Contributors

Esther Cyna is a PhD candidate in the Program in History and Education at Teachers College, Columbia University. Her research examines the recent history of school finance reform in North Carolina.

Ansley T. Erickson is an associate professor of history and education at Teachers College, Columbia University, codirector of the Harlem Education History Project, and a former public school teacher in Harlem. She is the author of Making the Unequal Metropolis: School Desegregation and Its Limits (University of Chicago Press, 2016).

Marta Gutman is an architectural and urban historian who has written extensively about public architecture for city children. Her new book, Just Space: Architecture, Education, and Inequality in Postwar Urban America (in contract with University of Texas Press), developed from her research for this book.

Thomas Harbison is an instructional designer and multimedia specialist at the Borough of Manhattan Community College (City University of New York). He also serves as managing editor of the Radical History Review, a journal published three times a year by Duke University Press.

Kimberley Johnson is a professor of social and cultural analysis at New York University. She studies the intersections of race, space, politics, and policy in cities and, more broadly, the United States. She is the author of numerous publications including two books.

Nick Juravich is an assistant professor of public history and labor history at the University of Massachusetts Boston. His first book is The Work of Education: Community-Based Educators in Schools, Communities, and the Labor Movement (University of Illinois Press, forthcoming).

Craig Kridel is the E. S. Gambrell Professor Emeritus of Education at the University of South Carolina.

Brittney Lewer is a doctoral candidate in the History of Education Program at New York University, currently writing a dissertation about parents’ activism in New York City after 1970. In addition to research in urban history, she is devoted to supporting meaningful history education in high schools and colleges.

Ernest Morrell is the Coyle Professor of Literacy Education and Director of the Center for Literacy Education at the University of Notre Dame. He was formerly the Macy Professor of English Education and director of the Institute for Urban and Minority Education at Teachers College, Columbia University.

Daniel Perlstein is a historian and chair of the Critical Studies of Race, Class, and Gender Program at the University of California-Berkeley’s Graduate School of Education. His writings explore schooling and popular culture, teacher unionism, and the educational ideals and activities of the African American freedom struggle.

Jonna Perrillo is an education historian and associate professor of English education at the University of Texas at El Paso. She is the author of Uncivil Rights: Teachers, Unions, and Race in the Battle for School Equity (University of Chicago, 2012) and is currently completing a manuscript on the history of immigration and education inequality in borderland schools.

Kim Phillips-Fein is an associate professor in the Gallatin School of Individualized Study and the History Department of the College of Arts and Sciences at New York University. She is the author of Fear City: New York’s Fiscal Crisis and the Rise of Austerity Politics (Metropolitan Books, 2017) and Invisible Hands: The Businessmen’s Crusade Against the New Deal (W. W. Norton, 2009).

Lisa Rabin is an associate professor of Spanish at George Mason University, where she teaches film and media studies in Spanish. Her research on historical film audiences has been published in Illuminace: Journal for Film Theory, History, and Aesthetics, The Velvet Light Trap, and Film History: An International Journal.

Russell Rickford, an associate professor of history at Cornell University, specializes in African American political culture after World War II, with a focus on Black Power, transnationalism, and the Black Radical Tradition. His recent book, We Are an African People: Independent Education, Black Power, and the Radical Imagination (Oxford University Press, 2016), examines the African American movement to create autonomous, Pan Africanist educational institutions in the 1960s and 1970s, and he teaches and writes in both scholarly and popular contexts about African American philosophies of education, citizenship, and social belonging in transnational contexts.

Bethany L. Rogers is an associate professor at the College of Staten Island, City University of New York (CUNY), in the educational studies department; she holds an appointment at the CUNY Graduate Center in the doctoral program in urban education; and she currently serves as a state director for the Teaching Fellowships Program at the Woodrow Wilson National Fellowship Foundation. As an education historian, her research focuses on the history of teachers, urban education, and school reform, and the connection of those histories to contemporary policy.

Clarence Taylor is professor emeritus of history at Baruch College, City University of New York. He is the author of multiple books on racism, religion, and civil rights in the 20th century US including, most recently, Fight the Power: African Americans and the Long History of Police Brutality in New York City (New York University Press, 2018).

Terrenda C. White is an assistant professor of education foundations, policy, and practice at the University of Colorado Boulder. She is a former public school teacher, and she studies contemporary educational policies and their effects on racially diverse communities, including students and teachers of color.