Ph.D., Educational Policy Studies, University of Alberta, 1994
Associate Professor and Coordinator
Adult Education and Community Development Program
Ontario Institute for Studies in Education of the University of Toronto
Ontario Institute for Studies in Education, University of Toronto (OISE/UT)
252 Bloor Street W., office 7-119
Toronto, ON M5S 1V9, Canada
Tel: (416) 978-0812
Fax: (416) 926-4749
Publications and Presentations
Current Research Projects
Short Biographical Note
Daniel Schugurensky was born and raised in Buenos Aires, Argentina, where he attended the Escuela Urquiza in Flores and the Colegio Nacional de Buenos Aires. After finishing high school, he travelled and worked for a year in several countries. Upon his return to Argentina, he began studies at the Escuela Normal Superior Estanislao Zeballos (to become a teacher) and at the Universidad de Buenos Aires (to become an educational researcher), while working part-time. He interrupted those activities in 1978, when he moved to Mexico, where he would live for a decade. During the first two years in Mexico, he worked producing audiovisual materials for elementary and secondary school, and completed a two-year diploma in educational communication and media production at the Instituto Latinoamericano de la Comunicacion Educativa (ILCE-UNESCO). He subsequently completed a bachelor's degree in education at the Universidad Nacional Autónoma de México (UNAM). His bachelor's thesis, supervised by Patricia Ducoing and entitled Educación Básica para Adultos: Análisis de su Situación Actual y Apuntes para su Redefinición, analyzed the mismatch between policy formulation and curriculum implementation in adult education, discussed the factors propelling and inhibiting reform, and proposed a model for a diversified curriculum in adult basic education, with Mexico as a case study.
In Mexico, Schugurensky had the opportunity of working on a variety of educational projects for governmental, non-governmental and international organizations. Among those institutions are the Centro de Estudios Educativos (an educational research center founded by Pablo Latapi, where he had the fortune to learn from talented scholars such as Sylvia Schmelkes and Carlos Muñoz Izquierdo) and CREFAL (Centro Regional para la Educacion Fundamental y la Alfabetizacion en America Latina), a Latin American and Caribbean center for adult education based in Pátzcuaro, Michoacán, that was founded in the early 1950s after the Fourth Unesco Conference. Among other things, he was involved in a project to on alternative education models in small and isolated rural communities, and co-directed a research project to reformulate the curriculum of adult basic education in Mexico (see article in Revista de Educación de Adultos 1, 1985). He also co-authored the book Nezahualpilli: Educación preescolar comunitaria (Centro de Estudios Educativos, 1986), co-edited the book Educación básica para adultos: experiencias y prospectiva en México (CREFAL, 1987), and authored two textbooks on community development: El Problema del Desarrollo (Apuntes del Promotor 1) and Introducción al mundo de la promoción social (Apuntes del Promotor 2), both published in 1987. During that period, Schugurensky also undertook research and teaching in other Latin American countries, including Nicaragua, El Salvador, Argentina and Brazil.
In 1987, Schugurensky moved to Canada, where he pursued a master's degree at the University of Alberta and participated in a comparative study of adult education public policies in Canada, Mexico and Tanzania. His master's thesis, supervised by Carlos A. Torres, was entitled State ideology, public policy and adult education in Canada and Mexico, and included interviews with policy-makers, educators and learners. Immediately after defending the master's thesis, he continued into the Ph.D. Program. His doctoral dissertation, supervised by Raj Pannu, was entitled Global economic restructuring and university change: The case of Universidad de Buenos Aires. The study, based on over 60 in-depth interviews with a variety of university actors (all professors, students and alumni representatives to the University Council, as well as government policy-makers, business leaders, student leaders and university authorities), argued that public universities were experiencing a transition towards a heteronomous model.
In 1995 he moved to Los Angeles, California to work at the University of California at Los Angeles (UCLA), where he held a joint appointment as visiting professor at the Graduate School of Education and Information Studies, and as research associate at the Latin American Center. At UCLA, Schugurensky was involved in a comparative research on the relationships between teachers' unions and the state in six countries.
In 1998 he joined the University of Toronto, where he is associate professor in the Adult Education and Community Development program (located in the Department of Adult Education and Counselling Psychology, at the Ontario Institute for Studies in Education) and associate director of the Centre for Urban and Community Studies. He lives in Toronto with his wife Laurie and their two children, Alejandro and Ana. He enjoys practicing sports (especially football, known in Canada as 'soccer'), gardening, volunteering in a variety of community groups, and of course, raising the children with Laurie!
Professor Schugurensky serves or has served on the executive board of several academic associations, including the Canadian Association for Studies in Adult Education (CASAE), the Red de Investigadores sobre Educacion Superior (RISEU), the Citizenship Education Research Network (CERN), and the International Society of Comparative Adult Education (ISCAE).
Likewise, he serves or has served in the editorial board of several scholarly journals:
He regularly reviews academic manuscripts for these and for other journals. Among them are the following:
He is a founding co-editor of the Interamerican Journal of Education of Democracy/Revista Interamericana de Educación para la Democracia (IJED/RIED), and the editor of the website History of Education: Selected Moments of the Twentieth Century. He is also a member of the Asociación de Profesores Hispano-Canadienses, and a fellow of the Centre for Research on Latin America and the Caribbean (CERLAC).
Professor Schugurensky also served on the Board of Directors of the Centre for Social Justice, on the Advisory Committee of the project Creating Inclusive Community Organizations (Ontario Healthy Communities Coalition), on the Advisory Board of Urbared (an alternative urban social policies network) and on the Advisory panel of the Victoria Park Land Use Planning Study (City of Toronto). During the Canadian summers, he assists regularly with volunteer coaching in the Clairlea-Westview children's soccer league (Scarborough).
Since 2003, he acts as Chair of the Oakridge Community Breakfast/Snack Club, a community organization that provides healthy breakfasts and snacks to children from low income families prior to attending school in the morning. Currently, he serves on the advisory board of the Inter-American Program on Education for Democratic Values and Practices and on the International Advisory Council of the Instituto Paulo Freire. He also participates in the research network ‘Plurality and Diversity in Urban Contexts: Interdisciplinary Study of Democratic Practices and Governance", coordinated by the University of Leuven (Belgium). He has also served as adjudicator for the Social Sciences and Humanities Research Council in 2009 and 2010 (Committee 17) and for the Latin American Studies Association (LASA) conference in 2010.
At OISE/UT, he has served as the departmental representative to CIDEC (Comparative and International Development and Education Centre), as Admissions' Chair for the Graduate Program in Adult Education and Community Development, and as a member of the Adult Literacy Working Group (ALWG) and the Work and Lifelong Learning (WALL) research network. He is also the founder of Lared (Latin American Research, Education and Development), a network of OISE/UT students, faculty and alumni interested in Latin American education and the education of Latin Americans in diaspora, and a founding member of RELAC (Red de Estudios sobre Latinoamericanos en Canadá) and SSEN (Spanish Speaking Education Network).
As part of his work at OISE/UT, Professor Schugurensky has served in the Executive Board of the Transformative Learning Centre (TLC) since 2001. Among other things, he was a member of the organizing committee of the Fourth International Conference on Transformative Learning (November 2001), and served as Chair of the International Conference on Lifelong Citizenship Learning, Participatory Democracy and Social Change (October 2003) and Chair of the international conference Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy (October 2008), all organized by the Transformative Learning Centre. He is also a co-founder of the Toronto Community Development Institute (established in 2007), a member of the Social Economy Centre of the University of Toronto, and a founding member of the coordinating committee of the UT collaborative program in community development. In 2010, he was a member of the organizing committee of Encuentro: A Popular Education Encounter, which took place at OISE/UT.
From 2007 to 2010, Professor Schugurensky serves as Coordinator of the graduate program in Adult Education and Community Development of the Ontario Institute for Studies in Education, University of Toronto (OISE/UT).
His academic interests cover four main areas:
a) adult education theory, research, policy and practice
b) economic globalization, state restructuring and educational change
c) popular education, citizenship learning, participatory democracy, and social movements
d) relationships between educational institutions and communities, with focus on community development
His teaching interests include courses in adult education, sociology of education, education policies and politics, community development, research methods, citizenship learning, participatory democracy, and comparative and international education (with a focus on Latin America). Besides the courses he teaches at the University of Toronto, Professor Schugurensky has been invited as visiting professor to several universities, including the University of California at Los Angeles, the University of British Columbia, the University of Córdoba, the University of Malta, the University do Vale do Rio dos Sinos (UNISINOS), the University of Victoria, and the University of Paris.
Building expertise among Ontario literacy practitioners through literacy research circles
This project aimed at enhancing the research capacity of adult literacy practitioners and learners in Ontario through a collaborative approach between practitioner-based research and academic-based research.
The citizenship education of citizenship educators
This project explored the ways in which civic educators acquire their perspectives, knowledge, skills and attitudes about civics and democracy, and about the teaching of civics and democracy throughout their lives. By looking at different educational experiences - such as primary socialization, secondary schooling, pre-service and in-service teacher training, community involvement, adult education courses or political engagement - this study examined the relationships (often complementary, sometimes contradictory) between formal, nonformal and informal learning of civics and democracy, and their influence on curriculum implementation.
Lifelong citizenship learning, political participation and immigration: The case of Latin Americans in Toronto and Montreal
This project, which explores the civic engagement, political learning and social capital of Latin American immigrants in Toronto and Montreal, is undertaken in collaboration with Dr. Victor Armony (l'Université du Québec à Montréal). The first book on this project, Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada, was published in 2006 and re-printed in 2007.
