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Theory and History of Education International Research Group

Founding Coordinator: Rosa Bruno-Jofré

Co-Coordinator: Jon Igelmo Zaldívar

About the Group

Rosa Bruno-Jofré (former dean of the Faculty of Education, Queen's University) is the founder and was the first coordinator of the Theory and History of Education International Research Group, which was created in the Winter of 2007. In addition to Dr. Bruno-Jofré, the group initially was comprised of James Scott Johnston (at the time at Queen’s, now at Memorial); Daniel Tröhler (University of Vienna, formerly at the Pestalozzianum Institute in Zurich and University of Luxembourg); and Gonzalo Jover (Department of History and Theory of Education, Universidad Complutense de Madrid; Dean of the Faculty of Education). Cristián Cox (a professor at the Universidad Diego Portales, Santiago, Chile; former dean of the Faculty of Education, Pontificia Universidad Católica de Chile; former head of the Centre of Educational Research and Innovation Project, Pontificia Universidad Católica de Chile, Santiago; formerly of the Curriculum and Evaluation Unit of the Ministry of Education of Chile) joined the research group in 2008. William Pinar worked with the Group between 2015 and 2019. Katie Brennan served as managing editor of Encounters in Theory and History of Education between 2017 and 2019.

The Group is now integrated by Michael Attridge (St. Michael’s at University of Toronto); Christopher Beeman (Brandon University); Rosa Bruno-Jofré (Queen’s University); Josh Cole (Independent Researcher and Author); Cristian Cox (Universidad Diego Portales); Mohammad Fateth (Queen’s University); Ina Ghita (Universidad de Barcelona); Ana Jofre (SUNY Polytechnic Utica); James Scott Johnston (Memorial University of Newfoundland); Gonzalo Jover (Universidad Complutense de Madrid); Heidi MacDonald (University of New Brunswick); Carlos Martínez Valle (Universidad Complutense de Madrid); Maria Eugenia Merino Dickinson (Universidad Católica de Temuco, Chile); Thomas O’Donoghue (University of Western Australia); Maitane Ostolaza (University of Nantes, France); Macarena Ponce de León (Pontificia Universidad Católica de Chile); Patricia Quiroga Uceda (Universidad Complutense de Madrid); Ruth Sandwell (OISE, University of Toronto); Sol Serrano (Pontificia Universidad Católica de Chile); Elizabeth Smyth (OISE, University of Toronto); Joseph Stafford (online instructor, Queen’s University, historian, retired teacher); Jon Igelmo Zaldívar (Universidad Complutense de Madrid).

The Group aims at sharing research, engaging in collaborative scholarly work, generating academic exchanges or symposia, and producing scholarly work in English, French, and Spanish related to History and Philosophy of Education. The Group publishes Encounters in Theory and History of Education / Rencontres en Théorie et Histoire de l'Éducation (a well-established and indexed trilingual journal, founded in 2000). Encounters began in 2000 as a journal that attempted to generate a dialogue among educational researchers from Canada, Spain, and Latin America in light of internationalization and economic globalization. Jon Igelmo Zaldívar (Universidad Complutense de Madrid) is co-editor. The Journal was co-founded by Rosa Bruno-Jofré (Queen’s University) and Gonzalo Jover (Universidad Complutense de Madrid). The Group and Encounters produce an Open Monograph Series entitled Theory and History of Education hosted by the Queen’s University Library's Monograph Hosting Service.

THEIRG's first two Monograph Series books have been published: New Directions in Research on Education: Reconstruction in Challenging Circumstances, edited by Tom O'Donoghue and Simon Clarke (April 2019), and Vatican II and Catholic Religious Secondary Education in Ontario: Changes within a North American Context, by Joseph Stafford (November 2019). Members of the Advisory Council are David Bakhurst (Queen’s University), Nel Noddings (Stanford), David Labaree (Stanford), Gabriela Ossenbach (UNED, Spain), Bruce Curtis (Carleton), Michael Attridge (St. Michael's, University of Toronto), and Gonzalo Jover (Universidad Complutense de Madrid).

Specifically, the goals of the research group are to:

  • Conduct interdisciplinary research in History and Philosophy of Education
  • Encourage interdisciplinary dialogue
  • Participate in public discourse on issues pertaining to our research
  • Promote collaboration with other research groups in our respective countries
  • Be engaged in open access publlications. Encounters has been from the start in 2000 an open access journal

THEIRG also has a strong historical collaboration with the research group Cultura Cívica y Políticas Educativas, with the Faculty of Education at the Universidad Complutense de Madrid.

Announcements

ISCHE 42 Conference

Postponed to 2021 and hosted as virtual conference

ISCHE 2020 will now be held at Örebro University, Sweden, from June 14–25, 2021. The main theme will be “Looking from Above and Below: Rethinking the Social in the History of Education.”

Withdrawals, revisions, and additional submissions will be accepted from January 25–February 5, 2021. See https://www.oru.se/HumES/ISCHE2020 for more details.

Call for papers – ISCHE 42 invites scholars to rethink “the social” in history of education by (re-)addressing important cultural, technological, legal, economic, political, theoretical and methodological issues. We welcome the submission of papers that promote the development of the concept of “the social” in history of education in as yet unexplored ways.

Upcoming Symposium

Paulo Freire’s Pedagogy of the Oppressed and Ivan Illich’s Deschooling Society Fifty Years Later

Funded by SSHRC Connection Grant 2020-21.
Principal Investigator: Dr. Rosa Bruno-Jofré.
Co-Investigators:
Michael Attridge (St. Michael’s College/University of Toronto);
Veronica Dunne (RNDM);
Jon Igelmo Zaldívar (Universidad Complutense de Madrid);
Elizabeth Smyth (University of Toronto)

An invitational international four-day symposium from February 27th to March 3rd, 2021 inclusive marking the fiftieth anniversary of two of the most influential books in modern educational and social theory: Paulo Freire’s Pedagogy of the Oppressed (published in Portuguese in 1968, translated into English in 1970) and Ivan Illich’s Deschooling Society (published in 1971, drawn from articles written in the late 1960s). The event will take place at St. Michael’s University College (USMC), University of Toronto, the home of an internationally distinguished Faculty of Theology, a tribute to the Catholic underpinnings of these two public intellectuals, whose penetrating and prescient critiques have made an indelible impression both within and beyond theological circles. The symposium will gather the members of the Theory and History of Education International Research Group, led by Dr. Rosa Bruno-Jofré, the Civic Culture and Education Policy Research Team from the Universidad Complutense de Madrid, members of the Institute for Research on Vatican II at USMC, and members of the Congregation of Our Lady of the Missions/RNDM women religious, who work with political refugees and join efforts with various NGOs in Canada and internationally . Event presenters from Canada, Spain, France, Chile, and Australia, including academics, graduate students, and grassroots educators, will be invited to prepare and circulate draft papers for feedback in advance of the symposium; in the symposium, each paper will have a respondent who will open the discussion. Invitations to attend and participate will be extended to graduate students from the Faculty of Theology at USMC, the Toronto School of Theology and the Departments of History, Philosophy, Religion, Sociology and Curriculum Teaching and Learning at the University of Toronto and York University, and representatives from various NGOs.

Please visit the symposium page for more information.

