Institute for Urban and Minority Education
Teachers College, Columbia University
Teachers College
Columbia University

Skip to navigation menu

Skip to main content


Join Us for the 2nd Annual Edmund Gordon Lecture

In collaboration with the Program in History and Education at Teachers College as well as the Center on History and Education, IUME is excited to highlight the "Educating Harlem" lecture series in 2014-2015, which is part of a larger initiative to better explore the forces that shaped education in Harlem. Esteemed scholar, Dr. Vanessa Siddle Walker, will kick off this year's lecture series at the 2nd Annual Edmund Gordon Lecture. Make sure to save the date: October 2nd, 2014, from 9:00am to 7:3pm -- click here to RSVP!

The lecture will conclude the Educating Harlem public conference, which is being held prior, with the goal of discussing the history of education in Harlem by bringing together leading voices in the history of education field. For more information about the Educating Harlem conference, click here.

Learn More About IUME's Literacy Teachers Initiative (LTI) Project

 IUME was excited to announce the launch of the Literacy Teachers Initiative (LTI) Project in spring, 2012. Since then, we have partnered with dynamic elementary and middle school teachers from Harlem and Brooklyn in an effort to collaboratively work toward finding increased pedagogical methods for students. The LTI Project is led by Dr. Jodene Morrell of Teachers College. We have grown in number and ideas each year, received competitive research grants, presented at Teachers College and state, national, and international conferences, and written for publication.

Check out our LTI page for more information and check out the biographies of the Teacher Fellows here!

Welcome to our newest IUME Postdoctoral and Faculty Fellows!

We are excited to welcome our newest group of accomplished and innovative IUME Fellows who will be working with us this year. Our IUME Faculty Fellows include Dr. Brian Lozenski, from Metropolitan State University, and Deron Wallace, from the University of Cambridge. In addition, Teachers College's Minority Postdoctoral Fellow, Dr. Monique Lane, from the University of California-Los Angeles (UCLA), will also be be a part of IUME research this year.

Learn more about them on our Faculty Fellow page and Postdoctoral Fellow page.


A Historic Evening at the Inaugural Edmund Gordon Lecture

On October 10th, 2013, IUME, in co-sponsorship with the Program in History and Education, hosted Professor Charles M. Payne who delivered the Inaugural Edmund Gordon Address at Teachers College in honor of IUME Founder and legendary figure Dr. Edmund Gordon. The address entitled, “Whatever Happened to the Negro Question? Educational Discourse and the Lost Question of Race”, drew a standing-room-only audience of nearly 200 to Milbank Chapel and helped illustrate how historical understanding is crucial for thinking about contemporary school improvement. In his address, Dr. Payne presented a broad critique of the educational community’s modern perceptions and attitudes towards school achievement, poverty, and race.

Click here to view the lecture on the IUME YouTube channel and here for pictures.

Learn More about the Youth Historians in Harlem Program!

The Youth Historians in Harlem (YHH) project, sponsored by IUME, is a new critical approach to teaching history in urban schools in Harlem, focusing on empowering minority youth through their own cultural experiences, involving students in the practice of "doing" history through guided projects, programs, and participatory action research. YHH seeks to increase students' interest in history through innovative and engaging pedagogical approaches that help them become historians, researching the rich historical past of ‘their’ Harlem community. While YHIH seeks to advance the historical knowledge of education in Harlem, above all, our project seeks to make history relevant to urban students and help increase academic achievement. To learn more about this exciting project, visit the official website here.

Subcribe to the new IUME Newsletter!

In 2013-2104, IUME redesigned its monthly newsletter in a way that not only increases dissemination, but most importantly, better shares all the events and news with the world. The newsletter is available in PDF format, but also available via hard copy at the IUME office at Teachers College. Make sure to subscribe to the newsletter and e-mail list on the bottom right-hand side of this IUME homepage.

For more information and to download/view past IUME newsletters, click here.

Getting Real III Public Videoconference Series Recap

This past fall over the span of 16 weeks, IUME partnered with the University of Wisconsin-Madison and New York University Hip-Hop Education Center to launch an innovative online seminar series called Getting Real III. Seminal scholars and leaders in the growing field of Hip-Hop studies focused their attention on how Hip-Hop culture, culturally relevant pedagogy and youth participatory action research can successfully be used to close the education gap in America's public schools.

