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HOME About Us Mission Statement Administration Faculty Jobs PROGRAMS Graduate Undergraduate Collaborations & Partnerships Roster of Nationally Recognized Programs RESOURCES For Students For Faculty ACCREDITATION THE TEACHER ACADEMY EARLY CHILDHOOD CENTER PROGRAMS THE CHALKBOARD BROOKLYN COLLEGE HOME APPLY ON LINE: Graduate Undergraduate	Peter Taubman, Ed. D. Associate Professor Adolescence Education On Leave until Spring 2011 Room 2107 James 2900 Bedford Avenue Brooklyn, NY 11210 718-951- 5000 (2182) ptaubman@brooklyn.cuny.edu My scholarly work over the years has focused primarily on how teachers’ and students’ psycho/social identities are constructed in schools and in educational discourses and how these identities affect teaching and learning. Two decades ago I used the work of Michel Foucault to map how gender and sexuality were discursively constructed in feminist and educational discourses. That initial focus on gender and genealogical analysis evolved into an analysis of racial identities, multicultural discourses and the way various social and psychic identities crystallize and disaggregate in classrooms. Continuing to be intrigued by the question of how who we are affects how we teach and learn, I came to find in certain schools of psychoanalysis a way to talk about the personal and the social without collapsing one onto the other. For a long time I looked at the psycho/social identities of students and teachers in high schools through the lens of psychoanalysis and post-structuralism. Indeed, perhaps my greatest scholarly contributions have been to introduce the work of Michel Foucault and Jacques Lacan to the field of Curriculum (see Pinar, W. “The Reconceptualization of Curriculum Studies: A Personal Perspective,” Journal of Curriculum and Supervision, 1988, 3[2], 157-167 ), and to provide models for working autobiographically that incorporate the challenges postmodernism posed to notions of the self, and the challenges identity politics posed to Foucauldian and Lacanian analyses. In the last few years I have increasingly grounded my work in the context of urban high schools. My work with student teachers and in developing the Bushwick School for Social Justice has turned my writing to what I see as the pressing issues in urban education: the blind acceptance of segregated schools; the corporatization of schools and discourses on education; the local, state and federal efforts to keep teachers, students and schools of education under surveillance, and the remaining but fragile possibilities of creating vibrant and aesthetically rich communities where teachers, students and parents are nurtured and challenged. While I have devoted considerable time to writing, my real vocation has been teaching. It is there I have found my greatest satisfaction. My current administrative duties prevent me from teaching at Brooklyn College, but I have arranged my schedule such that I am teaching an after-school course on acting at BSSJ. My continued involvement in Day of the Poet, and annual event I began seven years ago for Brooklyn’s high school students also keeps me involved in the lives of our city’s youth. Overall, I would say my greatest contribution to my students has been that I have invited them to see the world and their lives a little differently, not only through the disciplines of English and education, but mainly by offering a style of teaching that engages the hurly-burly, visceral, here-and-now of the classroom, shapes it into questions and offers it back to students as opportunities for conversation, creation and intellectual pleasure. *Curriculum Vitae*
	The School of Education Brooklyn College/CUNY 2900 Bedford Avenue / Rm. 2111 James / Brooklyn, NY 11210 Updated December 2010 / Brooklyn College School of Education Copyright 2010--2011 Wilda Gallagher, Webmaster

HOME

About Us
Mission Statement
Administration
Faculty
Jobs

PROGRAMS
Graduate
Undergraduate
Collaborations &
Partnerships
Roster of Nationally Recognized Programs

RESOURCES
For Students
For Faculty

ACCREDITATION

THE TEACHER ACADEMY

EARLY CHILDHOOD CENTER PROGRAMS

THE CHALKBOARD

BROOKLYN COLLEGE HOME

APPLY ON LINE:

Graduate Undergraduate

Peter Taubman, Ed. D.
Associate Professor
Adolescence Education

On Leave until Spring 2011

Room 2107 James
2900 Bedford Avenue
Brooklyn, NY 11210
718-951- 5000 (2182)
ptaubman@brooklyn.cuny.edu

My scholarly work over the years has focused primarily on how teachers’ and students’ psycho/social identities are constructed in schools and in educational discourses and how these identities affect teaching and learning. Two decades ago I used the work of Michel Foucault to map how gender and sexuality were discursively constructed in feminist and educational discourses. That initial focus on gender and genealogical analysis evolved into an analysis of racial identities, multicultural discourses and the way various social and psychic identities crystallize and disaggregate in classrooms. Continuing to be intrigued by the question of how who we are affects how we teach and learn, I came to find in certain schools of psychoanalysis a way to talk about the personal and the social without collapsing one onto the other. For a long time I looked at the psycho/social identities of students and teachers in high schools through the lens of psychoanalysis and post-structuralism. Indeed, perhaps my greatest scholarly contributions have been to introduce the work of Michel Foucault and Jacques Lacan to the field of Curriculum (see Pinar, W. “The Reconceptualization of Curriculum Studies: A Personal Perspective,” Journal of Curriculum and Supervision, 1988, 3[2], 157-167 ), and to provide models for working autobiographically that incorporate the challenges postmodernism posed to notions of the self, and the challenges identity politics posed to Foucauldian and Lacanian analyses.

In the last few years I have increasingly grounded my work in the context of urban high schools. My work with student teachers and in developing the Bushwick School for Social Justice has turned my writing to what I see as the pressing issues in urban education: the blind acceptance of segregated schools; the corporatization of schools and discourses on education; the local, state and federal efforts to keep teachers, students and schools of education under surveillance, and the remaining but fragile possibilities of creating vibrant and aesthetically rich communities where teachers, students and parents are nurtured and challenged.

While I have devoted considerable time to writing, my real vocation has been teaching. It is there I have found my greatest satisfaction. My current administrative duties prevent me from teaching at Brooklyn College, but I have arranged my schedule such that I am teaching an after-school course on acting at BSSJ. My continued involvement in Day of the Poet, and annual event I began seven years ago for Brooklyn’s high school students also keeps me involved in the lives of our city’s youth. Overall, I would say my greatest contribution to my students has been that I have invited them to see the world and their lives a little differently, not only through the disciplines of English and education, but mainly by offering a style of teaching that engages the hurly-burly, visceral, here-and-now of the classroom, shapes it into questions and offers it back to students as opportunities for conversation, creation and intellectual pleasure.

Curriculum Vitae

The School of Education
Brooklyn College/CUNY
2900 Bedford Avenue / Rm. 2111 James / Brooklyn, NY 11210

Updated December 2010 / Brooklyn College School of Education
Copyright 2010--2011
Wilda Gallagher, Webmaster