Encarna Rodríguez, Ph.D.

Associate Professor
Office: Merion Hall 263
Phone: (610) 660-3348
Email: erodrigu@sju.edu
Website: Encarna Rodríguez, Ph.D. @EncarnaRodrig

Encarna Rodríguez, Ph.D., teaches in the Educational Leadership Department. Originally from Spain, Dr. Rodríguez 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. She is the author of Neolibealismo, Educación y Género: Análisis Crítico de la Reforma Educativa Española (La Piqueta, 2001) and the editor of Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance (Springer, 2015).

Education

Ph.D. 1999 The Pennsylvania State University, State College, PA.  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

Courses Taught

Saint Joseph's University

EDU 1101 Schools in Society

EDU 2711 Bolivia: A Jesuit Vision of Public Education (study tour).

EDU 2031 Educational Psychology

EDU 1525 Critical Contemporary Educational Issues

EDU 140 Public Schools and Social Equality in Urban Context

EDL 600 Teachers as Researchers and Reflective Practitioners (online)

EDL 605 Critical Contemporary Educational Issues (online & face-to-face)

EDL 620 School Policies of Integration and Desegregation

EDL 655 Interpersonal Relations

EDU 550 Historical and Contemporary Perspectives in American Education

EDU 551 Psychology of Teaching: Development Perspectives

EDL 675 Curriculum Development and Practice in Public and Private Schools

EDU 7215 Contemporary School Curriculum and Design

The Pennsylvania State University

C& I 412W Secondary Teaching II (Teacher & Coordinator).

C&I 295 Classroom Observation

C&I 597B Feminist Thought and Curriculum Studies 

Publications

Books

Rodríguez, E. (Ed.) (forthcoming). Pedagogías y Currículums para (Re)imaginar la Educación Pública. Santiago, Chile: Editorial Universidad Alberto Hurtado.

Rodríguez, E. (Ed.) (2015). Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance. Singapore, Heidelberg, New York, Dordrecht & London: Springer. (Recipient: 2016 AERA Division B Outstanding Book Recognition Award)         

Chapters in Books

Rodríguez, E. (forthcoming). En defensa de la educación pública. En Pedagogías y Currículums para (Re)imaginar la Educación Pública. Santiago, Chile: Universidad Alberto Hurtado.

Rodríguez, E. (forthcoming). Reclamando las escuelas públicas como espacios de imaginación democrática. En Pedagogías y Currículums para (Re)imaginar la Educación Pública. Santiago, Chile: Universidad Alberto Hurtado.

Rodríguez, E. (forthcoming). Escuelas públicas imaginadas públicamente. En Pedagogías y Currículums para (Re)imaginar la Educación Pública. Santiago, Chile: Universidad Alberto Hurtado.

Rodríguez, E., & Arispe, V. (forthcoming). La Escuela-Ayllu (Bolivia 1931-1940). En Pedagogías y Currículums para (Re)imaginar la Educación Pública. Santiago, Chile: Universidad Alberto Hurtado.

Rodríguez, E. (2015). Introduction. In E. Rodríguez (Ed.), Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance (pp. 1-14). Singapore, Heidelberg, New York, Dordrecht & London: Springer.

Rodríguez, E. (2015). Reclaiming schools as public sites of democratic imagination. In E. Rodríguez (Ed.), Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance (pp. 15-34). Singapore, Heidelberg, New York, Dordrecht & London: Springer.

Rodríguez, E. (2015). Public schools as publicly imagined. In E. Rodríguez (Ed.), Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance (203-2018). Singapore, Heidelberg, New York, Dordrecht & London: Springer.

Rodríguez, E., & Arispe, V. (2015). The Ayllu-school (Bolivia 1931-1940). In E. Rodríguez (Ed.), Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance (pp. 35-48). Singapore, Heidelberg, New York, Dordrecht & London: Springer.

Rodríguez, E. (2014). International immersion experiences: Helping preservice teachers to reconceptualize the role of poor communities in education.  In S. Sharma, J. Rahatzad, & J. Phillion (Eds.), Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice (pp. 19-34). Information Age Publishing.

Articles

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). What preservice teachers bring home when they travel abroad. Rethinking teaching through a short international immersion experience. Scholar-Practitioner Quarterly, 5 (3), 289-305.

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.

 

Grants and Awards

Recipient: 2016 AERA Division B Outstanding Book Recognition Award

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