Theory and History of Education International Research Group Members
Group Coordinator: Rosa Bruno-Jofré
Professor of History of Education, Queen's University
Rosa Bruno-Jofré, (view Academia Profile) PhD is a Professor at and former dean (2000-2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Art and Sciences, Queen’s University, Canada. Her areas of expertise are history of women religious, history of education, history and theory, educational theory from a historical perspective. Her current research on the Religieuses de Notre Dame des Missions is funded by an Insight Grant from the Social Sciences and Research Council of Canada (SSHRC). She has recently completed a Connection Grant (SSHRC) as principal applicant , having Paulí Dávila as co-applicant and involving twenty scholars . The grant was entitled “Catholicism and Education: Fifty years after Vatican II, 1962-1965 –A transnational interdisciplinary encounter.” She is conducting research on “The Sisters of the Infant Jesus (Religiosas del Niño Jesus), French congregation with houses in Spain and various parts of the world.” She has been working with Jon Igelmo on Ivan Illich for the last few years – a central component of her research agenda.
She is co-founding editor of Encounters in Theory and History of Education/Rencontres. She is the founding editor of the Queen’s Education Letter and serves on the board of numerous journals. She served as guest editor of Paedagogica Historica, vol,49. 3. 2013; (with Daniel Tröhler) of Pensamiento Educativo, Pontificia Universidad Católica de Chile, May 2014; (with Patricia Quiroga) of Historia de la Educación, Universidad de Salamanca, Espana, forthcoming.
Bruno-Jofré is the sole author of The Missionary Oblate Sisters: Vision and Mission ( McGill/Queen's Press ,2005) and translated into French in 2008. She also published Methodist Education in Perú: Social Gospel, Politics, and American Ideological and Economic Penetration, 1888-1930 (Wilfrid Laurier University Press) in 1988. She is co-author with members of the Group, Scott Johnston, Gonzalo Jover, and Daniel Tröhler of Democracy and the Intersection of Religion and Traditions: The Readings of John Dewey’s Understanding of Democracy and Education (McGill-Queen’s University Press, 2010), She edited and co-edited books and monographs including with Jürgen Schriewer (Humboldt–Universitat Berlin) Global Reception of Dewey’s Thought (Routledge, 2011). and ( with James Scott Johnston) Teacher Education in a Transnational World, , University of Toronto Press (2014).
She has authored or co-authored articles in Hispania Sacra, Educational Theory, Bordón (Journal of the Spanish Pedagogical Society), Bildungsgeschichte: International Journal for the Historiography of Education , Catholic Historical Review, Paedagogica Historica, Historical Studies (Journal of the Canadian Catholic Historical Association), others. Forthcoming article with J/ n Igelmo in Journal of Ecclesiastical History (Cambridge University). She has numerous chapters in collections published by the University of Toronto, Wilfrid University Press, Routledge, University of Ottawa, others.. See profile.
From the esoteric to the commonplace, Chris:
- attends the more-than-human
- enacts a progressively more autochthonous life
- explores film, print, paint, song, earth, plant and mind
- learns from elders and mentors students
- researches and writes papers
Chris holds a PhD from the Faculty of Education, Queen’s University. He is an Assistant Professor at Brandon University. Recent publications include contributions to Encounters in Theory and History of Education, Journal of Experiential Education, The Trumpeter, and Paideusisand a chapter entitled “Authochthonous Ed: Deep: Indigenous, Environmental Learning,” in Teacher Education in a Transnational World, edited by Rosa Bruno-Jofré and James Scott Johnston, University of Toronto Press, 2014. In the past Beeman taught courses in undergraduate programs including Art in an Aboriginal Context and Philosophy of Education, and in the graduate programs, Theories and Meanings in Aboriginal Education and Pedagogy and Transformation in Curriculum, in the Aboriginal and World Indigenous Education Studies program, at Queen's University's Faculty of Education. Through Simon Fraser University, Chris is a research associate with the CURA-sponsored green school in Maple Ridge, BC.
Josh Cole’s research interests lie in the history of education, intellectual history, the history of modernity, and historical and contemporary cultural politics. He received his PhD in 2015 from the Department of History at Queen’s University, Canada. He is currently turning his SSHRCC-funded dissertation, entitled Children, Liberalism and Utopia: Education, Hall-Dennis, and Modernity in Ontario’s Long 1960s, into a book manuscript for McGill-Queen’s University Press. His new project is a history of adult education (as a body of thought and practice, a social movement, and a scholarly discipline) in Canada from the early-nineteenth to the early-twenty-first century.
