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Latin American Research, Education and Development
Ontario Institute for Studies in Education


Arcila Jorge
Barnola, Luis
Boido Olimpia
Brasch, Katherine
Dibos, Alessandra
Encalada Grez, Evelyn
Escobar, Monica
Farrell, Joe
Gajardo, Lorena
Ginieniewicz, Jorge

Gormley, Louise
Gray-donald, James
Hales, Jennifer
Janzen, Sally

Macias Teresa
Mantilla, Daniela
McDonald, Susan
ündel, Karsten
Myers John P.
Neilson, Alison
O'Sullivan, Mike

Quijano Luisa Fernanda
Riutort, Monica

Rivera Yina
Rozental, Manuel
San Martin, Magaly
Santos, Marli
Schugurensky, Daniel
Sztainbok, Vannina
Viveros, Martha

Wilson, David
Brenda Yates

Arcila, Jorge

Department, Program and Centre: Sociology and Equity Studies in Education. 4th year Ph.d student. Ontario Institute for Studies in Education/Toronto University. OISE/UT.

Keywords: collective memory, identity, history, representation, pedagogy, arts, theatre, politics, cultural studies, documentary and film studies.

Brief Biography: Jorge Arcila studied Psychology at “The National University of Colombia”, Theatre at “The National School of Dramatic Art”, and finished his Master in Political Studies at Javeriana University in Bogota Colombia. He has attended advanced courses on “New Focus in Cultural Creation” in Barcelona Spain. He has been a university teacher for more than twenty years giving courses in regard to Research Methodology, Semiotics and Applied Psychology, Human Development and Counselling Education, Drama Studies, Sensorial and Expressive Recovering through Arts for Pre-school and Special Education programs. He has also been involved in several research projects particularly with comparative international higher education programs and distance education diagnosis. He has worked as academic adviser in the Technical and Promotional General Deputy Direction of the Instituto Colombiano para el Fomento de la Educación Superior; as adviser to the Dean Department of Psychology-Pedagogy School of Education in Pedagógical Nacional University; and as cultural and educational adviser in Peace and University projects of The Colombian Association of Universities. He has designed and co-ordinated international seminars on Culture and University topics with UNESCO participation. In 1998 he won an award to develop a historical research about Colombia in the XX century. He wrote a theatre play about the death penalty as a result of this research. In 1991 he was a research member of the research study “Evaluation of the Distance Education in Colombia”. In 1997 he designed the research project “Comparative Study of Titles, Programs and Professions through International Treaty context Group of 3: Mexico, Venezuela and Colombia”. At Toronto University he has been the treasure of the OISE’s International Student Association.

Research interests: Pedagogical dimension of public memory; history, identity and socio-cultural representation; applied theatre, theatre in education and drama practices; video and documentary work.

Countries or region of interest: Latin America, Europe, Canada and Colombia.

Current research projects and publications: He has been a LARED research member since 2002, participating and collaborating with the research projects; “Civic and Political participation of Latin Communities in Canada” and “Building Bridges/Tendiendo Puentes” on Arts and Immigration issues (Ontario Institute for Studies in Education/Toronto University and Universit`e du Qu`ebec `a Montr`eal/ UQAM). He has also been participating as research assistant in projects on discrimination in Canadian high school education in the OISE/Curriculum Teaching and Learning Department. As result of his research interests he has recently traveled to Peru and Mexico, visiting archaeological places of Aztecas, Mayas and Incas cultures. In March 2005 he participated in an international conference that took place in Mina de Gerais University, Bello Horizonte/Brazil, presenting a paper about his Ph.d research topics.


  • "Vanguard and Experimental Theatre" Gestus Magazine, December, 1990. Bogota Colombia.
  • "The Casting" Playwriting Monologue Gestus Magazine, September, 1993. Bogota, Colombia.
  • "Renovation and Youth Talent in Theater" Newspaper La Patria Manizales-Colombia 1995.

Work documents:

  • "Education and Postmodernism" Document prepared for the "Meeting of the School of Science Education in Antioquia", Medellín, Colombia-South America 1994 (Instituto Colombiano para el Fomento de la Educacion Superior)
  • "Implications of the G3 in Higher Education" Document prepared for the "Meeting of Higher Education in the Group of 3 Mexico, Venezuela and Colombia" 1995 Bogota, Colombia-South America (Instituto Colombiano para el Fomento de la Educacion Superior)

Contact Information:



Barnola, Luis

Department,Program and Centre :Ph.D. Student Adult Education International Development Research

Centre Information and Communication Technologies for Development.

Keywords: All Latin America and the Caribbean regions
Brief Biography: Luis Barnola is Program Officer at the Institute for Connectivity in the Americas (ICA). Before joining the Institute, Luis was Research Officer at IDRC's Information and Communication Technologies for Development Program Area, where he gained experience about ICT projects in Africa (Acacia), Asia (PAN Asia) and the LAC region (PAN Americas).

His multi-disciplinary background combines a B.Sc. in Plant Ecology from Los Andes University (Venezuela, 1992) and a M.Sc. in sustainable agriculture from McGill University (Montreal, 1997). Back in the late 80's Luis was already an active IT player in the LAC region.

He worked at HACER-ULA (Venezuela), which at that early date organized the first 'Escuela de Redes' in the region. In recent years, Luis has gained extensive research experience in the field of Education & Learning while working with NALL (New Approaches to Lifelong Learning), the Transformative Learning Centre (University of Toronto) and the Ontario Literacy Coalition.

Currently, Luis is also a Ph.D. candidate at the Ontario Institute for Studies in Education (University of Toronto), in the department of Adult Education. The topic of his thesis dissertation is the facilitation of informal learning in on-line discussion environments.

Research interests:Informal/ transformative learning in online exchange.

Countries or region of interest: All countries in the region

Current research projects and Publications: Support many projects in the LAC region.

In Search of the Social Impact of ICTs in Latin America and the Caribbean (Barnola L and Pimienta, D.; 2001).

Contact Information:
Program Officer Institute for Connectivity in the Americas
(613) 236-6163 x 2047
Fax: (613) 567-7749


Barriga, Martha

Department,Program and Centre:Department of Adult Education, Community International and Transformative Learning - Environmental Studies (Collaborative Program). M.A. Student.

Keywords: Community development, environmental education, immigrant participation, gender.

Brief Biography:
Martha Barriga has a background in social and environmental studies. She conducted several reports on the socio-economic conditions of communities located in different regions of Colombia where energy, industrial or agricultural projects were carried out. The social reports were part of environmental impact assessments conducted by Ambiotec Ltd, an environmental consultant firm in Bogotá, Colombia.

Martha developed environmental non-formal education programs within neighbourhood communities of Bogotá while working for the environmental agency of the city, DAMA.

In Canada, she became involved in two research projects: The first one focuses on the political participation of Latin American immigrants in Toronto and Montreal; and the second, on the institutional history of Latin American immigrants in Toronto. She is a founder member of la Red de Estudios sobre Latinoamericanos en Toronto (RELAC) http://reel.utsc.utoronto.ca/relac/index.html

Her educational background combines a B.Sc. in Journalism from Javeriana University in Colombia and a course in Environmental Education from the Institute of Ecological Investigations in Malaga, Spain. In 2004, Martha completed a master's program on Community International and Transformative Learning & Environmental Studies (Collaborative Program) at the Ontario Institute for Studies in Education ( OISE ), University of Toronto.

Research interests: Social and political participation of Latin American immigrants, institutional history of Latin American Immigrants, gender issues, immigration, environmental education, community gardens.

Countries or region of interest: Canada and all Latin American countries, especially Colombia.

Current research projects and Publications: Her thesis addressed the learning experience of community gardeners in Toronto. Currently she works as research assistance in a project about the institutional history of Latin American immigrants at the Univerisity of Toronto.

Contact Information:


Boido, Olimpia

Department,Program and Centre:SESE Collaborative Program: CIDE MA programme.

Keywords: Primary education, (Northwest) Argentina, Latin America, critical pedagogy, decolonization, anti-racism education, community development, indigenous knowledge practices.

Brief Biography:
I was raised in Buenos Aires, Argentina, and immigrated with my immediate family into Canada in 1991. In Calgary, I pursued an undergraduate degree in International Developement and French, from which I graduated in 2000. While in this program, I had the opportunity to take two years of my studies in France, in Grenoble and Dijon, which also enabled me to become better acquainted with specific grassroots NGO's (working on community development particularly through education) in this country.
After finishing my BA, I spent a year in Argentina, where I became involved with a local NGO working on educational projects for HIV/AIDS prevention and awareness in marginalized communities of Buenos Aires. I also worked as a French/English instructor at this time. During my stay in Argentina, I did considerable travelling throughout the country, which has allowed me to give a more definite geographical focus to my thesis research work.

