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Terrie Epstein

Professor of Education

212 772-4677
911 West

Terrie Epstein is a Professor of Education at Hunter College and the CUNY Graduate School. She has a   B. A. and M.A. in history from Brandeis University and an Ed.M and Ed.D. in Education from Harvard University.  Currently, she is Co-Coordinator with Jason Wirtz of the Hunter Ed.D. Program in Instructional Leadership.  She is an active member of AERA and has taught at a wide range of institutions, including NYU, University of Michigan, Boston College and the University of Denver.


SEDC 215/715: Methods 1: Intensive Study of Classroom
Organization, Management, and Assessment of Instruction in Social Studies

SEDC 325/725: Methods 2: Intensive Study of Teaching Diverse Learners in Social Studies 

SEDC 455/755: Student Teaching in Social Studies

Graduate Center - UED 712: Introduction to Urban Literacies


Dr. Epstein uses critical and sociocultural theories to examine the teaching and learning of history and citizenship in urban contexts. She has served as an advisor or committee member on over 40 doctoral dissertations at a range of institutions of higher education.  In 2013, she received a Fulbright Senior Scholar Award to conduct research in Wellington, New Zealand on indigenous and European-descent adolescents’ interpretations of history and contemporary society.  She is a Fulbright Specialist Candidate in the fields of citizenship/history/social studies education and multicultural education.

She has received several research grants from the Spencer Foundation, as well as a 2015 AERA Educational Research Conference Grant for Research on Teaching and Learning Difficult Histories: Global Concepts and Contexts. Held at the Roosevelt House in June 2015, the conference included an interdisciplinary group of scholars from across the globe.


Epstein, T. & Peck, C. (Eds.) (in preparation).  Research on teaching and learning difficult histories: Global concepts and contexts. 

Chong, E. K., Davies, I., Epstein, T., Peck, C., Peterson, A., Ross, A.,…& Sonu, D., (2015).  Education, globalization, and the nation. Basingstroke, England: Palgrave Macmillan. 

Epstein, T. (2009).  Interpreting national history: Race, identity and pedagogy in classrooms and communities. New York: Routledge Press. 

 Turk, D., Mattson, R., Epstein, T., & Cohen, R. (Eds.) (2009).  Teaching United States history: Dialogues between historians and teachers.  New York: Routledge Press.  

Snarey, J., Epstein, T., Sinkievicz, C. & Zodhiates, P. (Eds.). (1981). Conflict and continuity: A history of ideas on social equality and human development. Cambridge: Harvard Educational Review.

Epstein, T. (in press). Teaching history for social justice: Purpose and pedagogy. In M. Fronza, XV Congresso Internacional Educação Histórica: Consciência Histórica e InterculturalidadeMato Grosso, Brazil: Universidade de Mato Grosso.

Epstein, T. (in press). The relationship between narrative construction and identity in history education: Implications for research, teaching and learning.  In M. A. Schmidt (Ed). Aprender historia: Perspectivas da Educacao Historica. Unijui, Brazil: Ijuí University.

Polleck, J. & Epstein, T. (2015).  Affirmation, analysis and agency: Book clubs as critical spaces for young women of color. Reading Horizons: A Journal of Literacy and Language Arts, 54 (1): 78-107.

Epstein, T. & Shiller, J. (2015).  Race, gender and research on history education.  In W. Parker (Ed.) Social studies today: Theory and practice (2nd edition) (pp. 113-119). New York: Routledge.

Davis, J. & Epstein, T. (2015).  Civic Meanings Reconsidered: A response to “Civic Meanings: Understanding the Constellations of Democratic and Civic Beliefs of Educators.” Democracy and Education, 23 (1): 1-3.  

Epstein, T. & Gist, C. (2014). Teaching racial literacy in secondary humanities classrooms: Challenging students’ of color concepts of race and racism. Race, Ethnicity and Education, 18 (1): 40-60. 

Epstein, T. (2014).  Collegiality, conflict and collaboration in a professional career. In C. Woyshner (Ed.). Leaders in social studies education: Intellectual self-portraits (pp. 43-54). Rotterdam, Netherlands: Sense Publishers.

Epstein, T. & King, L. (2012). Historiography, diversity and education. In J. A. Banks (Ed.). Encyclopedia of Diversity in Education (pp.1073-1077). New York: Sage Publications.

Epstein, T. (2012, May).  Preparing history teachers to develop young people’s historical thinking. Perspectives of the American Historical Association, 31-37. 

Epstein, T., Mayorga, E. & Nelson, J. (2011). Teaching about race in an urban history class: The effects of culturally responsive teaching Journal of Social Studies Research, 28, 1, 1-28.

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