An Ongoing Journey to Foster Urban Students' Online “Public Voices”

2016 ◽  
Vol 4 (1) ◽  
pp. 32-45 ◽  
Author(s):  
Nick Lawrence ◽  
Joe O'Brien
Keyword(s):  
New York ◽  
New York City ◽  
Social Justice ◽  
Social Studies ◽  
Digital Tools ◽  
Use Of Technology ◽  
8Th Grade ◽  
Civic Skills ◽  
Curricular Alignment ◽  
Selection Of

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).

An Ongoing Journey to Foster Urban Students' Online “Public Voices”

2018 ◽  
pp. 219-233
Author(s):  
Nick Lawrence ◽  
Joe O'Brien
Keyword(s):  
New York ◽  
Social Justice ◽  
Social Studies ◽  
Communication Skills ◽  
Instructional Support ◽  
Digital Tools ◽  
Use Of Technology ◽  
8Th Grade ◽  
Civic Skills ◽  
Curricular Alignment

Digital participatory media offer urban social studies teachers a unique opportunity to foster students' civic skills and public voice while enhancing their understanding of social justice within a democratic society. This article addresses the continuation of a New York City 8th grade U.S. history teacher's journey to use digital tools to foster his students' collaborative and communication skills and to help them learn social justice oriented content. While doing so, he overcame challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and the need to cultivate his students' online academic norms. In doing so, he confronted Livingston's query about whether the use of technology necessitates a “fundamental transformation in learning infrastructure” and the need “to rethink the relations between pedagogy and society, teacher and pupil, and knowledge and participation” (2012, p. 8). He ended this part of his journey with these new challenges: how to enable his students to become navigators of their learning; ways to align the curriculum with his students' thinking; and, managing a dynamic instructional support system guided by his students' learning. His goal is “to forge a bridge between [his students'] media production and civic engagement' (Kahne, Lee, & Feezell, 2012).

Using Online Collaborative Tools to Foster Middle School Students’ “Public Voices”

2012 ◽  
pp. 97-126
Author(s):  
Nick Lawrence ◽  
Joe O’Brien
Keyword(s):  
New York ◽  
Social Justice ◽  
Best Practice ◽  
School Students ◽  
Collaborative Tools ◽  
Use Of Technology ◽  
8Th Grade ◽  
Civic Skills ◽  
Curricular Alignment ◽  
Technology Users

Digital participatory media offer urban social studies teachers a unique opportunity to foster students’ civic skills and public voice while enhancing their understanding of social justice within a democratic society. This case study addresses how an 8th grade U.S. history teacher in a New York urban school, when using wikis and online discussion with his students, came to realize that “what [technology] users need in order to take charge of their own online decision making is at best an art and, more often than not, a series of trial-and-error solutions” (Lankes, 2008, p. 103), while operating within two constraints identified by Bull et al (2008): “Teachers have limited models for effective integration of media in their teaching; and, only limited research is available to guide best practice” (p. 2). While using digital collaborative tools enabled students to develop collaborative and communication skills and begin to learn social justice oriented content, the teacher faced challenges related to technology integration, curricular alignment, selection of appropriate digital tools, and fostering online academic norms among students. This chapter focuses on a teacher’s three-year journey from his first day of teaching to his connecting the use of technology to relevant curricular content to promote his students’ use of online public voices for social justice.

Abraham Heschel

2021 ◽  
pp. 198-216
Author(s):  
Susannah Heschel
Keyword(s):  
New York ◽  
New York City ◽  
Social Justice ◽  
Public Sphere ◽  
Public Intellectual ◽  
West Side ◽  
Reinhold Niebuhr ◽  
The Public ◽  
Prophetic Voice ◽  
The Public Sphere

The friendship between Abraham Joshua Heschel and Reinhold Niebuhr was both personal and intellectual. Neighbours on the Upper West Side of New York City, they walked together in Riverside park and shared personal concerns in private letters; Niebuhr asked Heschel to deliver the eulogy at his funeral. They were bound by shared religious sensibilities as well, including their love of the Hebrew Bible, the irony they saw in American history and in the writings of the Hebrew prophets, and in their commitment to social justice as a duty to God. Heschel arrived in the public sphere later, as a public intellectual with a prophetic voice, much as Niebuhr had been for many decades prior. Niebuhr’s affirmation of the affinities between his and Heschel’s theological scholarship pays tribute to an extraordinary friendship of Protestant and Jew.

Social Justice and the Urban Predicament: The New York City Transit Strike of 1980

1981 ◽  
pp. 145-165
Author(s):  
Robert Abrams
Keyword(s):  
New York ◽  
New York City ◽  
Social Justice ◽  
York City

Epilogue

2021 ◽  
pp. 239-240
Author(s):  
Jennifer Fleeger
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Emotional State ◽  
Silent Film ◽  
Class Session ◽  
The Past ◽  
Many Sources ◽  
Selection Of

Part of living at a distance has meant relying on a stream. Today alone, so much information has streamed into my home from so many sources on so many devices I would have trouble accounting for all of it. While my daughter streamed her class session upstairs, a selection of music I would be likely to enjoy streamed on my phone, and my son streamed a movie from one of the services to which I hastily (and regrettably) subscribed when the pandemic began. We streamed a bedtime story read remotely by Dolly Parton, a Shakespearian sonnet read by Patrick Stewart, and a silent film playing on the wall of a New York City apartment. Unlike the tsunami of my emotional state for the past few months, these streams have been rather comforting. But how does the metaphor of the stream hold up to the discourses and dangers of ventriloquism we have been addressing throughout this collection?...

Surviving the City: The Chinese Immigrant Experience in New York City, 1890–1970. By Xinyang Wang. [Lanham, MD: Rowman and Littlefield, 2001. 157 pp. $17.95. ISBN 0-7425-0891-9.]

2003 ◽  
Vol 173 ◽  
pp. 214-251
Author(s):  
Bernard P. Wong
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Chinese Immigrant ◽  
Group Solidarity ◽  
Labour Movement ◽  
Economic Forces ◽  
History Of ◽  
The City ◽  
Selection Of

The author, Xinyang Wang, is a social historian who reassesses the history of early Chinese immigrants in New York City, departing from the ethnic-heritage and racism analyses of immigrants' adaptation to America. Instead, he pursues an actor-oriented approach, showing how economic forces played an important part in the decision-making activities of the immigrants, such as the selection of neighbourhoods for settlement, participation in the labour movement, return to China, and intensification of intra-group solidarity.

Framing Puerto Rican Identity: Political Opportunity Structures and Neighborhood Organizing in New York City

1997 ◽  
Vol 2 (2) ◽  
pp. 227-245 ◽  
Author(s):  
Cathy Schneider
Keyword(s):  
New York ◽  
New York City ◽  
Puerto Rican ◽  
York City ◽  
Political Opportunity ◽  
Political Opportunity Structures ◽  
Alliance Partners ◽  
Neighborhood Organizing ◽  
Activist Movements ◽  
Selection Of

This article examines three decades of Puerto Rican social movement organizing in three New York City neighborhoods. It begins with a look at Puerto Rican nationalist movements in the late sixties and early seventies, moves to the housing movements in the mid-seventies to early eighties and concludes with the AIDS activist movements from the mid-eighties through the nineties. It argues that mobilizing frames and trajectories of these neighborhood movements were determined by differences in the local political opportunity structure, in particular (1) the distribution of political power among competing ethnic groups, (2) the opportunity to form political coalitions, and (3) the divergent trajectories and frames of previous movements. These different frames shaped the way organizers responded to new issues, influencing in particular activists' selection of targets, alliance partners, tactics, and discourse.

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