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David Nurenberg

Associate Professor

David Nurenberg

As an associate professor of education and core faculty in the Middle and High School programs in the Graduate School of Education, I help prepare the next generation of secondary school teachers to engage their students in learning, finding more effective alternatives to traditional lecture-based, skill-and-drill pedagogy.

I have taught high school humanities for 17 years, and have had the privilege to work in suburban, urban, and international teaching and learning environments. My dissertation, A study of the effects of peace education on academic achievement in an urban middle school, exemplifies my research focus: looking at ways in which student-centered, interdisciplinary, project based learning can aid both student learning and student socio-emotional well-being.

I am coordinator for the G.L.O.B.E. (Global Learning Opportunities in Boston Area Education) consortium. We are currently running an interdisciplinary after school course in Green Technology - check out our promotional video here:

Comparative international education, and international school exchange in particular, are other passions of mine. You can follow some of my work with schools in Japan and in Turkmenistan.

I consult for Boston area middle and high schools - please contact me if you are interested in how I can help work with your school or district to meet your goals.

Education: BA, Brandeis University; MA, Tufts University; PhD, Lesley University

Selected Publications

May, 2020. "What Does Injustice Have to Do with Me?": Engaging Privileged White Students with Social Justice. Rowan & Littlefield Publishers.

October 27, 2017. Article in the Worcester Telegram: Teaching Students to Excel, or to Excel at Taking Tests?

Nurenberg, D. and Tong, J. (accepted, 2017). From the battle room to the classroom: Using Ender’s Game to engage high school physics students. Credited chapter in Greenhouse, P., Eisenbach, B. and Kaywell, J. Adolescent literature as a complement to the content areas. Lanham, MD: Rowman and Littlefield (accepted for publication).

Nurenberg, D. (2016) Honoring all learners: The case for embedded honors in heterogeneous ELA classrooms. English Education, 48(2), 63-98.

Nurenberg, D. (2015). Inquiry and irony: Paradox and promise in Paul Jablon’s The Synergy of Inquiry. The High School Journal, 99(2), p.113-121.

Nurenberg, D. (2014) The power of positive affinity groups: A “sci-fi” solution to bullying. American Secondary Education.(42)3, 5-17. 

Nurenberg, D. (2011). What does injustice have to do with me? A pedagogy of the privileged. Harvard Educational Review (81)1, 50-64.

Nurenberg, D. (2010). It takes more than saying "honey" to make your mouth sweet -- The necessity of multiparty cooperation to promote peace in a US-Turkmen student exchange program. Multicultural Review (19)3, 17-44.


Nurenberg, D. (2018) What does injustice have to do with me? The challenges of teaching privileged students. Washington DC: TEDx Ed Dupont Circle. March 24, 2018.

Website and Podcast

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