TC PUBLIC SPACECommunity through dialogue,discussion, and dissent.

Volume II, Issue 5 Thursday, April, 30, 2015

THE JOURNEY TOGRADUATION ANDTHE PURSUIT OFSOCIAL JUSTICE

The road to graduation was a quickone; it seemed to speed by in seconds.In many ways, grad school for me waslike a shelter, a safe haven from thepressures of having to find a full-timejob right away and allowing me topursue my multiple interests. Dayswere filled with work-study, classes,networking events, volunteering,blogging, and meeting incrediblepeople I wouldn't have met otherwise.All the while, I pursued passions thatwere outside of my academicconcentration - projects like promotingmy self-help book for young women,managing a YouTube channel, andmaintaining a popular blog for traumasurvivors. Looking back, I would sayone of my most rewarding experienceswas interviewing former bully victimsat Teachers College in order to learnmore about their life-course trajectoriesand the narratives they constructedregarding their experiences for mymaster's essay. I believed that all of myprojects, both within and outside ofschool, were interconnected under thelarge umbrella of social justice and themission of ending bullying across allfronts – whether it be bullying in theclassroom or in relationships andfriendships. These projects also led meto a multifaceted understanding ofresearch and education across bothacademic and nonacademic arenas oflearning, discourse, and knowledgeproduction.

TC served as a bridge and pathwayto the real world, providing me withresources, connections, andexperiences that I will cherish for alifetime – I will remember influentialclasses like Gender, Difference andCurriculum, The Sociology of the LifeCourse, and Adult Personality andPsychopathology, as well as ProfessorDimon's Awareness and the HumanExperience (the latter courses which Iwas privileged to be able to take aselectives). Whether it was being able tomeditate on the ground of a classroommindfully listening to the cues of mybody, learning about the turning pointsthat have the potential to redirect ourexpected life paths, examining hetero-normative practices at schools, orunderstanding the roots of narcissisticpersonality disorder, these classes allserved to further my personaldevelopment, my research interests,and even allowed me the insight andknowledge to write my mental healthblog and start working on my secondbook.

TEACHERS COLLEGE SOCIAL JUSTICE:PRACTICE WHAT YOU PREACH

Lisa Mohler

The Local 2110 UAW at Teachers College,Columbia University is comprised of office and clericalworkers. We have worked hard and have supportedevery member of the TC community for over 40 years.Our salaries are mainly in the $30,000 to $40,000 range.This is why it is imperative that we maintain the hard-won benefits that sustain our families during thesecostly times.

Teachers College is demanding draconian cuts to ourpension and health benefits. This would prove divisiveand detrimental to our members and newly hiredemployees. In addition, the College has proposedchanges in contract provisions that protect our jobrights.

There is no good reason for the College to cut ourlivelihoods when we are already the lowest compensatedemployees. The college has seen steady increases instudent enrollment, hefty endowments, and increases inlucrative project development.

In spite of financial growth, the college still does notsupport its students adequately and cuts corners ondecent wages and benefits for non-union staff. Oursurvival depends on maintaining our benefits and jobsecurity. These are opportunities for those with limitedaccess and resources to pursue educational goals forthemselves and families while being able to maintaintheir quality of lives. This IS Social Justice! TeachersCollege...Practice What You Teach!

Shahida Arabi

On Saturday night, after the show, we wanderedthrough Disneyworld’s entertainment complex, becausewe were starving Usually, food isn’t hard to come by atDisney; there’s the 50’s Prime Time Café, ABCCommissary, Fairfax Fare, Toluca Legs Turkey Co., andPeevy’s Polar Pipeline, to name a few. With over17,000,000 visitors a year, you need to keep people wellfed. The problem was, it was after 11 p.m., and most ofthe family-fun-filled guests had departed for local hotelsand motels. The diners, delis, and grilles had all closedfor the night, and wouldn’t be opening ‘til morning. Butwe’d played a 90-minute set at the House of Blues, andthen packed the gear, shoved it into the van, and stashedthe van back in the parking garage. It was 11:13 p.m. onthe dot, and, on our five block walk back to the complex,it hit us that were hungry as hell with nowhere to go.

“Excuse me,” Jake noticed a security guard near abronze statue of Walt and Mickey.

“Can I help you?” The security guard was gruff andportly. His accent conveyed retired New Yorker, livingout the final years of his life in sunny Florida. He lookedat us four rockers with guarded suspicion.

“I’m wondering whether you can suggest a placethat’s open for some grub.”