- “Canadian Educational History in the Early-Twenty-First Century: An Assessment.” Journal of Canadian Studies/Revue d'études canadiennes (commissioned essay, in progress)
- “‘What the Dead Say to the Living’: Time, Politics, and Teacher Preparation in English Canada’s Long-1960s” (Rosa Bruno-Jofré and Josh Cole). In Pädagogisches Wissen in der Lehrerinnen-und Lehrerbildung / Educational Knowledge in Teacher Education, edited by Rebekka Horlacher and Andreas Hoffmann-Ocon. Germany: Klinhardt (forthcoming, 2016)
- “‘Our only Hope is Apocalypse’: Marshall McLuhan, Catholic Antimodernism, and 1960s Education Reform.” Historia de la Educación 35 (2016)
- “Organized Lightning: the Liberal Arts against Neoliberalism” (Josh Cole and Ian McKay). Our Schools/Our Selves 25 (4) 2015
- “Commanding Heights, Levers of Power: A Reconnaissance of Education Reform, 1945-2014” (Josh Cole and Ian McKay). Encounters on Education / Encuentros sobre educación / Rencontres sur l'éducation Vol. 14, 2014
- “Putting PISA in its Place (For Stuart Hall, 1932-2014).” Our Schools/Our Selves 24 (3) 2014
- “‘To Serve and Yet Be Free’: Teacher Preparation in Ontario, Canada from the Fin de Siècle to the 1960s” (Rosa Bruno-Jofré and Josh Cole). In Teacher Education in a Transnational World, edited by Rosa Bruno-Jofré and James Scott Johnston, University of Toronto Press, 2014
- “Alpha Children Wear Grey: Postwar Ontario and Soviet Education Reform.” Historical Studies in Education /Revue d'histoire de l'éducation 25 (2) 2013
- “‘La Vida es Movimiento Continuo, la Inercia es Muerte’: El Informe Hall-Dennis, la Modernidad y la Educación Progresiva en el Ontario de Posguerra.” Sembrando Ideas 5 (1), 2011 [“‘Life is Perpetual Motion and Repose is Death’: The Hall-Dennis Report, Modernity, and Progressive Education in Postwar Ontario”]
Cristián Cox (Ph.D. Sociology, University of London, 1984) is a Professor at the Faculty of Education of Universidad Diego Portales, Chile. Formerly he was the head of the Curriculum and Evaluation Unit of the Ministry of Education of Chile (1998-2006), Director of the Center for Research on Educational Policy and Practice (CEPPE) of Universidad Católica de Chile (2008-2011), and Dean of this University’s Faculty of Education (2012-2015). A researcher and policy maker, he led the design and implementation of the 1990s curriculum reform of the school system of his country, was Tinker Visiting Professor at Stanford University in 2005, and belongs to the Project Advisory Committee of the International Civic and Citizenship Study (ICCS-2016), of the International Association for the Evaluation of Educational Achievement (IEA). He has also worked as a consultant for OECD, World Bank, Inter-American Development Bank, and UNESCO. He has authored, co-authored or edited, 10 books and more than a hundred articles on educational policy, curriculum, teacher education and citizenship education. On this last topic he has just published (with J.C. Castillo and others) a book on the evolution of this area in Chile, Aprendizaje de la Ciudadanía. Contextos, experiencias, resultados (2015), and co-authored a comparative analysis for 6 countries of Latin America, Citizenship education in Latin America: priorities of school curricula (I BE Working Papers Nº 14 (2014)). Has participated or participates in the Editorial Board of journals, Cadernos de Pesquisa (Fundación Carlos Chagas, Brasil), Perfiles Educativos (UNAM, México), Pensamiento Educativo (PEL) (Chile), Encounters (Queen’s University, Canada), Compare (UK), and the just launched, Journal of Professional Capital and Community (USA). Email: firstname.lastname@example.org
His publications include Citizenship Education in Curriculum Reforms of the 1990s in Latin America: Context, Contents and Orientations (2002); Las Políticas Educacionales de Chile en las últimas dos décadas del Siglo XX (2003); and Innovation and Reform to Improve the Quality of Primary Education: Chile (2004). More recently, he has authored "Educational Inequality in Latin America: Patterns, Policies and Issues" (in Educational Inequality Around the World: Growing Gaps, Oxford University Press, 2011); "Política y Políticas Educacionales en Chile 1990-2010" (Revista Uruguaya de Ciencia Política 21, no. 1, November 2012); and “El principio de fraternidad en los valores, instituciones y relaciones sociales de la educación escolar Latinoamericana” (in Fraternidad y Educación, Ciudad Nueva, 2013); and co-authored Educación ciudadana en América Latina: prioridades de los currículos escolares, IBE Working Papers on Curriculum Issues Nº 14 Geneve, 2014.
