Notes on Contributors
James M. Albrecht
is Professor of English at Pacific Lutheran University, where he has served as Dean of Humanities and Chair of the Department of English. His scholarship focuses on the Emersonian and Pragmatic traditions in American literature and philosophy. He is author of Reconstructing Individualism: A Pragmatic Tradition from Emerson to Ellison (Fordham University Press, 2012), and has published articles on pragmatic ethical approaches to issues such as gun control and our moral obligations to nonhuman animals.
Adam I. Attwood
is Assistant Professor in the Department of Teaching and Learning at Austin Peay State University (APSU), Eriksson College of Education. Prior to joining the faculty at APSU, he was a teacher and Chair of the Social Studies Department at Whitfield School in St. Louis, Missouri (grades 6–12), and in 2018 he was awarded the Richard B. Kobusch Humanities Chair at Whitfield. He holds teaching certification in Missouri and Washington. Attwood was also a teacher educator while completing his dissertation research at Washington State University from 2012–2015 where he taught arts-integration theory and methods to preservice K-8 teachers. He earned a PhD in 2015 from Washington State University. He is the author of Social Aesthetics and the School Environment: A Case Study of the Chivalric Ethos (Palgrave Macmillan, 2018).
John Baldacchino
is the Director of the University of Wisconsin-Madison’s Division of the Arts and Professor of Arts Education. A graduate of the Universities of Malta and Warwick he held senior and faculty positions in Teachers College Columbia University in New York, and the Universities of Dundee, Falmouth, Robert Gordon and Warwick in Britain. A specialist in art, philosophy and education, he is a practicing artist and an essayist. He is the author of many journal articles, reviews and catalogue essays, and journalistic contributions. To date he published ten books which include Education Beyond Education: Self and the imaginary in Maxine Greene’s Philosophy (Lang, 2009), Makings of the Sea: Journey, Doubt and Nostalgia (Gorgias, 2010), Art’s Way Out: Exit Pedagogy and the Cultural Condition (Sense, 2012), and John Dewey: Liberty and the Pedagogy of Disposition (Springer, 2014). He is the editor of Histories and Philosophies, the Wiley-Blackwell Encyclopedia of Art and Design Education (2018), and is completing several book projects including Art as Unlearning (Routledge), Art Replayed (Brill Sense) and Educing Ivan Illich (Peter Lang).
Carolyn L. Berenato
is an assistant professor, chair of the Educational Specialist Department and coordinator of the Reading Specialist program at Cabrini University, Radnor, Pennsylvania. She teaches in both the Educational Specialist Department and the Educational Policy and Leadership Department. She teaches courses in PreK-12 literacy and administration. Prior to her arriving at Cabrini University, she was an assistant professor in the Special Education Department at Saint Joseph’s University. Her research focuses on K-12 and higher education settings with a concentration on learning environments. She is the author of several journal articles, reviews and book chapters.
María Cristina Di Gregori
is full professor of philosophy at Universidad Nacional de La Plata, Argentina (UNLP). She received her PhD in Philosophy from the same University. She is director of Centro de Investigaciones en Filosofía [Philosophy Research Center] at UNLP and she is the coordinator for the Coloquio Internacional de Filosofía del Conocimiento [International Symposium on Knowledge Philosophy]. She has visited Universidad Autónoma de México (Mexico) and Universidade Federal de Bahía (Brazil), among others, as invited lecturer. Her main research interest is classical pragmatism, especially the work of John Dewey and contemporary epistemological developments. She published several articles in specialized journals and she supervises doctoral researchers.
Holly Fairbank
is the co-founder and Executive Director of The Maxine Greene Institute, an organization dedicated to preserving and advancing the work of Dr. Maxine Greene. She is an arts education consultant for The Center for Arts Education and teaches aesthetic education as an Adjunct Lecturer at Hunter College (CUNY) & Borough of Manhattan Community College (CUNY). She was formerly an Assistant Director at Lincoln Center Institute (LCI) at Lincoln Center from 1997–2010. She was the Artistic Director of Holly Fairbank & Dancers, based in NYC, from 1979–1989. Holly has published numerous articles on aesthetic education and her book, Collection, Preservation and Dissemination of Minority Dance in China: An Anthropological Investigation of the 1980’s, has been translated into Chinese and published by University of Yunnan Press in China. Currently, she is co-editing a book on the influence Dr. Maxine Greene has had on artists, to be published in 2020.
