Description

In Open Admissions Danica Savonick traces the largely untold story of the teaching experience of Toni Cade Bambara, June Jordan, Audre Lorde, and Adrienne Rich at the City University of New York (cuny) in the late 1960s and early 1970s. This period, during which cuny guaranteed tuition-free admission to every city high school graduate, was one of the most controversial in US educational history. Analyzing their archival teaching materials—syllabi, lesson plans, and assignments—alongside their published work, Savonick reveals how these renowned writers were also transformative educators who developed creative methods of teaching their students to navigate and change the world. In fact, many of their methods—such as student-led courses, collaborative public projects, and the publication of student writing—anticipated the kinds of student-centered and antiracist pedagogies that have become popular in recent years. In addition to recovering the pedagogical le

Open Admissions

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In Open Admissions Danica Savonick traces the largely untold story of the teaching experience of Toni Cade Bambara, June Jordan,... Read more

    Publisher: Duke University Press
    Publication Date: 8/30/2024
    ISBN13: 9781478030614, 978-1478030614
    ISBN10: 1478030615

    Non Fiction , ELT & Literary Studies , Education

    Description

    In Open Admissions Danica Savonick traces the largely untold story of the teaching experience of Toni Cade Bambara, June Jordan, Audre Lorde, and Adrienne Rich at the City University of New York (cuny) in the late 1960s and early 1970s. This period, during which cuny guaranteed tuition-free admission to every city high school graduate, was one of the most controversial in US educational history. Analyzing their archival teaching materials—syllabi, lesson plans, and assignments—alongside their published work, Savonick reveals how these renowned writers were also transformative educators who developed creative methods of teaching their students to navigate and change the world. In fact, many of their methods—such as student-led courses, collaborative public projects, and the publication of student writing—anticipated the kinds of student-centered and antiracist pedagogies that have become popular in recent years. In addition to recovering the pedagogical le

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