Book Talk: The Mask I Wear to Hide the Pain I Bear, with Justice Divine, Friday, 12/6, 5-6:30pm

Friday, 12/6, 5-6:30pm

The Gottesman Libraries sponsors book talks and lectures by faculty, students, staff, and others interested in sharing their work with the Teachers College community. Come celebrate these scholarly achievements and promote social and intellectual discourse on key topics in education, psychology, and applied heath.
  • The Mask I Wear to Hide the Pain I Bear, with Justice Divine, Friday, 12/6, 5-6:30pm
  • "Abuses of all kinds become secrets due to the fear of taking the cover off the sin and saving the life of the would would-be perpetrator and the victim. Fear is strong; when a life is in danger, they may be reluctant to talk about the fear. However, the effect balloons and the magnitude of caging it in for so long that one day like in August 2010, their sacred Pandora's box becomes too full and the lid bursts off...." (Foreword, The Mask I Wear to Hide the Pain I Bear). Trading or exploitation of humans -- terribly of children-- for sex, forced labor, or their body parts or tissues is a global problem and one of the most serious of crimes. Despite anti trafficking measures by governmental and other organizations, the practice continues strongly, bringing tens of billions of dollars in illegal trade. On December 6th, Justice Divine will read and discuss sections from her book, The Mask I Wear to Hide the Pain I Bear (Create Space, 2013). Divine writes, "This book is a life written to uncover the reality of human trafficking written to unmasks the secrets hidden by many Americans based on my true life." Dr. Pamela Hampton-Garland (Justice Divine) has an earned BA in Psychology and an MS degree in Adult Education with a concentration on Organizational Development both from North Carolina Agricultural and Technical State University. Dr. Hampton-Garland also received her PhD in Curriculum and Teaching with a concentration in Cultural Studies from the University of North Carolina at Greensboro. Dr. Hampton-Garland's research focus is based upon the concept of the three levels of Cultural Capital researched by Bourdieu and Passeron (1973). In addition to Dr. Hampton-Garland's academic endeavors, she also found an intense need to understand her childhood and adolescent periods of her life, stolen before they existed. For pleasure Dr. Hampton-Garland enjoys hiking, tree climbing, and any physical activity that increases her flow of endorphins. Most of all she finds the greatest pleasure in her husband of 21 years and her two daughters. Writing The Mask I Wear to Hide the Pain I Bear was the fruit that nourished her capacity to live free from the pain. Concomitant with Universal Human Rights Day which is observed annually on December 10th in recognition of the passing in 1948 of The Universal Declaration of Human Rights, this book talk is sponsored by Kappa Delta Pi, TC Student Senate, and Gottesman Libraries. Persons interested in attending may rsvp with details via online support by Wednesday, December 4th. Where: 136 Thompson
  • Arts, Media, and Justice, with Lalitha Vasudevan, Tiffany DeJaynes & Contributors, Tuesday, 12/3, 3:30-5pm
  • On Tuesday, December 3rd, Lalitha Vasudevan, Tiffany DeJaynes, and contributing authors will share their experiences in creating spaces that offer a fresh start for court-involved youth. Arts, Media, and Justice: Multimodal Explorations with Youth** (Peter Lang, 2013) looks primarily at young men of color and explores creative programs -- photography, theater, writing, painting, and video, among them -- that are an alternative to incarceration or the criminal justice system. Writes Glynda Hull of the University of California, Berkley, "Vasudevan, DeJaynes, and colleagues are especially alert to moments of youthful artistic engagement that include political and social awareness, critique, and participation, as well as moments of self-fashioning. They go an important distance in making youth visible by documenting their journeys to see." (Foreword, p. xii). Engagement of youth in meaningful discourse and artistic expression in effect calls for an aesthetic turn in education -- and one that deepens our roles as educators, students, parents, citizens. Lalitha Vasudevan, Ph.D. (University of Pennsylvania) is Associate Professor of Technology and Education at Teachers College, Columbia University in the Communication, Computing, and Technology in Education Program. She engages participatory, ethnographic, and multimodal methodologies to study how youth draft stories, represent themselves, and enact ways of knowing through their engagement with literacies, technologies, and media. Lalitha is also co-editor of Media, Learning, and Sites of Possibility (Peter Lang, 2007). In addition to book chapters, she has written journal articles for Perspectives on Urban Education, Digital Culture and Education, English Education, Review of Research in Education., E-Learning and Digital Media. Her chapter in Arts, Media, and Justice is co-authored with Tiffany DeJaynes and entitled, "Becoming 'Not Yet': Adolescents Making and Remaking