The security guard seemed to study Jake’s face for aminute, then shifted his focus down to his watch. Helooked at Jake again.

“11:17,” he mumbled to himself. “I don’t know whatyou’re gonna find in the way of food at 11:17.”

Then he stopped, and his eyes left Jake’s face andgazed off to the right. A new thought suddenly seizedhim. “You might try Dynamo.”continued on page 3

Photo Credit: Matt Hastings, TCPS

tcpublicspace.wordpress.com

"MONDAY'S":AN EXCERPT

Adam Wolfsdorf“Hatred, which could destroy so much, never failed todestroy the man who hated...” – James Baldwin

Photo Credit: Matt Hastings, TCPS

“Dynamo?” this came from Clark. “Where’s that?”“Dynamo’s on the other side of the bridge between

Fantasy and Tomorrowland.” He looked down at hiswatch again. “I believe they serve a late night menu until11:30. If you hurry, you’ll make it.”

“How far is it?”He turned his body, so that he was looking away

from us.“Head up that way past Liberty Square. When you

get to the Prince Charming Regal Carrousel, take a right.About 100 feet past that, you’ll see a little bridge toTomorrowland. It’s up there on the left.”

We thanked him for his time and headed off.“Ya’all better hurry if you want to make it. They

don’t mess around with times around here.”“Thank you,” we yelled, then accelerated in the

direction he mapped out. continued on page 4

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"Nodes of Ranvier"Regina Bowler

Dear Reader,

My name is Joshua Weiner, and I completed a Mathematics MA at ColumbiaTC in 2012. I was homeless last year, and lived out of a storage closet. It wasa strange year of protests in my hometown NYC. Masses at Ground Zero,thousands for green causes and grassroots organizers, and many raciallycharged. When I was a younger man, I was an activist, interested in manyidealistic causes. I attended none of these rallies.

I am no longer homeless, it was over a month out there, but the experiencetrumpeted the fact this it is true that time waits for no man in his forties.

This piece is about many issues. As a mathematics student, I was humbled bythe friendship of Dr. Pollack and Dr. Vogeli in the mathematics department.They seemed like friends and old veterans of the academic “old-boy network”and had stayed loyal to one another through many years at Columbia TC.Both octogenarians, I was looking forward to seeing them both at themathematics colloquium last month. Men that I admired. (Dad was in theNavy).

When I arrived on campus for this lecture visit, Dr. Vogeli opened the showwith the news that Dr. Pollack had retired to Florida. The good news was thathe had remarried. I thought about his melancholy and detached lectures inhis “Real Analysis” course in the department. He was a widower, yet this wasnot common knowledge.

The department is near the Hollingsworth School, and I have worked inelementary schools both public and private. My Mother, who recently passedaway after a long battle with cancer, was an elementary school teacher inNYC. I was laid off from work with the DOE several years ago, with “angermanagement issues” as the official reason. I filed suit with the EEOC,claiming racial bias and disability discrimination. The case never reachedcourt.

Do homeless dream of starting a nuclear family? Well, on the street, it issurvival. Be a ghost. Do not draw attention to yourself, and keep your witsabout you. I stayed all night at fast food restaurants, on the busses andsubways. I grew up in the projects and went to NYC public schools. I havebeen the victim of street violence, but thankfully, it was no problem last year.

In fact I survived on the street for many years, and talked about it at the TCGottesman Library last year.*

I would love to be a better artist. I still play the keyboard with MTA Arts forTransit as a second income. I still street perform my “gentleman jugglingshow” for the general public weather permitting if I have no teaching work.Circus artists, pianists, all have their limitations in ability. Their skill sets, thephysical technique, must be maintained and nurtured.

Lastly, I am not a visual artist. All of the images are a collage that Idownloaded from the internet, and by enlarging and reducing the photosusing photoshop, traced each element with a mechanical pencil to form thecartoon. A few teaching skills from lesson planning and geometry lessons.

I can’t even draw a polar bear in a snowstorm.

*Article available from http://library.tc.columbia.edu/news.php?id=9771.

"Good Doc, Bad Doc."Joshua Weiner

PEOPLE, STUDY, AND TRAVEL WITHTEACHERS COLLEGE

SeungHee Joo

I love art, travel, and education. Over the past few years, I have traveled tomore than 30 countries, completed a bachelor's degree in Art and Tourism,worked at the Museum of Modern Art, and started to study Art and ArtEducation at Teachers College, Columbia University. I am a curious person,and I plan to continue traveling, learning, and exploring new possibilities foryears to come.

