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Amita Gupta
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Dr. Amita Gupta is a Fulbright Research Scholar and an Associate Professor with the School of Education at The City College of New York. She is also on the Doctoral Faculty of Urban Education at the CUNY Graduate Center; has served as Program Director of the Graduate Programs in Early Childhood Education at CCNY, and has served as Vice President of the New York State Association of Early Childhood Teacher Educators. She earned her Masters and Doctoral degrees in Education from Columbia University. Her doctoral research was awarded the NAECTE/Merrill-Prentice Hall Award for Outstanding Doctoral Dissertation. Dr. Gupta has been in the field of early education for over twenty 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 of Manhattan for ten years. Dr. Gupta has served 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.

EDUCATIONAL DEGREES

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 Majors): Delhi University, New Delhi, India  

RESEARCH

Dr. Gupta’s research interests are interdisciplinary and draw upon the fields of the history, philosophy and sociology of education; postcolonial theory; urban education; and international and comparative education. Her scholarship is focused on teacher preparation and is characterized by 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 of graduate level courses on curriculum design, child development, and supervision of student teachers in field placements. As a Fulbright Scholar she has 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.

SELECTED PUBLICATIONS

BOOKS

Gupta, A. (2006). Early Childhood Education, Postcolonial Theory and Teaching Practices in India: Balancing Vygotsky and the Veda. Palgrave Macmillan.
http://us.macmillan.com/earlychildhoodeducationpostcolonialtheoryandteachingpracticesinindia

Gupta, A. (2007). Going to School in South Asia. Westport, CT: Greenwood Press. http://www.greenwood.com/catalog/GR3553.aspx

JOURNAL ARTICLES

Gupta, A. (2008). Tracing global-local transitions within early childhood curriculum and practice in India. Research in Comparative and International Education. 3(3), pp. 266-279.

Gupta, A. (2007). Vygotskian perspectives to enhance children’s development and balance creativity with structure in the early childhood classroom. Early Child Development and Care.
1-13. DOI: 10.1080/03004430701731654.

Gupta, A. (2006). Early experiences and funds of knowledge and beliefs of immigrant and minority teacher candidates dialog with theories of child development in a teacher education classroom. Journal of Early Childhood Teacher Education. 27(1), 3-18.

Gupta, A. (2004). The challenge of working with large class size: Dispositions of early childhood teachers in India. Contemporary Issues in Early Childhood. 5(3), 361-377.

Gupta, A.  (2003). Socio-cultural-historical constructivism in the preparation and practice of early childhood teachers in New Delhi, India. Journal of Early Childhood Teacher Education.  24(3), 163-170.

Gupta, A. (2001). Implementing Change at the Pre-Primary level in a School in India. International Journal of Early Childhood.  33(1), 34-42.

BOOK CHAPTERS/ENTRIES/BOOK REVIEWS

Gupta, A. (2011). Play and pedagogy framed within India’s historical, socio-cultural and pedagogical context. In S. Rogers (Ed.) Rethinking Play and Pedagogy in Early Childhood Education: Concepts, Contexts and Cultures. Oxford, UK: Routledge.

Gupta, A. (2011). Learning to Teach, Teaching to Learn. Invited Editorial. EECERJ.

Gupta, A. (2010). Book Review: Liberalization’s children: Gender, youth, and consumer citizenship in globalizing India (R.A. Lukose). Comparative Education Review. 54(4), pp.605-607.

Gupta, A. (2010). Head Start. In T. C. Hunt, J. C. Carper, T. J. Lasley II, & C. D. Raisch (Eds.) Encyclopedia of Educational Reform and Dissent. Thousand Oaks, CA: Sage Publications.

Gupta, A. (2009). Book Review: History of Multicultural Education, Volume 6: Teachers and Teacher Education (Carl A. Grant and Thandeka K. Chapman). Teachers College Record, Date Published: December 01, 2009. http://www.tcrecord.org ID Number: 15861.

Gupta, A. (2007). Introduction: culture, curriculum, and points of intersection. In A. Gupta (Ed.) Going to school in South Asia. Westport, CT: Greenwood Press.

Gupta, A. (2007). Going to school in India. In A. Gupta (Ed.) Going to school in South Asia.  Westport, CT: Greenwood Press.

Latheef, M. & Gupta, A. (2007). Going to school in Maldives. In A. Gupta (Ed.) Going to school in South Asia. Westport, CT: Greenwood Press.

Gupta, A. (2007). Erikson’s psychosocial theory of development. In R. New & M. Cochran (Eds.) Early Childhood Education (Four volumes): An International Encyclopedia. Westport, CT: Praeger. Volume 2, pp. 347-348.

Gupta, A. (2007). Erik Erikson: a biography. In R. New & M. Cochran (Eds.) Early Childhood Education (Four volumes): An International Encyclopedia. Westport, CT: Praeger. Volume 3, pp. 674-677.

Gupta, A. (2007). Book Review - The economics of elementary education in India: The challenge of public finance, private provision and household costs. The International Journal of Early Years Education. October 2007.

INVITED SESSIONS

Columbia University, New York (2010). Speaker, Emerging Education Issues in South Asia. Panel Discussion at Teachers College.

Zhejiang University, China (2010): Speaker, The Quest for Innovation and Entrepreneurship in Asia and Pacific Region: Strategies and Responses of Higher Education. International Conference at the College of Education.

