Renée DePalma Ungaro

Profesora Contratada Doutora

Departamento de Pedagoxía e Didáctica

Faculdade de Ciencias da Educación

Universidade da Coruña

Campus de Elviña, s/n

15071  A Coruña  

España (Spain)

Correo-e:  r.depalma@udc.es

Tel:  981 167000, ext. 4704

   

Materias impartidas

  • Dinámicas de Comunicación e Colaboración na Acción Socioeducativa - Grao en Educación Social
  • Educación Inclusiva e Multicultural - Grao en Educación Infantil
   

Breve biografía (Read in English)

Renée recibiu o doutorado en 2003 na Universidade de Delaware (EE.UU.), onde axudou a establecer o programa La Red Mágica, unha colaboración universidade-comunitaria coa fin de promover relacións inter-culturais entre alumnos universitarios e nenos minoritarios nun centro comunitario. De 2006 a 2009 foi Coordinadora do Equipo Investigador (Senior Researcher) de No Outsiders, un proxecto de accion- investigación baseado no RU cuxo obxectivo era desenvolver propostas para promover igualdades de sexualidade e xénero en centros de educación infantil e primaria. Foi Investigadora subvencionada polo Programa Isidro Parga Pondal na Universidade de Vigo entre decembro de 2009 e setembro de 2010, e é profesora na Facultade de Ciencias da Educación da UDC dende setembro de 2010.  Tamén sirve de editora de recensións de libros para a revista Power and Education (Symposium Journals).
            A súa investigación e docencia ven enfocada en igualdades e a xustiza social en termos de raza, etnia, lingua, sexualidade, e xénero. Está principalmente interesada na construción social da marxinación dentro e fora da escola, as maneiras nas que o éxito e o fracos se constrúen un ao outro nos contornos institucionais, e no deseño de contextos e prácticas contra-hexemónicos.

   

 

Algunhas publicacións

DePalma, R., Membiela, P., & Suárez Pazos, M. (2010) Teachers’ memories of disciplinary control strategies from their own school days. British Journal of Sociology of Education 32(1), pp. 75-91.

DePalma, R. (2010). Socially just research for social justice: negotiating consent and safety in a participatory action research project. International Journal of Research & Method in Education 33(3), pp. 215-227.

DePalma, R. (2010). The nature of institutional heteronormativity in primary schools and practice-based responses. Teaching and Teacher Education 26, pp. 1669-1676.

Matusov, E., DePalma, R., & Smith, M. (2010) The creation and maintenance of a “learning-loving minority” in conventional high schools: a research-based response to John Ogbu. Oxford Review of Education 36(4), pp. 463-480.

DePalma, R. (2010). Language use in the two-way classroom: Lessons from a Spanish-English bilingual Kindergarten. Bristol: Multilingual Matters

DePalma, R. (2010). Toward a practice of polyphonic dialogue in multicultural teacher education. Curriculum Inquiry 40(3), pp. 436-453.

DePalma, R., & Jennett, M. (2010). Homophobia, transphobia and culture: Deconstructing heteronormativity in English primary schools. Intercultural Education 21(1), pp. 15–26.

DePalma, R., & Atkinson, E.  (Eds) (2010) Undoing homophobia in primary schools. Stoke on Trent, Trentham.

DePalma, R. (2009). Leaving Alinsu: towards a transformative community of practice. Mind, Culture, and Activity 16(4), pp. 353 - 370.

DePalma, R. (2009). Sexualities equality in all primary schools: a case for not waiting for ideal conditions. In Koschoreck, James W. & Tooms, Autumn A. (Eds.) Sexuality matters: Paradigms and policies for educational leaders. Plymouth, Rowman & Littlefield.

DePalma, R., & Atkinson, E. (2009). ‘No Outsiders’: Moving beyond a discourse of tolerance to challenge heteronormativity in primary schools. British Educational Research Journal 35(6), pp. 837 – 855.

DePalma, R., & Atkinson, E.  (Eds) (2009) Interrogating heteronormativity in primary schools: The work of the No Outsiders Project. Stoke on Trent, Trentham.

DePalma, R., & Atkinson, E. (2009). “Permission to talk about it”: narratives of sexualities equality in the primary classroom. Qualitative Inquiry 15(7), pp. 876-892.

DePalma, R., Matusov, E., & Smith, M. P. (2009) Smuggling authentic learning into the school context: transitioning from an innovative elementary to a conventional high school. Teachers College Record 111 (4), 934–972.

Atkinson, E., & DePalma, R. (2009). Unbelieving the matrix: queering consensual heteronormativity. Gender & Education 21(1), 17-29.