Our Journal

Encounters in Theory and History of Education Volume 21 (2020): International Organizations, Global Circulation of Ideas and Educational Modernization

We are pleased to announce the publication of Volume 21 (2020) of Encounters in Theory and History of Education. Part I of this special issue, entitled International Organizations, Global Circulation of Ideas and Educational Modernization, from guest editors Mariano González-Delgado (Universidad de La Laguna, Spain) and Óscar J. Martín García (Complutense University of Madrid), features artwork by Ilias Toliadis. Part II: Digital Media and Methods includes artwork by Kristina A. Boylan. Part III: Special Features includes artwork by Jia Zhou and Tina Betz. Part IV, our Interview section, presents Heidi MacDonald’s interview with Carmen M. Mangion. We invite you to enjoy this special issue, available on our website at https://ojs.library.queensu.ca/index.php/encounters/issue/view/882.

2020 Special Issue of Encounters

Announcing the 2020 Special Issue of Encounters in Theory and History of Education: International Organizations, Global Circulation of Ideas and Educational Modernization

Guest Editors: Mariano González-Delgado (Universidad de La Laguna, Spain) and Óscar José Martín García (Universidad Complutense de Madrid)

Call for Papers on Digital Methods and Media

We are renewing our Call for Papers for our new section on Digital Methods and Media.

We are seeking submissions from researchers that integrate digital methods and/or digital media in their work. Digital methods include (but are not limited to) text analytics, text topic modeling, computer-vision image analysis, GIS analysis, or any network analysis. Digital media include (but are not limited to) software, websites, interactive displays, or data visualizations. We are accepting either paper submissions or digital submissions. We encourage submissions of papers that feature links to digital works or project websites, and we especially encourage the submission of digital works that can be published as web pages on our website. Digital submissions may include (but are not limited to) interactive narratives and/or interactive data visualizations. Digital interactive platforms are particularly amenable to visually based works (such as photo essays or graphic narratives) and we also encourage the submission of visually based works in this section.

Guidelines for paper submissions: up to 7500 words in pdf or doc or docx format.

Guidelines for digital submissions: must run on an html platform.

Deadline: June 1st, 2021.

For further information on submissions please contact Ana Jofre (jofrea@sunypoly.edu).

Postponed / Transfer, Transnationalization and Transformation of Education Policies (1945-2018). International Conference on Politics and History of Education

Postponed International Conference. Due to the Pandemic COVID-19 we are forced to postpone the International Conference Transfer, Transnationalization and Transformation of Education Policies (1945-2018) that we planned to hold in June 2020. The new date for the Conference will be from Wednesday June 2nd to Friday June 4th, 2021. Further information on the conference can be found at https://fahrenhouse.com/conf/index.php/tttep/tttep2020.

International Conference on Politics and History of Education (2020)

THEIRG and the editors of Encounters are pleased to announce that we are an official sponsor for the 2020 International Conference on Politics and History of Education. The conference will take place June 3–5, 2020 and it will be hosted by the University of La Laguna – Spain. The theme for this year’s conference is Transfer, Transnationalization and Transformation of Education Policies (1945–2018). Submissions invited for Individual Communications and Thematic Panels in Spanish, English, Italian, or Portuguese. Deadline for the submission of the full text of the panel presentation (2000–2250 words) and of each paper (2000–2250 words) was December 10, 2019. Further information on the conference can be found at https://fahrenhouse.com/conf/index.php/tttep/tttep2020.

Awards and Distinctions

The Canada Research Coordinating Committee invited our member Carlos Martínez Valle to serve as committee member on the New Frontiers in Research Fund , Tri-Agency funding program that commenced 2 years ago. There are three funding programs: Exploration, Transformation & International. Carlos is being invited for the Transformation program which is a high value competition – up to $24 million per project.

Sol Serrano Perez, first woman recipient of the History National Prize in Chile, is seen here with President of Chile, Sebastian Pinera, in 2018.

Rosa Bruno-Jofré has been elected Fellow of the Royal Society of Canada in the Humanities Division of the Academy of Arts and Humanities. https://www.queensu.ca/gazette/stories/royal-honour-research

Royal Society of Canada elects four Queen’s University researchers.

Four Queen’s University researchers have been elected to the Royal Society of Canada, the most prestigious academic society in Canada. Rosa Bruno-Jofré, Margaret Moore, and Kim Nossal were elected to the Fellowship of the academy, while Grégoire Webber was named a member of the College of New Scholars, Artists, and Scientists.

The group offers a diverse range of research interests including foreign and defence policy, the history of education, territorial rights, and human rights.

The Fellowship of the Royal Society of Canada comprises over 2,000 Canadian scholars, artists, and scientists, peer-elected as the best in their field. These are distinguished men and women from all branches of learning who have made contributions in the arts, the humanities and the sciences, as well as in Canadian public life.

The College of New Scholars, Artists and Scientists is Canada’s first national system of multidisciplinary recognition for the emerging generation of Canadian intellectual leadership.

Queen’s is proud to be home to over 90 members of the Fellowship and 11 members of the College of the Royal Society of Canada.

“Congratulations to the four researchers recognized as members of this esteemed group of Canada’s most influential academics,” says Patrick Deane, Principal and Vice-Chancellor, Queen’s University. “This honour reflects their outstanding leadership in the field of research and the significant contributions they have made to the academy.”

Rosa Bruno-Jofré (Education) is internationally acclaimed for her research into the history of education, the development of large interdisciplinary projects, and her futuristic view of outreach. She has contributed innovative approaches to the study of Catholic history.

For more information, visit the Royal Society of Canada website.

Collections and Collaborations from THEIRG Members

The Peripatetic Journey of Teacher Preparation in Canada by Rosa Bruno-Jofré and Joseph Stafford

Educationalization and Its Complexities: Religion, Politics, and Technology, edited by Rosa Bruno-Jofré (University of Toronto Press, 2019). This book is a product of a 2017 SSHRC Connection Grant, and was published with the help of a grant from the Federation of the Humanities.

Collaborators: Felicitas Acosta (invited). Group members: Chris Beeman, Rosa Bruno-Jofré, William Pinar, Macarena Ponce de León Atria, Patricia Quiroga Uceda, Sol Serrano, Elizabeth M. Smyth, Joseph Stafford, Daniel Tröhler, Bonita Uzoruo (graduate student, Queen’s), Jon Igelmo Zaldívar.

Catholic Education in the Wake of Vatican II, edited by Rosa Bruno-Jofré and Jon Igelmo Zaldívar (University of Toronto Press, 2017). This book is a product of a 2015 SSHRC Connection Grant, and was published with the help of a grant from the Federation of the Humanities.

Contributors included: Michael Attridge, Rosa Bruno-Jofré, Bernard Hugonnier and Gemma Serrano (invited), Carlos Martinez Valle, Paulí Dávila and Luis Naya Garmendia (hosts leaders of the GARAIN Group), Jon Igelmo Zaldívar, Elizabeth Smyth, Heidi MacDonald, Joe Stafford, Cristián Cox, Patricia Imbarack, Lindsay Morcom (invited), Christopher Beeman, William Pinar.

Vatican II and Beyond: The Changing Mission and Identity of Canadian Women Religious, by Rosa Bruno-Jofré, Heidi MacDonald, and Elizabeth M. Smyth (McGill-Queen's University Press, 2017). This book was published with the help of a grant from the Federation of the Humanities.

Earlier Books

Teacher Education in a Transnational World, edited by Rosa Bruno-Jofré and James Scott Johnston (University of Toronto Press, 2014). Participation from members of THEIRG and invited project members.

