Shieh, Eric Y. (eys2108)

Eric Y Shieh

Adjunct Assistant Professor: Education Policy (EDPA 4013)
212-678-3283

Office Location:

520 HMann

Educational Background

Ed.D, Interdisciplinary Studies, Teachers College, Columbia University; Ed.M. Curriculum and Teaching, Teachers College, Columbia University; B.M. Music Education, University of Michigan; B.A. English Language and Literature, University of Michigan

Selected Publications

  • Shieh, E. (2021). How teachers see policy: School context, teacher inquiry, and policy visibility. Journal of Education Policy.
  • Shieh, E. (2021). Shieh, E. “I don’t want to be helpless”: Learning policymaking with teachers. Arts Education Policy Review.
  • Shieh, E. (2020). Making practice into policy: Bridging, buffering, and building in our schools. Music Educators Journal, 107(1), 31-36.
  • Shieh, E. (2016). After Eric Garner: Invoking the Black radical tradition in practice and in theory #BlackLivesMatter. Action, Criticism, and Theory for Music Education, 15(2), 126–45.
  • Shieh, E. (2016). Relationship, rescue, and culture: How El Sistema might work. In C. Benedict, P. Schmidt, G. Spruce, & P. Woodford (eds.), The Oxford handbook of social justice in music education (pp. 567-581). New York: Oxford University Press.
  • Shieh, E. (2012). Can music professional associations build capacity for curricular renewal? Arts Education Policy Review, 113(2), 55-67.
  • Allsup, R. E. & Shieh, E. (2012). Social justice and music education: The call for a public pedagogy. Music Educators Journal, 98(4), 47-51.
  • Shieh, E. (2010). On punishment and music education: Toward a practice for prisons and schools. International Journal of Community Music, 3(1), 19-32.

Eric Shieh is a school designer with New York City Outward Bound Schools, where he leads the development of progressive and equity-driven practices across a number of city schools and coordinates teacher and leader learning institutes. He has also served as a founding teacher and leader at the Metropolitan Expeditionary Learning School in Queens and as an assessment policy strategist for the New York City Department of Education. Prior to his work in New York, he founded and led arts programs in prisons in both Michigan and Missouri.

 

His research and practice focus on: the work of teachers and schools in education policy, teacher research and activism, school change, social justice and equity, and intersections with music and arts education.

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