Theory and History of Education International Research
Coordinator: Rosa Bruno-Jofré
Assistant to the Coordinator: Jon Igelmo Zaldivar
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 formed in Winter 2007. In addition to Dr. Bruno-Jofré, the group initially was comprised of James Scott Johnston (Associate Professor, jointly appointed in the Department of Philosophy, Faculty of Arts and Faculty of Education, Memorial University; formerly at Queen’s); Daniel Tröhler (Head of Languages, Culture, Media and Identities (LCMI), University of Luxembourg; formerly Director, Pestalozzianum Institute and currently at the University of Luxembourg); and Gonzalo Jover (Department of History and Theory of Education, Universidad Complutense de Madrid, coordinator of the Doctoral Program at 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.
The core members of the Group now include Christopher Beeman (University of Brandon); Jon Igelmo Zaldívar (Queen’s University and Deusto University); Carlos Martínez Valle (Universidad Complutense de Madrid); Heidi MacDonald (University of Lethbridge); Maria Eugenia Merino Dickinson (Fray Bartolomé de las Casas Chair, Universidad Católica de Temuco); William Pinar (University of British Columbia); Samuel Rocha (University of British Columbia); Elizabeth Smyth (Vice-Dean, School of Graduate Studies, University of Toronto); and Sol Serrano, Vice-Rector Research, Pontificia Universidad Católica de Chile.
Associate members are Josh Cole (Ph.D. candidate, Department of History, Queen’s University); Ina Ghita (M.Ed. candidate, Faculty of Education, Queen’s University); Patricia Quiroga Uceda (Ph.D. candidate, Universidad Complutense de Madrid); Joseph Stafford (Ph.D. candidate, Faculty of Education, Queen’s University).
The group aims at sharing research, engaging in collaborative scholarly work, generating academic exchanges or symposia, editing Encounters in Theory and History of Education / Rencontres en Théorie et Histoire de l'Éducation (a well-established and indexed trilingual monograph series, founded in 2000), and producing scholarly work in various languages related to History and Philosophy of Education. 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
OUR JOURNAL Encounters in Theory and History of Education/Rencontres en Théorie et Histoire de l’ Éducation (formerly Encounters/Encuentros/Rencontres on Education)
Journal of the Theory and History of Education International Research Group
Forthcoming issue: Fall 2015
LAST ISSUE co-edited by Rosa Bruno-Jofré and Daniel Tröhler, The historian’s métier: A critical engagement with history of education
Contributions by Kevin Myers, Ian Grosvenor, Josh Cole, Ian McKay, Bruce Curties, Rebecca Horlacher, Carlos Martínez Valle, kari Dehli, James McNutt, Danièile Tosato-Rigo, Conrad Vo;ampi. Xavier Laudo, Sabine Reh, Sol Serrano, Michèle Hofmann. Special Feature included article by George Sefa Dei and a review essay by Chis Beeman.
Encounters is now edited solely by Rosa Bruno-Jofré (formerly Rosa Bruno-Jofré and Gonzalo Jover), Gonzalo Jover (Universidad Complutense de Madri) is honorary founding co-editor; Carlos Martinez Valle (Universidad Complutense de Madrid), Academic Assistant. Managing editors are: Jon Igelmo (Deusto University, Bilbao) and Stephanie Mari (Museum of Mathematics, New York).
Encounters in Theory and History of Education / Rencontres en Théorie et Histoire de l'Éducation is an interdisciplinary journal that serves as a forum to present and discuss theory and history of education in a global space, encouraging an intellectual-inquiry perspective.
The journal is indexed in the following databases: EBSCOhost, Basede datos ISOC, Dialnet, DICE, DOAJ: Directory of Open Access Journals , Latindex, Clasificación Integrada de Revistas Científicas, IBSS: International Bibliography of the Social Sciences, Scholars Portal Journals
Connecting History of Education
Chapter on Encounters
Book Published (Group participation)
Teacher Education in a Transnational World (Toronto: University of Toronto Press, 2014), edited by Rosa Bruno-Jofré and James Scott Johnston with participation from members of the Research Group and invited project members
Book in Progress
This book is an outcome of the Connection Grant (SSHRC) Symposium held June 2-5 , 2015, at the Universidad del País Vasco, Spain. The Symposium provided the opportunity to gather the members of the Theory and History of Education International Research (THEIR) Group, located in the Faculty of Education at Queen’s University; the members of the Group of Historical and Comparative Studies in Education (Garain Group), located in the Faculty of Philosophy and Educational Sciences, Universidad del País Vasco, San Sebastián; as well as specialized scholars from Canada, Spain, Chile, and France.
Book Proposal approved by the University of Toronto Press
Rosa Bruno-Jofré and Jon Igelmo, eds. Catholicism and Education: Fifty Years After Vatican II (1962-1965), a Transnational Interdisciplinary Encounter. Contributors : Michael Attridge, Rosa Bruno-Jofré, Bernard Hugonnier, Gemma Serrano, Paulí Dávila, Luis Naya Garmendia, Christopher Beeman, Lindsay Morcom, William Pinar, Joseph Stafford, Carlos Martínez Valle
From the esoteric to the commonplace, Chris:
- attends the more-than-human
- enacts a progressively more autochthonous life
- explores film, print, paint, song, earth, plant and mind
- learns from elders and mentors students
- researches and writes papers
Chris holds a PhD from the Faculty of Education, Queen’s University. He is an Assistant Professor at Brandon University. Recent publications include contributions to Encounters in Theory and History of Education, Journal of Experiential Education, The Trumpeter, and Paideusisand a chapter entitled “Authochthonous Ed: Deep: Indigenous, Environmental Learning,” in Teacher Education in a Transnational World, edited by Rosa Bruno-Jofré and James Scott Johnston, University of Toronto Press, 2014. In the past Beeman taught courses in undergraduate programs including Art in an Aboriginal Context and Philosophy of Education, and in the graduate programs, Theories and Meanings in Aboriginal Education and Pedagogy and Transformation in Curriculum, in the Aboriginal and World Indigenous Education Studies program, at Queen's University's Faculty of Education. Through Simon Fraser University, Chris is a research associate with the CURA-sponsored green school in Maple Ridge, BC.
Professor of History of Education, Queen's University email@example.com Academia Edu Profile Rosa Bruno-Jofré, (view Academia Profile) PhD is a Professor at and former dean (2000-2010) of the Faculty of Education, cross-appointed to the Department of History, Faculty of Art and Sciences, Queen’s University, Canada. Her areas of expertise are history of women religious, history of education, history and theory, educational theory from a historical perspective. Her current research on the Religieuses de Notre Dame des Missions is funded by an Insight Grant from the Social Sciences and Research Council of Canada (SSHRC). She has recently completed a Connection Grant (SSHRC) as principal applicant , having Paulí Dávila as co-applicant and involving twenty scholars . The grant was entitled “Catholicism and Education: Fifty years after Vatican II, 1962-1965 –A transnational interdisciplinary encounter.” She is conducting research on “The Sisters of the Infant Jesus (Religiosas del Niño Jesus), French congregation with houses in Spain and various parts of the world.” She has been working with Jon Igelmo on Ivan Illich for the last few years – a central component of her research agenda. She is co-founding editor of Encounters in Theory and History of Education/Rencontres. She is the founding editor of the Queen’s Education Letter and serves on the board of numerous journals. She served as guest editor of Paedagogica Historica, vol,49. 3. 2013; (with Daniel Tröhler) of Pensamiento Educativo, Pontificia Universidad Católica de Chile, May 2014; (with Patricia Quiroga) of Historia de la Educación, Universidad de Salamanca, Espana, forthcoming. Bruno-Jofré is the sole author of The Missionary Oblate Sisters: Vision and Mission ( McGill/Queen's Press ,2005) and translated into French in 2008. She also published Methodist Education in Perú: Social Gospel, Politics, and American Ideological and Economic Penetration, 1888-1930 (Wilfrid Laurier University Press) in 1988. She is co-author with members of the Group, Scott Johnston, Gonzalo Jover, and Daniel Tröhler of Democracy and the Intersection of Religion and Traditions: The Readings of John Dewey’s Understanding of Democracy and Education (McGill-Queen’s University Press, 2010), She edited and co-edited books and monographs including with Jürgen Schriewer (Humboldt–Universitat Berlin) Global Reception of Dewey’s Thought (Routledge, 2011). and ( with James Scott Johnston) Teacher Education in a Transnational World, , University of Toronto Press (2014). She has authored or co-authored articles in Hispania Sacra, Educational Theory, Bordón (Journal of the Spanish Pedagogical Society), Bildungsgeschichte: International Journal for the Historiography of Education , Catholic Historical Review, Paedagogica Historica, Historical Studies (Journal of the Canadian Catholic Historical Association), others. Forthcoming article with J/ n Igelmo in Journal of Ecclesiastical History (Cambridge University). She has numerous chapters in collections published by the University of Toronto, Wilfrid University Press, Routledge, University of Ottawa, others.. See profile.
