Dr. Sujung Kim is an interdisciplinary scholar whose research addresses the critical pedagogy of higher education and community colleges for the public good and educating students as critical public intellectuals. Her research and teaching interests are located at the intersection of class, race, citizenship, power, and subjectivity, and how these intersecting conditions affect vulnerable college students’ sense of institutional and social belonging. She also focuses on access to postsecondary education, retention, and outcomes and how these factors impact students’ further educational, career, and life trajectories. Her current book project examines the interrelations among neoliberal community college policies and politics, the globalization of community colleges, and the restructuring of racial and class relationships among diverse student populations. In addition, her work considers the complex mechanisms through which lower middle- and working-class Korean international students are created as (potential) transnational, adrift, cheap laborers. Dr. Kim earned her Ph.D. from the Department of Educational Policy Studies at the University of Illinois at Urbana-Champaign.
Dr. Kitana Ananda's scholarship and teaching examines the culture and politics of war, migration, and diaspora in North America and South Asia, with a focus on Tamil refugees and immigrants from Sri Lanka. She believes strongly in the mission of public colleges and universities, and has a deep interest in digital communications for scholarship, collaborative learning, and public engagement. She has served as a Contributing Editor for the website of the open-access journal, Cultural Anthropology, and as a Communications Associate intern with the National Economic and Social Rights Initiative. She earned a Ph.D. in Socio-Cultural Anthropology from Columbia University, and an honors B.A. in History and Anthropology with a minor in Cinema Studies from the University of Toronto.
This is a collection of Dr. Kim's and Dr. Ananda's research, interviews, and scholarship about the CUNY Humanities Alliance, as well as reflections on their own scholarly endeavors which inform their methods of inquiry for the project.
The Humanities Alliance team at the Graduate Center, CUNY are so excited to share our plan for a collaborative book project. We hope you will be a part of it! As one of the final projects of the Humanities Alliance grant funded by Andrew Mellon Foundation, we’re planning to share insights from the CUNY Humanities […]
Teach Your Own Research (and Ultimately Teach Yourself) By Luis Henao Uribe Academics often conceive of research and teaching as two separate practices competing for time. On top of books that have to be read and papers that need to be done (or at least started!), you also have to deal with lesson plans […]
On September 13, The Futures Initiative at the Graduate Center of the City University of New York hosted a public event entitled, Classroom and Social Justice: Why Start with Pedagogy. As an exit ticket, we asked the audience to briefly write about why they were interested in this topic. We received critical and impressive responses […]
How do you know whether things are going well in your class? And whether students are learning anything? Do they like your teaching style? Does your course meet their needs? These are questions that thoughtful college teachers and other educators often ask of ourselves. As we approach the end of the spring semester, I find […]
Notes | Photos | Video (forthcoming) | #fight4edu On Thursday, May 3, 2018, the Futures Initiative hosted a roundtable discussion on Teaching and Learning with New Majority Students: Lessons Learned from the CUNY Humanities Alliance, the final event of this year’s Thursday Dialogues series. The event brought together colleagues from departments and programs across the GC, including the […]
Fellows of the CUNY Humanities Alliance will hold a roundtable discussion at the Futures Initiative‘s Thursday Dialogues series. Join us to talk about student-centered pedagogy, teaching the humanities in community colleges, doctoral education and professional development, and more! Title: Teaching and Learning with New Majority Students: Lessons Learned from the CUNY Humanities Alliance Date: May […]
Author’s note: This post is the third in a three-part series. You can read the first two parts of the series here and here. Now that I’ve discussed how I designed and taught the research paper course, it’s time to reflect on what I would change. As I mentioned at the end of my last […]
Author’s Note: This is the second part of a three-part series. You can find the first part, On Designing a Research-Based Writing Course, here. I’ve already discussed my approach to scaffolding a research-based writing course to encourage students to focus on the processes of research and writing over the final product, and to engage in metacognition […]
Author’s Note: This is the first part in a three-part series on designing a research-based writing course that culminates in a research paper assignment. In a recent post for this blog, I began to reflect on my experience of teaching “Writing the Research Paper,” a general education humanities course open to students who have taken at […]
Last fall, I had the opportunity to teach “Writing the Research Paper” at LaGuardia Community College. The course is the third part of a composition sequence in LaGuardia’s English department (following ENG 101 and ENG 102, two courses in which students learn to write through the study of literature), and a general education course that […]
