Fielding Graduate University's Social Justice Award Recognizes the life work of Marie Fielder, PhD (posthumous) and Yvon Chouinard, founder and CEO of Patagonia.
During Fielding's annual Janaury Winter Session at the Fess Parker Doubletree Resort in Santa Barbara,CA, faculty, students, staff and alumni came together to recognize the social justice work of Fielder and Chouinard. The Social Justice Award was established in 1986 by psychology alumna Lynn Friedman Kessler to recognize demonstrated concern for and commitment to the furtherance of social justice. The award is granted through the Office of the President and demonstrative of one Fielding's core values focused on reducing the many forms of inequality.
Marie Fielder, PhD
Fielder achieved national prominence as the first African American woman with a doctorate to teach in the San Francisco Bay Area, and for her theories that focused on how diverse cultures and groups relate to one another. Fielder was one of the first researchers to document cultural bias in IQ testing, and was instrumental in making the Berkeley public schools the first in the nation to desegregate through two-way busing.
In the 1960’s and 1970’s, Fielder contributed to the work of such civil rights leaders as Martin Luther King, Jr., and Whitney Young. She also advised numerous government and civil-rights organizations, including the U.S. Department of Education, the Black Panther Party for Defense and Justice, and the National Organization for Women. Fielder lectured, directed diversity forums, and conducted workshops and training for many school systems, government agencies and businesses across the United States.
Fielder worked with many kinds of people to help empower and enable them to solve their own problems. She inspired several generations of students at the three universities at which she held faculty appointments in California, many of whom went on to pursue highly successful careers.
As Congressman Ron Dellums said about her in 1995 when he acknowledged Fielder in the Congressional Record, she has been an exemplary public servant, bringing quiet dignity and distinction to every project on which she has worked.
Chouinard was born in Lewiston, Maine, in 1938, and raised in Southern California. There, as a teen he taught himself how to climb, surf, skin dive—and blacksmith. By the early 1970s when he founded Patagonia, Chouinard Equipment pitons, carabiners and ice axes had become the world standard.
Spending 140 days a year in the natural world, Chouinard learned early in his life as an alpinist, surfer and fly fisherman the seriousness of the environmental crisis—and he brought this knowledge to bear on his work. In the late 1980s he instituted Patagonia’s earth tax, pledging 1 percent of sales to the preservation and restoration of the natural environment.
In the 1990s, Chouinard encouraged Patagonia to consciously to reduce the environmental footprint of its products and activities, beginning with a 100 percent switch from conventional to organic cotton and the introduction of fleece clothing made from recycled polyester. He then sought to work with other partner companies to reduce environmental harm on a global scale. Chouinard, either independently, or with Patagonia helped co-found the Fair Labor Association, One Percent for the Planet, the Textile Exchange, the Conservation Alliance, and the Sustainable Apparel Coalition. In addition, Patagonia has been a B corp member since 2012.
Chouinard continues to surf and fly fish. He is the author or co-author of Climbing Ice, Let My People Go Surfing, The Responsible Company and Simple Fly Fishing.
President Katrina Rogers and Vice President of Strategic Initiatives and Research, Orlando Taylor, PhD, took stage in front of a packed house to introduce the outstanding work of the recipients.
Nicola Smith, MBA, JD, daughter of Fielder, shared some inspiring words about her mother’s work, as she accepted her award posthumously. She encouraged today and tomorrow’s scholar to exemplify Fielding’s values by leading the way in the social justice field.
Highlights of the evening also included a question and answer session with Chouinard after he introduced his company values and goals. Chouinard enthusiastically shared personal insights to his life and business vision. The discussion addressed topics such as his work to promote a more sustainable retail industry that educates consumers, his ongoing commitment to choose international supplier with safe and fair practices and his efforts to offer an innovative and equitable working environment to his employees. As the evening closed, the energy in the room was contagious after what had proved to be a lively and informative award ceremony.
