Theory and History of Education International Research Group Outcomes
As a result of the 2015 Symposium funded by a SSHRC Connection grant, we are now in the last stage of the review process of the edited book:
Fifty Years After Vatican II (1962-1965); A Transnational Interdisciplinary Encounter.
We are working on our next project on the “educationalization of the world.” The next issue of our journal Encounters in Theory and History of Education/ Rencontres en Théorie et Histoire de l’ Éducation is coming in the Fall.
Symposium June 2-5, 2015
Dr. Rosa Bruno-Jofré, applicant and Dr. Paulí Dávila, co-applicant (University of the Basque Country), have been awarded a SSHRC Connection Grant for their study entitled
Catholicism and Education: Fifty Years After Vatican II (1962-1965): A Transnational Interdisciplinary Encounter.
On the occasion of the celebration of the 50th anniversary of Vatican II, two research groups are collaborating on Catholic history: the Faculty’s Theory and History of Education International Research Group, coordinated by Drs. Bruno-Jofré and James Scott Johnston with the assistance of Jon Igelmo Zaldivar; and the Group of Historical and Comparative Studies in Education (Garain) coordinated Dr. Paulí Dávila from the Faculty of Philosophy of Sciences of Education, University of the Basque Country, Spain. There will be a symposium in San Sebastian-Donostia, Spain and a book whose proposal was approved by the University of Toronto Press.
Drs. Elizabeth Smyth (University of Toronto), Gonzalo Jover (Universidad Complutense de Madrid), Luis Maria Naya Garmendia (Universidad del Pais Vasco) are collaborators. Twenty scholars will participate in this project.
For more information about the Symposium, which took place from June 2-5, 2015, see:
Eighteen scholars participated in the symposium:
- Michael Attridge (St. Michael’s University College at the University of Toronto)
- Christopher Beeman (Brandon University)
- Esther Berdotte (University of the Basque Country)
- Rosa Bruno-Jofré (Queen’s University)
- Josh Cole (Queen’s University)
- Cristian Cox (Pontificia Universidad Católica de Chile)
- Paulí Dávila (University of the Basque Country)
- Bernard Hugonnier (Institut d’études politiques de Paris)
- Jon Igelmo (Queen’s University and Deusto University)
- Ana Jofré (OCAD University, Canada)
- Heidi MacDonald (University of Lethbridge, Canada)
- Carlos Martínez Valle (University Complutense de Madrid)
- Lindsay Morcom (Queen’s University)
- Luis Naya Garmendia (University of the Basque Country)
- William F. Pinar (University of British Columbia)
- Gemma Serrano (Collège des Bernardines, Paris)
- Elizabeth Smyth (University of Toronto)
- Joseph Stafford (Queen’s University)
Book in process of being published
University of Toronto Press
Rosa Bruno-Jofré and Jon Igelmo, eds. Catholicism and Education: Fifty Years After Vatican II (1962-1965), a Transnational Interdisciplinary Encounter. Contributors : Michael Attridge, Rosa Bruno-Jofré, Jon Igelmo, Bernard Hugonnier, Gemma Serrano, Paulí Dávila, Luis Naya Garmendia, Christopher Beeman, Lindsay Morcom, William Pinar, Joseph Stafford, Carlos Martínez Valle, Joseph Stafford, Elizabeth Smyth, Heidi MacDonald, Cristian Cox, Patricia Imbarack. The book was approved by University of Toronto Press.
The book will provide, first, an historical conceptual overview of the tenets of Catholic education over the last two centuries, its critical social de-alignment in the 1960s, and a discussion of theological changes after Vatican II and their implications for Catholic education. Next, there is an examination of the relationship between Church and state, as well as of the intersection of the Catholic experience with the social imaginaries of the 1960s and 1970s. This is done through the analysis of Catholic education in France (the cradle of many congregations with missions in the countries studied), Spain, Canada, and Chile.
The case studies on Spain focus on the conjuncture created by changes in the Church in the 1960s and the period of late Francoism. After discussing the processes of re-signification of missions, which started to gain ground in the 1960s when John XXIII appealed to religious congregations to go to Latin America, the case studies address the apostolate work of female Canadian teaching congregations in Canada and abroad. Attention is paid to the way the missionary experience affected the congregations at home. Not less important is the way in which claims of the social movements of the 1960s were translated into arguments that actively demanded funding for Catholic schools in Ontario.
