Keynote Speakers


Elizabeth Macedo


Elizabeth Macedo is a Curriculum Professor at State University of Rio de Janeiro. She worked as Visiting Professor at University of British Columbia (2007) and at Columbia University (2013-2015).
She is the actual president of the International Association for the Advancement of Curriculum Studies (IACS). She is Associate Editor of Journal of Curriculum Studies and member of Curriculum Inquiry International Editorial Board. Elizabeth Macedo authored and edited several books in Brazil and Portugal. She has published in English in some edited books and Journals.



Jani Ursin


Jani Ursin is senior researcher at the Finnish Institute for Educational Research of the University of Jyväskylä, Finland. His research has focussed on quality assurance in higher education, mergers of Finnish universities, implementation of the Bologna Process as well as learning outcomes in higher education. He is also active in the European Educational Research Association (EERA); he is a former Link-Convenor of EERA’s Network 22: Research in Higher Education and currently is Networks' Representative on Council in the association. He is the former president of Consortium of Higher Education Researchers in Finland (CHERIF). Ursin is national editor of Scandinavian Journal of Educational Research and editorial board member of Educational Assessment.







Louise Hayward


Louise Hayward is Professor of Educational Assessment and Innovation at the University of Glasgow, Scotland where she leads the Research and Teaching Group on Curriculum, Assessment and Pedagogy. Louise has a particular interest in social justice, in exploring how the evidence base from which decisions on curriculum, assessment and pedagogy are taken might be enhanced by collaboration across research, policy and practice communities. She is one of four executive editors of the Curriculum Journal and co-chairs the Curriculum, Assessment and Pedagogy Special Interest Group for the British Educational Research Association. She was a member of the internationally renowned Assessment Reform Group and is currently a member of the Curriculum, Assessment and Pedagogy Educational Reform Group and the International Symposium on Formative Assessment. She has written extensively on assessment and learning and on national change processes. Most recently she has edited an international two volume SAGE Handbook on Curriculum, Assessment and Pedagogy with Professor Dominic Wyse (UCL, UK) and Professor Jessica Pandya (CSU, USA).






Mark Priestley

Mark Priestley is currently Professor of Education and Director of the Curriculum and Pedagogy Research Cluster in the School of Education, University of Stirling. His research interests relate to the school curriculum (especially curriculum change) and the professional work of teachers. Mark Priestley started his career in education as a teacher of History, working in a number of secondary schools in England and New Zealand. Since arriving at the School of Education at Stirling in 2001, he has taken on a number of roles: Director of Initial Teacher Education between 2004 and 2007; Director of the First Year Undergraduate Programme between 2009 and 2011; and Director Postgraduate Research 2013-14. External Roles include: Council Member for the British Educational Research Association (BERA); Chair of the BERA Academic Publications Committee (2014-present); and Co-Convenor of the European Educational Research Association Network 3, Curriculum Innovation (2014-present). He is a regular user of social media (blog at http://mrpriestley.wordpress.com/; Twitter @markrpriestley). Publications are listed at http://www.stir.ac.uk/education/staff-directory/academic/mark-priestley/publications/.




William Pinar


William Pinar holds the Canada Research Chair in curriculum studies at the University of British Columbia in Vancouver, Canada. He has also served as the St. Bernard Parish Alumni Endowed Professor at Louisiana State University, the Frank Talbott Professor at the University of Virginia, and the A. Lindsay O’Connor Professor of American Institutions at Colgate University. He is the author, most recently, of Educational Experience as Lived: Knowledge, History, Alterity (Routledge 2015).






Roundtable Speakers


Perspectives and practices







Janet Miller

Janet L. Miller is Professor in the Department of Arts and Humanities, Programs in English and Education, at Teachers College, Columbia University (New York, USA). In 2010, she was elected a Fellow of the American Educational Research Association (AERA), and in 2008, received AERA’s Lifetime Achievement Award from Division B-Curriculum Studies. She was elected Vice-Presidentof AERA for Division B-Curriculum Studies (1997-1999) and President of the American Association for the Advancement of Curriculum Studies (2001-2007). As Managing Editor of The Journal of Curriculum Theorizing (1978-1998), she also served for many years as Program Chair of the JCT-sponsored Bergamo Annual Conference on Curriculum Theory and Classroom Practice. Professor Miller is the author of the forthcoming Curriculum Studies: Communities without Consensus (Routledge), as well as of Creating Spaces and Finding Voices: Teachers Collaborating for Empowerment (State University of New York Press, 1990), and Sounds of Silence Breaking: Women, Autobiography, Curriculum (Peter Lang, 2005).




Maria do Céu Roldão

Maria do Céu Roldão is a portuguese professor and researcher in curriculum. She received her Ph.D. in Curriculum & Instruction from Simon Fraser University (Canada) in 1992 and her aggregation in 2003 from the University of Aveiro, in Education and Curriculum. She is actually a researcher at the Center of Studies in Human Development and an invited Professor at the Portuguese Catholic University.
She has participated in several national and international (OECD) projects in the curriculum area, and has worked as a curriculum consultant with UNESCO and the Portuguese Ministry of Education. She also worked in cooperation projects with Cabo Verde and Mozambique. Her major research interests are in curriculum and teaching, professional knowledge and teacher education.