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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

Books

     Friedrich, D. (2014). Democratic Education as a Curricular Problem. Historical consciousness and the moralizing limits of the present. Routledge.

Peer-reviewed journals

  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.

professional presentations

grants

Provost's Investment Fund, "A 'Course Staff' Model for Teaching Assistants", AY 2012-2013 (Faculty group led by D. Hansen).

Provost’s Investment Fund, “Colloquium Series in Curriculum and Teaching: Feeding the Intellectual Experiences of Doctoral Students”, AY 2012-2013 (Written on behalf of the Dept. of Curriculum and Teaching).

Provost’s Investment Fund, “Cultural and Linguistic Exchange in the Americas”, AY 2012-2013 (Written with Prof. Regina Cortina).

Research and Travel Grant, Institute of Latin American Studies, Columbia University, 2012-2013.

Dean’s grant for Pre-Tenured and Non-Tenure Track Faculty, Teachers College, Summer 2012.

Vilas Travel Grant, Graduate Student Collaborative, University of Wisconsin – Madison, 11/2009.

Dissertator Travel Funds, Dept. of Curriculum and Instruction, University of Wisconsin – Madison,  10/2008.

Tinker-Nave Field Research Grant , 06/2008.

 

 

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

Latina/o and Latin American Faculty Working Group
Website: http://www.tc.edu/latino-ed/


Daniel Friedrich appeared in the following articles:

Previewing TC at AERA (3/19/2012)