Pablo Del Monte
Lecturer in Education
Education Policy; Education Research; Sociology and Education
Pablo studies educational trajectories and schooling in contexts of social exclusion. He is interested in the ways in which education produces subjects. He has worked in the United Kingdom, Argentina, South Africa and New Zealand, engaging with the "dangerous encounter" of ethnography and Foucault's genealogy, education policy sociology, Actor Network Theory, Amartya Sen's Capability Approach, and Decoloniality. He is thinking education as a "paradox of power and capabilities", drawing on Foucault's work.
Current research projects look at the regulation of teachers' identities in Argentina, policy discourses of teacher wellbeing in England, and the coloniality of schooling in Aotearoa New Zealand.
Karamercan, O., Matapo, J., Kamenarac, O., Fa’avae, D. T. M., Arndt, S., Irwine, R., . . . Del Monte, P. (2022). Engaging and developing community in digital spaces: Approaches from the Editorial Development Group. Educational Philosophy and Theory. doi:10.1080/00131857.2022.2041412
Posholi, L., & Del Monte, P. (2021). Decolonial perspectives on education and international development. In T. McCowan, & E. Unterhalter (Eds.), Education and International Development: An Introduction. Bloomsbury Publishing.
Del Monte, P., & Fa'avae, D. T. M. (2021). The New Zealand Curriculum in the moana. Teachers and Curriculum, 21(1), 51-53. doi:10.15663/tandc.v21i1.375 Open Access version: https://hdl.handle.net/10289/14502
Mitchell, A., Del Monte, P., & Deneulin, S. (2018). School completion in urban Latin America: the voices of young people from an informal settlement. Oxford Development Studies, 46(1), 45-56. doi:10.1080/13600818.2017.1387242
Find more research publications by Pablo Del Monte