Daniel Friedrich
Assistant Professor of Curriculum
Office Hours: Monday 4:00-6:00 Wednesday 4:00-5:00
Office Location: 308e Zankel Building
Expertise
- Education Policy
- Educational Equity
- Elementary Education
- History
- International and Comparative Education
- Philosophy
- Politics and Education
- Social Studies and Education
Daniel Friedrich
Professional Background
Educational Background
PhD in Curriculum and Instruction, minor in Latin American, Caribbean and Iberian Studies, 2010.
University of Wisconsin-Madison , WI
B.A. [Licenciatura] in Educational Sciences, minor in Philosophy, 2003.
Universidad Nacional de Buenos Aires, Buenos Aires, Argentina
Teaching Certification for Primary Schooling (first through seventh grades), 2000.
Escuela Normal Superior Nro. 10, Buenos Aires, Argentina
Scholarly Interests
I am interested in epistemological and philosophical questions, as they relate to the politics of schooling and of teacher education. My background allows me to engage in interdisciplinary, comparative and international perspectives, particularly with a focus in Latin America.
Selected Publications
Peer-reviewed journals
Goulding, C., Walter, M., & Friedrich, D. (Under Review). Pedagogy, Torture, Exhibition: A Curricular Palimpsest. Journal of Curriculum and Pedagogy.
Friedrich, D. (Under Review). Discourse On (Teaching) Method: Challenging the Reason of Contemporary Teacher Education. Education et Sociètès.
Friedrich, D. (Under Review). “We brought it upon ourselves”: University-based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification. Teachers College Record.
Friedrich, D. (2011). The Memoryscape in Buenos Aires: Re-presentation, Pedagogy and Memory. Journal of Curriculum Theorizing, 27(3), 171–189.
Friedrich, D. (2010). An Atheist(’s) Manifesto. Commentary on Marc Dapaepe’s “The Ten Commandments of Good Practices in History of Education Research.” Journal for the Historiography of Education, (1).
Friedrich, D. (2010). Historical Consciousness as a Pedagogical Device in the Production of the Responsible Citizen. Discourse: Studies in the Cultural Politics of Education, 31(5), 649-664.
Friedrich, D., Jaastad, B., & Popkewitz, T. S. (2010). Democratic Education: An (Im)Possibility That Yet Remains To Come. Educational Philosophy and Theory, 42(5-6), 571-587.
Popkewitz, T. S., & Friedrich, D. (2008). Escuelas de Desarrollo Profesional: narrativas de democracia, tesis de redención, ¿y negación de la política? Revista Educación y Pedagogía, XX(50), 157-176.
Books and chapters
Friedrich, D. (Under Review). The Limits of Democratic Education as a Curricular Problem. Routledge.
Friedrich, D. (In Press). The Mobilization Of Historical Consciousness In The Narratives About The Last Argentine Dictatorship. In J. Williams (Ed.), (Re)Building Memory: School Textbooks, Identity, and the Pedagogies and Politics of Imagining Community. Sense Publishers.
Friedrich, D. (In Press). The Unfinished Cosmopolitan as the Embodiment of the Paradoxes and Promises of Democratic Education. In B. Franklin & M. Pereyra (Eds.), Systems of Reason and the Politics of Schooling: Alternatives Studies on School Reforms and Sciences of Education in tradition of Thomas S. Popkewitz. Routledge.
Friedrich, D., Jaastad, B., & Popkewitz, T. S. (2011). Democratic Education: An (Im)Possibility That Yet Remains To Come. In M. Simons & J. Masschelein (Eds.), Rancière, Public Education and the Taming of Democracy (pp. 60–75). Wiley-Blackwell.
professional presentations
““Enseña por …” (complete el espacio en blanco). Formación docente en la época de su reproductibilidad técnica”, Latin American Studies Association Meeting, San Francisco, 05/2012.
“Teach for… (Fill in the Blank). Teacher Education in the Age of Technical Reproduction”, Annual Conference of the CIES, Puerto Rico, 04/2012.
“Pedagogies of Torture, Pedagogies as Torture: A Curricular Palimpsest”, AERA Annual Meeting, Vancouver, BC, 04/2012. (With C. Goulding and M. Walters)
“The Mobilization Of Historical Consciousness In The Narratives About The Last Argentine Dictatorship”, 55th Annual Conference of the Comparative and International Educational Society, Montreal, ON, 05/2011.
“Resisting Resistance”, AERA Annual Meeting, New Orleans, LA, 04/2011
“Educating a historical consciousness as a strategy to produce the Argentine citizen”, AAACS Annual Meeting, New Orleans, LA, 04/2011
“Nueva crisis, viejos problemas: aproximaciones y resignificaciones desde el campo educativo en la Argentina” (Symposium, president and participant), Latin American Studies Association Meeting, Montreal, 10/2010.
“Legislating Progress: Argentine Education Laws and the Framing of Darkness”, 54th Annual Conference of the Comparative and International Educational Society, Chicago, IL, 03/2010.
“The Paradoxes of a Democratic Education: Rancière and the Question of Equality”. AERA Annual Meeting, Denver, CO, 05/2010 (with Bryn Jaastad).
“Democratic Education: An (Im)Possibility That Yet Remains To Come”. 4th Biennial Provoking Curriculum Conference, Ottawa, Canada, 05/2009 (with Bryn Jaastad).
“Creating a Past in the Present. Memory, Identity and Teaching in Post-Dictatorship Argentina.” AERA Annual Meeting, San Diego, CA, 04/2009.
“Argentinity, the Mobilization of the Recent Past and the Responsible Citizen”. 29th Annual Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, OH, 10/2008.
“De Víctimas y Resistencias. La Dictadura en las Aulas” [Victims and resistances. The dictatorship in the classroom]. VII Congreso Iberoamericano de historia de la educación latinoamericana, Buenos Aires, Argentina, 10/2007.
“De Víctimas y Resistencias. El Pasado Reciente en las Escuelas Argentinas” [Victims and resistances. The recent past in Argentine schools]. Mid-America Conference on Hispanic Literature, Madison, WI, 10/ 2007.
“The Construction of Argentinity Post-2001 and the Debates for a New National Education Law”. World University Network (WUN) Conference. Bergen, Norway, 09/2006.
grants
C&T 4002: Curriculum theory and history
The nature and design of educational activities: theory, research, and practice of curriculum design.
C&T 4130: Critical perspectives in elementary education
Required for all professional certification M.A. students (elementary). Co-requisite: C&T 4502 (section 1). Examination of issues related to contemporary elementary education in the United States from the perspective of teacher as a reflective practitioner and curriculum maker, with a focus on teaching for social justice. Designed to complement students masters action research projects.
C&T 4502: Master's project
Permission required. Required for M.A. students in the Curriculum and Teaching Program. Students work to develop proposals to initiate required Masters action research project.
C&T 5074: Curriculum and teaching policy
Prerequisite: C&T 4004. Examination of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implemen-tation.
Documents & Papers
Download: Curriculum Vitae [PDF]