Research interests: How primary educational programs can (and do) enable students to become increasingly active, conscious and responsible members of their communities and of the society at large.

Countries or region of interest: Latin America, Argentina, Northwest Argentina

Contact Information:


Brasch, Katherine

Department,Program and Centre: SESE, Communications & Culture, PhD Cadidate

Keywords: Communications, discourse analysis, migrants, transnationalism, social networks,identity.

Brief Biography: My interest in Latin America stems from my year as an exchange student in Sao Paulo, Brazil (1983/84). I also spent a month on a professional exchange in Mendoza and San Juan, Argentina (1996). My B.A. from U of T is in International Relations and Latin American Studies and I am functionally fluent in Spanish, Portuguese and French. After 10 years as in communications and marketing (the last 4 years as an independent consultant), I returned to school to explore transnational communications. My MA in social and linguistic anthropology peaked my interest in sociolinguistics and I immediately began my PhD under Monica Heller in September 2002.

Research interests: I am interested in transnational social networks that form linkages between Brazil, Canada and Portugal--particularly those formed by Brazilian migrants living in Canada to people in their country of origin and to the Portuguese migrant population in Toronto. There appears to be a unique relationship between these new immigrants and the more-established Portuguese community in Toronto. Preliminary research has indicated that the shared language and greater visibility of the Portuguese community; provides the impetus for initial social contact by; new Brazilian immigrants while searching for access to the smaller Brazilian population in Toronto. This older immigrant population is also a source of job opportunities for Brazilians, and thus further influences their network ties.

I wish to explore how this unique relationship in Toronto affects a) the immigrant's ability to adapt to Canadian life and b) the linkages back to Brazil. Examining the communication strategies and discourses invoked by the different groups will provide insight into these dynamic relationships in the transnational arena.

Countries or region of interest: Brazil, (Portugal & Canada)

Current research project: Finding Their Place in the World: Brazilian Migrant Identities in an Increasingly Interconnected World

Contact Information:



Dibos, Alessandra

Department,Program and Centre:Theory and Policy Studies, Research Assistant at the IIGE -OISE-UT (until dec.2002)

Keywords:Citizenship education, politic, inter-cultural education, anti-discrimination. Latin America, South Africa and Canada.

Brief Biography:
Alessandra's educational background combines a B.Sc. in Humanities and Philosophy from the Pontificia Universidad Católica (PUC) in Perú and a M.A in Theory and Policy Studies in Education - Philosophy of Education, OISE/UT. She has focused her studies on education for democracy and human rights. Alessandra has gained experience as a Research Assistant in the departments of TPS, and CTL, as well as at the International Institute for Global Education (IIGE) from OISE/UT in projects of citizenship and democratic education, education against discrimination, peace education, global citizenship education, etc.

Research interests: Citizenship, politic and education, education for peace, conflicts resolution, education against discrimination, inter-cultural education.

Countries or region of interest: Latin America, South Africa and Canada.

Current research projects and Publications:

Contact Information:

Information Alessandra Dibos Gálvez
M.A Theory and Policy Studies in Education Philosophy of Education
Research Assistant at the International Institute for Global Education (IIGE) OISE/UT



Encalada Grez, Evelyn

Department,Program and Centre: PhD Candidate in Sociology and Equity Studies in Education, OISE-UT

Keywords: organizing, ICTs, social movements, alternatives, migration, neoliberalism, feminism, labour, social justice, human rights.

Brief Biography: Evelyn is Chilean born community activist and researcher. She grew up in Canada where she had to contend with difficult issues such as forced migration, discrimination and systemic barriers. She graduated from Latin American and Caribbean Studies (LACS) and Political Science from York University. She went to summer school in the Universidad del Oriente, Casa del Caribe, in Santiago de Cuba through the LACS program.

Evelyn's political activism earned her a place in SolidarityWorks Youth Action Project sponsored by the Canadian Labour Congress and the Ontario Federation of Labour where she became more concerned with labour rights particularly among marginalized communities. She returned to York University to complete a Masters Degree in Political Science with a focus on Latin America where she conducted extensive research on the historical roots of violence in Colombia and worked as a graduate assistant at CERLAC.

After the completion of her masters courses she was awarded a CIDA sponsored internship to work on education, research, labour rights and Information Technology Communications (ICTs) issues with the Central American Network of Women in Solidarity with Women Maquila Workers in Vancouver BC, Nicaragua, Honduras, El Salvador and Guatemala. Upon completion of this internship she assisted in various research projects, special events, non-profits and became the associate researcher of Williams O Connell consulting firm that enabled her to conduct research in Chile related to feminist organizational effectiveness.

Evelyn is the cofounder of Justicia for Migrant Workers collective that promotes the rights of Mexican and Caribbean Migrant workers in rural Ontario and was awarded by the Centre for Spanish Speaking Peoples for this volunteer community organizing. She also collaborated with close contacts with Mexican workers and translation skills to a NFB film, El Contrato, about the plight of Mexican migrant workers in Leamington, Ontario. Currently she is also contributing to the Canadian Chiapanecas Women for Justice that supports the work of women's organizations in Chiapas, Mexico focusing on indigenous women, anti-militarization and human rights.

Research interests: Seasonal Agricultural Workers Program / Neoliberal Restructuring, Resistance and Alternatives / Labour Rights / ICTs, activism and women / Latin American Community Development in Canada / Violence, Militarization, Criminalization and Impunity in Latin America / Community, Participatory, Action Research / Latin America Women's Movement /Latina Feminisms.

Countries or region of interest: Toronto, Rural Ontario, Mexico, Chile, Colombia, Cuba, Guatemala .

Current research projects: My main focus is my doctoral thesis. I will be expanding on my Masters MRP, titled "Chile, Latin America's Free Market Miracle?: Deconstructing Market Triumphalism In an Era of Mirages", to probe into resistance to the neoliberal model in contemporary Chile. I will explore the experiences of marginal ized indigenous and non-indigenous women that simultaneously find themselves in the urban and rural sectors.

Contact Information:
Personal Website: www.geocities.com/leilaxiamora


Escobar, Monica

Department,Program and Centre: Postdoctoral studies, OISE/UT, University of Toronto

Keywords:Gender studies, identity, immigration, exile, citizenship learning and local democracy/government.

Brief Biography: Born in Chile where I studied at the Catholic University of Santiago obtaining the diploma of 'Teacher of Philosophy' in 1973. I particularly looked at economic factors and social/cultural processes conditioning the production of knowledge. Research for this degree examined the various educational approaches for social change being above all concerned with issues of inclusion and exclusion of marginalized people in Chilean society.

Following the military coup led by Pinochet I moved to Montreal in 1974 taking up studies at the University of Montreal graduating with a Master's degree in Andragogy with a concentration in educational planning, curriculum and evaluation systems. Employed by CEGEP the Rosemont in Montreal for a period of 5 years as full time teacher I developed a four level curriculum program for learning Spanish. I served from 1983-1990 in Peru as a cooperant of CECI and WUSC (World University Services of Canada) and became coordinator of an internationally funded, multi-disciplinary Community Health Program, carried out in Chorillo's shantytowns (Lima South). In promoting health among the local population we applied principles and methods of education developed by Paulo Freire, the contributions to popular education of Oscar Jara, and strategies for community development developed by Hubert Campfens. Several articles of mine about this experience were published, the most important being a detailed report on the systematization of the 6-year community project. Through participatory action research this study evaluated our team's educational strategies with the local population.

Back in Canada in 1991 I focused principally on gender and ethnic issues working for a period of 4 years as counselor with Latin American women who were victims of violence (war and wife abuse) and as researcher contracted by the National Council of Refugees of Canada. Gender, race, ethnicity as well as displacement, exile and national identity became the foci of my PhD studies at OISE/University of Toronto, starting in 1994 and graduating in 2000. My doctoral thesis examined women's identity after migrating from one country to another, taking the case of Chilean women having lived 20 years or more in Canada as my research sample. Particularities of female gender and experiences regarding immigration, settlement and citizen participation were identified.

A Post-Doctoral Fellowship awarded by the Organization of American States in 2002 allows me to undertake research in Peru for a period of one year until September 2003, focusing on gender participation in local governance plus the learning processes involved. The research design was developed with the assistance of Professor Daniel Schugurensky from OISE/U of T and in collaboration with a research team working on this subject at the Instituto de Estudios Peruanos (IEP).

Research interests: Revolve around: 1) Political learning and local democracy in Peru. 2) Development of a gendered view on issues such as citizen participation and local governance. 3) Identity construction of Latin Americans living in Canada. 4) Issues regarding qualitative and quantitative approaches as well as test and adapt several of tools designed to gather data.