Through my first two semesters at Teachers College, I have participated instudy tours to Guatemala and Argentina with the Mathematics EducationDepartment. I was thrilled when I learned that the math department washosting several different educational study tour programs each year. The toursfocus on either Spanish language study or classroom observation, with trips touniversities and schools in the host countries. The two study tours were greatopportunities for me to explore the cities and cultures and to see howeducation systems work in other countries.

The first study tour which I participated in was held in Antigua, Guatemala,during the Fall 2013 semester. I spent three weeks in Antigua, studyingSpanish from 8 a.m. til 4 p.m. at the Christian Academic Spanish School. Itwas a one-to-one teaching system, and it really helped me to improve my basicSpanish skills. I can now navigate the streets and basic conversations withconfidence. While there, we also had field trips to museums, a macadamia nutfarm, cultural centers, a traditional market, and more.

The second trip was to Buenos Aires, Argentina, during the 2014 springbreak. This experience was a good opportunity for me to breath out the stressof a heavy workload the past semester and, even with the tour’s tight schedule,I found time to enjoy Buenos Aires. I learned tango, saw many artworks, anddrank a few good Malbecs. Aside from taking some time to relax, the mostimportant part of the study tour was visiting Argentine schools ranging fromschools at the kindergarten level to the University of Buenos Aires. I visitedboth public and private elementary schools, and appreciated the opportunity toobserve first-hand the differences of the coursework and resources in the artclasses. continued on page 4

ARTIST SPOTLIGHT:JOSHUA WEINER '12

Group photo of Guatemala study tour participants

TC PUBLIC SPACE Page 3tcpublicspace.wordpress.com

THE JOURNEY TO GRADUATIONcontinued from page 1

When I first looked at theSociology and Education program andsaw that there was an option to write amaster's essay, admittedly, my firstthought was, “I am going to enter thisprogram and research bullying.” Thatwas honestly my first thought. I amsure my next thoughts were shared bymany other TC students in myprogram: I want to change the world; Iwant to make the world a better place;I want to serve disadvantaged studentpopulations – this program might helpme do just that. As a former bullyingvictim myself, I knew I might comeinto the project with a bit of a bias. Butthat bias ended up serving me well.Perhaps one of my greatest lessons atTC was just that – the positivistapproaches to research may fall shortwhen it comes to studying the innerlives of people.

People, after all, require fullportraiture – they are not just researchsubjects but nuanced, contradictory,complex individuals who are aching tobe painted with rich detail.Researchers too, are human beingswith different perspectives. Neitherresearcher nor subject is a blank slate.It is in navigating, negotiating, andunderstanding the interactions betweenboth that the authenticity of research ismaintained. As an interdisciplinaryacademic mutt at heart who lovespsychology, gender studies, creativewriting, as well as sociology, I knew Imight unintentionally approach thisproject with multiple, unconventionallenses that didn't fit the usual prototypeof more quantitative methods ofresearch, but I knew I could bringsomething to this project that othermore clinical-minded researchersmight lack. A knowledge and passionfor the subject itself – an intrinsicdesire to learn more and to unravelmore, guided by my own pastexperiences and a willingness to learn.

Connecting with survivors ofbullying brought me face-to-face withpeople who had also been where I hadbeen; they were incredible, successful,insightful, intelligent students who hadconstructed inspiring narratives aboutthe role of adversity in their lives inthe process. These were the types ofconnections and interactions that I didnot always find in the lectures of aclassroom or in intellectual debates– or even a networking event. Forexample, I still remember a powerfulday in the classroom when I witnesseda passionate debate about racerelations spurred on by the recentpolice shootings against black men,and why the discourse of race was notat the forefront in the program where ithappened to matter the most. That daystood out to me because it was soauthentic, raw, and so connected to thelived experiences of my peers,something that is not often talked

about in the classroom as it should be.Sure, many students talked about theirexperiences in teaching – but whatalways stood out to me more were whenstudents were vulnerable enough toshare personal experiences outside ofthe classroom that were not onlyrelevant to the subject matter butessential to it. We always talked aboutthe studies of ethnographers who didbring their real-world observations intotheir texts, but I found that opening upeven more spaces of dialogue for us asfuture researchers, teachers and change-makers to be more important than ever.Hearing the real-life stories of myclassmates, whether in class or for mymaster's essay on bullying, was alwaysmore eye-opening than any otherPowerPoint presentation or journalarticle could have been. It is this real-life vulnerability that we are afraid tobroach in the classroom – yet it is thevery thing that makes research andlearning so powerful as advocates ofeducation.