The informal learning of volunteer workers
This study, which was part of the INE-SSHRC Collaborative Grant "The Changing Nature of Work and Lifelong Learning in the New Economy," focused on the informal learning of volunteer workers. It was conducted in partnership with four community organizations: A Commitment to Training and Employment for Women (ACTEW), the Co-operative Housing Federation of Canada (CHF), the Ontario Healthy Communities Coalition (OHCC), and the Canadian Red Cross (CRC).
The representation of the social economy in high school textbooks
This project examined business education textbooks that were used in Ontario high schools in 2005 to analyze how the social economy (especially non-profit organizations and co-operatives) was portrayed in those books. An additional area of analysis was to what extent innovative reforms in the private sector (such as worker participation and profit sharing) and the role of unions were discussed in the textbooks. This project was a follow-up to a similar study conducted by Quarter et al. in 1995, and provided basis for comparing changes (or lack of thereof) in a 10-year span. The project includes a quantitative assessment of coverage as well as a qualitative one.
Citizenship learning through participatory democracy
This international project, conducted with a team of graduate students, dealt with the connections between citizenship learning, participatory democracy and local governance. The first cases analyzed in this project are the participatory budget of Porto Alegre (Brazil), the Seniors' Task Force of Toronto (Canada), the neighbourhood councils of Montevideo (Uruguay), the neighbourhood assemblies of Rosario, Argentina, the Tenant Participatory System of the Toronto Community Housing Corporation (Toronto) and the participatory budget of Guelph, in Ontario, Canada. This project explored, among other things, the relations between different types of learning (formal, non-formal, and informal) about democracy, the changes in knowledge, skills and values that result from participation in processes of deliberation and decision-making, the potential of participatory democracy for the redistribution of political capital, and the links between civic engagement and public policy.
Four in Ten: Spanish-speaking youth and school dropout in Toronto
This project was undertaken in response to two studies from the Toronto District School Board that found that Spanish-speaking students have one of the lowest levels of academic achievement in elementary school and one of the highest dropout rates (40%) in high school. The project sought a better understanding of the reasons behind this situation and the development of strategies to address it. To gain a more comprehensive perspective on this issue, the project made an open call to the community to discuss this topic, guided by two main questions: a) Why do 40% of Latino/a youth not complete high school in Toronto public schools?, and b) What can be done about it? The project generated public forums, newspaper articles, and perspectives from different groups (students, teachers, parents, researchers, community leaders, etc.). These perspectives are reflected in a book entitled Four in Ten: Spanish-Speaking Youth and Early School Leaving in Toronto (available in English and Spanish) that includes 36 short articles on causes and possible solutions.
Building Inclusive Communities from Within. A Case Study of Toronto’s West-Central Neighbourhoods
This project, coordinated by the Centre for Urban and Community Studies (University of Toronto) and St. Christopher's House, is guided by three main research questions: 1) Can we preserve existing lower-income and socially and ethnically mixed, affordable neighbourhoods in the face of forces that are raising costs (particularly housing costs) and displacing or excluding certain people, businesses, and community services? 2) How can people in urban neighbourhoods successfully shape the development of their environment to create a community that is socially cohesive and inclusive? and 3) What can we learn from recent and emerging community practice about effective action against negative forces and support for positive forces to ensure better outcomes? This project, is part of a SSHRC initiative called CURA (Community-University Research Alliances).
Educational Reforms in Ontario: Views from the Ground
This study explores changes in the last 25 years in Ontario's public education system, and examines the causes and consequences of these changes in a global context. The study, which includes focus groups and interviews with educators and administrators in K-12, adult education and higher education, is a component of a comparative and international project that includes 16 countries and is coordinated by the Paulo Freire Institute of the University of California at Los Angeles (UCLA).
'Four in Ten' Part II: The educational experience of U-30 Spanish-speaking youth
This study is the second stage of a larger project that explores the educational experience of Spanish-speaking youth in Toronto. The first phase of this project provided a better understanding of the different factors that lead the 40% dropout rate of Spanish-speaking youth in Toronto high schools, and increased our knowledge about current and upcoming interventions that address this issue. This second phase explores the challenges faced by Spanish-speaking youth (20-29 years old) who have not completed high school, and will recommend strategies to improve the educational, economic, social and political integration of this population group.
Rochdale V: The educational dimension of the co-operative movement
The co-operative movement is guided by the seven Rochdale principles. According to the fifth Rochdale principle, co-operative education is twofold. On the one hand, co-operatives are expected to provide education and training for their members, elected representatives, managers, and employees so they can contribute effectively to the development of their co-operatives. On the other hand, they are expected to inform the general public - particularly young people and opinion leaders - about the nature and benefits of co-operation. This study explores the accomplishments and challenges of co-operative education in pursuing these two goals.
New social economy initiatives in Latin America: The educational dimension of economies of solidarity
This project aims at exploring the educational dimension of the social economy in Latin America, and extracting lessons that may be useful to other parts of the world. It will start with four settings: a) ‘new co-operatives” (recovered enterprises), b) “pan-communities” (federations of communal councils), c) social property enterprises, and d) universities. In the context of this project, the educational dimension of the social economy includes four aspects. First, formal educational programs about the social economy, with a particular focus on post-secondary programs. Second, capacity building programs (self-organized or carried out by external agencies) whose purpose is to improve the quality of the of social economy organizations in achieving their goals. Third, the informal learning acquired by members of social economy organizations. Fourth, horizontal learning across co-operatives and other social economy organizations. The conceptual framework will be guided by the insights of social movement learning and participatory democracy theories.
Selected Publications and Presentations
Views from the blackboard: Neoliberal educational reforms and the practice of teaching in Ontario, Canada (with Sara Carpenter and Nadya Weber). Globalisation, Societies and Education, forthcoming Vol. 9 (2).
“La mejor forma de desarrollar el cantón es con la participación de la comunidad”: El Presupuesto Participativo de Heredia, Costa Rica, June 2011.
Paulo Freire. Continuum Library of Educational Thought. London: Continuum, 2011.
Notes in the margin: the social economy in Economics and Business textbooks (with Erica McCollum). In Mook, L., J. Quarter and S. Ryan (eds.), Researching the Social Economy. Toronto: University of Toronto Press, 2010.
Examining the developmental impact of youth participation in education governance: the case of student trustees. Journal of Research on Adolescence, August 2010.
The educational dimension of the social economy: four case studies. Presentation at the Annual Conference of the Association for Non-Profit and Social Economy Research (ANSER). Concordia University, Montreal, June 3, 2010.
Two educational paradoxes of Latin Americans in Canada. Presentation at the 40th Conference of the Canadian Association for Latin American and Caribbean Studies (CALACS). Concordia University, Montreal, June 2, 2010.
Informal learning and workplace democracy. Paper presented (with M. Vieta and M. Larrabure) at the XXIX Annual Conference of the Canadian Association for Studies in Adult Education. Concordia University, Montreal, June 1, 2010.
Collaborative space initiatives and social movement learning. Paper presented (with Beth Pinnington) at the XXIX Annual Conference of the Canadian Association for Studies in Adult Education. Concordia University, Montreal, May 31, 2010.
"Internationalization of Higher Education: Three approaches". Presentation at the Opening Panel of the XXIX Annual Conference of the Canadian Association for Studies in Adult Education. Concordia University, Montreal, May 29, 2010.
Participatory Democracy and Learning in New Cooperativism: case studies from Venezuela and Argentina. Paper presented (with Manuel Larrabure and Marcelo Vieta) at the Conference Deepening democracy as a way of life: Challenges for participatory democracy and citizenship learning in the 21st Century. Rosario, Argentina, May 13-16, 2010.
“Build it and we will congregate”: Learning democracy in 10 Carden. Paper presented (with Elizabeth Pinnington) at the Conference Deepening democracy as a way of life: Challenges for participatory democracy and citizenship learning in the 21st Century. Rosario, Argentina, May 13-16, 2010.
Learning citizenship by practicing democracy: international initiatives and perspectives (co-edited with Elizabeth Pinnington). Cambridge Scholarly Press, 2010.
Citizenship learning for and through participatory democracy. In Elizabeth Pinnington and Daniel Schugurensky (eds.), Learning citizenship by practicing democracy: international initiatives and perspectives. Cambridge Scholarly Press, 2010.
Volunteer work and learning: exploring the connections (with Fiona Duguid and Karsten Mundel). In D. Livingstone (ed), Lifelong learning in paid and unpaid work: Survey and case study findings. Sense Publishers, 2010.
Citizenship and immigrant education. In Eva Baker, Penelope Peterson and Barry McGaw (eds.), International Encyclopedia of Education (3rd Edition). Elsevier, 2010.
“I took a lot of stuff for granted”: Participatory budgeting and the Neighbourhood Support Coalition (with Elizabeth Pinnington). Participation & Governance Vol.3, No.1 (Jan.), pp. 24-42, 2010.
Rochdale V in Ontario: from curriculum content in K-12 to the educational initiatives of the co-op movement (with Melissa Fong, Monica Kronfli and Ravi Badri). Paper presented at the Fifth Social Economy Symposium. University of Toronto, April 12-13, 2010.
New social economy initiatives in Latin America (with Manuel Larrabure and Marcelo Vieta). Paper presented at the Fifth Social Economy Symposium. University of Toronto, April 12-13, 2010.
Reflections on 20 years of participatory budgeting. Presentation at the Social Economy Centre Seminar Series. University of Toronto, January 20, 2010.
Eleven considerations on the Social Investment Fund. Presentation at the Social Investment Fund Planning Retreat. Toronto Community Housing, November 7, 2009.
