We are researchers from different fields of knowledge in Education conducting research at the Faculty of Education at the University of Cambridge that address issues from Latin America.

Sophia M. D’Angelo | I am a fourth-year PhD student whose research examines the role that national and subnational contexts and cultures play in shaping teaching and learning in the Dominican Republic. I employ a ‘building on strengths’ approach by centring the voices of teachers and students, or those most intimately involved in everyday pedagogical practices. I am a teacher, teacher trainer, and educational consultant for various international development organisations, including Overseas Development Institute, the EdTech Hub, Chemonics, and the World Bank. I have supported research initiatives as well as creative projects in Latin America and the Caribbean, Africa, and the Middle East. http://see more

Ana Laura Trigo Clapés | I am from Mexico City and I graduated as a psychologist from the National Autonomous University of Mexico. I collaborated in research projects related to classroom dialogue, dialogic interactions in educational contexts and the intervention of adolescents diagnosed with Asperger Syndrome. For the last four years I have been in Cambridge, I have studied how autistic students in mainstream primary classrooms in the UK participate in class discussions and how teachers support their participation. The aim of my PhD project is developing adjusted teaching strategies that support autistic students’ participation in classroom dialogue, considering students’ communication characteristics and preferences.  http://see more

Javiera Marfan | I am a Chilean sociologist with a master’s degree in public policy and management, now in my final year as a PhD student in Education at Cambridge. I have worked in both educational research and policymaking in Chile, focused on school leadership, policy implementation and school improvement. My doctoral research focuses on the Chilean system of education quality assurance, considered as a case of hybrid reform in which a broad set of educational goals interacts with policy mechanisms based on high stakes accountability. I am analysing this reform’s enactment process in Chilean primary schools with the aim of contributing to a better understanding of the educational goals that prevail as a result of the reform, as well as the role that the policy, school staff and organisational context play in shaping it. http://see more

Ana Luisa Rubio-Jimenez | I am an Educational Psychologist who graduated from the National Autonomous University of Mexico (UNAM). I am currently a PhD candidate in Education at the University of Cambridge. Throughout my career I have participated in research projects on educational dialogue and inclusion. In my PhD project I explore how the self-determination of Mexican young adults with intellectual disability can be enhanced through a dialogic pedagogy. I have shared my findings in international conferences and journal papers. I have worked with teachers and students with special educational needs and disabilities in Mexico and England. I have also collaborated with ‘Cambridge Student Community Action’ and ‘The Brilliant Club’ in the UK and ‘Capys-Contruyendo Puentes’ in Mexico. http://see more

Alexandre da Trindade e Oliveira | I am a Brazilian doctoral student at the Faculty of Education, University of Cambridge. My research examines the role of higher education which goes beyond the traditional functions of teaching and research. I am particularly interested in how universities engage with communities, social movements and other sectors of society, contributing to the development of alternative futures (human flourishing), social justice, democratic societies and emancipated individuals. In this academic journey, I have a particular motivation to explore dialogical and ethnographic approaches and the philosophy of critical realism. I have a degree in marketing, where for 20 years, I worked mainly with technology and innovation projects. http://see more

Julia Hayes | I am an Educational Psychologist, trainer and international consultant in inclusive education who gained ESRC funding to research the education of children with disabilities in Colombia. Now in my final year of my PhD, my research has explored how an innovative Colombian model of education, called Escuela Nueva, addresses the education of children with disabilities in rural contexts. Questioning the application of Northern models of inclusive education in countries of the Global South without reference to differences in context, culture or local priorities, it has been fascinating to better understand how this homegrown model, which appears inclusive by design, addresses the complexity of educating children with disabilities in rural contexts. Additionally, I illustrate conferences, live, and illustrated the Global Disability Summit in 2018 and the UNESCO conference on inclusive education in Cali, Colombia (2019). http://see more

Rocío Fernández Ugalde | I am a Chilean doctoral researcher at Cambridge interested in educational policies and critical studies in education. I graduated as an educational psychologist from the University of Chile where I collaborated in research projects related to teachers’ work ant their autonomy in different school settings. I have also participated in governmental teacher education projects and research-practice partnerships between school and universities. In my PhD project, I examine the global and national policy ensemble of teacher accountability policies in Chile over time, for which I draw on a critical realist stance and a critical socio-spatial lens anchored in state theory.