Recent publications include:
- With Castillo, J. C., Miranda, D., Bonhomme, M., & Bascopé, M. (2015) Mitigating the political participation gap from the school: the roles of civic knowledge and classroom climate, Journal of Youth Studies 18 (1)
- Cox, Cristián; Meckes, Lorena; Bascopé, Martín (2014) Teacher Education Policies in Chile: From Invitation to Prescription to be published in, Bruno-Jofré and Scott Johnston (2014), Teacher Education in a Transnational World. University of Toronto Press. Toronto.
- With Castillo, J. C., Miranda, D., Bonhomme, M., & Bascopé, M (2014) Social inequality and changes in students' expected political participation in Chile, Journal of Education, Citizenship and Social Justice, 9 (2), 140-156
- El principio de fraternidad en los valores, instituciones y relaciones sociales de la educación escolar Latinoamericana, en Rodrigo Mardones (ed.). Fraternidad y Educación. Buenos Aires: Ciudad Nueva, 2013.
Ina Ghita is a M.Ed. candidate in the Faculty of Education, Queen’s University. She also holds a MA in Cognitive Sciences and Interactive Media from Pompeu Fabra University, Barcelona and a BA in Journalism and Communication Studies from the University of Bucharest.
Ana Jofre received her PhD in Physics from the University of Toronto, did Post-doctoral work at NIST (National Institute of Standards and Technology) in Gaithersburg MD, and taught -and did research - at the University of North Carolina in Charlotte for six years before transitioning her career towards the arts. She then completed her MFA at OCAD University in Toronto. Her publications and conference presentations cover a wide range of intellectual interests, from physics to critical theory, and she has exhibited her artwork extensively. Her creative and research interests include figurative sculpture, public pedagogy, and data visualization. Dr. Jofre is currently a post-doctoral research fellow in the Visual Analytics Lab at OCAD University.P
Associate Dean for Research. Faculty of Education. Universidad Complutense, Madrid (Spain)
Gonzalo Jover obtained his Master degree in Arts and Education in 1982 and his PhD degree in Education in 1987, both with Honors. He is Full Professor of Education at the Complutense University in Madrid, where he was Head of the Department of Educational Theory and History of Education from 2006 to 2009 and Adviser to the Vice-Chancellor of Postgraduate Programs and Continuing Education from 2010 to 2012. He also served as Adviser for the Ministry of Education during the 9th Parliamentary Term. At present, he holds the position of Associate Dean for Research at the Faculty of Education of the Complutense University.
He has been Visiting Scholar at Boston University, Teachers College of Columbia University, and Queen's University, as well as Visiting Professor at several European universities under the E.U. Erasmus mobility program. Vice-president of the Spanish Pedagogical Association (SEP) and Member of the Councils of the European Educational Research Association (EERA) and the World Educational Research Association (WERA). Associate Editor of the Revista Española de Pedagogía and Founding honorary co-editor of Encounters in Theory and History of Education.
Professor Jover leads the Research Group on Civic Culture and Educational Politics (UCM-Comunidad de Madrid consolidated group). Over the years, he has participated in many national and international research projects. He is actually involved in two main projects founded by the Spanish R&D National Program: “Social Learning and Innovation at the University” (2014-2016) and “Development of a System of Indicators for Estimating the Recognition of the Right of Children to Play” (2015-2017)
Gonzalo Jover's area of expertise is Educational Theory and Politics. He has edited books, monographs and published articles in Spanish and international journals as well as chapters in books. Some of his most recent publications are: Gozálvez, V. & Jover, G. (2016) Articulación de la justicia y el cuidado en la educación moral: del universalismo sustitutivo a una ética situada de los derechos humanos, Educación XX1, 19:1, 311-330; Jover, G.; Fleta, T. & González, R. (2016) La formación inicial de los maestros de educación primaria en el contexto de la enseñanza bilingüe en lengua extranjera. Bordón. Revista de Pedagogía, 68:2, pp. 121-135; Jover, G.; Belando, M. R. & Guío, Y. (2014) The Political Response of Spanish Youth to the Socio-Economic Crisis: Some implications for Citizenship Education, Journal of Social Science Education, 13:3, pp. 4-12.
Forthcoming publications (selection):
Jover, G. (2016) Un nuevo tiempo para la educación, Temps d'Educació, 50 (accepted).
