Alexandre da Trindade, PhD, Faculty of Education, University of Cambridge (CLAREC co-founder) This post was originally published at The Review of Democracy As universities face increasing neoliberal pressures, they must choose between passive complicity or transformative action. By embracing Paulo Freire’s concept of inédito viável—untested viability—and the framework of insurgent utopia, inspired by movements like theContinue reading “Insurgent Utopia: A Means for Transformation | The Review of Democracy”
Tag Archives: Politics
María Fernanda Rodríguez
mfr32@cam.ac.uk | I am a Peruvian sociologist with a master’s degree in Education, Globalisation, and International Development. After working in educational research and public policy in Peru for the past years, I am now starting a Ph.D. in Education at Cambridge. My work has focused on researching educational topics from a sociological perspective, especially inContinue reading “María Fernanda Rodríguez”
Teacher Craft Knowledge in the Dominican Republic: A building-on-strengths approach to improving teaching and learning in the Hispanophone Caribbean
By Sophia M. D’Angelo A key objective of CLAREC’s mission is to forefront local knowledge from Latin America and the Caribbean. As someone committed to research on teacher effectiveness in the region, I am particularly interested in understanding the knowledge that teachers construct through their lived experiences. Research on teacher effectiveness often seeks to imposeContinue reading “Teacher Craft Knowledge in the Dominican Republic: A building-on-strengths approach to improving teaching and learning in the Hispanophone Caribbean”
Carving space for multiple knowledges in HE
Consuelo Béjares, Ph.D. Student, Faculty of Education, University of Cambridge
Becoming a doctoral student at Cambridge University means entering a different world for most Latin Americans. Even if you were privileged enough back home to be able to be accepted in Cambridge and secure funding, the level of privilege, wealth, and intellectual elitism that we confront here was unknown for most of us. This strikes me from the first moment in the form of feeling out of place — not intelligent enough, not well-read enough, not confident enough, not very “Cambridge” in sum.
Cambridge Latin American Research in Education Collective 