Jim Garrison
is a professor of philosophy of education at Virginia Tech in Blacksburg, Virginia. He was a Chancellors Visiting Professor at Uppsala University, Sweden for 2014–2018. Jim’s work concentrates on philosophical pragmatism. He is a past-president of the Philosophy of Education Society and the John Dewey Society. Recent books include Living and Learning with Buddhist religious leader and educator Daisaku Ikeda and Larry Hickman, Director emeritus of the Center for Dewey Studies (Dialogue Path Press, 2014) and Empirical Philosophical Investigations In Education and Embodied Experience with Joacim Andersson and Leif Östman (Palgrave, 2018). Jim has published books and papers in ten languages other than English.
Amanda N. Gulla
PhD, is an Associate Professor of English Education at Lehman College, the Bronx campus of the City University of New York. She coordinates the English Education program and teaches methods courses in reading, writing, and curriculum development. She is also a poet who has published extensively on the subjects of poetic inquiry and aesthetic education, and is on the board of directors of the Maxine Greene Institute for Aesthetic Education and the Social Imagination. Her forthcoming book Inquiry-Based Learning through the Creative Arts for Teachers and Teacher Educators will be published by Palgrave Macmillan in 2020.
Bethany N. Henning
is an Assistant Professor of Philosophy at Xavier University. She completed a PhD at Southern Illinois University Carbondale where she studied Dewey, phenomenology, and psychoanalysis. She currently teaches and researches in the areas of aesthetics, ecology, and the philosophy of embodiment. Before her life in philosophy, she was a singer and a professional voice teacher. She is currently writing a book about the unconscious in John Dewey’s theory of experience, which will be available in 2021.
Jessica A. Heybach
is Professor in the School of Education and Human Performance at Aurora University (AU). She is currently the department chair of EdD Programs at AU, and teaches graduate courses in educational research, curriculum studies, and ethics and philosophy in education. Her scholarly interests center on questions of justice and equity in education, how conceptions of teacher neutrality influence curriculum and instruction, and how visual culture informs human understandings of injustice. Dr. Heybach has published in such journals as the Education Policy Analysis Archives, Educational Studies, Education and Culture, Critical Questions in Education, and Philosophical Studies in Education, and co-edited the book Dystopia and Education: Insights into Theory, Praxis, and Policy with E. C. Sheffield (Information Age Publishing, 2013).
David L. Hildebrand
is Professor and Chair of Philosophy at the University of Colorado in Denver. His work includes “Beyond Realism and Antirealism: John Dewey and the Neopragmatists, Dewey: A Beginner’s Guide,” the main John Dewey entry at the Stanford Encyclopedia of Philosophy, and numerous articles. Currently, his attention is riveted upon the ways changes in information technology are altering aesthetic, epistemic, educational, and political practices.
Ellyn Lyle
remains intensely interested in creating spaces for learners to engage meaningfully with their studies, so she is drawn to inquiries that seek to overcome compartmentalized, fragmented, or dehumanized approaches to education. Currently Dean in the Faculty of Education at Yorkville University in New Brunswick, Canada, she maintains an active research portfolio while teaching graduate courses in research methods, curriculum, and reflexive inquiry.
Patricia L. Maarhuis
PhD, is a researcher, educator, and artist at Washington State University. Her interests focus on the intersections between education, arts-based inquiry, health, social justice, and cultural contexts. Her work includes co-authoring the book Parallaxic Praxis: Multimodal Interdisciplinary Pedagogical Research Design (Vernon Press, 2019), co-authored book chapters on art-based inquiry about experiences of violence (2015, 2017, 2018), and journal articles. She has contributed to arts-based research projects in juried exhibitions and conference presentations including the Women & Meth project (https://www.inbricolage.com/).
Ricardo Marín-Viadel
(Valencia, Spain, 1955) is professor of art education in the Faculty Fine Arts and Faculty of Education Department, University of Granada (Spain). He is coordinator of the PhD degree in Arts and Education (http://doctorados.ugr.es/arteducacion/). His books on arts-based educational research include: Visual Ideas. Arts based Research and Artistic Research (Editorial Universidad de Granada, 2017) and Metodologías artísticas de investigación en educación [Artistic Research Methodologies in Education] (Ediciones Aljibe, 2012). He has contributed to multiple art catalogues on heritage and contemporary drawing: Vindication of five Etruscan pieces of the Archaeological Museum of Granada (University of Granada, 2017), Las Incantadas (Archaeological Museum of Thessaoloniki, 2013), The drawings of the time. Impressions of the Temple of Edfu (CajaGranada, 2010).