Fielding Graduate University Awarded the Carnegie Foundation Advancement of Teaching for Community Engagement Classification
The Carnegie Foundation for the Advancement of Teaching has selected Fielding Graduate University as one of 240 U.S. colleges and universities to receive its 2015 Community Engagement Classification.
Colleges and universities with an institutional focus on community engagement were invited to apply for the classification, first offered in 2006 as part of an extensive restructuring of The Carnegie Classification of Institutions of Higher Education. Unlike the Foundation’s other classifications that rely on national data, this is an “elective” classification—institutions participated voluntarily by submitting required materials describing the nature and extent of their engagement with the community, be it local or beyond. This approach enabled the Foundation to address elements of institutional mission and distinctiveness that are not represented in the national data on colleges and universities. “The importance of this elective classification is borne out by the response of so many campuses that have demonstrated their deep engagement with local, regional, national, and global communities,” said John Saltmarsh, director of the New England Resource Center for Higher Education (NERCHE). “These are campuses that are improving teaching and learning, producing research that makes a difference in communities, and revitalizing their civic and academic missions.”
Fielding President Katrina Rogers, PhD, noted, “Our leadership sees community engagement as one of the key values of the institution. It is reflected in our strategic plan and the ways in which Fielding manifests community engagement through its mission and educational enterprise. We define community engagement as the actions that we take as an institution and through our graduates to create positive social change using the best research and practice. Our stated values support community engagement in various ways, emphasizing community building internally and externally, diversity, learner-centered education, social justice, and transformational learning.”
Fielding Graduate University was founded in 1974 as an independent non-profit graduate school, dedicated to learning for experienced, mid-career adults. Fielding’s student population consists of 1,200 with 130 faculty members all across the United States. Long before the internet, Fielding invented a pedagogical model that enabled individuals to participate in high quality graduate learning from a distance and in small groups in their communities. Fielding’s vision then and now is based on the notion that adults deserve access to graduate learning that they can apply in their communities as they study, and not only when they finish. From the beginning, Fielding expected its students to be engaged in their communities, taking from their educational experience the more relevant theories to address local issues.
Fielding’s vision for their students role in community engagement is two-fold: 1) to build a high level of knowledge and skills for their graduates to be effective in collaboration and change work; and 2) to enact through their centers and curricula the multiple ways in which Fielding can make a contribution to society. Fielding’s community engagement-focused efforts are most apparent within Fielding’s Institute for Social Innovation (ISI). The ISI’s mission and function is to turn knowledge into action for the workplace and local communities. The programs currently under the ISI include: the Women’s Network for Gender Empowerment, the Nonprofit Leadership Certificate, the World Cafe, and Evidence-Based Coaching certificates. The ISI’s Center for Public Life, is funded by a grant from the Kettering Foundation to support the Center’s services to local non-profits in the central coast region of California.
The Foundation, through the work of the Carnegie Commission on Higher Education, developed the first typology of American colleges and universities in 1970 as a research tool to describe and represent the diversity of U.S. higher education. The Carnegie Classification of Institutions of Higher Education (now housed at Indiana University Bloomington's Center for Postsecondary Research) continues to be used for a wide range of purposes by academic researchers, institutional personnel, policymakers and others.
A listing of the institutions that hold the Community Engagement Classification can be found on NERCHE’s website.News Archive
Fielding Graduate University Introduces New Infant and Early Childhood Development (IECD) PhD program to 200 members of Interdisciplinary Council on Development and Learning (ICDL)
President Katrina Rogers, PhD, along with School of Educational Leadership for Change (ELC) Program Director Kathy Tiner, PhD, ELC faculty member Jenny Edwards, PhD, psychology faculty member Debra Bendell, PhD, adjunct faculty and Program Leader, Infant and Early Childhood Development (IECD) Ira Glovinsky, PhD, and Admissions Advisor Bob Harriman attended the (ICDL) Conference in November in Boston, MA. President Rogers introduced Fielding and the new Infant and Early Childhood Development (IECD) PhD program to 200 members of ICDL. ICDL is a not-for-profit organization dedicated to redefining and promoting each child’s development to their fullest potential (www.icdl.com). Fifteen Fielding IECD students were present and the following three students presented their graduate work: Melissa Grosvenor, Carrie Alvarado, and Sara McMahan. IECD faculty Ira Glovinsky opened the session with a keynote presentation entitled "Emotions and Mood Dysregulation in Infants and Toddlers: The Neuroscience of Moods Including the Dyadic Transactions that Lead to Positive and Negative Moods." The conference was a huge success and Fielding’s presence was greatly appreciated.