Participatory Budgeting: On change, conversations, community building and healthy democracies. Presentation at plenary session of the Third Conference of the Canadian Community for Dialogue and Deliberation (C2D2). Toronto October 22-25, 2009.
¿Qué dirían hoy los pioneros de Rochdale? Balance crítico del movimiento cooperativo. Keynote Address at the Segundo Encuentro Internacional La economía de los trabajadores: Trabajo y autogestión frente a la crisis global. Universidad de Buenos Aires, Argentina, August 12-15, 2009.
‘Starting from Another Side, the Bottom’: Volunteer Work as a Transition into the Labour Market for Immigrant Professionals (with Bonnie Slade) in Peter Sawchuk and Alison Taylor (eds.), Challenging Transitions in Learning and Work: Reflections on Policy and Practice. Rotterdam: Sense Publishers, pp. 261-282, 2009.
Critical international perspectives on the role of adult and popular education in development. Keynote Address at the Conference Transforming Timor-Leste, organized by the National University of Timor-Leste and the Australian Research Council. Ministry of Foreign Affairs, Dili, Timor-Leste, July 6-7, 2009.
Adult and popular education: Timor-Leste in comparative and international perspective. Paper presented at the conference Understanding Timor-Leste: A Research Conference, organized by the Timor-Leste Studies Association. National University of Timor-Leste, Dili, July 2-3, 2009.
A vinte mil léguas submarinas: Os quatro desafios da aprendizagem informal. Competencia (Revista da Educação Superior de Senac-RS) V.2, N.2, pp. 93-116, 2009.
Action research and university-community relations from Antigonish to CURA: reflections on the Canadian experience. Paper presented at the Panel "Abordagens participativas na educação e na pesquisa: O desafio das desigualdades". XXVIII International Congress of the Latin American Studies Association (LASA). Pontificia Universidade Católica-RJ, June 11-14, 2009.
Educação de adultos no Canadá: Tradiçoes históricas, situação actual e cenários futuros. Aprender Ao Longo Da Vida No. 10. Lisboa, June 2009, pp. 45-50.
Rochdale V: The educational dimension of the co-operative movement (with Melissa Fong, Ravi Badri and Monica Kronfli). Paper presented at the Annual Conference of the Association for Nonprofit and Social Economy Research (ANSER). Carleton University, Ottawa, May 27-29, 2009.
Can municipalities enable adult citizenship learning? The tensions of participatory democracy in local governance (with Behrang Foroughi, Elizabeth Pinnington and Nelson Rosales). Proceedings of the 28th Annual Conference of the Canadian Association for Studies in Adult Education. Carleton University, Ottawa, May 25-27, 2009.
The twin project of widening and deepening democracy. Presented at the panel Doing Democracy: Collectively Striving for Political Literacy and Social Justice. Annual Congress of the Canadian Society for the Study of Education (CSSE), Ottawa, May 23-26, 2009.
Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy (co-edited with Katherine Daly and Krista Lopes). Transformative Learning Centre, University of Toronto, 2009.
Citizen Participation and its Discontents. In Katherine Daly, Daniel Schugurenky and Krista Lopes). Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy.Transformative Learning Centre, University of Toronto, 2009.
Civic Learning and Political Engagement through Participatory Budgeting: The Case of Guelph, Canada (with Elizabeth Pinnington). In Katherine Daly, Daniel Schugurenky and Krista Lopes). Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy.Transformative Learning Centre, University of Toronto, 2009.
Informal learning and everyday life: Continuities, disruptions and challenges. Keynote address at the Conference Apprendre de la vie quotidienne, organized by the Centre de Recherche Interuniversitaire Expérience Ressources Culturelles, Education. Conservatoire National des Arts et Métiers (CNAM). Paris, May 15, 2009.
Globalization and education. An analysis of trends in the last two decades. Presentation at Université de Paris 13. Paris, May 14, 2009.
Réflexions sur l'autonomie et l'heteronomie comme projects. Paper presented at the roundtable L'autonomie comme projet. Colloque International "Les universités au temps de la mondialisation et de la compétition pour l’excellence". Université de Paris 8, Paris, May 13, 2009.
L’apprentissage informel et l’éducation informelle. Presentation at Université de Paris 13. Paris, April 30, 2009.
Rochdale V: The educational dimension of the cooperative movement. Presented at the Social Economy Symposium (with Ravi Badri and Monica Kronfli). University of Toronto, April 24, 2009.
New Social Economy Initiatives in Latin America (Presented at the Social Economy Symposium (with Sarah O’Sullivan, Manuel Larrabure and Marcelo Vieta). University of Toronto, April 24, 2009.
Apprendre en faisant: démocratie participative et éducation à la citoyenneté, in Gilles Brougere et Anne-Lise Ulmann, Apprendre de la vie quotidienne. Collection APPRENDRE, Presses Universitaires de France, 2009, pp. 207-219.
Solidarity and the politics of living together: participatory democracy and social capital in contexts of urban gentrification. Presented at the conference ‘Solidarity and the Politics of Living Together’. Third International Seminar of the Scientific Research Community “Plurality and Diversity in Urban Context: Interdisciplinary Study of Democratic Practices and Governance. Leuven, Belgium, 13-14 March, 2009.
Comunidad latinoamericana y educación primaria: bajos rendimientos, alta satisfacción. Revista Debate, March 11, 2009.
Juventud de habla hispana y educación: expectativas, aspiraciones y profecías autocumplidas. Presentation at the Participation and Inclusion Conference, organized by the Asociación de Profesores Hispano-Canadienses. OISE/University of Toronto, February 7, 2009.
Examining Argentina's 20th century through four generations: Reflections on the film La Familia Lugones. ReelPolitik Film Festival, Munk Institute, University of Toronto, February 7, 2009.
Neoliberalism and education in Latin America: Entrenched problems, emerging alternatives (with Adam Davidson-Harden), in Dave Hill and Ellen Rosskam (eds.), The Developing World and State Education: Neoliberal depredation and egalitarian alternatives. Routledge, 2009, pp. 13-33.
Participatory Budgeting In North America: The Case of Guelph, Canada (with Elizabeth Pinnington and Josh Lerner). Journal of Public Budgeting, Accounting & Financial Management, Issues 2/3, Vol 21, 2009.
Neoliberalism and education in Canada (with Adam Davidson-Harden, Larry Kuehn and Harry Smaller), in Dave Hill (ed.) The rich world and the impoverishment of education. Routledge, 2009, pp. 51-73.
Four in Ten: Spanish-Speaking Youth and Early School Leaving in Toronto, co-edited with Daniela Mantilla and José Francisco Serrano. LARED/Transformative Learning Centre, 2009.
Cuatro de cada diez: Juventud de habla hispana y abandono escolar en Toronto. co-edited with Daniela Mantilla and José Francisco Serrano. LARED/Transformative Learning Centre, 2009.
The Brown Report and the forty percent question. Introductory essay to the book Four in Ten: Spanish-Speaking Youth and Early School Leaving in Toronto, edited by Daniel Schugurensky, Daniela Mantilla and José Francisco Serrano. Toronto: Transformative Learning Centre/LARED, 2009.
El Informe Brown y la pregunta del cuarenta por ciento. Ensayo Introductorio al libro Cuatro de cada diez: Juventud de habla hispana y abandono escolar en Toronto, compilado por Daniel Schugurensky, Daniela Mantilla y José Francisco Serrano. Toronto: Transformative Learning Centre/LARED, 2009.
La experiencia escolar de la juventud latinoamericana en Canadá: Las tres dimensiones del 40%. En Daniel Schugurensky, Daniela Mantilla y José Francisco Serrano (comps.), Cuatro de cada diez: Juventud de habla hispana y abandono escolar en Toronto. Toronto: Transformative Learning Centre/LARED, 2009.
The school experience of Latin American youth in Canada: the three dimensions of the 40%. In En Daniel Schugurensky, Daniela Mantilla y José Francisco Serrano (comps.), Four in Ten: Spanish-Speaking Youth and Early School Leaving in Toronto. Toronto: Transformative Learning Centre/LARED, 2009.
Reflections on the information exchange component of the Interamerican Program on Education for Democratic Values and Practices. Second Meeting of the Advisory Board of the Interamerican Program on Education for Democratic Values and Practices. Antigua, Guatemala, December 5, 2008.
Deep transformation: the role of higher education. Keynote address at the conference 'Critical Pedagogy and Participatory Learning for Social Transformation: The Role of Higher Education'. Monash University, Melbourne, November 26-28, 2008.
Should landed immigrants allowed to vote in municipal elections? Arguments in favour and against. Presentation at the Forum "Municipal voting for permanent residents: is it worth considering?". Canadian Hispanic Congress and Transformative Learning Centre. Toronto, November 20, 2008.
La dimensión educativa de la migración latinoamericana a Canadá. Paper presented at the seminar “Los migrantes de América Latina y el Caribe en Canadá: condiciones y problemáticas en el nuevo milenio”. Universidad Nacional Autónoma de México, Mexico City, November 18, 2008.
Jóvenes inmigrantes y experiencia escolar. Opening remarks at the panel on the educational experience of Spanish-speaking youth in Toronto. Talleres Pedagógicos 2008 de La Asociación de Profesores Hispano-Canadienses (APH-C). November 8, 2008.
Participatory democracy and citizenship education: Six areas for research and practice. Presentation at the conference Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy. Toronto, October 16-18, 2008.
Learning democracy by doing: Participatory budgeting in Guelph, Canada. Presentation (with Elizabeth Pinnington) at the conference Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy. Toronto, October 16-18, 2008.
Learning democracy in housing co-ops. Presentation at the conference Learning Democracy by Doing: Alternative Practices in Citizenship Learning and Participatory Democracy. Toronto, October 16-18, 2008.
