SUSAN DE LA PAZ | Professor of Special Education at the University of Maryland.
Susan De La Paz has been creating and validating, for over 15 years, writing programs in English, and more recently in History, to help teachers meet the needs of students with learning disabilities and gifted students. Her work focuses on cognitive learning that supports the disciplinary thinking of teenagers and of in-service and pre-service teachers. She has been awarded a scholarship by the American Educational Research Association and has directed multiple research projects in reading and writing.
Her most recent research results appear in prestigious journals, such as Written Communication, Theory and Research in Social Education and Educational Psychology. Susan De La Paz has also written many book chapters on writing and disciplinary literacy.
SYLVAIN DOUSSOT | Teacher trainer, university lecturer, HDR, in history didactics at the University of Nantes for Écoles supérieures du professorat et de l’éducation (ESPE) and for the Centre de recherche pour l’éducation de Nantes (CREN research group).
His research focuses on links between history teaching/learning and teacher training in didactics from a theoretical framework relating to problem-based learning. He is also interested in relations between history/geography disciplines, education for citizenship, and epistemology of didactics (especially by comparatism).
In 2011, he published: Didactique de l’histoire. Outils et pratiques de l’enquête historienne en classe at Presses universitaires de Rennes. In 2014, Continuité entre recherche et enseignement dans un dispositif de recherche didactique. Problématisation historique et problématisation didactique in the Revue française de pédagogie. As well as in 2017, Recherches historiques, recherches didactiques et formation à l’enseignement de l’histoire. Vingtième Siècle in Revue d’histoire.
JEFFERY D. NOKES | Associate Professor in the History Department at Brigham Young University.
Nokes has a PhD in teaching and learning from the University of Utah, with an emphasis on literacy in secondary social studies classrooms.
A former middle school and high school teacher, his research focuses on history teaching and learning, historical literacy, and preparing young people for civic engagement. He is the author of Building Students’ Historical Literacies: Learning to Read and Reason with Historical Texts and Evidence and co-authored Explorers of the American West: Mapping the World through Primary Documents. He is currently working on a book entitled, Historical Literacies for Citizenship: Preparing Students’ Hearts and Minds for Civic Engagement.
Jeffery D. Nokes has published several journal articles and book chapters on the topic of historical literacy, literacy instruction, and teacher preparation. He has received several teaching awards and currently teaches historian’s craft and teaching methods courses for prospective social studies and history teachers.
CARLA L. PECK | Carla L. Peck is Professor of Social Studies Education in the Department of Elementary Education at the University of Alberta.
She researches teachers’ and students’ understandings of democratic concepts, teachers’ and students’ historical understandings, and is particularly interested in the relationship between students’ ethnic identities and their understandings of history. She has held several major research grants and has authored and co-authored numerous journal articles, book chapters, and books related to her research interests, including, in 2016, Education, Globalization and the Nation in Palgrave Macmillan. In 2018, she co-edited with Terrie Epstein, Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach in Routledge.
Carla regularly works with teachers at the provincial, national, and international level and serves as a consultant on numerous boards and advisory groups for history and civic organizations.
Strongly committed to social justice education, Carla has always sought ways to engage students of all ages in discussions about how to make the world a more equitable and just place to live. She views a solid grounding in history and historical inquiry as foundational to these discussions.
HELGA ELISABETH BORIES-SAWALA | Professor Emeritus of French and Francophone History and Civilization at the University of Bremen, Founder of the Bremen Institute for Canadian and Quebec Studies, Associate Professor at the Centre de recherche pluridisciplinaire en Lettre, sciences de l’Homme et des Sociétés – PLEIADE Research Center, University of Paris 13 and the Department of Literature and world languages of the Université de Montréal, Recipient of the 2015 Diefenbaker Scholarship à la Chaire de recherche du Canada sur la gouvernance autochtone du territoire de l’Université du Québec en Outaouais.
After decades of research and publications on the German occupation, the French Resistance and Collaboration in the Second World War in general, and the forced labor of French in Germany in particular, her eye has been, since the new millennium, on history and civilization of Quebec. Her current research project concerns the place of Aboriginals in teaching Quebec’s national history. Among her current research projects is the political biography of Quebec labor activist Léa Roback.
She recently published: EUX et NOUS. La place des Autochtones dans l’enseignement de l’histoire nationale du Québec. (with Thibault Martin †) (forthcoming) In 2015, she published Mein Leben in die Hand nehmen. Die Odyssee of the Inuk E9-422, with Thibault Martin, Eddy Weeltaluk et Dobu-Verlag in Taschenbuch. In 2005, she published Wer spricht kanadisch? – Who speaks Canadian? – Who speaks Canadian? : Vielfalt, Identitäten und Sprachpolitik. Diversity, Identities and Language Policies. Diversité, identités et politiques linguistiques (French, English and German) (with Norbert Schaffeld) Diversitas Linguarum Brockmeyer-Verlag 2012 and editor of the german edition in 2014. In 2010, she published Dans la gueule du loup : les Français requis du travail en Allemagne aux Presses universitaires du Septentrion. As well she contributed to the creation textbooks including: Découvrir le Québec. Une Amérique qui parle français in Schöningh (student book) In 2011 (didactic manual, DVD). Didactic manual having received the Anne-Marie Boucher Prize 2010 from the Association Internationale des Études Québécoises.
NICOLE TUTIAUX-GUILLON | Professeure des universités émérite, École supérieure du professorat et de l’éducation de Lille (Communauté d’universités et d’établissements Lille Nord de France) et équipe de recherche Théodile-CIREL, université de Lille.
After teaching in high school, and conducting research at the Institut national de recherche pédagogique (INRP), she was a teacher trainer from 2000 to 2015. She has a wide range of scientific responsibilities. Her research focuses on the teaching practices of history-geography, their relationship to disciplinary goals, and for a decade on the place of social issues and “educations à”, including education sustainable development and diversity education.
She recently published in 2013, Didactique et enseignement de l’histoire-géographie au collège et au lycée (with Yannick Mével) in Éditions Publibook université; book for teachers trainers who want to innovate. In 2016, she co-edited with Johanne Lebrun, Des disciplines scolaires en mutation ? Regards croisés France, Québec… et ailleurs, in Revue Spirale. In 2017, she published “History in French secondary school : a tale of progress and universalism or a narrative of present society ?” In M. Carretero, S. Berger & M. Grever (Eds.) Palgrave Handbook of Historical Culture and Education. Palgrave MacMillan, UK. As well as in 2017, she co-edited with A. Barthes and J.M. Lange Dictionnaire critique des enjeux et des concepts des éducations à. Paris : L’Harmattan.