The diversity of populations in Latin America and the region’s political, cultural, and economic achievements and challenges have shaped unique education philosophies and practices. Likewise, a variety of education philosophies and practices within the region have had enormous sociological, political and economic impacts on the region’s populations. There exists within Latin America a rich tradition of philosophies of education for the most part unknown and often unexamined. LAPES seeks to promote South-South and North-South dialogue regarding Latin American philosophies of education by providing scholars, students, practicing teachers, and activists opportunities to study in collaborative fashion the diverse collection of philosophical works on education produced in Latin America, or by scholars who study the region.
A central premise of LAPES is that by studying Latin American philosophies of education, scholars, teachers, activists, and students can expand their own ways of theorizing education as well as develop techniques for improving educational practices in the United States and elsewhere. To advance this premise, LAPES aims to make resources available to individual and collective parties interested in inquiring into Latin American questions on philosophy of education through professional development activities and other intellectual events.
Jason Thomas Wozniak
is a Lecturer in the American Studies Department at San Jose State University and PhD Candidate in the Philosophy and Education program at Teachers College, Columbia University. In addition to studying Latin American philosophies of education, his research focuses on debt, temporality, and the formation of indebted subjectivity. Most recently, Jason translated (with Vicki Jones), and wrote the English introduction for, Walter Omar Kohan’s The Inventive Schoolmaster: Simón Rodríguez (Sense Publishers 2015).
is a PhD Candidate in the Philosophy and Education Program at Teachers College, Columbia University.
David Isaac Backer
is Visiting Assistant Professor of Social Foundations of Education at Cleveland State University. He studies educational communication and social change. His personal website is here.
Ariana Gonzalez Stokas
is an Assistant Professor of Interdisciplinary Studies at Guttman Community College at the City University of New York. She received her PhD in Philosophy and Education from Teachers College Columbia University. Her research is in the area of decolonial aesthetics, with a particular focus on the imagination in colonial institutional contexts and Studio Based Learning as a form of pedagogical resistance to neoliberal reforms. She uses arts based research methods to explore the topic of the lacuna of intellectual and cultural contributions from marginalized voices in academic spaces. Most recently she has founded the Lacuna Museum (www.lacunamuseum.org). Ariana's most recent written work is on the role of teacher education in the epistemic suppression of Puerto Rican philosophies of education. She is currently at work on a manuscript that explores José Antonio Aponte's "lost book of paintings" as a historical example of the significance of aesthetic pedagogies to epistemic revolution and to liberating the imagination from coloniality.
associate and assistant editor of Lápiz
is currently a first-year doctoral student in the Philosophy and Education program at Teachers College, Columbia University.