Jover, G. (2016) Aprendizaje y pragmatismo universitario en la sociedad del conocimiento, in Santos, M.A. (Ed.) Sociedad del Conocimiento, Aprendizaje e Innovación en la Universidad. Madrid, Biblioteca Nueva (accepted).
Jover, G. (2016) Los problemas del sistema educativo en el día a día de los profesionales de la enseñanza, in Rodríguez, M.A. (Ed.) El futuro de la educación no universitaria en España. Madrid, FAD (accepted).
Jover, G.; Prats, E. y Villamor, P. (2017) Educational Policy in Spain: between political bias and international evidence (submitted).
Forthcoming papers (selection):
Jover, G. (2016) Andanzas de Democracia y Educación, 191(2)6-2016. Congreso Nacional e Iberoamericano de Pedagogía. Madrid, June 28-30.
Jover, G. (2016) El derecho a la educación ante los conflictos del mundo actual. XI Jornada Nacional de Investigadores en Educación y Valores. Cuernavaca (México), August, 25-26.
Fuentes, J.L.; González, R. y Jover, G. (2016) Re-reading the classics with ICTs. Dewey's 'Democracy and Education': 100 years on. Cambridge (UK), September 28 - October 1.
Igelmo, J. & Jover, G. (2016) Lecturas de John Dewey desde las teorías de la desescolarización. Seminario Interuniversitario de Teoría de la Educación. Vic, November, 13-16.
Heidi MacDonald is an associate professor of History and director of the Centre for Oral History and Tradition at the University of Lethbridge. Her research interests include the histories of Atlantic Canada, the Great Depression, women religious (nuns), and youth. Her current SSHRC-funded project, Women Religious in Atlantic Canada since 1960, considers the intersection of women religious with feminism and the state in Atlantic Canada. Dr MacDonald is the 2015-16 chair of the editorial board of the Canadian Historical Review and has served on national adjudication committees, including the Social Sciences and Humanities Research Council of Canada’s Insight Grants committee and the Aid to Scholarly Publishing Program committee. She was awarded the Hilda Neatby Women’s History Prize in 2010. For a full cv, click here:http://directory.uleth.ca/users/heidi.macdonald
Heidi MacDonald, “‘Being in your Twenties in the 1930s’: Masculinity and Liminality during the Great Depression,” The Difference Kids Make: Bringing Children and Childhood into Canadian History, Mona Gleason and Tamara Myers, eds. (Vancouver: UBC press, Forthcoming 2015).
Heidi MacDonald and Emily Burton, “Avoiding and Exaggerating Renewal: Maritime Catholic Newspapers' Reporting on Women Religious, 1962-1975” Consecrated Life in Modern Canada, Jason Zuidema, ed. (Waterloo: Wilfred Laurier University Press, 2015), 151-162.
Heidi MacDonald “Chapter 6: Singleness and choice: The impact of gender, age, time and class on three female youth diarists in 1930s Canada,” Writing Feminist History: Productive Pasts and New Directions, Catherine Carstairs and Nancy Janovicek, eds. (Vancouver: University of British Columbia Press, 2013), 118-35.
Susan A. McDaniel and Heidi MacDonald, “To Know Ourselves – Not,” Canadian Journal of Sociology/Cahiers canadiens de sociologie 37(3) 2012: 253-70.
Heidi MacDonald “Who Counts and Why? Nuns, Work, and the Census of Canada, 1871-2001,” Histoire Sociale/Social History, vol 86 (November, 2010): 369-391.
Heidi MacDonald and Elizabeth Smyth, “Imaging Perfectae Caritatis: viewing the consecrated life through the motherhouse museums of Canadian women religious,” Vatican II and Canada, Michael Attridge et al, eds. (Ottawa: University of Ottawa Press, 2011), 476-494.
Heidi MacDonald, “Maritime Women, the Great Depression, and the Dominion-Provincial Youth Training Program,” Making Up the State: Women in 20th-Century Atlantic Canada, Janet Guildford and Suzanne Morton, eds. (Fredericton: Acadiensis Press, 2010), 131-149.
Carlos Martínez Valle
Carlos Martínez Valle, Professor, Faculty of Education, Universidad Complutense de Madrid. He teaches History of Education, Educational Policy, and Comparative Education at the Universidad Complutense de Madrid. He holds a Ph.D. in Political Science and Sociology from the Universidad Complutense de Madrid and completed a postdoctoral fellowship at the Faculty of Education, Queen's University. He has worked at the Center for Comparative Education, Humboldt University of Berlin, and at the Faculty of Education, Queen’s University, Ontario. As TMR researcher of the 4th Frame Program of European Union and research fellow and assistant professor at Humboldt University, he researched and lectured on globalization in education.