The Global Reception of John Dewey's Thought: Multiple Refractions Through Time and Space, 1st Edition, edited by Rosa Bruno-Jofre and Jürgen Schriewer (Routledge, 2011).Participation of THEIRG and the Comparative Education Humboldt team led by Prof. Schriewer.

Democracy and the Intersection of Religion and Traditions: The Reading of John Dewey's Understanding of Democracy and Education, by Rosa Bruno-Jofré, Gonzalo Jover, James Scott Johnson, and Daniel Tröhler (McGill-Queen’s University Press, 2010).

Group Members

Michael Attridge

Michael Attridge is an Associate Professor of Theology at the University of St. Michael’s College, Toronto. His areas of teaching are systematic and historical theology, including ecclesiology, Christology, 19th and 20th Century Catholic movements and theologians, and the Second Vatican Council. He is the Director of the Institute for Research on the Second Vatican Council in Canada at St. Michael’s College and a member of the Lutheran-Roman Catholic dialogue in Canada. He is in the third year of a four-year, Social Sciences and Humanities Research Council of Canada (SSHRC) funded project comparing the different forms of Catholicism in Ontario and Quebec from 1965 – 1985. Some recent and forth-coming publications include the co-edited collections, Vatican II: Expériences Canadiennes/Canadian Experiences (U of Ottawa Press, 2011), The Promise of Renewal: Dominicans and Vatican II (ATF Theology, 2017) and the Church and Migration: Global (In)Difference (Palgrave Macmillan - forthcoming).

Chris Beeman

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 Paideusis and 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.

Rosa Bruno-Jofré

Rosa Bruno-Jofré, PhD, is Professor of History of Education 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 (brunojor@queensu.ca; Academia.edu profile Rosa Bruno-Jofré). She is a Fellow of the Royal Society of Canada in the Humanities Division of the Academy of Arts and Humanities. Her areas of expertise are history of women religious, history of education, educational theory from a historical perspective, and digital history. Her most recent book funded by an Insight Grant from the Social Sciences and Research Council of Canada (SSHRC) was launched in Winnipeg in November 2019. It is titled: The Sisters of Our Lady of the Missions: From Ultramontane Origins to a New Cosmology. Published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by SSHRC. University of Toronto Press, History series.

She has received a Connection Grant (SSHRC) as principal applicant in January 2017, having as co-applicants Sol Serrano (Pontificia Universidad Católica de Chile) and Jon Igelmo Zaldívar (Deusto University, Spain). She received a SSHRC with 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 co-founding senior editor of Encounters in Theory and History of Education/Rencontres. She was 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, 2017. Bruno-Jofré is the sole author of The Missionary Oblate Sisters: Vision and Mission (McGill-Queen's University 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), Journal of Ecclesiastical History (Cambridge University), Encyclopedia of Educational Philosophy and Theory, (Springer), Journal of the History of Ideas, and others. She has numerous chapters in collections published by the University of Toronto, Wilfrid University Press, Routledge, University of Ottawa, Klinkhardt, De Boek, and others.

Recent books include (with Jon Igelmo Zaldivar as co-editor) (2017) Education in the Wake of Vatican II, published by University of Toronto Press, and co-authored with Heidi MacDonald and Elizabeth M. Smyth (2017) Vatican II and Beyond: The Changing Mission and Identity of Canadian Women Religious, published by McGill-Queen’s.

Video – Rosa Bruno-Jofré, public lecture, Universidad Complutense de Madrid (https://www.youtube.com/watch?v=Jr12U2UpzTs).

Josh Cole

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. His SSHRCC-funded dissertation, entitled Children, Liberalism and Utopia: Education, Hall-Dennis, and Modernity in Ontario’s Long 1960s, will be published by McGill-Queen’s University Press. He has recently contributed two chapters, “Antigonish, or an ‘Education that is not Educationalization’” and (with Ian MacKay) “Concluding Analysis : Turning the Problem on Its Head – Looking to New Critical Dimensions”, in Educationalization and Its Complexities: Religion, Politics, and Technology, University of Toronto Press, 2019.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. Selected publications: “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

Cristián Cox (Sociologist, Ph.D. University of London, 1984), is head of the Centre of Comparative Policies in Education (CPCE), at Universidad Diego Portales, in Santiago de Chile. Previously he was Dean of the Faculty of Education at the Catholic University of Chile and head of the Curriculum and Evaluation Unit of the Ministry of Education of his country (1998-2006), from where he led the design and implementation of the curriculum reform of Chile’s schooling system in the late Nineties. Since 2010 he leads the technical secretariat of UNESCO-OREALC’s Teachers Regional Strategy for Latin America and the Caribbean. He has been Visiting Professor at Stanford and Leiden universities.

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 (IBE 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: cristian.cox@udp.cl https://youtu.be/2H9bcD8s80I

Mohammad Fateh

Mohammad Fateh is a PhD student at Queen’s University in Kingston, Canada. Before immigrating to Canada in 2015, Mohammad was an ELT instructor at Sohar University in Oman for four years. In Oman, he also worked as a principal in an English medium school and prior to moving there, he taught English language and literature at an international school for ten years in his home country Bangladesh. He also worked as a lead corporate trainer, material developer, and was a coordinator of a skill development institute. Mohammad was born and raised in Dhaka and received B.A. [Hons.] in English Literature from the National University, Bangladesh. In 2008, Mohammad got international English language teaching qualification, CELTA [Level 5], from the University of Cambridge and taught ESP and EAP at University of Dhaka. Apart from receiving international trainings at home and abroad, Mohammad also attended many international conferences held in Singapore, India, UAE, Oman, U.K, Canada and Australia. At present, Mohammad has been working as a TA and RA at Queen's Faculty of Education. He also worked as a Project Assistant at Experiential Learning Hub at Queen's University. Mohammad’s TEFL teaching interest includes academic English, business English, corporate communication, CELTA and teacher training. While pursuing his M.Ed. at Queen's, Mohammad's interest shifted from TEFL to Curriculum Theory and Philosophy of Education. As a TA, Mohammad taught a few B.Ed. courses relevant to history and philosophy of Education at different institutes in Bangladesh, Oman and Canada. Now, Mohammad’s primary research interests are Curriculum Studies, Critical Theories in Education, Education Policy, and History & Philosophy of Education. Being influenced by Paulo Freire and his ‘critical pedagogy’, Mohammad has been working now on the reception of Paulo Freire’s liberating process and methods of education in Bangladesh. Mohammad is also taking up some work on why NGOs in Bangladesh shifted their focus from education to micro-finance. Mohammad is interested to contribute in non-governmental organizations and the third sector initiatives to fight poverty and oppression with a view to transform the society and establish social justice.

Ina Ghita

Ina Ghita is doctoral candidate in the Faculty of Education, University of Barcelona. She holds a M.Ed. from the Faculty of Education at Queen’s University and 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. She has participated in the symposium sponsored by the 2017 Connection Grant. She has published articles and chapters. https://about.me/inaghita

Ana Jofre

Assistant Professor of Creative Arts and Technology, SUNY Polytechnic Institute. Before her appointment at SUNY she was a research fellow in the Visual Analytics Lab at OCAD University. 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, culture analytics, and data visualization. Email: jofrea@sunyit.edu Portfolio and cv: https://onewomancaravan.net/#

James Scott Johnston

Associate Professor, jointly appointed, in the Faculty of Education and Department of Philosophy, at Memorial University of Newfoundland, Canada. His scholarship is in American philosophy, classical pragmatism, John Dewey, the intersection of pragmatism and continental philosophy, the history of philosophy of education, and the history of educational thought. He has published articles in the International Journal of Philosophy, Transactions of the Charles S. Peirce Society, Dewey Studies, Educational Theory, and the Journal of Philosophy of Education. He has also published and edited numerous monographs, the most recent of which are Problems in Philosophy of Education (2019) and John Dewey’s Later Logical Theory (2020).