This online public videoconference series was highly successful. The final four lectures were at Teachers College, and can be viewed in full HERE -- so check them out! The TC speakers featured Professor Chris Emdin, Professor Ernest Morrell, Jen Johnson, and Sam Seidel with Dave "TC" Ellis. (Original lineup here.)

Subscribe to our IUME YouTube Channel!

Have you visited the official IUME YouTube page recently? Want to learn more about IUME? Make sure to stop by our YouTube page here and watch a few of our videos and subscribe!. Not only do we keep a collection of IUME events and Colloquia, but our video team prepares short clips on critical research. The most recent Beyond Bullying presentation is now available, as is our December Colloquium and other great clips that should be shared!

In our increasingly digital and mutlimodal era, we believe strongly in collaborative educational content, so make sure to check back often and subscribe to your channel.

Announcements



Publications > Director's Publications

Director's Publications

IUME Director Ernest Morrell has published over a large selection of books and articles over the course of his career, so we encourage you to view them and help spread the message of equity and justice.

Selected Publications

Books

Morrell, E., Yang, W., and Duncan-Andrade, J. (Eds.) (forthcoming). Urban Pedagogy: A Reader. New York: Peter Lang.

Morrell, E. (forthcoming). Powerful Teaching: Toward a Pedagogy of the Global City. Boston: Beacon Press.

Morrell, E. (forthcoming). Critical Pedagogy and Cultural Studies in Urban Education: An Introduction. New York: Routledge.

Morrell, E. (under contract, 2011). Powerful English: Rigor, Relevance, and Literacy in 21st Century Classrooms. Champagne, IL: NCTE Press.

Duncan-Andrade, J., and Morrell, E. (2008) The Art of Critical Pedagogy: The Promise of Moving from Theory to Practice in Urban Schools. New York: Peter Lang.

Morrell, E. (2008). Critical Literacy and Urban Youth: Pedagogies of Access, Dissent, and Liberation. New York: Routledge.

Morrell, E. (2004). Linking Literacy and Popular Culture: Finding Connections for Lifelong Learning. Norwood, MA: Christopher-Gordon.

Morrell, E. (2004). Becoming Critical Researchers: Literacy and Empowerment for Urban Youth. New York: Peter Lang.

    
Book Chapters and Articles in Peer-Reviewed Journals

Morrell, E. (2011). Critical Approaches to Media in Urban English Language Arts Teacher Development. Action in Teaching Education, 33 (2).

Morrell, E., and Noguera, P. (2011). A Framework for Change: A Broader and Bolder Approach to School Reform. Teachers College Record. August 4. 2011. http://www.tcrecord.org. ID 16503.

Morrell, E. (2011). The Importance of Context in Literacy Instruction. In D. Fisher and D. Lapp. (Eds.)The Handbook of Research on English Language Arts (pp. 69-76). New York: Routledge.

Rogers, J., and Morrell, E. (2011). A Force to Reckon With: The Campaign for College Access in Los Angeles. In M. Orr and J. Rogers (Eds.). Public Engagement and Public Education: Joining Forces to Revitalize Democracy and Equalize Schools (pp. 227-250). Stanford: Stanford University Press.

Mirra, N., and Morrell, E. (2011). Teachers as Civic Agents: Toward a Critical Democratic Theory of Urban Teacher Development Journal of Teacher Education, 62 (4), 1-14.

Morrell, E. (2011). Teachers as critical researchers: An empowering model for urban education. In G. Cannella & S. Steinberg (Eds). The Critical Qualitative Research Reader. New York: Peter Lang.

Florio-Ruane, S. and Morrell, E. (2011). Discourse Analysis: Conversation. In N. Duke and M. Mallette. Literacy Research Methodologies. New York: Guilford, Completely revised second edition.

Morrell, E. (2010). Critical Literacy, Educational Investment, and the Blueprint for Educational Reform: An Analysis of the Reauthorization of the Elementary and Secondary Education Act. Journal of Adolescent and Adult Literacy, 54 (2) 146-149.

Morrell, E. (2009). Critical Research and the Future of Literacy Education. Journal of Adolescent and Adult Literacy, 53 (2), 96-104.