Pictured in the top left photo:Fielding IECD students Cheryl Rock and Julie Sealy Directors of the Sunshine Stimulation Centre in Barbados
Pictured in the lower right photo: Carrie Alvarado and Melissa GrosvenorNews Archive
An administrative office for Fielding to connect and remain connected with national societies and federal agencies that support higher education.
Fielding Graduate University celebrated the opening of the new office in Washington, DC, by hosting an open house on October 21, 2014. Guests included representatives across sectors of the government, education and philanthropy along with Fielding board members, faculty, and students.
Michael B. Goldstein, JD, former Fielding board chair and Frederick Phillips, PsyD, Fielding alumnus and board member, served as hosts for the event while the office representative Vice President of Strategic Initiatives and Director of the Institute for Social Innovation (ISI), Orlando Taylor, PhD, served as emcee.
“The new office is an important place for Fielding,” stated Taylor. “It is located in the same neighborhood as many higher education institutions and other national professional societies, not to mention its close proximity to the White House. Fielding now provides an east coast setting for Fielding leaders, faculty and staff to interact as appropriate with members of Congress and the executive branch of the government. The office also provides a place for the many students in the Baltimore/Washington area to meet and engage in academic and research discussions, and serves as a home away from home for Fielding administrators and faculty who are in Washington doing business. The office is also an excellent venue for individuals to obtain information about the university through information session and meetings. Fielding is breaking out to play in the big leagues simply by being in our nation’s capital.”
Click here to view event photos on Fielding's Flickr page: https://www.flickr.com/photos/fieldinggraduateuniversity/sets/72157648886502758/
Fielding Graduate University
1101 Connecticut Ave., NW, Suite 450
Washington, DC 20036
Ebola: What You Need To Know and How You Can Help
Many at Fielding Graduate University have expressed compassion and concern about those suffering with Ebola and for people in the affected countries. In an effort to keep the community informed and healthy, Fielding faculty member in the School of Human & Organizational Development, David Willis, PhD, along with doctoral student and his mentee, Ammu Shittu, recently organized a webinar open to the university. This webinar was recorded and is available by clicking here: https://dl.dropboxusercontent.com/u/79672210/FGU%20Ebola%20Information%20Webinar%2010-25-14%2C%208.59%20AM.mov
Conversations between Willis and Shittu over the past several months prompted the two to take action by reaching out to the Fielding community to connect them to the current Ebola crisis. Shittu is currently in the proposal stage of this dissertation research on Ebola, which is fitting considering his knowledge and background: he is a UN worker and served on front line zones of decelerating conflict recently in Kosovo, Afghanistan and currently in East Timor, Liberia. Willis stated, "So far the county Aminu is working in, Grand Gedeh County, is Ebola-free, but they are all taking extreme precautions. What is most worrying is the collapse of the economy...The lockdown on the capital has had many repercussions."
In this first session in a series of webinars for the Fielding community about the Ebola crisis, main topics included the local situation in Liberia, West Africa, perceptions of Ebola including fears and realities, lessons learned and what is needed, followed by questions and answers from the audience.
Further discussion was led by guest speakers Elsie Karmbo, County Health Officer, Zwedru, Grand Gedeh County, Liberia, Emmanuel Bryma Momoh, Human Rights Officer, UN Field Office, Zwedru, Grand Gedeh County, Liberia, and Fielding faculty member Marie Farrell, PhD, Fielding Graduate University.