After Vatican II, the Catholic school curriculum and classroom went through various processes confronting change. In the case of Canada, the study traces the changes and proposes a renewed curricula in religious studies. In the case of Chile, the study examines the social commitment of various Catholic schools serving different socio-economic constituencies as expressed in their mission statements, and how the latter relate to Vatican and Latin American and Chilean Catholic documents.
Next, matters pertaining to Catholicism and Aboriginal education in Canada are fully addressed from two perspectives: a philosophical one, arguing that Catholic schools embodied a worldview that separated people from place and approached the non-human world as a resource; and the Catholic religious view, narrating how Catholic Boards of Education in Ontario are working with elders and communities in an effort to make faith meaningful to Aboriginal communities. The study includes an analysis of the social pedagogical dimension of changes in the Catholic Church and the intersection of Catholicism, Marxism, Humanism, psychoanalysis, and new understandings of human sexuality that led to cultural artistic expressions that carried a complex political pedagogical vision with implications for curriculum.
The collection is concluded by a reconstruction of the varying papers and a reflection on their points of intersection and future research.
This collection will be the first of its kind. There are relevant books on aspects or analytical components of the theme, but not specifically on the theme. The case studies will be published for the first time as well.
Rosa Bruno-Jofré, Heidi McDonald and Elizabeth Smyth. Vatican II and Beyond: Re-Envisioning Mission and reconstructing identity in the “Age of Fracture.” (McGill-Queen’s University Press).
Revisiting the educationalization of the world thesis.
In the process of applying for a new Connection Grant (SSHRC). ApplicantRosa Bruno-Jofré; co-applicants: Sol Serrano (Vice-President, Research, Pontificia Universidad Católica de Chile), Jon Igelmo (Juan de la Cierva Scholar, Deusto University , Spain), Daniel Tröhler (Professor and former Director of the Research Unit Languages, Culture, Media and Identities, University of Luxembourg).
Forthcoming Articles and Chapters by Members of the Group as Joint Work
- Rosa Bruno-Jofré and Jon Igelmo. The radicalization of Monsignor Ivan Illich’s Critique of the Institutionalized Church and the Formation of Missioners, 1960-1966. Journal of Ecclesiastical History, Cambridge University, forthcoming.
- Rosa Bruno-Jofre and Elizabeth Smyth, Doctoral Programs in Canada: The Ontario Case, in Doctoral Studies andUniversity Identities: A Comparative View, Donatella Palomba and Carlo Cappa, eds ( Rome: Aracne editrice, Comparative Education Studies/Studi comparativi in educazione, forthcoming 2015).
- Rosa Bruno-Jofré and Josh Cole. What the Dead Say to the Living?: Time, Politics, and Teacher Preparation in English Canada’s long-1960 in Rebekka Horlacher and Andreas Hoffmann-Ocon (Eds.). 2016. Pädagogisches Wissen in der Lehrerinnen -und Lehrerbildung / Educational Knowledge in Teacher Education . Bad Heilbrunn, Germany: Klinhardt.
Guest Editors of Special Issues/Symposia
Queen’s Education Letter. Rosa Bruno-Jofré (Ed). (Spring/Summer 2016) “Spiritual Wandering as an Educational Experience”. Includes collaboration from Group members Daniel Tröhler, Patricia Quiroga, and Christopher Beeman.
- Queen’s Education Letter Rosa Bruno-Jofré (Ed.). (Spring/Summer 2014). “Current issues in education: An inquisitive engagement Includes contributions from Group members William Pinar, Daniel Tröhler, and Jon Igelmo.
- Rosa Bruno-Jofré and Patricia Quiroga Uceda (Eds). Special issue of Historia de al Education, Inter-American Journal published in print (access online) by the University of Salamanca, Spain, forthcoming 2016.ööööö
- Rosa Bruno-Jofré and Daniel Tröhler (Eds.). (2014). “El viaje peripatético de la educación en un mundo globalizado y ‘educationzalizado.’”Pensamiento Educativo, Revista de Investigación Educational Latinoamericana (Pontificia Universidad Católica de Chile), 51.
- Encounters in Theory and History of Education/Rencontres2014 will be devoted to historiographical turns and history of education. It will be co-edited by Rosa Bruno-Jofré and Daniel Tröhler.
