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

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A Historic Evening at the Inaugural Edmund Gordon Lecture

On October 10th, 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.

Introducing the "Educating Harlem" Lecture Series

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 announce its participation in the new "Educating Harlem" lecture series, which is part of a larger initiative to better explore the forces that shaped education in Harlem.

On March 27th, the first "Educating Harlem" lecture took place at Teachers College in front of a packed room in Russell Hall, where Dr. Martha Biondi -- Professor of Education at Northwestern University -- spoke about her research on youth revolutions at City College in the 1960s. Our next speaker will be Dr. Khalil Muhammad, who is currently the Director of the Schomburg Center for Research and Black Culture. For more information about the Education Harlem initiative, click here.

Subcribe to the new IUME Newsletter!

In October, 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.

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!

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.

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.)

Recapping the Final IUME Colloquia of 2012 on "Ill Literacies"

IUME's last Colloquia at the Gordon Campus was spearheaded by two dynamic scholars--Crystal Belle and Jamila Lyiscott--who are both Research Fellows at IUME and Ph.D. students in English Education. Both Crystal and Jamila, versed in spoken word and literacy experts in the making, discussed critical issues in literacy as it applies to democracy and freedom inside schools. We had a full house at the Gordon Campus, and it was a wonderful way to reflect on 2012 with critical discussion and passionate performances from both Crystal and Jamila.

The Colloquium is viewable in full on our YouTube channel and also don't forget to view our photo gallery, too! (For original information and details, click 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.


Upcoming Events


Research > Youth Historians in Harlem Project

Youth Historians in Harlem Project

At the heart of IUME is its commitment to activism through research, using research as a tool for social justice. Therefore, the Institute is proud to announce an array of research projects that IUME students and staff are either leading or heavily involved in producing, each that promote teaching and learning and/or educational issues through an anti-deficit framework. Additionally, we encourage the community to be a part of our research, further collaborating with those who our research intends to benefit.

About Youth Historians in Harlem (YHIH)

The Youth Historians in Harlem (YHIH) project 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. Through a collaboration between the History and Education Program at Teachers College, Columbia University and the Institute for Urban and Minority Education (IUME), Youth Historians in Harlem 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.

Specifically, the Youth Historians in Harlem (YHIH) project is a year-long after-school program designed to engage high school youth in Harlem's public schools in history through the process of 'doing' history. Participants of the program will learn the work of historians and then, as emerging youth historians, research a topic within the history of Harlem (and/or related to education and schools, specifically) that they feel is relevant and interesting to them. Due to the rich and elaborate history of Harlem as well as with the guidance of YHIH advisors, students will learn history by 'doing' history through engaging in the historical process instead of reading out of a textbook. After participating in YHIH, students are expected to have a deeper appreciation of history while also consequently increasing their literacy and critical thinking skills.


Why "Youth Historians?" And Why History Pedagogy?

Among urban youth, there is a large historical 'need' for this type of innovative instruction. Specifically,
  1. Lack of interest in history among youth​
  2. Lack of focus on local history in K-12 education​
  3. Little to no infusion of Harlem's rich history in classroom discussions
  4. Lack of integration of history of education, schooling, and youth into many local history efforts
  5. Lack of connection between historians work and K-12 history instruction​
  6. Low levels of academic literacy and college-going among city youth

In addition, using the status quo of test score framing, according to recent NAEP test scores, not only are students not interested in history, but all students are doing worse in history than any other subject.

Project Details and Specifics

This project, in its pilot year, will take place over the two academic semesters with 10-13 students led by graduate students. While the project will be student led and organically grow through the unique interests of the students, there are a few "skills" and goals of the project. Some of them include for students, in the process of becoming "youth historians," is too:


Following participation in YHIH, students will have created and/or written a research paper/project on a historical topic relevant to their lives.

Of course, from a research standpoint--following the successful implementation of the after-school program--this project has mass potential to "rethink" history instruction and illustrate how teachers can better engage students in history to both increase academic engagement and critical thinking/historical/literacy skills.

For more Information...

Visit http://www.youthhistorians.com to learn more and contact the Project Director, Barry Goldenberg, at bmg2136@columbia.edu

For further information about the research design, click here to download the framework for this project.


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