Master of Education Program in C&T
Professor Daniel Friedrich
Office Hours: Monday 4:00-6:00 Wednesday 4:00-5:00
Office Location: 308e Zankel Building
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.