- Rosa Bruno-Jofré. (August 2013). Special issue of Paedagogica Histórica,“Catholic teaching congregations and synthetic configurations: Building identity through pedagogy and spirituality across national boundaries and cultures,” vol. XLIX, number IV. Members of the Group serving as contributors include Elizabeth Smyth and Carlos Martínez Valle, as well as Bruno-Jofré.
- Rosa Bruno-Jofré, Cristián Cox, James Scott Johnston, Gonzalo Jover, and Daniel Tröhler (guest co-editors). (Fall 2012). Special issue ofEncounters/Encuentros/Rencontres on Education in Spanish. Theme: “Teacher education: An international perspective on paradigm changes.” Special contribution for translations from the Faculty of Education, Pontificia Universidad Católica de Chile.
Contributors included Nicholas Burbules (University of Illinois), Nel Noddings (Stanford University), Tom Russell (Queen’s University), LeRoy Whitehead (Queen’s University), Maria Merino Dickinson (Universidad Católica, Temuco, Chile), Daniel Tröhler (University of Luxembourg), Anne Rohstock (University of Tuebingen), and the co-editors.
Partnerships Within the Group: Ongoing Research
- Elizabeth Smyth and Rosa Bruno-Jofré have in press an invited chapter on doctoral programs in Canada.
- Rosa Bruno-Jofré , Heidi MacDonald and Elizabeth Smyth are working on a project on women congregations after Vatican II.
- Rosa Bruno-Jofré and Jon Igelmo are working on a major project focusing on Ivan Illich and reception in North-America , made possible by a new Seed Grant).
Recent Edited Book with contributions from members of the group and invited scholars
- Rosa Bruno-Jofré and James Scott Johnston (2014), eds.Teacher Education in a Transnational World Toronto; University of Toronto Press.
Book Co-authored by Members of the Group
Rosa Bruno-Jofré, Heidi MacDonald, Elizabeth Smyth. . Vatican II and Beyond: Re-Envisioning Mission and reconstructing identity in the “Age of Fracture.” (McGill-Queen’s University Press).
Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover, and Daniel Tröhler. (2010). Democracy and the intersection of religion and traditions: The readings of John Dewey's understanding of democracy and education. Montreal and Kingston: McGill/Queen’s University Press.
Special Issues of Journals
- Rosa Bruno-Jofré. (Guest Editor). (2010). “Reinventando la América Hispana: El imaginario educativo y la independencia.” Special monographic issue ofBordón, journal of the Sociedad Española de Pedagogía, 62 (2). Included an article by Carlos Martínez Valle.
- Special issue ofEncounters/Encuentros/Rencontres on Education (2009), co-edited by Rosa Bruno-Jofré and Jürgen Schriewer (Humboldt University) in Spanish, entitled “Leyendo a John Dewey: Procesos de recepción y adopción en diferentes espacios socio-históricos.” Contributions from members of the Group included articles by Gonzalo Jover, Rosa Bruno-Jofré, Carlos Martínez, Norbert Grube, and James Scott Johnston, along with contributors from various European and Asian universities linked to the Comparative Education Centre at Humboldt.
This is the outcome of the Symposium that took place in Kingston at Queen’s in April 2008, involving the Theory and History of Education International Research Group and the international team led by Jürgen Schriewer from Humboldt University, to work on the international reception and adoption of John Dewey’s ideas.
Rosa Bruno-Jofré and Jürgen Schriewer (Eds.). (2011). The global reception of John Dewey’s thought: Multiple refractions through time and space. New York & London: Routledge.
The book includes chapters from Rosa Bruno-Jofré and Gonzalo Jover, Marcelo Caruso and Inés Dussel, Rosa Bruno-Jofré and Carlos Martínez Valle, Barbara Schulte, Jeremy Rappleye, Ana Isabel Madeira, Irina Mchitarjan, Norbert Grube, James Scott Johnston, and Jürgen Schriewer.