Birmingham University, UK (2010): Keynote Speaker, Knowledge and Voice in Early Childhood: Who knows, who speaks, who listens? Annual conference for EECERA (European Early Childhood Education Research Association).

Columbia University, New York (2010). Speaker, International Development: Current Trends in Early Education in South Asia.

Maldives College of Higher Education, Faculty of Education (2010): Advisor in the set-up of the country’s first 4-year degree program in Early Childhood Care and Education

National Institute of Education (NTU), Singapore (Summer 2009): Visiting Professor

Cornell University: Speaker/Panelist at NYCAS Conference on Education in Asia (Oct 2009)

Panelist: EduRetreat Conference in Ahmedabad, India, (Dec 2009, in collaboration with the Multiple Intelligence Institute)

Book Talk and Dialogue (Oct 2009): Early Childhood Education, Postcolonial Theory, and Teaching Practices in India. University Institute, New Delhi, India

Facilitator and Consultant: The Weekday School, New York City (2008-09, Staff development and Curriculum development of school-wide early childhood curriculum)

Speaker: The Summerfields School in New Delhi, India (Summer 2007): Issues in early childhood education for Pre-K through Grade 2 teachers

The Gottesman Libraries at Teachers College, Columbia University: Book Talk and Panel Discussion on Going to School in South Asia (2007)

The Gottesman Libraries at Teachers College, Columbia University: Book Talk on Early childhood education, postcolonial theory and teaching practices in India: Balancing Vygotsky and the Veda (2006)

Staff and Curriculum Development:  Delhi Public School Society, New Delhi, India (2006): “A culturally appropriate approach to child development and curriculum design”: A Summer Institute for N-2 school teachers in New Delhi, India.

Speaker: IBM Burlington Asian Network, Vermont (2006): “Current challenges in early schooling and education”. 

RECENT  CONFERENCE  PAPERS

Comparative and International Education Society Annual Conference, Montreal (2011): Educational perspectives and voices from Asia: Who knows, who speaks, who listens?

EduRetreat/Multiple Intelligence Institute Video-Conference Panel with Howard Gardner (Dec 5, 2009): Engaging with the Multiple Intelligence Theory for the 21st Century. Ahmedabad, India.

EduRetreat Conference (Dec 5, 2009): Defining Good Work in the Context of Teacher Education. Ahmedabad, India.

Delhi Public School Human Resource Development Center (Dec 2, 2009): A Theme-based Curriculum for the Early Childhood Classroom. New Delhi, India.

Fulbright Annual Conference (Nov 24, 2009): Contemporary Issues in Early Childhood Education and Teacher Education. Pondicherry, India.

USIEF-Fulbright-Lady Irwin College Seminar on Early Childhood Education (Nov 20, 2009): Preparing the Early Childhood Teacher to Effectively Address the Needs of the 21st Century: Perspectives from India and the US. New Delhi, India

NYCAS Teacher Training Conference on Education in Asia (Oct 9, 2009): Factors influencing teaching and learning within traditional and contemporary educational contexts in India and South Asia. Cornell University

NYCAS Teacher Training Conference on Education in Asia (Oct 9, 2009): An alternative curriculum for early education: Classrooms that attempt to combine academic teaching with values teaching in child-centered ways. Cornell University

AERA, San Diego: Session Chair - Rethinking Play and Pedagogy in Early Childhood Education: Concepts, Contexts and Cultures.

AERA, San Diego: Exploring the constructs of a play pedagogy relevant for early childhood classrooms in India.

AERA New York: The Historical Impact of Social, Political and Economic Forces on Current Systems of Education in South Asia.

AERA New York: Moral Dilemmas - “Who do we think we are, telling them they have to change that?: Urban early childhood education faculty grapple with culture in student teaching placements.

European Early Childhood Research Association, Prague: Vygotskian Perspectives on the Facilitation of Children's Development through Dramatic Play: Balancing Structure with Freedom of Exploration and Innovation.

Redesigning Pedagogy: Culture, Knowledge and Understanding conference at the National Institute of Education, Singapore: Navigating the multiple strands of a postcolonial curriculum in early childhood classrooms in India.

Comparative Education Society of Asia, University of Hong Kong: Relating academic achievement to specific educational and societal influences.

AERA San Francisco: Embracing native discourses as immigrant teacher candidates meet mainstream educational theory

AERA San Francisco: Early education in India: negotiating large classrooms, high stakes assessment, academic mandates and the whole child.

Ethnography in Education Research Forum at the University of Pennsylvania: The insider-outsider dynamic of a postcolonial naturalistic inquiry.

CUNY Conference on South Asians and the Diaspora: Points of Connections. Panel President for South Asian Youth in New York City: Socio-cultural and educational challenges and opportunities. 

AERA Montreal: Immigrant urban undergraduate education majors at CCNY speak of current challenges and early recollections.

AERA Montreal: A curriculum with multiple identities: Postcolonial negotiations in urban Indian classrooms.

Ethnography in Education Research Forum at the University of Pennsylvania: Finding meaning within early childhood postcolonial research.


GRADUATE COURSES TAUGHT

Early Childhood Education and Postcolonial Theory
Developmental Issues in Early Childhood
Program and Curriculum in Early Childhood
Social Studies in the Early Childhood Curriculum
Observing and Recording the Behaviors of Young Children
Supervision of Student Teachers


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Last updated on: March 1, 2011