Location: Bowdoin / Doris A. Santoro

Education

Doris Santoro

Associate Professor of Education
Chair of Education Department

Contact Information

dsantoro@bowdoin.edu
207-798-4309
Education

Riley House - 209





Teaching this semester

EDUC 3301. Teaching and Learning

Doris Santoro
Teaching and Learning A study of what takes place in classrooms: the methods and purposes of teachers, the response of students, and the organizational context. Readings and discussions help inform students’ direct observations and written accounts of local classrooms. Peer teaching is an integral part of the course experience. Requires a minimum of thirty-six hours of observation in a local secondary school. Education 3302 must be taken concurrently with this course. In order to qualify for this course students must have Education 1101 and 2203; junior or senior standing; a concentration in a core secondary school subject area (English: four courses in English; foreign language: four courses in the language; life science: four courses in biology; mathematics: four courses in mathematics; physical science: three courses in chemistry, earth and oceanographic science, or physics and one course in one of the other departments listed; or social studies: three courses in history and one course in anthropology, economics, government, psychology, or sociology); and permission of the instructor.

EDUC 3302. Curriculum Development

Doris Santoro
A study of the knowledge taught in schools; its selection and the rationale by which one course of study rather than another is included; its adaptation for different disciplines and for different categories of students; its cognitive and social purposes; the organization and integration of its various components. Education 3301 must be taken concurrently with this course. In order to qualify for this course, students must have Education 1101 and 2203; junior or senior standing; and a concentration in a core secondary school subject area (English: four courses in English; foreign language: four courses in the language; life science: four courses in biology; mathematics: four courses in mathematics; physical science: three courses in chemistry, earth and oceanographic science, or physics and one course in one of the other departments listed; or social studies: three courses in history and one course in anthropology, economics, government, psychology, or sociology).



Doris Santoro

Education

  • Ed.D. 2005 Columbia University, Teachers College
    Program in Philosophy and Education, New York, NY
  • B.A. 1994 University of Rochester
    Major: English, Rochester, NY

Research Interests

Professor Santoro is a philosopher of education who conducts empirical research. She studies the moral and ethical sources of teacher dissatisfaction and resistance. Her #teachertweets project examines the moral claims teachers make about their work on Twitter. She is a teacher educator for pre-service and experienced practitioners, and examines how norms and values are communicated in professional communities. ​

Santoro, D. A. (under contract). Re-moralizing Teaching in Demoralizing Times. Harvard Education Press

Santoro, D. A. (2016). Cassandra in the Classroom: Teaching and Moral Violence. Studies in Philosophy and Education. http://rdcu.be/mgFH

Santoro, D. A. (2016). “Something funny” about Conserving Humanity and Teaching: Lessons from the Blues. Philosophy of Education 2015, E. Duarte, ed., pp. 135-138. http://ojs.ed.uiuc.edu/index.php/pes/article/view/4476/1457

Santoro, D. A. (2016). Teachers’ Expressions of Craft Conscience: Upholding the Integrity of a Profession. Teachers and Teaching: Theory and Practice. http://dx.doi.org/10.1080/13540602.2016.1228627

Santoro, D. A. (2016). “We’re Not Going To Do That Because It’s Not Right”: Using Pedagogical Responsibility To Reframe the Doublespeak of Fidelity. Educational Theory 66, no. 1-2 (pp. 263-277).

Santoro, D. A. (2016). Protect Teacher Integrity. Dilemmas of Educational Ethics: Cases and Commentaries, M. Levinson & J. Fay, eds. Cambridge, MA: Harvard Education Press. (pp. 137-142).

Santoro, D. A. (2016). Review of Michelle S. Moses, Living with Moral Disagreement: The Enduring Controversy about Affirmative Action. Education Review.

