Dr. Prudence L. Carter
Dean, Graduate School of Education University of California, Berkeley
| Dr. Vaughn W. M. Watson
Assistant Professor of Education
Michigan State University, College of Education
|
Dr. Eve Ewing
Assistant Professor
University of Chicago
School of Social Service Administration
|
Dr. Prudence L. Carter is the E.H. and Mary E. Pardee Professor and Dean of the Graduate School of Education at Berkeley. Dean Carter's expertise ranges from issues of youth identity and race, class, and gender, urban poverty, social and cultural inequality, the sociology of education and mixed research methods. Specifically, she examines academic and mobility differences shaped by the effects of race, ethnicity, class, and gender. Dean Carter earned a Master of Philosophy and Ph.D. in Sociology from Columbia University. Before being named Dean at Berkeley, she was the Jacks Family Professor of Education and Professor of Sociology (by courtesy) at Stanford University. Her books include the award-winning, Keepin' It Real: School Success beyond Black and White (Oxford University Press, 2005). Among her professional affiliations, she is an elected a member of the National Academy of Education; the Sociological Research Association; and a Fellow of the American Educational Research Association (AERA).
| Vaughn W. M. Watson is an Assistant Professor of English Education in the Department of Teacher Education at Michigan State University. His research focuses on the interplay of literacy practices of youth of color and emerging forms of youth's civic engagement, across social, cultural, and geographic contexts of classrooms and communities. Vaughn is a 2020 NAED/Spencer Postdoctoral Fellow; and 2012-2014 National Council of Teachers of English, Cultivating New Voices Among Scholars of Color fellow. His recent publications include "Humanizing the Black immigrant body: Envisioning Diaspora literacies of youth and young adults from West African countries" with Dr. Michelle G. Knight-Manuel in Teachers College Record, and "'This is America': Examining artifactual literacies as austere love across contexts of schools and everyday use" with Dr. Joanne E. Marciano in The Urban Review. Vaughn previously taught English at a public performing-and-visual arts secondary school in New York City, and is former pop music writer for The Providence Journal.
| Eve L. Ewing is a qualitative sociologist of education at the University of Chicago School of Social Service Administration. Professor Ewing's scholarship, community work, and classroom teaching are aimed at expanding the ways that urban school stakeholders, researchers, and the broader public can be equipped to understand, respond to, and ultimately dismantle white supremacy, and to make school systems liberatory institutions rather than oppressive ones. She is the author of the poetry collection 1919 and the nonfiction work Ghosts in the Schoolyard: Racism and School Closings on Chicago's South Side. Her first book, the poetry collection Electric Arches, received awards from the American Library Association and the Poetry Society of America and was named one of the year's best books by NPR and the Chicago Tribune. She is the co-author (with Nate Marshall) of the play No Blue Memories: The Life of Gwendolyn Brooks. She also currently writes the Champions series for Marvel Comics and previously wrote the acclaimed Ironheart series.
Dr. Ewing will also be a special guest at Penn's Pre-Forum Youth Summit on Civic Engagement and Social Change. Click here for more info.
|
Dr. Carla Shedd is Associate Professor of Sociology & Urban Education at The Graduate Center, City University of New York (CUNY) whose research and teaching focuses on: education; criminalization and criminal justice; race and ethnicity; law; social inequality; and urban policy. Shedd's first book, Unequal City: Race, Schools, and Perceptions of Injustice (October 2015, Russell Sage), has won multiple academic awards, including the prestigious C. Wright Mills Award, which is given to the top social-science book in the field of social inequality. Unequal City examines Chicago public school students' perceptions of injustice and contact with police within and across various schools and neighborhoods, and deeply probes the intersections of race, place, education, and the expansion of the American carceral state. Shedd's second book project, When Protection and Punishment Collide: America's Juvenile Court System and the Carceral Continuum, draws on her one-of-a-kind empirical data to interrogate the deftly intertwined contexts of NYC schools, neighborhoods, and juvenile justice courts, in this dynamic moment of NYC public policy shifts (e.g., school (re-)segregation, "Raise the Age," and "Close Rikers.").
| Dr. Espinoza is a child of desegregation (Keyes v. Denver School District No. 1, 1973) and a Chicano ethnographer of education working in the scholarly tradition that emerged during the 20th century struggle against racism in the U.S. He sees the labor in this historical vineyard as one of linking social scientific research to everyday struggles for a just society. Historically, this line of social science has provided the law with intellectual and empirical resources to perceive social life anew. To illustrate, consider the contributions of social scientists in landmark cases such as Brown v. Board of Education of Topeka (1954), Loving v. Virginia (1967), and Grutter v. Bollinger (2003). With his Right to Learn Dignity Lab, founded in 2007 and now comprised of five generations of undergraduates, he is developing two interconnected strands of research: 1) an inquiry into the historical and legal origins of educational rights; 2) a social interactional method for studying the manifestations of dignity in educational activity.
|
|
