Universitat Autònoma de Barcelona
International Research Seminar on Social Studies Education
Place: Sala de Juntes de la Facultat de Ciències de l’Educació, & Seminari de Màster 2 (Building G5)
Dates: 6 and 7 February 2018
Critical research on Curriculum and Social Studies Education
1. What should we investigate today? Critical research and selecting a topic of research.
2. How should we investigate the social studies curriculum to do critical research? Research methodology.
With the participation of:
Dra. Liliana Bravo Penjeam. Professor of the Department of History at Universidad Alberto Hurtado (Chile)
Dr. E. Wayne Ross. Professor of Social Studies Education, at the University of British Columbia (Canada)
Dr. Joan Pagès. Emeritus Professor of Social Studies Education, at the Universitat Autònoma de Barcelona
Dr. Antoni Santisteban Professor of Social Studies Education, at the Universitat Autònoma de Barcelona
Presentation by the speakers and debate in small groups.
New issue of Critical Education launched:
Volume 8, Number 4
March 1, 2017
The New Teachers’ Roundtable: A Case Study of Collective Resistance
Beth Leah Sondel
The New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.
Neoliberalism; Teacher Resistance; Critical Pedagogy; Social Movements
The Institute for Critical Education Studies is please to sponsor two upcoming seminars on curriculum issues in Latin America and Spain.
Curricular Discourses with Practical Implications:
Perspectives and Experiences From Spain & South America
September 22, 2016
11:30am – 1:30pm
University of British Columbia
This seminar brings together scholars from Spain and South America working within a variety of curriculum studies traditions to discuss curriculum issues in contexts ranging from elementary education to higher education. The seminar will be an opportunity to explore how curricular discourses have implications in educational practices in local, national, and global contexts.
Panelists include Dr. Renato Gazmuri (Universidad Diego Portales, Chile); Sandra Delgado (Colombia), Fernando M. Murillo (Chile), Breo Tosar (Spain), and Héctor Gómez (Chile).
Curricular Ideologies in the Discussion and Negotiation of the Chilean Social Studies Curriculum
Monday, September 26, 2016
Noon – 1:oopm
University of British Columbia
Renato Gazmuri, PhD, Assistant Professor at Universidad Diego Portales (Chile).
Dr. Gazmuri will discuss his research on the construction of the social studies curriculum in Chile. The Chilean social studies curriculum has been defined through processes of discussion and negotiation between diverse actors and institutions with different views on the subject. In order to identify and describe these ideologies, a sequential and recursive methodological device was designed and applied in three stages of production and analysis of information: a documentary compilation around three curricular events of debate and negotiation, application of questionnaires, and interviews. At each stage a content analysis was performed. Five curriculum ideologies are identified and described, considering their assumptions about how the curriculum should define the subject matter, as well what its aims, contents and its guidelines for teaching.
These seminars are free and open to the public.
The Institute for Critical Education Studies (ICES) was formally established in October 2010 to conduct and support cultural, educational, or social research within a critical education or critical pedagogy tradition. The ICES network consists of two flagship journals (Critical Education and Workplace: A Journal for Academic Labor), two primary blogs (ICES blog and Workplace blog) and an array of other social media.
Radical Departures: Ruminations on the Purposes of Higher Education in Prison
Erin L. Castro, University of Utah
Mary Rachel Gould, Saint Louis University
Higher education in prison is experiencing a moment of increased attention throughout the United States. The Second Chance Pell Program, an Experimental Sites Initiative facilitated by the U.S. Department of Education, has helped to propel access to education inside prisons into mainstream discourse. The commonsense justification provided for increasing access to higher education in prison, a bipartisan language spoken across the political landscape, hinges on a compelling rationale: access to higher education in prison reduces recidivism, lowers cost, and increases safety and security. Departing from conventional logic regarding the rationale for higher education in prison, this special edition considers possibilities and futurities regarding postsecondary educational opportunity made available inside prisons.
The series aims to explore how various educational theories and theorists can inform understandings of and desires for higher education in prison. We invite manuscripts that provide imaginative and theoretically grounded visions for postsecondary education inside prisons that are disentangled from the logics of the carceral state and the afore mentioned commonsense rationales for higher education in prison. Authors are invited to put on hold narrow discourses of recidivism to explore higher education inside prison through conceptual, empirical, theoretical, pedagogical, narrative, and poetic articles that approach this topic from a variety of perspectives, frameworks, and positionalities.