Countries or region of interest:Chile, Peru, Canada

Current research projects and Publications:

Contact Information:
Instituto de Estudios Peruanos (IEP)
Horacio Urteaga 694 -Lima 11 -



Farrel, Joe

Department,Program and Centre :Department of Curriculum, Teaching and Learning Comparative, International and Development Education Centre (CIDEC) Coordinator, Collaborative Graduate Program in Comparative, International and Development Education.

Keywords: Comparative and international education; alternative forms of primary education; educational equality; education policy studies; comparative teacher development; education and identity formation; non-formal education; Chile.

Brief Biography: I was born and raised in a small community (DeKalb) in northern Illinois, and taught grade 6 locally before going to Syracuse University to pursue a Ph.D. in Comparative Education with a regional specialization in Latin America. Upon completing the doctorate in 1968 I joined the faculty of OISE where I have worked ever since. Until recently almost all of my work was focused on Latin America, particularly Chile, where I lived twice with my family, and have visited regularly (several times a year) from 1970 through 1995. Starting in the late 1980s my work has extended beyond Latin America (while not leaving L.A. behind) to include all areas of the developing world. Throughout my career my teaching and research has focused on the development and evaluation of educational policies and programs aimed an increasing educational and socio-economic equality, with particular reference to the most severely marginalized young people.

During these many years at OISE (now OISE/UT) I worked first in the old Department of Educational Planning, where I served as Chair from 1973 to 1981, then moved to the Department of Adult Education until 1996 when I moved to my current location in the Department of Curriculum, Teaching and Learning, where I coordinate the Collaborative Graduate Program in Comparative, International and Development Education, and serve as Head of CIDEC. In parallel to my "academic" career I have maintained close direct contact with young people through more than 40 years as a Scout Troop Leader, and leader-trainer, in the USA, Latin America, and Canada.

Research interests: Education for marginalized children.

Countries or region of interest: Developing countries.

Current research projects and Publications: I am now in the midst of a long-term research program, which began in the late 1980s, aiming to document and come to an understanding of a large number (we have information on more than 100 to date) of radically alternative forms of primary education for severely marginalized children, mostly in developing nations. . While I serve as coordinator and leader of this effort, it involves several OISE/UT faculty, a large number of OISE/UT graduate students, and a world-wide network of colleagues. These alternative programs range in size from networks of from 10 to 20 schools, in a very early "pilot" stage of development, to large "systems" involving tens of thousands of schools, some of which have existed for more than 20 years. Most are poorly documented, many have been partially evaluated, and some have been carefully and thoroughly evaluated. Where carefully evaluated the results have generally indicated remarkable achievements in student learning and retention in the educational system and even more remarkable teacher learning and change, and the more partial information on many programs suggests, but cannot yet demonstrate, the same. Not only is their pedagogical practice dramatically different from that found in traditional formal schools but the process by which change to these new models has occurred appears to be radically different from educational change models typically advocated and applied. They appear, that is, to be genuinely paradigm-breaking, as well as generally succeeding in meeting the learning needs of what are often thought of as the "hardest to reach and hardest to teach" children in the world. The aim of the overall research program, now tentatively titled "Transforming the Forms of Primary Education: The Quiet Educational Revolution in the Developing World", is to systematically document this extensive, and rapidly growing, experience, and to try to understand how, why and under what conditions these alternative learning programs are succeeding where traditional forms of schooling have usually failed. Thus far (as of Summer, 2002) this program has produced a book manuscript on the African experience, to be published by UNESCO, a string of papers and book chapters, and several masters and doctoral theses already completed or well-underway.

Currently we are developing a long-term (five-plus years) funding plan/proposal and a prospectus for a multi-year book series. For LARED purposes it is worth noting that what has now become a world-wide "movement" which we are studying first began and gained real visibility and momentum, in Latin America, and many of the most important cases are in the region.

Books ·

  • Improving the Quality of Primary Education in Rural Africa (Paris: UNESCO) forthcoming ·
  • Teachers in Developing Countries: Improving Effectiveness and Managing Costs (Washington, D.C.: The World Bank, 1993) with J. Oliveira ·
  • Textbooks in the Developing World: Economic and Educational Choices (Washington, D.C.: The World Bank, 1989) with S. Heyneman ·
  • The National Unified School in Allende's Chile: the Role of Education in the Destruction of a Revolution (Vancouver: University of British Columbia Press, 1986) ·
  • Eight Years of Their Lives: Through Schooling to the Labour Market in Chile (Ottawa: IDRC, 1982) with E. Schiefelbein

Contact Information:
Department of Curriculum, Teaching and Learning Comparative, International and Development Education Centre (CIDEC) Coordinator, Collaborative Graduate Program in Comparative, International and Development Education


Gajardo, Lorena

Department,Program and Centre :Sociology & Equity Studies in Education, OISE/University of Toronto Centre for Integrative Anti-Racism Studies, CIARS-OISE/University of Toronto

Keywords: Critical race, transnational feminism, Latina/o diaspora studies, Canadian studies, Latin American studies

Brief Biography:
I am a Chilean-Canadian presently working on my doctorate. I also work at the Centre for Integrative Anti-Racism Studies part-time where I have had the chance to work on projects related to issues of anti-racism practice in education.

Research interests: My research interests at the moment are closely tied to my thesis topic (see below for more detail) where I look at issues of affecting the Latina/o diaspora in Canada.

Countries of region of interest: I am interested in Canada as well as Latin American countries, especially Chile.

Current research projects and Publications: My thesis research , "Marginal Realities: The Construction of Latina/o Identity in Canada.", examines how young adults who are either born in Latin America and are Canadian citizens or are first generation Canadian citizens of Latin American descent define and perform their identity as latinos in Canada. I start from the premise that the way in which these young adults shape, define and represent their identities in Canada is related to the way in which they see themselves as fitting within the Canadian nation. I theorize that the construction of identity in general and of Latina/o subjectivity is accomplished through discursively framed narratives.

  • 2003 Lorena M. Gajardo, "Exclusionary Inclusions, Powerful Knowledge, Meaningful Connections", in: AnaLouise Keating and Gloria Anzaldua (eds.), Come Close, I Want to Tell You a Story, (Forthcoming)
  • 2002 Lorena M. Gajardo with R. Magaly San Martin, " "How to Get to Paradise": Latin American Migrant Women and Processes of Entry." Atlantis: A Women's Study Journal, Vol.26.2, Spring/Printemps, 2002.

Contact Information:
Lorena Gajardo


Jorge Ginieniewicz

Department,Program and Centre:OISE/UT Ph.D. student in the Department of Adult Education

Brief Biography: Jorge Ginieniewicz holds two "Licenciaturas" from the University of Buenos Aires, Argentina (Political Science and Sociology). He moved to Canada in 2001 and got an MA in Political Science at Wilfrid Laurier University. Currently, as a Ph Student at the Ontario Institute for Studies in Education at the University of Toronto (OISE/UT), Jorge is interested in the concept of citizenship as a lifelong learning process. His dissertation topic addresses the changes in the civic and political behavior of a group of Latin American immigrants living in Toronto.

He researches the political and civic experiences that immigrants had in their home countries and how they affect their interaction with the host society. Jorge is focusing his attention on the factors that promote and inhibit the political participation of Latin American immigrants to Toronto.

In addition, Jorge is also interested in the new social movements that have flourished in the last years in South America and how they have propelled innovative forms of leadership. In particular, he did research on the Argentinean case, which has become a model of participatory democracy and civic participation.

Research interests: Political Participation, Civic Engagement, Immigration, Social Movements

Countries or region of interest: Latin American region and Canada

Current research projects and Publications: I am working on the SSHRC-funded project "Lifelong citizenship education, immigration and social cohesion: examining civic change among Latin Americans in Canada"

Contact Information:


Gormley, Louise

Department,Program and Centre:OISE/UT Ph.D. Candidate in Curriculum, Teaching and Learning (CTL) and in Comparative International and Development Education (CIDEC)

Keywords: Mexico, poverty, successful schools, primary children, case study, maternal education

Brief Biography:
Currently a Ph.D candidate, I am an English as a Second Language Teacher who has taught in Taiwan, Japan, and Canada. Although the majority of my schooling was in Canada, I have also lived a few years in Monterrey, Nuevo Leon, Mexico both as an elementary school student and as a university student. Because my mother is Mexican, I have dual Canadian/Mexican citizenship. My Masters in Education is from Brock University in St. Catharines, Ontario, and my Masters thesis explored mothers' experiences of multiracial children in the elementary school system. My OISE/UT doctoral work will be based in Garcia, Nuevo Leon, Mexico and I will be happy to take my family to Mexico during the research stage.

Research interests: Successful, poor schools in low income regions of the developing world, including Escuelas Nuevas in Colombia, P-900 schools in Chile, BRAC schools (in Bangladesh). Sometimes such schools are also referred to as "community schools" or "alternative education programs."

