Bermúdez Vélez Angela
Angela Bermudez is an educator by training and practice. Since 2011 she enjoys a full time research position at the Center for Applied Ethics in Deusto University (Bilbao, Spain). Her research investigates educational and pedagogical processes that contribute to build a sustainable culture of peace, and support individuals and communities in engaging in nonviolent management of conflict. Her main project, funded by a Marie Curie Grant (European Union) and by Spencer Foundation (USA), consists of a comparative study of the ways in which history education in Colombia, United States and Spain contributes (or not) to a critical understanding of political violence. She uses qualitative methods, integrating cognitive-developmental and cultural-discursive approaches. She is strongly committed to a practice-research dialog.
At this time, she serves in the editorial board of the Journal of Moral Education, and in the board of the Association of Moral Education (AME).
Angela holds a doctorate from the Harvard Graduate School of Education (2008), where she conducted her dissertation on youth engagement in socio-political controversies, under the supervision of Professors Robert Selman, David Perkins and Helen Haste.
She served as a teaching fellow in a number of courses related to social and moral development and education, citizenship education, and qualitative research. She also participated in several research projects including outcome evaluation of an educational program, where she was in charge of developing the measures for the evaluation of students’ civic learning and historical understanding. After obtaining her degree, Angela spent three years (2008-2011) as Senior Fellow and Chair of Ed.D Research Processes in the College for Professional Studies at Northeaster University, where she taught graduate courses on curriculum leadership and practice-based research in education.
Angela began her professional career in Colombia, South America, where she was born and raised. She served as consultant for the National Ministry of Education as well as for the Department of Education of Bogotá in various projects related to the development of resources for classroom teaching and assessment, and for a citywide evaluation of students’ moral development and citizenship understanding and sensitivity. She taught social studies to middle and high school students, and coached teachers in the development of a constructivist teaching of history and ethics. Angela has also been for several years an invited lecturer on moral development and citizenship education at FLACSO (Facultad Latino Americana de Ciencias Sociales) in Argentina.
Contact: angeber@deusto.es
Researcher ID / Web of Knowledge: H-1290-2011
Phone: -
Address: Universidad de Deusto.
Centro de Etica Aplicada.
Avenida de las Universidades, 24.
Bilbao, 48007
Viscaya, España
At this time, she serves in the editorial board of the Journal of Moral Education, and in the board of the Association of Moral Education (AME).
Angela holds a doctorate from the Harvard Graduate School of Education (2008), where she conducted her dissertation on youth engagement in socio-political controversies, under the supervision of Professors Robert Selman, David Perkins and Helen Haste.
She served as a teaching fellow in a number of courses related to social and moral development and education, citizenship education, and qualitative research. She also participated in several research projects including outcome evaluation of an educational program, where she was in charge of developing the measures for the evaluation of students’ civic learning and historical understanding. After obtaining her degree, Angela spent three years (2008-2011) as Senior Fellow and Chair of Ed.D Research Processes in the College for Professional Studies at Northeaster University, where she taught graduate courses on curriculum leadership and practice-based research in education.
Angela began her professional career in Colombia, South America, where she was born and raised. She served as consultant for the National Ministry of Education as well as for the Department of Education of Bogotá in various projects related to the development of resources for classroom teaching and assessment, and for a citywide evaluation of students’ moral development and citizenship understanding and sensitivity. She taught social studies to middle and high school students, and coached teachers in the development of a constructivist teaching of history and ethics. Angela has also been for several years an invited lecturer on moral development and citizenship education at FLACSO (Facultad Latino Americana de Ciencias Sociales) in Argentina.
Contact: angeber@deusto.es
Researcher ID / Web of Knowledge: H-1290-2011
Phone: -
Address: Universidad de Deusto.
Centro de Etica Aplicada.
Avenida de las Universidades, 24.
Bilbao, 48007
Viscaya, España
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Papers by Bermúdez Vélez Angela
perspective of victims, this article analyzes some of the difficulties of
acknowledging the victims of political violence in the Basque
Country. It conceptualizes these difficulties as pathologies of
recognition and argues that works of literary fiction have humanizing
and educational value insofar as they reflect the victim’s perspective
and foster the reader’s ethical education through narrative
imagination. As a critical example, the article provides an analysis of
four Basque literary works of fiction that respond to the pathologies
of recognition as they narrate various acts of victimization. The
transformative potential of working with literature that tells stories of
victimization for politically violent conflicts in the Basque Country and
elsewhere is highlighted.
perspective of victims, this article analyzes some of the difficulties of
acknowledging the victims of political violence in the Basque
Country. It conceptualizes these difficulties as pathologies of
recognition and argues that works of literary fiction have humanizing
and educational value insofar as they reflect the victim’s perspective
and foster the reader’s ethical education through narrative
imagination. As a critical example, the article provides an analysis of
four Basque literary works of fiction that respond to the pathologies
of recognition as they narrate various acts of victimization. The
transformative potential of working with literature that tells stories of
victimization for politically violent conflicts in the Basque Country and
elsewhere is highlighted.
Doctoral Seminar on Crafting Good Research Questions
Center for Applied Ethics
Deusto University
2011
Doctoral Seminar on Crafting Good Research Questions
Center for Applied Ethics
Deusto University
2011
The call invites applicants to submit a brief thesis proposal responding to the main goals and objectives of one of the research positions offered. For instance, applicants interested in this topic should propose a thesis project on the contribution of history education to peace building, and specifically on the role museums, literature and-or film in fostering a critical understanding of the violent past. Selected candidates will be awarded a 3-year research contract at Deusto University to complete their doctoral degree and thesis project under the supervision of the corresponding principal investigator - research team. These positions are supported and co-funded by the European Commission through the Horizon 2020 Marie Sklodowska-Curie COFUND Programme.
La promoción del pensamiento crítico es un objetivo importante pero escurridizo en la enseñanza de la historia, las ciencias sociales y la educación ciudadana. A muchos docentes les cuesta traducir las definiciones generales de pensamiento crítico en herramientas pedagógicas específicas para planear sus clases y para evaluar el trabajo de sus estudiantes. A veces se confunde “enseñar contenidos críticos” y “enseñar a pensar críticamente.” En este artículo propongo cuatro herramientas para la indagación crítica en el ámbito social: Pensamiento problémico, escepticismo reflexivo, multiperspectividad y pensamiento sistémico. Para su definición retomo elementos de la literatura sobre el pensamiento crítico, la enseñanza de la historia, la educación moral y la pedagogía crítica. Describo lo que cada herramienta nos permite hacer, y cómo cada una de ellas articula la función epistémica de fomentar la comprensión con la función social de cultivar ciudadanos reflexivos, responsables, pluralistas y no-violentos.