In considering higher education in prison, we especially seek manuscripts authored and/or co-authored by currently incarcerated and formerly incarcerated people, co-written essays among diverse stakeholders, and other creative configurations.
Manuscripts may examine, but are not limited to, the following questions:
- What does it mean to teach and/or learn on inside prisons?
- How can educational theory inform possibility inside prison classrooms?
- What does/should education mean inside prisons during hyperincarceration?
- What should be the purposes of higher education in prison?
- How can/do various educational theories take root inside prison classrooms?
- Which theoretical bodies are useful in (re)imagining and (re)engaging higher education in prison?
- How do examples in practice provide potential for re-theorization?
Manuscripts due: May 1, 2017.
For details on manuscript submission see: Critical Education Information for Authors
Additional questions can be directed to Erin L. Castro: email@example.com
CALL FOR PAPERS:
Special issue of Policy Futures in Education
Guest editor: Derek R. Ford, PhD
Although the person of Henri Lefebvre has been gone since 1991, the exploration of the implications of his thought for a variety of disciplines and social movements is still in its infancy. And it is likely to be a long life, as Lefebvre wrote over 60 books throughout his life, in addition to numerous articles, edited volumes, and lectures. Not only is the translation of his work into English still incomplete, but new manuscripts are still being discovered, Towards an Architecture of Enjoyment being the most recent.
Lefebvre’s thought has been most influential in geography and urban studies, animating key debates around, for example, the primary and secondary circuits of capital, industrialism versus urbanism, and spatial production more generally. It is primarily this body of secondary literature that has helped Lefebvre’s thought spread outward. Relatedly, his work on the right to the city has sparked a whole host of academic debates and policy formulations, and even some political coalitions. The growing importance of struggles over space in protest, social, and resistance movements across the globe has, to be sure, energized this interest.
Educational theory, research, and policy, however, have yet to engage with Lefebvre’s vast body of work in a sustained manner. There are just a handful of articles deeply engaging Lefebvre (e.g., Atasay and Delavan, 2012; Christie, 2013; Ford, 2013, in press; Taylor and Helfenbein, 2009) and one dedicated monograph (Middleton, 2013), although his work is referenced in and gestured toward quite a bit more often, primarily in sociology of education.
This special issue of Policy Futures in Education will be the first journal issue to focus specifically on Lefebvre’s thought and its import for educational theory, research, and policy. While authors need not be in the field of education proper, we seek submissions that represent sustained educational encounters with Lefebvre. Papers might examine Lefebvre’s work on everyday life and sociology, the state, rhythmanalysis, architecture, Marxism, dialectical materialism, Nietzsche, modernity, cities, space, or urbanism, and how this work relates to educational philosophies, practices, research, and policies. We are open to papers that explore Lefebvre’s relevance for education as well as papers that explore education’s relevance for Lefebvrean thought. If you are unsure if your topic will fit with the issue, please e-mail the editor for feedback.
An early expression of interest and a 200-300 word abstract is preferred by April 1st, 2016. Manuscripts—which should adhere to normal journal requirements—will be due October 1st, 2016. The expression of interest and abstract should be sent to firstname.lastname@example.org. Authors of successful expressions of interest/abstracts will be directed to submit full manuscripts at http://mc.manuscriptcentral.com/pfie.
About the guest editor:
Derek R. Ford is a teacher, organizer, and writer living in Philadelphia, PA, USA. He received his PhD in cultural foundations of education from Syracuse University in 2015. He has published several articles on Lefebvre and education and recently co-edited a special journal issue on education and the right to the city. His most recent books are Marx, capital, and education: Towards a critical pedagogy of becoming (with Curry Malott) and Leaders in critical pedagogy: Narratives for understanding and solidarity (with Brad Porfilio). His latest book, The secret and struggle of study: Political economy, alterity, pedagogy, will be published this year by Lexington Books.
Atasay, E., & Delavan, G. (2012). Monumentalizing Disaster and Wreak-construction: a case study of Haiti to rethink the privatization of public education. Journal of Education Policy, 27(4), 529-553.
Christie, P. (2013). Space, Place, and Social Justice: developing a rhythmanalysis of education in South Africa. Qualitative Inquiry, 19(10), 775-785.
Ford, D.R. (2013). Toward a Theory of the Educational Encounter: Gert Biesta’s educational theory and the right to the city. Critical Studies in Education, 54(3), 299-310.
Ford, D.R. (in press). A Pedagogy for Space: teaching, learning, and studying in the Baltimore Rebellion. Policy Futures in Education.