Countries or region of interest: All of Mexico, but a particular interest in the northern Nuevo Leon state.

Current research projects and Publications: Thesis topic: I will conduct an exploratory case study of a Mexican primary school located in a low-income region of northern Mexico. This "successful, poor school" was given an award in 2001 by the Organization of Economic and Co-operative Development (OECD). Using both a qualitative and quantitative approach, the case study will compare the award-winning school to five other poor schools in the vicinity. The main research question to be asked is: In what ways, if any, are the instructional, parental, and community factors different at this "successful" school from the other five schools? The methodologies to be utilized include interviews, school observations, and a school staff questionnaire. While one cannot make generalizations to all high-poverty, high-performing schools based on one case study alone, insights from this research may point to directions for further inquiry.

Contact Information:


Gray-Donald, James

Department,Program and Centre:Department of Adult Education

Keywords: Parks, popular education, environment.

Brief Biography: James is currently a Ph.D. candidate at the Ontario Institute for Studies in Education, in the department of Adult Education. He has diverse experience as an educator in Ontario Provincial Parks to a distance educator with the International Rice Research Institute in the Philippines.
Research interests: Environmental Education

Countries or region of interest: Peru, Canada

Current research projects and Publications: James will be a CUSO cooperant in Lima, Peru for two years beginning in January 2003 with a local NGO Educatif San Agustino. He will be establishing some environmental indicators and facilitating workshops in the Freirean Popular education style with an environmental focus. His thesis research title is "Narratives in Transformation: A case-study of a Novel Environmental Education Program in Lima, Peru."

Contact Information:
Ph.D. candidate

Ontario Institute for Studies in Education



Department,Program and Centre: Women’s Studies and Sociology, at Brock University

Brief Biography: Graduated at OISE/UoT, 2000. Assistant Professor at Brock University

Research interests:Common Knowledge, Women’s Issues, Indigenous Peoples, and Peasant Issues.

Countries or region of interest: Mexico, Costa Rica, Ecuador, Peru, Bolivia, Chile.

Current research projects and publications:
Medicinal Plant Common Knowledge Network. The goal of this initiative is to deepen and share the knowledge of the voiceless in envisioning the future of the Commons (biodiversity, genetic material, land, water, rivers, lakes, oceans, atmosphere, forest, mountains, ecosystems and other natural conditions of life for universal access by all members of the planet). Communities and researchers have identified the genetic Commons of medicinal plants in the Americas as threatened, a condition that has been deteriorating since the Earth Summit (1992), where the planet was defined as a Global-Commons (Hamilton 2001, Smith and Simmard 2001) in opposition to Local Commons (Goldman 1998, Mc Murtry 2002).

2003 “Debt Crisis and Debt-for-Nature Investment in Costa Rica.” Report on the 25th Annual World-System Conference. Volume I. Connecticut: Greenwood Press. Ed: Wilma A. Dunaway. Pp., 51-68.

2003 “Women and Biodiversity: New Areas for Capital Accumulation”in Socialist Studies No. 69.

2003 “Comercializacion de la Naturaleza para el Desarrollo Sostenible: Implicaciones para las Comunidades de la Fortuna y Z-Trece” in Revista de Ciencias Sociales, No.95 - Universidad de Costa Rica (UCR), San Jose, Costa Rica. Editorial Universidad de Costa Rica. Pp., 15-31.

2003 ”Desarrollo Sustentable/Globalización de las Corporaciones en Costa Rica. Una Vision Eco-feminista.” in Lectura Critica del Plan Puebla Panama. Edited by: Salazar Perez, Robinson and Eduardo Sandoval Forero. Editorial, Libros en Red. Collection: Insumisos Latinoamericanos.Pp., 67-117

2002 “Investigación Participativa Feminista en el Proyecto Plantas Medicinales y Agricultura Orgánica en Abanico” in Revista Espiga, Universidad de Educacion a Distancia (UNED), San Jose, Costa Rica. Pp. 6-26.

2002 “A Struggle for Clean Water and Livelihood: Canadian Mining in Costa Rica in the Era of Globalization.” Canadian Woman Studies. Vol. 21/22, # 4. Pp. 148-154

2002 “Enclosure and Micro-enterprise as Sustainable Development: The Case of the Canada/Costa Rica Debt-for-Nature Investment.” Canadian Journal of Development Studies. Vol. XXII, Ottawa: University of Ottawa. Pp. 935-955

2002 “The Politics of Corporate Environmentalism. Research Report” special issue on Ecofeminism at the Millenium in Women and Environments International Magazine. Toronto:York University.Pp. 30-31

2002 “Gendered Resistance to Corporate Environmentalism and Debt-for-nature Swaps in Costa Rica” In Just Ecological Integrity: The Ethics of Maintaining Planetary Life. Eds: Laura Westra and Peter Miller. New Jersey: Rowman and Littlefield. Co-authored with Terisa Turner. Pp. 311-322.


“The Politics of Sustainable Development. A Subsistence view” in Women and Sustainability. From Rio de Janeiro (1992) to Johannesburg (2002), special issue, Canadian Woman Studies. Vol.22, No,4. Summer 2003.

Contact Information:
Women’s Studies and Sociology
Brock University

Janzen, Sally

Department,Program and Centre:Ph.D. student, CTL Social justice and cultural studies, OISE/ UT

Keywords: Diversity,human rights, peace education, global citizenship education, International Development, Interdisciplinary Studies, Hispanic and Indigenous Cultures of the Americas.

Brief Biography: I am currently pursuing doctorate studies in Social Justice and Cultural Studies in Education at OISE-UT (Focus of research: Global Citizenship; Peace Education; Latin American Studies; and Expression through Art). I completed my MA in Testimonial Narrative of Central American Women (Focus: Revolutionary Literature of Salvadorean Women). I have been a Secondary School Teacher of Spanish, ESL and Community-Based Education (YRDSB).

I am currently involved in the School Safety Committee (anti-violence program), Diversity and Equity Committee, and the Character Ed Committee focusing initiatives on human rights and world peace. I have been involved in a number of volunteer committees that have worked with refugees from various parts of the world, Latin American community centres, Outreach, MCC and other community-based organizations.

Research interests: Peace Education, International Development, Global Citizenship Education, and Interdisciplinary Studies.

Countries or region of interest: Andean region, Central America, and the Amazon Basin.

Current research projects and Publications:
I am especially interested in community development and peace/citizenship education throughout Latin America. I may need to research the Andean region, Central America, and the Amazon Basin more specifically where several countries may cross. I have travelled throughout these regions either independently or with students and have pursued research related to human rights, revolutionary literature/thought and citizenship education in some parts.

Contact Information:


Macias, Teresa

Department,Program and Centre:PhD Candidate, Sociology and Equity Studies in Education, Oise/University of Toronto. Associate Investigator: Doctorado en Estudios de las Sociedades Latino Americanas, Universidad ARCIS, Santiago, Chile

Keywords:Human rights, nation-building, peace processes, transnational feminism, memory, governmentality.

Brief Biography:

Research interests: My current research interests are closely linked to my PhD dissertation (see bellow). I am also interested in transnational migrations specifically as they affect women, their identities and their survival. As well, my interests include political processes and North-South relations within a post-colonial field of study.

Countries or region of interest: My PhD Thesis is focussed on Chile. However, my regions of interest include all of Latin America and Latino communities in the North.

Current research projects: I am currently working on my PhD Thesis entitled: "The Unreconciled Truth of 'Truth, Justice and Reconciliation'": Human rights discourses and the constitution of the Post-Pinochet Chilean nation. This thesis traces discourses of human rights in post-dictatorship Chile. Using a Foucauldian approach, my thesis explores how the Chilean nation reconstitutes itself after the end of the Pinochet dictatorship specifically on the terrain of human rights struggles. In this thesis, I investigate the process of production of a post-dictatorship, white, bourgeois, male, but certainly post-colonial Chilean subject that claims rights over the new democracy while attempting to differentiate himself from past violence and from the legacy of terror left by the dictatorship, a legacy that continues to taint and haunt the new democracy due to the negotiated and conciliatory character of the democratic transition.


