The 2005 Learning Conference will feature plenary session addresses by some of the world's leading thinkers and innovators
in the field of education,
as well as numerous
Main speakers will make formal 30 minute presentations in the plenary sessions.
They will also participate in 60 minute Garden Conversation sessions at the same
time as the parallel sessions. The setting is a circle of chairs outdoors.
These sessions are entirely unstructured - a chance to meet the plenary speaker
and talk with them informally about the issues arising from their presentation.
Manuela du Bois-Reymond, University of Leiden, Netherlands.
M. du Bois-Reymond is Professor for Youth Studies and Youth Policies at the Department
of Education, Leiden University /NL. She is member of several European research networks
and has, together with other European partners/countries, conducted projects on the
transition period of young people, more specifically their transition to the labour market.
Other fields of interest are intercultural childhood studies and parent-peer relationships.
She is especially interested in biographical research and new forms of learning in
knowledge-based societies. She has co-edited several volumes on youth research und youth
policy in Europe and has published widely in the above mentioned fields. She has done work
for the Council of Europe and is board member of several international journals, among them
YOUNG and Journal of Youth Studies.
Thomas S. Popkewitz, Professor of Curriculum and Instruction, at the University of Wisconsin-Madison, USA.
Thomas S. Popkewitz, Professor of Curriculum and Instruction, at the University of
Wisconsin-Madison, USA. His research is about politics of knowledge as its relates to
issues of social inclusion and exclusion in educational research, focusing on research
paradigms, the changing terrains of knowledge about teaching and teacher education, and
reforms in subject research, among other foci. He has also conducted national and international
studies of educational policy, school reform, and teacher education. He is currently
writing a book about the historical changes in the systems of reason that govern pedagogy
Some of his books are:
A Political Sociology of Educational Reform; Power/knowledge in teaching, teacher are:
education and research; Struggling for the soul, The politics of schooling and the
construction of the teacher; and Governing children, families and education.
Restructuring the Welfare State.
His books and articles have been translated into eight languages.
Juana M. Sancho, Professor of Educational Technology at the Department of
Didactics and School Management, University of Barcelona, Spain.
Juana Sancho is professor in Educational Technology at the University of
Barcelona. She is co-director of the Centre for the Study of Change in Culture and
Education at the Scientific Park of Barcelona (www.cecace.org) and
co-ordinator of the Quality Research Education, Training, Innovation and New
She has participated and co-ordinated several European, international and local research projects related
to educational innovation and change and the impact and use of ITC in education;
and acted as advisor on various research projects in European, Spanish and Latin
American institutions. She has been visiting scholar at the Educational
Technology Center of Harvard University and Invited Professor at the UNESCO
Chair of "Distance Education" at the Universidade Federal de Minas Gerais
(Brazil). She is co-director of the book series Repensar la educación
(Rethinking education) published by Octaedro and circulated widely in Spain and
Latin America. She has published a number of books and articles both nationally
Daniel Madrid-Fernandez, Professor of Didactics of English as Second Language,
Faculty of Educational Sciences, University of Granada.
Daniel Madrid is a full-time teacher-trainer at the Faculty of Education of the University
of Granada, giving pre-service and in-service EFL methodology courses for primary teachers.
He has also given a large number of courses and seminars on TEFL. He has promoted and
coordinated several students exchange programmes with European universities and has
published a considerable number of articles and books on TEFL.
He has also produced a
wide variety of teaching materials for Primary, Secondary education and University students,
and has directed and carried out research projects on the young foreign language learner,
classroom interaction and evaluation procedures in EFL, the effect of the teacher’s
individual characteristics on his/her teaching performance, the use of the Internet as a
curricular resource, racial and social discrimination in the EFL class, etc.
Michele Knobel, Associate Professor at Montclair State University, NJ, USA.
Michele Knobel is an Associate Professor at Montclair State University, NJ, USA.
Her research interests include in-school and out-of-school literacy practices,
and the relationship between new literacies and digital technologies.
Recent books include the
Handbook of Teacher Research, Alfabetización en la Época de la Información:
Perspectivas Contemporáneas, El Estudio Crítico-Social del Lenguaje, and
Maneras de Ver: El Análisis de Datos en Investigación Cualitativa (all with Colin Lankshear).
Colin Lankshear, Professorial Research Fellow at the School of Education, James Cook University (Cairns Campus) Australia.
Colin Lankshear’s recent books include
New Literacies (with Michele Knobel),
El Nuevo Orden Laboral (with James Gee and Glynda Hull),
Politiques d'alliberament: Sendes de Freire (with Peter McLaren), and
Maneras de Saber: Tres Enfoques para la Investigación Educativa and
Maneras de Descubrir: La Recopilación de Datos en Investigación Cualitativa (both with Michele Knobel).
Gunther Kress, Professor of Education, Institute of Education, University of London, UK.
In the past Dr Kress has served as Dean of Communication and Cultural Studies (South Australian College of
Advanced Education), Dean of the Faculty of Humanities and social Studies (New South Wales Institute of
Technology, Sydney), and Assistant Vice-Chancellor (University of Technology, Sydney). Currently he is
Head of Culture, Communications & Societies, London Institute of Education, University of London.
Dr Kress is the author of over twenty-one books and numerous articles. His books have been translated
to both Spanish and Italian. Among his best known works are Social Semiotics, Polity Press/Cornell
University Press, 1988 (with Robert Hodge), Reading Images: A Grammar of Visual Design, Routledge, 1996
(with Theo van Leeuwen), and most recently Before Writing: Rethinking Paths into Literacy, Routledge, 1996.
Professor Kress has concentrated his efforts on the question of postmodern literacy. He is especially
concerned with the way children make meaning in the media environment of today.
His current interests include The English curriculum; pedagogy; subjectivity; social semiotics; visual
semiotics, semiotics of materiality/multimodality; representation and communication, i.e., "Literacy"; Media
and Cultural Studies.
Kris Gutierrez, Professor, Graduate School of Education, University of
California, Los Angeles, USA.
Kris Gutierrez' current research in the study of the
sociocultural contexts of literacy development, particularly the study of
the acquisition of academic literacy for language minority students.
Her research also focuses on understanding the relationship between language,
culture, development, and pedagogies of empowerment.