The following statement was drafted and signed by faculty at Teachers College, Columbia University.
The Trump administration is cynically using the pretext of “fighting anti-Semitism” to attack universities and control them. It has withheld $400 million from Columbia University and demanded changes to its curriculum and other policies.
This is outrageous. It is fascistic. It is an attack on academic freedom. Columbia University is a private university, one of the best in the nation. It should rebuff this repellent effort to strip it of its independence and academic freedom.
A Statement by Teachers College, Columbia University Faculty
The Attack on American Education, from our Perspective as Teachers College Faculty
March 19, 2025
We are a group of Teachers College faculty with expertise in the areas of education, health, and psychology. We write in response to the attacks by the federal government on Columbia University, and education. Teachers College is an independent institution, with its own charter, president, board of trustees, and regulations, yet we are also affiliated with Columbia University and are thus deeply affected by the current moment. We emphasize that this statement is not an official response by Teachers College, and represents only the views of its authors.
As researchers and teachers, we share with our colleagues in higher education a deep concern about the many ways that higher education is under threat at this moment. But as scholars at a graduate school of education, whose work covers the lifespan, from infants to elders, we have a distinct perspective. We see the attack on Columbia as part of a larger offensive by the Trump administration and the Republican party against education at all levels. An attack on academic freedom and the First Amendment is taking place on multiple fronts, all of which impact the basic human activity of learning in all of its forms and meanings.
Efforts to dismantle Diversity, Equity, and Inclusion (DEI) initiatives, erase curricular content that speaks to our nation’s true and difficult past and its ongoing inequities, and intrude into the processes by which educational institutions from local school districts to universities make decisions on what and how to teach: all are connected to a desire to stifle critical thinking and prevent us from actively participating in our democracy. The intention of the Trump administration is clear. By gutting important systems of education, they can shape our thoughts and words, creating a new generation without the skills required to actively participate in our democracy and push back against oppression.
At Columbia University specifically, the Trump administration has cancelled over $400 million in research and intervention funding and is threatening further action unless the university caves to a series of demands that would radically transform the institution and undermine its fundamental role in a democracy, as our colleagues in the Columbia chapter of the AAUP detail in this letter. Such actions also violate the constitutional law and the substance and process of TItle VI, as detailed by several of our colleagues in the Columbia Law School.
The broad strategies of the administration’s attack on higher education were outlined earlier in Project 2025, but the particular tactics have been shaped by both world and local events since the October 7, 2023 Hamas attack on Israel and the Israeli war on Gaza that followed and continues. The accusation that Columbia is unable and unwilling to protect its Jewish students is being used to strip it of funding, especially for research in its medical school, as well as other areas of the institution. Several funded projects in education, health, and psychology at Teachers College have already been cancelled, affecting research and programs ranging from higher education access, graduate training for much-needed school psychologists, social services for students, and more.
We recognize that Columbia, like many institutions, has much ongoing work to do to ensure campus is a place that can foster and support everyone’s learning, by actively addressing antisemitism, Islamophobia, and all forms of discrimination and hatred. Yet the disproportionate response to anti-war protest on our campus must be acknowledged. We take note of the “Palestine exception,” which blocks discourse by treating Palestine and Palestinians as topics beyond First Amendment and academic freedom protections. Such a pattern has barred necessary speech and difficult dialogues on our campuses, causing division and fear amongst students, staff, and faculty members. To be sure, maintaining space for anti-war protest and other forms of political dissent within a community needs to be done with sensitivity and care, alongside respect for the rights of students to challenge one another and express ideas, including deeply controversial ones.
While this week’s education news has been dominated by Columbia, previous weeks focused on the K-12 landscape. Developments included the appointment of a Secretary of Education with no education expertise, unable even to correctly identify the IDEA (Individuals with Disabilities Education Act) – one of our nation’s largest pieces of federal education and civil rights legislation, which she is charged by Congress to administer. The administration laid off half of the Department of Education’s workforce. The firings have all but shuttered the more than 150 year old National Center for Education Statistics, on which countless areas of education research, including “The Nation’s Report Card” via the National Assessment of Educational Progress and studies that focus on measuring equity, rely. These are the staffpeople who ensure that Congressionally-approved funds for Title I of the Elementary and Secondary Education Act (for children living in poverty), the IDEA and Section 504 of the Rehabilitation Act for disabled students, and federal financial aid to higher education make their way to their intended students, families, and communities. Major staff reductions at the Department of Education’s Office of Civil Rights intentionally impede this division from ensuring equitable treatment of children in our nation’s schools.
As in higher education, the Trump administration not only seeks to usurp the Congressional power of the purse but does so in the name of false and misleading representations of the state of our educational institutions. Whatever claims to the contrary, American public education is governed chiefly by state constitutions and local school districts. They decide what students learn, how teachers teach, and how student success is measured. When, for example, executive orders seek to disregard that law and tradition, we applaud leaders who, like Maine Governor Janet Mills, respond with “See you in court!”.