Once reflexiones sobre autonomía, responsabilidad social y pertinencia. Panel de conclusiones del Coloquio Internacional 'Filosofías de la universidad y conflicto de racionalidades'. Biblioteca Nacional, Buenos Aires, Argentina, October 6-7, 2008.
Pertinencia e impertinencia: tensiones y conflictos de racionalidades en la universidad pública. Presentation at the panel 'Universidad y democracia: los aniversarios de la Reforma universitaria (1918) y de la revuelta del Mayo de 1968 en el horizonte del siglo XXI". Coloquio Internacional 'Filosofías de la universidad y conflicto de racionalidades'. Biblioteca Nacional, Buenos Aires, Argentina, October 6-7, 2008.
Participatory budgeting as a tool for participatory development and social change: limits and possibilities.Workshop at the Participatory Development Forum. University of Ottawa, September 27, 2008.
Social movements and social change: Stories and reflections. Address at the opening panel of the Participatory Development Forum. University of Ottawa, September 26, 2008.
The Universal Declaration of Human Rights and Education for Democracy (with B. Levinson and R. González). Interamerican Journal of Education for Democracy Vol. 1, No. 2, 2008 (also published in Spanish in the same issue of the journal under the title La Declaración Universal de los Derechos Humanos y la Educación para la Democracia).
"Se abrirán las grandes alamedas": El legado de Salvador Allende y sus implicaciones para el siglo XXI . Lecture at the Forum "Allende, héroe de nuestro tiempo: Jornada de homenaje a su vida, sus luchas y su legado en el centenario de su natalicio", organized by Casa Salvador Allende. Toronto, Saturday, June 21, 2008.
Deepening democracy: The possibilities of participatory budgeting for community engagement. Workshop facilitated with Elizabeth Pinnington at the Conference "Communities in Action". Guelph Civic League, Guelph, Saturday, June 14, 2008.
Public libraries and community development: reflections on challenges and possibilities. Lecture at the Community Outreach Workshop of the Toronto Public Library, Northern District Library, Toronto, June 4, 2008.
Adult education at the crossroads of neoliberalism and democracy (with Sara Carpenter, Bronwen Magrath and Elizabeth Pinnington). Proceedings of the 27th Annual Conference of the Canadian Association for Studies in Adult Education. Vancouver, June 2008.
Comparative and International Education, boy scouts and Dr. Freud: Honouring Joe Farrell after 40 years at OISE. Toronto, April 2008.
Migration in global cities: Political participation of Latin Americans in Toronto and Montreal. Paper presented at the Global Cities panel of the conference ‘Canada and the Americas: Multidisciplinary Perspectives on Transculturality’. Glendon College, York University, April 24-25, 2008.
'Mohammed Kazim Bacchus' (1929-2008). Comparative Education 44:2, 2008.
The twin project of widening and deepening democracy: implications for education. Afterword to the book Doing Democracy: Striving for Political Literacy and Social Justice, edited by Darren E. Lund & Paul R. Carr). Peter Lang, 2008.
Vox Discipuli, Vox Paris. In Guillermo Ruiz and Carlos Mora Ninci (editors and translators), Sociología política de la educación en perspectiva internacional y comparada: las contribuciones de Carlos Alberto Torres. Miño y Davila, 2008.
El impacto de las reformas educativas neoliberales en la práctica de los docentes: El caso de Ontario, Canadá (with Sara Carpenter y Nadya Weber), in Roxana Perazza (ed.) Pensar en lo público: Reflexiones sobre la educación y el estado. Editorial Aique, 2008.
Community based learning and civic engagement: Informal learning among adult volunteers in community organizations (with Karsten Mündel), in Susan Reed and Catherine Marienau (eds.), Linking Adults with Community: Promoting Civic Engagement through Community Based Learning. Special Issue of New Directions in Adult and Continuing Education (Jossey-Bass), No. 118, pp. 40-60, Summer 2008.
Volunteer Work, Informal Learning and the Quest for Sustainable Communities in Canada (with Fiona Duguid and Karsten Mündel). The Canadian Journal for the Study of Adult Education (CJSAE), Spring 2008.
New immigrants, volunteer work and labour market integration: on learning and re-building social capital (with Bonnie Slade), In D. Livingstone, K. Mirchandani, and P. Sawchuk (Eds), The Future of Lifelong Leaning and Work: Critical Perspectives. Netherlands: Sense Publishers, pp. 263-274, 2008.
Reinventing Freire: citizenship education in schools and social movements in Brazil (with Kathy Madjidi), in James Arthur, Ian Davies and Carole Hahn (eds.) Handbook of Education for Citizenship and Democracy. SAGE, pp. 109-123, 2008.
Transformative Citizenship Learning, Civic Engagement and Migratory Experiencies. The Case of Latin American-Canadians. Paper presented at the 52nd Annual Conference of the Comparative and International Education Society. New York City, March 17-21, 2008.
Reflections on editorial challenges. Presentation at the panel “Hemispheric Hodgepodge: The Making of an International Journal for Democratic Citizenship Education”; 52nd Annual Conference of the Comparative and International Education Society. New York City, March 17-21, 2008.
Educational changes in Ontario in the last two decades. Teachers' perspectives. Presentation (with Sara Carpenter and Nadya Weber) at the panel "Globalization, Educational Reform and the Politics of Equity and Inclusion in 17 Countries"; 52nd Annual Conference of the Comparative and International Education Society. New York City, March 17-21, 2008.
The three dimensions of social movement learning. Presentation at the panel "Alternative Pathways to Democracy and Equity in Education: A Social Movement Perspective". 52nd Annual Conference of the Comparative and International Education Society. New York City, March 17-21, 2008.
From sacrificial generation to full citizenship: reflections on the educational dimension of settlement agencies. Invited talk, Mennonite New Life Centre of Toronto. Toronto, March 7, 2008.
On political justice and participatory democracy. Invited lecture, Ryerson University, Toronto, February 25, 2008.
Comunidades diaspóricas, transnacionalismo y aprendizajes transformativos. Paper presented at Mesa 11 (Prácticas transnacionales desde el ámbito político) of the Internacional Conference “Nuevos retos del transnacionalismo en el estudio de las migraciones”. Universidad Autónoma de Barcelona, February 14-15, 2008.
Informal learning through engagement with local democracy: The case of the Seniors' Task Force of Healthy City Toronto (with John P. Myers). In Katherine Church, Nina Bascia and Eric Shragge (Eds.), Learning through Community: Exploring Participatory Practices, pp. 73-96. Springer, 2008.
Bilingüismo, educación e identidad: Apuntes para la reflexión. Apertura de la IV Jornada de Educación de la Asociación de Profesores Hispano-Canadienses. Toronto, February 9, 2008.
Looking back, looking forward: Ten years of participatory budgeting in the city of Guelph, Canada. Keynote address at the Annual General Meeting of the Guelph’s Neighbourhood Support Coalition (NSC).Guelph, Ontario, December 12, 2007.
Citizen Duty No. 6, Education in Activism, and Activism in Education. Presentation at the keynote panel of the conference “Educational activism: social justice in classrooms, schools and communities.” Ontario Institute for Studies in Education, University of Toronto, November 24, 2007.
Does education equalize opportunities? The implications of the TDSB cohort analysis for democracy and meritocracy. Paper prepared for the opening panel of the “Diversity in Education Parents’ Forum” organized by the Ethnocultural Community Network of the Toronto District School Board (ECN-TDSB), Toronto, November 17, 2007.
The representation of the social economy in high school textbooks (with Erica McCollum). Paper presented at the Conference Building and Strengthening Communities: The Social Economy in a Changing World. Centre International de Recherches et d'Information sur l'Economie Publique, Sociale et Coopérative (CIRIEC). Victoria, BC, October 22-25, 2007.
Democratic Citizenship Education: A New Imperative for the Americas (with B. Levinson and R. González). Interamerican Journal of Education for Democracy 1 (1), September 2007.
Textbooks economical with words about co-ops. Op Ed. (with Jack Quarter, Erica McCollum and Laurie Mook). The Toronto Star, September 5, p. AA8, 2007.
Political participation and citizenship learning of Latin American immigrants to Canada. XXVII International Congress of the Latin American Studies Association (LASA). Montreal, Canada, September 5-8, 2007.
La dimensión educativa de la democracia local: el caso del presupuesto participativo (with Josh Lerner). Revista Temas y Debates No. 12, August 2007.
Vingt mille lieues sous les mers: les quatre défis de l’apprentissage informel. Revue Française de Pédagogie No. 160, Juillet-Août, pp. 13-27, 2007.
La Comunidad Latinoamericana en Canada: Algunos Desafios Pendientes (with Jorge Ginieniewicz). Revista Diálogos No.3, Verano 2007. Also published in English as The Latin American Community in Canada: Some Pending Challenges. Diálogos Magazine, No.3, Summer 2007.
Participatory budgeting: Historical overview and lessons for practice. Presentation with Janette Loveys and Josh Lerner at a seminar organized by Compass Kitchener. Victoria Park Pavillion, Kitchener, June 13, 2007.
Learning to Build Sustainable Communities through Volunteer Work in Urban and Rural Settings: Insights from Four Case Studies (with Fiona Duguid and Karsten Mündel). In Laura Servage and Tara Fenwick (eds.). Learning in Community. Proceedings of the Joint International Conference of the Adult Education Research Conference (AERC) and the Canadian Association for the Study of Adult Education (CASAE). Halifax, June 2007.
A lost decade? The social economy in Ontario's high school business and economics textbooks 1995-2005. Paper presented at the Second Annual Symposium of the Southern Ontario’s Social Economy Node. Social Economy Centre, OISE/UT, April 26-27, 2007.