Samuel Rocha. Phenomenlogy; Education, Study, and the Human Person. Foreword by William Pinar (OR: Pickwick Publishing, 2015). : http://www.amazon.com/Folk-Phenomenology-Education-Study-Person/dp/1498220843
Igelmo Zaldívar, J; Quiroga Uceda, P. (2014). Levantando el velo de la historia de la educación. Un acercamiento a la trayectoria, el pensamiento y la obra de Rosa Bruno-Jofré. Espacio, Tiempo y Educación, 1(2), pp. 173-198. doi: http://dx.doi.org/10.14516/ete.2014.001.002.007
Articles and Chapters in Books with jointly by two or more members of the Group
- Rosa Bruno-Jofré. (2015). “The situational dimension of the educational apostolate and the configuration of the learner as a cultural and political subject: The case of the Sisters of Our Lady of the missions in the Canadian Prairies.” InEducation, Identity and Teaching Sisters, D. Raftery and Elizabeth Smyth (Eds.). Routledge.
- Rosa Bruno-Jofré and Ana Jofré. Reading the Lived Experience of Vatican II: Words and Images, The Canadian Province of the Sisters of Our Lady of Missions in Peru, Historical Studies, Canadian Catholic Association, vol. 81 (fall 2015): 31-52.
- Rosa Bruno-Jofré and Josh Cole. To Serve and Yet to be Free: Historical Configurations and the Insertions of Faculties of Education in Ontario in Teacher Education in a Transnational World, Rosa Bruno-Jofré and James Scott Johnston, co-editors (2014). Toronto: University of Toronto Press.
- Rosa Bruno-Jofré. History of Education in Canada: Historiographic “turns” and Widening Horizons, Paedagogica Historica, LXVI, Extra II (July-December 2014), 257-487.
- Rosa Bruno-Jofré and Jon Igelmo Zaldívar. The Center for Intercultural Formation, Cuernavaca, Mexico its Reports (1962-1967) and Ivan Illich’s Critical Understanding of Mission in Latin America, Hispania Sacra, LXVI, extra II (July-December 2014): 457-487.ISI Journal
- Rosa Bruno-Jofré and Gonzalo Jover. (2013). “El educando como sujeto y el lugar del juego en el debate educativo de finales del siglo XIX en Norteamérica.”Bordon, journal of the Sociedad Española de Pedagogía, Spain, 65 (1), 21-37.
- Rosa Bruno-Jofré and Jon Igelmo Zaldívar. (2012). “Ivan Illich’s late critique of Deschooling Society: ‘I was largely barking up the wrong tree.’”Educational Theory, journal of the John Dewey Society, and the Philosophy of Education Society, 62 (5), 573-592.
- Heidi MacDonald and Elizabeth Smyth. (2011) “Imagining Perfectae Caritatis: Viewing the Consecrated Life through the Mother House Museums of Canadian Women Religious, pp.476-494,. In Michael Attridge, Catherine Clifford & Gilles Routhier, Vatican II, Canadian Experiences. Ottawa: University of Ottawa Press, 2011.
- Rosa Bruno-Jofré and George (Skip) Hills. (2011). “Visions of excellence in Ontario: The Case of the Hall-Dennis Report (1968) and For the Love of Learning (1994).”Educational Theory, journal of the John Dewey Society, 61, 335-349.
- Rosa Bruno-Jofré and Gonzalo Jover. (2011). “The readings of John Dewey’s work and the intersection of Catholicism: The cases of the Institución Libre de Enseñanza and the thesis of Father Alberto Hurtado, S.J.” In Rosa Bruno-Jofré and Jürgen Schriewer (Eds.),The global reception of John Dewey’s thought: Multiple refractions through time and space, pp. 23-42. London & New York: Routledge. English version of the article published in Encounters, 10 (2009).
- Rosa Bruno-Jofré and Carlos Martínez Valle. (2011). “Ruralizing Dewey: The American friend, internal colonization, and Escuela de la Acción in post-revolutionary Mexico (1921-1940).” In ibid. pp. 59-82. English version of the article published inEncounters, 10 (2009).
- Rosa Bruno-Jofré and Gonzalo Jover. (2009). “El ideal democrático en el ideario pedagógico americano de finales del siglo XIX y su transposición en dos escenarios de habla hispana.” In R. Berruezo & S. Conejero (Eds.),El largo camino hacia una educación inclusiva. La educación especial y social del siglo XIX a nuestros días, 23-33. Pamplona: Universidad Pública de Navarra. [Blind review.]
