Tara Schwitzman-Gerst, Ed.D.

• Ed.D., Curriculum and Teaching, Teachers College, Columbia University, 2022
• M.Ed., Multicultural Education, Eastern University, 2012
• B.S., Psychology, University of Florida, 2009
• B.M., Music Performance, University of Florida, 2009

• EDUC 3000 Curriculum Evaluation and the Learner
• EMSE 3140 Social Studies and Contemporary Issues in Elementary Education
• EMSE 4900 Seminar in Clinical Practice
• GE 1855 Intersectionality and the Arts (First Year Seminar)

Diversity, Equity, and Care in Teaching and Teacher Education; Intersectional Justice; Preservice Teacher Preparation for General and Special Education; Inclusive Education; Hispanic Serving Institutions; Higher Education; Issues in Qualitative Research

Schwitzman-Gerst, T. (2022). “We Still Miss Some of Them”: A DisCrit analysis of the role of two, 4-year Hispanic Serving Institutions in racially diversifying the K-12 teaching force. Teachers College Record, 124(7), 82-104.

Naraian, S., Chacko, M., Feldman, C., & Schwitzman-Gerst, T. (2020). Emergent Concepts of  Inclusion in the Context of Committed School Leadership. Education and Urban Society, 52(8), 1238-1263.

Gerst, A. & Schwitzman-Gerst, T. (2020). Disabling Inequity: How the social model of disability resists barriers to social security disability benefits. N.Y.U. Review of Law and Social Change, 44(2), 145-170.

Schwitzman, T.E. (2019). “Dealing with Diversity and Difference”: A DisCrit analysis of teacher education curriculum in a historically marginalized space. Journal of Curriculum Theorizing, 34(1), 50-71.

Schwitzman, T.E. (2018). St(r)uck by Feminism: The implications of engaging a text of resistance. Journal of Curriculum Theorizing, 33(1), 45-58.