I teach a variety of undergraduate and graduate courses. Concepts of social justice, human rights, and recognition of marginalized groups are central in all my courses including Language, Culture, and Power and Contemporary Issues in Education as well as a new class I am developing, Human Rights in P-12 Education.
My current research focuses on urban education. I just finished co-authoring a book, William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery in New Orleans (Peter Lang). I also co-authored a book, Questioning Assumptions and Challenging Perceptions (Rowman & Littlefield) outlining five steps of cognitive dissonance teachers experience related to teaching in urban settings.
I recently was involved in a multi-disciplinary project Witness: The Art of Samuel Bak. This exhibit included the paintings of Samuel Bak, a Holocaust survivor. The exhibit was led by colleagues in the Colleges of Arts and Sciences and Fine Arts and Media. My role was engaging middle and high school teachers with the exhibit and leading the College of Education's involvement. Over 1,700 middle and high school students attended the exhibit and used the instructional materials developed by faculty members in the Teacher Education Department.
Schaffer, Connie, White, Meg, Viator, Martha. William Frantz Public School: A Story of Race, Resistance, Resiliency, and Recovery in New Orleans, Peter Lang, Publishing, Inc..
Schaffer, Connie, Meg, White, Core, Brown. 2016. Questioning assumptions and challenging perceptions: Becoming an effective teacher in urban environments. , Rowman & Littlefield, 120.
Schaffer, Connie. 2018. William Frantz Public School: One school, one century, many stories. , Journal of Contemporary Issues in Education, 13, 2, 21-36.
Schaffer, Connie, White, Meg, Brown, Corine. 2017. A tale of three cities: Defining urban schools within the context of varied geographic areas, Education and Urban Society, 1-17.
Brown, Corine, White, Meg, Schaffer, Connie. A wild distinction: The metamorphosis of teacher identity through cognitive dissonance and urban field experiences. , The International Journal of Learner Diversity and Identities..