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Faculty and Staff Profiles

Amita Gupta

Doctoral Faculty CUNY Graduate Center Fulbright Senior Research Scholar


School of Education


Teaching Learning and Culture: Graduate Early Childhood Education


NA 5/209

p: 212-650-5199


  • Profile

     Dr. Gupta has been in the field of early education for twenty five years and has extensive cross-cultural experience with school administration, teacher education, and classroom teaching in urban schools in both India and the U.S. Prior to joining CUNY she was Associate Director of an early education school on the Upper West Side for ten years. Dr. Gupta serves as an early childhood consultant and on the Board of Directors for schools in both countries, and continues to offer culturally responsive professional development consultations in the areas of school leadership, teacher preparation, curriculum design and development for schools, institutions and organizations in India and the U.S.

  • Education


    Ed.D. (Early Childhood Teacher Education): Columbia University, Teachers College
    M.A.  (Early Childhood Education): Columbia University, Teachers College
    M.A. (Literature in English): Annamalai University, India
    B.Ed. (Teaching of Biology and Chemistry): Delhi University, New Delhi, India
    B. Sc. (Botany and Chemistry): Delhi University, New Delhi, India  

  • Courses Taught


    Early Childhood Education and Postcolonial Theory

    Program and Curriculum in Early Childhood
    Social Studies in the Early Childhood Curriculum

    Observing and Recording the Behaviors of Young Children
    Supervision of Student Teaching in Early Childhood

    Developmental Issues in Early Childhood

  • Research Interests


    Dr. Gupta’s research interests are interdisciplinary and draw upon the fields of the history, philosophy and sociology of education; postcolonial theory; urban education; international and comparative education; and early childhood teacher education. Her scholarship is focused on teacher preparation with an emphasis on the themes of cross-cultural perspectives on teaching, learning, and development; socio-cultural-historical constructivism in teaching and learning; and the impact of globalization on teacher preparation and practice. The integration of these themes also appears in her teaching at the Masters and Doctoral levels.  As a Fulbright Senior Research Scholar she conducted a multi-country examination of current directions in early education and urban teacher preparation policies in response to the effects of globalization in South Asia.

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