Consuelo Béjares Casanueva | I am a PhD student interested in sociology of education and critical youth studies. I graduate in Sociology in Chile and studied a master’s in social policy at the University of Melbourne. I have worked for several years in the intersection of research and policy to inform the advancement of equity principles in school education policies, mainly in the areas of privatization, class segregation and civic knowledge. Currently, I am looking at how young people living in marginalized urban areas of Santiago experience inclusion/exclusion, belonging and citizenship in times of rapid social change. I use an ethnographic and participatory methods approach. http://see more

Elisa de Padua | I am a Psychologist, and educational assessment is my main academic and professional interest. I am now finishing a PhD in Education at the University of Cambridge. My research purpose is to analyse, through a multiple-case study, classroom formative assessment practices of reading comprehension in Chile in vulnerable contexts. This analysis aims to contribute to professional teachers’ reflections about formative assessment and students’ development as readers and to identify specific challenges that need to be considered when designing support resources for classroom assessment and opportunities for teachers’ professional development. http://see more

Luz Maria Lopez-Gomez | I am an upper secondary Chemistry teacher in Mexico City and environmental researcher in the National Autonomous University of Mexico. My research in aquatic ecosystems and concern for climate change and environmental degradation led me to education as the most promising way of addressing the climate crisis. Currently in my last year as a PhD student at the University of Cambridge, I am researching strategies for teaching science as a way of thinking and a tool for solving problems. My ultimate goal as an educational researcher is to make available to teachers effective strategies for developing scientific literacy and citizenship education.

Sebastián Ansaldo | I am a Chilean PhD researcher, with a background in communication studies, media and education. I am interested in the multidisciplinary intersections and interactions between the fields of media and education. Currently I am interested in mediatization research focused on the educational field, conducting a comparative study that seeks to explore the practices and visions of schoolteachers from England and Chile regarding media and technology. With the study I want to analyse how mediatization is reshaping and transforming teachers’ work and their social relations, and what does this mean for teacher`s knowledge re(production), identity and culture. I apply a critical realist approach and a qualitative methodology. http://see more

Dina Fajardo | I am a Ph.D. student in the Faculty of Education. I believe that research should be used to inform public policy and practice, to improve the education and wellbeing of all children. I am passionate about my country, Mexico, and about the role that education plays in building a better society. My Ph.D. research project investigates the use of integrated playful pedagogies to develop children’s skills in Mexico. Additionally, I am interested in the use of technology and educational innovations to enhance education and to improve education for everyone.

Paula Teixeira da Castro | I am a doctoral researcher in Education at Cambridge University, UK, where I also completed my MPhil in Education focusing on Educational Leadership and School Improvement. As a Brazilian educator with over 20 years of professional practice I have experienced the invaluable richness of living different contextual realities and positions within school settings, from the classroom to senior leadership, which has given me the opportunity to both participate in, and experience, teacher development programs, as well as designing and implementing programmes of this nature for bilingual educators. Melding these experiences with my interest in understanding the ways teachers connect and build knowledge collaboratively, my research looks specifically at the affordances of Lesson Study in classroom learning research. I am also interested in how school change can be enhanced through networked communities of practice and purpose.

Miriam Broeks | I am a Peruvian-Dutch education researcher interested in social integration, policy analysis and evaluation. Growing up in Peru and experiencing public and private schooling triggered my interest to better understand how education systems can provide quality education to all children. As a part-time PhD student at the Faculty of Education, University of Cambridge, I am researching factors that influence educational inequalities affecting indigenous pupils in Peru. Using existing longitudinal data and a mixed method approach I hope to contribute to the knowledge base to strengthen education provision in Peru.

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