The heteronomous university and the question of social justice: in search of a new social contract. World Studies in Education Vol. 8, No.1, pp. 51-72, 2007.
Book review of Empowering children: children's rights education as a pathway to citizenship, by R. Brian Howe and Katherine Covell, University of Toronto Press, 2005 (with Donna Koller). Professionally Speaking. Published in The Magazine of the Ontario College of Teachers, June 2006, and in Children & Society 21 (3), 232–233, 2007.
Book Review of Exiliados, emigrados y retornados: Chilenos en América y Europa 1973-2004, edited by José del Pozo (RIL Editores, 2006, Santiago de Chile, 211 pp). Published in Canadian Journal of Latin American and Caribbean Studies (CJLACS), Vol. 32, no. 63, pp. 241-244, 2007.
Who Learns What in Participatory Democracy? Participatory Budgeting in Rosario, Argentina (with Josh Lerner). In Ruud van der Veen, Danny Wildemeersch, Janet Youngblood & Victoria Marsick (eds.), Democratic Practices as Learning Opportunities. Rotterdam: Sense Publishers, 2007, pp. 85-100.
Pride, prejudice and Pygmalion. Tensions and contradictions in the lives of Latino youth in Canada. Paper presented at the Second Generation Youth in Canada conference. Citizenship and Immigration Canada (Metropolis Project), Ottawa, March 20, 2007.
Citizenship, belonging and political participation: Latin American-Canadians in Montreal and Toronto. Presentation at the roundtable Emerging Identitites and emerging cultures: Issues in Canadian Latinidad. 9th National Metropolis Conference ("Exploring Canada’s Diversity, Today and Tomorrow"). Toronto, March 1-4, 2007.
"What knowledge is of least worth?” The coverage of co-operatives and non-profits in business and economic textbooks. Public lecture at the panel “The Social What? Learning About the Social Economy in Ontario High Schools,” Social Economy Centre (OISE/UT) Lunchbox Speakers' Series, Toronto, February 21, 2007.
Higher education restructuring in the era of globalization: Toward a heteronomous model? In Robert Arnove and Carlos A. Torres (eds.) Comparative education: The dialectic of the global and the local. Lanham: Rowman & Littlefield, 2007 (third edition).
The twin dynamics of political and economic integration. Talk at the Forum “Exercising Professional and Civic Rights for the Hispanic community”. Toronto, February 19, 2007.
The learning society in Canada and the US. In Michael Kuhn (ed.), New Society Models for a New Millennium. The learning society in Europe and beyond. New York: Peter Lang, pp. 295-334, 2007.
Caminos cruzados: el logro educativo de la comunidad hispana en Toronto. Presentation at the Conference ‘Eliminando barreras educativas”. Asociación de profesores hispano-canadienses. Toronto, Saturday February 10, 2007.
Aprendizajes y cambios a través de la democracia participativa (Learning and change through participatory democracy). Keynote address at the seminar of the Program of Transformative Practices and Human Development of the Centro Internacional Miranda. Caracas, Venezuela, January 30, 2007.
Case study on liberalization of schooling and other educational services in Latin America (with Adam Davidson-Harden). Paper specially commissioned for the chapter 'Education services liberalization' (by Dave Hill) in Ellen Rosskam (ed.), Winners or Losers? Liberalizing Public Services. Geneva: International Labour Office, 2006.
Gentrification Dynamics and Inclusive Communities in South West Toronto. A Report on the Volunteer Engagement Forum (with Gisela Vanzaghi and Melodie Chan). Centre for Urban and Community Studies, University of Toronto and St. Christopher House, 2006.
La educación informal de los inmigrantes latinoamericanos en Canadá: Una mirada a los aprendizajes cívicos y políticos (with J. Ginieniewicz). In S. Llomovate & J. Naidorf (Eds.), Perspectivas críticas desde el siglo XXI sobre la educación en Argentina y Canadá (pp. 335-358). Buenos Aires: Gráfica-G.Press, 2006.
Adult Education in Canada: Historical traditions, current situation and future scenarios. Papers D'educació de Persones Adultes 51/52, pp. 9-13. Barcelona: AEPA, Fall 2006.
"Pedagogy of the planet: Lifelong learning and education for sustainable development." Keynote lecture at the European Congress on the United Nations Decade of Education for Sustainable Development. Parliament of Thuringia, Germany, November 7, 2006.
Citizenship learning and value changes of Latin American immigrants in Toronto and Montreal (with Jorge Ginieniewicz and Gisela Vanzaghi). Paper presented at the Conference of the Canadian Association for Latin American and Canadian Studies (CALACS), University of Calgary, Alberta. September 27-30, 2006.
Citizenship Learning and Participatory Democracy: Lessons from Three South American Cities." Invited lecture, Indiana University, Bloomington campus, September 18, 2006.
Deserción escolar en la comunidad latina de Toronto: causas, consecuencias y estrategias de intervención. Paper presented at the First Conference of the Spanish Speaking Education Network. Seneca College, Toronto, September 24, 2006.
Education, political integration and Latin American immigrants: A look at Canada” (with Jorge Ginieniewicz). Paper presented at the International Conference “Educating for Migrant Integration, Integrating Migration into Education: European and North American Comparisons,” organized by the Centre for European, Russian, and Eurasian Studies (CERES), University of Toronto, the Georg Eckert Institute for International Textbook Research, Braunschweig, Germany, and the Network Migration in Europe. Munk Institute, September 21-24, 2006.
A Conceptual Framework for Citizenship Education. Paper presented at the Second Meeting of the Advisory Board for the Inter-American Program on Education for Democratic Values and Practices. Mexico City, July 5-7, 2006.
Youth participation in democratic spaces: the case of student trustees (with Donna Koller). Paper presented at the International Conference Childhood and youth: choice and participation, University of Sheffield, UK, July 2006.
Unpaid Work, Informal Learning and Volunteer Cultures (with Fiona Duguid and Bonnie Slade). Paper Presented at the 36th Annual Conference of SCUTREA (Standing Council on University Teaching and Research in the Education of Adults) July 2006.
Book review of Rebalancing the social and economic: Learning, partnership and place, by Chris Duke, Mike Osborne and Bruce Wilson (eds). Convergence 39 (1), pp. 103-105, 2006.
Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada (co-editor with Jorge Ginieniewicz). Toronto: Transformative Learning Centre, 2006.
The Latin American migration to Canada: eight outlooks (with Jorge Ginieniewicz). In D. Schugurensky and J. Ginieniewicz (eds.), Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada". Transformative Learning Centre, 2006.
Immigration, citizenship, and politics: the ‘moment of the click’ . In D. Schugurensky and J. Ginieniewicz (eds.). Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada". Transformative Learning Centre, 2006.
Generation 1.5, identity and politics: a conversation with Chilean-Canadian women (with Jorge Ginieniewicz). In D. Schugurensky and J. Ginieniewicz (eds.), Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada". Transformative Learning Centre, 2006.
Generation 1.5, identity and politics: a conversation with Salvadorean-Canadian men (with Jorge Ginieniewicz). In D. Schugurensky and J. Ginieniewicz (eds.), Ruptures, continuities and re-learning: The political participation of Latin Americans in Canada". Transformative Learning Centre, 2006.
Learning from each other: housing cooperative members' acquisition of skills, knowledge, attitudes and values (with Karsten Mundel and Fiona Duguid). Cooperative Housing Journal, pp. 2-15, Fall 2006. (This article received the Author of the Year Award by the National Association of Housing Cooperatives).
"The difficult task of learning democratic practices through partisan politics in times of plutocracies." Preface to the book Learning Democratic Practices: Political Parties, Media, and American Political Development, by Janet Youngblood. Cambridge Scholars Press, 2006.
Strategies to Elicit Informal Learning and Tacit Knowledge: Reflections from Practice. Paper published in the proceedings of the Conference ‘Rethinking work and learning: Research findings and policy challenges'. Research Network on Work and Lifelong Learning (WALL), and Ontario Institute for Studies in Education (OISE/UT), Toronto, June 2006.
Who learns what in participatory democracy? (with Josh Lerner). Paper presented at the annual conference of the Citizenship Education Research Network (CERN). York University, June 2006.
The Social What? The Portrayal of the Social Economy in High School Business Textbooks (with Erica McCollum). Paper presented at the Annual Conference of the Canadian Association for Studies in Cooperation. York University, May 29-31, 2006.
Educational Reforms in Ontario: Views from the ground (with Nadya Weber). Paper presented at the annual conference of the Comparative and International Educacion Society of Canada (CIESC). York University, May 2006.
Volunteer work and learning: Comparing cases. Paper presented at the annual conference of the Sociology of Education Network (SOCINET). York University, May 2006.
Adult citizenship education: An overview of the field. In Tara Fenwick, Tom Nesbit and Bruce Spencer (eds.), Contexts of adult education: Canadian perspectives. Toronto: Thompson Educational Publishing, Inc., pp. 68-80, 2006.
Significant yet unrecognized: The informal learning of volunteers in two settings (with Fiona Duguid and Bonnie Slade). In Leona English and Janet Groen (eds.), Proceedings of the 25th Annual Conference of the Canadian Association for the Study of Adult Education. Toronto: CASAE, pp. 61-66, 2006.
Synchretic discourses, hegemony building and educational reform. In Tom Clayton (ed.), Rethinking Hegemony. Albert Park, Australia: James Nicholas Publishers, 2006, pp. 23-43 (revised version of article published in Education and Society, 18:2, 2000).
