advocate for trouble youth and their families.
Anna Simonton is an independent journalist and an editor for Scalawag magazine. Her work has been published by The Nation, In These Times, and AlterNet, among others.