Module 1: Curriculum, Pedagogy & the Self

1/29 (Week 1): Introduction to CBSE 7203T

Key Question(s): What is the roadmap to our course?

Read Before Class:

1. Rael, P. (2004). Reading, Writing, and Researching for History: A Guide for College Students. Brunswick, ME: Bowdoin College.

In-Class Activity: Sign up for facilitation & learning goals 

2/5 (Week 2): Teaching Philosophy

Key Question(s): Why teach social studies? What is your teaching philosophy?

Read Before Class:

1. Erford, A. (2021). “The 1619 Project and the Importance of Historical Significance and Argumentation in the History and Social Studies Classroom.” Teaching History (Emporia, Kan.), 46(2), 30–34. 
2. Herczog, M. M. (2013). “The links between the C3 framework and the NCSS national curriculum standards for social studies. Social Education”, 77(6), 331-333. Retrieved from https://brooklyn.ezproxy.cuny.edu/login?url=https://www.proquest.com/trade-journals/links-between-c3-framework-ncss-national/docview/3155755892/se-2

In-Class Activity: Ten Themes Teach-In and Teaching Philosophy Brainstorm

2/19 (Week 3): Grading

Key Question(s): What are the purposes, methods, and real-world consequences of grading systems?

Read Before Class:

1. Baldwin, J. (1985). The Price of the Ticket, Collected Non-Fiction 1948-1985.
2. Sealey-Ruiz, Y. (2022). An archaeology of self for our times: Another talk to teachers. English Journal, 111(5), 21-26. https://doi.org/10.58680/ej202231819
3. Kohn, A. (2013). “The Case against grades.” Counterpoints 451 143-153.

In-Class Activity: Teaching Philosophy Draft & Peer Review

2/26 (Week 4): AI & Technology

Key Question(s): How might technology assist and/or harm our teaching practices?

Read Before Class:

1. Rosen, J. & Smale, M., (2015) Hybrid Pedagogy
2. Rudra, Suchi (2022). The Metaverse is Already Here, and K-12 Schools Are Using It for Education

Due: Revised teaching philosophy

In-Class Activity: Explore Manifold

Module 2: Foundational Elements of Curriculum & Pedagogy

3/5 (Week 5): Introduction to Culturally Relevant Pedagogy

Key Question(s): Keywords: How do we define Culturally Relevant Pedagogy?

Read Before Class:

1. Ladson-Billings, G. (1995). But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675.
2. National Equity Project. (2025). Culturally Responsive Teaching.

In-Class Activity: Explore Manifold

3/12 (Week 6): Multilingual Learners and Translanguaging

Key Question(s): Can we separate lived experiences from the curriculum?

Read Before Class Read:

1. Wei, L., & Garcia, O. (2013). Translanguaging to Teach. In Translanguaging (pp. 90–118). Palgrave Macmillan UK. https://doi.org/10.1057/9781137385765_7
2. Ascenzi‐Moreno, L. (2024). Toward a Multilingual Perspective on Reading:  Aligning Emergent Bilinguals’ Resources with Theories of Reading and Implications for Instruction. The Reading Teacher, 77(6), 918-926. https://doi.org/10.1002/trtr.2324
3. 🎥 CUNY NYSIEB (2017). EP 4 — Teaching Bilinguals (Even if You’re Not One): Knowing Your Students

In-Class Activity: Final Project Brainstorm

3/19 (Week 7): Experience and Education

Key Question(s): Where do pedagogies come from?

Read Before Class Read:

1. Dewey, J. (2009). The Child and the Curriculum
2. 🎥 Espinosa, P. (1985). The Lemon Grove Incident. KPBS-TV. New York: Cinema Guild.

In-Class Activity: Project Collaboration

3/26 (Week 8): Technologies of power

Key Question(s): How are pedagogies conceptualized and constructed in schools and educational paces?

Read Before Class Read:

1. Freire, P. (2005). Pedagogy of the Oppressed. (pp. 43-69). The Continuum International Publishing Group Inc.
2. 🔈 On the Media. (2021). “Bias in the Library”

In-Class Activity: Project Collaboration

Module 3: Building a Better World Through Curriculum & Pedagogy

4/16 (Week 9): (Re)framing and (Re)conceptualizing Curriculum

Key Question(s): How might we reframe our pedagogical approaches?

Read Before Class:

1. Cajete, Gregory A. (2017) Children, Myth and Storytelling: An Indigenous Perspective. Global Studies of Childhood.
2. Zitkala-Sa (1900). “The School Days of an Indian Girl” The Atlantic Monthly 85 p. 185-194.

In-Class Activity: Project Collaboration

4/21 (Week 10): Asynchronous Cultural Immersion (Tuesday Conversion Day: BC on Thursday Schedule)

Task: Attend a NYC cultural institution around your school community and write a  reflection (Examples: The local library, Museum of the City of New York, The Tenement Museum, American Museum of Natural History)

Due: Immersion Reflection

4/23 (Week 11): Peer Collaboration: Final Project

Key Question(s): How might we (re)conceptualize teacher education to improve urban education?

Read Before Class:

1. Patel, L. (2016) Pedagogies of Resistance and Survivance: Learning as Marronage. Equity & Excellence in Education, 49(4), 397–401. https://doi.org/10.1080/10665684.2016.1227585

In-Class Activity: Project Collaboration & Author assignment for debate on 5/7

4/30 (Week 12): Individual Conferences + Asynchronous Final Project Work

Task: Arrive at your scheduled slot on time!

5/7 (Week 13): Debate & Peer Collaboration: Final Project

Key Question(s): What have our readings taught us about approaching curriculum and pedagogy in the context of childhood education?

Read Before Class:

1. Alim, H. S., Baglieri, S., Ladson-Billings, G., Paris, D., Rose, D. H., & Valente, J. M. (2017). Responding to “Cross-Pollinating Culturally Sustaining Pedagogy and Universal Design for Learning: Toward an Inclusive Pedagogy That Accounts for Dis/Ability.” Harvard Educational Review, 87(1), 4–25.

5/14 (Week 14):  Peer Collaboration: Final Project

Key Question(s): What have our readings taught us about approaching curriculum and pedagogy in the context of childhood education?

5/21 (Week 15):  Final Examinations