María Martínez Morales
received her PhD in art education and is full professor of art and visual education at Universidad de Jaén (Spain). Her main research interest is focused on creation in artistic practices, artistic research and social action through art. She is co-editor of the journal Tercio Creciente and director of the journal Afluir. She carries out various projects in collaboration with communities through artistic creation such as Esta conserva no es Campbell [This conserve is not Campbell] and No es solo una cuestión de mujeres cuando de hilar se trata [It is not just a question of women when it comes to spinning]. Among other works, she has authored of multiple journal articles and presented at international education and arts conferences.
Livio Mattarollo
is MAD of Philosophy at Universidad Nacional de La Plata, Argentina (UNLP). His PhD project is focused on Dewey’s theory of inquiry and valuation. He is a doctoral fellow at Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) [National Council for Scientific and Technical Research] and works at Centro de Investigaciones en Filosofía [Philosophy Research Center]. Also, he teaches at the high school level and has delivered talks at several conferences on pragmatism & philosophy of knowledge.
Christy McConnell Moroye
is a professor of Curriculum Studies and Educational Foundations at the University of Northern Colorado. Her research interests include aesthetic and ecological perspectives of teaching and learning. In particular, she is interested in ecologically minded teachers and what they bring to the educational enterprise. In addition to numerous articles, she has co-authored two books: Using Educational Criticism and Connoisseurship as Qualitative Research (Routledge, 2017) and Lesson Planning with Purpose: Five Approaches to Curriculum Design (Teachers College Press, 2020). Christy spends time in the desert with her son and dogs and enjoys writing poetry, running, and making art.
María-Isabel Moreno-Montoro
received a PhD in fine arts from University of Seville (Spain) and is full professor of Artistic and Visual Education (Universidad de Jaén, Spain). Her research focuses on art practices, artistic research and social action. She is responsible for the research group, Estudios en Sociedad, Artes y Gestión Cultural [Studies in Society, Arts, and Cultural Management]. She is the coordinator of the master’s degree Investigación y Educación Estética: Artes, Música y Diseño [Research and Aesthetic Education: Arts, Music and Design] and is director of the e-journal Tercio Creciente. She co-edited the books Reflexiones Sobre Investigación Artística e Investigación Educativa Basada en las Artes [Reflections on Artistic Research and Educational Research Based on the Arts] (Síntesis, 2016) and Industrías Culturales y Creativas: Un Enfoque con Compromiso Social [Cultural and Creative Industries: An Approach to Social Commitment] (Universidad Antonio Nariño, 2019) among other works.
Stephen M. Noonan
is the founding principal of The Maxine Greene High School for Imaginative Inquiry located at The Martin Luther King, Jr. Educational Campus in Manhattan. The school was created in 2004 and opened in September 2005 through a partnership between Maxine Greene, Lincoln Center Institute and The New York City Department of Education. The approach to inquiry-based learning at MGHS is rooted in the philosophy of Maxine Greene. He is currently a doctoral candidate in the Educational Leadership program at The Esteves School of Education, The Sage Colleges, Albany, New York.
Louise Gwenneth Phillips
(SFHEA) is associate professor in education at James Cook University, Singapore. Prior to joining faculty at James Cook University, Singapore, Louise held an academic appointment at the School of Education, at University of Queensland in Australia. Louise is a storyteller and arts-based researcher with particular interests in human and environmental rights, inclusive citizenship, decolonizing methodologies, story as theory & method, sensation and place. She is lead author of Routledge books Research through, with and as Storying (2018) and Young Children’s Community Building in Action: Embodied, Emplaced and Relational Citizenship (2020). (See http://louptales.education)
Scott L. Pratt
is Professor of Philosophy at the University of Oregon. He received his BA from Beloit College in Wisconsin and his PhD from the University of Minnesota. His research and teaching interests are in American philosophy (including pragmatism), philosophy of music performance, education, and the history of logic. He is coauthor of American Philosophy from Wounded Knee the Present (Bloomsbury, 2015), a comprehensive history of philosophy in North America from 1890 to the present, and author of two books, Native Pragmatism (Indiana University Press, 2002) on the influence of Native American thought on European American philosophy, and Logic: Inquiry, Argument and Order (John Wiley & Sons, 2010). He has published articles on music performance, the philosophies of John Dewey and Josiah Royce, and on the intersection of American philosophy and the philosophies of indigenous North American peoples.
Joaquin Roldan
(Granada, Spain, 1969) is PhD in fine arts, University of Granada (Spain). He has held research fellowships at Massachusetts Institute of Technology (MIT) in Boston, MA (Fulbright Commission Scholarship) and at University of British Columbia in Vancouver, Canada. Dr. Roldan is professor of art education in the Faculty of Fine Arts and the Faculty of Education at University of Granada and is coordinator of the Inter-University Master’s Degree in Visual Arts and Education (https://artes-visuales.org/). His books and papers include: “Visual A/r/tography in Art Museums,” Visual Inquiry (Intellect, 2014), “Visual Arts-Based Teaching-Learning Methods” in the International Yearbook for Research in Arts Education (Waxmann, 2015), and Visual Ideas. Arts Based Research and Artistic Research (Editorial Universidad de Granada, 2017).