Gonzalo Jover

Dean. Faculty of Education. Universidad Complutense, Madrid (Spain) gjover@ucm.es. Civic Culture and Education Policy Research Team: www.ucm.es/ccpe Gonzalo Jover obtained his Master’s 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 (UCM), where he was Head of the Department of Educational Theory and History of Education from 2006 to 2009, Adviser to the Vice-Chancellor of Postgraduate Programs and Continuing Education from 2010 to 2012, and Associate Dean for Research of the Faculty of Education from 2014 to 2017. Since January 2018, he holds the position of Dean at the same Faculty. He also served as Adviser for the Ministry of Education during the 9th Parliamentary Term. 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 and Latin American universities under the E.U. Erasmus Mobility Program and UCM International Mobility Program. 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 at the UCM

Over the years, he has participated in many national and international research projects. At present, he leads the projects Critical thinking and digital literacy, founded by the Santander Bank Foundation (2018-2019), and Construction of a predictive model for the enhancement of critical thinking in the use of social networks, founded by the Spanish R&D National Program (2019-2013). He is also involved in the international Erasmus + project Latin American Consensus for the Internationalization in Postgraduate Education, together with several European and Ibero-American universities, founded by the European Commission (2018-2021).

Professor Jover 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 (selection): a) books: Jover, G.; Gozálvez, V.; & Prieto, M. (2017) Una Filosofía de la Educación del siglo XXI, Madrid, Síntesis; Martínez, M.; Esteban, F.; Jover, G.; & Payà, M. (2016) La educación, en teoría, Madrid, Síntesis; b) chapters: Jover, G. (2019) Roots and Developments of ‘Pädagogik’ as an Academic Discipline in Spain, in Kudláčová, B. & Rajský, A. (Eds.) Education and ‘Pädagogik’. Philosophical and Historical Reflection, Berlin, Peter Lang, pp. 248-261; Jover, G. (2019) La intransferibilidad de las configuraciones pedagógicas: el viajero americano, in Igelmo, J. (Ed.) Ideas educativas en perspectiva filosófica e histórica: circulación, recepción y concreción en la práctica, Salamanca, FahrenHouse, pp. 53-61; Jover, G.; González-Martín, M.R.; & Fuentes, J.L. (2018) Constructing Creative Democracy at School by Reading the Classics: A Dialogue between Martha Nussbaum and John Dewey, in: Heilbronn, R.; Doddington, C.; & Higham, R. (Eds.) Dewey and Education in the 21st Century: Fighting Back, Bingley, Emerald, pp. 61-79; Jover, G.; Prats, E.; & Villamor, P. (2017) Educational Policy in Spain. Between political bias and international evidence, in Eryaman, M.Y. & Schneider. B. (Eds.) Evidence and Public Good in Educational Policy, Research and Practice, Berlin, Springer, pp. 63-78; Jover, G. (2016) Democracy and Education then and now: 'De-pragmatizing' and 'ultra-pragmatizing' readings of John Dewey’s pedagogy, in Cunningham, P. & Heilbronn, R. (Eds.) Dewey in Our Time. Learning from John Dewey for transcultural practice, London, UCL IOE Press, pp. 40-55; c) articles: Jover, G. & Lyu, Y. (2019) An Anthropocosmic view: What Confucian Traditions Can Teach Us about the Past and Future of Chinese Higher Education, Higher Education, 77(3), pp. 423-436; Rodríguez-Mantilla, J.M.; Fernández-Díaz; M.J.; & Jover, G. (2018) PISA 2015: Predictores del rendimiento en Ciencias en España, Revista de Educación, 380, pp. 75-102; Fernández-Díaz; M.J.; Rodríguez-Mantilla, J.M., & Jover, G. (2017) Evaluation of the Impact of Intervention Programmes on Education Organisations: Application to a Quality Management System, Evaluation and Program Planning, 63, pp. 116-122; Igelmo, J.; Fuentes, J.L.; & Jover, G. (2017) Tres lecturas de John Dewey desde las teorías de la desescolarización, Crónica. Revista Científico Profesional de la Pedagogía y Psicopedagogía, 2, pp. 25-37; Jover, G. & Levine, F.J. (2017) Publishing Education Research in the Context of the Globalization of Knowledge: Notes for an Unfinished Conversation, Edetania. Estudios y propuestas socioeducativas, 50, sup., pp. 47-58.

Heidi MacDonald

Heidi MacDonald is professor of History and Dean of the Faculty of Arts, University of New Brunswick, Saint John campus. She was 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 was 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: Recent Publications: Heidi MacDonald, “New Educational Approaches 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 or the Reformation Age and fundamentalism, and the history of Spanish and Mexican education from a comparative perspective.

María-Eugenia Merino

María-Eugenia Merino is Senior Professor of Linguistics and Discourse Analysis at the Teacher Training programme, Faculty of Education, Catholic University at Temuco, Chile. She is a Linguist and holds a Master in Philology in Applied Linguistics, and a PhD in Human Sciences with specialization in Linguistics and Literature. Her research area focuses on intercultural relations, prejudice, racism and discrimination against indigenous people. She is a researcher at the Millennium Nucleus in Intercultural and Interethnic Studies in Context (EICEC), and also belongs to the Nucleus for Intercultural Studies (NEI) at the Universidad Catolica, Temuco, Chile.

She has conducted four national research grants of three year-duration each, on prejudice and discrimination in Chilean oral discourse, perceived discrimination and its psychological effects amongst Mapuche, the discursive construction of ethnic identity among Mapuche adolescents, and on the recreation of ethnic and cultural identity in the oral narrative of Mapuche migrants in Santiago, the capital of the country. Her methodological approach to these studies is discourse and oral narrative analysis. She has published extensively in indexed journals (ISI-WOS), contributed with chapters on prestigious editors, and has been invited to lecture in various prestigious world-wide universities.

Tom O’Donoghue

Tom is from Lismore, Co. Waterford, Ireland, where he went to school, before attending St Mary’s Strawberry Hill, London, the University of Limerick, Trinity College Dublin and University College Dublin. He worked as a high school teacher in Ireland and as a teacher, educator and university academic in Ireland, Papua New Guinea and around Australia. He has also worked extensively in Singapore, Hong Kong, The Philippines, and Malaysia. He is a former Deputy Dean of The University of Western Australia’s Faculty of Education and former Associate Dean Teaching and Learning of its Faculties of Economics, Commerce, Education and Law. He is an Elected Fellow of the Academy of the Social Sciences in Australia and an Elected Fellow of the Royal Historical Society, UK.