To listen to the webinar: click here: https://dl.dropboxusercontent.com/u/79672210/FGU%20Ebola%20Information%20Webinar%2010-25-14%2C%208.59%20AM.mov
In a message to the Fielding community from President Katrina Rogers and the Fielding Human Resources Office, following information was provided:
Both the President’s office and human resources have received inquiries about Ebola in the last several days. Many of you have expressed compassion and concern about those suffering with Ebola and for people in the affected countries. Our hearts are with them under what must be very difficult circumstances. We would like to give you some additional information given the extensive media coverage of the Ebola outbreak:
- The U.S. Centers for Disease Control (CDC) urges all U.S. residents to avoid nonessential travel to Liberia, Guinea, and Sierra Leone. The CDC is not currently recommending that travelers avoid visiting other African countries. According to the CDC, Ebola is a very low risk for most travelers, who can protect themselves by avoiding sick people and hospitals in West Africa where patients with Ebola are being treated.
- Ebola is a viral disease that is spread through direct contact with the blood or other bodily fluids — such as urine, saliva, sweat, or vomit — of an infected person who is showing symptoms of the disease, or from contact with objects like needles that have been contaminated with the virus.
- Symptoms of Ebola include fever (higher than 101.5°F), severe headache, muscle pain, weakness, diarrhea, vomiting, abdominal pain, and bleeding or bruising.
- In the U.S., those people at the greatest risk of infection from exposure in the workplace are health care workers. For all other American workplaces, travelers returning from one of the affected countries are at greatest risk.
- The affected countries have been asked to conduct exit medical screenings of all persons at international airports, seaports and major land crossings for illness consistent with potential Ebola infection. Effective October 22, travelers from the three affected West African countries will be permitted to enter the U.S. through only five U.S. airports (Atlanta, Chicago-O’Hare, Newark Liberty, New York JFK, and Washington-Dulles), where incoming passengers from the affected region undergo medical screening.
- The symptoms of Ebola are, of course, similar to those of many other illnesses, so as flu season approaches, we’d like to take this opportunity to urge all of you to consider getting a flu shot, and to stay home if you do become ill. If you report to work sick, your supervisor may send you home to rest and recover. Frequent hand-washing and other basic hygiene practices are useful techniques to minimize the threat of transmitting infections.
If you have additional concerns or questions about Ebola, the following websites are available:
FAQ – Ebola, About the Disease - http://www.msf.org/article/faq-ebola-about-disease
CDC – Centers for Disease Control - http://www.cdc.gov/vhf/ebola/index.html
WHO – Global Alert and Response - http://www.who.int/csr/disease/ebola/en/
Liberia: Working with Communities Is the Key to Stopping Ebola http://www.who.int/features/2014/liberia-stopping-ebola/en/
Stopping Ebola with Public Health Expertise, not Casual Advice http://www.huffingtonpost.com/linda-p-fried/stopping-ebola-with-publi_b_5989626.html
Major Aid Organizations
OCTOBER 10, 2014, http://www.bestpsychologydegrees.com/top/innovative-graduate-psychology-degree-programs/: As competition becomes increasingly intense for jobs in psychology, it is more important than ever for students to choose graduate psychology degree programs that provide an edge in the workforce. Although many practicing psychologists are deciding to put off retirement, and psychology jobs are growing at the rate of just three percent, the Center for Workforce Studies still reports that 5,000 new psychology doctorates are handed out annually. In order to help you get the most out of your training and beat out the competition for a limited number of jobs, we’ve identified a set of highly innovative graduate-level psychology degree programs for you to consider. Most of the programs described below assume that you’ve already earned a psychology master’s degree.
At this time, the three fastest growing areas of the field are thought to be neuropsychology, industrial-organizational psychology, and geropsychology, so we put special emphasis on including programs with offerings in those areas. In addition, our editors also sought to highlight the following types of programs.
1) Those whose faculty is among the most highly cited in the field.
2) Those that have shown exceptional progress in the area of diversity.
3) Those with at least some online offerings.
