Paul J Kuttner
Paul Kuttner is Associate Director at University Neighborhood Partners, University of Utah. In this role, Paul builds university-community partnerships that promote educational equity, access, and justice for young people while producing valuable knowledge to advance scholarship and social change. A native of Boston, Paul earned his masters and doctorate from the Harvard Graduate School of Education. Prior to his doctoral studies, Paul worked as an educator, teaching theater, creative writing, and civic engagement in schools and community organizations across Chicago.
Paul is a qualitative researcher, committed to engaged scholarship conducted in partnership with youth, schools, and communities. Paul's research focuses on the interconnections between educational institutions and communities that have been marginalized by the education system. Specific topics include family engagement, parent and youth organizing, university-community partnerships, and the role of culture in education and social change. Paul is a co-author, with Karen Mapp, of Partners in Education: A Dual Capacity Building Framework for Family-School Partnerships, and a co-editor of Disrupting the School-to-Prison Pipeline (HER, 2012). His work has been published in both academic and popular venues, including Harvard Educational Review, Teachers College Record, and Curriculum Inquiry. He is a board member for Mestizo Institute of Culture and Arts and a Cabinet member for the US Department of Arts and Culture. Paul blogs at culturalorganizing.org
Address: Salt Lake City, UT
Paul is a qualitative researcher, committed to engaged scholarship conducted in partnership with youth, schools, and communities. Paul's research focuses on the interconnections between educational institutions and communities that have been marginalized by the education system. Specific topics include family engagement, parent and youth organizing, university-community partnerships, and the role of culture in education and social change. Paul is a co-author, with Karen Mapp, of Partners in Education: A Dual Capacity Building Framework for Family-School Partnerships, and a co-editor of Disrupting the School-to-Prison Pipeline (HER, 2012). His work has been published in both academic and popular venues, including Harvard Educational Review, Teachers College Record, and Curriculum Inquiry. He is a board member for Mestizo Institute of Culture and Arts and a Cabinet member for the US Department of Arts and Culture. Paul blogs at culturalorganizing.org
Address: Salt Lake City, UT
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Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males summarizes the findings and recommendations from the second phase of a groundbreaking study examining factors impacting low academic performance for Black and Latino males. The first phase of the report found that Black and Latino males had inequitable access to more rigorous programs in schools, contributing in part to significant opportunity and achievement gaps for this population.
The new study offers detailed case studies that suggest a more intentional approach to supporting Black and Latino male students could significantly strengthen outcomes.
Chapters
To envision the kind of hip hop communities we need in order to realize
hip hop’s liberatory potential, we offer the metaphor of the cypher. The
hip hop cypher, in which individual artists take turns performing and
supporting one another in friendly competition, embodies hip hop’s roots
as a form of individual and communal expression. Hip hop today, at least
in its most widely disseminated forms, is out of balance. Building—and in
some ways, rebuilding—the cypher means balancing hip hop’s tendencies
toward individuality, competition, and boastfulness with the increasingly
marginalized values of community, collaboration, and representing. It
means supporting individual artists, while rebuilding the circle around him
or her.
Book Reviews
Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males summarizes the findings and recommendations from the second phase of a groundbreaking study examining factors impacting low academic performance for Black and Latino males. The first phase of the report found that Black and Latino males had inequitable access to more rigorous programs in schools, contributing in part to significant opportunity and achievement gaps for this population.
The new study offers detailed case studies that suggest a more intentional approach to supporting Black and Latino male students could significantly strengthen outcomes.
To envision the kind of hip hop communities we need in order to realize
hip hop’s liberatory potential, we offer the metaphor of the cypher. The
hip hop cypher, in which individual artists take turns performing and
supporting one another in friendly competition, embodies hip hop’s roots
as a form of individual and communal expression. Hip hop today, at least
in its most widely disseminated forms, is out of balance. Building—and in
some ways, rebuilding—the cypher means balancing hip hop’s tendencies
toward individuality, competition, and boastfulness with the increasingly
marginalized values of community, collaboration, and representing. It
means supporting individual artists, while rebuilding the circle around him
or her.