As experts on teaching and learning, we know that the most profound moments of learning are usually uncomfortable, as they may lead people to question taken-for-granted assumptions about themselves and the society they inhabit. The goal of good teaching is not to eliminate that discomfort, but to give it a productive use. The barrage of Executive Orders, threats to the Department of Education, and mandates such as the March 13 letter are aimed at restricting discourse and generating fear in teachers and students, especially those most vulnerable: non-US citizens, racially or ethnically minoritized populations, gender and sexually diverse and expansive people, and disabled people. Teaching and learning are much more difficult when one is afraid, and pedagogy can easily turn to rote memorization and repetition in order to avoid controversy.
While the White House accuses elementary and secondary schools as well as higher education of indoctrinating students, against the evidence, what we see is an attack on the capacity for criticism — paving the way for authoritarianism and fascism. The idea that directing criticism at the US or its geopolitical allies is un-American runs counter to much of the history of this nation. As James Baldwin once stated, “I love America more than any other country in the world and, exactly for this reason, I insist on the right to criticize her perpetually.” It is extremely hard, if not impossible, for people of any age to do the difficult work of learning, of understanding multiple perspectives on an issue, of offering counterpoints to commonly assumed views, when people are scared of losing their livelihoods and/or their visas, being arrested or deported, or being deemed enemies of the state by the highest office in the land.
As educators and researchers concerned with justice and equity, we cannot stay silent. What becomes of the University if it succumbs to the demands of a political party or leader and cedes its rights of free speech, free expression, and free inquiry? What becomes of research if its pursuit of truth is shaped by what faculty are not allowed to say, and the topics they cannot investigate? What becomes of our students if they are only permitted to think, speak, and be in ways that follow the political winds?
We call on university leaders, on our campus and beyond, to use all of the tools at their disposal, including collective efforts across the sector and litigation, to stand for academic freedom, and for First Amendment rights of free speech, inquiry, and debate, and thus to stand for our democracy.
And we pledge, as faculty members in an institution of higher education, to recognize that the challenges facing us are not unique to our institution or to higher education. They are shared challenges that at this moment link us to all those devoted to education and to learning at all stages across the life span. We celebrate the efforts such as the suit filed by the National Education Association and the American Civil Liberties Union to stop Trump administration efforts to curtail diversity, equity, and inclusion in education. We must find ways to work with one another for our students, our communities, and our still-developing democracy.
Daniel Friedrich, PhD, Associate Professor of Curriculum, Department of Curriculum and Teaching
Ansley Erickson, PhD, Associate Professor of History and Education Policy, Department of Education Policy and Social Analysis
Melanie Brewster, PhD, Professor of Counseling Psychology, Department of Counseling and Clinical Psychology
Ezekiel Dixon-Román, PhD, Professor of Critical Race, Media, and Educational Studies Director, Edmund W. Gordon Institute for Advanced Study.
Kay James, PhD, Associate Professor of Neuroscience & Education, Department of Biobehavioral Sciences
Additional signatures, added at 6pm daily.
Anonymous (11)
Jennifer Lena, PhD, Associate Professor of Arts Administration, Department of Arts and Humanities
Brandon Velez, PhD, Associate Professor of Counseling Psychology, Department of Counseling and Clinical Psychology
Luis A. Huerta, PhD, Professor of Education and Public Policy; Chair, Department of Education Policy and Social Analysis
James Borland, PhD, Professor of Education, Department of Curriculum and Teaching
Nathan Holbert, PhD, Associate Professor of Communication, Media, and Learning Technologies Design
Sonali Rajan, EdD, Professor of Health Promotion and Education, Department of Health Studies and Applied Educational Psychology
Carolyn Riehl, PhD, Associate Professor of Sociology and Education Policy
Beth Rubin, PhD, Professor of Education, Department of Arts & Humanities
Lucy Calkins, PhD, Robinson Professor of Children’s Literature, Department of Curriculum & Teaching
Gita Steiner-Khamsi, PhD, William H. Kilpatrick Professor of Comparative Education, Department of International and Comparative Education
Mark Anthony Gooden, PhD, Christian Johnson Endeavor Professor of Education Leadership, Department of Organization & Leadership
Sandra Schmidt, PhD, Associate Professor of Social Studies Education, Department of Arts & Humanities
Haeny Yoon, PhD, Associate Professor of Early Childhood Education, Department of Curriculum and Teaching
Judith Scott-Clayton, PhD, Professor of Economics & Education, Department of Education Policy & Social Analysis
Alex Eble, PhD, Associate Professor of Economics & Education, Department of Education Policy & Social Analysis
Prerna Arora, PhD, Associate Professor of Psychology and Education, Department of Health Studies & Applied Educational Psychology
Megan Laverty, PhD, Professor of Philosophy and Education, Department of Arts and Humanities
Ioana Literat, PhD, Associate Professor of Communication, Media and Learning Technologies Design, Department of Math, Science, and Technology
Yolanda Sealey-Ruiz, Ph.D, Professor of English Education, Department of Arts and Humanities