Click here for the complete article by http://www.bestpsychologydegrees.com.
Fielding alumna Shirley Knobel, PhD (HOD '14), was selected as the Overall Award Winner of the Student Research Colloquium as a part of the 2014 Organization Development Network Annual Conference based on her paper titled "Becoming a Leader: A Hermeneutic Phenomenological Study of the Lifeworld of Nelson Mandela"
My research question emerged from my lived experience of Nelson
Mandela. I had the privilege of knowing him personally through the Nelson Mandela Children’s Fund – a charity that Mandela established during his term of office as President of South Africa. I selected the lifeworld of Nelson Mandela as the subject of my PhD dissertation research because in my experience he demonstrated an unparalleled ability to lead, reconcile, and transform a broken society.
This dissertation study looks at the lived experience of Nelson Mandela and explores how the structures of his lifeworld shaped his choices and actions and ultimately influenced his destiny as a leader. This approach required a broad lens that encompasses the three main concepts underlying the inquiry: leadership, lifeworld phenomenology, and hermeneutics. While the leadership literature is relevant to this study, so too is lifeworld phenomenology, and in particular Alfred Schutz’s theory regarding the structures of the lifeworld and its significance for social action (Schutz & Luckmann, 1973).
Click here to read Knobel's paper: Becoming a Leader: A Hermeneutic Phenomenological Study of the Lifeworld of Nelson Mandela
FROM THE OFFICE OF PRESIDENT KATRINA ROGERS, PhD:
On behalf of Fielding Graduate University, it is with great pleasure that I announce the addition of a new office location on the east coast. Fielding will now have a presence in our nation’s capital in Washington, DC. This new location will allow Fielding to advance its strategic objectives of enhancing academic quality and innovation, as well as for strengthening its faculty development efforts nationwide.
New office address:
1101 Connecticut Ave., NW, Suite 450
Washington, DC 20036
Vice President of Strategic Initiatives and Director of the Institute for Social Innovation (ISI), Orlando Taylor, PhD, will serve as Fielding’s primary representative in this new location. He will focus on advancing Fielding at the national level, forging extramural partnerships for current programs, new opportunities, and faculty research and practice projects.
The office will also serve as an east coast branch of the university for hosting academic activities, from cluster meetings to final oral reviews, community gatherings and public events. Faculty and students traveling to this area are invited to use the office space for Fielding related meetings and activities. For more information about utilizing the office space, please contact ISI Program Manager Joanna Burns at firstname.lastname@example.org or call 805-898-2906.
Fielding Graduate University Acquires the Doctoral Program in Infant and Early Childhood Mental Health and Developmental Disorders from The Interdisciplinary Council on Development and Learning
Fielding Graduate University has recently acquired a nationally recognized doctoral program in infant and early childhood development from The Interdisciplinary Council on Development and Learning (ICDL). This graduate program is dedicated to redefining and promoting each child's development to his or her fullest potential. The retitled PhD program, Infant and Early Childhood Development with an emphasis in mental health and developmental disorders, remains a multi-disciplinary doctoral program specializing in conditions such as autism spectrum, sensory integration, attention deficit hyperactivity disorder, and mood disorders. This program is the only program in the world to award such a combined PhD degree.
Infant mental health, as defined in the World Association for Infant Mental Health Handbook (2000), addresses “the social and emotional well-being of infants and their caregivers and the various contexts within which caregiving takes place” (Fitzgerald & Barton, 2000, p.21). Because infant development is woven into an emergent, active system of relationships, each class in the program emphasizes human relationships as the fulcrum around which all coursework is built.
A unique aspect of this graduate program, which was conceptualized by Stanley Greenspan, PhD, is to link different disciplines within a relationship-based developmental framework. Students study multiple factors affecting an infant’s and family’s wellbeing within a multi-disciplinary framework including mental health, education, occupational therapy, physical therapy, speech and language development, and the neurosciences. The faculty teaches typical and atypical infant and family development using a curriculum that includes physiological, emotional, cognitive, behavioral, social, and cross-cultural perspectives. “ICDL has been proud to offer this program since 2007 and we look forward to the ongoing development of the program at Fielding” says the ICDL CEO, Jeffrey Guenzel. “This is a vital program that will continue to advance the field.”