DePalma, R., & Teague, L. (2008) A democratic community of practice: Unpicking all those words. Educational Action Research 16(4) pp. 441-456.

DePalma, R., & Atkinson, E.  (Eds) (2008) Invisible Boundaries: Addressing Sexuality equalities in children’s worlds. Stoke on Trent, Trentham.

Allan, A., Atkinson, E., Brace, E., DePalma, R., & Hemingway, J. (2008). Speaking the unspeakable in forbidden places: addressing lesbian, gay, bisexual and transgender equality in the primary school. Sex Education, 8(3), 315-328

DePalma, R. (2008) When success makes me fail: (De)constructing failure and success in a conventional American classroom. Mind, Culture, and Activity 15(2), 141 – 164.

Atkinson, E. & DePalma, R. (2008) Dangerous spaces: constructing and contesting sexual identities in an online discussion forum. Gender and Education 20(2), 183-194.

DePalma, R. (2008) 'The voice of every Black person'? Bringing authentic minority voices into the multicultural dialogue. Teaching and Teacher Education 24 (3), 767-778.

Atkinson, E. & DePalma, R. (2008) Imagining the homonormative: performative subversion in education for social justice. British Journal of Sociology of Education, 29(1), 25-35.

DePalma, R., & Atkinson, E. (2007). Exploring gender identity; queering heteronormativity. International Journal of Equity and Innovation in Early Childhood, 5(2), 64-82.

Matusov, E., DePalma, R., & Drye, S. (2007) Whose Development? Salvaging the Concept of Development within a Sociocultural Approach to Education. Educational Theory 57(4), 403-421.

DePalma, R. & Atkinson, E. (2007) Strategic embodiment in virtual spaces: Exploring an on-line discussion about sexualities equality in schools Discourse: Studies in the Cultural Politics of Education, 28(4), 499-514.

Reiss, M., Atkinson, E. & DePalma, R. (Eds) (2007) Marginality and Difference in Education and Beyond. Stoke on Trent, Trentham.

DePalma, R. (2007) She went too far: Civility, complaint and dialoguing with the Other. In Reiss, M, Atkinson, E. & DePalma, R. (Eds) Marginality and Difference in Education and Beyond (pp. 121-133). Stoke on Trent, Trentham.

DePalma, R., & Jennett, M. (2007) Deconstructing heteronormativity in primary schools in England: cultural approaches to a cultural phenomenon. In l. van Dijk & B. van Driel (Eds.), Challenging Homophobia: teaching about sexual diversity (pp. 19-32). Stoke on Trent, Trentham

DePalma, R., Santos Rego, M., & Lorenzo Moledo, M. (2006) Not just any direct experience will do: Recasting the multicultural teaching practicum as active, collaborative, and transformative. Intercultural Education 17(4), 327-339.

DePalma, R., & Atkinson, E. (2006) The sound of silence: talking about sexual orientation and schooling. Sex Education 6(4), 333-349.

DePalma, R. (2006) “There wasn’t a conversation going on”: How implicit classroom norms can short-circuit language learning. International Journal of Learning 12 (6), 197-206.

Hayes, R. (2005) Conversation, Negotiation, and the Word as Deed: Linguistic Interaction in a Dual Language Program.  Linguistics and Education 16(1), 93-112.

Hayes, R., & Matusov, E. (2005) Designing for dialogue in place of teacher talk and student silence. Culture and Psychology 11(3), 339-357.

Matusov, E., Hayes, R., & Pluta, M. J. (2005) Using a discussion web to develop an academic community of learners. Education Technology and Society 8(2), 16-39

Hayes, R., & Matusov, E. (2005). From ‘ownership’ to dialogic addressivity: Defining successful digital storytelling projects, Technology, Humanities, Education, Narrative (THEN) Journal 1 (Summer 2005), pp. 25-45.

Matusov, E., St. Julien, J., & Hayes, R. (2005). Building a creole educational community as the goal of multicultural education for preservice teachers. In L.V. Barnes (Ed.), Contemporary teaching and teacher issues (pp. 1-38). Hauppauge, NY: Nova Publishers.

Hayes, R. (2004) Dual Language Pedagogy: Compensating for Asymmetry. Academic Exchange Quarterly 8(3), pp. 41-46.

Matusov, E., & Hayes, R. (2002). Building a community of educators versus effecting conceptual change in individual students: Multicultural education for preservice teachers. In G. Wells & G. Claxton (Eds.) Learning for life in the 21st century: Sociocultural perspectives on the future of education, pp. 239-251. Blackwell Publishers.
             
Matusov, E., & Hayes, R. (2000). Sociocultural critique of Piaget and Vygotsky. In New Ideas in Psychology, 18(2-3): 215-239.