Book Talk: Making the Unequal Metropolis, with Ansley Erickson & Guests, Monday, 9/26, 4-5:30pm

We are pleased to host the following book talks in September:

  • Making the Unequal Metropolis, with Ansley Erickson & Guests, Monday, 9/26, 4-5:30pm


  • Please join Ansley Erickson and guests for a discussion of Making the Unequal Metropolis: School Desegregation and Its Limits (University of Chicago Press, 2016). The book "presents a broad, detailed, and damning argument about the inextricable interrelatedness of school policies and the persistence of metropolitan-scale inequality. While many accounts of education in urban and metropolitan contexts describe schools as the victims of forces beyond their control, Erickson shows the many ways that schools have been intertwined with these forces and have in fact—via land-use decisions, curricula, and other tools—helped sustain inequality.

    Taking Nashville as her focus, Erickson uncovers the hidden policy choices that have until now been missing from popular and legal narratives of inequality. In her account, inequality emerges not only from individual racism and white communities’ resistance to desegregation, but as the result of long-standing linkages between schooling, property markets, labor markets, and the pursuit of economic growth. By making visible the full scope of the forces invested in and reinforcing inequality, Erickson reveals the complex history of, and broad culpability for, ongoing struggles in our schools." (from the Publisher's Description)

    Ansley T. Erickson, is an Assistant Professor of History and Education, and an affiliated faculty member at the Institute for Urban and Minority Education and the Columbia University Department of History. She currently serves on the editorial board of the History of Education Quarterly and Theory and Research in Education. She has been the recipient of fellowships from the National Academy of Education, the Spencer Foundation, and the Eisenhower Institute. She and co-author Andrew Highsmith won the 2016 History of Education Prize for best essay in the field.

    Respondents include Carla Shedd, Assistant Professor of Sociology, Columbia University, and author of Unequal City: Race, Schools, and Perceptions of Injustice; Jeanne Theoharis, Distinguished Professor of Political Science, Brooklyn College, and author of The Rebellious Life of Mrs. Rosa Parks; and Jose Vilson, Eighth Grade Math Teacher, Founder of EduColor, and author of This is Not a Test: A New Narrative on Race, Class, and Education.

    This book talk is co-sponsored by the Department of Arts and Humanities, Institute for Urban and Minority Education, and the Center on History and Education.

    Please rsvp by Friday, September 23rd.

    Where: 306 Russell

  • Filmed School: Desire, Transgression and the Filmic Fantasy of Pedagogy, with James Stillwaggon and David Jelinek, Thursday, 9/22, 6-8pm


  • Join TC alumnus James Stillwaggon and co-author David Jelinek for a discussion of their recently published book, Filmed School: Desire, Transgression and the Filmic Fantasy of Pedagogy (Routledge, 2016).

    “Filmed School examines the place that teaching holds in the public imaginary through its portrayal in cinema. From early films such as Mädchen in Uniform and La Maternelle to contemporary images of teaching in Notes on a Scandal and The History Boys, teachers’ roles in film have been consistently contradictory, portraying teachers as both seducers and selfless heroes, social outcasts and moral models, contributing to a similarly divided popular understanding of teachers as both salvific and sinister.

    In this book, Stillwaggon and Jelinek present these contradictory images of teaching through the concept of transference―the fantastical belief in another’s knowing that founds a teacher’s authority in relation to her students and, to some degree, the public at large. Tracing the place of transference across a century of school films, each chapter demonstrates the persistence of this fantasy in one of the dreams or nightmares of teaching that recurs thematically in school films: the teacher-as-savior, seducer, signifier in a moribund discourse, and sacrificial object. Through these analyses, the authors suggest that something might be missing in our attempts to theorize education when we leave our unthought fantasies of teaching out of the picture.”
    — Publisher's Book Description

    James Stillwaggon is Associate Professor of Philosophy at Iona College, where his teaching and writing focus on the place of philosophical ideals in democratic education. He earned a Ph’D from Teachers College, Columbia University in 2006, with a dissertation entitled, Educing Eros: Desire, Distance, and the Educational Relation. Graduating with Honors from Loyola College, Stillwaggon has a Bachelor of Arts in Philosophy. He served on Teach for America in North Carolina, where he was named Teacher of the Year by his district. Stillwaggon also studied aesthetics and phenomenology at the Katholieke Universiteit Leuven in Belgium.

    David Jelinek is a teacher of Art and Art History at Collegiate School in New York City. His research and writing focus on the relationship between teachers and students in film. A solo installation of his Money Down was exhibited at the Andrew Edlin Gallery in Manhattan. Jelinek has an A.B. from Vassar College, and M.A. and M.S. in Art and Design Education from Pratt Institute.

    This event is co-sponsored by the Program in Philosophy and Education, Film and Education Research Academy (FERA), and Gottesman Libraries.

    Please rsvp by Tuesday, September 20th with your details.

    Where: 306 Russell




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