Josh Cole’s research interests lie in the history of education, intellectual history, the history of modernity, and historical and contemporary cultural politics. He received his PhD in 2015 from the Department of History at Queen’s University, Canada. He is currently turning his SSHRCC-funded dissertation, entitled Children, Liberalism and Utopia: Education, Hall-Dennis, and Modernity in Ontario’s Long 1960s, into a book manuscript for McGill-Queen’s University Press. His new project is a history of adult education (as a body of thought and practice, a social movement, and a scholarly discipline) in Canada from the early-nineteenth to the early-twenty-first century. 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 (Ph.D. Sociology, University of London, 1984) is a Professor at the Faculty of Education of Universidad Diego Portales, Chile. Formerly he was the head of the Curriculum and Evaluation Unit of the Ministry of Education of Chile (1998-2006), Director of the Center for Research on Educational Policy and Practice (CEPPE) of Universidad Católica de Chile (2008-2011), and Dean of this University’s Faculty of Education (2012-2015). A researcher and policy maker, he led the design and implementation of the 1990s curriculum reform of the school system of his country, was Tinker Visiting Professor at Stanford University in 2005, and belongs to the Project Advisory Committee of the International Civic and Citizenship Study (ICCS-2016), of the International Association for the Evaluation of Educational Achievement (IEA). He has also worked as a consultant for OECD, World Bank, Inter-American Development Bank, and UNESCO. He has authored, co-authored or edited, 10 books and more than a hundred articles on educational policy, curriculum, teacher education and citizenship education. On this last topic he has just published (with J.C. Castillo and others) a book on the evolution of this area in Chile, Aprendizaje de la Ciudadanía. Contextos, experiencias, resultados (2015), and co-authored a comparative analysis for 6 countries of Latin America, Citizenship education in Latin America: priorities of school curricula (I BE Working Papers Nº 14 (2014)). Has participated or participates in the Editorial Board of journals, Cadernos de Pesquisa (Fundación Carlos Chagas, Brasil), Perfiles Educativos (UNAM, México), Pensamiento Educativo (PEL) (Chile), Encounters (Queen’s University, Canada), Compare (UK), and the just launched, Journal of Professional Capital and Community (USA). Email: firstname.lastname@example.org His publications include Citizenship Education in Curriculum Reforms of the 1990s in Latin America: Context, Contents and Orientations (2002); Las Políticas Educacionales de Chile en las últimas dos décadas del Siglo XX (2003); and Innovation and Reform to Improve the Quality of Primary Education: Chile (2004). More recently, he has authored "Educational Inequality in Latin America: Patterns, Policies and Issues" (in Educational Inequality Around the World: Growing Gaps, Oxford University Press, 2011); "Política y Políticas Educacionales en Chile 1990-2010" (Revista Uruguaya de Ciencia Política 21, no. 1, November 2012); and “El principio de fraternidad en los valores, instituciones y relaciones sociales de la educación escolar Latinoamericana” (in Fraternidad y Educación, Ciudad Nueva, 2013); and co-authored Educación ciudadana en América Latina: prioridades de los currículos escolares, IBE Working Papers on Curriculum Issues Nº 14 Geneve, 2014. Recent publications include: - With Castillo, J. C., Miranda, D., Bonhomme, M., & Bascopé, M. (2015) Mitigating the political participation gap from the school: the roles of civic knowledge and classroom climate, Journal of Youth Studies 18 (1) - Cox, Cristián; Meckes, Lorena; Bascopé, Martín (2014) Teacher Education Policies in Chile: From Invitation to Prescription to be published in, Bruno-Jofré and Scott Johnston (2014), Teacher Education in a Transnational World. University of Toronto Press. Toronto. - With Castillo, J. C., Miranda, D., Bonhomme, M., & Bascopé, M (2014) Social inequality and changes in students' expected political participation in Chile, Journal of Education, Citizenship and Social Justice, 9 (2), 140-156 - El principio de fraternidad en los valores, instituciones y relaciones sociales de la educación escolar Latinoamericana, en Rodrigo Mardones (ed.). Fraternidad y Educación. Buenos Aires: Ciudad Nueva, 2013.
Ina Ghita is a M.Ed. candidate in the Faculty of Education, Queen’s University. She also holds a MA in Cognitive Sciences and Interactive Media from Pompeu Fabra University, Barcelona and a BA in Journalism and Communication Studies from the University of Bucharest.
Research Fellow email@example.com http://anajofre.net Ana Jofre received her PhD in Physics from the University of Toronto, did Post-doctoral work at NIST (National Institute of Standards and Technology) in Gaithersburg MD, and taught -and did research - at the University of North Carolina in Charlotte for six years before transitioning her career towards the arts. She then completed her MFA at OCAD University in Toronto. Her publications and conference presentations cover a wide range of intellectual interests, from physics to critical theory, and she has exhibited her artwork extensively. Her creative and research interests include figurative sculpture, public pedagogy, and data visualization. Dr. Jofre is currently a post-doctoral research fellow in the Visual Analytics Lab at OCAD University.
Associate Dean for Research. Faculty of Education. Universidad Complutense, Madrid (Spain) firstname.lastname@example.org Civic Culture and Education Policy Research Team: www.ucm.es/ccpe Gonzalo Jover obtained his Master degree in Arts and Education in 1982 and his PhD degree in Education in 1987, both with Honors. He is Full Professor of Education at the Complutense University in Madrid, where he was Head of the Department of Educational Theory and History of Education from 2006 to 2009 and Adviser to the Vice-Chancellor of Postgraduate Programs and Continuing Education from 2010 to 2012. He also served as Adviser for the Ministry of Education during the 9th Parliamentary Term. At present, he holds the position of Associate Dean for Research at the Faculty of Education of the Complutense University. He has been Visiting Scholar at Boston University, Teachers College of Columbia University, and Queen's University, as well as Visiting Professor at several European universities under the E.U. Erasmus mobility program. Vice-president of the Spanish Pedagogical Association (SEP) and Member of the Councils of the European Educational Research Association (EERA) and the World Educational Research Association (WERA). Associate Editor of the Revista Española de Pedagogía and Founding honorary co-editor of Encounters in Theory and History of Education. Professor Jover leads the Research Group on Civic Culture and Educational Politics (UCM-Comunidad de Madrid consolidated group). Over the years, he has participated in many national and international research projects. He is actually involved in two main projects founded by the Spanish R&D National Program: “Social Learning and Innovation at the University” (2014-2016) and “Development of a System of Indicators for Estimating the Recognition of the Right of Children to Play” (2015-2017) Gonzalo Jover's area of expertise is Educational Theory and Politics. He has edited books, monographs and published articles in Spanish and international journals as well as chapters in books. Some of his most recent publications are: Gozálvez, V. & Jover, G. (2016) Articulación de la justicia y el cuidado en la educación moral: del universalismo sustitutivo a una ética situada de los derechos humanos, Educación XX1, 19:1, 311-330; Jover, G.; Fleta, T. & González, R. (2016) La formación inicial de los maestros de educación primaria en el contexto de la enseñanza bilingüe en lengua extranjera. Bordón. Revista de Pedagogía, 68:2, pp. 121-135; Jover, G.; Belando, M. R. & Guío, Y. (2014) The Political Response of Spanish Youth to the Socio-Economic Crisis: Some implications for Citizenship Education, Journal of Social Science Education, 13:3, pp. 4-12. Forthcoming publications (selection): Jover, G. (2016) Un nuevo tiempo para la educación, Temps d'Educació, 50 (accepted). Jover, G. (2016) Aprendizaje y pragmatismo universitario en la sociedad del conocimiento, in Santos, M.A. (Ed.) Sociedad del Conocimiento, Aprendizaje e Innovación en la Universidad. Madrid, Biblioteca Nueva (accepted). Jover, G. (2016) Los problemas del sistema educativo en el día a día de los profesionales de la enseñanza, in Rodríguez, M.A. (Ed.) El futuro de la educación no universitaria en España. Madrid, FAD (accepted). Jover, G.; Prats, E. y Villamor, P. (2017) Educational Policy in Spain: between political bias and international evidence (submitted). Forthcoming papers (selection): Jover, G. (2016) Andanzas de Democracia y Educación, 191(2)6-2016. Congreso Nacional e Iberoamericano de Pedagogía. Madrid, June 28-30. Jover, G. (2016) El derecho a la educación ante los conflictos del mundo actual. XI Jornada Nacional de Investigadores en Educación y Valores. Cuernavaca (México), August, 25-26. Fuentes, J.L.; González, R. y Jover, G. (2016) Re-reading the classics with ICTs. Dewey's 'Democracy and Education': 100 years on. Cambridge (UK), September 28 - October 1. Igelmo, J. & Jover, G. (2016) Lecturas de John Dewey desde las teorías de la desescolarización. Seminario Interuniversitario de Teoría de la Educación. Vic, November, 13-16.