He specialises in the history of education, particularly in relation to investigating the historical antecedents to contemporary education issues. This includes work on Catholic religious teaching brothers internationally, bilingual education, teacher education, education in post-conflict countries, and undergraduate curriculum change. Currently he is a general editor of the Emerald Book Publisher’s international series on Teacher Preparation across the World: History, Policy and Future Directions. He is a member of the International Centre for Historical Research in Education, the Institute of Education, University College London. He is also a member of the editorial board and/or corresponding member of the following refereed journals: British Journal of Educational Studies; History of Education (UK); History of Education Review; Journal of Educational Administration and History; International Studies in Catholic Education; Irish Educational Studies; Australian Journal of Teacher Education.

Maitane Ostolaza

Maitane Ostolaza is a full professor of contemporary Spanish civilization at the University of Paris-Sorbonne. His research focuses mainly on the study of the relationships between education, religion and modernization in contemporary Spain. She has recently worked on the issue of gender and religion from a historical perspective as well as on issues related to sacred spaces. She has carried out research stays at the University of Amsterdam, the European University Institute of Florence (Italy), the École des Hautes Études en Sciences Sociales in Paris and the University of Reno-Nevada (USA). She is the author of the books: El garrote de la depuración. Maestros vascos en la Guerra Civil y el primer franquismo, 1936-1945 (San Sebastián, 1996) and Entre Religión y Modernidad. Los colegios de las congregaciones religiosas en la construcción de la sociedad guipuzcoana contemporánea, 1876-1931 (Bilbao, 2000). She has edited a special issue of journal Amnis dedicated to religion: Entre Dieu et le Siècle. Religion, politique et société à l'époque contemporaine (Amnis-Revue de civilisation contemporaine Europes/Amériques, No 11, 2012). Besides, she is co-editor of two collective books: Culturas políticas en la España del siglo XIX, Paris, Editions Hispaniques, 2010; and Emoción e identidad nacional: Cataluña y el País Vasco en perspectiva comparada, Paris, Editions Hispaniques, 2015. She has also presented around 30 papers (in English, French, Spanish and Basque) at various international conferences. Most of them have been published in journals and collective books, both in France and in Spain.

Macarena Ponce de León Atria

Macarena Ponce de León Atria is the Director of the National History Museum in Chile and Assistant Professor at the Institute of History of Pontifical Catholic University of Chile. In 1999 she obtained a DEA (Diplôme d’études appliquées) at Paris I, Sorbonne-Pantheon, finished her PhD at the Catholic University of Chile in 2007 where she was a postdoctoral Fellow. She was a visiting fellow at the Kellog Institute for International Studies (University of Notre Dame, USA) and at the Ibero Amerikanisches Institute in Berlin. Her main fields of research are the social and political history of Chile in the nineteenth and twentieth centuries. She specializes in the study of the relationship between society and the state through private charity and public welfare, education and her current research project focuses on the practices of political representation and the expansion of political citizenship in the twentieth century. She is author of Gobernar la pobreza. Prácticas de caridad y beneficencia en la ciudad de Santiago, 1830-1890, (Santiago, 2011); and the joint editor with Sol Serrano of the collective volumes, Historia de la educación en Chile, 1810-2010, tomos I and II (Santiago, 2012).

Patricia Quiroga Uceda

Patricia Quiroga Uceda is an Assistant Professor at the Faculty of Education, Universidad Complutense de Madrid. She was a Postdoctoral Researcher Juan de la Cierva-Formación at the Universidad Nacional de Educación a Distancia (UNED, Spain). Previously she has worked at Universitat Autònoma de Barcelona as a postdoctoral researcher as well. She holds a Ph.D. in Pedagogy and 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). Recent publications: - 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, J. 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. Her first book is entitled “Rudolf Steiner. Conferencias sobre pedagogía Waldorf” (Biblioteca Nueva, forthcoming 2018).

Ruth Sandwell

Ruth Sandwell is a historian and history educator who teaches in the History Department and the Ontario Institute for Studies in Education at the University of Toronto. She has edited two collections of essays about teaching history and is the author of several articles on the topic. She has published in the fields of history of the family, of rural Canada. She was recently a Fellow at the Rachel Carson Centre for Environment and Society in Munich, Germany, where she was working within the emerging field of energy humanities on her social history of energy in Canadian homes, 1850-1950. She was the founding co-director of The History Education Network/Histoire et Éducation en Réseau (www.THEN/HiER.ca) (2008-2016) and the founding co-director and educational director of the award-winning history education web-based project, The Great Unsolved Mysteries in Canadian History. (www.canadianmysteries.ca) (1997-2017)

Sol Serrano

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 2018). 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.

Current Projects:

2019 – 2023 Project Horizon 2020 (Rise 2018). Failure. Reversing the genealogies of unsuccess, 16th-19th centuries, Madrid Intitute Advanced Study (MIAS), Casa de Velásquez from Spain, Universidad Autónoma de Madrid, École des Hautes Études en Sciences Sociales, Ludwig-Maximilians-Universität München, Universidades Nova de Lisboa.

2017 – 2019 Universitá Roma III y Pontificia Universidad Católica de Chile, En torno a los confines: experiencias religiosas entre marginalidad y exclusión en Europa y América. (Around the limits: religious experiences between marginality and exclusion in Europe and America). Researcher.

Recent publications:

El liceo. Relato, memoria, política. Editorial Taurus, Santiago, 2018 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.

Chapters

Sol Serrano and Macarena Ponce de León, Capuchin Missions in Mapuche Territory: The Education of an Original People in Chile from 1880 to 1930, pp. 312-334 in Rosa Bruno-Jofré, ed. Educationalization and Its Complexities: Religion, Politics, and Technology (University of Toronto Press, 2019).

“Catholic Mobilization and Chilean Revolutions, 1957-1989”, Kathleen S. Cummings (ed.), Catholics in the Vatican II Era: Local Histories of a Global Event. Cambridge University Press, 2017. (co-author Luz Maria Diaz de Valdés)

“La Iglesia Católica y las elecciones de 1964: las confluencias del catolicismo moderno” en Carlos Hunees, Javier Couso (editores), Eduardo Frei Montalva: un gobierno reformista. A 50 años de la “Revolución en Libertad; Editorial Universitaria, Santiago, 2016

“Entre el conocimiento útil y la mera imaginación: el lector tiene la palabra”, Biblioteca Nacional. Patrimonio republicano de Chile, Dirección de Bibliotecas, Archivos y Museos, Santiago, 2014, pgs.102-121

“La réinvention du catholicisme dans un space sécularisé” en Annick Lempériere (ed.), Penser L´histoire de l´amerique latine. Hommage a Francois-Xavier Guerra; Publications de la Sorbonne,Paris, 2012.

“El ocaso de la clausura: mujeres, religión y estado nacional. El caso chileno” en Peer Schmidt, Sebastian Dorsch,Hedwig Herold-Schmidt, Religiosidad y Clero en América Latina (1767-1850). La Época de las Revoluciones Atlánticas, Böhlau Verlag Köln Weimer Wien, 2011, pp.329-362

“El problema nacional. Introducción” en Darío Salas, El Problema Nacional. Bases para la reconstrucción de nuestro sistema escolar primario, reedición de Biblioteca Fundamentos de la Construcción de Chile, Cámara Chilena de la Construcción, Pontificia Universidad Católica de Chile, Biblioteca Nacional, Santiago, 2011.

“El gobiernos y las libertades. La ruta del liberalismo chileno en el siglo XIX” en Iván Jaksic y Eduardo Posada Carbó (Eds.), Liberalismo y poder. Latinoamérica en el siglo XIX, Fondo de Cultura Económica, Santiago de Chile, 2011, (en coautoría con Iván Jaksic). Current research project: Innovation in history teaching: using school archives.

