Check out NYCoRE’s 2017 ItAGs!

It’s that time of year…

…time to register for one of this year’s amazing ItAGs! 


Check out the lineup of topics and register today!


The New York Collective of Radical Educators is pleased to offer an opportunity for teachers to build community and develop as activists. Educators will participate in Inquiry to Action Groups linking social justice issues with classroom practice. Small groups will meet weekly (for a total of six, two-hour sessions plus a kick-off and possible workshop) between January and March to share experiences, respond to readings, exchange ideas, and develop action plans.

** NYCoRE strives to make ItAGs affordable with a registration fee of $30. If you are unable to pay the full fee, there are limited scholarship funds available. Please email for more details. **


  1. AFFIRMATIONS: Honoring Self & Community Care for & with Educators of Color

AFFIRMATIONS emerged as the ongoing action from NYCoRE’s 2015 ItAG #BeyondtheMarches: Living, Teaching and Organizing through the Intersections and culminated in an imagining, designing and public sharing of our collective and individual art in a performance. This ItAG seeks to continue and further strengthen AFFIRMATIONS’ mission to honor, explore, lift up, and affirm self and community care by and for educators of color. Each ItAG session will be organized twofold: the first half will focus on community building, dialoguing about our lived experiences, and processing readings and resources, while the second half will focus on writing and documenting our lives and experiences through creative writing prompts and exercises, and then sharing and workshopping, individually and collectively. We appreciate and invite both experienced and inexperienced artists/performers/writers as well as folks who might not ordinarily meet together to collectively creative critical and safe spaces to make art subtle and overt that shifts all vectors of oppression and our current culture of war. We value listening, laughter, questions, and silence as spiritual and political acts. The hope and desire is for us all to build a pedagogical practice that is courageous but also sustainable.

** This ItAG is open specifically to and for educators of color. **

Facilitators: José Alfredo Menjivar is a poet, writer, educator, grassroots activist, lecturer across NYC universities, and doctoral student in the Urban Education program at The Graduate Center, CUNY. He is currently unlearning and learning to love the American/Honduran/Mayan/Salvadoran/African/Queer/Borderland in him. Tiffany L. Jones is a multi media artist, educator, designer, activist, healer, and ordained officiant specializing in LGBTQ weddings. Currently she is an Art Teacher at City As School, and whose pedagogy is grounded in social change.

Location: TBA

Dates: Wednesdays, 5-7pm. Kick Off on 1/27; sessions following on 2/1, 2/8, 2/15, 3/1, 3/8, & 3/15; Closing on 3/24

  1. Care-giving, Risk-taking, & Role-making: Models of Mama-Activists Around the Globe

This ItAG will explore historical and contemporary examples of mama-activists around the world who model ways of caring and fighting for themselves along with their children, students, families, and communities. Each week, ItAG members will read about, engage in dialogue with, and learn from other radical mamas with the goal of developing strategies for radical mothering as educators in this historical moment. The members of this ItAG will co-facilitate the learning experience by collectively gathering and sharing resources. This ItAG is open to mamas (self-identified women, gender non-conforming, trans women, and femmes who are birth, adoptive, and foster mamas) and their children. Free childcare and snacks will be provided.

This ItAG will be capped at 12 mama participants in order to ensure adequate space and care for participating children.

Facilitators: Ariana Mangual was a NYC public school teacher of Spanish and English as a Second Language in the early 2000’s, and a founding member of NYCoRE. She is currently a professor at Rutgers University in New Jersey, where she prepares K-12 Bilingual and ESL teachers. Ariana lives in Brooklyn with her husband, where she is raising two bilingual daughters ages 3½ and 1½. Nadia Williams runs a college access program called the Parsons Scholars Program where students from NYC public high schools explore the power of being artists and designers from underrepresented backgrounds. She is also faculty at Parsons School of Design/The New School, where she actively engages in social justice initiatives. Nadia is a proud mama of a toddler who was born with equal parts laughter and side eye, and she finds strength and beauty in building community around the often daunting task of nurturing a healthy and just world view.