  • *2000 Martin Rivas: The Making of the Chilean Bourgeois Subject within the Chilean National Novel. Forthcoming. Revista Critica Cultural. Santiago, Chile
  • *2000 "From Terrorists to Outlaws": Transnational and peripheral articulations in the making of nation and empire. Atlantis: A Women's Study Journal. Vol 24(4). Special Issue. Spring 2000pp 27-37. With Lorena Gajardo
  • 1998 "Learning in the Occupied Territories". Canadian Association for the Study of Women in Education Conference Proceedings. 297-307

Contact Information:

I am currently on a visiting scholarship at Universidad ARCIS in Santiago, Chile where I will remain until August 2003. I can be reached by e-mail at tmacias@oise.utoronto.ca or by mail at Pje Quila 7338 Dept 32 Condominio Plaza del Sol, Pudahuel Santiago, Chile Teresa Macias


McDonald, Susan



Department,Program and Centre :Adult Education, Community Development & Counselling Psychology - Community, International, and Transformative Learning

Keywords: Citizenship education, popular and adult education, participatory action research, Mexico, Cuba, Canada

Brief Biography:
I grew up in a house of popular educators and I have built on that foundation through my study and work. I worked for Canada World Youth (http://www.cwy-jcm.org ) as a project supervisor for their 8 month international youth exchanges. I have also worked many years as a tree planter in northern Alberta and British Columbia. I have a BA in Political Studies and completed my Masters at OISE in the fall of 2002. My thesis was based on my work as a supervisor of the Mexico-Canada Rural Development Exchange (http://www.augustana.ca/rdx). I explored the potential for the exchange to foster informed, critical, and active citizenship through praxical student participation. In the fall of 2002, I am beginning in the doctoral program exploring the potential of participatory democracy in a rural western Canadian context.

Research interests: Presently, I am interested in exploring the potential for, and the challenges to, participatory democracy in a rural Canadian setting. I am also interested in alternatives to the dominate clientelistic model of the especially Alberta. While I am presently focussing more on a Canadian context, I am also interested in these issues in a Latin American context.

Countries or region of interest: Mexico (Chiapas), Cuba, Canada.

Contact Information:
Karsten Mündel


Myers, John P.

Department,Program and Centre: Ontario Institute for Studies in Education of the University of Toronto in the Curriculum, Teaching and Learning Department- Comparative, International, and Development Education

Keywords: global citizenship education, informal learning

Brief Biography: John is a doctoral student at the Ontario Institute for Studies in Education of the University of Toronto in the Curriculum, Teaching and Learning Department, with a specialization in Comparative, International, and Development Education. His research interests are in social movement learning and global citizenship education, particularly the relationship between life experiences and informal learning, and citizenship learning and teaching. His dissertation investigates case studies in Porto Alegre, Brazil and Toronto, Canada of the relationship between social studies teachers terms of how teachers create democratic pedagogical spaces that promote social justice.

Research interests:social movement learning and global citizenship education, particularly the relationship between life experiences and informal learning, and citizenship learning and teaching.

Countries or region of interest: Brazil, Canada, the United States.

Current research projects and Publications:His dissertation investigates case studies in Porto Alegre, Brazil and Toronto, Canada of the relationship between social studies teachers terms of how teachers create democratic pedagogical spaces that promote social justice.

Contact Information:

John P.Myers@oise.utoronto.ca


Neilson, Alison

Department,Program and Centre :PhD candidate, CTL - CIDEC

Keywords: environmental education, embodied knowledge, transformation, social justice, teacher development, program development.

Brief Biography:
Having worked with wolves, deer, parrots and studied population ecology of bats during for my master's degree, I then went on to work as a wildlife biologist for the Ontario Ministry of Natural Resources. During this same time I was also involved in grassroots environmental activism and education as well as overseas development work. I then became an educator for the same government ministry and learned, via apprenticeship, about active teaching methods and trained hundreds of Toronto area teachers. I also worked with outdoor education centres and community groups. In 1996, I took "the Mike Harris handshake" and spent this "retirement" package initiating volunteer work in Ecuador and a year living and working in Southern Africa. I worked with the Communal Areas Management Program For Indigenous Resources, CAMPFIRE, in Zimbabwe and various community and museum programs in South Africa. I returned to Canada and enrolled in a doctoral program at OISE in 1999, interested in exploring how and why environmental education seems to support hegemonic practice albeit most educators seem to be committed to saving the environment for everyone.

For the last 8 years I have been very involved in community social dance and music. Although I have played music, by reading it, for most of my life, a transformation that happened while I was living in Africa, seems to be very important to my research and my overall life. The impossible happened for me, I finally could play music by ear. This new ability to hear in a way that I couldn't before seemed also to be linked to language acquisition ability and becoming more aware of my body. My once staunchly rational scientific self, now listens much more attentively to my embodied knowledges via music, dance, Yoga, meditation and running. This rational and embodied reunion has been and continues to be a very important learning experience for me.

Research interests: I am just working out the details of my research and hope to start in the next couple of months. My work focuses on exploring how embodied knowing maintains our initial stories of who we are and what is the reality of the world. In collaboration with other activist educators, I seek to study transformative embodied experiences to see if and how they can be powerful enough to encourage deep reflection and disruption of our initial stories especially in relation to critical theories. I hope to understand more fully how environmental educators may be resistant to critical challenges by anti-racist, anti-colonial, and other anti-oppressive theories and how to translate these critical theories to embodied challenges with the view that this may help environmental education become less of a privileging project.

Countries or region of interest: I have been involved with projects in Mexico, Ecuador, and Chile, although I am interested in connecting with people/projects from any other countries especially Brazil.

Current research projects and Publications: Besides my doctoral research I am a member of a developing network of environmental educators in Canada and Mexico; I volunteer with FutureWatch - a small Canadian NGO who does work in Canada and Latin America (current projects in Paraguay and Cuba) and works with Canadian youth from communities that are socio-economically marginalized; I am on the steering committee of the Canadian Association of Environmental Educators, EECOM.

Although I don't find enough time for it, dance is very important to me and I like to encourage others to experience the social dance, called "Contra Dance", here is info about dances in Toronto: http://sca.uwaterloo.ca/~tcd/


  • Neilson, Alison. (2002). Dancing to know, knowing to dance: Dance as environmental education. In Sharon M. Abbey, (Ed.), Ways of knowing in and through the body: Diverse perspectives on embodiment. (pp. 190-3). Welland: Soleil.

Contact Information:

Alison Neilson
Sharing Environmental Ideas
65 Westholme Ave.
Toronto ON
M6P 3B9


O' Sullivan, Mike

Department, Program and Centre: I completed my Ed. D in 2001 through the Comparative, International and Development Education Centre (CIDEC) at OISE/UT.

Keywords: Curriculum, pedagogy, mass movements, social change, educational reform, indigenous struggles, social justice and peace.

Brief Biography:: My interest in social change was forged during the student movement days of the late 1960s and early 1970s. I lived in Chile during the Allende period and wrote my M. A. thesis in political science on that experience. Following my Masters studies, I combined political activism in Saskatchewan, with a part-time teaching career at the University of Regina where I lectured in the Political Science Department and in the School for Social Justice, a project of the Faculty of Social work. I worked for five years at the Saskatchewan Human Rights Commission. I left Saskatchewan in the mid 1980s to work in a supervisory capacity for CUSO and then Horizons of Friendship in community development in Latin America. More recently I have combined a teaching career in public education with my graduate studies. My doctoral thesis, From Santiago Atitlàn to the Pan Maya Movement: National Educational Reform, Local Power and Social Change in Guatemala, allowed me to pursue a number of research interests including educational reform, social change, popular movements, indigenous issues and the struggle to implement the Guatemalan peace plan. I lectured in development studies at Humber College's International Project Management Program. I am presently employed as a special education teacher with the Toronto District School Board. I volunteer locally with CUSO and have spent recent summers collaborating in Guatemala assisting with strategic planning and program evaluation with a Mayan community development and popular education organization, PRODESSA.

Research Interests: The limitations imposed by full-time employment limit research possibilities, however, my interests continue to lie with north-south relations, particularly Canada's role in the south, and with the topics referred to above, namely, mass movements, social change, educational reform, indigenous struggles, social justice and peace.

Countries or region of interest: Latin America in general, Central America and Andean countries in particular.

Contact Information:


Quijano, Luisa Fernanda

Department,Program and Centre: Department of Adult Education, Teaching and Learning. M Ed. Student.

Keywords: Journalist, Edu-communication, Transformative Learning, Community Leaders Education, Holistic Curriculum, Engaged Pedagogy.

Biography: I was born and studied journalism in Bogotá, Colombia. (Javeriana University). I worked at the National University of Colombia as a journalist in the Press Office; there I was also the writer and director of more than 250 national radio programs (1985-87), covering political, social and scientific issues of the country, from the university's point of view. In 1987-88 I worked as a chief editor in the publication of literary work for students of high school. In 1989 I moved to Canada and started tutoring Spanish. I also wrote a novel (not published yet) about the uncertain situation of Colombia and the intensity of my experiences there. In 1996 I started to work in Humber College, Toronto and also started to teach Spanish and Latin American Culture. At this point, I realized my commitment to education.

In 1999 I went back to Colombia and I started working as a journalist and an educational researcher for the "Partnership for Education and Revitalization in the Americas" (PREAL) www.preal.cl I also taught Community Development and Sociology of Mass Media to students of journalism at Los Libertadores University in Bogotá. In 2001 I returned to Toronto and applied to get into the M. Ed program at OISE (which I started on September 2002). I am presently teaching Spanish and Latin American Culture at Humber and Seneca Colleges.

