Encarna Rodríguez, Ph.D.

Professor and Chair, Department of Educational Leadership
Specializations: Curriculum Studies, Neoliberalism and Education, Urban Education, Education and Social Justice
Office: Merion Hall 281
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 and in her book Neolibealismo, Educación y Género: Análisis Crítico de la Reforma Educativa Española (La Piqueta, 2001).

Dr. Rodríguez’s research has focused on the intersection of neoliberalism and curriculum. Her recent scholarly work has looked more specifically at the need to reclaim the public grounds of public education at the local, national and international level. This work has reached both English and Spanish speaking audiences through two edited collections:  Pedagogies and Curriculums to (Re)imagine Public Education: Transnational Tales of Hope and Resistance (Springer, 2015) and Re Imaginar la Educación  Pública: Un Reto Democrático, Curricular y Pedagógico (Ediciones Universidad Alberto Hurtado, 2017). As an international scholar, Dr. Rodríguez has also been involved in international partnerships with Alberto Hurtado University in Chile and Fe y Alegría in Bolivia. Furthermore, she has presented her research at multiple national and international forums. Locally, Dr. Rodríguez has collaborated with grassroots efforts to make urban education more equitable and community grounded. 

Dr. Rodríguez has served in numerous committees at the university level, and she is currently the Chair of the Department of Educational Leadership. 

Education

  • Ph.D. in Curriculum & Instruction, The Pennsylvania State University. 
  • B.S. in Psychology, University of Oviedo (Oviedo, Spain).  

Courses Taught

  • EDU 1101 Schools in Society
  • EDU 2711 Education and the Jesuit Mission in Latin America (study tour).
  • EDU 2031 Educational Psychology
  • EDU 1525 Critical Contemporary Educational Issues
  • EDU 140  Public Schools and Social Equality in Urban Context
  • EDU 550 Historical and Contemporary Perspectives in American Education
  • EDU 551 Psychology of Teaching: Development Perspectives
  • EDL 600 Teachers as Researchers and Reflective Practitioners
  • EDL 605 Critical Contemporary Educational Issues
  • EDL 620 School Policies of Integration and Desegregation
  • EDL 655 Interpersonal Relations
  • EDL 675 Curriculum Development and Practice in Public and Private Schools
  • EDU 830 Contemporary School Curriculum and Design
  • EDU 820 Ethics in Educational Leadership

Publications

Selected Recent Publications 

  • Rodríguez, E. (Ed.) (2017). Re Imaginar la Escuela Pública: Un Reto Democrático, Curricular y Pedagógico. 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)         
  • 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. (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.
  • 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.

 

Grants and Awards

  • Professor of Curriculum-AERA Division B.
  • 2016 AERA Division B Outstanding Book Recognition Award.
  • Nominated for the International Distinguished Dissertation Award in Social Sciences by The Pennsylvania State University, 2000. 
  • Fulbright-CIP/DGAS Scholarship. Chicago, Illinois. April, 1990-May, 1991