Location: CUNY Graduate Center, 365 5th Ave (Manhattan),

Dates: Sundays, 2-4pm. Kick Off on 1/27; sessions following on 2/5, 2/12, 2/26, 3/5, 3/12, & 3/19; Closing on 3/24

  1. Clown Class: Searching for Fun in the Classroom

Joy and failure is where the clown plays. Come let your clown play and let your curiosity get messy and run wild. Games and hahas for dealing with the ups and downs of our classrooms. An ItAG centered in movement activities to engage our bodies and minds. Together we can dream bigger than our classrooms can feel and our education system appears to be. Open to up to 18 classroom teachers/educators, who are ready, willing, and wanting to make a mess.

Facilitators: Co-facilitated by Stewart Wagner, who teaches 9th & 10th grade Humanities at a public school in the Bronx and Una Aya Osato, who is a performer (clown/stripper/actor), writer, and educator from NYC. She has been involved with NYCoRE for over 10yrs, participating in & facilitating ItAGs, along with being part of keynote performances at the NYCoRE conferences.

Location: TBA

Dates: Wednesdays, 5:30-7:30pm. Kick Off on 1/27; sessions following on 2/1, 2/8, 2/15, 3/1, 3/8, & 3/15; Closing on 3/24

  1. MADLIB: Musicians Actively Designing LIBeration

In this ItAG, we will come together as a community of educators, artists and activists to study, discuss, read, music-make, and/or create curricula around the necessity to reevaluate how we as music educators can actively and intentionally decenter whiteness from the current music education field, which is built on the foundation of white supremacy. This ItAG is open to high school students as well as undergrad/grad pre-service teachers. Are we ready to flip the switch?

Facilitators: Jules Hollander is a white, cis-male, European descendent, musician, music educator, organizer and lover of nature. He also really loves good vibrations. Percussionist Martin (pronounced mar-TEEN) Urbach is a white Latinx immigrant, education activist and percussion artist. His work in the classroom is based on facilitating safe spaces for students to fall in love with music and to promote social justice through music making. If not teaching, organizing or performing, Martin is mostly eating chocolate chip cookies, and speaking in his Cookie Monster voice.

Location: NYU’s LaGuardia Coop space

Dates: Thursday, 5-7pm. Kick Off on 1/27; sessions following on 2/2, 2/9, 2/16, 3/2, 3/9, & 3/16; Closing on 3/24

  1. Radical Imaginations: Education Beyond Racial Capitalism

The goal of this ItAG is to vision radical possibilities of an anti-racist & anti-capitalist education system from P-12 to higher education to prisons and beyond. We will ground ourselves in racial capitalism as put forth by Cedric Robinson in Black Marxism: The Making of the Black Radical Tradition. We will build a collective understanding of racial capitalism to understand how it operates in our education system, how we participate in it, and how we can resist and subvert it. Using examples of resistance from our communities and around the globe, we will vision new models of education. We welcome all who are involved in the education system (students of all levels and institutions, teachers, adult educators, prison educators, etc).

Facilitators: LaToya Strong is a science educator, doctoral student in the Urban Education program at the Graduate Center, CUNY, and a former NYC public school science teacher. Malcolm Sacks teaches ESOL/Social Studies at Bronx International High School, where his work with students focuses on popular/participatory action research on issues of economic and political inequity. He occasionally works as an adjunct instructor for NYC Teaching Fellows in the TESOL program at Long Island University, Brooklyn. He also serves as an organizer for the Cuba solidarity project, Venceremos Brigade.

Location: Harlem @ 110th (1 train); address will be sent to those that register

Dates: Tuesdays, 5:30-7:30pm. Kick Off on 1/27; sessions following on 1/31, 2/7, 2/14, 2/28, 3/7, & 3/14; Closing on 3/24

  1. Islamophobia in Context: How to Respond as Educators and Allies

More than ever before our country has reverted to a deeply intense and dangerous moment that threatens the humanity of actual and/or perceived Muslims. This ItAG is an opportunity to understand and affirm the diversity within Islam, action plan in our personal and professional spaces to address islamophobia…