A. G. Rud
is a distinguished professor in Cultural Studies and Social Thought in Education at Washington State University. His research focuses on the cultural foundations of education, with particular emphasis on the moral dimensions of teaching, learning, and leading. Dr. Rud was president of the John Dewey Society 2017–2019 and edited its peer-reviewed international journal, Education and Culture, 2004–2010. He is widely published in his field. Dr. Rud teaches graduate courses in the cultural studies and social thought in education doctoral program in philosophy of education, history of education, John Dewey and progressive education, and social theories of education. He also teaches a pre-service undergraduate course on learning and development.
Leopoldo Rueda
is MaD of Philosophy by Universidad Nacional de La Plata, Argentina (UNLP). His PhD project is focused on Dewey’s theory of art. He is a doctoral fellow at Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) [National Council for Scientific and Technical Research] and works at Centro de Investigaciones en Filosofía [Philosophy Research Center]. He also teaches at university and has delivered talks at several conferences on pragmatism and philosophy of art.
Tadd Ruetenik
(PhD, Purdue University) is professor of philosophy at St. Ambrose University. He is the author of The Demons of William James: Religious Pragmatism Explores Unusual Mental States (Palgrave Macmillan, 2018), along with a number of academic articles on topics such as vegetarian ethics, anti-war philosophy, and the phenomenon of scapegoating.
Leísa Sasso
is head of the Basic Education Unit of São Sebastião, Brazil (Secretaria de Estado De Educacão, Distrito Federal, 2020) and is a professor at the State Department of Education, Federal District. From 2008 to 2015, she was the principal at the São Francisco Educational Center in Brazil. Her art and academic awards include the Fundacões IOSCHPE/Bradesco (2006), the Cultura Viva Award from the Ministry of Culture (2007), and thesis and dissertation awards from the University of Brasília (UnB) (2015). She received her PhD in art (UnB, 2018), master’s in art (UnB, 2014), school management (UnB, 2009), and art history (FADM, 2005).
P. Bruce Uhrmacher
is professor in the departments of Research Methods and Statistics, Curriculum & Instruction at the Morgridge College of Education, University of Denver. His research interests include alternative schooling, the arts and aesthetics in education, and qualitative research. He has collaboratively published numerous articles and several books: Intricate palette: Working the ideas of Elliot Eisner (Pearson, 2004); Beyond the one room school (Sense, 2011); Using educational criticism and connoisseurship as qualitative research (Routledge, 2017); and Lesson planning with purpose: Five approaches to curriculum design (Teachers College Press, 2020). Also collaboratively, Uhrmacher devised a teaching method called CRISPA (http://www.crispateaching.org/).
David Vessey
is a professor of philosophy at Grand Valley State University in Michigan. He received his BA from St. Olaf College and his MA and PhD from the University of Notre Dame. He was a Fulbright scholar at the Catholic University of Leuven, Belgium, and has been a visiting scholar at the University of Oregon, the University of Notre Dame, the University of Chicago, and the University of Minnesota. He has published over two dozen articles and given over three dozen papers, primarily on the philosophical tradition of hermeneutics, but also on aesthetics and American Pragmatism.
Sean Wiebe
an Associate Professor of Education at the University of Prince Edward Island in Canada, teaches courses in multiliteracies, curriculum theory, and critical pedagogy. He has been the principal investigator on four Canadian Social Sciences and Humanities Research Council funded projects exploring the intersections of creativity, the creative economy, language and literacies, and arts informed inquiries.
Li Xu
graduated with a PhD in philosophy from Beijing Normal University, China. She was a visiting scholar at the Center for Dewey Studies at Southern Illinois University (Carbondale, IL) from 2015–2016. She remains interested in Dewey studies, art education, visual art studies, aesthetics, and philosophy of education. Currently, she is getting her second PhD in art education in the College of Visual Art and Design at the University of North Texas.
Martha Patricia Espíritu Zavalza
is a professor and investigator at the University of Guadalajara, Mexico. She received her doctorate degree in culture and heritage from the University of Jaén, Spain with a thesis research project focused on arts and creative writing. She is a certified practitioner of the Feldenkrais method of somatic education and she has collaborated in dance and theatre projects (Experimental Machina and The Cruu). Her interest in research-creation focuses on the knowledge dialogue of artistic experience, literature, and movement from a somatic perspective.