Visiting Scholars & Students

People Toggle Tertiary Menu

Faculty
Visiting Scholars & Students
Staff
Current Students
Alumni - Masters Program
Alumni - Doctoral Program

Visiting Scholars and Students

Full Professor, Education Postgraduate Program at the Pontifical Catholic University of Campinas

Samuel MendonçaFull Professor, Education Postgraduate Program at the Pontifical Catholic University of Campinas

Samuel Mendonça is a Full Professor of the Education Postgraduate Program at the Pontifical Catholic University of Campinas. He is Productivity Fellow 1D of the Brazilian National Council for Scientific and Technological Development, CNPq. He is the Main researcher of the CPTEn - São Paulo Center for Energy Transition Studies, Vice Coordinator of the REDPEEL - Red de Posgrados en Educación en Latinoamérica, and the Assistant Editor of the Labour and Human Development Law Journal. He is the Founder and President of the Latin American Philosophy of Education Association, ALFE (2011-2015) and was President of the Brazilian Philosophy of Education Society, SOFIE (2018-2022). Samuel is the author of Aristocratic Education in Nietzsche: Individual Achievement (Maryland: GlobalSouth, 2018).

Gang Zhu

Associate Professor, The Institute of International and Comparative Education, East China Normal University

Gang ZhuAssociate Professor, The Institute of International and Comparative Education, East China Normal University

Gang Zhu is an Associate Professor at the Institute of International and Comparative Education, East China Normal University. His scholarship is situated at the intersection of teacher education, urban education, and comparative education. His research has been sponsored by the National Office for Philosophy and Social Sciences, China Scholarship Council, Shanghai Overseas Returned Scholars Association, International Association on Teachers and Teaching, and the Southwest Educational Research Association. Dr. Zhu sits on the editorial boards of Race, Ethnicity, and Education (Routledge), Multicultural Education Review (Routledge), and the International Journal of Contemporary Educational Research (ERIC), and was an Assistant Editor of Asia-Pacific Journal of Teacher Education (Routledge).

Vannesa Hortal de Lucas

Doctoral researcher and educator in the Department of Educational Studies at the Complutense University of Madrid

Vannesa Hortal de LucasDoctoral researcher and educator in the Department of Educational Studies at the Complutense University of Madrid

Vannesa Hortal de Lucas is a doctoral researcher and educator in the Department of Educational Studies at the Complutense University of Madrid, currently pursuing her Ph.D. in Education through a fellowship from the Spanish Ministry of Science, Innovation and Universities. Her research focuses on philosophy of education, with a particular emphasis on the work of Maxine Greene. Through a hermeneutic approach, she is exploring Greene’s contributions to aesthetic education and political formation in pluralistic societies. Vannesa is also involved in several research and teaching innovation projects focused on ethical-civic education, critical thinking, and writing practices in teacher training programs.

Bruce Maxwell

Associate Professor, Faculty of Education at the University of Montreal

Bruce MaxwellAssociate Professor, Faculty of Education at the University of Montreal

Bruce Maxwell is an Associate Professor in the Faculty of Education at the University of Montreal. A former humanities teacher at the college level and ethicist by training, he teaches courses on education law, professional ethics, and the history of educational ideas. He has produced a number of written works on these topics including, most recently, the coauthored book Professional Ethics and Law in Education (Canadian Scholars Press, 2022) and, as editor, the six-volume series Foundations of Education (Bloomsbury, 2023).

Steven Zhao

Steven Zhao’s research largely focuses on questions around ‘meaning,’ particularly in relation to affordance theory, complex adaptive systems, and wide cognition (e.g., distributed, embodied, embedded, extended & enactive cognition). By employing an interdisciplinary approach, his dissertation examined ‘meaning’ as a potential conceptual ground to articulate the idiosyncrasies and normativity of human ‘adaptivity.’ At Teachers College, he will be working with Dr. David Hansen to examine the relationship between education and cultural polarization with specific attention to ‘hidden curricula’ and the history of education.