- Rosa Bruno-Jofré and Gonzalo Jover. (2009). “Lecturas de la obra de John Dewey en intersección con el Catolicismo: Los casos de la Institución Libre de Enseñanza y la tesis sobre Dewey del padre Alberto Hurtado, S.J.”Encounters/Encuentros/Rencontres on Education, 3-22. [OJSystem and printed version. Blind review following OJS process.]
- Rosa Bruno-Jofré and Carlos Martínez Valle. (2009). “Ruralizando a Dewey: El amigo americano, la colonización interna y la Escuela de la acción en el México Posrevolucionario (1921-1940).” Encounters/Encuentros/Rencontres on Education, 43-64. [OJSystem. Blind review following OJS process.]
- Debate organized by Daniel Tröhler. Rosa Bruno-Jofré. History of religious education: A transnational and trans-temporal journey: rescuing the longue durée and moving beyond theories of secularization. Contributing to the debate opened by David Käbisch. International Journal for the Historiography of Education, 5, 2 (2015), 218-221.
- Debate organized by Daniel Tröhler: Rosa Bruno-Jofré. “The arduous task of articulating Foucault’s thinking in teacher education: Responding to Lynn Fendler’s plea.”Bildgungsgeschichte, International Journal for the Historiography of Education (successor of Zeitschrift füur pädagogische Historiographie), Heft 2 (2011), Klinkhardt, 192-195. The entire debate with various authors: pp. 165-195.
- Debate organized by Daniel Trohler: Rosa Bruno-Jofré. “Rethinking History of Education: Historiological Issues, response to The Ten Commandments of good practice in history of education research” by Marc Depaepe, K.U. Leuven. Depaepe is senior editor ofPaedagogica Historica. Zeitschrift für Pädagogische Historiographie, 16 (1) (2010), 43-45. The entire debate with various authors: pp. 31-47.
Editorship in Which Members of the Core Group Participate Jointly
Rosa Bruno-Jofré and Patricia Quiroga, guest editors, special issue of Historia de la Educación , Inter-University Journal published in print (access online) by the University of Salamanca, Spain. Historia de la Educación, Revista Inter-universitaria, Universidad de Salamanca, Spain, no 35 (2016).
Encounters in Theory and History of Education/Rencontres. Senior co-editors and founders (in 2000), Rosa Bruno-Jofré and Gonzalo Jover. Gonzalo Jover became an honorary co-founding editor in 2014. Members of the Board include most members of the Research Group
Bordón, journal of the Sociedad Espanola de Pedagogía. Gonzalo Jover, Miembro del Consejo Editorial; Rosa Bruno-Jofré, Member Consejo Asesor Internacional.
Participation in a number of Boards in Spain.
Previous editorships involving more than one member of the Group:
Sembrando Ideas, online journal of the Pontificia Universidad Católica, Sede Villarrica, includes as Members of the Editorial Board Rosa Bruno-Jofré, Gonzalo Jover, James Scott Johnston, and Daniel Tröhler. Not currently.
Historical Studies in Education/Revue d’ histoire de l’éducation, journal of the Canadian History of Education Association. Senior co-editor: Rosa Bruno-Jofré. Members of the Board: Daniel Tröhler, Gonzalo Jover. Not currently.
Panels and Meetings
- Samuel Rocha. Folk Phenomenology and the Offering of Teaching. Seminar. 2015-2016 Diverse Perspectives on Curriculum & Pedagogy, hosted by W. Doll, Jr., Donna Truet, William Pinar, 11 December 2015. : http://edcp.educ.ubc.ca/folk-phenomenology-and-the-offering-of-teaching/
- European Social Science History Conference 2016, 30 March-2 April 2016 Valencia, Spain. Panel The Catholic Church and Education: Encountes with Modernity and Beyond in the Global 1960s in Spain and Canada. Participants, Rosa Bruno-Jofré, Jon Igelmo, Josh Cole, Carlos Martínez and Patricia Quiroga Uceda.