President Katrina Rogers, PhD, commented, “We are so pleased to partner with ICDL in acquiring this high quality, nationally recognized and unique graduate program. Their areas of expertise are profound in the world of infant and childhood development. This new degree program will add to our array of offerings as we expand our footprint to serve this special population.”
Current students enrolled in the program come from several core disciplines including psychology, social work, counseling, psychiatry, occupational therapy, physical therapy, speech and language, and education. The students are attracted to this program because of the multidisciplinary individualized approach, and a distributed model that allows students to maintain their work life, family, and community responsibilities.
Don Cohon, PhD, president of ICDL Graduate School since 2012, remarked, “The ICDL Graduate School community is thrilled to announce that our program is becoming part of Fielding Graduate University, a WASC accredited institution of higher learning. The joining of our two schools achieves a long term goal of ICDL that will allow students the opportunity to obtain a PhD from an accredited university. ICDL and Fielding share a commitment to excellence in providing an interdisciplinary educational experience that draws upon a collaborative participatory approach to learning, and values the individuality of children, families, and communities. We are excited to be working together to provide our students with the knowledge and skills to make a significant positive impact on the field of infant and early childhood development.”
The PhD Infant and Early Childhood Development with an emphasis in mental health and developmental disorders program at Fielding Graduate University will begin in September 2014 with the existing students, and will enroll new students for the summer term beginning in April 2015. For information call 805-898-4026 or email email@example.com.News Archive
Teach – In for Public Education K-12 and Beyond:
A critical exploration and discussion about the future of public schools in the age of standardized tests, corporate reforms, and neo-liberal economics.
As part of its National Summer Session in Rosemont, IL, Fielding Graduate University invites the extended Chicago community to join the panel discussion titled Teach-In on Public Education—K-12 and Beyond, on July 16, 7-10 pm at The Westin O'Hare, 6100 N River Rd, Rosemont, IL 60018. This evening program will provide a critical exploration and discussion about the future of public schools in the age of standardized tests, corporate reforms, and neo-liberal economics. This conversation will be led by distinguished scholar-activists Michelle Fine,PhD, and Ira Shor, along with organizers Regina Tuma, PhD (Media Psychology Faculty) and Kathy Tiner-Sewell, PhD (Program Director, Educational Leadership for Change). In the true spirit of a teach-in this event is open and inclusive. Educators, students, activists and anyone interested in participating, sharing and discussing this topic is encouraged to attend.
The Teach-In on Public Education—K-12 and Beyond will draw attention to corporate educational and testing reforms which are threatening the very idea of public education across the nation. “Corporate education and testing reforms have long ceased to be about improving the quality of learning in our public schools. There is a need to develop empowering narratives and a counter-critique to corporate testing reforms and their effects,” Tuma stated.
Fine, Shor and Tuma are among the founding members of Montclair (NJ) Cares About Schools, an activist parent group working in coalition with civil rights groups, NAACP, and teachers to provide alternatives to the logic of corporate test reforms in Montclair. Tuma added: “Montclair is an interesting case. It is a progressive, mixed, hip suburb near New York City and flanked by Newark to its south. It is known for creative, progressive education and the town fought a hard battle to desegregate its schools, creating a model magnet system and de-tracked classrooms. Ironically, it also happens to be home to a ‘who’s who’ in the national education reform movement. Many of our neighbors in Montclair have been influential in determining the course of national policy in education. That fact alone adds a different tone and dimension to the rhetoric in Montclair. Let’s just say that it makes for awkward glances at the supermarket.”