Themselves in Art-Full Spaces." Tiffany DeJaynes received her Ed.D. in Communication and Education from Teachers College, Columbia University. Her research involves participatory, ethnographic methods for engaging youth in research with and through media, technologies, and literacies. She currently teaches qualitative research in the New York City public schools and graduate courses in practitioner inquiry at The City College of The City University of New York. Eric J. Fernandez is a Social Entrepreneur with interests in people's life stories and how they are influenced by their societal structure.Eric's employment background includes 6+ years of experience working alongside court-involved youth populations (foster care, juvenile/criminal justice, probation and parole-involved) in positions of an Case Worker and Youth Coach in New York City, as well as consulting with non-profit organizations that provide services to court-involved youth. Eric is also a research assistant (volunteer) at Teachers College, Columbia University studying the dynamics of the connection court-involved youth have with arts, media, education, and justice. His chapter is entitled, "Fear, Innocence, Community, and Traditions." Melanie Hibbert is a media producer for Columbia University School of Continuing Education where she produces videos online for course content. Melanie is a doctoral student at Teachers College, Columbia University in the Instructional Technology and Media program. She has a B.A. in media studies from the University of Florida and M.ED. from the University of Alaska Fairbanks. She was an Alaska Teaching Fellow for two years and taught in a village school located in rural Alaska; she was also an Arthur T. Zankel Fellow for two years, working with youth involved in the criminal justice system in NYC. Her chapter is entitled, "Video Production and Multimodal Play." Kristine Rodriguez Kerr is pursuing an Ed.D. at Teachers College, Columbia University in Communication and Education. Before returning to graduate school, Kristine taught English language learners in the Boston public school system to first-year high school students. For the last four years, she has been part of the Reimagining Futures: Digital Arts and Literacy project in New York City. She is currently a research partner in BrightBytes. As a facilitator of creative writing and digital literacies workshops, Kristine encourages youth to create portraits of their lives and reflect upon their future goals through multiple modes and a variety of authentic audiences. Her chapter is entitled, "Writing with Court-Involved Youth: Exploring the Cultivation of Self in an Alternative Detention Program." Ahram Park is a doctoral student at Teachers College, Columbia University. Ahram's research focuses on how digital artifact can highlight awareness, raise questions, and catalyze dialogues about the issues facing the communities in which she participates and beyond. She has a masters in International Educational Development from Teachers College, Columbia University and bachelors in business administration and communication from The Ohio State University. Her chapter is entitled, "A Memorable Walk: The Negotiation of Identities and Participation through Evolving Space." Yolanda Sealey-Ruiz, Pd.D. (New York University), is Assistant Professor at Teachers College, Columbia University. Her research interests include racial literacy development in urban teacher education, critical English Education with Black and Latino male high schools students, culturally responsive pedagogy, and the narratives of african American college re-entry women. Her work has appeared in Teachers College Record, Journal of Curriculum & Pedagogy, Urban Review, English Quarterly, Adult Education Quarterly and she is co-editpr of a special issue of Journal of Negro Educationon teacher preparation and the Black community. Her chapter is entitled, "The Art (and Play) of Alternative -to-Incarceration Programming." Daniel Stageman is Director of Research Operations in the Office got the Advancement of Research, John Jay College of Criminal Justice, and a PhD candidate in Criminal Justice at the City University of New York Graduate Center. He has worked in a variety of settings as an educator with serving and ex-prisoners of all ages, as well as middle and high school students in the New York City public schools. He works to incorporate everything he learned about racial and social justice during his years as a practitioner into his research agenda, which focuses on the influence of political/economic context and profit motive on federal-local immigration enforcement partnerships. His chapter is co-authored with E. Gabriel Dattatreyan and entitled, "Stage as Street: Representation at the Juncture of the Arts and Justice." Persons interested in attending may rsvp with details via online support. Where: 104b Russell ** Arts, Media, and Justice may be purchased from the Columbia University bookstore. Proceeds from book sales go to support court-involved youth and the alternative to incarceration and alternative to detention organizations featured in this book.
