Keynote Speakers 1

Adriana Maria Paulo da Silva

(De)coloniality and Diversity in the Histories of Education

She has a degree (BA and BSc) in History from Universidade Federal Fluminense (1994), a Master's in Education from Universidade Federal Fluminense (1999) and a PhD in History from Universidade Federal de Pernambuco (2006). She is currently an Associate Professor at the Federal University of Pernambuco (UFPE), and a professor at the Postgraduate Programme in Education and the Profhistory program at UFPE. She leads the History of Education and Educability Practices in the Ibero-American World Research Group (GHEPEMI). She was coordinator and vice-coordinator of WG 02 (History of Education) of the National Association of Postgraduate Studies and Research in Education (ANPEd) between 2018 and 2021. She is a member of the Human Research Ethics Committee at UFPE. She is a member of the Humanities and Social Sciences Body and an ad hoc member of the National Research Ethics Committee (CONEP). She coordinates the teaching training program for undergraduate degrees at UFPE. She has experience in researching the History of Education, with an emphasis on the 19th century and the History of the Brazilian Empire, and in teaching History for basic education. Her main areas of research and teaching include the social History of education, the social History of teaching labor, historiography, oral History, and history teaching. She has been involved in research ethics since 2006.

Keynote Speakers 2

Zandra Pedraza

Zandra Pedraza is a Colombian anthropologist and Full Professor at the Universidad de los Andes in Bogotá. Her research interests focus on historical and pedagogical anthropology and the relationships among body, education, and modern subjectivities. She has studied biopolitics, childhood, and emotional education in Colombia and Latin America. She is currently doing research on emotional relationships and education between children and adults and on the teaching and learning of writing as a bodily activity.

In a Minor Key: Education for the Postcolonial Order in Latin America

The shaping of republican societies in Latin America was tied to the introduction and development of school education. The insertion and deployment of the school institution were at the core of the political and cultural transformations during the second part of the 19th century. The debates and innovations around the meaning, form, and scope of school education were not limited then, as they are not today, to the school itself. The dominant character of the social order brought about by the school also includes minor tonalities that have sought to harmonize various educational processes, as necessary as schooling, for social relations, new subjectivities, family forms, and citizenship practices to take root. In the context of internal coloniality proper to these decades, women's education, corporal education, and sentimental education illustrate several of the ambiguities and tensions intrinsic to the new social order. These examples recognize the minor tones in which ideas, practices, and experiences are propagated in tandem with the deployment of the school institution and, in general, teach some particularities of modernity in Latin America.

Pierre Guidi

Pierre Guidi is a researcher at the Ceped (Université Paris Cité, IRD). His current research focus is on the history of women’s education and activism in Ethiopia. He is the author of the book Educating the Nation in Ethiopia, 1941-1991, Addis Ababa: AdéBooks, 2024. Guidi also co-edited (with Ellen Vea Rosnes and Jean-Luc Martineau) the book History through Narratives of Education in Africa, (Leiden: Brill, 2024) and (with Jean-Luc Martineau and Florence Wenzek) L’école en mutation. Politiques et dynamiques scolaires en Afrique (années 1940-1980) (Toulouse: Presses universitaires du Midi, 2024). He has been teaching the history of colonial education at Université Paris Cité and Université Paris 1 Panthéon-Sorbonne for the past 10 years.

Addressing ambiguity: African educators confronted with colonization (1880s-1950s)

In the 1880s, Edward Blyden, director of Liberia College, elaborated an educational curriculum to struggle against the colonial epistemology which denied black people the ability to be subjects of knowledge. In the 1920-30s, on the shores of Lake Victoria, Africans educated in mission schools produced a rich corpus of literature in local languages to create an autonomous intellectual space for themselves, and to struggle over intellectual authority against the colonizers. In the 1940-50s, in Ethiopia, Senedu Gebru, a women educationalist, thought about a balanced Ethiopian and European education as a tool to equip girl students to be first-class citizens in the name of Ethiopian independence. I will draw on these examples to demonstrate how African educationalists who wanted to challenge colonial power relations maneuvered strategically and, at times, ambiguously to claim a specific educational place. I will further argue that to address the question of ambiguity - that of the actors of the past and our own in the present - is critical for historians of education in the postcolonial world.

Tertulia

Racism and anti-racism in the history of education: a dialogue between fugitive pedagogies in the US and Black educational experiences in Brazil

Participants: Surya Pombo (UFPB, Brazil) and Jarvis Givens (Harvard University, USA). Moderators: Angelo van Gorp (University of Landau, Germany) and Inés Dussel (DIE-Cinvestav, Mexico)

Surya Pombo

ZProfessor at the Center of Education/Universidade Federal da Paraíba (UFPB). Member of the Graduate Programs in History/UFPB and in Education/UFPB. Ph.D. in Education, specialized in History and Historiography in Education, University of Sao Paulo. Member of the Research Group on History of Education in Northeastern Brazil in the 19th century (GHENO) and the Center for Afrobrazilian and Indigenous Studies (NEABi/UFPB). Co-editor of the books A history of Black education in Brazil (2016) and History of Education: Teacher education and the relationship theory-practice (2022).

Jarvis Givens

Professor of Education and of African and African American Studies at Harvard University. Ph.D. in African Diaspora Studies, University of California-Berkeley. He studies the history of American education, African American history, and the relationship between race and power in schools. He has recently published two books: Fugitive Pedagogy: Carter G. Woodson and the Art of Black Teaching (2021) and School Clothes: A Collective Memoir of Black Student Witness (2023).