He co-authored with Jürgen Schriewer World-Level Ideology or Nation-Specific System- Reflection? Reference Horizons in Educational Discourse (Educa, 2003). He has published, among others, in Encounters in Theory and History of Education/Rencontres, Zeitschrift für Globalgeschichte und Vergleichende Gesellschaftforschung, Paedagogica Historica and chapters in collections published by Columbia Teachers College and Routledge. His work combines history of ideas and philosophy, comparative education, and history of education, and focuses on the processes of resistance against and filtering of globalized trends and standards in specific contexts. He has published also about the Spanish and German educational systems in a comparative perspective, Religious Thought o the Reformation Age and fundamentalism, and the history of Spanish and Mexican education from a comparative perspective.
María Eugenia Merino-Dickinson
As a result of a three-year Fondecyt grant (2010-2012), Dr. María Eugenia Merino-Dickinson has extensively published on the tensions and contradictions in the construction of ethnic identity in Mapuche adolescents from Temuco and Santiago, and has also researched on the construction of ethnic identity among Mapuche adolescents from Temuco and Santiago. Additionally, she has critically reflected on the identity construction of ethnic minorities from a discursive psychology perspective. She has also researched and published on teacher education and cultural integration in university students’ programs in Chile. Her recent publications include:
- (2011, with Cristian Tileaga), "La construcción de identidad de minorías étnicas: un enfoque discursivo psicológico a la autodefinición étnica en acción" [The Construction of Ethnic Minority Identity: A Discursive Psychological Approach to Ethnic Self-definition in Action],Discourse & Society, 5, 3: 569-594.
- (2012). "Am I a Genuine Mapuche? Tensions and Contradictions in the Construction of Ethnic Identity in Mapuche Adolescents from Temuco and Santiago,"Discourse & Society, 23, 3: 297-317.
- (2012, with Ximena Tocornal). "Posicionamientos discursivos en la construcción de identidad étnica en adolescentes mapuches de Temuco y Santiago" [Discursive Positioning in the Construction of Ethnic Identity among Adolescents in Mapuche Language Temuco and Santiago],Revista signos, 45, 79: 154-175.
- (2012). "Educación docente e integración cultural en programas de estudio de universidades chilenas. Un estudio de caso" [Teacher Education and Cultural Integration in University Students’ Programs in Chile: A Case Study],Encounters/Encuentros/Rencontres, 13: 111-129.
Professor and Canada Research Chair
Before moving to the University of British Columbia in 2005, where he holds a Canada Research Chair, William F. Pinar taught curriculum theory at Louisiana State University, where he served as the St. Bernard Parish Alumni Endowed Professor. He has also served as the Frank Talbott Professor at the University of Virginia and the A. Lindsay O'Connor Professor of American Institutions at Colgate University. He has held visiting appointments at Columbia University, Ohio State University, the Ontario Institute for Studies in Education, and the University of Alberta, among other institutions. He has lectured widely, including Harvard University, McGill University, and the Universities of Chicago, Oslo, Tokyo, and Zurich.
Pinar is the founder and past President of the International Association for the Advancement of Curriculum Studies and the founder of its U.S. affiliate, the American Association for the Advancement of Curriculum Studies. In 2015 Pinar was awarded the Ted T. Aoki Award for Distinguished Service by the Canadian Association for Curriculum Studies. In 2004 he received an American Educational Research Association Outstanding Book Award for What is Curriculum Theory? In 2000 Pinar received a Lifetime Achievement Award from the American Educational Research Association and the Distinguished Faculty Award from Louisiana State University, where during May 10-12, 2013, his contributions were acknowledged in events hosted by the LSU Provost and attended by UBC Dean of the Faculty of Education. The LSU Library has created the William F. Pinar Archive, housing Pinar’s papers, diaries, and other materials.
The author, most recently, of Educational Experience as Lived: Knowledge, History, Alterity (Routledge 2015), Pinar is now immersed in a book-length study of George Grant’s critique of education.
Patricia Quiroga Uceda
Patricia Quiroga Uceda holds a Ph.D. in Pedagogy. She defended her thesis entitled “The reception of Waldorf education in Spain” at the Universidad Complutense de Madrid (Spain) and received Premio Extraordinario de Doctorado (Extraordinary Doctoral Price). Her supervisors were Rosa Bruno-Jofré and Gonzalo Jover Olmeda. She is an external member of the research group Cultura Cívica y Políticas Educativas (Universidad Complutense de Madrid) and an associate member of the Theory and History of Education International Research Group (THEIRG). In September she will work as a postdoctoral researcher at Universitat Autònoma de Barcelona (Spain).