Morrell, E. (2009). Teaching Hip-hop in the English Classroom. In R. Hammer and D. Kellner (Eds.) Media/Cultural Studies: Critical Approaches (pp. 152-164). New York: Peter Lang.

Morrell, E. (2008). Teaching Became a Revolution. In S. Nieto (Ed.) Dear Paulo: Letters from those who dare teach (pp. 102-103). New York: Paradigm.

Morrell, E. (2008). Rebel Musics: African Diaspora Popular Culture and Critical Literacies. In C. Payne and C. Strickland (Eds.)Teach Freedom: The African American Tradition of Education for Liberation (pp. 222-235). New York: Teachers College Press.

Morrell, E., and Duncan-Andrade, J. (2008). Comin’ from the School of Hard Knocks: Hip and the Revolution of English Classrooms in City Schools. In B. Ayres, G. Ladson-Billings, G. Michie, and P. Noguera (Eds.) City Kids, City Schools: More reports from the front row (pp. 197-207). New York: New Press. 

Morrell, E. (2008). The Critical Uses of Hip-hop in Antiracist Education. In M. Pollock (Ed.) Everyday Antiracism (pp. 161-165). New York: New Press.

Morrell, E. (2008). Creating Communities of Writers and Connections Between Writers and Communities: Professional Resources for Teachers. Language Arts, 85 (4) , 322-324.

Morrell, E. (2007). Youth Participatory Action Research, Civic Engagement, and Educational Reform: Lessons from the IDEA Seminar. In J. Camarrota and M. Fine (Eds). Revolutionizing Education: Youth Participatory Action Research in Motion (pp. 155-185). New York: Routledge.

Morrell, E. (2007). Preface. In sj Miller and L. Norris. Unpacking the Loaded Teacher Matrix: Negotiating Space and Time Between University and Secondary English Classrooms (pp. xi-xv). New York: Peter Lang.

Duncan-Andrade, J., and Morrell, E. (2007). Critical Pedagogy and Popular Culture in an Urban English Classroom. In J. Kincheloe and P. McLaren (Eds.) Critical Pedagogy: Where Are We Now? (pp. 183-201). New York: Peter Lang.

Morrell, E. (2007). Critical Literacy and Popular Culture in Urban Education: Toward a Pedagogy of Access and Dissent. In C. Clark and M. Blackburn (Eds.). Literacy Research for Political Action and Social Change (pp. 235-255). New York: Peter Lang.

Morrell, E. (2007). Urban Students as Critical Ethnographers: Critical Textual Production through Community-Based Research. In J. Kincheloe & K. Hayes (Eds.), Teaching City Kids: Understanding and Appreciating Them (pp. 267-281). New York: Peter Lang.

Rogers, J., Morrell, E., and Enyedy, N. (2007). Contexts for becoming critical researchers: Designing for identities and creating new learning opportunities. American Behavioral Scientist, 51 (3), 419-443.

Barone, D., and Morrell, E. (2007). Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. Reading Research Quarterly, 42 (1), 167-180.

Morrell, E., and Rogers, J. (2006). Students as Critical Public Historians: Insider Research on Diversity and Access in Post Brown v. Board Los Angeles. Social Education, 70 (6), 366-369.

Morrell, E. (2006). Critical Participatory Action Research and the Literacy Achievement of Ethnic Minority Groups. 55th Annual Yearbook of the National Reading Conference, 55, 60-78.

Morrell, E., and Duncan-Andrade, J. (2006). Popular Culture and Critical Media Pedagogy in Secondary Literacy Classrooms. International Journal of Learning, 12 (9), 273-280. 

Boyd, F., Morrell, E., et. al. (2006). Real teaching for real diversity: Preparing English language arts teachers for 21st century classrooms. English Education,  38 (4), 329-350.

Morrell, E., and Orellana, M. (2006). Professional Resources for Teaching Multimodal Literacies. Language Arts, 84 (1), 87-92.

Morrell, E. (2006). Toward a Bottom-Up Accountability System in Urban Education: Students as Researchers in Urban Schools. In J.Cammarota, S. Ginwright, and P. Noguera (Eds.) Beyond Resistance! Youth Activism and Community Change (pp. 111-129). New York: Routledge.