Heidi MacDonald is an associate professor of History and director of the Centre for Oral History and Tradition at the University of Lethbridge. Her research interests include the histories of Atlantic Canada, the Great Depression, women religious (nuns), and youth. Her current SSHRC-funded project, Women Religious in Atlantic Canada since 1960, considers the intersection of women religious with feminism and the state in Atlantic Canada. Dr MacDonald is the 2015-16 chair of the editorial board of the Canadian Historical Review and has served on national adjudication committees, including the Social Sciences and Humanities Research Council of Canada’s Insight Grants committee and the Aid to Scholarly Publishing Program committee. She was awarded the Hilda Neatby Women’s History Prize in 2010. For a full cv, click here:http://directory.uleth.ca/users/heidi.macdonald Recent Publications: Heidi MacDonald, “‘Being in your Twenties in the 1930s’: Masculinity and Liminality during the Great Depression,” The Difference Kids Make: Bringing Children and Childhood into Canadian History, Mona Gleason and Tamara Myers, eds. (Vancouver: UBC press, Forthcoming 2015). Heidi MacDonald and Emily Burton, “Avoiding and Exaggerating Renewal: Maritime Catholic Newspapers' Reporting on Women Religious, 1962-1975” Consecrated Life in Modern Canada, Jason Zuidema, ed. (Waterloo: Wilfred Laurier University Press, 2015), 151-162. Heidi MacDonald “Chapter 6: Singleness and choice: The impact of gender, age, time and class on three female youth diarists in 1930s Canada,” Writing Feminist History: Productive Pasts and New Directions, Catherine Carstairs and Nancy Janovicek, eds. (Vancouver: University of British Columbia Press, 2013), 118-35. Susan A. McDaniel and Heidi MacDonald, “To Know Ourselves – Not,” Canadian Journal of Sociology/Cahiers canadiens de sociologie 37(3) 2012: 253-70. Heidi MacDonald “Who Counts and Why? Nuns, Work, and the Census of Canada, 1871-2001,” Histoire Sociale/Social History, vol 86 (November, 2010): 369-391. Heidi MacDonald and Elizabeth Smyth, “Imaging Perfectae Caritatis: viewing the consecrated life through the motherhouse museums of Canadian women religious,” Vatican II and Canada, Michael Attridge et al, eds. (Ottawa: University of Ottawa Press, 2011), 476-494. Heidi MacDonald, “Maritime Women, the Great Depression, and the Dominion-Provincial Youth Training Program,” Making Up the State: Women in 20th-Century Atlantic Canada, Janet Guildford and Suzanne Morton, eds. (Fredericton: Acadiensis Press, 2010), 131-149.
Carlos Martínez Valle
Carlos Martínez Valle, Professor, Faculty of Education, Universidad Complutense de Madrid. He teaches History of Education, Educational Policy, and Comparative Education at the Universidad Complutense de Madrid. He holds a Ph.D. in Political Science and Sociology from the Universidad Complutense de Madrid and completed a postdoctoral fellowship at the Faculty of Education, Queen's University. He has worked at the Center for Comparative Education, Humboldt University of Berlin, and at the Faculty of Education, Queen’s University, Ontario. As TMR researcher of the 4th Frame Program of European Union and research fellow and assistant professor at Humboldt University, he researched and lectured on globalization in education. He co-authored with Jürgen Schriewer World-Level Ideology or Nation-Specific System- Reflection? Reference Horizons in Educational Discourse (Educa, 2003). He has published, among others, in Encounters in Theory and History of Education/Rencontres, Zeitschrift für Globalgeschichte und Vergleichende Gesellschaftforschung, Paedagogica Historica and chapters in collections published by Columbia Teachers College and Routledge. His work combines history of ideas and philosophy, comparative education, and history of education, and focuses on the processes of resistance against and filtering of globalized trends and standards in specific contexts. He has published also about the Spanish and German educational systems in a comparative perspective, Religious Thought o the Reformation Age and fundamentalism, and the history of Spanish and Mexican education from a comparative perspective.
María Eugenia Merino-Dickinson
As a result of a three-year Fondecyt grant (2010-2012), Dr. María Eugenia Merino-Dickinson has extensively published on the tensions and contradictions in the construction of ethnic identity in Mapuche adolescents from Temuco and Santiago, and has also researched on the construction of ethnic identity among Mapuche adolescents from Temuco and Santiago. Additionally, she has critically reflected on the identity construction of ethnic minorities from a discursive psychology perspective. She has also researched and published on teacher education and cultural integration in university students’ programs in Chile. Her recent publications include:
- (2011, with Cristian Tileaga), "La construcción de identidad de minorías étnicas: un enfoque discursivo psicológico a la autodefinición étnica en acción" [The Construction of Ethnic Minority Identity: A Discursive Psychological Approach to Ethnic Self-definition in Action],Discourse & Society, 5, 3: 569-594.
- (2012). "Am I a Genuine Mapuche? Tensions and Contradictions in the Construction of Ethnic Identity in Mapuche Adolescents from Temuco and Santiago,"Discourse & Society, 23, 3: 297-317.
- (2012, with Ximena Tocornal). "Posicionamientos discursivos en la construcción de identidad étnica en adolescentes mapuches de Temuco y Santiago" [Discursive Positioning in the Construction of Ethnic Identity among Adolescents in Mapuche Language Temuco and Santiago],Revista signos, 45, 79: 154-175.
- (2012). "Educación docente e integración cultural en programas de estudio de universidades chilenas. Un estudio de caso" [Teacher Education and Cultural Integration in University Students’ Programs in Chile: A Case Study],Encounters/Encuentros/Rencontres, 13: 111-129.
Professor and Canada Research Chair email@example.com http://edcp.educ.ubc.ca/faculty-staff/william-pinar/ Before moving to the University of British Columbia in 2005, where he holds a Canada Research Chair, William F. Pinar taught curriculum theory at Louisiana State University, where he served as the St. Bernard Parish Alumni Endowed Professor. He has also served as the Frank Talbott Professor at the University of Virginia and the A. Lindsay O'Connor Professor of American Institutions at Colgate University. He has held visiting appointments at Columbia University, Ohio State University, the Ontario Institute for Studies in Education, and the University of Alberta, among other institutions. He has lectured widely, including Harvard University, McGill University, and the Universities of Chicago, Oslo, Tokyo, and Zurich. Pinar is the founder and past President of the International Association for the Advancement of Curriculum Studies and the founder of its U.S. affiliate, the American Association for the Advancement of Curriculum Studies. In 2015 Pinar was awarded the Ted T. Aoki Award for Distinguished Service by the Canadian Association for Curriculum Studies. In 2004 he received an American Educational Research Association Outstanding Book Award for What is Curriculum Theory? In 2000 Pinar received a Lifetime Achievement Award from the American Educational Research Association and the Distinguished Faculty Award from Louisiana State University, where during May 10-12, 2013, his contributions were acknowledged in events hosted by the LSU Provost and attended by UBC Dean of the Faculty of Education. The LSU Library has created the William F. Pinar Archive, housing Pinar’s papers, diaries, and other materials. The author, most recently, of Educational Experience as Lived: Knowledge, History, Alterity (Routledge 2015), Pinar is now immersed in a book-length study of George Grant’s critique of education.