"Participatory and democratic structures for local decision-making". Co-presentation (with Corvin Russell, Catalyst Centre) at the Toronto Forum on Community Agencies and Community Development. Toronto Neighbourhood Centres/YMCA, February 20, 2006.
The political economy of higher education in the time of global markets: whither the social responsibility of the university? In Robert A. Rhoads and Carlos A. Torres (eds.), The University, State and Market: The Political Economy of Globalization in the Americas. Stanford University Press: California, pp. 301-320, 2006.
"This is our school of citizenship." Informal learning in local democracy. In Z. Bekerman, N. Burbules and D. Silberman (eds.), Learning in Hidden Places: The Informal Education Reader. Peter Lang: New York, 2006.
Book review of 'Howard Zinn on Democratic Education', by Howard Zinn with Donaldo Macedo. Boulder, CO: Paradigm Publishers, 2005. International Journal of Citizenship and Teacher Education, Vol 1 Number 2, pp. 99-100. December 2005.
Aprendizajes informales en cooperativas de vivienda. Trabajo presentado en el seminario 'Educación y cooperativismo: la experiencia de las cooperativas de vivienda en Canadá, Uruguay y Argentina. Facultad de Filosofía y Letras de la Universidad de Buenos Aires y Centro Cultural de la Cooperación Floreal Gorini, December 15, 2005.
Working within the university to promote socially just educational activism. Presentation at the conference "Teacher activism: social justice in classrooms, schools and communities. OISE/University of Toronto, December 3, 2005.
Democratic spaces as learning opportunities; learning spaces as democratic opportunities. Keynote address at the conference 'Democratic Practices as Learning Opportunities: Comparing International Experiences & Understandings'. Teachers College, Columbia University, November 4-5, 2005.
Learning Citizenship and Democracy Through Participatory Budgeting: The Case of Rosario, Argentina (with Josh Lerner). Paper presented at the conference 'Democratic Practices as Learning Opportunities'. Teacher's College, Columbia University, Nov. 4-5, 2005.
Educational changes in Ontario, Canada, 1980-2005 (with Adam Davidon-Harden and Nadya Weber). Paper presented at the conference 'Globalization and Educational Reform'. Seoul National University, Korea, October 2005.
'From Brazil to Canada: Participatory budgeting and Legislative Theatre travel north' (with Nadya Weber). Presentation For Session 6 (“A vibrant public realm: engagement, participation and community”) at the Conference “Building public spaces that work: a Canada-Brazil dialogue devoted to enhancing the public realm”. Toronto, October 2005.
The political participation and civic engagement of Latin American immigrants: the cases of Toronto and Montreal (with Gisela Vanzaghi and Jorge Ginieniewicz). Paper presented at the Luncheon Series of the Latin American Studies Program at the University of Toronto. Munk Institute, University of Toronto, October 2005.
Three dimensions of educational democratization: The Citizen School project of Porto Alegre (with Jose Clovis). Our Schools/Our Selves 15(1-81), pp. 41-58, 2005.
Citizenship and citizenship education: Canada in international context. Discussion paper posted on the Citizenship Learning and Participatory Democracy Website. OISE/UT, 2005.
Aprendizado para a ciudadania e engajamento democrático: o capital político revisitado. In Danilo R. Streck, Edla Eggert & Emil A. Sobottka, Dizer a sua palavra: Educação Cidadã Pesquisa Participante Orçamento Público. Pelotas, RS: Seixa, 2005, 141-158. [Translation of Citizenship learning and democratic engagement: Political capital revisited]
Informal Learning and Volunteer Work: Insights from Three Case Studies (with Karsten Mundel). Proceedings of the Annual Conference of the Working and Lifelong Learning Research Network, 202-208. Centre for the Study of Education and Work: Toronto, June 2005.
Multiculturalism policies, citizenship learning and political participation of immigrants: The case of Latin Americans in Toronto and Montreal (with Jorge Ginieniewicz & Gisela Vanzaghi). Paper presented at the 6th Forum of the Citizenship Education Research Network (CERN), London, Ontario, May 28th-30th, 2005.
Can Volunteer Work Help me Get a Job in my Field?On Learning, Immigration and Labour Markets" (with B. Slade and Y. Luo). Proceedings of the Lifelong Learning & Work Conference, Toronto, June 2005. Available online <http://www.wallnetwork.ca/inequity/LL&W2005/SchugurenskyPaper.pdf>
Seeking ‘Canadian Experience’: The informal learning of new immigrants as volunteer workers (with B. Slade and Y. Luo) Proceedings of the Annual Conference of the Canadian Association for Studies in Adult Education (CASAE), 229-235. London, Ontario, May 2005.
Volunteers’ informal learning in community-based organizations: On individual experience and collective reflection (with K. Mundel). Proceedings of the Annual Conference of the Canadian Association for Studies in Adult Education (CASAE). London, Ontario. London, Ontario, May 2005.
Educacion ciudadana: Desafios para la investigacion. Keynote address delivered at the II Encuentro Nacional de Investigacion Educativa, Tlaxcala, Mexico, May 18-20, 2005.
Volunteer work and learning: Hidden dimensions of labour force training (with K. Mündel). In Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood & David Livingstone (eds), International Handbook of Educational Policy. Dordrecht: Springer, pp. 997-1022, 2005.
The GATS and Trade in Educational Services: Issues for Canada in the Pan-American Context (with A. Davidson-Harden), in J. Zajda (ed.), International Handbook on Globalization, Education and Policy Research: Global Pedagogies and Policies. Dordrecht: Springer, pp. 457-479, 2005.
The ‘accidental learning’ of volunteers: The case of community-based organizations in Ontario (with K. Mundel). In Klaus Künzel (ed) International Yearbook of Adult Education 31/32. Cologne: Böhlau-Verlag. International Yearbook of Adult Education, pp. 183-206, 2005.
Around the World in Eighty Years: From the World Education Fellowship (Calais, 1921) to the World Education Forum (Porto Alegre, 2001). Paper presented at the Annual Conference of the American Educational Research Association (AERA), Montreal, April 11-15, 2005.
Building Expertise Among Ontario Literacy Practitioners Through Literacy Research Circles. Technical Report submitted to the National Literacy Secretariat for Activities Undertaken during the period 2001-2004. NLS File Number: 3848-001/O05. OISE/University of Toronto, March 2005.
Building research capacities in adult literacy: Bridging the gap between university researchers and practitioners (with Tom Nesbit and Darlene Clover). Inquiry: Critical Thinking Across Disciplines 23 (1-2), pp. 21-30. Fall 2003/Winter 2004.
Parceria universidade-empresa e mudanças na cultura acadêmica: Análise comparativa dos casos da Argentina e Canadá (with Judith Naidorf). Educação & Sociedade: Revista de Ciência da Educação 25 (88), 997-1022, 2004. [University-industry partnerships and changes in academic culture: A comparative analysis of Argentina and Canada]
Ten Reasons to Support Participatory Budgeting. Paper Presented at the Symposium 'Civic Engagement and Local Democracy', organized by the Toronto Community Housing and the Transformative Learning Centre (OISE/UT), November 26-28, 2004.
The political economy of higher education in the time of global markets: whither the social responsibility of the university? Paper presented at the XII World Congress of Comparative and International Education. La Habana, Cuba, October, 2004.
Latin American immigrants talk: Political participation and civic engagement pre and post migration. Paper presented (with research team members Martha Barriga, Gisela Vanzaghi and Jorge Ginieniewicz) at the annual conference of the Canadian Association for Latin American and Caribbean Studies (CALACS). Guelph University, October, 2004.
The Political Economy of Higher Education in the Era of Neoliberal Globalization: Latin America in Comparative Perspective (with Carlos A. Torres), in María J. Canino and Silvio Torres-Saillant (Eds), The Challenges of Public Higher Education in the Hispanic Caribbean, 21-46. Markus Wiener Publishers: Princeton, 2004.
Citizenship learning and political participation: The experience of Latin American immigrants in Canada (with V. Armony and M. Barriga). Canadian Journal of Latin American and Canadian Studies 29 (57-58), 17-38, 2004.
Learning democracy through self-governance: The case of housing co-operatives (with K. Mündel and F. Duguid). Proceedings of the XXIII Conference of the Canadian Association for Studies in Adult Education (CASAE) and Adult Education Research Conference (AERC), May 2004, University of Victoria.
Participatory budget: A tool for democratizing democracy. Talk given at the meeting “Some Assembly Required: Participatory Budgeting in Canada and Abroad,” Toronto Metro Hall, April 29, 2004.
Autonomia, heteronomia, y los dilemas de la educación superior en la transicion al siglo 21: El caso de Canada. In Roberto Rodríguez (editor), Reformas en los sistemas nacionales de educación superior, Serie Universidad Contemporánea, Coruña: Netbiblo-RISEU, 2002, 109-148. Reprinted in Centro Cultural Canada 20, pp. 8-29, 2004.
The Tango of Citizenship Learning and Participatory Democracy. In K. Mundel and D. Schugurensky (eds.) Lifelong Citizenship Learning, Participatory Democracy and Social Change. Transformative Learning Centre, OISE/UT, pp. 326-334, 2004.
Three theses on citizenship learning and participatory democracy. Introduction to The Lifelong Citizenship Learning Website. OISE/UT, 2003.
Citizenship education: Theory, research and practice. Guest editor (with John P. Myers) of a special issue of the journal Encounters on Education 4, 2003.
Introduction: Citizenship education: Theory, research and practice (with John P. Myers). In Encounters on Education 4, pp. 1-9, 2003.
Learning to teach citizenship: A lifelong learning approach (with John P. Myers). In Encounters on Education 4, pp. 145-166, 2003.