- Quiroga Uceda, P. (2016) “Waldorf Education: intersections of anthroposophy, the concept of Bildung, and New Education”, Queen’s Education Letter, 17-19.
- Quiroga Uceda, P. (2015) “Waldorf Teacher Education: Historical origins, its current situation as a higher education training course and the case of Spain”, Encounters in Theory and History of Education, 16, pp. 129-145.
- Quiroga Uceda, P. (2015) “María Solà i Ferrer (de Sellarés) (1899-1998): de la teosofia a la pedagogia Waldorf”, en Vint mestres I pedagogues del XX: un segle de renovació pedagògica a Catalunya. Publicacions de Rosa Sensat.
- Quiroga Uceda, P. y Girard, O. (2015) “La expansion internacional de la pedagogía Waldorf: un análisis histórico”, Temps d’educació, 48, pp. 91-109.
- Igelmo, Jon y Quiroga Uceda, P. (2015) “Las palabras también son hechos”: Quentin Skinner, el giro contextual y la Teoría de la Educación, Teoría de la Educación, Educación y Cultura en el Sociedad de la Información –TESI, 15 (4), pp. 184-211.
- Quiroga Uceda, P. y Igelmo, J. (2013) La pedagogía Waldorf y el juego en el jardín de infancia: una propuesta singular, Bordón, 65 (1), pp, 79-92.
Samuel Rocha is Assistant Professor of Philosophy of Education at the University of British Columbia where he is a member of the Common Room at Green College. He was born in Brownsville, Texas, and has lived throughout the United States (and five years in Mexico) before moving to Canada. As a Gates Millennium Scholar, he did his undergraduate studies in philosophy and Spanish literature and a master’s in educational leadership before, as a Gates Fellow, he completed master’s and doctoral work in philosophy of education at The Ohio State University. He is the book review editor for Studies in Philosophy and Education, editor of Pastoral Theology at Syndicate Theology, an active member of the Philosophy of Education Society, and immediate past president of the Society for the Philosophical Study of Education. Rocha is interested in making and offering descriptions of the ontological aspects of education, study, teaching, curriculum, and schooling. He is author of A Primer for Philosophy and Education (Cascade 2014) and has released two musical works: Freedom for Love (indie 2011) and Late to Love (Wiseblood 2014). Later this year Rocha’s next book, Folk Phenomenology: Education, Study, and the Human Person, will be released by Pickwick Publications. Two more on Ivan Illich are forthcoming in 2016 and 2017 with Cascade and Springer.
Sol Serrano, historian, holds a Ph.D. from the Pontificia Universidad Católica de Chile, and is a Professor in the Faculty of History, Pontificia Universidad Católica de Chile and recipient of the Premio Nacional de Historia (National Prize in History), and is a recent addition to the Group. Author of various books, she studies the secularization of the Chilean State during the XIX century from the perspectives of religious associations. Her project is entitled “Catholicism and Secularization in Chile in the XIX Century,” funded by a John Simon Guggenheim Fellowship.
She has been visiting researcher and/or associated member of The Colegio de Mexico, Saint Antony’s College, Oxford University; Erasmus Institute, Notre Dame University; Sorbonne University; and the David Rockefeller Center for Latin American Studies, Harvard University.
- Sol Serrano, Macarena Ponce de Leon, Historia de la Educación en Chile 1810-2010, Tomo I, Aprender a leer y escribir (1810-1880), Ed. Taurus, 2012, 2nd edition 2013, Santiago de Chile.
- Sol Serrano, Macarena Ponce de Leon, Francisca Rengifo (eds.), T.II, La educacional nacional, 2012 (2 ed. 2013), Ed. Taurus, Santiago de Chile.
Current research project: Innovation in history teaching: using school archives.
Elizabeth M. Smyth
Professor and Vice Dean, School of Graduate Studies, University of Toronto
Elizabeth Smyth is Professor and Vice Dean (Programs) at the School of Graduate Studies, University of Toronto. She is member of the Department of Curriculum Teaching and Learning (CTL). She is a Senior Fellow of Massey College and the University of St Michael's College. Her research interests include the history of the professions, technology and pedagogy, and the history of women religious. For this latter course of research, she was the recipient of the George Edward Clerk Medal for outstanding contribution to Canadian religious history and the Lifetime Achievement Award by the International History of Women Religious Network. In 2016, she was awarded the Vivek Goel Faculty Citizenship Award by the University of Toronto for her sustained contributions to the University in multiple leadership roles and in diverse spheres .