- Rosa Bruno-Jofré and Jon Igelmo, “La radicalización de la crítica institutionalizada y la formación de misionaeros de Monseñor Ivan Illich (1960-1966). Invited presentation. Symposium Educación e Iglesia Católica en Perspectiva Histórica. Encuentros Interdisciplinares de Investigación (2015-2017). Equipo de Investigación INNOVA, Facultad de Psicología y Educación, Universidad de Deusto, Bilbao, 28 May 2015,
- Rosa Bruno-Jofré and Ana Jofré, invited presentation, “Interpretando la experiencia vivida del Concilio del Vaticano II: La provincia canadiense de las Sisters of Our Lady of Missions en Perú (1965-1980)” Symposium Educación e Iglesia Católica en Perspectiva Histórica Encuentros Interdisciplinares de Investigación (2015-2017), Equipo de Investigación INNOVA, Facultad de Psicología y Educación, Universidad de Deusto, Bilbao, 28 May 2015.
- American Historical Association – 128th Annual Meeting: American Catholic Historical Association, Washington DC, 2 and 5 January 2014. Panel: “Latin America as a renewed missionary field and the influence of Vatican II.” Participants: Rosa Bruno-Jofré, Jon Igelmo, Elizabeth Smyth, Heidi MacDonald.
- Congress 2014 of the Humanities and Social Sciences: Canadian Catholic Historical Association, Brock University (St. Catharines, Ontario), 24-30 May 2014. Panel: “Canadian missions to Latin America and Asia.” Participants: Rosa Bruno-Jofré, Jon Igelmo.
- International Conferenceof Religions and Social Innovation, the University of St. Michael’s College at the University of Toronto, 27-29 October 2013. Panel entitled “Latin America as a renewed missionary field and the influence of Vatican II.” Presenter, Rosa Bruno-Jofré and Jon Igelmo, Elizabeth Smyth, Heidi MacDonald.
- International Standing Conference for the History of Education,ISCHE 35, Riga, Latvia, 21-24 August 2013. Rosa Bruno-Jofré, “Women teaching congregations and the building of the self, situational dimensions: The case of the Notre Dame des Missions in Canada within a transnational context,” at the panel on “The configuration of the learner as a cultural and political subject: Transhistorical and transnational analysis.”
- Conferencia-Seminario, sponsored by the Grupo de Investigación Cultura Cívica y Políticas Educativas and the Seminario Interdisciplinar Género y Educación, Faculty of Education, Universidad Complutense de Madrid, 13 May 2013. Rosa Bruno-Jofré, invited speaker, “Misioneras en las praderas canadienses, 1898-1930: Educación, política y espiritualidad.”The State of Consecrated Life in Contemporary Canada, Concordia University, Montreal, 25-26 January 2013. Conference/colloque financially supported by SSHRC, limited to 22 speakers. Rosa Bruno-Jofré, “The Canadian Province of the Religieuses de Notre Dame des Missions: The horizon reference and reception of Vatican II, moving toward a new constellation of meanings.” Panel consisted of papers by Elizabeth Smyth and Heidi MacDonald.
- The History of Women Religious in Britain and Ireland Annual Conference, University College Dublin, 21-22 June 2012. Theme: Vocation, Education & Care: Histories and Archives of Women Religious. Rosa Bruno-Jofré, “Faith, language, identity and Catholic Education in Western Canada: Charism and educational philosophy – A comparative analysis of an international congregation and a diocesan congregation.” Panel entitled “Women religious, education and identity building”; other members of the panel were Elizabeth Smyth who presented “Gender, religion and higher education: A century of women religious at the University of Toronto,” and Margaret Susan Thompson with the paper entitled “Sisters, schools and the creation of American Catholic identities.”
- History of Education Society, 51st Annual Meeting, 3-6 November 2011, Allerton Hotel, Chicago, Illinois. Panel entitled “Intellectual thought in education at the Fin de Siécle: Globalization and transformation of scientific and philosophical currents in different socio-intellectual and disciplinary settings,” organized by the Theory and History of Education Research Group. Chair: Wayne Urban (University of Alabama). Participants: James Scott Johnston (Queen’s University), “Rival idealisms at the Fin de Siècle”; Rosa Bruno-Jofré (Queen’s University) and Gonzalo Jover (Universidad Complutense de Madrid), “The publication of the Pedagogical Creeds in The School Journal, 1896-97”; Carlos Martínez Valle, “The transatlantic movement of ideas, and the intersection of religion with the intellectual currents of the time.”
- Canadian Catholic Historical Association/American Catholic Historical Association Conference, St. Michael’s College at the University of Toronto, 1 and 16 April 2011. Rosa Bruno-Jofré and Gonzalo Jover, “The Pedagogical Creeds of the end of the XIX century in the United States: The transatlantic movement of ideas and the readings of John Dewey’s Creed in its intersection with Catholicism.”
