Postgraduate research students

I am interested in how education can be built in a social justice and equity framework.Specifically, I use the concept of inclusive education to name this aspiration connected with a political and ethical project of dismantling exclusion. In that regard, I am particularly interested in teachers' work and how they can change the educational experience for all students from the lens of curriculum studies. Thus, I use a conceptualization of curriculum beyond the prescriptions and standardization as an activity-oriented issue that involves the actors involved in it, such as teachers, and the consideration of the context and the available resources for its development.

During my PhD, I have worked on the idea of inclusive curriculum- making, intending to connect inclusive education as a political project with a broader idea of curriculum as an ongoing phenomenon. I am especially interested in inclusive curriculum-making at the school level. Namely, collective teachers work to reflect and act on their practice, planning, and curriculum events and pedagogy in the classrooms.

Herrera-Seda, C., Cárdenas, C., Fernández, R. (2024). Hacia el corazón del liderazgo docente: Experiencias de Colaboración en tiempos de COVID-19. Perspectiva Educacional, 63(1), 165-189. https://dx.doi.org/10.4151/07189729-Vol.63-Iss.1-Art.1512

Cárdenas, C. A., Herrera-Seda, C. M., Fuentes Sepúlveda, J., & Torres-Contreras, H. (2023). “El contexto te lo requiere”: Pandemia, agencia docente e inclusión en Chile. Psicoperspectivas (Valparaiso), 22(2). https://doi.org/10.5027/psicoperspectivas-Vol22-Issue2-fulltext-2887

Cárdenas, C., Guerrero, S., Johnson-Mardones, D. (2021). Construir currículum desde abajo: avanzando en la documentación de una propuesta curricular en el contexto del COVID-19. Educación, 30(58), 34-58. https://doi.org/10.18800/educacion.202101.002

Guerrero Lacoste, S., & Cárdenas Alarcón, C. (2021). El quiebre en la autopista educativa: ¿un currículum para seguir sin parar o para cambiar de rumbo? Revista Enfoques Educacionales, 18(2), 144-165. https://doi:10.5354/2735-7279.2021.65053

• Dr Ines Alves
• Dr Macarena Garcia Gonzalez

External supervisors

Dr Mark Priestley

Student Fieldwork Enhancement Grant awarded by the British Association of International and Comparative Education (BAICE) (2024)

BECAS CHILE Scholarship awared by National Agency of Innovation and Development (ANID) (2022)

Magíster Nacional Scholarship awared by National Comission of Technology and Scientific Research (CONICYT) (2019)

2024

Cardenas, C. (2024). Mapping Micro Curriculum making Practices for an Inclusive Curriculum (oral presentation). European Conference of Educational Research (ECER)(2024). (oral presentation).

Herrera-Seda, C. & Cardenas, C. (2024) Initial Teacher Education for Inclusion in Chile. Experiences and Tensions in School Practicum. European Conference of Educational Research (ECER)(2024). 

Chu, L., Hackl, J., Cardenas, C., Doblmair, M. (2024). Mapping the Hidden Journey: Hope, Vulnerabilities, and Uncertainties in Participatory (Action) Research. European Conference of Educational Research (ECER)(2024).

Cardenas, C. & Herrera-Seda, C. (2024).  The practicum through the lens of inclusive education: emotional experiences of exclusion, reproduction and transformation. British Educational Research Association Conference. 

PhD tutor. University of Glasgow (2023- present)

School of Modern Languages and Cultures

Spanish for non- beginners (2023)

Spanish for beginners (2024-2025)

School of Education

The Learner and the Curriculum (2024).

Introduction to Education and Social Research (2024)

Part time teacher. University of Santiago of Chile, Chile (2019-2022)

Special Educational Needs workshop (2019,2020,2021)

Design of learning experiences for diverse classrooms (2019,2020,2021)

Contributions of Universal Design of Learning for inclusive education (2020,2021)

Language teaching from an inclusive perspective. (2020,2021)