In partnership with NYU’s Institute for Public Knowledge, Civic Signals, and the Knight Foundation, the Social Science Research Council is pleased to co-sponsor “The Shift,” a series of discussions exploring the social implications of the shifts occurring in U.S. public life in the context of the COVID-19 pandemic. How is the pandemic affecting public-ness? What old or new role does digital space play in post-pandemic society? How do these dynamics relate to racial justice movements? “The Shift” series features researchers, practitioners, and activists in conversation about these and related questions.
How is Covid-19 Transforming Education?
Monday, July 20, 2020, 5 p.m. – 6:30 p.m. Eastern
Please join us for a discussion on education featuring Caitlin Zaloom, Pedro Noguera and moderated by L’Heureux Lewis-McCoy. This second The Shift episode will focus on how education is transforming in the light of COVID-19: how teachers become producers of virtual content, how students become co-producers, how parents become teachers, how educational institutions recalibrate in the light of the new pressures emerging due to the pandemic — and how this is deeply entrenched with existing patterns of inequality.
Caitlin Zaloom is a cultural anthropologist and an associate professor of Social & Cultural Analysis at New York University. She studies the cultural dimensions of finance, technology, and economic life. Her latest book, Indebted: How Families Make College Work at Any Cost, explores how the financial pressures of paying for college affect middle-class families. Zaloom is also author of Out of the Pits: Traders and Technology from Chicago to London, editor in Chief of Public Books, and co-editor of the recent volumes Think in Public and Antidemocracy in America. Zaloom’s research has been supported by the National Science Foundation, the Russell Sage Foundation, and Stanford University’s Center for Advanced Study in the Behavioral Sciences, and her work has been featured in outlets including The New York Times, The Atlantic, Time, NPR, The Chronicle of Higher Education, and Times Higher Education.
Pedro Noguera is a Distinguished Professor of Education at the Graduate School of Education and Information Studies at UCLA. His research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts. He is the author of twelve books (His most recent book is Race, Equity and Education: The Pursuit of Equality in Education 60 Years After Brown. New York: Springer Press), and he has published over 200 articles and monographs. He serves on the boards of numerous national and local organizations, including the Economic Policy Institute, the Broader, Bolder Approach and The Nation Magazine. Noguera appears as a regular commentator on educational issues on several national media outlets, and his editorials on educational issues have appeared in the New York Times, Washington Post, Wall Street Journal, Dallas Morning News and Huffington Post. Prior to joining the faculty at UCLA he served as a tenured professor and holder of endowed chairs at New York University (2003 – 2015) Harvard University (2000 – 2003) and the University of California, Berkeley (1990 – 2000). From 2009 – 2012 he served as a Trustee for the State University of New York (SUNY) as an appointee of the Governor. In 2014 he was elected to the National Academy of Education. Noguera recently received awards from the Center for the Advanced Study of the Behavioral Sciences at Stanford University, from the National Association of Secondary Principals, and from the McSilver Institute at NYU for his research and advocacy efforts aimed at fighting poverty.
L’Heureux Lewis-McCoy is an associate professor in the Sociology of Education program in the Department of Applied Statistics, Social Science and Humanities at New York University’s Steinhardt School of Culture, Education and Human Development. He holds a PhD in Public Policy and Sociology from the University of Michigan in Ann Arbor, MI (2008) and a Bachelor’s degree in Sociology from Morehouse College in Atlanta, GA (2000). His central line of research concentrates on educational inequality particularly focused on the intersecting roles of race, class, and place. His first book, Inequality in the Promised Land: Race, Resources, and Suburban Schooling examined the experiences of low income and racial minority families’ attempts at accessing school-related resources in an affluent suburb. He is currently fielding a multi-site ethnographic study in Westchester County that examines residents’ experiences with housing and schools. His larger research interests include race and racism, gender justice, and community mobilization. His research has appeared in multiple edited volumes and academic journals such as Urban Education, American Educational Research Journal, and Ethnic & Racial Studies. He is a frequent media contributor and public speaker. His insights have been included in Ebony Magazine, The Grio, The Root, US World News Report and on channels such as CNN and Al Jazeera.