Patricia Quiroga Uceda
Patricia Quiroga Uceda holds a Ph.D. in Pedagogy. She defended her thesis entitled “The reception of Waldorf education in Spain” at the Universidad Complutense de Madrid (Spain) and received Premio Extraordinario de Doctorado (Extraordinary Doctoral Price). Her supervisors were Rosa Bruno-Jofré and Gonzalo Jover Olmeda. She is an external member of the research group Cultura Cívica y Políticas Educativas (Universidad Complutense de Madrid) and an associate member of the Theory and History of Education International Research Group (THEIRG). In September she will work as a postdoctoral researcher at Universitat Autònoma de Barcelona (Spain). 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, Jon y Quiroga Uceda, P. (2015) “Las palabras también son hechos”: Quentin Skinner, el giro contextual y la Teoría de la Educación, Teoría de la Educación, Educación y Cultura en el Sociedad de la Información –TESI, 15 (4), pp. 184-211. - Quiroga Uceda, P. y Igelmo, J. (2013) La pedagogía Waldorf y el juego en el jardín de infancia: una propuesta singular, Bordón, 65 (1), pp, 79-92.
Samuel Rocha is Assistant Professor of Philosophy of Education at the University of British Columbia where he is a member of the Common Room at Green College. He was born in Brownsville, Texas, and has lived throughout the United States (and five years in Mexico) before moving to Canada. As a Gates Millennium Scholar, he did his undergraduate studies in philosophy and Spanish literature and a master’s in educational leadership before, as a Gates Fellow, he completed master’s and doctoral work in philosophy of education at The Ohio State University. He is the book review editor for Studies in Philosophy and Education, editor of Pastoral Theology at Syndicate Theology, an active member of the Philosophy of Education Society, and immediate past president of the Society for the Philosophical Study of Education. Rocha is interested in making and offering descriptions of the ontological aspects of education, study, teaching, curriculum, and schooling. He is author of A Primer for Philosophy and Education (Cascade 2014) and has released two musical works: Freedom for Love (indie 2011) and Late to Love (Wiseblood 2014). Later this year Rocha’s next book, Folk Phenomenology: Education, Study, and the Human Person, will be released by Pickwick Publications. Two more on Ivan Illich are forthcoming in 2016 and 2017 with Cascade and Springer.
Sol Serrano, historian, holds a Ph.D. from the Pontificia Universidad Católica de Chile, and is a Professor in the Faculty of History, Pontificia Universidad Católica de Chile and recipient of the Premio Nacional de Historia (National Prize in History), and is a recent addition to the Group. Author of various books, she studies the secularization of the Chilean State during the XIX century from the perspectives of religious associations. Her project is entitled “Catholicism and Secularization in Chile in the XIX Century,” funded by a John Simon Guggenheim Fellowship. She has been visiting researcher and/or associated member of The Colegio de Mexico, Saint Antony’s College, Oxford University; Erasmus Institute, Notre Dame University; Sorbonne University; and the David Rockefeller Center for Latin American Studies, Harvard University. Recent publications:
- Sol Serrano, Macarena Ponce de Leon, Historia de la Educación en Chile 1810-2010, Tomo I, Aprender a leer y escribir (1810-1880), Ed. Taurus, 2012, 2nd edition 2013, Santiago de Chile.
- Sol Serrano, Macarena Ponce de Leon, Francisca Rengifo (eds.), T.II, La educacional nacional, 2012 (2 ed. 2013), Ed. Taurus, Santiago de Chile.
Current research project: Innovation in history teaching: using school archives.
Elizabeth M. Smyth
Professor and Vice Dean, School of Graduate Studies, University of Toronto Liz.firstname.lastname@example.org Elizabeth Smyth is Professor and Vice Dean (Programs) at the School of Graduate Studies, University of Toronto. She is member of the Department of Curriculum Teaching and Learning (CTL). She is a Senior Fellow of Massey College and the University of St Michael's College. Her research interests include the history of the professions, technology and pedagogy, and the history of women religious. For this latter course of research, she was the recipient of the George Edward Clerk Medal for outstanding contribution to Canadian religious history and the Lifetime Achievement Award by the International History of Women Religious Network. In 2016, she was awarded the Vivek Goel Faculty Citizenship Award by the University of Toronto for her sustained contributions to the University in multiple leadership roles and in diverse spheres . Elizabeth is the author/editor of seven books and over 60 articles/book chapters. Her most recent SSHRC-funded research studies have included: Leading Sisters, Changing Times: Women Religious in English Canada in the Post Vatican II World (Principal Investigator); Disciplining Academics: the tenure process in social science (Co-Investigator); and The State of the Consecrated Life in Contemporary Canada (Collaborating Investigator). Her most recent books are Education, Identity and Women Religious, 1800-1950: Convents, Classrooms and Colleges, (London: Routledge, 2015) coedited with Deidre Raftery and Women Educators, Leaders and Activists 1900- 1960: Educational Lives and Networks, coedited with Tanya Fitzgerald (London: Palgrave Macmillan, 2014). With Patricia Kmeic, she contributed the chapter “Experiencing Vatican II: oral histories of women religious recalling change, challenges and creative solutions” to Jason. Zuidema ‘s Understanding The Consecrated Life in Canada.(Waterloo: Wilfrid Laurier Press. 2015) and the chapter “Mirrors, windows and prisms: Women religious and the teaching of religion and theology in English Canada 1847- 1977“ to Brigette. Caulier and Joel Molinario’s Enseigner les religions: regards et apports de l’histoire. (Quebec: Presses de L’Universite Laval, 2014). She has delvered papers on her research at the Australia New Zealand History of Education Conference, Victoria University Wellington, December 4-6 2015, the Invitational Symposium Catholicism and Education: Fifty Years After Vatican II (1962-1965), a Transnational Interdisciplinary Encounter, Bilbao, Spain June 2015 and the Nun in the World Conference. Cushaw Centre, Notre Dame University London (UK) Centre (London England) May 7-9, 2015. She is the Program Chair for the 2015 Triennial History of Women Religious Conference (Santa Clara University, June 2016).
Student/Retired high school teacher Jstafford7@cogeco.ca Joe Stafford is a former high school teacher with 29 years of classroom experience. For 17 years he was also a department head. In 2008, Joe was a recipient of the Governor General’s Award for Excellence in the Teaching of History, a national award. He has been on the Board of Directors of the Ontario Historical Society For several years and he is presently the Past President. Joe is also a member of Canada’s History Society’s Government of Canada Awards Advisory Council. Currently, Joe Stafford is a PhD student in the history of education at Queen’s University.
Daniel Tröhler is Professor of Education and Director of the Research Unit Languages, Culture, Media, and Identities and of the Doctoral School in Educational Sciences at the University of Luxembourg. He is also visiting Professor of Comparative Education at the University of Granada, Spain. He is editor-in-chief of the Zeitschrift für pädagogische Historiographie. His research focuses on the comparative analysis of paradigmatic languages of education; comparative school history and curriculum studies; pragmatism; and contemporary discourses about school reform. His recent publications include methodological questions on history and theory of education (Educational Philosophy and Theory 39, 2007), a critical analysis of the rhetoric of school reform (Encounters on Education 9, 2008), and a case study in comparative curriculum history (Journal of Curriculum Studies 41, 2009). He has also recently published Languages of Education: Republicanism and Protestantism (Routledge, 2010) and – with Rosa Bruno-Jofré, James Scott Johnston, and Gonzalo Jover – Democracy and the Intersection of Religion and Traditions: The Readings of John Dewey's Understanding of Democracy and Education (McGill-Queen's University Press, 2010). His latest publications include Languages of Education: Protestant Legacies, National Identities, and Global Aspirations (2011) and Schooling and the Making of Citizens in the Long Nineteenth Century: Comparative Visions (edited together with Thomas S. Popkewitz and David F. Labaree). Additionally, with Michel Soëtard, he edited Johann Heinrich Pestalozzi: À l’innocence, à la gravité et à la noblesse d’âme e on époque et de ma patrie. Considérations dur l’actualité (LEP Editions, 2012).