Elizabeth M. Smyth

Professor and former Vice Dean, School of Graduate Studies, University of Toronto Liz.smyth@utoronto.ca Elizabeth Smyth is a Professor of Curriculum Teaching and Learning at the University of Toronto. 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 delivered 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 Cushwa Centre, Notre Dame University London (UK) Centre (London England) May 7-9, 2015. She was the Program Chair for the 2015 Triennial History of Women Religious Conference (Santa Clara University, June 2016). She has fully participated in the Connection Grants 2015 and 2017 and published chapters in the edited books coming from the symposia and published by University of Toronto Press. http://fcis.oise.utoronto.ca/~esmyth/

Joe Stafford

Joe Stafford (josephstafford7@gmail.com) is a retired high school teacher who completed his PhD in the history of education at Queen’s University in 2018. With 29 years of teaching experience, Joe was also a department head for 17 years. In 2008, he was a recipient of the Governor General’s Award for Teaching Excellence in the Teaching of Canadian History, a national award. He is currently a Past President of the Ontario Historical Society after serving on its Board of Directors for several years. Joe has a number of publications based on his doctoral research on the history of Catholic religious education at the secondary level. His publications include a chapter, “The Educationalization Process and the Roman Catholic Church in North America during the Long Nineteenth Century,” in Educationalization and Its Complexities: Religion, Politics, and Technology (Toronto: University of Toronto Press, 2019), and a chapter, “The Conditions of Reception for the Declaration on Christian Education: Secularization and the Educational State of Ontario,” in Catholic Education in the Wake of Vatican II (Toronto: University of Toronto Press, 2017). His publications also include papers published in various journals: “An Analysis of the Fundamental Shift in Catholic Secondary Religious Education in North America During the Long Sixties, 1955-1973,” Encounters in Theory and History of Education, Volume 18, 2017; “Strict Neo-Thomism in the Catholic High Schools of the Archdiocese of Toronto, 1940-1960,” Historical Studies, Volume 83, 2017; “Looking to the Past and Moving to the Future: A Catholic High School Curriculum for the 21st Century,” Historia de la Educacion, volume 35, winter 2016, Universidad de Salamanca; and “The Importance of Educational Research in the Teaching of History,” The Canadian Journal of Social Studies, spring issue, 2006. Joe also has several other publications dealing with Canadian history and the teaching of history, including articles in Canada’s major history magazine, Canada’s History.

Jon Igelmo Zaldivar

Jon Igelmo Zaldivar, Ph.D., is an assistant professor at the Complutense University of Madrid (UCM, Spain). From 2015 to 2017 he was a postdoctoral fellow at the University of Deusto (Bilbao) with a "Juan de la Cierva-incorporación" postdoctoral fellowship of the Spanish Ministry of Economy and Competitiveness. From 2013 to 2014 he was a postdoctoral fellow at Queen's University (Kingston, Canada) with economical support of the Basque Country Government Postdoctoral Program (Spain). He defended his Ph.D thesis in 2011 at the UCM. He is member of the research group Cultura Cívica y Politicas Educativas (UCM). Since 2013, he is the assistant to the coordinators of the Theory and History of Education International Research Group (Queen's University). As a PhD candidate he was visiting research scholar in 2008 at El Colegio de México, Mexico City, and in 2010 at the Faculty of Education, Queen's University (Kingston, Canada). His papers have been published in relevant and well indexed journals of the field of history and theory of education such as: Bordón, Educational Theory, Foro de Educación, Hispania Sacra, Education XX1 and The Journal of Ecclesiastical History. He has been invited to write two texts for the Encyclopedia of Educational Theory and Philosophy (Sage, 2014) and the Encyclopedia of Educational Philosophy and Theory (Springer, 2016). He has also authored a book published by Enclave de Libros (2016) and co-editor (along with Rosa Bruno-Jofre) of the book "Catholic Education in the wake of Vatican II" edited by University of Toronto Press (2017). He is editor of the Spanish journal Foro de Educación (FahrenHouse) and associate editor of the Canadian journal Encounters in Theory and History of Education (Queen's University), both indexed in Web of Science.

Peter Glinos

Peter J. Glinos is a Queen's University Master's candidate writing a thesis analyzing the Alternative Education Resources Organization (AERO), a global hub for alternative schooling. He also has an Honours BA in history and biology from Wilfrid Laurier University, and a BEd from Queen's University. He currently teaches at the City as School Toronto (CAST). His interests include the intellectual history of alternative education, anarchism, and evolutionary theory.

Project Members

Project Members who were 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 Educational 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 were 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 Philosophy and Sciences of Education
  • Gemma Serrano, College des St Bernardins, France
  • Patricia Imbarack, Faculty of Education, Pontificia Universidad Católica de Chile

Project members, who are not members of the Group participating in the Connection Grant 2017 “Educationalization of social and moral problems in the western world and the “educationalization of the world”: Historical dimensions through time and space. Funded by a Connection grant of the Social Sciences and Humanities Research Council of Canada”.

  • Felicitas Acosta, Universidad General Sarmiento, Argentina
  • Sergio Riquelme Muñoz, Faculty of Education, Pontificia Universidad Católica de Chile, Santiago
  • Angela García Pérez (Deusto University, Spain)

Research

Current Project: Freire’s Pedagogy of the Oppressed Freire’s and Illich’s Deschooling Society: Fifty Years after their publication. We were awarded a Connection Grant in 2020 to organize a symposium and a public panel at St. Michael’s University College at the University of Toronto in 2021. Applicant: Rosa Bruno-Jofré; co-applicants Michael Attridge (host at St. Michael’s) and Jon Igelmo Zaldívar; collaborator, Elizabeth M. Smyth..

Connection Grant 2017

Educationalization of social and moral problems in the western world and the “educationalization of the world”: Historical dimensions through time and space. Funded by a Connection grant of the Social Sciences and Humanities Research Council of Canada. Closed symposium – August 1-4 inclusive - at the Faculty of History, Pontificia Universidad Católica de Chile gathered the members of the Theory and History of Education International Research Group (THEIRG), located in the Faculty of Education at Queen’s University, to debate our work in relation to educationalization processes. The symposium will be hosted by the History of Education Research Group at the Faculty of History, Geography and Political Science led by Sol Serrano (also a member of THEIRG), and the Center for the Study of Educational Policy and Practices (CEPPE UC) of the Pontificia Universidad Católica de Chile. Researchers and graduate students of the Faculty of Education were involved as invitees as well. Link to Program: http://theirgroup.org/Connection2017/ The eDucarR-Deusto Education Research, University of Deusto, Spain covers the costs of two members including a graduate student. The Faculty of History of the Pontificia also contributes with two tickets and hotel costs for two participants from Canada in addition to transportation. The applicant, Rosa Bruno-Jofré, is the coordinator/director of THEIRG and co-applicants are Sol Serrano (the host in Chile) and Jon Igelmo Zaldívar (assistant to the coordinator of THEIRG and member of eDucarR-Deusto Education Research). Collaborators are members of THEIRG Daniel Tröhler (University of Vienna), Elizabeth Smyth (Vice-Dean, Graduate School, University of Toronto) and Carlos Martínez Valle (Universidad Complutense de Madrid).

One of the sessions at the symposium at the Pontificia Universidad Católica de Chile.

