Library Salon #25

Location:
Virtual

Event Title:
Library Salon #25: A Virtual Conversation with Cecelia Traugh and Cara Furman

Description:

Cecelia Traugh, Dean, Bank Street Graduate School, and Cara Furman, Assistant Professor, the University of Maine at Farmington, will lead an inquiry-based discussion with some of the school principals featured in their book, Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. The conversation will focus on some of the important questions facing teachers and schools:

• How can we engage in ethical decision-making?
• How can schools reopen in ways that create a “new normal?”
• How can teachers care for themselves in such stressful times?

This conversation will take place virtually, via zoom. A link will be sent to all participants after registering.

About the Authors

Cecelia E. Traugh is dean of the Graduate School of Education at Bank Street College. Prior to coming to Bank Street in 2015, Dr. Traugh was dean of the School of Education at Long Island University, Brooklyn, and the director of its Center for Urban Educators (CUE). Throughout her career, she has combined her roles as a teacher, administrator, and researcher in pursuit of the kind of education that grows out of a valuing of the capacities of children, parents, and teachers. She has worked collaboratively with parents, teachers, and administrators to make classrooms and schools more supportive of children’s and teachers’ growth, thinking, and learning. Her current work in schools includes school-wide inquiry groups in small schools across Manhattan and Brooklyn. These inquiry groups use the Descriptive Processes developed at the Prospect Center in North Bennington, Vermont to investigate issues important to the inclusive education of all children and to the ongoing development of the schools themselves.

Cara E. Furman, PhD, is an assistant professor of literacy education at the University of Maine at Farmington. Prior to this, she was an urban public elementary school teacher. Published in journals such as Curriculum Inquiry, Education and Culture, Educational Theory, International Journal of Inclusive Education, Studies in Philosophy and Education, and Teachers College Record, her research focuses on teacher development as it intersects with Descriptive Inquiry, inquiry, culturally sustaining inclusive teaching, and progressive literacy practices. Having studied both philosophy and education, she integrates qualitative research on classroom practice, teacher research, and philosophy. She is the co-director of the Summer Institute on Descriptive Inquiry and co-leads inquiry groups for local teachers.

Cost:
Free

Contact:
Kristin Freda
kfreda@bankstreet.edu

RSVP:
Click here to register