My time here at TC has revealed tome that experiences themselves can be aform of education and we can lose out agreat deal when we do not invite thosediscourses of lived experience into ourclassrooms. Granted, TC students areamazing at bringing in their owninsights and experiences when talkingabout an issue. But it strikes me that,since many of the courses in myprogram were so connected with the siteof the classroom, it was difficult toalways hear personal experiencesalongside research studies and theoriesif it did not pertain to teaching itself.Admittedly, the favorite classes that Imentioned before were the ones thatpulled me into the discussion – thatmade my personal experiences andobservations matter regardless ofwhether or not I was a teacher or hadtaught. I will always be grateful for boththe academic and nonacademic insightsI gained from my two years at TeachersCollege, for they have shaped me as aresearcher, student, peer, author andaspiring change-maker.

Disclaimer: TC Public Space is aforum for the TC community, thecontent of which do notnecessarily reflect the opinions ofthe editorial board of TeachersCollege.

INDEPENDENCEShannon Duncan

Independence thinkingAlone

To the sound of the tracksWhirring

RumblingPounding

Alone

Independence runningAlone

Toward the building lightsFlashing

DancingSinging

Alone

Independence runningAlone

Toward the building lightsStaring

FrowningGlaring

Alone

Independence cryingAlone

To the memory of homePervading

StingingDying

Alone

THE EPILOGUEKamiya Kumar

With the advent of graduation aneyeblink away, I still cannot fathomhow quickly the last two years haveflown by! As I reflect on my enrichingexperience, I am amazed at how muchI have learnt and grown as anindividual. When I enrolled inCurriculum and Teaching in the fall of2013, I did not know exactly what toexpect! Two days before thecommencement of classes, I reachedNew York, not knowing anyone andwith no place to stay. Contrary to whatI'd heard however, during apartmenthunting, I came across some extremelyhelpful people and managed to setmyself up within two weeks. Finding aplace close to Teachers Collegeenabled me to truly soak in the collegeambiance across TC, the main campus,as well as the buzz of theneighborhood.

The International Students Office,in particular, played an extremelysupportive and crucial role in beingable to navigate the early hiccoughssmoothly. The city tours were also agreat way to meet people and begin theexploration of what would be home forthe next few years. The next challengewas of course, the classes. Two hoursa week seemed a breeze for each classand I (ignorantly) assumed that therewould be plethora of time to continueto explore the city and enjoy theprocess of settling into the newgroove. How mistaken was I! Twohours the classes might literally havebeen, BUT the preparation, reading,submissions, group projects, anddiscussion often resulted in burningthe midnight oil!

These in-depth discussions andanalyses were most meaningful andhighly thought-provoking, pushing meto question... continued on page 4

A.M."Three Stages of Student Life"

"Castle"Alaina Hammond

Musya Herzog

Author’s note: This is a poem that I wroteduring my first month living in the city. Itwas a reflection on both the freedom andhomesickness I felt in being in such alarge, new place.

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Paula Davis ............................................................... Editor-in-ChiefMatt Hastings ........................................................... Editor-in-ChiefDerrick Hull ............................................................ Editor-in-ChiefJoe Marinelli ...................................................... Editor-in-TrainingDavid Perrett .............................................................. Layout EditorShannon Duncan .................................... Communications ManagerCatherine Hull .............................................................. Copy EditorShahida Arabi ............................................................... Copy EditorSeungHee Joo ............................................................. Visual EditorBeatriz Dixo Sousa Albuquerque Mendes .................. Visual EditorJulianna 'Charlie' Brown ............................................ Online Editor

STAFF LIST

PEOPLE, STUDY, AND TRAVELcontinued from page 2

In retrospect, many of the differences I could have guessed, like the quality ofpaint-brushes. Ultimately, my experience on the trip has led to my questioningof whether or not I want to face the challenges presented by teaching in publicschools, which stretch far beyond the confines of classrooms. I will have todecide how much these issues matter when I begin looking for a job. Will Iwork at a private school or a public school? What will I want to teach? Do Iwant to teach in the best environment? Or, do I want to teach for the childrenwho have more room to grow or who I think my teaching can have a greaterimpact on? Maybe I will get greater fulfillment teaching less fortunatestudents? I am still not sure.