Public Panel: Christianism and Educationalization

Auditorio de la Facultad de Historia, Geografía y Ciencia Política Chair: Sol Serrano (Universidad Pontificia de Chile) Rosa Bruno-Jofré (Queen’s University), Carlos Martínez Valle (Universidad Complutense de Madrid), Daniel Tröhler (University of Vienna) Discussant: Elizabeth Smyth (University of Toronto)

Public Panel: Christianism and Educationalization

Connection Grant 2015 Symposium June 2-5, 2015 Program Arts Exhibition 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 THEIR Organizes International Symposium on Catholicism and Education in Spain.

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)

Publications

Published books

The Peripatetic Journey of Teacher Preparation in Canada by Rosa Bruno-Jofré and Joseph Stafford

The Sisters of Our Lady of the Missions: From Ultramontane Origins to a New Cosmology By Rosa Bruno-Jofré

Rosa Bruno-Jofré, ed. Educationalization and Its Complexities: Religion, Politics, and Technology (University of Toronto Press, 2019). This book has been published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by the Social Sciences and Humanities Research Council of Canada. This book is the product of a 2017 SSHRC Connection Grant.

Rosa Bruno-Jofré and Jon Igelmo Zaldívar, eds, Education in the Wake of Vatican II (University of Toronto Press, 2017). This book has been published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by the Social Sciences and Humanities Research Council of Canada. This book is the product of the Connection Grant 2015-2016.

Bruno-Jofré, R., Johnston, S. J., Jover, G., & Trohler, D. (2010). Democracy and the intersection of religion and traditions: The readings of John Dewey's understanding of democracy and education. Montreal, QC and Kingston, ON: McGill-Queen’s University Press. 50% plus chapters.

Bruno-Jofré, R., & Johnston, J. S. (Eds.) (2014). Teacher education in a transnational world. Toronto, ON: University of Toronto Press.

Bruno-Jofré, R., & Schriewer, J. (Eds.) (2011). The global reception of John Dewey’s thought: Multiple refractions through time and space. New York, NY, and London, England: 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.

Co-authored

Rosa Bruno-Jofré, Heidi McDonald and Elizabeth Smyth. Vatican II and Beyond: The Changing Mission and Identity of Canadian Women Religious (McGill-Queen’s University Press). This book will be published with the help of a grant from the Federation for the Humanities and Social Sciences, through the Awards to Scholarly Publications Program, using funds provided by the Social Sciences and Humanities Research Council of Canada.

Guest Editors of Special Issues/Symposia

Guest Editors: Rosa Bruno-Jofré and Patricia Quiroga Uceda, Special Issue: Explorando Intersecciones entre religión y prácticas educativas en escenarios Canadienses y Europeos, Historia de la Education 35 (2016), Universidad de Salamanca, Spain. Contributors, Daniel Tröhler, Josh Cole, Sasha Mullally and Heidi MacDonald, Rosa Bruno-Jofré, Carlos Martínez Valle, and Joe Stafford.

Rosa Bruno-Jofré (Ed.). (Spring/Summer 2014). “Current issues in education: An inquisitive engagement.” Queen’s Education Letter. Includes contributions from Group members William Pinar, Daniel Tröhler, and Jon Igelmo.

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/Rencontres 2014 was devoted to historiographical turns and history of education. It was 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 of Encounters/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.

Newsletter: Rosa Bruno-Jofré (Ed.). (Spring/Summer 2014). “Current issues in education: An inquisitive engagement.” Education Letter (Queen’s University). Includes contributions from Group members William Pinar, Daniel Tröhler, and Jon Igelmo. 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 of Encounters/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.

Rosa Bruno-Jofré. (Guest Editor). (2010). “Reinventando la América Hispana: El imaginario educativo y la independencia.” Special monographic issue of Bordón, journal of the Sociedad Española de Pedagogía, 62 (2). Included an article by Carlos Martínez Valle. Special issue of Encounters/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.

Articles and Chapters in Books by members of the Group as joint work

Rosa Bruno-Jofré and Martínez Valle C. 2019 “Church, Religious Institutions, the State, and Schooling.” In: Fitzgerald T. (eds) Handbook of Historical Studies in Education. Springer International Handbooks of Education. Springer, Singapore https://doi.org/10.1007/978-981-10-0942-6_13-2.

Ana Jofré and Rosa Bruno-Jofré. 2019. Digital History. Las Religiosas del Niño Jesús, St. Maur, en España, su relación con el mundo en nuevos términos durante los largos años sesenta (1957-1975) y más allá: la misión en Bembibre, León, Espacio, Tiempo y Educación, Spain, volumen 6, no 2, pp.153-175. See conceptual map at http://theirgroup.org/Bembibre Rosa Bruno-Jofré and Jon Igelmo Zaldívar. 2017. Emerging Issues and Approaches in the Analysis of Catholicism and Education: Fifty Years after Vatican II. In Rosa Bruno-Jofré and Jon Igelmo Zaldívar (Eds.), Catholic Education in the Wake of Vatican II. Toronto: University of Toronto Press.

Bruno-Jofre, R., & Smyth, E. (2016). Doctoral programs in Canada: The Ontario case. In D. Palomba, & C. Cappa (Eds.), University identities: A comparative view. Rome, Italy: Aracne. Editrici, Comparative Education Studies/Studi comparative in educazione. 50% Bruno-Jofré, R., & Cole, J. (2016). What do the dead say to the living? Time, politics, and Teacher preparation in English Canada’s long 1960s. In R. Horlacher & A. Hoffmann-Ocon (Eds.), Pädagogisches Wissen in der Lehrerinnen -und Lehrerbildung [Educational Knowledge in Teacher Education] (pp. 247-264). Bad Heilbrunn, Germany: Klinhardt. 50%

Bruno-Jofré, R., & Igelmo Zaldívar, J. (2016). Monsignor Ivan Illich’s critique of the institutionalized church, 1960-1966. Journal of Ecclesiastical History, 67(4), 568-586. 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. 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 in Encounters, 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, pp. 23-33. Pamplona: Universidad Pública de Navarra.

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.

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

International Debates

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 of Paedagogica Historica. Zeitschrift für Pädagogische Historiographie, 16 (1) (2010), 43-45. The entire debate with various authors: pp. 31-47.

*Bruno-Jofré, R. (2015). 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. Bildungsgeschicht: International Journal for the Historiography of Education, 5, 218-221. Organized by D. Tröhler.

Panels and Meetings

Presenters: Rosa Bruno-Jofré, Heidi MacDonald, and Elizabeth Smyth, Discussion of Vatican II and Beyond: The Changing Mission and Identity of Canadian Women Religious, 11th Triennial Conference on the History of Women Religious, sponsored by the CUSHWA Center for the Study of American Catholicism, Notre Dame University, 23-26 June 2019 at Saint Mary College, Indiana.

Rosa Bruno-Jofré and Ana Jofre. Commemorating, Preserving, and Celebrating Women Religious in the Digital Domain” 11th Triennial Conference on the History of Women Religious, sponsored by the CUSHWA Center for the Study of American Catholicism, Notre Dame University, 23-26 June 2019 at Saint Mary College, Indiana Presenters: Christopher Beeman, Rosa Bruno-Jofré, and Patricia Quiroga Uceda, panel entitled Visions of Nature, Humanhood, and Education and their Intersections with Spirituality and Institutionalized Religion, ISCHE, Education and Nature Berlin, 29-08 to 01-09- 2018.

