How do we engage with old photographs or with images that appear to be “old?” Moreover, how do we relate to the past through such images? These are questions I explore through a series of photographs created between 2007 and 2013 by master printmaker, Lothar Osterburg (German, b. 1961). For Imagining New York, Osterburg worked purely from memory, building models of the city from found and everyday materials and composing them through the frame of a fixed camera lens. As his look through the lens suggests, Osterburg’s New York stems, perhaps primarily, from memories of images. His final images, printed as photogravures, may create a similarly memory-fueled experience for the viewer. These images may look and feel quite familiar, but they resist easy identification; the strange artificiality and generic nature of the model may bring to mind any number of associations—real and fictional—spanning the turn of the twentieth century, each slipping into the next. Thinking Imagining New York through Sigmund Freud’s potentially productive melancholia, and Walter Benjamin’s melancholic “historical materialism,” I suggest that the ambivalence of Osterburg’s images—their particular fixation on the past—invites a mode of viewing that produces a certain distance, a critical remove not only from habitual viewing practices, but also from the viewer’s own relation to the past. But how is this melancholic movement productive today? Osterburg’s images may point to a collective experience in seemingly personal “historical processes” of reflection; emphasizing the status of the past in the imagination as image, it may become something that—together—we actively access and construct to inform the present. And through the critical distance they prompt, these images suggest “work” that is productive in acknowledging, specifically, the misrecognition of the social. During this process of prolonged disjuncture of temporality and space, the viewer quite literally “sees” these images differently. Or rather she may “see” herself seeing them, to become aware of her active role as viewer, as an active presence in the present. And in turn, it may be that the past—a kind of cultural experience—becomes an active, present social formation. / text

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / An elementary school principal writes an historical analysis of a thirty-year period of growing immigration and changing education policy in Chelsea, Massachusetts, a city located near Boston. The history examines the years 1890-1920 and the transformation of an urban public school system, including its policies and practices regarding the education of immigrant, non-English-speaking children. Comparisons are made with immigration and the New York City public schools during the same years. A literature review of language policies and the schooling of immigrant children in New York one hundred years ago sheds light on past and present experiences of language-minority students. Attention is given to changing notions of assimilation and Americanization in U.S. society; to the teaching of English and the role of native-language maintenance in defining an ethnic-American identity; and to educational achievement and mobility rates among Russian Jewish and Southern Italian immigrants and their descendants a century ago, and among Hispanic immigrants today. Related questions include: What was the response ofthe New York City and Chelsea public schools to the task of educating immigrant children and how did this change over time? What educational options were available to the increasing immigrant populations? What attitudes and expectations did immigrants and educators have of one another in terms of public school education? How does the historical and sociological evidence confirm or deny the perception of "academic success" and "educational attainment" of immigrants in New York City and the Chelsea Public Schools at the turn of the 20th century? Earlier developments in education policy petiaining to immigration in Chelsea are compared with recent trends, including English literacy, bilingual education, teacher quality, curriculum, school facilities, class size, testing and standards, and graduation rates. The researcher used a mixed-method study of both quantitative and qualitative sources. As an extended reflection and interpretive synthesis, the paper draws from the vast literature on past and present immigration. Sources are varied, from historical accounts of immigrants, to census and school department reports, newspaper reports, statistical surveys, student essays and speeches, and several novels, memoirs, and biographies. / 2031-01-01

Young people go to college not merely to equip themselves for competition in the workplace, but also to construct new identities and find a home in the world. This dissertation shows how, in the midst of wrenching social change, communities, too, use colleges in their struggle to reinvent and re-situate themselves in relation to other groups. As a case study of this symbolic process I focus on the City College of New York, the world's first tuition-free, publicly funded municipal college, erstwhile "Harvard of the Poor" and birthplace of affirmative action programs and "Open Admissions" in higher education. I examine five key moments between 1940 and 2000 when the college dominated the headlines and draw on journalistic accounts, memoirs, guidebooks, fiction, poetry, drama, songs, and interviews with former students and faculty to chart the institution's emergence as a cultural icon, a lightning rod, and the perennial focus of public controversy. In each instance a variety of actors from the Catholic Church to the New York Post mobilized popular perceptions in order to alternately shore up and erode support for City College and, in so doing, worked to reconfigure the larger New York public. The five episodes consist of the following: (1) In 1940 a state judge barred the philosopher Bertrand Russell from joining the faculty and a sweeping "investigation" followed that resulted in a purge of fifty allegedly Communist professors from the faculty. (2) Ten years later seven members of City College's national championship basketball team, all of them Jewish or black, were convicted of consorting with professional gamblers to fix games. (3) Then in 1969, in the midst of a mayoral primary, black and Puerto Rican students seeking greater access for members of the surrounding Harlem community seized control of City's South Campus and shut down the college for two tense weeks that were followed by a series of violent racial clashes. (4) Those events in turn ushered in the school's radical and hotly contested experiment with "Open Admissions" along with a decade of relentless media attacks, nostalgia for an imaginatively constructed golden age, and series of dramatic cuts to the college's budget and staff that occasioned the end of its century-old tradition of free tuition. (5) Finally, in 1991 one Afrocentric professor's outrageous remarks about Jews coupled with an accident at a student-sponsored fundraiser in the college gym that claimed nine young lives came---through the offices of the mass media---to stand for the anarchy and physical danger that seemed to be engulfing not only the institution but the city itself. Taken together these five moments, with their attendant tabloid scandals, ritual sacrifices, and manufactured crises, foreground the cultural dimension of City College's history and the construction---including the self-construction, even performance---of particular varieties of student and teacher, both past and present. Newspapers and their various publics were central to---indeed, constitutive of---the process by which different communities claimed disparate meanings for the institution and deployed those meanings toward their own, distinctive ends. The press provided the main stage upon which to enact bitter struggles and excommunication ceremonies and encouraged readers to use the college to reimagine themselves and their place in the changing city and nation.