  • Participants will explore key issues related to Islam and Islamophobia
  • Participants will develop a basic foundation of knowledge about Islam
  • Participants will develop strategies for addressing Islamophobia in schools and/or communities

Facilitators: Nassim Zerriffi teaches history, current events and leads the activism project at Manhattan Country School. Nassim has a B.A. in Sociology and History and a B.F.A in Jazz Performance from the New School University, and an M.A. in International Educational Development from Columbia University. He has ten years experience leading groups of students in designing and implementing activism campaigns that involve policy change, advocacy, and media creation. Wazina Zondon is a sexuality educator and trainer currently teaching at an all-girl public high school in downtown Brooklyn. She is also the co-creator and co-performer of Coming Out Muslim: Radical Acts of Love.

Location: TBA

Dates: Wednesdays, 5-7 pm. Kick Off on 1/27; sessions following on 2/1, 2/8, 2/15, 3/1, 3/8, & 3/15; Closing on 3/24

  1. The Power of Art and Healing

Art is power. The process of creating, collectively viewing, and, dialoguing about art can be a force for healing, organizing, and, liberation. The absence of cultural consciousness within many art education programs has the potential to distance women and people of color from self-actualization. There is a need to reconstruct the narratives of women of color in the arts, but also in the world. We hope to create a healing space that engages in discourse about art, culture, and gender, participates in the process of making art, and builds a community of strength and empowerment amongst women.

** This ItAG is open specifically to and for women of color and will be capped at 15 participants. **

Facilitators: Elizabeth Velazquez is an artist, and a visual arts educator at a small dual-language public school in Brooklyn. Lindsey Johnson was a High School special education and history teacher for a Brooklyn transfer school though is currently an art student and academic advisor at a CUNY community college.

Location: CUNY Graduate Center, 365 5th Ave (Manhattan),

Dates: Thursday, 6-8pm. Kick Off on 1/27; sessions following on 2/2, 2/9, 2/16, 3/2, 3/9, & 3/16; Closing on 3/24

ItAG Kick Off Meeting: A general kick-off meeting for all ItAG participants will be held Friday, January 27th, 6:00– 8:00 p.m. at CUNY Graduate Center @ 365 5th Ave. Room 5414. Dinner provided. (Call Jonathan @ 734.377.7063 if you have trouble finding the location). Registration: The registration fee is $30. Multiple teachers from the same school can register together for the same ItAG for a reduced rate of $25 each. This will cover the cost of materials and support NYCoRE’s ongoing work. If you are unable to pay the full fee, there are limited scholarship funds available. Please email for more details. To register, visit Questions? Email or Registration closes on Wed. Jan. 25th.

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RSVP for NYCoRE’s December Member Meeting **DIFFERENT LOCATION!**


For this month’s meeting, we’ll be using an open space protocol to facilitate different conversations addressing our response as educators to the results of the Presidential election, as well as other timely topics.

Some topics of discussion include:
– Immigration–Deportation of folks with criminal convictions
– Betsy DeVos–Secretary of Education
– Other cabinet appointments
– The Environment and Resistance–Report back from Standing Rock
– Climate change

In the second half of the meeting, we will have some time for Working Groups to meet and for new members to become oriented with NYCoRE in our NYCoRE 101 session.

Please join us on Friday!

**Once again, PLEASE RSVP below to give us a head count for food and so we can notify security!**

Friday, December 16

5-5:30PM Food and mingle
5:30-8:00 PM Member Meeting

Everett Lounge at Teachers College, Columbia University
525 W 120th St, New York, NY 10027

We will be enjoying vegetarian Ethiopian food from

Everett Lounge is wheelchair accessible via ramp from the main entrance to Zankel building and is across from wheelchair accessible restrooms. For more information: a floor plan of entrance level (Everett Lounge is “student lounge” on this map:

We are striving to make NYCoRE general meetings as accessible as possible. If you have any accessibility needs and would like to share them with us in advance, we would welcome that information and we will do our best to meet those needs.

Please RSVP by Wednesday, December 14 at noon if you have childcare needs!