Elizabeth is the author/editor of seven books and over 60 articles/book chapters. Her most recent SSHRC-funded research studies have included: Leading Sisters, Changing Times: Women Religious in English Canada in the Post Vatican II World (Principal Investigator); Disciplining Academics: the tenure process in social science (Co-Investigator); and The State of the Consecrated Life in Contemporary Canada (Collaborating Investigator).
Her most recent books are Education, Identity and Women Religious, 1800-1950: Convents, Classrooms and Colleges, (London: Routledge, 2015) coedited with Deidre Raftery and Women Educators, Leaders and Activists 1900- 1960: Educational Lives and Networks, coedited with Tanya Fitzgerald (London: Palgrave Macmillan, 2014). With Patricia Kmeic, she contributed the chapter “Experiencing Vatican II: oral histories of women religious recalling change, challenges and creative solutions” to Jason. Zuidema ‘s Understanding The Consecrated Life in Canada.(Waterloo: Wilfrid Laurier Press. 2015) and the chapter “Mirrors, windows and prisms: Women religious and the teaching of religion and theology in English Canada 1847- 1977“ to Brigette. Caulier and Joel Molinario’s Enseigner les religions: regards et apports de l’histoire. (Quebec: Presses de L’Universite Laval, 2014). She has delvered papers on her research at the Australia New Zealand History of Education Conference, Victoria University Wellington, December 4-6 2015, the Invitational Symposium Catholicism and Education: Fifty Years After Vatican II (1962-1965), a Transnational Interdisciplinary Encounter, Bilbao, Spain June 2015 and the Nun in the World Conference. Cushaw Centre, Notre Dame University London (UK) Centre (London England) May 7-9, 2015. She is the Program Chair for the 2015 Triennial History of Women Religious Conference (Santa Clara University, June 2016).
Student/Retired high school teacher
Joe Stafford is a former high school teacher with 29 years of classroom experience. For 17 years he was also a department head. In 2008, Joe was a recipient of the Governor General’s Award for Excellence in the Teaching of History, a national award. He has been on the Board of Directors of the Ontario Historical Society For several years and he is presently the Past President. Joe is also a member of Canada’s History Society’s Government of Canada Awards Advisory Council. Currently, Joe Stafford is a PhD student in the history of education at Queen’s University.
Daniel Tröhler is Professor of Education and Director of the Research Unit Languages, Culture, Media, and Identities and of the Doctoral School in Educational Sciences at the University of Luxembourg. He is also visiting Professor of Comparative Education at the University of Granada, Spain. He is editor-in-chief of the Zeitschrift für pädagogische Historiographie. His research focuses on the comparative analysis of paradigmatic languages of education; comparative school history and curriculum studies; pragmatism; and contemporary discourses about school reform. His recent publications include methodological questions on history and theory of education (Educational Philosophy and Theory 39, 2007), a critical analysis of the rhetoric of school reform (Encounters on Education 9, 2008), and a case study in comparative curriculum history (Journal of Curriculum Studies 41, 2009). He has also recently published Languages of Education: Republicanism and Protestantism (Routledge, 2010) and – with Rosa Bruno-Jofré, James Scott Johnston, and Gonzalo Jover – Democracy and the Intersection of Religion and Traditions: The Readings of John Dewey's Understanding of Democracy and Education (McGill-Queen's University Press, 2010). His latest publications include Languages of Education: Protestant Legacies, National Identities, and Global Aspirations (2011) and Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions (edited together with Thomas S. Popkewitz and David F. Labaree). Additionally, with Michel Soëtard, he edited Johann Heinrich Pestalozzi: À l’innocence, à la gravité et à la noblesse d’âme e on époque et de ma patrie. Considérations dur l’actualité (LEP Editions, 2012).
Jon Igelmo Zaldivar
Assistant to the Coordinator of the Theory and History of Education International Research Group.
Postdoctoral Fellow of the “Juan de la Cierva” Spanish research program. University of Deusto.
Jon Igelmo Zaldivar, Ph.D., is a research fellow at the University of Deusto with the Juan de la Cierva grant from the Spanish Research Council. He defended his Ph.D thesis in 2011 at the Complutense University of Madrid (Spain). He is a member of eDucaR-Deusto Research Group (University of Deusto) and external member of the research group Cultura Cívica y Politicas Educativas (Complutense University of Madrid). Since 2013, he is assistant to the coordinator of the Theory and History of Education International Research Group (Faculty of Education, Queen's University).