Jon Igelmo Zaldivar
Assistant to the Coordinator of the Theory and History of Education International Research Group. Postdoctoral Fellow of the “Juan de la Cierva” Spanish research program. University of Deusto. Jigelmoza@deusto.es Academia.edu Profile Jon Igelmo Zaldivar, Ph.D., is a research fellow at the University of Deusto with the Juan de la Cierva grant from the Spanish Research Council. He defended his Ph.D thesis in 2011 at the Complutense University of Madrid (Spain). He is a member of eDucaR-Deusto Research Group (University of Deusto) and external member of the research group Cultura Cívica y Politicas Educativas (Complutense University of Madrid). Since 2013, he is assistant to the coordinator of the Theory and History of Education International Research Group (Faculty of Education, Queen's University). Dr. Jon Igelmo Zaldívar was visiting research scholar at El Colegio de México, Mexico City, and the Faculty of Education, Queen's University (Kingston, Canada). He was a post-doctoral fellow for two years (2013-2015) at the Faculty of Education, Queen’s University, Canada with the support of a scholarship from the Government of the Basque Country, Spain. Dr. Rosa Bruno-Jofré was his supervisor. His papers have been published in prestigious journals such as: Bordón, Educational Theory and Hispania Sacra. Some others forthcoming papers will be published in Education XX1 and The Journal of Ecclesiastical History. Publications: Bruno-Jofré, Rosa and Igelmo Zaldívar, Jon (2016) Monsignor Ivan Illich’s Critique on the Institutional Church, 1960-1966, The Journal of Ecclesiastical History (University of Cambridge). In press. Igelmo Zaldívar, Jon and Laudo Castillo, Xavier (2016) “Las teorías de la desescolarización y su continuidad en la pedagogía líquida”, Educación XX1. In press on line: http://revistas.uned.es/index.php/educacionXX1/article/view/11465. Igelmo Zaldívar, Jon (2016) “Social Imaginaries and Deschooling”. In Peters, Michael A. (2016) Encyclopedia of Educational Philosophy and Theory. Australia: Spinger. DOI: 10.1007/978-981-287-532-7_384-1 Igelmo Zaldívar, Jon (2015) Descchooling for all? The thought of Ivan Illich in the era of education for all. Foro de Educación, 13 (18), pp. 93-109. Igelmo Zaldívar, Jon (2015) Teoría e historia de una respuesta subaltern a la pedagogización: el movimiento “unschooling”, Temps d’Educació, 48, pp. 51-69. Bruno-Jofré, Rosa and Igelmo Zaldívar, Jon (2014) The Center for Intercultural Formation, Cuernavaca, Mexico its Reports (1962-1967) and Ivan Illich’s Critical Understanding of Mission in Latin America, Hispania Sacra, (CSIC), 66 (ext. 2), pp. 457-487. Project Members, who are not members of the group, participating in Teaching Education in a Transnational World (Toronto: University of Toronto Press, 2014):
- Nicholas Burbules, Professor, College of Education, University of Illinois, Urbana, Campaign
- Roger Dale, Graduate School of Education, University of Bristol
- Benjamin Kutsyuruba, Associate Professor, Faculty of Education, Queen’s University
- Lorena Meckes, Faculty of Education, Pontificia Universidad Católica de Chile, Santiago
- Andrew Robinson, formerly at Open University, UK, diplomat
- Te Tuhi Robust, Associate Professor, Te Whare Wānanga , New Zealand (former executive director of the James Henare Māori Research Centre, University of Auckland)
- Sylviane Toporkoff, Items International, University of Paris, Institute of European Affairs, France
- LeRoy Whitehead, former Associate Dean, Faculty of Education, Queen’s University
- Nel Noddings, Emerita Stanford University
- Anne Rohstock, Universität Tübingen, Germany
- Tom Russell, Faculty of Education, Queen’s University
- José Luis González Geraldo, Department of Education, University of Castilla-La Mancha (UCLM), Albacete, Spain
- Martín Bascopé, Center for Research on Eductional Policy and Practice (CEPPE), Pontificia Universidad Católica de Chile
- Ken Snowdon, Snowdon and Associates Inc.
- Yvonne Hébert, Emerita, Faculty of Education, University of Calgary
Project Members, who are not members of the group, participating in Catholicism and Education: Fifty Years After Vatican II (1962-1965): A Transnational Interdisciplinary Encounter:
- Michael Attridge, St. Michael’s University College in the University of Toronto
- Esther Berdotte, Ph.D. candidate, Faculty of Philosophy and Sciences of Education, University of the Basque Country
- Paulí Davila, Professor, Faculty of Philosophy and Sciences of Education, University of the Basque Country
- Bernard Hugonnier, Institut d’études politiques de Paris, Affaires internationals et des échanges
- Lindsay Morcom, Assistant Professor, Faculty of Education, Queen’s University
- Luis Naya Garmendia, Faculty of Philosohy and Sciences of Education
- Gemma Serrano, College des St Bernardins, France
- Patricia Imbarack, Faculty of Education, Pontificia Universidad Católica de Chile
Symposium June 2-5, 2015
Dr. Rosa Bruno-Jofré, applicant and Dr. Paulí Dávila, co-applicant (University of the Basque Country), have been awarded a SSHRC Connection Grant for their study entitled Catholicism and Education: Fifty Years After Vatican II (1962-1965): A Transnational Interdisciplinary Encounter.
On the occasion of the celebration of the 50th anniversary of Vatican II, two research groups are collaborating on Catholic history: the Faculty’s Theory and History of Education International Research Group, coordinated by Drs. Bruno-Jofré and James Scott Johnston with the assistance of Jon Igelmo Zaldivar; and the Group of Historical and Comparative Studies in Education (Garain) coordinated Dr. Paulí Dávila from the Faculty of Philosophy of Sciences of Education, University of the Basque Country, Spain. There will be a symposium in San Sebastian-Donostia, Spain and a book whose proposal was approved by the University of Toronto Press.
Drs. Elizabeth Smyth (University of Toronto), Gonzalo Jover (Universidad Complutense de Madrid), Luis Maria Naya Garmendia (Universidad del Pais Vasco) are collaborators. Twenty scholars will participate in this project.
For more information about the Symposium, which took place from June 2-5, 2015, see 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)
Book in Progress
Book Proposal approved by the University of Toronto Press
Rosa Bruno-Jofré and Jon Igelmo, eds. Catholicism and Education: Fifty Years After Vatican II (1962-1965), a Transnational Interdisciplinary Encounter. Contributors : Michael Attridge, Rosa Bruno-Jofré, Jon Igelmo, Bernard Hugonnier, Gemma Serrano, Paulí Dávila, Luis Naya Garmendia, Christopher Beeman, Lindsay Morcom, William Pinar, Joseph Stafford, Carlos Martínez Valle, Joseph Stafford, Elizabeth Smyth, Heidi MacDonald, Cristian Cox, Patricia Imbarack.
The book will provide, first, an historical conceptual overview of the tenets of Catholic education over the last two centuries, its critical social de-alignment in the 1960s, and a discussion of theological changes after Vatican II and their implications for Catholic education. Next, there is an examination of the relationship between Church and state, as well as of the intersection of the Catholic experience with the social imaginaries of the 1960s and 1970s. This is done through the analysis of Catholic education in France (the cradle of many congregations with missions in the countries studied), Spain, Canada, and Chile.
The case studies on Spain focus on the conjuncture created by changes in the Church in the 1960s and the period of late Francoism. After discussing the processes of re-signification of missions, which started to gain ground in the 1960s when John XXIII appealed to religious congregations to go to Latin America, the case studies address the apostolate work of female Canadian teaching congregations in Canada and abroad. Attention is paid to the way the missionary experience affected the congregations at home. Not less important is the way in which claims of the social movements of the 1960s were translated into arguments that actively demanded funding for Catholic schools in Ontario.
After Vatican II, the Catholic school curriculum and classroom went through various processes confronting change. In the case of Canada, the study traces the changes and proposes a renewed curricula in religious studies. In the case of Chile, the study examines the social commitment of various Catholic schools serving different socio-economic constituencies as expressed in their mission statements, and how the latter relate to Vatican and Latin American and Chilean Catholic documents.
Next, matters pertaining to Catholicism and Aboriginal education in Canada are fully addressed from two perspectives: a philosophical one, arguing that Catholic schools embodied a worldview that separated people from place and approached the non-human world as a resource; and the Catholic religious view, narrating how Catholic Boards of Education in Ontario are working with elders and communities in an effort to make faith meaningful to Aboriginal communities. The study includes an analysis of the social pedagogical dimension of changes in the Catholic Church and the intersection of Catholicism, Marxism, Humanism, psychoanalysis, and new understandings of human sexuality that led to cultural artistic expressions that carried a complex political pedagogical vision with implications for curriculum.