  • Beyond Equality in the American Classroom, with TC Alumnus Eric Shyman & Responder, Richard Keller, Tuesday, 12/3, 4-5:30pm
  • Please welcome Teachers College alumnus, Eric Shyman, back to Teachers College for a reading and discussion of his recently published book, Beyond Equality in the American Classroom: The Case for Inclusive Education (Lexington Books, 2013). Adaptable for personal academic use or as a teaching tool for classes in education, philosophy, and sociology, Shyman argues a strong case for inclusion of students with disabilities, rather than treating them as a special interest group. His book comprises three sections: Part I is entitled,"Establishing the Historical Perspective of Exceptionality"; Part II, "Establishing the Perspective of Exceptionality"; and Part III, "Establishing the Polemic for Inclusive Education" and includes an appendix of discussion questions, recommended further reading, bibliography, and index. Write reviewers: "Eric Shyman argues the case for an inclusive classroom in which education is truly individualized for all students as needed, rather than treating students with disabilities as a special interest group. At a time,, when textbooks are removing chapters on the historical background of special education, and the professional standards developed by the Council of Exceptional Children have been rewritten to exclude the importance of historical and foundational knowledge in special education, a book like this one is vital... It is critical that professors incorporate a book like this into their reading lists." --Elizabeth Finnegan, St. Thomas Aquinas College "Dr. Shyman's in depth knowledge is evident in this well documented journey through special education practices,,policy and law and he provides a riveting example of social justice at this relevant time." --Alyson Martin, Columbia University "In Beyond Equality in the American Classroom: The Case for Inclusive Education, Eric Shyman examines inclusive education reform in the United States from multiple perspectives, including legal, philosophical, historical, and practical. Perhaps no other book on the topic brings such a diverse and powerful armament of intellectual resources to the challenge of interrogating inclusion. The result is a full-force challenge to the continued operation of segregated educational provision and a thoughtful exploration of the promise and limits of inclusive education as democratic practice." --Scot Danforth, San Diego State University Eric Shyman is Assistant Professor in the Department of Special Education at Dowling College in Oakdale, New York. Dr. Shyman received his certification in special education in 2003 and his Doctorate of Education in Intellectual Disability and Autism Studies, with a specialization in Instructional Leadership from Teachers College, Columbia University in 2009. He has served as a teaching assistant, lead teacher, staff trainer, curriculum developer, consultant, lecturer and workshop leader locally and nationally. His research interests include designing and evaluating teacher preparation curriculum, social justice and inclusion for students with disabilities in public schools. Responding to the book talk is Richard Keller, Director of Services for Students with Disabilities. Dr. Keller has a Bachelor of Science from New York University and Master of Philosophy and Doctorate of Philosophy from Teachers College, Columbia University. This event is sponsored by the Center for Opportunities and Outcomes for People with Disabilities, the Office of the Vice President for Diversity and Community Affairs, and Gottesman Libraries. Please rsvp with details via online support. Also be sure to attend related events that reflect upon the past and future of special education as we celebrate our 125th Anniversary. Where: 306 Russell

Last Updated: 6:45 am, Tuesday, Nov 5 , 2013