Burns, L., and Morrell, E. (2005). Critical Discourse Analysis in Literacy Research. 54th Annual Yearbook of the National Reading Conference, 54, 132-143.

Morrell, E. (2005). Toward a Critical English Education: Reflections on and Projections for the Discipline. English Education, 37 (4), 312-322

Duncan-Andrade, J. and Morrell, E. (2005). Turn Up That Radio, Teacher: Popular Cultural Pedagogy in New Century Urban Schools. Journal of School Leadership, 15, 284-308.

Morrell, E. (2004). Bahktin’s Dialogic Pedagogy: Implications for Critical Pedagogy, Teacher Research, and Literacy Education in the United States. Journal of Russian and Eastern European Psychology , 42 (6), 90-95.

Collatos, A., Morrell, E., Lara, R., and Nuno, A. (2004). Critical Sociology in K-16 Early Intervention: Remaking Latino Pathways to Higher Education. Journal of Hispanic Higher Education, 3 (2), 164-180.

Morrell, E., & Duncan-Andrade, J. (2004) What Youth Do Learn in School: Using Hip-Hop as a Bridge to Canonical Poetry. In J. Mahiri (Ed.), What They Don't Learn in School: Literacy in the Lives of Urban Youth (pp. 247-268). New York: Peter Lang.

Florio-Ruane, S. and Morrell, E. (2004). Discourse Analysis: Conversation. In N. Duke and M. Mallette. Literacy Research Methodologies (pp. 46-61). New York: Guilford.

Morrell, E. (2003). English/Language Arts Curriculum Revisited: Using Court Trials to Teach Writing in Secondary English Classrooms. Florida English Journal, 39 (1), 20-22.

Morrell, E., & Collatos, A. (2003). Toward a Critical Teacher Pedagogy: Utilizing Student Sociologists as Teacher Educators. Social Justice, 29 (4), 60-71.

Morrell, E. (2003). Writing to Change the World: Creating Critical and Relevant Texts in Secondary English Classrooms. Language Arts Journal of Michigan, 19 (1), 25-27.

Morrell, E. (2003). Legitimate Peripheral Participation as Professional Development: Lessons from a Summer Research Seminar. Teacher Education Quarterly, 30 (2), 89-99.

Collatos, A., & Morrell, E. (2003). Apprenticing Urban Youth as Critical Researchers: Implications for School Reform. In B. Rubin and E. Silva (Eds.) Critical Voices in School Reform: Students Living Through Change (pp.113-132). New York: Routledge/Falmer.

Morrell, E. (2003). Teaching about Diversity through Popular Film in Secondary English Classrooms. Arizona English Bulletin, 45 (2), 23-27.

Morrell, E. (2002). Putting Chaucer on Trial: Using Popular Cultural Schemata to Increase Critical Reading in Secondary Classrooms. California English, 7 (5), 24-25.

Morrell, E. (2002). Toward a Critical Pedagogy of Popular Culture: Literacy Development among Urban Youth. Journal of Adolescent and Adult Literacy, 46 (1), 72-77.

Reprinted through the peer-reviewed internet journal of the International Reading Association Reading Online: Focus on Urban Education initiatives, 2003. 

Morrell, E., & Duncan-Andrade, J. (2002). Toward a Critical Classroom Discourse: Promoting Academic Literacy through Engaging Hip-hop Culture with Urban Youth. English Journal, 91 (6), 88-94.

Morrell, E. (2002). Getting Tuned In: Teaching Television and Film in Diverse Secondary English Classrooms. Indiana English, 25 (1), 22-25.

Morrell, E. (2002). Cybercommunities of Practice: Implications for Secondary English Teachers. Michigan English Teacher, 54 (2), 14.

Morrell, E. (2002). Teaching Popular Culture to Diverse Students in Secondary English Classrooms: Implications for Literacy Development. Language Arts Journal of Michigan, 18 (1), 9-12.

Oakes, J., Rogers, J., Lipton, M., & Morrell, E. (2002). The Social Construction of College Access: Confronting the Technical, Cultural, and Political in Eligibility. In Tierney, W.G. and Haggerdon, L.S. (Eds.), Extending our Reach: Strategies for Increasing Access to College (pp.105-121). Albany, NY: State University of New York Press.
Return to Top