Dr. Jon Igelmo Zaldívar was visiting research scholar at El Colegio de México, Mexico City, and the Faculty of Education, Queen's University (Kingston, Canada). He was a post-doctoral fellow for two years (2013-2015) at the Faculty of Education, Queen’s University, Canada with the support of a scholarship from the Government of the Basque Country, Spain. Dr. Rosa Bruno-Jofré was his supervisor.
His papers have been published in prestigious journals such as: Bordón, Educational Theory and Hispania Sacra. Some others forthcoming papers will be published in Education XX1 and The Journal of Ecclesiastical History.
Bruno-Jofré, Rosa and Igelmo Zaldívar, Jon (2016) Monsignor Ivan Illich’s Critique on the Institutional Church, 1960-1966, The Journal of Ecclesiastical History (University of Cambridge). In press.
Igelmo Zaldívar, Jon and Laudo Castillo, Xavier (2016) “Las teorías de la desescolarización y su continuidad en la pedagogía líquida”, Educación XX1. In pres son line: http://revistas.uned.es/index.php/educacionXX1/article/view/11465.
Igelmo Zaldívar, Jon (2016) “Social Imaginaries and Deschooling”. In Peters, Michael A. (2016) Encyclopedia of Educational Philosophy and Theory. Australia: Spinger. DOI: 10.1007/978-981-287-532-7_384-1
Igelmo Zaldívar, Jon (2015) Descchooling for all? The thought of Ivan Illich in the era of education for all. Foro de Educación, 13 (18), pp. 93-109.
Igelmo Zaldívar, Jon (2015) Teoría e historia de una respuesta subaltern a la pedagogización: el movimiento “unschooling”, Temps d’Educació, 48, pp. 51-69.
Bruno-Jofré, Rosa and Igelmo Zaldívar, Jon (2014) The Center for Intercultural Formation, Cuernavaca, Mexico its Reports (1962-1967) and Ivan Illich’s Critical Understanding of Mission in Latin America, Hispania Sacra, (CSIC), 66 (ext. 2), pp. 457-487.
Project Members, who are not members of the group, participating in
Teaching Education in a Transnational World(Toronto: University of Toronto Press, 2014):
- Nicholas Burbules, Professor, College of Education, University of Illinois, Urbana, Campaign
- Roger Dale, Graduate School of Education, University of Bristol
- Benjamin Kutsyuruba, Associate Professor, Faculty of Education, Queen’s University
- Lorena Meckes, Faculty of Education, Pontificia Universidad Católica de Chile, Santiago
- Andrew Robinson, formerly at Open University, UK, diplomat
- Te Tuhi Robust, Associate Professor, Te Whare Wānanga , New Zealand (former executive director of the James Henare Māori Research Centre, University of Auckland)
- Sylviane Toporkoff, Items International, University of Paris, Institute of European Affairs, France
- LeRoy Whitehead, former Associate Dean, Faculty of Education, Queen’s University
- Nel Noddings, Emerita Stanford University
- Anne Rohstock, Universität Tübingen, Germany
- Tom Russell, Faculty of Education, Queen’s University
- José Luis González Geraldo, Department of Education, University of Castilla-La Mancha (UCLM), Albacete, Spain
- Martín Bascopé, Center for Research on Eductional Policy and Practice (CEPPE), Pontificia Universidad Católica de Chile
- Ken Snowdon, Snowdon and Associates Inc.
- Yvonne Hébert, Emerita, Faculty of Education, University of Calgary
Project Members, who are not members of the group, participating in
Catholicism and Education: Fifty Years After Vatican II (1962-1965),
A Transnational Interdisciplinary Encounter:
- Michael Attridge, St. Michael’s University College in the University of Toronto
- Esther Berdotte, Ph.D. candidate, Faculty of Philosophy and Sciences of Education, University of the Basque Country
- Paulí Davila, Professor, Faculty of Philosophy and Sciences of Education, University of the Basque Country
- Bernard Hugonnier, Institut d’études politiques de Paris, Affaires internationals et des échanges
- Lindsay Morcom, Assistant Professor, Faculty of Education, Queen’s University
- Luis Naya Garmendia, Faculty of Philosohy and Sciences of Education
- Gemma Serrano, College des St Bernardins, France
- Patricia Imbarack, Faculty of Education, Pontificia Universidad Católica de Chile