The collection is concluded by a reconstruction of the varying papers and a reflection on their points of intersection, opposition, and configuration.
This collection will be the first of its kind. There are relevant books on aspects or analytical components of the theme, but not specifically on the theme. The case studies will be published for the first time as well.
Forthcoming Articles by Members of the Group as Joint Work
- Rosa Bruno-Jofré and Jon Igelmo. The radicalization of Monsignor Ivan Illich’s Critique of the Institutionalized Church and the Formation of Missioners, 1960-1966. Journal of Ecclesiastical History, Cambridge University, forthcoming.
- Rosa Bruno-Jofre and Elizabeth Smyth, Doctoral Programs in Canada: The Ontario Case, in Doctoral Studies and University Identities: A Comparative View, Donatella Palomba and Carlo Cappa, eds ( Rome: Aracne editrice, Comparative Education Studies/Studi comparativi in educazione, forthcoming 2015).
- Rosa Bruno-Jofré. (2015). “The situational dimension of the educational apostolate and the configuration of the learner as a cultural and political subject: The case of the Sisters of Our Lady of the missions in the Canadian Prairies.” In Education, Identity and Teaching Sisters, D. Raftery and Elizabeth Smyth (Eds.). Routledge.
Guest Editors of Special Issues/Symposia
- 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 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 will be devoted to historiographical turns and history of education. It will be co-edited by Rosa Bruno-Jofré and Daniel Tröhler.
- Rosa Bruno-Jofré. (August 2013). Special issue of Paedagogica Histórica, “Catholic teaching congregations and synthetic configurations: Building identity through pedagogy and spirituality across national boundaries and cultures,” vol. XLIX, number IV. Members of the Group serving as contributors include Elizabeth Smyth and Carlos Martínez Valle, as well as Bruno-Jofré.
- Rosa Bruno-Jofré, Cristián Cox, James Scott Johnston, Gonzalo Jover, and Daniel Tröhler (guest co-editors). (Fall 2012). Special issue 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.
Partnerships Within the Group: Ongoing Research
- Rosa Bruno-Jofré and Gonzalo Jover are doing archival work about the Religiosas del Niño Jesús, Damas Negras, and their work in Bembibre, Leon, Spain, in the 1960s and 1970s.
- Elizabeth Smyth and Rosa Bruno-Jofré are writing an invited chapter on doctoral programs in Canada.
- Rosa Bruno-Jofré and Elizabeth Smyth are working on a project on women congregations after Vatican II.
- Rosa Bruno-Jofré and Jon Igelmo are working on a major project focusing on Ivan Illich and CIDOC, made possible by a Seed Grant (SSHRC).
Recent Edited Book with contributions from members of the group and invited scholars
- Rosa Bruno-Jofré and James Scott Johnston (2014), eds.Teacher Education in a Transnational World Toronto; University of Toronto Press.
Book Co-authored by Members of the Group
Rosa Bruno-Jofré, James Scott Johnston, Gonzalo Jover, and Daniel Tröhler. (2010). Democracy and the intersection of religion and traditions: The readings of John Dewey's understanding of democracy and education. Montreal and Kingston: McGill/Queen’s University Press.
Special Issues of Journals
- Rosa Bruno-Jofré. (Guest Editor). (2010). “Reinventando la América Hispana: El imaginario educativo y la independencia.” Special monographic issue 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.
Rosa Bruno-Jofré and Jürgen Schriewer (Eds.). (2011). The global reception of John Dewey’s thought: Multiple refractions through time and space. New York & London: Routledge.
The book includes chapters from Rosa Bruno-Jofré and Gonzalo Jover, Marcelo Caruso and Inés Dussel, Rosa Bruno-Jofré and Carlos Martínez Valle, Barbara Schulte, Jeremy Rappleye, Ana Isabel Madeira, Irina Mchitarjan, Norbert Grube, James Scott Johnston, and Jürgen Schriewer.
Articles and Chapters in Books
- Rosa Bruno-Jofré and Ana Jofré. Reading the Lived Experience of Vatican II: Words and Images, The Canadian Province of the Sisters of Our Lady of Missions in Peru, Historical Studies, Canadian Catholic Association, vol. 81 (fall 2015): 31-52.
- Rosa Bruno-Jofré and Josh Cole. To Serve and Yet to be Free: Historical Configurations and the Insertions of Faculties of Education in Ontario in Teacher Education in a Transnational World, Rosa Bruno-Jofré and James Scott Johnston, co-editors (2014). Toronto: University of Toronto Press.
- Rosa Bruno-Jofré. History of Education in Canada: Historiographic “turns” and Widening Horizons, Paedagogica Historica, LXVI, Extra II (July-December 2014), 257-487.
- Rosa Bruno-Jofré and Jon Igelmo Zaldívar. The Center for Intercultural Formation, Cuernavaca, Mexico its Reports (1962-1967) and Ivan Illich’s Critical Understanding of Mission in Latin America, Hispania Sacra, LXVI, extra II (July-December 2014): 457-487.ISI Journal
- Rosa Bruno-Jofré and Gonzalo Jover. (2013). “El educando como sujeto y el lugar del juego en el debate educativo de finales del siglo XIX en Norteamérica.” Bordon, journal of the Sociedad Española de Pedagogía, Spain, 65 (1), 21-37.
- Rosa Bruno-Jofré and Jon Igelmo Zaldívar. (2012). “Ivan Illich’s late critique of Deschooling Society: ‘I was largely barking up the wrong tree.’” Educational Theory, journal of the John Dewey Society, and the Philosophy of Education Society, 62 (5), 573-592.
- Heidi MacDonald and Elizabeth Smyth. (2011) “Imagining Perfectae Caritatis: Viewing the Consecrated Life through the Mother House Museums of Canadian Women Religious, pp.476-494,. In Michael Attridge, Catherine Clifford & Gilles Routhier, Vatican II, Canadian Experiences. Ottawa: University of Ottawa Press, 2011.
- Rosa Bruno-Jofré and George (Skip) Hills. (2011). “Visions of excellence in Ontario: The Case of the Hall-Dennis Report (1968) and For the Love of Learning (1994).” Educational Theory, journal of the John Dewey Society, 61, 335-349.
- Rosa Bruno-Jofré and Gonzalo Jover. (2011). “The readings of John Dewey’s work and the intersection of Catholicism: The cases of the Institución Libre de Enseñanza and the thesis of Father Alberto Hurtado, S.J.” In Rosa Bruno-Jofré and Jürgen Schriewer (Eds.), The global reception of John Dewey’s thought: Multiple refractions through time and space, pp. 23-42. London & New York: Routledge. English version of the article published in Encounters, 10 (2009).
- Rosa Bruno-Jofré and Carlos Martínez Valle. (2011). “Ruralizing Dewey: The American friend, internal colonization, and Escuela de la Acción in post-revolutionary Mexico (1921-1940).” In ibid. pp. 59-82. English version of the article published 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. [Blind review.]
- Rosa Bruno-Jofré and Gonzalo Jover. (2009). “Lecturas de la obra de John Dewey en intersección con el Catolicismo: Los casos de la Institución Libre de Enseñanza y la tesis sobre Dewey del padre Alberto Hurtado, S.J.” Encounters/Encuentros/Rencontres on Education, 3-22. [OJSystem and printed version. Blind review following OJS process.]
- Rosa Bruno-Jofré and Carlos Martínez Valle. (2009). “Ruralizando a Dewey: El amigo americano, la colonización interna y la Escuela de la acción en el México Posrevolucionario (1921-1940).” Encounters/Encuentros/Rencontres on Education, 43-64. [OJSystem. Blind review following OJS process.]
Debate organized by Daniel Tröhler: Rosa Bruno-Jofré. “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.
Editorship in Which Members of the Core Group Participate Jointly
Encounters in Theory and History of Education/Rencontres. Senior co-editors and founders (in 2000), Rosa Bruno-Jofré and Gonzalo Jover. Members of the Board include all the core members of the Research Group: Cristián Cox, James Scott Johnston, and Daniel Tröhler. This annual monograph series is strongly related to the Group.
Bordón, journal of the Sociedad Espanola de Pedagogía. Gonzalo Jover, Miembro del Consejo Editorial; Rosa Bruno-Jofré, Miembra del Consejo Asesor Internacional.
Sembrando Ideas, online journal of the Pontificia Universidad Católica, Sede Villarrica, includes as Members of the Editorial Board Rosa Bruno-Jofré, Gonzalo Jover, James Scott Johnston, and Daniel Tröhler.