From Cordoba to Washington: WTO/GATS and Latin American education (with Adam Davidson-Harden). Globalisation, Societies and Education 1 (3), 321-357, November 2003.
Two decades of neoliberalism in Latin America: Implications for adult education. In Stephen J. Ball, Gustavo E. Fischman, and Silvina Gvirtz (eds.), Crisis and hope: The educational hopscotch of Latin America. New York and London: Routledge Falmer, pp. 45-65, 2003.
Prologue to the Catalan Edition of the book The Nature of Transformation: Environmental Adult and Popular Education, by Darlene Clover, Shirley Follen and Budd Hall. Edicions del Centre de Recursos I Educació Continua: Valencia, 2003.
Higher education restructuring in the era of globalization: Toward a heteronomous model? In Robert Arnove and Carlos A. Torres (eds.) Comparative education: The dialectic of the global and the local. Lanham: Rowman & Littlefield, 2003 (second edition).
A framework to explore lifelong learning: The case of the civic education of civics teachers (with John P. Myers). International Journal of Lifelong Education 22 (4), 352-379, 2003.
Can participatory budgeting work in Vancouver? Lessons from other cities. Presented at Vancouver City Hall. June 3, 2004.
Civic participation: On active citizenship, social capital and public policy. Canadian Diversity 2 (1), 10-12, Spring 2003.
Learning societies and the question of democracy: Pedagogy of engagement. In Patricia Cranton (ed.), CASAE-ACEEA Annual Conference Proceedings 2003, 180-186, May 2003.
University-industry partnerships and changes in academic culture: A comparative analysis of Argentina and Canada (with Judith Naidorf). Paper presented at the international colloquium, Transformation of Academic Culture: Capital Accumulation and International Competitiveness, Congress of the Humanities and Social Sciences, Dalhousie University, Halifax, Nova Scotia, May 29, 2003.
Engaging citizens as partners through democratic deliberation: accomplishments and challenges. Paper presented at Roundtable 3 (Citizen's Agenda: Shaping Public Policy) of the Hemispheric Civil Society Conference. McGill University, Montreal, February 19-21, 2003.
Examining the prospects of Lula's government: Possibilities and challenges. Paper presented at CERLAC, York University, Roundtable on Brazil, January 14, 2003.
On the relationship between political parties and social movements. The case of Brazil. Paper presented at Toronto Social Forum. Ryerson University, Toronto, January 11, 2003.
Humanities for the Adult Poor: The Clemente Course. In Learning Curves Vol. 4. Part I was published in Issue 7 (Nov. 2002), and Part II in Issue 8 (Dec. 2002). Toronto.
Porto Alegre, Canada? Daniel Schugurensky on the Participatory Budget of Porto Alegre and its lessons to Canada. Interview by Angie Gallop (www.rabble.ca). Toronto, 2002.
Adult Basic Education in the post-Dakar era: On commitments, realities and strategies. Paper presented at the International Conference on Adult Basic and Literacy Education (ABLE) in the Southern African Development Community (SADC). University of Natal, South Africa, December 3-5, 2002.
Active citizenship and participatory democracy: the cases of Porto Alegre and Montevideo. Paper presented at the Conference of the Canadian Association for Latin American and Caribbean Studies (CALACS). Universite du Quebec a Montreal. October 24-26, 2002.
Paulo Freire in Canada. Paper presented at the Third International Paulo Freire Forum, University of California at Los Angeles, September 19, 2002.
Citizenship Learning, Social Engagement and Participatory Democracy: An International Study of Three Settings. paper presented at the Third Forum of the Citizenship Education Research Network (CERN). University of Toronto, May 29, 2002.
The Civic Learning of Civics Teachers: Towards an Understanding of Multiple Pedagogical Spaces in the Development of Active and Informed Citizens. Paper presented with John P. Myers at the Annual Meeting of the American Education Research Association (AERA), New Orleans, April 1-5, 2002.
Os Desafios da Educação de Jovens e Adultos na Construção de Solidariedade no Contexto Neoliberal. Presentation at the Circulo de Cultura de Educação de Jovens e Adultos do Instituto Paulo Freire. World Social Forum, Porto Alegre, Feb. 4, 2002.
The Eight Curricula of Multicultural Citizenship Education. Multicultural Education 10 (1), 2-6, 2002.
La contribución de Freire a la educación: Una perspectiva histórica. Uni-pluri/versidad 2 (1), 10-11, 2002.
The political economy of higher education in the era of neoliberal globalization: Latin America in comparative perspective (with Carlos A. Torres). Higher Education 43 (4), 429-445, 2002.
Transformative learning and transformative politics: The pedagogical dimension of participatory democracy. In Edmund O'Sullivan, Amish Morrell and Mary Ann O'Connor (Eds.), Expanding the boundaries of transformative learning: Essays on theory and praxis. New York: Palgrave, 2002, 59-76.
"Que se vayan todos": Ten days that shook Argentina. Paper presented in the panel on Neoliberalism and the Crisis of Argentina. Centre for Social Justice, Toronto, January 11, 2002.
Update on the Toronto Adult Student Association: Interview with Sue Nielson, Executive Director. Learning Curves 4 (6), 4-5, 2002.
Building adult literacy research capacity in Ontario: A university/community approach (with Darlene Clover and Denise Wilson). Preliminary report of a consultation process for the Ministry of Training, Colleges and University of Ontario, October 2001.
Cinderella and the search for the missing shoe: Latin American adult education policy and practice during the 1990s. (With John P. Myers.) Journal of Educational Policy, 16 (6), 527-546, 2001.
Book review of The Political Economy of Adult Education and Development by Frank Youngman (2000). London: NIACE/Zed Books, 270 pp. Adult Education Quarterly, 51 (4), 342-344, 2001.
Informal political learning through local governance: A comparative analysis of urban participatory democracy in Canada and Brazil (with John P. Myers). Paper presented at the Comparative International Education Society conference, Washington D.C. (March 14-17, 2001).
The enlightenment-engagement dilemma and the development of the active citizen: Lessons from the Citizens' Forum and the Participatory Budget. Proceedings of the 20th anniversary conference of the Canadian Association for Studies in Adult Education (CASAE) (May 2001).
Grassroots democracy: the Participatory Budget of Porto Alegre. Canadian Dimension, 35 (1), pp. 30-32. Jan/Feb 2001.
Urbared: fortalezas y desafios de una nueva comunidad. En 'La crisis del pensamiento ante la crisis'. Debate No. 1 de Urbared. January. http://www.urbared.ungs.edu.ar/debates_invitacion.php?expID=12, 2001.
Personal experiences and collective memory: reflections on the coup d'etat of March 14, 1976 in Argentina. Opening remarks at the Symposium "The 25th anniversary of the coup d'etat in Argentina: Reflections from Canada". March 23, 2001. Munk Centre for International Studies, University of Toronto.
The forms of informal learning: Towards a conceptualization of the field. NALL working paper #19-2000.
Book review of Sociologia de la Educacion. Una aproximacion critica a las corrientes contemporaneas, by Xavier Bonal. Paidos, Barcelona, 1998. Published in Mediterranean Journal of Educational Studies, Vol. (2), pp. 135-138, 2000.
Book review of Itinerarios por la educacion latinoamericana. Cuaderno de viajes, by Rosa Maria Torres (2000). Buenos Aires: Editorial Paidos y Convenio Andres Bello, 366 pp. In Nueva Sociedad 170, Nov/Dec 2000, 239-243. (An abbreviated version of this review also appears in Educacion 2001, 65, Oct 2000, pp. 62-3).
Adult education and social transformation: On Gramsci, Freire and the challenge of comparing comparisons. (Essay Review), Comparative Education Review 44(4), 2000, pp. 515-522.
Towards a pedagogy of praxis: citizenship education and participatory democracy. Journal of Curriculum Theorizing, 16 (3), 125-155, 2000.
Synchretic discourses, hegemony building and educational reform. Education and Society, 18 (2), pp. 75-94, 2000.
Citizenship learning and democratic engagement: Political capital revisited. Proceedings of the 41st Annual Adult Education Research Conference, June 2-4, Vancouver: AERC, 417-422, 2000.
Civil Society in Ibero-America and the need for a new social contract. Convergence, 33 (1-2), 150-152, 2000.
Educacion de adultos, emancipacion y subjetividad a fin de siglo: algunos desafios para una pedagogia emancipadora. Revista Dialogos (Barcelona), 19-20: March, 47-57, 2000.
From Barcelona to Vancouver: Towards a Global University-Popular Education Network. Paper submitted to the Forum 'Popular education and the university: Encounters, missed encounters and oblivion'. Post-conference session of the 41st Annual Adult Education Research Conference, University of British Columbia, Vancouver, Canada, 2000.
Book review of Popular education and social movements in Scotland Today, NIACE: Leicester, Scotland, 312 pp. by Jim Crowther, Ian Martin and Mae Shaw (1999). In Convergence 32 (1-4), 124-126, 1999.
Book review of The Globalization of Poverty: Impacts of IMF and World Bank Reforms. London, New Jersey & Penang: Zed Books and Third World Network (280 pp.) by Michel Chossudovsky (1997). In Mediterranean Journal of Educational Studies 4 (2), 259-261, 1999.
El rol de los sindicatos docentes, el Estado y la sociedad en la reforma educativa (with Carlos A. Torres). In Propuesta Educativa V.1, No.21, December 1999, pp. 25-33.
Globalizacao, democracia participativa e educacao cidada: o cruzamento da pedagogia e da politica publica. In Luiz Heron da Silva (ed.) Qual conhecimento? Qual curriculo? Petropolis, Brazil: Editora Vozes, 1999, pp. 180-193.
