Shira Eve Epstein
School of EducationDepartment
Secondary Education: English Education
Shira Eve Epstein entered the field of education as a middle school teacher in New York City and has since worked in various middle and high schools in the city supporting teachers in their work.
She joined CCNY’s School of Education in the fall of 2008 and is an assistant professor. She teaches graduate and undergraduate English education courses in teaching methods, curriculum design, and literacy development.
In her research, she explores different forms of civic education and how teachers and students address social problems during the school day. Towards this end, her writing investigates topics including the relationship between English Language Arts standards and social action curriculum and the development of students’ social imaginations. She has also studied race talk in schools and the possibilities of multicultural education. Her work can be found in journals including English Journal, The Urban Review, and Journal of Teacher Education. She primarily learns from and with teachers and students in urban schools. She has also partnered with community-based organizations which design and enact civic curricula.
Professor Epstein is affiliated with the American Educational Research Association and the Curriculum and Pedagogy Group. In 2007, she was identified as a National Emerging Scholar for K – 12 Service-Learning Research.
- Ed.D. in Curriculum and Teaching, May 2007, Teachers College, Columbia University
- M.A. in Curriculum and Teaching, May 2003, Teachers College, Columbia University
- B.A. in English and History, May 1999, Rutgers College, Rutgers University
EDSE 1100E - Methods of Teaching English
EDSE 0300E - Curriculum Development in Secondary English
- Civic literacy
- Urban education
- Multicultural education
Some of Professor Epstein's publications include:
Epstein, S. & Lipschultz, J. (2012). Getting personal? Student talk about racism. Race Ethnicity and Education, 15(3), 379 – 404.
Epstein, S. (2010). Activists and writers: Student expression in a social action literacy project. Language Arts 87 (5), 363 - 372.
Agarwal, R., Epstein, S., Oppenheim, R., Oyler, C., Sonu, D. (2010). From ideal to practice and back again: Beginning teachers teaching for social justice: Negotiating the status quo. Journal of Teacher Education 6(3), 237 – 247.
Epstein, S. (2010). "Who are your friends?" Complexities in multicultural education. The Urban Review 42(1), 39 – 57.
Epstein, S. (2009). "To carve out new orders in experience": Imagination in a social action literacy project. English Journal 99(2).