Historical Studies in Education/Revue d’ histoire de l’éducation, journal of the Canadian History of Education Association. Senior co-editor: Rosa Bruno-Jofré. Members of the Board: Daniel Tröhler, Gonzalo Jover.
Panels and Meetings
- 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,” at the panel on “The configuration of the learner as a cultural and political subject: Transhistorical and transnational analysis.”
- Conferencia-Seminario, sponsored by the Grupo de Investigación Cultura Cívica y Políticas Educativas and the Seminario Interdisciplinar Género y Educación, Faculty of Education, Universidad Complutense de Madrid, 13 May 2013. Rosa Bruno-Jofré, invited speaker, “Misioneras en las praderas canadienses, 1898-1930: Educación, política y espiritualidad.” The State of Consecrated Life in Contemporary Canada, Concordia University, Montreal, 25-26 January 2013. Conference/colloque financially supported by SSHRC, limited to 22 speakers. Rosa Bruno-Jofré, “The Canadian Province of the Religieuses de Notre Dame des Missions: The horizon reference and reception of Vatican II, moving toward a new constellation of meanings.” Panel consisted of papers by Elizabeth Smyth and Heidi MacDonald.
- The History of Women Religious in Britain and Ireland Annual Conference, University College Dublin, 21-22 June 2012. Theme: Vocation, Education & Care: Histories and Archives of Women Religious. Rosa Bruno-Jofré, “Faith, language, identity and Catholic Education in Western Canada: Charism and educational philosophy – A comparative analysis of an international congregation and a diocesan congregation.” Panel entitled “Women religious, education and identity building”; other members of the panel were Elizabeth Smyth who presented “Gender, religion and higher education: A century of women religious at the University of Toronto,” and Margaret Susan Thompson with the paper entitled “Sisters, schools and the creation of American Catholic identities.”
- History of Education Society, 51st Annual Meeting, 3-6 November 2011, Allerton Hotel, Chicago, Illinois. Panel entitled “Intellectual thought in education at the Fin de Siécle: Globalization and transformation of scientific and philosophical currents in different socio-intellectual and disciplinary settings,” organized by the Theory and History of Education Research Group. Chair: Wayne Urban (University of Alabama).
Participants: James Scott Johnston (Queen’s University), “Rival idealisms at the Fin de Siècle”; Rosa Bruno-Jofré (Queen’s University) and Gonzalo Jover (Universidad Complutense de Madrid), “The publication of the Pedagogical Creeds in The School Journal, 1896-97”; Carlos Martínez Valle, “The transatlantic movement of ideas, and the intersection of religion with the intellectual currents of the time.”
- Canadian Catholic Historical Association/American Catholic Historical Association Conference, St. Michael’s College at the University of Toronto, 1 and 16 April 2011. Rosa Bruno-Jofré and Gonzalo Jover, “The Pedagogical Creeds of the end of the XIX century in the United States: The transatlantic movement of ideas and the readings of John Dewey’s Creed in its intersection with Catholicism.”
- XII Congreso Internacional de Teoría de la Educación: Autonomía y Reponsibilidad. Contextos de Aprendizaje y Educación en el Siglo, Universidad de Barcelona, Spain, 20-23 October 2011. Rosa Bruno-Jofré and Gonzalo Jover, “La configuración de la noción del educando como sujeto: Una exploración a partir del debate educativo del Fin de Siècle en Norteamérica y más allá.”
- Rosa Bruno-Jofré, colloquium in Gonzalo Jover’s class (open to the public), Reflexiones desde la Experiencia Acerca de la Formación Docente, Aula Magna, Facultad de Educación, Centro de Formación del Profesorado, Universidad Complutense de Madrid, 18 October 2011. Rosa Bruno-Jofré, invited speaker: seminar, “La investigación histórica sobre educación y los movimientos de las ideas pedagógicas en un contexto de internacionalización,” Facultad de Educación, Universidad Complutense de Madrid, Sala de Juntas, 18 October, 2011. Addressed to Gonzalo Jover’s graduate class, open to faculty members and the public.
- Participation of members of the Group at 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.
An innovative approach to the history of women in religion that explores the intricate lives and apostolic work of the Oblate Sisters.
James Scott Johnston
Presents John Dewey's theory of inquiry and applies it to various areas of the primary, middle, and secondary school curricula.
Rosa Bruno-Jofré, Gonzalo Jover, James Scott Johnston, and Daniel Tröhler
An innovative approach to the ways in which a major philosopher's ideas have been configured and incorporated in different countries and contexts.
Edited by Rosa Bruno-Jofré, Jürgen Schriewer
Edited by Rosa Bruno-Jofré and James Scott Johnston with participation from members of the Research Group and invited project members
Dewey's Earlier Logical Theory
James Scott Johnston
Resources & Associations
- Rosa Bruno-Jofré - https://queensu.academia.edu/RosaBrunoJofre
- James Scott Johnston - https://mun.academia.edu/JamesScottJohnston
- Gonzalo Jover - https://ucm.academia.edu/GonzaloJover
- Carlos Martínez Valle - https://ucm.academia.edu/CarlosValle
- Jon Igelmo Zaldívar - https://deusto.academia.edu/JonIgelmoZald%C3%ADvar
- Josh Cole - https://queensu.academia.edu/JoshCole
- Patricia Quiroga - https://queensu.academia.edu/PatriciaQuiroga
The Network for Excellence in Higher Education (NEHE) was created in early 2012. It gathers the 25 persons who participated in a jury formed by the French Agency for National Research (ANR) to identify the most innovative education projects in higher education in France. The network held its first meeting in Paris in May 2012 and decided to draft a foundation document calling for a new excellence in higher education (below), to draft a book on this theme to be published in 2014, and to contribute altogether to the 2014 AIPU Conference in Mons.
The case for a new type of "excellence" in higher education
Many countries and universities nowadays are proclaiming excellence as the ultimate goal to be attained. Excellence, which is the main focus here, essentially refers to a pronounced elitism: the idea is to place as high as possible in international rankings by hiring the best professors - based on their number of research publications - or even Nobel prize winners or others with prestigious prizes to their credit, in order to then attract the best students. This results in a sort of selected matching up, reserved for the select few, which leads to two classes of universities: those close to the top in international rankings, such as those of Shanghai or the Times Higher Education, and the rest.
This “elitist excellence” henceforth has to be supplemented by another that is now “social and societal.” Social, in the sense that excellence should not be reserved for a small number of professors and students, much to the contrary; and societal, in so far as university studies end up providing students with the skills and knowledge they need to be key and conscientious agents in solving the major problems that our society currently faces. This type of excellence serves to provide students with “education and training that will teach them, and through them others, to respect the great harmonies of their natural environment and of life itself,” as stated in the Magna Charta Universitatum signed on 18 September 1988 by a number of rectors of European universities. Lastly, in this pursuit of excellence, one of the missions (and certainly not the least) of teachers and researchers is to is to elucidate major contemporary problems for society at large.
But how can this new type of excellence be achieved? First, by adopting a multi-dimensional approach. Excellence deals not only with university research objectives, but also with their instructional vocation and, thirdly, with service to the community. The European Commission’s U-Multirank classification is thus of interest in light of those 3 factors. Next is the notion that excellence means acknowledging certain values that must be defended on behalf of the common interest. This calling constitutes part of the realm of higher education in Europe. The Louvain Declaration (2009) makes this point very explicitly but, in reality, it often tends to take a back seat relative to the goals of economic development and adequate preparation for employment. Emphasis must likewise be given to the concept of the curriculum, an integrated set of course programmes, pathways to learning and instruction, in the interest of the students. One must also, in this search for social and societal excellence, recognise that innovation is a determinant means, even if not the only one. Finally, we must implement those tools that serve to measure progress made in pursuing excellence as we have defined it, in order to encourage, motivate and, in the last instance, assess the results of such efforts.
As one can see, there are two very different visions of excellence. Pushed to the extreme, the first is as risk of producing a type of higher education that is largely utilitarian and of creating pointless competition between universities. It is also based on a notion as yet unproven: that the best teachers are those with the most publications. In this context, it is highly tempting to devote more resources to the universities with the best “performance,” to the detriment of the rest. One may wonder, moreover, about the viability of aiming to provide access to higher education for 50% of an age group while bearing this notion of elitist excellence in mind. These two objectives are obviously incompatible.