These study tours helped me to understand the universality of teachingpractices and were formative to my own approach, both in pedagogy andcontent. After two trips, I had my first solo exhibition at the Macy Art Galleryat TC and I have been learning and exploring the mediums and techniquesfeatured in these artworks in courses such as Independent Study with DigitalPhotography, Printmaking: Silkscreen, Processes and Structures in the VisualArts, and Exploring Cultural Diversity: Implications for Art Education.Teachers College taught me how to develop my knowledge while reinforcingthe strong link to art-making.

Overall, my trips to Guatemala and Argentina made me aware of myconflicting feelings about teaching environments, but it has left me withquestions I still have to answer. I am particularly interested in the people andthe life found on the streets of the cities I have visited. I believe theinteractions of the cities illustrate the diverse background of a place’s peopleand serve as a window to everyday life. “How are these people different thanme?” I love creating my own curio-cabinets of framed memories. I am excitedto have a new journey to be an art teacher in New York City after mygraduation in May 2015. Thank you and goodbye TC.

THE EPILOGUEcontinued from page 3

...reflect and reevaluate existingworldviews as I took into considerationthe diversity of viewpoints andexperiences. Some conversations mademe feel uncomfortable and it was thisdiscourse that helped me deconstruct somany of my own taken for grantedbeliefs and commonsensical notionsthat I had not critically engaged withbefore. Teachers College’s explicitstand on social justice made me thinkdeeply, enabling me to look at systems,people, and situations from a wholenew perspective! I continue to strugglewith this idea of not really needing to“empower” or “save” someone, eventhough one’s intentions are valuable,because of the unintentional goal ofperpetuating inequities. Rather, Ibelieve in supporting and learning fromeach and every individual so that aspace can be created together, for us toexist as we choose, without there beingexpectations of having to fit into thehegemonic political, social and culturalnorms.

I have deep gratitude towards myprofessors and learning cohort whohave guided me and participated in this

dynamic process of learning, disruptingand contesting these deeply embeddedassumptions, stereotypes andexpectations that often not only gounnoticed but also repress one’s growthand evolvement. Even though Irecognize that there is a lifetime aheadof continually learning from newexperiences that I will have in myongoing journey, I will always hold theexperience I have had at TC close tomy heart. Reinvigorated with hope andgoals, I am excited about my futurework of leading pioneering change andtransformation in my environment andmyself. My experience of course wouldnot be complete without the StudentSenate and departmental mixers, whereafter a stretch of long weeks, I was ableto let my hair down and truly cherishstudent life holistically. It was anamazing way to meet fascinatingpeople from across disciplines andmake lifelong memories andfriendships. It truly has been anunbelievable two years and I lookforward to staying in touch, not seeingthis as the end but rather as thebeginning...

"MONDAY'S"continued from page 1

We got to Dynamo two minutesbefore 11:30 p.m., and they were kindenough to seat us. They even gave us atable outside. It was a 73 degree, lateFebruary evening, with a soft breezemoving in from the west. After an hourand a half on stage in front of 600 fans,dining al fresco seemed delicious.

The hostess walked us to our table,smiled, and returned to her position atthe host stand. I sat on the near side, sothat I could stare off at the palm treesand the fountain. Clark sat to the rightof Jake. Ian to the left. Withoutspeaking, we opened the menus andfingered through the options.

Dynamo had what you’d expect:chicken wings, zucchini sticks, curlyfries, burgers, potato skins — youknow? The type of stuff you get at11:30 p.m. in Florida. After six hoursof driving, load in, sound check,backstage prep, and 90 minutes ofnoise, it felt To read the full story, visit our website:

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good to sit and talk about absolutelynothing.

A night of rock music makes yourbrain vibrate. It takes a couple hours tocome down.

“Why don’t we get one ofeverything, and share?” Clark offered.

“I could do that,” said Jake.“I’m not that hungry, but whatev’s.”

Ian never ate— probably because henever wanted to pay. We were so usedto it. Being on the road with a band islike taking a family vacation in a 10 by5 foot metal box. You get to knowpeople — what they do when they’reexcited; what they do when they’retired. You see them at their electrifyingbest, and you hang with them at theirstone-walled worst. You ever want toreally know somebody, drive aroundthe country with them for a couplemonths. Things become obvious prettyquick— things that 9-5 jobs hide.

Have a conversation you would like to start? Wantto respond to an article in this issue? TCPS is opento a variety of written and visual submissions.Email us at tcpublicspace@gmail.com.

Group photo of Argentina study tour participants

2014-15TCPS Staff