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
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.
Friedrich, D. (2014). Democratic Education as a Curricular Problem. Historical consciousness and the moralizing limits of the present. Routledge.
Friedrich, D. (2014). "We brought it upon ourselves": University-based Teacher Education and the Emergence of Boot-Camp-Style Routes to Teacher Certification. Education Policy Analysis Archives. Retrieved http://epaa.asu.edu/ojs/article/view/1193
Goulding, C., Walter, M., & Friedrich, D. (2014). Pedagogy, Torture, Exhibition: A Curricular Palimpsest. Journal of Curriculum and Pedagogy, 10(2), 158-176.
Friedrich, D. (2014) Global Micro-Lending in Education Reform: Ense por Argentina and the Neoliberalization of the Grassroots. Comparative Education Review, 58(2), 298-321.
Friedrich, D. (2013). Discours sur la mthode d'enseignement : remise en cause du motif de la formation contemporaine des enseignants. Education et socits, 31(1), 19-33.
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 redencin, y negacin de la poltica? Revista Educacin y Pedagoga, XX(50), 157-176.
Chapters and other non-peer-reviewed publications
Friedrich, D. (2014) Discourse On (Teaching) Method: Challenging the Reason of Contemporary Teacher Education. In: Popkewitz, T. S. (Ed.) The "Reason" of Schooling: Historicizing Curriculum Studies, Pedagogy, and Teacher Education (pp.52-66). Routledge.
Friedrich, D. (2014) Defending the idea of the school. Review of "In Defence of the School: a Public Issue", by Jan Masschelein and Maarten Simons. Journal of Philosophy of education, 48(3), 510-512.
Friedrich, D. (2014). The Mobilization Of Historical Consciousness In The Narratives About The Last Argentine Dictatorship. In J. Williams (Ed.), (Re)Building Memory: School Textbooks, and the Imagination of the Nation (pp.13-34). Sense Publishers.
Friedrich, D. (2014). 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 (pp. 264-276). Routledge.
Friedrich, D. (2013) Lessons from a Historian who refuses to look for lessons from the past. Review of "Between Educationalization and Appropriation", by Marc Depaepe.International Journal for the Historiography of Education, 3(2), 265-267.
Friedrich, D. (2013). Paisaje de la memoria en Buenos Aires. Representacin, memoria y pedagoga. Historia de la Educacin. Revista Interuniversitaria, 32, 363-379.
Friedrich, D., Jaastad, B., & Popkewitz, T. S. (2011). Democratic Education: An (Im)Possibility That Yet Remains To Come. In M. Simons & J. Masschelein (Eds.), Rancire, Public Education and the Taming of Democracy (pp. 60-75). Wiley-Blackwell.
““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.
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: CV Friedrich Oct 2014 [PDF]
Centers and Projects