Invited panel. Presenters, Rosa Bruno-Jofré, Jon Igelmo Zaldívar, Patricia Quiroga. Presented at International Congress Society, Education and Elites: Historical Perspectives from the Enlightenment to the Digital Era, Deusto University, Bilbao Campus, Spain, May 17–19, 2017. Presentation on May 18.

Presenters: Rosa Bruno-Jofré, Indre Cuplinskas, Heidi MacDonald, Elizabeth Smyth, Chair: Jacqueline Gresco. Panel entitled “Clothing Catholic Women in the 20th Century” Participation with individual papers. Joint Session of the Canadian Catholic Historical Association and the Canadian Historical Association, Toronto, May 31st, 2017. Invited Lecture. Bruno-Jofré, R. with Igelmo Zaldívar, J. (Deusto University). “Ivan Illich: De la Crítica al Trabajo Misionero a la Crítica de la Escolarización,” Faculty of Education, University of Valencia. Invited by the Departamento de Educación Comparada e Historia de la Educación, March 27th, 2017 in the afternoon.

Presenters: Rosa Bruno-Jofré, Jon Igelmo Zaldívar, Patricia Quiroga Uceda, Carlos Martínez Valle. Panel titled: International Congress Society, Education and Elites: Historical Perspectives from the Englightenment to the Digital Era, Deusto University, Bilbao Campus, Spain, May 17-19, 2017. Presentation on May 18.

Presenters: Rosa Bruno-Jofré and Ana Jofré, Patricia Quiroga Uceda, Carlos Martínez Valle, Jon Igelmo Zaldívar. Chair: Daniel Tröhler. Individual papers. Panel entitled “Catholic teaching and the long transnational 1960s: Reclaiming the body, active pedagogies, and rebuilding selfhood. Friday August 19, 2016, International Standing Committee History of Education Conference 38, Loyola University, Chicago.

Presenters: Rosa Bruno-Jofré, Elizabeth Smyth, Heidi MacDonald, Christine Lei, Chair Robert Berard. Panel entitled “Vatican II and Canadian women Religious: Re-energizing or dismantling? 83rd Annual Conference of the Canadian Catholic Historical Association, June 1-2, 2016, Calgary.

Bruno-Jofré, R. & Jofré, A. Invited presentation. “Leyendo la experiencia vivida del Concilio Vaticano II y entretejiendo palabras e imágenes: la provincia canadiense de las Sisters of Our Lady of Missions in Peru (1968-1986).” Seminario International: “Educación e Iglesia Católica: Transiciones en el Siglo XX.” May 28, 2015, Universidad de Deusto, Spain.

Bruno-Jofré, R. & Igelmo, J. Invited presentation. “La radicalización de la crítica a la Iglesia institucionalizada y la formación de misioneros de Iván Illich (1960-1966).” Seminario Internacional: “Educación e Iglesia Católica: Transiciones en el Siglo XX.” May 28, 2015, Universidad de Deusto, Spain.

Presenters: Rosa Bruno & Ana Jofré, Heidi MacDonald. Papers presented at the International Colloquium, Male and Female Religious and Vatican II. Rome, November 12-14, 2014. Organized by LARHRA, Universite de Lyon, FR; CERCOR-EPHE, FR; KADOC-KU Leuven, Be; Centro Studi e Richerche sul Concilio Vatican II (Pontifical Lateran University), Italy; with the support from The “École française de Rome,” The Belgian Historical Institute in Rome, The Academia Belgica, Rome.

Bruno-Jofré, R. & Igelmo Zaldívar, J. The Center for Intercultural Formation, Cuernavaca, Mexico its Reports (1962-1967) and Ivan Illich’s Critical Understanding of Mission in Latin America, American Historical Association/American Catholic Historical Association, Washington, January 2-6, 2014.

International Conference of Religions and Social Innovation, the University of St. Michael’s College at the University of Toronto, 27-29 October 2013. Panel: “Latin America as a renewed missionary field and the influence of Vatican II.” Participants: Rosa Bruno-Jofré, Jon Igelmo, Elizabeth Smyth.

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.

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 Conference of Religions and Social Innovation, the University of St. Michael’s College at the University of Toronto, 27-29 October 2013. Rosa Bruno-Jofré and Jon Igelmo Zaldívar, “The Center for Intercultural Formation, its Reports (1962-1967) and a critical understanding of mission in Latin America,” at the panel entitled “Latin America as a renewed missionary field and the influence of Vatican II.”

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,” Jon Igelmo Zaldívar, 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 Panel consisted of papers by Rosa Bruno-Jofré, 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 the IV 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 of Encounters, 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.

Resources & Associations

Michael Attridge (St. Michael’s at University of Toronto)
Institute for Research on Vatican II at USMC

Rosa Bruno-Jofré (Queen’s University)
Queen's University
Academia.edu profile

Josh Cole (Independent Researcher and Author)
Academia.edu profile
ResearchGate profile

Christian Cox (Universidad Diego Portales)
ResearchGate profile

Ina Ghita (Universidad de Barcelona)
about.me profile

Ana Jofre (SUNY Polytechnic Utica)
Portfolio and CV

James Scott Johnston (Memorial University of Newfoundland)
Memorial University of Newfoundland
ResearchGate profile

Gonzalo Jover (Universidad Complutense de Madrid)
Civic Culture and Education Policy Research Team, Universidad Complutense de Madrid

Heidi MacDonald (University of New Brunswick)
University of New Brunswick, Saint John
ResearchGate profile

Carlos Martínez Valle (Universidad Complutense de Madrid)
ResearchGate profile
Academia.edu profile
Google Scholar citations

Maria Eugenia Merino Dickinson (Universidad Católica de Temuco, Chile)
Academia.edu profile

Thomas O’Donoghue (University of Western Australia)
The University of Western Australia profile
The University of Western Australia – Research Output
Academy of the Social Sciences in Australia

Maitane Ostolaza (University of Nantes, France)
University of Nantes, France

Macarena Ponce de León (Pontificia Universidad Católica de Chile)
Centro de Estudios de Políticas y Prácticas en Educación, Pontificia Universidad Católica de Chile

Patricia Quiroga Uceda (Universidad Complutense de Madrid)
Academia.edu profile
ORCID profile
ResearchGate profile
Dialnet profile

Ruth Sandwell (OISE, University of Toronto)
Faculty profile

Sol Serrano (Pontificia Universidad Católica de Chile)
Wikipedia profile

Elizabeth Smyth (OISE, University of Toronto)
Curriculum Vitae

Jon Igelmo Zaldívar (Universidad Complutense de Madrid)
Civic Culture and Education Policy Research Team, Universidad Complutense de Madrid
ORCID profile
Google Scholar citations
Publons profile
Dialnet profile

Other Groups

Garaian: Grupo de Estudios Históricos y Comparados en Educación
(Group of Historical Studies and Comparative Education)

Centro de Documentación de Historia de la Educación en Euskal Herria
(Centre for Documentation of History of Education in the Basque Country)

"Secularism, Religion and Education in Southern Europe in the Twentieth Century" (free e-book) Institute of Education, University of Lisbon

Contact Us

Rosa Bruno-Jofré
brunojor@queensu.ca
Theory and History of Education International Research Group
Faculty of Education, Queen's University
511 Union Street
Room B 203
Kingston, ON, Canada
K7M 5R7