Research interests: · Edu-Communication (Media and Education), · Education and community development · Holistic learning and teaching · Transformative Learning

Countries or Region of interest: Colombia and Canada

Current Research Projects and Publications: ·

  • Textbook "Communication for Community Development: an Educational Approach" Universidad Los Libertadores Ed. Bogotá, 2000 ·
  • "Literature and Greek Philosophy: some ideas on its influence in the western culture" Essay published as an introductory chapter of the publications "The Odyssey" " The Iliad" and Plato "Dialogues" on the collection "10 Classical Authors" Literary collection for high school students. PIME Ed. Bogotá, 1988 ·
  • Catalogued Thesis "Communication Policies in Colombia and its relation with the UNESCO definitions on the topic". Universidad Javeriana, Bogotá, 1983 · Editor of PREAL Bulletin. 1999-2000. Bogotá, Colombia

Contact Information:
Luisa Fernanda Quijano
Email: lquijano@oise.utoronto.ca


Ruitort, Monica

Department,Program and Centre:MEd (AECP, OISE/UT), Centre for Research in Women's Health

Keywords: Latin America, Women, Community Health, Chile

Brief Biography: She is, at present the Executive Director of the International Society for Equity in Health and the Manager of the International Programs of the Department of Family and Community Medicine of the University of Toronto. Her tasks include the development of international educational and research initiatives in primary care and family health. She is presently working with Chile, Brazil and Albania.

She is doing her M.A. degree at OISE in the Adult Education Program. The focus of her thesis in the evaluation of a primary health training program based in the four principles of family medicine that the Department of Family and Community Medicine of the Universuty of Toronto offers in Chile and Brazil.

Monica was also the Director of Latin American Program of the WHO Collaborating Centre in Women's Health, which is based at the Centre for Research in Women's Health. The Collaborating Centre concentrates on North/South projects which extend and improve analysis, research and advocacy in: the health and economic impacts of violence against women and children, women's access to essential health services, the health impacts of tobacco in adolescent women, and reproductive and sexual health of adolescents. She has been developing partnership initiatives in Latin America for the past several years. She concentrates on projects that address issues of violence against women and children, adolescent sexually, health reform and gender equity in countries such as Costa Rica, Chile, Peru, Bolivia, Mexico and Argentina. Ms. Riutort is the former Co-Director of the Regional Women's Health Centre at Women's College Hospital and she has worked closely with international women's organization such as the Latin American and Caribbean Women's Health Network, The Women's Global Network for Reproductive Rights, MATCH International, The Canadian Society for International Health, Inter Pares among others. She also has extensive experience as a consultant for Canadian local, provincial and federal governments on issues related to violence against women, women's health and immigrant and refugee women

Research interests: Program evaluation in health care, Community development and primary health care, Adult Education and the training of primary health care, professional Health Indicators in Primary Health Care and family Health.

Countries or region of interest: Chile, Brazil, Canada, Costa Rica, Peru, Bolivia, Mexico, Argentina, and Albania

Current research projects and Publications:

  • Canadian Health Care: A system in Peril, A survey of Canadian Experience and Issues ·
  • Gender Equity: Lessons of Women's Health ·
  • Women and Health Reform in the Western Hemisphere ·
  • The Virtual Centre of Excellence in Women's Health Research ·
  • Beyond the Spotlight: An Overview of Minority Women's Health ·
  • The Spanish Speaking Community; Experiences with Issues of Immigration and Violence: Setting up Programs and Services ·
  • Working with Assaulted Immigrant Women. A Handbook for Lay-Counsellors.

Contact Information:



Rivera, Yina

Department,Program and Centre: M.A. student - Sociology and Equity Studies in Education and CIDEC.

Keywords: Spanish as a second/foreign language, bilingual and multicultural education, Quechua population

Brief Biography: I was raised in Lima. In 1996, I earned a Bachelor Degree of Educational Studies at the Pontificia Universidad Católica del Perú. In 1996, I obtained a scholarship from AECI to study at the University of Zaragoza, Spain for two months. In 1997, I taught Spanish as a foreign Language at Holy Cross College in MA. USA for one year. Since 1998, I have conducted short teacher training programs in the highlands. Since 1998 until 2001, I have been working at the Pontifica Universidad Católica del Perú as teaching assistant in the courses of Technology of Education and Psychology of Learning; I also have been working as a Spanish Academic Language and Grammar teacher for Peruvian elementary and high school students.

In 2001, I was awarded a Fulbright Teacher Exchange Scholarship to teach Spanish as a foreign language in Jefferson High School, Alexandria,Minnesota. Since 2001, I have done voluntary work since 2001 in the "Street Child Workers Project" Lima, Perú and in the Commission of the Truth and Reconciliation. In 2002, I taught at the International Christian School of Lima and worked as a pedagogical consultant for the National Commission for Bilingual and Intercultural Education, Peruvian Ministry of Education. In January 2003, I started the MA program at OISE thanks to a one year Rotary Ambassadorial Scholarship funded by the Scholarships Fund Pool for Low-Income Countries.

Research interests:Spanish as a second/foreign language; bilingual and multicultural education; Quechua population; critical pedagogy, language and culture.

Countries or region of interest: Andean region

Current research projects and Publications:

Spanish Grammar Manual for Quechua Andean Teachers of Spanish as a second language.

Contact Information:


Rozental, Manuel

Department,Program and Centre : OISE/ UT Student


Brief Biography:

Research interests:

Countries or region of interest: Colombia

Current research projects and Publications:

Contact Information:


San Martin, Magaly

Department,Program and Centre:OISE/UT Department of Sociology and Equity Studies in Education, Doctorate Candidate in Sociology of Education.

Keywords: space, citizenship, race and gender, legislation, Latino Americans in the Diaspora.

Brief Biography: I have a Bachelor of Science with a specialization in Psychology and a Major in Sociology from the University of Toronto. I completed my Masters from OISE/UT where I focused on gender and the politics of identity. My thesis was an oral history of the Latin American Women's Collective called Picking up the Thread: The Latin American Women's Collective in Toronto 1983-1990. My interest in this area stemmed from a need to (re)claim a part of women's history, particularly feminist Latin American women's history, that had been erased from the feminist historical annals. Presently, in my research for my Doctorate thesis, I have become extremely concerned about the realities that Latin American and other youth of colour confront in Toronto schools as a result of the Zero Tolerance Policy.
Concurrently, I work as a Community Legal Worker at Parkdale Community Legal Services where I teach, research and organize around issues of social assistance, violence against women and policing. It is mainly through this work that I became interested in issues of space regulation, legislation and citizenship. In addition, I have been also working as a tutorial assistant in the Introduction to Women's Studies course at the University of Toronto.

Research interests:I am interested in issues of citizenship, legislation, issues of territorializaition /deterrorializations and the control of bodies of colour

Countries or region of interest: Latin America, United States and Canada.

Current research projects and Publications: The objective of my research is to examine the politics of how particular spaces are produced through the articulation of race, gender, and class. In my thesis, I will focus on how concrete technologies of policing, judicial regulatory regimes and school policies maintain the homogeneity of race and class of the student body in Toronto schools. I am presently working on a paper called "If You Don't Like It Here, You Can Leave" which explores the rhetorical devises of exclusion in racialized processes in nation building and their significance to political protest. This paper was presented at the Critical Race Scholarship and the University Conference. Toronto, Ontario

  • San Martin, R.M. & Gajardo, L. (2002). "How to get to Paradise: Latin American Women and Processes of Entry." Atlantis, Volume 26.2, 92-96.
  • San Martin, R.M. (1996). "To bring Forth a Voice: The Latin American Women's Collective in Toronto." Fireweed, Issue 54, 8-28.

Contact Information:


Santos, Marli

Department,Program and Centre:Ontario Institute for Studies in Education of the University of Toronto (OISE)/International Institute for Global Education

Keywords:environmental education, global citizenship education.

Brief Biography:Marli is a Brazilian economist and political scientist, who is dedicated to bringing new ideas to bear on environmental education and management in Brazil, and to share the vision and creativity of Brazilian environmentalists. She is currently a graduate student at the Ontario Institute for Studies in Education of the University of Toronto, a researcher at the International Institute for Global Education where she is participating in the Global Citizenship Education project and the president of a NGO active in environmental education, which is based in São Paulo, Brazil. Working in one of the world's largest public housing development agencies, the São Paulo State Housing Authority, she initiated an environmental education program, involving all categories of employees, based on the concepts of Global Education (IIGE-OISE/UT), Clean Production and Healthy Communities (OHCC) approach to promote change towards environmental management. This approach is based on experience acquired in the course of teaching and research as well as working in municipal and environmental planning. Marli also participated in international training courses, such as the International Seminar on Environmental Education, Conservation and Public Action, in Israel, summer sessions in space studies held by the International Space University in Barcelona and Stockholm as a student and a staff member respectively. Marli is the member of several international organizations, including the Instituto de Estudos do Futuro, the Israel Consulate in São Paulo Alumni Association, Rede Paz Globalnet as well as local community organisations, including the board of directors of the Pinheiros YMCA in São Paulo.

