Encarna Rodríguez, Ph.D.
Encarna Rodriguez, Ph.D., teaches educational psychology courses in the undergraduate and graduate programs and Contemporary Curriculum in the IDEPEL Program. Originally from Spain, Dr. Rodriguez worked as a school psychologist for the Ministry of Education there for eight years. During that time, she participated in the comprehensive Education Reform Law, which she later documented in her doctoral work at Pennsylvania State University. Her book, Neolibealismo, Educacion y Genero,was published in 2001.
Ph.D. 1999 The Pennsylvania State University, State College, PA College of Education Ph.D. in Curriculum and Instruction Dissertation: “Gender, democracy, and education: A feminist reading of the socialist curriculum reform in Spain 1982-1996,” Awarded with Distinction
Masters of Education coursework completed in conjunction with doctoral studies at the Pennsylvania State University
B.S. 1982 University of Oviedo, Oviedo, Spain Bachelor of Psychology
Spring, 2012 Interim Chair Saint Joseph's University, Department of Educational Leadership
2009-present Associate Professor of Education Saint Joseph's University, Department of Educational Leadership
2000-2009 Assistant Professor of Education Saint Joseph’s University, Department of Education
2004-2009 & Fall 2010 Director, Graduate Education Programs Saint Joseph’s University, Department of Education
1999-2000 Assistant Professor of Education The Pennsylvania State University
1997-1999 Student Teacher Supervisor The Pennsylvania State University College of Education, Office of Pre-Service Teaching
1995-1996 Graduate Student Researcher The Pennsylvania State University College of Education. Department of Curriculum and Instruction
1990-1991 Mental Health Consultant. Fulbright Scholar Catholic Charities, Chicago, Illinois
1986-1994 Early Childhood School Psychologist Ministry of Education Gijón, Spain
School Policies of Integration and Desegregation (EDL 620). Graduate. Saint Joseph's University, Spring 2011.
Schools in Society (EDU 1101) & Lab I (EDU 1102). Undergraduate. Saint Joseph's University, Fall 2009 & Spring 2010.
Curriculum Development and Practice in Public and Private Schools (EDU 4535 & EDL 675). Graduate. Universidad Alberto Hurtado. Chile. Since August, 2009.
Critical Contemporary Educational Issues (EDU 4575 & EDL 605) online and face-to-face. Graduate Saint Joseph’s University, since Fall 2009.
Bolivia: A Jesuit Vision of Public Education (EDU 2711). Undergraduate Study tour. Saint Joseph’s University, Spring 2006 & Spring 2007.
Educational Psychology (EDU 2031 & PSY 2121). Undergraduate. Saint Joseph’s University, Since Fall 2000.
Institutional and Curriculum Planning. Adult education (Fe y Alegría, Bolivia) Saint Joseph’s University, Cochabamba (Bolivia), June 2003.
Contemporary School Curriculum and Design (EDU 7215). Doctoral Saint Joseph’s University, Summer 2002.
Psychology of Teaching (EDU 4035 & 551) & Lab II (EDU 2036 & F551). Graduate Saint Joseph’s University, since Fall 2000.
Feminist Thought and Curriculum Studies (C&S 597B). Doctoral The Pennsylvania State University, Spring 2000.
Secondary Teaching II (C& I 412W). Teacher & coordinator. Undergraduate The Pennsylvania State University, Fall 1999 & Spring 2000.
Curriculum and Instruction 295 (Classroom observation). Undergraduate The Pennsylvania State University, Fall 1997, Spring 1998, Fall 1998 & Spring 1999.
Rodríguez, E. (Ed.) (forthcoming). Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance. Springer.
Rodríguez, E. (2001). Neoliberalismo, educación y género: Análisis crítico de la reforma educativa española [Neoliberalism, education and gender: A critical analysis of the Spanish education reform]. Series Genealogía del Poder. Madrid: La Piqueta.
Rodríguez, E. (2013). Child-centered pedagogies, curriculum reforms, and neoliberalism. Many causes for concern, some reasons for hope. Journal of Pedagogy, 4 (1), 59-78.
Rodríguez, E. (2011). Constructivism and the neoliberal agenda in the Spanish curriculum reform of the 1980s and 1990s. Educational Philosophy and Theory, 43(10), 1047-1064. (Article first published online: 9 FEB 2010). doi: 10.1111/j.1469-5812.2009.00613.x
Rodríguez Pérez, E. (2011). Constructivism and ideology: Lessons from the Spanish curriculum reform of the 1980s. Revista de Educación, 356, 83-105.
Rodríguez, E. (2011). Reflections from an international immersion trip: New possibilities to internationalize curriculum in teacher education. Teacher Education Quarterly, 38 (1), 147-160.
Rodríguez, E. (2008). Engaging and transforming the discourse of neoliberalism in education: A possibility for international solidarity. Journal of Curriculum Theorizing, 24(1), 47-59.
Rodríguez, E. (2008). La educación en los Estados Unidos: Notas para una reflexión [Education in the US: A reflexion]. Mensaje, 568 (LVII), 42-46.
Rodríguez, E. (2002). Teacher education and the illusion of education reform: A comparative perspective. Educational Foundations 16 (1), 43-57.
Rodríguez, E. (2001). La reforma curricular española y la racionalidad neoliberal [The Spanish education reform and the neoliberal rationality]. TEMPORA. Revista de Historia y Sociología de la Educación, 4, 2 época, 89-116.
Grants and Awards
Nominated International Distinguished Dissertation Award in Social Sciences. The Pennsylvania State University, year 2000.
Recipient Fulbright-CIP/DGAS Scholarship. Chicago, Illinois. April, 1990-May, 1991.