**Once again, PLEASE RSVP below to give us a head count for food and so we can notify security!**



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NYCoRE Election 2016 Statement

Since 2001, the New York Collective of Radical Educators (NYCoRE) has been in the struggle for justice both inside and outside of the classroom. The election of Donald Trump highlights the necessity of radical educators, given that 53% of White women voted for Trump and White women make up approximately 65% of the US teaching (P-12) force. While Trump has created a sense of urgency, we know that many students, schools, and communities have been living this urgency prior to Trump and will live in this urgency after Trump. As educators we must re/commit ourselves to this struggle now and for the long haul. We must re/commit ourselves to this work for our students’ lives, not for our own comfort and self-gratitude. We must re/commit ourselves to this work for actual change against and beyond racial capitalism, not for feel-good liberalism.

To be clear, neutrality is not an option. Bipartisanship does not exist. For there is no such thing as an apolitical teacher or an apolitical education. We are either on the side of oppression or we are on the side of ensuring our young people have a future in which liberation is a reality. This is our call to action: educators must see schooling as part of the larger liberation struggles of the United States and across the globe. We must do this work both inside and outside the classroom because the struggle for justice does not end when the school bell rings.

Please see the list of education specific resources and readings below to help you get connected.

-The New York Collective of Radical Educators (NYCoRE)

Get Active/Get Connected

New York Collective of Radical Educators (NYCoRE) (NYC)

Teachers Unite (NYC)

Movement of Rank and File Educators (MORE) (NYC)

Showing Up for Racial Justice (New York) — for White folks

Teacher Activist Group – Philly (Philly)

Caucus of Working Educators (Philly)

Teacher Activist Group – Boston (Boston)

Teachers for Social Justice (Chicago)

Association of Raza Educators (San Diego & Oakland)

The People’s Education Movement (Los Angeles)

Institute for Teachers of Color Committed to Racial Justice (Los Angeles)

Teachers 4 Social Justice (San Francisco)

Education for Liberation Network

Rethinking Schools

The Black Teacher Project

Young Teacher’s Collective

Teachers Activist Group – National


  1. Alexander, M. (2012). The New Jim Crow: Mass Incarceration in the Age of Colorblindness
  2. Anyon, J. (2005). Radical Possibilities: Public Policy, Urban Education, and a New Social Movement
  3. Au, W., Brown, A. L., & Calderón, D. (2016). Reclaiming the Multicultural Roots of US Curriculum: Communities of Color and Official Knowledge in Education
  4. Bale, J., & Knopp, S. (2012). Education and Capitalism: Struggles for Learning and Liberation
  5. Bonilla-Silva, E. (2006). Racism Without Racists: Color-blind Racism and the Persistence of Racial Inequality in the United States.
  6. Canning, D. (2016).  Nunca Mas!  People Powered Strategy in the Time of Trump.
  7. Chacon, J. A. and Davis, M. (2006). No One is Illegal  
  8. DiAngelo, R. (2011). White fragility
  9. Dumas, M.J. (2016). Things Are Gonna Get Easier: Refusing Schooling as a Site of Black Suffering
  10. Freire, P. (1970). Pedagogy of the Oppressed.
  11. Grande, S. (2015). Red pedagogy: Native American Social and Political Thought
  12. hooks, b. (2014). Teaching to Transgress: Education as the Practice of Freedom
  13. Jacobin Magazine. Class Action: An Activist Teacher’s Handbook
  14. Mayorga, E., & Picower, B. (2015). What’s Race Got To Do With It?: How Current School Reform Policy Maintains Racial And Economic Inequality
  15. Morris, M. W. (2016). Pushout: The Criminalization of Black Girls in Schools.
  16. Podair J. (2002) The Strike that Changed New York
  17. Samudzi, Z. (2016). We Need a Decolonized, Not a “Diverse” Education
  18. Tuck, E., & Yang, K. W. (2012). Decolonization is Not a Metaphor.
  19. Schools in Transition: A Guide for Supporting Transgender Students in K-12 Schools
  20. #WhiteGirlsDoItBetter: Why White Women Remain One of Racism’s Most Slept on Weapon
  21. What If We Talked About Monolingual White Children the Way We Talk About Low-Income Children of Color
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