Quo vadis universidad publica? Tendencias globales y el caso argentino. In H. Casanova & Roberto Rodriguez (Eds.) Universidad Contemporanea II. Politica y Gobierno. Mexico: UNAM, 1999.
Building Citizenship through Civil Society-State Alliances: Adult Learning and the Politics of Participatory Democracy. Proceedings of the 19th conference of the Canadian Association for Studies in Adult Education (CASAE), Sherbrooke, Quebec, 1999.
La reestructuracion de la educacion superior en la era de la globalizacion. Hacia un modelo heteronomo? In Armando Alcantara et al. (Eds.) Educacion, democracia y desarrollo en el fin de siglo. Mexico, Siglo XXI, 1998.
The legacy of Paulo Freire: a critical review of his contributions. In Convergence - International Journal of Adult Education, Vol. 31, Nos. 1 & 2, 1998.
Forward to the past? Globalization, neoliberalism and adult education. In Questions de formation/Issues in Adult Education, Vol. 8, No. 15, 1997, pp. 23-52. (Reprinted in: ABET Journal: A South African Journal of Adult Basic Education & Training, 2, 1997.)
Globalización, neoliberalismo y educación superior (with C.A. Torres). Revista Chilena de Humanidades No. 17, 1997, pp. 33-42.
Book Review of Educación Peruana: el futuro posible, by Teresa Tovar. Convergence 30 (4), 1997.
Book Review of Economía de la Educación, edited by Esteve Oroval Planas. Mediterranean Journal of Education 2 (2), 1997.
Book review of Educación e ideología: constitución de una categoría de intermediarios en la comunicación interétnica. El caso de los maestros bilingües tarascos (1964-1982), by María E. Vargas. Hispanic American Historical Review 77 (1), 1997.
From aid to trade: new trends in international education (with Kathy Higgins). In Rosalind Latiner Raby and Norma Tarrow (eds.): Dimensions of the Community College: International, Intercultural and Multicultural Perspectives. New York: Garland Publishing Inc., 1996, pp. 53-78.
A political economy of adult education in comparative perspective: Canada, Mexico and Tanzania (with Carlos Torres). In Frank Youngman and Paul Wangoola (eds.) Towards a transformative political economy of adult education. Northern Illinois University, 1996.
University Restructuring in Argentina: The Political Debate. In Carlos Alberto Torres and Adriana Puiggros (eds.) Latin American Education: Comparative Perspectives. Westview Press, 1996.
Paulo Freire: From Pedagogy of the Oppressed to Pedagogy of Hope. Paper submitted to the symposium on adult education for personal and collective empowerment: Freirean pedagogical approaches. Adult Education Research Conference (AERC), Tampa, 1996.
Chartering New Waters: The Klein Revolution and the Privatization of Education in Alberta (with Susan Robertson, Victor Soucek and Raj Pannu).. Our Schools/ Our Selves, 7 (2), 1995.
A therapeutic model of adult education in Canada. Skills and academic upgrading programs in the province of Alberta. (with Carlos A. Torres). International Journal of Lifelong Education, 14 (2), 1995.
From the autonomous to the reactive university: Global restructuring and the re-forming of higher education (with Raj Pannu and Donovan Plumb). In Lorna Erwin and David MacLennan (eds.), Sociology of Education in Canada: Critical perspectives on theory, research and practice. Toronto: Copp Clark Lipman, 1994.
Adult education and political education: lessons from comparative, cross-national research in Cuba, Mexico, Nicaragua and Tanzania (with Carlos A. Torres). In Bernhard Claußen (ed.), Aspects of Globalization and Internationalization of Political Education. Krämer, Hamburg, 1994.
The politics of adult education in comparative perspective: Models, rationalities and adult education policy implementation in Canada, Mexico and Tanzania (with Carlos A. Torres). Comparative Education 30 (2), 1994.
A political economy of adult education in comparative perspective: A critique of mainstream education models in Canada, Mexico and Tanzania (with Carlos A. Torres). Canadian Journal for the Study of Adult Education 7 (1), 1993.
Adult education in the 1990s. In Metka Svetina and Zoran Jelenk (eds.), Rethinking adult education for development. Ljubjana: Slovene Adult Education Center, Republike Slovenije, 1993.
Educación básica para adultos: análisis de la situación actual y apuntes para su redefinición. Una perspectiva latinoamericana a partir del caso de México. In Araceli Mingo and Sylvia Schmelkes (eds), Lecturas sobre Educación de Adultos en América Latina (Antología), Mexico: Centro de Estudios sobre la Universidad (CESU), UNAM, 1992.
The possibilities and limits of non-formal education in capitalist and non-capitalist developing countries. In Katherine Therrien and Nick Kach (eds.), Educus Wrecks: Proceedings of the Tri-Universities Educational Foundations conference, Edmonton, Alberta, 1992, pp. 30-51.
Integration of minority groups in Latin America. Race, class and educational policies, in I. Alladin and K. Bacchus (eds), State, politics and education in multicultural societies. Boston: Ginn Press, 1991.
University restructuring in Latin America: The case of the Universidad de Buenos Aires. Paper presented at the Faculty of Education Research Conference. University of Alberta, Edmonton, Canada, January 29, 1991.
On knowledge, power and democratic education. Presentation at the Roundtable on the book "Official knowledge: democratic education in a conservative age", by Michael Apple. Faculty of Education Research Conference. University of Alberta, Edmonton, Canada, January 29, 1991.
Adult education and the transition to socialism (with Carlos A. Torres). In C. A. Torres, The Politics of Non-Formal Education in Latin America. New York: Praeger, 1990.
Food and Environment. Educational toolkit for secondary school students. World Food Day Committee. Alberta, Canada, 1990.
Main educational events in Latin America during 1989 (with C. A. Torres). Comparative Education Review 34 (2), 1990.
Educational foundations and undergraduate education. A survey on undergraduate views, opinions and expectations in the Faculty of Education (with C. A. Torres and M.K Bacchus). University of Alberta, 1989.
El Problema del Desarrollo. Apuntes del Promotor 1. México: Centro Regional de Educación de Adultos y Alfabetización Funcional para América Latina (CREFAL)-UNESCO-Oficina Regional para América Latina y el Caribe (OREALC), 1989.
Introducción al mundo de la promoción social. Apuntes del Promotor 2. México: Centro Regional de Educación de Adultos y Alfabetización Funcional para América Latina (CREFAL)-UNESCO-Oficina Regional para América Latina y el Caribe (OREALC), 1989.
Canadian aid to developing countries: A nine-point guide. Position paper. Conference on foreign aid. University of Alberta, 1988.
Adult education as political education: lessons from comparative, cross-national research in Latin America and the Caribbean. Paper presented (with C.A. Torres) at the Fourteenth World Congress of International Political Science Association. Washington, DC, August 28-September 1, 1988.
Las experiencias innovadoras y la educación básica para adultos: ¿Anticipación de un futuro posible? In C. Picón and D. Schugurensky (eds.), Educación Básica para Adultos: Experiencias y Prospectiva en México. Patzcuaro: Centro Regional de Educacion de Adultos y Alfabetizacion Funcional para America Latina (CREFAL), 1987.
Diagnóstico exploratorio del funcionamiento de los centros de educación basica para adultos en el estado de Michoacán. Patzcuaro: PREDE-OEA/SEE/Centro Regional de Educación de Adultos y Alfabetización Funcional para América Latina (CREFAL), 1987, 73 pp.
Mujeres y Empresas Productivas (with Carmen Largaespada). EILAT, Population Council, 1987.
Nezahualpilli: educación preescolar comunitaria (with Jorge Pérez, Lola Abiega & Margarita Zarco). México: Centro de Estudios Educativos 1986 [reprinted 1991 and 1999).
Encuentro nacional sobre la situación actual, experiencias innovadoras y prospectiva de la educación basica para adultos. Informe Final. Patzcuaro, Mexico: Organización de los estados Americanos (OAS)/Centro Regional de Educacion de Adultos y Alfabetización Funcional para America Latina (CREFAL), 1986.
Educación Básica para Adultos. Análisis de su Situación Actual y Apuntes para su Redefinición, in Revista Latinoamericana de Estudios Educativos 16 (3&4), 1986. [Reprinted in Araceli Mingo and Sylvia Schmelkes (eds), Lecturas sobre Educación de Adultos en América Latina (Antología), 1992].
Educación Popular en América Latina. Entrevista a Thomas La Belle. Revista Interamericana de Educación 9 (1&2), 1986.
El problema de la generalización de proyectos de educación popular (with Jorge Pérez). Foro Universitario No. 67; Universidad Nacional Autónoma de México, 1986.
Diez mitos en torno a la alfabetización. Suplemento Cultural de La Voz de Michoacán; Mexico, 1986.
Incorporación de un área tecnológica al curriculum de educación básica para adultos (with Jorge Pérez and Carlos Muñoz Izquierdo). Revista de Educación de Adultos 1, 1985.
Learning to operate a successful production co-operative. Seventeen case stories to analyze and discuss. Textbook, EILAT-Population Council, 1984.
Información General sobre el Plan Nacional de Desarrollo y el Programa Nacional de Alimentación. Mexico City: Secretaría de la Reforma Agraria, 1984.
Manual de Maquinaria Agrícola. Mexico, Centro de Estudios Educativos-Dirección General de Educación Técnica Agropecuaria, 1983.
Manual de capacitación para empleados y obreros de la Dirección General de Construcción y Operación Hidráulica del Distrito Federal. CEE-DGCOH, Mexico, 1982.
Convivencia en la familia. Secretaría de Educación Pública, México, 1981.
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