Research interests:Marli designed a non-formal program in environmental education for Brazilian educators and community activists, the International Training for Environmental Leadership (ITEL). This program is based on the theory and practice of global education, taking participants through a process of holistic change. Between 1993 to 2001, ITEL has brought groups of Brazilians to Canada, in Montreal and Toronto for an intensive two-week program reaching 119 participants, generating spin-off projects in Brazilian municipalities, NGO's, schools, universities, businesses and community organizations. ITEL has initiated discussion and contributed to empower people to take action and launch pilot-projects around the concepts of Global Education and Healthy Communities in Brazil.

Countries or regions of interest:Brazil and Canada

Contact information:


Schugurensky, Daniel

Department,Program and Centre :Assistant Professor. Department of Adult Education and Counselling Psychology - Adult Education and Community Development Program at OISE/UT

Keywords: latin american education, education policy and politics, citizenship education, popular education

Brief Biography:
I was born and raised in Buenos Aires, Argentina, where I attended the Escuela Urquiza in Flores and the Colegio Nacional de Buenos Aires. After finishing high school, I worked and travelled abroad for a year. Upon my return to Argentina, I began studies in the Profesorado (to become a teacher) and in the Universidad de Buenos Aires (to become an educational researcher). I interrupted those studies in 1978 when I was awarded a scholarship to study in Mexico, where I first completed a two-year diploma in educational communication and media production in the Instituto Latinoamericano de la Comunicacion Educativa (ILCE-UNESCO), and subsequently a bachelor's degree in education at the Universidad Nacional Autonoma de Mexico. My bachelor's thesis is entitled "Educacion Basica para Adultos: Analisis de su Situacion Actual y Apuntes para su Redefinicion." In that work I analyzed the mismatch between policy formulation and curriculum implementation in adult education, discussed the factors propelling and inhibiting reform, and proposed a model for a diversified curriculum in adult basic education, using Mexico as a case study. In Mexico, I had the opportunity of working on a variety of educational projects for governmental, non-governmental and international organizations. Among those institutions are the Centro de Estudios Educativos (an educational research center founded by Pablo Latapi, where I had the fortune to learn from talented scholars such as Sylvia Schmelkes and Carlos Muñoz Izquierdo) and CREFAL (Centro Regional para la Educacion Fundamental y la Alfabetizacion en America Latina), a regional center for adult education founded in the early 1950s and based in Patzcuaro, Michoacan. During this time, I also undertook research and teaching in other Latin American countries, including Nicaragua, El Salvador, Brazil and Argentina. In 1987 I moved to Canada, both to participate in an international research project (an empirical study consisting of a comparative analysis of adult education public policies in Canada, Mexico and Tanzania, coordinated by Carlos A. Torres) and to pursue a master's degree at the University of Alberta. My master's thesis was entitled "State ideology, public policy and adult education in Canada and Mexico," and included interviews with policy-makers, educators and learners. Immediately after defending the master's thesis, I continued in the Ph.D. Program. My doctoral dissertation, supervised by Raj Pannu, was entitled "Global economic restructuring and university change: The case of Universidad de Buenos Aires." The study was based on in-depth interviews conducted with professors, students and alumni representatives to the University Council, as well as with government policy-makers, business leaders and university authorities, among other actors. In 1995 I moved to Los Angeles, California, to work at the University of California at Los Angeles (UCLA), where I held a joint appointment as visiting professor at the Graduate School of Education and Information Studies, and as research associate at the Latin American Center. At UCLA, I was involved in a comparative research on the relationships between teachers' unions and the state in six countries. In 1998 I joined the Department of Adult Education, Community Development and Counselling Psychology at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). I live in Toronto with my wife Laurie and our two children, Alejandro and Ana. I enjoy practicing sports (I play and referee soccer, and run the occasional marathon), gardening, participating in a local school council, volunteer-teaching Spanish, giving talks on Latin American and educational issues in schools, community groups and academic settings, and of course, raising the children with Laurie! I serve on the Executive Boards of the Canadian Association for Studies in Adult Education (CASAE) and the Red de Investigadores sobre Educacion Superior (RISEU), and on the Editorial Boards of the Education Policy Analysis Archives (EPAA) and the Journal of Postcolonial Education, among others. I am also a member of the Citizenship Education Research Network (CERN), the International Advisory Council of the Instituto Paulo Freire, and Urbared (an alternative urban social policies network). At OISE/UT, I serve as the departmental representative to CIDEC (Comparative and International Development and Education Centre). I am a member of the Adult Literacy Working Group (ALWG), the New Approaches to Lifelong Learning (NALL) research network, the Transformative Learning Centre (TLC). I was also a member of the organizing committee of the Fourth International Conference on Transformative Learning held in Toronto in November 2001.

Research interests:My academic interests revolve around the field of comparative adult education, and cover four main areas:
a) the linkages between adult education theory, research, policy and practice, with a focus on literacy and adult basic education;
b) economic globalization, state restructuring and educational change;
c) popular education, citizenship learning and social movements;
d) relationships between educational institutions and the community.

Teaching interests include undergraduate and graduate courses in adult education, sociology of education, education policies and politics, community development, research methods, citizenship learning, participatory democracy, Latin American education, and comparative education.

Countries or region of interest: Argentina, Brazil, Mexico, Uruguay, Canada.

Current research projects: One of my current research projects deals with the connections between citizenship learning, participatory democracy and local governance. The first three cases analyzed in this project are the participatory budget of Porto Alegre (Brazil), the Healthy City Project of Toronto (Canada), and the neighbourhood councils of Montevideo (Uruguay). This study explores, among other things, the relations between different types of learning (formal, non-formal, and informal) about democracy, the changes in knowledge, skills and values that result from participation in processes of deliberation and decision-making, the potential of participatory democracy for the redistribution of political capital, and the links between civic engagement and public policy. Another research project I am currently coordinating is entitled ‘The citizenship education of citizenship educators.' This project explores the ways in which civic educators acquire their perspectives, knowledge, skills and attitudes about civics and democracy, and about the teaching of civics and democracy throughout their lives. By looking at different educational experiences - such as primary socialization, secondary schooling, pre-service and in-service teacher training, community involvement, adult education courses or political engagement - this project examines the relationships (often complementary, sometimes contradictory) between formal, nonformal and informal learning of civics and democracy, and their influence on curriculum implementation. I am also coordinating (with the collaboration of Shannon Wall) a project entitled "Building expertise among Ontario literacy practitioners through literacy research circles." This particular project aims at enhancing the research capacity of adult literacy practitioners and learners in Ontario through a collaborative approach between practitioner-based research and academic-based research. In the following months, I will act as Principal Investigator in a three-year SSHRC project entitled "Lifelong citizenship learning, immigration and social cohesion: Examining 'civic change' among Latin Americans in Canada." This project will be undertaken in collaboration with Dr. Victor Armony (University of Montreal).

Some Recent Works

  • Examining the prospects of Lula's government: Possibilities and challenges. Paper presented at CERLAC, York University, Roundtable on Brazil, January 14, 2003.
  • On the relationship between political parties and social movements. The case of Brazil. Paper presented at Toronto Social Forum. Ryerson University, Toronto, January 11, 2003.
  • Humanities for the Adult Poor: The Clemente Course. In Learning Curves Vol. 4. Part I was published in Issue 7 (Nov. 2002), and Part II in Issue 8 (Dec. 2002). Toronto.
  • Porto Alegre, Canada? Daniel Schugurensky on the Participatory Budget of Porto Alegre and its lessons to Canada. Interview by Angie Gallup (www.rabble.ca).
  • Adult Basic Education in the post-Dakar era: On commitments, realities and strategies. Paper presented at the International Conference on Adult Basic and Literacy Education (ABLE) in the Southern African Development Community (SADC). University of Natal, South Africa, December 3-5, 2002.
  • Active citizenship and participatory democracy: the cases of Porto Alegre and Montevideo. Paper presented at the Conference of the Canadian Association for Latin American and Caribbean Studies (CALACS). Universite du Quebec a Montreal. October 24-26, 2002.
  • Paulo Freire in Canada. Paper presented at the Third International Paulo Freire Forum, University of California at Los Angeles, September 19, 2002.
  • The Eight Curricula of Multicultural Citizenship Education. Multicultural Education 10 (1), 2-6, 2002.
  • Informal civic learning through engagement in local democracy: The case of the Seniors' Task Force of Toronto's Healthy City Project (with John P. Myers). In Katherine Church and Eric Shragge (Eds.), Informal Learning and Social Transformation (forthcoming).
  • La contribucion de Freire a la educacion: Una perspectiva historica. Uni-pluri/versidad 2 (1), 10-11, 2002. The political economy of higher education in the era of neoliberal globalization: Latin America in comparative perspective (with Carlos A. Torres). Higher Education 43 (4), 429-445, 2002.
  • Transformative learning and transformative politics: The pedagogical dimension of participatory democracy. In Edmund O'Sullivan, Amish Morrell and Mary Ann O'Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis. New York: Palgrave, 2002, 59-76.
  • Autonomia, heteronomia, y los dilemas de la educacion superior en la transicion al siglo 21: El caso de Canada. In Roberto Rodríguez (editor), Reformas en los sistemas nacionales de educación superior, Serie Universidad Contemporánea, Coruña: Netbiblo-RISEU, 2002, 109-148.
  • From Consumers to Citizens: Fieldnotes from the Cacerolazos in Argentina. Paper presented in the panel on Neoliberalism and the Crisis of Argentina. Centre for Social Justice, Toronto, January 11, 2002.