Tiner-Sewell sees this conversation as a natural extension of Fielding values: "Michelle and Ira bring with them their experience as critical scholars and activists. Their presence at Fielding is appropriate given Fielding’s values of social justice, equity, and diversity as these are embodied through our scholar-practitioner model.” She further reflected, “Graduate students have been coming to Fielding for 40 years to become agents of change and establish communities of practice in their own locales. In the true spirit of a teach-in, we hope to raise critical awareness of these issues on education.” Tiner-Sewell emphasized that these reforms have the capacity to redefine learning and redefine the role of public education in a democracy. “Regina and I agree that one outcome of the teach-in is to promote conversations that can help our society think about the role of quality public education in a democracy. We are excited by this collaboration with Ira and Michelle and our extended collaboration with the broader Chicago-area community.”
MICHELLE FINE is Distinguished Professor of Social Psychology, Women’s Studies and Urban Education at the Graduate Center, City University of New York (CUNY). A highly influential educator and activist, her work addresses questions of social injustice that sit at the intersection of public policy and social research, particularly with respect to youth in schools and criminal justice.
Michelle has authored, co-authored, or edited more than 20 books, 70 chapters in key national and international volumes, and 80 journal articles. Her most recent book, with Michael Fabricant, is “The Changing Politics of Education: Privatization and the Dispossessed Lives of Those Left Behind.” A recognized pioneer in participatory action research, Michelle’s scholarship and activism address critical issues of what she calls “circuits of dispossession and resistance,” documenting how youth contend with, are affected by, and resist inequities and the rising “punishment paradigm” in prisons, schools, communities, and social movements.
Her activism includes serving often as expert witness in gender, race, and education discrimination cases, including test-based graduation requirements in urban districts. Most recently, Michelle has been intensely involved with MCAS - Montclair (NJ) Cares About Schools - an activist group of parents working with educators, labor and civil rights groups, in a struggle over corporate reform and testing in a racially integrated suburban school district.
IRA SHOR is a Professor of Rhetoric/Composition at the City University of NY’s Graduate Center (PhD Program in English) and in the Dept. of English at the College of Staten Island/CUNY. Shor started the new doctorate in Rhetoric/Composition at the CUNY Grad Center in 1993. There, he directs dissertations and offers seminars in literacy, Paulo Freire and critical pedagogy, whiteness studies, composition theory and practice, and the rhetorics of domination and resistance. At the College of Staten Island/CUNY, he teaches first-year writing, non-fiction, coming-of-age narratives, multicultural literature, and mass media. His 9 published books include a 3-volume set in honor of the late Paulo Freire, the noted Brazilian educator who was his friend and mentor: “Critical Literacy in Action” (college language arts) and “Education is Politics” (Vol 1, k-12, and Vol. 2, Postsecondary Across the Curriculum). Shor’s work with Freire began in the early 1980s and lasted until Freire’s unfortunate passing in 1997. He and Freire co-authored “A Pedagogy for Liberation in 1986”, the first “talking” book Freire published with a collaborator. Shor also authored the widely used “Empowering Education” (1992) and “When Students Have Power”(1996), two foundational texts in critical teaching. His “Critical Teaching and Everyday Life”(1980) was the first book-length treatment of Freire-based critical methods in the North American context. That book grew out of Shor’s teaching for Open Admission students in the City University in the 1970s, where he helped build an experimental writing program recognized as one of three successful efforts in higher education. Coming to the CUNY in 1971 after a PhD at Wisconsin, he experimented with critical literacy, taught Basic Writing for 15 years, and now teaches first-year composition and graduate courses.
Born in 1945 in the South Bronx of New York City, Shor attended public schools. After graduating from Bronx Science High School, Shor attended the University of Michigan (BA, English, 1966), then the University of Wisconsin (MA, 1968, and PhD, 1971), both sites of student activism in the 1960s. His dissertation was on Kurt Vonnegut whose fiction stood against elitism, war, and cruelty. After finishing his PhD, Shor started teaching comp and basic writing at Staten Island Community College, then a 2-year unit of CUNY. He joined the CUNY faculty when the democratic policies of Open Admissions and free tuition were under attack.