An examination of the city’s educational institutions from the perspective of the different school populations who attended them over the course of the 19th and 20th centuries.
Considers the development of American education in the context of American social and intellectual history.
A critical examination of popular representations of teachers during the 20th century.
Understanding the development of urban education as it relates to social, economic, and spatial changes in the metropolitan environment.
Permission of instructor required.
Examines the social, economic, and political factors that once supported segregated schools, led to the victory of Brown v. Board of Education (1954), and created the conditions for resegregated schools in contemporary times.
Part of a two-course sequence; students may take one or both. Combines a topical focus on the history of education in Harlem with practice in digital approaches to researching and sharing historical knowledge, including connections to secondary classrooms. Emphasizes working with and developing archival collections, spatial mapping and creating digital historical exhibits.
Part of a two-course sequence; students may take one or both. Combines a topical focus on the history of education in Harlem with practice in digital approaches to researching and sharing historical knowledge, including connections to secondary classrooms. Emphasizes conducting and archiving oral histories and creating digital historical exhibits.
Examines the historical development of education policy in the U.S., with a particular focus on the increasing federal presence in U.S. education over the course of the 20th century. Traces how U.S. citizens have debated who should govern schools at what scale and how federal actors have defined social problems and sought to address them through education.
Fundamental ideas that have shaped liberal education in the United States and basic issues that arise in the formulation of purposes, policies, and educational programs in colleges and universities.
An exploration of informal and formal education from slavery to the present.
Discussion of research and teaching topics in history and education.
Methods, principles, and problems of historical research and interpretation. Designed for students throughout the College undertaking systematic inquiries on historical topics.
Faculty. Permission of instructor required.
Presentation of dissertation proposals and drafts and explorations of the employment prospects of specialists in history and education.
Faculty. Permission of instructor required. Required of doctoral students in the semester following successful completion of certification examinations.
Faculty. Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees
Program Director: Thomas James
Teachers College, Columbia University
303-D Zankel
Contact Person: Roselin Gomez
Phone: (212) 678-4138Email: rg3254@tc.columbia.edu