While the urban crisis debate has expanded to examine a variety of American cities, the general exploration of how African Americans have responded to, and challenged, racial and urban inequality remains focused on grassroots political and community activism. This account of postwar New York City seeks to examine how structural discrimination created racial inequality, how African Americans suffered from a complex system of social consequences that further marginalized them, and how a politically conscious art form emerged from the destitution of the urban crisis. As illustrated through Robert Merton’s theory of Anomie, restricted opportunity for social and economic advancement created an environment vulnerable to crime. Not only were African American neighbourhoods susceptible to crime, but the conservative agenda tended to demonize African Americans as dangerous criminals, targeting them in the rise of mass incarceration. Resources were funneled into imprisoning more people, and African Americans were disproportionately represented in the American corrections system. As a result of this, African Americans were consistently excluded from certain jobs and denied basic civil rights. This thesis will also explore how African Americans responded to, and challenged, racial and urban inequality through the arts. The Black Arts Movement emerged from New York City in the mid-1960s. The movement was both confrontational and socially conscious. Artists sought to articulate the struggles of urban African Americans while empowering, educating, and protesting racial injustices. The Black Arts Movement was fundamentally political, and a predecessor to the Hip Hop culture which emerged from the South Bronx neighborhood of New York City.

The divergence between theory and practice in planning and the role of the planner is widely discussed throughout the literature. The aim of the thesis is to explore planners’ experience of appraisal of the planning role in New York City. The thesis investigate the roles of the planner with the purpose of discovering attitudes, values and approaches in the planning climate. New York City’s influence as a context on the role of the planner and the main characteristics that are important to acknowledge as a planner are also recognized. The empirical data is collected through interviews with professors at Columbia University and practicing planners in New York City. Along with theory the results show that planners are affected by both external and internal influences. There are components of rationality and power that affect the planning climate. This will provide knowledge about context dependent planning. Larger implications of the findings are that the planning is never value free, and that planners have to be aware of for whom the planning is for.

Thesis (PH. D.)--Columbia University, 1919. / Vita. Published also as Contributions to education, no. 109, Teachers College, Columbia University. eContent provider-neutral record in process. Description based on print version record. "Selected references": p. 225-226.

This report gives an in-depth study of the relationship between effective school leadership and teacher retention. It reviews existing literature that establishes the connection between effective school leadership and lower rates of teacher turnover. The report then attempts to find the relationship among effective school leadership, teacher retention, and student achievement in New York City middle schools. The report also highlights the important processes and strategies that the New York City Department of Education employs in an effort to increase teacher retention. A closer look at The New Teacher Project’s 2012 Report, “The Irreplaceables,” redirects the report to recommend retention efforts that focus on retaining the city’s highest-performing teachers instead of using “blind” retention strategies. In the end, the report summarizes the political climate in New York City between the teachers’ union and the district and recommends four strategies that keep this relationship in mind. / text

The definition of Mind's Eye is the visual memory or the imagination: the human ability for visualization, for the experiencing of visual or mental imagery. The thesis paper Mind'sEye is an exhibition support paper outlining a series of paintings, photographs, and image transfers developed after a month long course in New York City with a Women and Gender studies class. The thesis discusses topics relating to art history, place, time, isolation and alienation, as well as the experience of being immersed in a large metropolitan city.

While the urban crisis debate has expanded to examine a variety of American cities, the general exploration of how African Americans have responded to, and challenged, racial and urban inequality remains focused on grassroots political and community activism. This account of postwar New York City seeks to examine how structural discrimination created racial inequality, how African Americans suffered from a complex system of social consequences that further marginalized them, and how a politically conscious art form emerged from the destitution of the urban crisis. As illustrated through Robert Merton’s theory of Anomie, restricted opportunity for social and economic advancement created an environment vulnerable to crime. Not only were African American neighbourhoods susceptible to crime, but the conservative agenda tended to demonize African Americans as dangerous criminals, targeting them in the rise of mass incarceration. Resources were funneled into imprisoning more people, and African Americans were disproportionately represented in the American corrections system. As a result of this, African Americans were consistently excluded from certain jobs and denied basic civil rights. This thesis will also explore how African Americans responded to, and challenged, racial and urban inequality through the arts. The Black Arts Movement emerged from New York City in the mid-1960s. The movement was both confrontational and socially conscious. Artists sought to articulate the struggles of urban African Americans while empowering, educating, and protesting racial injustices. The Black Arts Movement was fundamentally political, and a predecessor to the Hip Hop culture which emerged from the South Bronx neighborhood of New York City.

Sketch is a fictional novella that explores themes of love, absence, sexual violence, and coincidence. It is a result of two years of extensive writing as a Michener fellow at the University of Miami, and is my first attempt at a longer work. Though a few of the character names are slightly fantastical, the story is firmly rooted in New York City, and the characters themselves are realistic.