Social and societal excellence is something else altogether. It aims to provide all students, without exception, with the means to achieve their own level of excellence, which cannot help but be of benefit to the collective well-being. It forces teachers and researchers to focus not on their careers and their publications, but on the quality of their teaching. The quality of instruction will certainly be dependent of the quality of research, but research conducted solely for its own ends risks being far removed from teaching. This new type of excellence also enables us to train students - and future citizens - who are more responsible in terms of advancing the common good and social co-existence, and who are more committed to solving the problems of tomorrow’s society, rather than being merely preoccupied with obtaining a diploma just so as to get the best paying job possible. And lastly, in the long term, it enables those countries that embrace it to better overcome their problems and to take part in a new era of higher education that is more open to everyone and to the world at hand.
Denis Bédard est détenteur d’un doctorat en psychologie de l’éducation de l’Université McGill. Il est présentement professeur titulaire à la Faculté d’éducation de l’Université de Sherbrooke au Canada et directeur du Centre d’études et de développement pour l'innovation technopédagogique (CÉDIT). Ses travaux portent principalement sur l'innovation pédagogique et curriculaire en enseignement supérieur. Ses recherches les plus récentes visent à expliciter les perceptions, les conceptions et les postures épistémologiques des enseignants et des étudiants vis-à-vis du savoir professionnels. Il est responsable du Microprogramme de pédagogie en enseignement supérieur à l'Université de Sherbrooke.
Denis Berthiaume est enseignant-checheur et consultant en développement de l’enseignement supérieur auprès d’une trentaine d’universités dans une douzaine de pays différents. Détenteur d’un doctorat en psychologie de l’éducation de l’Université McGill (Canada), il a aussi étudié la gestion de l’enseignement supérieur à l’Université Harvard (Etats-Unis) et les relations internationales à l’Université Laval (Canada). Enseignant à l’université depuis 1994, il a successivement occupé les fonctions de conseiller pédagogique à l’Université McGill (Canada), à l’Université de Southampton (Royaume-Uni) et à l’Université de Lausanne (Suisse) où il a été, pendant six ans, directeur du Centre de soutien à l’enseignement, la structure qui vient en aide aux enseignants-chercheurs souhaitant développer leurs compétences en enseignement. Chercheur dans le domaine de la pédagogie de l’enseignement supérieur, Denis Berthiaume publie régulièrement, en anglais ou en français, au sujet du développement professionnel des enseignants universitaires, de l’évaluation des apprentissages et des enseignements dans le supérieur, de la gestion de l’enseignement supérieur et de la pratique réflexive en enseignement.
Rosa Bruno-Jofré est professeure à la Faculté d’Éducation de Queen’s University et ancienne doyenne (2000-2010) de cette Faculté, présentement attitrée au Département d’Histoire de la Faculté des Arts et des Sciences de Queen’s. Ses domaines d’expertise sont l’histoire de l’éducation, l’histoire des congrégations religieuses et la théorie de l’éducation. Sa recherche courante est subventionnée par le Social Sciences and Humanities Research Council of Canada. Elle coordonne le Theory and History of Education International Research Group, et exerce les fonctions de principale corédactrice fondatrice de Encounters in Theory and History of Education/Rencontres en Théorie et Histoire de l'Éducation, et de rédactrice associée et ancienne principale corédactrice de Historical Studies in Education. Son profil de recherche se trouve à http://educ.queensu.ca/faculty/profiles/bruno-jofre.
Laurent Cosnefroy est docteur en psychologie sociale, professeur en pédagogie de l'enseignement supérieur à l'Institut Français de l'Education à Lyon. Ses recherches portent sur la motivation, l'autorégulation des apprentissages et l'accompagnement méthodologique des étudiants ainsi que sur l'analyse du travail des enseignants-chercheurs et leur apprentissage du métier. Il a été responsable du programme Initiative d'Excellence en Formations Innovantes (IDEFI) à l'ANR.
Linda Evans, Ph.D. est professeur de “Leadership & Professional Learning” à la “School of Education” de l’University of Leeds, Convenor of SRHE International Research and Researchers Network, and Associate editor of Educational Management, Administration and Leadership. Recent publications include:
- Evans, L., Homer, M., & Rayner, S. (2013). 'Professors as academic leaders: the perspectives of "the led," Educational Management, Administration and Leadership, 41 (5), 674-689.
- Evans, L. (2013) 'Amanda’s tale – and what it tells us about the multidimensionality of professional development,' Professional Development Today, 15 (3), 24-30.
Bernard Hugonnier, Ph.D. en économie, est maître de conférences à Sciences-po Paris, membre du Conseil scientifique du Ministère de l'éducation nationale, membre du Centre de recherche sur l'éducation du Collège des Bernardins, directeur du centre d'analyse des politiques d'éducation, et président de Conseils sans frontières. Il était auparavant directeur adjoint de l'éducation à l'OCDE. Il est spécialisé dans les questions d'efficacité et d'équité de l'école, la qualité des enseignants, le leadership à l'école, l'excellence en éducation supérieure, la prospective en éducation et les échanges internationaux de services éducatifs. Dernier ouvrage paru: Changer de modèle économique, Economica 2011 ; Le Déclin de l'école républicaine, Les éditions du Net, 2013. A paraître: Vaincre l'échec scolaire, Economica, 2014.
Détentrice d’un Ph. D. en science de l’éducation, Louise Ménard est professeure en pédagogie de l’enseignement supérieur à l’Université du Québec à Montréal. Elle y assume la direction du Programme court de deuxième cycle en pédagogie de l’enseignement supérieur et forme depuis plusieurs années les doctorants de disciplines diverses à la pédagogie universitaire. En tant que chercheuse, elle est membre du Centre de recherche interuniversitaire sur la formation et la profession enseignante. Ses recherches subventionnées se sont principalement intéressées à la problématique de la réussite et de la persévérance scolaires au postsecondaire. Pour ce faire, elle a étudié les défis que doivent relever les établissements, les professeurs et les étudiants dans des contextes visant une plus grande accessibilité aux études supérieures ainsi que les effets de la formation pédagogique et de l’encadrement offerts aux professeurs sur leurs pratiques ainsi que sur la motivation et l’apprentissage des étudiants.
Docteur en sciences de l'éducation, Philippe Parmentier est professeur et directeur de l'administration de l'enseignement et de la formation à l'Université catholique de Louvain (UCL). Cette administration, mise en place en 2002 pour accompagner le processus de Bologne, représente un ensemble de huit services (180 personnes) en support des étudiants et du personnel académique, reliés par une démarche-qualité, qui fait l'objet de différentes publications. Philippe Parmentier est également expert Bologne pour la Belgique francophone depuis 2007 et enseignant-chercheur en pédagogie universitaire. Il développe et partage son expertise dans les domaines suivants:
- management de la qualité de l'enseignement et de la formation dans l'enseignement supérieur
- promotion de la réussite (transition secondaire-université)
- soutien et évaluation de l'innovation
- formation des enseignants du supérieur
- développement de curriculum.
Pau Verrié est ingénieur industriel par l'Université Polytechnique de la Catalogne Il a travaillé dans le secteur publique comme directeur de la propreté à la Mairie de Barcelone entre 1981 et 1986 et comme directeur d'administration au COOB'92 (Comité d'Organisation des Jeux Olympiques Barcelona'92) entre 1990 et 1993 et, dans le secteur universitaire, comme gérant de l'Université de Barcelone entre 1986 et 1990 et comme directeur général de l'Institut d'Education Continue (IDEC) de l'Université Pompeu Fabra de Barcelone depuis sa création en 1993 et jusqu'à 2010. Pendant ses années il a participé très activement dans les travaux des principaux réseaux internationaux d'universités et d'institutions spécialisées dans la formation de cadres et la formation permanente en Espagne (ForQ,RUEPEP et ACECU), Europe (EFMD et EUCEN), Amérique Latine (CLADEA et RECLA) et au niveau mundial (PRME et TPC), présidant dans certains périodes ForQ et ACECU et comme membre des comités exécutifs d'EUCEN et RECLA. À partir 2012 il est le président de la Commission de Formation de l'Association des Ingénieurs Industriels de la Catalogne et travaille dans un projet entrepreunariel en Algérie et comme consultant dans les domaines de la formation et gestion universitaire, et de la gestion publique.
- 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
Theory and History of Education
International Research Group
Faculty of Education
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