Edmund W. Gordon Institute for Urban and Minority Education

Ezekiel Dixon-Román is a Professor of Critical Race, Media, & Educational Studies in the Department of Curriculum & Teaching and Director of the Edmund W. Gordon Institute for Urban and Minority Education. He is also co-founder and Director of the Institute in Critical Quantitative, Computational, & Mixed Methodologies and the Critical Computation Bureau. His research seeks to make cultural and critical theoretical interventions toward rethinking and reconceptualizing the technologies and practices of quantification as mediums and agencies of systems of sociopolitical relations whereby race and other assemblages of difference are byproducts. He is the author of Inheriting Possibility: Social Reproduction & Quantification in Education (2017, University of Minnesota Press); recipient of the 2018 Outstanding Book Award from the American Educational Research Association.

He also co-edited Thinking Comprehensively About Education: Spaces of Educative Possibility and Their Implications for Public Policy (2012, Routledge) as well as co-guest edited “Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture” (2016, Cultural Studies-Critical Methodologies), “The computational turn in education research: Critical and creative perspectives on the digital data deluge” (2017, Research in Education),  “Control Societies @30: Technopolitical Forces and Ontologies of Difference” (2020, Social Text Online), and most recently “Dialogues on Recursive Colonialism, Speculative Computation, and the Techno-Social” (2021, e-flux journal). He is currently working on a book project that examines the haunting formations of the transparent subject in algorithmic governance and the potential for transformative technopolitical systems.

Dr. Rachel Talbert is a Postdoctoral Fellow with the Edmund W. Gordon Institute for Urban and Minority Education, Curriculum and Teaching department at Teachers College Columbia University Dr. Talbert graduated in 2021 from the George Washington University Graduate School of Education and Human Development with a degree in Curriculum and Instruction. Her research with urban Indigenous youth in public schools focuses on civic identity negotiation and its relationship to tribal sovereignty and self-determination.

Upcoming Research Colloquium: Urban American Indian Students Negotiating Civic Identity

Dr. Rachel Talbert is interested in how social studies classes and curriculum, and school climate, as well as out-of-school spaces like Native youth councils, create zones of sovereignty (Lomawaima & McCarty, 2014) and support survivance (Vizenor, 2008) of urban Indigenous youth in public schools and their Nation/s. Her upcoming colloquium is titled Urban American Indian Students Negotiating Civic Identity. Tune in on Tuesday, September 27th at 2 PM in room 306 in the Gottesman Library.

Learn More