Middleton, S. (2013). Henri Lefebvre and Education: space, history, theory. London and New York: Routledge.
Taylor, H. L., & Helfenbein, R. J. (2009). Mapping Everyday: gender, Blackness, and discourse in urban contexts. Educational Studies, 45(3), 319-329.
New Workplace Issue #24
- Academic Bullying and Mobbing: Introduction to the Special Issue
Institute for Critical Education Studies
- Of Sticks and Stones, Words that Wound, and Actions Speaking Louder: When Academic Bullying Becomes Everyday Oppression
- Beyond Bullies and Victims: Using Case Story Analysis and Freirean Insight to Address Academic Mobbing
Julie Gorlewski, David Gorlewski, Brad Porfilio
- Graduate Students as Proxy Mobbing Targets: Insights from Three Mexican Universities
Florencia Peña Saint Martin, Brian Martin, Hilde Eliazer Aquino López, Lillian von der Walde Moheno
- Bullying in Academia Up Close and Personal: My Story
- Mobbing in the Context of a Woman’s Life
Rachel Morrison Kenney
- Pathogenic Versus Healthy Biofilms: A Metaphor for Academic Mobbing
Antonio Pedro Fonseca
- Threat Convergence: The New Academic Work, Bullying, Mobbing and Freedom
Stephen Petrina, Sandra Mathison, E. Wayne Ross
Forthcoming articles in the current volume of Critical Education will include a special series examining The Media and the Neoliberal Privatization of Education, edited by Derek R. Ford (Syracuse University), Brad Porfilio (California State University, East Bay), and Rebecca Goldstein (Montclair State University).
The series will be launched on March 30, 2015 and run through August 15, 2015.
Here is a full listing of forthcoming articles in Critical Education, from March through September 2015:
Forthcoming Articles in Volume 6:
Volume 6 Number 6
March 21, 2015
‘That would give us power…’ Proposals for Teaching Radical Participation from a Society in Transition
Manchester Metropolitan University
Volume 6 Numbers 7-16
Critical Education series The Media and the Neoliberal Privatization of Education
Editors: Derek R. Ford, Brad Porfilio & Rebecca Goldstein
Volume 6 Number 7
March 30, 2015
The News Media, Education, and the Subversion of the Neoliberal Social Imaginary
Derek R. Ford
California State University, East Bay
Rebecca A. Goldstein
Montclair State University
Lessons from the “Pen Alongside the Sword”: School Reform through the Lens of Radical Black Press
Hobart and William Smith College
Volume 6 Number 8
April 15, 2015
Breathing Secondhand Smoke: Gatekeeping for “Good” Education, Passive Democracy, and the Mass Media: An Interview with Noam Chomsky
Zane C. Wubbena
Texas State University
Volume 6 Number 9
May 1, 2015
Speaking Back to the Neoliberal Discourse on Teaching: How US Teachers Use Social Media to Redefine Teaching
Volume 6 Number 10
May 15, 2015
Political Cartoons and the Framing of Charter School Reform
Volume 6 Number 11
June 1, 2015
Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America
University of British Columbia
Volume 6 Number 12
June 15, 2015
Re-Privatizing the Family: How “Opt-Out” and “Parental Involvement” Media Narratives Support School Privatization
Loyola University Chicago
Volume 6 Number 13
July 1, 2015
Learning from Bad Teachers: The Neoliberal Agenda for Education in Popular Media
University of Texas at Austin
Volume 6 Number 14
July 15, 2015
#TFA: The Intersection of Social Media and Education Reform
T. Jameson Brewer
University of Illinois at Urbana-Champaign
University of Illinois at Urbana-Champaign
Volume 6 Number 15
August 1, 2015
Engagement with the Mainstream Media and the Relationship to Political Literacy: The Influence of Hegemonic Education on Democracy
Paul R. Carr
Université du Québec en Outaouais
Gary W. J. Pluim
Volume 6 Number 16
August 15, 2015
Teach For America in the Media: A Multimodal Semiotic Analysis
Sarah Rose Faltin Osborn
University of Nebraska-Lincoln
Jessica L. Sierk
University of Nebraska-Lincoln
Volume 6 Number 17
September 1, 2015
Capitalizing on Knowledge: Mapping Intersections Between Cognitive Capitalism and Education
Joseph Paul Cunningham
University of Cincinnati
Call for Papers
SPECIAL ISSUE OF KNOWLEDGE CULTURES
Learning, Technologies, and Time in the Age of Global Neoliberal Capitalism
The study of time, technology and learning has preoccupied scholars across disciplines for decades. From the psychological impacts of networked gadgets to the nature of perception, attention, communication and social interaction, through the paradigm of 24/7 teacher/student availability, to the acceleration of study programs and research, these themes are dialectically intertwined with human learning in the age of global neoliberal capitalism.
