Keith Eric Benson

President, Camden Education Association; Educator, Camden City School District
Areas of Expertise:

About Keith

Benson has taught in Camden City public schools for fourteen years prior to being elected to the presidency of the Camden Education Association and is primarily interested in topics related to urban schooling and critical pedagogies, urban education reform policy, and school choice within contemporary urban redevelopment. Further, within a standpoint theory framework, he is also very interested in eliciting and highlighting the voices of forgotten urban community members impacted by both urban redevelopment and the education reforms that accompany it.

In the News

"Shame on Norcross Dems, Camden Schools Leader," Keith Eric Benson, Courier Post, June 21, 2018.
"Gentrification Threatening Beloved Camden and Oakland High Schools," Keith Eric Benson (with Kharyshi Wiginton), Interview with Kitty Kelly Epstein, Education Today, November 11, 2016.
"Residents Must Fight Camden High School Plan," Keith Eric Benson, Courier Post, October 24, 2016.
Keith Eric Benson quoted by Brenda Flanagan, "Camden’s Murder Rate More Than Doubled for 2016" NJTV News, July 29, 2016.
"Restore Residents’ Control of Camden’s Schools," Keith Eric Benson, Courier Post, June 23, 2016.
"Union Relations, International Teacher Solidarity, and Other Public Education Topics," Keith Eric Benson (with Dr. Lois Weiner), Interview with Kitty Kelly Epstein, Education Today, April 22, 2016.
"School Fight about Gentrification," Keith Eric Benson, Courier Post, November 25, 2015.
"Greetings from Scamden," Keith Eric Benson, National Education Policy Center, March 6, 2014.


"Are We Really 'Bout That Life'? Urban Educators as Activists in, and for, Their Urban Schools' Community" The Journal of School & Society 4, no. 1 (2017): 1-4.

Ponders the best ways in which to synthesize educational methods and activities to educate a new American public.

"Where Y'all Teachers at When We Need You? Expectations of City Public School Teachers beyond the Schoolhouse" The Journal of School & Society 4, no. 1 (2017): 12-22.

Discusses the context of Camden public schools and community as well as the opportunities for urban educators to engage in needed, meaningful community-centered social justice activism.

"They Don't Really Know Camden High: Student Perspectives on Their Negatively Viewed High School" in Re-Authoring Savage Inequalities: Counter-Narratives of Striving and Success in Urban Education, edited by Lori Davis Patton, Raquel Farmer Hinton, Ishwanzya Rivers & Joi D Lewis.

Explores how silenced urban students find value and excellence within their high school that is often considered deficient and “failing."

"Take It to the Streets: Camden Residents Speak on Their Expectations of City Public School Teachers beyond the School House" in Teaching with an Attitude: Principled Resistance Past and Present, edited by Doris Santoro and Lizbeth Cain.

Communicates the need for urban teachers, especially black and Latino teachers, to become active partners in community social justice struggles outside of the classroom setting. 

"Publishing as Social Capital: Building Community with Digital Tools" (with Stephen Danley and Thomas Dahan). Journal of Scholarly Publishing 48, no. 2 (2017): 76-89.

Examines the ways in which digital media like blogging and social media can aid activists who are ordinarily easily ignored, to advance their efforts and connect with other like-minded activists.

"Better for Whom? Current and Prospective Camden Resident’s Perspectives on State-Imposed Renaissance Charter Schools and Recent Camden Redevelopment," Rutgers University, Graduate School of Education, 2016.

Seeks to better understand and highlight the views of prospective and current Camden residents’ views of state-imposed charter schools proliferating throughout the city during a time of simultaneous redevelop efforts.

"It’s the Worst Place to Live: Urban Youth and the Challenge of School-Based Civic Learning" (with Beth C. Rubin and Brian Hayes). Theory Into Practice 48, no. 3 (2009): 213-221.

Addressed the challenges and opportunities to trying to engage urban students, whose neighborhoods have largely been abandoned by government institutions, to become more civically engaged.