For more information about Proffessor Schugurensky visit his web page at:


Contact Information:
Daniel Schugurensky
Assistant Professor
Department of Adult Education and Counselling Psychology
Adult Education and Community Development Program
Ontario Institute for Studies in Education of the University of Toronto
252 Bloor Street W., 7-119
Toronto, ON
M5S 1V9 Canada

(416) 923-6641 ext. 2356
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Sztainbok, Vannina

Department,Program and Centre:MA, Sociology and Equity Studies in Education, OISE/UT

Keywords: race, space and national subjects; historical memory; Uruguay; anti-racism; multiple knowledges; national narratives.

Brief Biography:
Vannina Sztainbok is an interpreter and translator (English/Spanish) who has recently completed a Master of Arts in Sociology and Equity Studies in Education at the Ontario Institute for Studies in Education, University of Toronto (OISE/UT). Her areas of interest include national narratives; Latin American identities; race, space and citizenship; and multiple knowledges. She is also active in the Toronto-based Latin American Coalition Against Racism. . She recently completedher MA at SESE, OISE/UT and she is applying to the PhD program for September 2003.

Research interests: I am interested in the the area of nation-building through national narratives. How is it that we come to understand ourselves to belong to a particular nation. How do we learn who is to be excluded? And how are national categories articulated vis-à-vis the axes of race, class and gender? I am motivated by the pedagogical implications of such questions, specifically the relevance that this line of research may have for anti-racism education.

Countries or region of interest: Uruguay, Latin America, Canada

Current research projects and Publications: For my thesis titled "From Salsipuedes to Tabaré: Race, Space and the Uruguayan Subject," I looked at how at how the normative Uruguayan subject is constructed in official accounts of the nation. Specifically, I take up a historical moment - Salsipuedes - that is narrated the elimination of the Indigenous population from the territory. I analyzed several definitive history and anthropology texts, an epic poem, and commemorations of Salsipuedes. My reading is that the texts narrate Uruguay as a non-Indigenous space constituting a hegemonic national subject that is white, neo-European. For my doctoral studies I want to further pursue this line of inquiry. I want to shift the gaze towards how individuals may or may not be interpellated by official accounts of the nation. This would include a look at practices and discourses of resistance.
Currently I am working on a paper with Magaly San Martín tentatively titled "Making Space: De/Constructing Latinoamericanidad in Toronto." We use two departure points to consider the complicated identities negotiated and resisted by Latin Americans in Toronto. We consider the relevance of a Toronto Police Association poster - exhibited during a recent provincial election campaign - which depicted Latin American youths as drug dealers, rapists and pimps. And, we consider the response from a sector of the Latin American community, the Latin American Coalition Against Racism (LACAR). We want to problematize the idea of the "Latin American community" as a homogeneous entity, while recognizing its validity as an organizing strategy. We reflect on how LACAR's political practices may be implicated in the de/construction of identity.


  • Sept. 2002. "The War at Home is not new." Co-written with Patricia Díaz. Fireweed: 77: 40-47.

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Martha Viveros

Department,Program and Centre:OISE/UT Ph.D. Candidate in Curriculum, Teaching and Learning (CTL)

Keywords: identity, Latin American women, sense of place, women and culture, life history, embodied learning, spirituality in education, language and sense of self.

Brief Biography:
Martha holds a degree in history from Universidad Nacional Autonoma de Mexico. While living in Mexico City she worked as an ESL teacher as well as a corporate educator. She holds a diploma in Human Development from Universidad Iberoamericana in Mexico, and another one in Training Management. She got her Masters Degree in Holistic Education at the University of Toronto and is currently working on her PhD thesis, which is about the aculturation process of immigrant women of Mexican origin.

Research interests: Women Studies, Ethical diversity in Education, Nationality and Identity.

Countries or region of interest: Mexico and Canada

Current research projects and Publications: Martha's masters' thesis focused on an exploration of the integration of mind and body through visual art. Her current research centers on the study of identity reconstruction of four immigrant women of Mexican origin who work in the professions in Canada.

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Wilson, David

Department,Program and Centre:Professor of Adult, Comparative and Higher Education at Ontario Institute for Studies in Education University of Toronto (OISE/UT).

Keywords: Educational planning, technical and vocational education, distance education.

Brief Biography:
David N. Wilson, Ph.D. is Professor of Adult, Comparative and Higher Education at The Ontario Institute for Studies in Education, University of Toronto. Specialisation in Comparative and International Education, Educational Planning, Technical and Vocational Education and Training, Policy Analysis, Distance Education, Higher Technological Education, Information and Communications Technologies and Third World Educational Development. Has served twice as UNESCO Field Staff, once as ILO Field Staff and as a Project Officer - TVET with The Asian Development Bank while on leaves of absence from OISE. Served as President of The Comparative and International Education Society of Canada, Comparative and International Education Society (USA), World Council of Comparative Education Societies and International Society for Educational Planning. Books, articles and monographs on TVET, Comparative and International Education, Educational Planning, Non-Formal Education, ICT and Open and Distance Universities. Visiting Professor at the UNESCO International Centre for Technical and Vocational Education and Training in Bonn, Germany, 2000-2001. Research and professional writing on technical-vocational education and training and TVET reform in Brazil, Colombia, Chile, Uruguay, Venezuela and Caribbean nations.

Research interests:

Countries or region of interest: Brazil, Colombia, Chile, Uruguay, Venezuela and Caribbean nations.

Current research projects and Publications: Currently, joint editor of International Handbook on Technical and Vocational Education and Training, forthcoming from Kleuwer Academic Publishers, 2004

Contact Information:
Ontario Institute for Studies in Education University of Toronto
252 Bloor Street West Toronto,
Ontario M5S 1V6 Canada
(416) 923-6641, Ext. 2312


Brenda, Yates

Department,Program and Centre:Adult Education, Comparative, International and Development Education Collaborative Program.

Keywords: International and development education, ethnomathematics, Latin American education, life-long learning, cross-cultural learning.

Brief Biography:
My interest in Latin America began as a child growing up in the Dominican Republic. My family moved to Bonao, a small town in the centre of the island, when I was nearly eight years old. We were there for seven wonderful years. I finished high school in Mississauga, and in 1988 I completed an actuarial science degree at the University of Western Ontario. For the next year I traveled for 11 months in New Zealand, Australia, Hong Kong, Nepal, China, India, England and Scotland, working three of those months at AMP Insurance in Sydney, Australia. Back to the tax paying world and Toronto, I worked and studied for four years as an actuarial student in a pension consulting firm (Towers Perrin). In 1993 I returned to school for my B. Ed. at Queen's University, and in 1994 I set off to Latin America again. From 1994 to 1997 I taught high school math to Colombians and Ecuadorians and also owned and managed a restaurant in Otavalo, Ecuador. In 1999 Volunteer Services Overseas sent me to Zambia for a two year placement. In the small town of Solwezi I helped (as the maths advisor) to implement a distance education program that upgraded the skills of rural elementary and secondary teachers. Recently I worked in Kelowna, B.C. for a year at Okanagan University College teaching math in the Adult Basic Education Department. As of May 2003, I am embarking on my M. Ed. and very pleased to be a part of the CIDE program in the Adult Ed. Department.

Research interests: These are still developing; however, I am interested in creating programs and culturally appropriate curriculum for learners in developing countries. In Zambia I was able to write and produce modules, and that piqued my interest in designing and writing learning materials. I would love to learn more about ethnomathematics.

Countries or region of interest: Developing regions (special interest in Latin America)

Current research projects and Publications:

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