- XII Congreso Internacional de Teoría de la Educación: Autonomía y Reponsibilidad. Contextos de Aprendizaje y Educación en el Siglo, Universidad de Barcelona, Spain, 20-23 October 2011. Rosa Bruno-Jofré and Gonzalo Jover, “La configuración de la noción del educando como sujeto: Una exploración a partir del debate educativo del Fin de Siècle en Norteamérica y más allá.”
- Rosa Bruno-Jofré, colloquium in Gonzalo Jover’s class (open to the public),Reflexiones desde la Experiencia Acerca de la Formación Docente, Aula Magna, Facultad de Educación, Centro de Formación del Profesorado, Universidad Complutense de Madrid, 18 October 2011. Rosa Bruno-Jofré, invited speaker: seminar, “La investigación histórica sobre educación y los movimientos de las ideas pedagógicas en un contexto de internacionalización,” Facultad de Educación, Universidad Complutense de Madrid, Sala de Juntas, 18 October, 2011. Addressed to Gonzalo Jover’s graduate class, open to faculty members and the public.
- Participation of members of the Group at theIV Congreso iberoamericano de Pedagogía: 200 años, sponsored by the Secretaría de Educación del gobierno del Estado de México y la Sociedad Española de Pedagogía, 7-11 September 2010, Toluca, Estado de México. Keynotes at two different opening sessions: Gonzalo Jover, “La participación de los estudiantes en la Universidad” and Rosa Bruno-Jofré, “La educación como tecnología de transformación: Análisis comparativa tras-histórico de la presencia de Dewey en Ibero-América a comienzos del siglo XX con el movimiento de educación popular de los años setenta y la influencia de Freire.”
- XIV World Congress of Comparative Education Societies – Bordering and Re-bordering and New Possibilities in Education and Society, Istanbul, Turkey, 14-18 June 2010. Rosa Bruno-Jofré and Skip Hills, “Changing visions of excellence in Ontario (Canada) school policy: The cases of Living and Learning (1968) and For the Love of Learning (1994).”
- Institut d’ Etudes Européennes-IEE, University Paris 8, Graduate international class, 28 May 2010. Rosa Bruno-Jofré, invited speaker, “Historical readings of participatory experiences of popular education.” Professor Sylvianne Toporkoff. Dr. Toporkoff has worked with the Group on some of its major projects.
- Unité de recherché LCMI, Université du Luxembourg, Campus Walferdange, 27 May 2010. Rosa Bruno-Jofré, collaboration with Daniel Tröhler’s team in Luxembourg and public presentation as invited speaker, “Historical readings of participatory experiences of popular education.”
- XII Congreso Nacional de Educación Comparada, Universidad de Valencia, Spain, 5-7 May 2010. Rosa Bruno-Jofré, presentation of the special issue ofEncounters, 10, (2009), “Leyendo a John Dewey: Procesos de recepción y adopción en diferentes espacios socio-históricos.”
- International Meeting in 2009, participation of core members of the Group in various capacities and meetings in Santiago, Chile.
- International Congress. La Universidad y la Atención a la Diversidad Cultural: De la Discriminación a la Inclusión, sponsored by Pontificia Católica Universidad de Chile, Villarrica Sede, 27 November 2009. Keynote speaker: Rosa Bruno-Jofré, “La política universitaria, la diversidad y las nuevas tecnologías de la administración.” Participation of members of the Group and meetings with researchers. Meeting with Cristián Cox, Gonzalo Jover, and contributors from Chile.
The Missionary Oblate Sisters: Vision and Mission - Rosa Bruno-Jofré
An innovative approach to the history of women in religion that explores the intricate lives and apostolic work of the Oblate Sisters.
Deweyan Inquiry: From Education Theory to Practice - James Scott Johnston
Presents John Dewey's theory of inquiry and applies it to various areas of the primary, middle, and secondary school curricula.
Democracy and the Intersection of Religion and Traditions: The Reading of John Dewey's Understanding of Democracy and Education - Rosa Bruno-Jofré, Gonzalo Jover, James Scott Johnston, and Daniel Tröhler
An innovative approach to the ways in which a major philosopher's ideas have been configured and incorporated in different countries and contexts.