However, the ‘social’ and the ‘technical’ are still frequently discussed as separate spheres in relation to human learning, rather than as mutually shaping of each other within capitalism. Using various critical approaches, this volume invites authors to ask diverse probing questions about the multi-dimensional, individual and social experience of time, by teachers and learners of all kinds, imbued in contemporary neoliberal technoscapes.
This Special Issue of Knowledge Cultures invites authors to explore these questions especially in relation to all kinds of human learning, including, but not limited to, the formal process of schooling. We are particularly interested in situating the relationships between human learning, social acceleration, and digital technologies in the context of global neoliberal capitalism – and in developing viable alternatives / seeds of resistance.
Working at the intersection of technology, psychology, sociology, history, politics, philosophy, arts, science fiction, and other related areas, we welcome contributions from a wide range of disciplines and inter-, trans- and anti-disciplinary research methodologies.
All contributions should be original and should not be under consideration elsewhere. Authors should be aware that they are writing for an international audience and should use appropriate language. Manuscripts should not exceed 6000 words. For further information and authors’ guidelines please see
All papers will be peer-reviewed, and evaluated according to their significance, originality, content, style, clarity and relevance to the journal.
Please submit your initial abstract (300-400 words) by email to the Guest Editors.
Sarah Hayes, Centre for Learning, Innovation and Professional Practice, Aston University, UK (email@example.com)
Petar Jandrić, Department of Informatics & Computing, Polytechnic of Zagreb, Croatia (firstname.lastname@example.org)
1 May 2015 – Deadline for abstracts to editors
1 June 2015 – Deadline for feedback from reviewers
1 November 2015 – Deadline for submissions/full papers
1 January 2016 – Deadline for feedback from reviewers
1 March 2016 – Final deadline for amended papers
Publication date – late 2016 / early 2017
Fireside Chat with Ron Evans on Education Reform, Social Studies, and Democratic Citizenship, Hosted By E. Wayne Ross
This conservation with Ron Evans was conducted in the plenary session of the 2015 retreat of College and University Faculty Assembly of National Council for the Social Studies at the University of North Carolina, Charlotte on January 16, 2015. Evans discusses his new book, Schooling Corporate Citizens, the politics of education reform and how that recent reforms have affected the (official) nature and purposes of social studies education, his approach to research and writing, and life in the academy.
Ron Evans is a leading authority on social studies and curriculum history. His book The Social Studies Wars was named an Outstanding Academic Title for 2004 by Choice Magazine. His biography of controversial progressive educator Harold O. Rugg, This Happened in America, won the 2008 Exemplary Research Award from the National Council for the Social Studies (NCSS). His book The Hope for American School Reform, on the origins and development of the new social studies of the 1960s, also won the Exemplary Research Award from NCSS (2011). He founded the Issues Centered Education Community of NCSS in 1988. Currently, he is a Professor in the School of Teacher Education at San Diego State University. He lives in the San Diego area with his wife, two children, and a cat.
E. Wayne Ross is a Professor in the Faculty of Education at the University of British Columbia. His books include The Social Studies Curriculum: Purposes, Problems, and Possibilities Critical Theories, Radical Pedagogies and Social Education.
Listen to the interview here (audio starts a minute or two into the interview):
Books by Ron Evans:
How did you come to write Schooling for Corporate Citizens?
What motivates your work?
How did you come to write this book?
What motivates your work?
What sources did you draw on?
Where do you do your writing?
Describe your daily routine.
Describe how you do your research. Did you have formal training in archival research?
You’ve written four previous books of curriculum/social studies history, what did you learn from writing Schooling for Corporate Citizens?
Looking back across your books on curriculum history and education reform in the 20th and 21st centuries, you’ve trace the corporate/capitalist agenda in school reform and it’s anti-democratic, anti-community consequences:
- Do you still have faith in schools to promote democracy / democratic citizenship?
- Did you find out anything that surprised you? That excited you? That disappointed you?
How does a boy from Oklahoma who slacked his way through college end up doing all this work as a teacher/scholar in social studies?
What do you do when you’re not writing?