Associate Professor of Curriculum and Teaching
Office phone: 212-772-5445
Prof. Sonu holds an Ed.D. and MA degree from Teachers College, Columbia University, an MA from the Center X Teacher Education Program at the University of California, Los Angeles, as well as a BA from the University of California, Berkeley.
Dr. Sonu teaches courses in the Chilhood and Adolescent Education Programs, as well as doctoral courses at the Graduate Center.
- Social Studies Methods and Curriculum Development in Elementary Education (CEDC 722)
- Fieldwork in Reading and Social Studies (CEDC 715)
- Intensive Study of Teaching Diverse Learners in Social Studies: Methods I & II (SEDC 715/215)
- UrbEd 751: Doctoral Seminar
Debbie Sonu is an Associate Professor of Education in the Department of Curriculum and Teaching at Hunter College, City University of New York and doctoral faculty at The Graduate Center. Her research interests include curriculum theory as it relates to urban schooling in the United States, social justice teaching, and child studies. She uses qualitative methodologies to examine educational experience and seeks to understand how postmodern theories can provide reconceptualized explanations for classroom practice.
Dr. Sonu’s work has been published in Curriculum Inquiry, Journal of Teacher Education, and the Journal of Curriculum Theorizing, among others. Her dissertation, …(in)Justice for All?: Brooklyn Youth and the Question of Social Justice, explored youth performances and the complications of teaching for social justice, and received the 2011 Division B Outstanding Dissertation of the Year Award and the 2010 Critical Educators for Social Justice SIG Distinguished Dissertation of the Year Award from the American Educational Research Association (AERA).
Sonu, D. (2016). A young adult’s forgotten memories of a social justice high school education: Difficult knowledge and the impossibilities of schooling and research. Curriculum Inquiry.
Sonu, D. & Benson, J. (2016). The quasi-human child: How normative conceptions of childhood enabled neoliberal school reform in the United States. Curriculum Inquiry, 46(3), p. 230-247.
Sonu, D. & Gorlewski, J. (eds.) (2016) Special Issue of Journal for Critical Education Policy Studies entitled, “Unheard Learners: Children and Youth Experiences in Neoliberal Schools”
Snaza, N., Sonu, D., Truman, S., & Zaliwska, Z. eds, (2016). Pedagogical matters: New materialisms and curriculum studies. New York: Peter Lang.
Sonu, D. & Snaza, N. (2015). The fragility of ecological pedagogy: Elementary Social Studies standards and possibilities of new materialism, Journal of Curriculum and Pedagogy, p. 258-277.
Sonu, D. & S. Hughes. (2015). The Youth Cultural Milieu, in M.F. He, B. Schultz & B. Schubert (Eds.), Guide to Curriculum in Education (p. 383-388). New York: Sage.
Chong, K., Davies, I., Epstein, T., Peck, C., Peterson, A., Sears, A., & Sonu, D. (2015). Education for the nation?: Teaching and learning within and across nations in a global age. Hampshire: UK: Palgrave-MacMillan.
Sonu, D. (2014). For the Sake of Diplomacy: The Educational (im)Possibility of Teaching Peace by New York City Elementary School Teachers. In R. Naqvi & R. Smits (Eds.), Framing Peace: Thinking about and Enacting Curriculum as “Radical Hope” (pp. 168-180). New York: Peter Lang.
Sonu, D. (2013). Friendship, Education, and Justice Teaching: The Professional Development of Two Teacher-Friends, Teaching and Learning: Journal of Natural Inquiry and Reflective Practice, 27(1), p. 19-34.
Sonu, D. (2012). Illusions of compliance: Performing the public and hidden transcripts of social justice education in neoliberal times, Curriculum Inquiry, 42(2), p. 240-259.
Sonu, D., Oppenheim, R., Epstein, S. & Agarwal, R. (2012). Taking responsibility: Using positioning theory to understand who’s responsible for a social justice education, Education, Citizenship, and Social Justice, (7)2, p. 175-189.