Santoro, D. A. (2016). Review of Claudia W. Ruitenberg, Unlocking the World: Education in an Ethic of Hospitality. Studies in Philosophy and Education. http://link.springer.com/article/10.1007/s11217-016-9533-4

Santoro, D. A. (2015). Review of Geraldine J. Clifford, Those Good Gertrudes: A Social History of Women Teachers in America. Teachers College Record. http://www.tcrecord.org ID Number: 17950.

Santoro, D. A. & Rocha, S. D. (2015). The Beautiful Risk of Teaching: Review of Gert Biesta, The Beautiful Risk of Education. Studies in Philosophy and Education 34, no. 4 (pp. 413–418).​

Santoro, D. A. (2015). Philosophizing About Teacher Dissatisfaction: A Multidisciplinary Hermeneutic Approach. Studies in Philosophy and Education 34, no. 2 (pp. 171-180).

Wilson, T. S. & Santoro, D. A. (2015). Philosophy Pursued through Empirical Research: Introduction to the Special Issue. Studies in Philosophy and Education 34, no. 2 (pp. 115-124).

Santoro, D. A. & Wilson, T. S., eds. (2015). Philosophical Enquiry through Empirical Research. Studies in Philosophy and Education 34, no. 2. 

Santoro, D. A. (2013). “I Was Becoming Increasingly Uneasy about the Profession and What Was Being Asked of Me”: Preserving Integrity in Teaching. Curriculum Inquiry, 43, no. 5 (pp. 563-587).

Santoro, D. A. & Dorn, C. (2012). “A Vital, Free, Independent and Lay Republic”: John Dewey and the Role of Education in Establishing the Turkish State. Teaching America to the World: Education and Foreign Relations since 1870, R. Garlitz & L. Jarvinen, eds., New York: Palgrave Macmillan (pp. 93-110).

Santoro, D. A. (2011). Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work. American Journal of Education 188, no. 1 (pp. 1-23).

Santoro, D. A. with Morehouse, L. (2011). Teaching’s Conscientious Objectors: Principled Leavers of High-Poverty Schools. Teachers College Record 113, no. 12 (pp. 2671-2705).

Dorn, C. & Santoro, D. A. (2011). Political Goals and Social Ideals: Dewey, Democracy, and the Emergence of the Turkish Republic. Education and Culture 27, no. 2 (pp. 3-27).

Santoro, D. A. (2011). Review of Sharon Todd, Toward an Imperfect Education: Facing humanity, Rethinking Cosmopolitanism. Studies in Philosophy and Education 30, no.3 (pp. 303-310)

Santoro, D. (2010). Teaching to Save the World: Avoiding Circles of Certainty in Social Justice Pedagogy. Philosophy of Education 2009. Urbana, IL: Philosophy of Education Society (pp. 241-249).

Santoro, D. (2009). To Form a More Perfect Union: Citizenship and the Marriage of Sophie and Emile. Philosophy of Education 2008, Ronald D. Glass, ed. Urbana, IL: Philosophy of Education Society (pp. 365-367).

Santoro Gómez, D. (2008). Women’s Proper Place and Student-Centered Pedagogy. Studies in Philosophy and Education 27, no. 5 (pp. 313-333).

Santoro Gómez, D. (2006). The Need to Develop Independent Intelligence: The Roles and Responsibilities of Teacher Educators.  Teacher Education & Practice 19, no. 4 (pp. 483-501). Special Issue: Teacher Education Today: What Would Dewey Say?

Mackler, S. & Santoro, D. (2003). Thinking what we cannot see: Performance, education, and the value of the invisible. In Scott Fletcher (Ed.), Philosophy of Education (pp. 114-121). Urbana, IL: Philosophy of Education Society. (Authorship was shared equally.)

Santoro, Doris. "Tribes: Teaching Multicultural Myths & Legends." http://www.esubjects.com. (Curriculum for mainstream and learning-disabled inclusion classrooms.)

Santoro, D. A. 2016, December. Teacher demoralization in an age of homo oeconomicus. Association for Moral Education.

Santoro, D.A., Hochman, J. L., Houser, S., Gavlin, B. 2016, December. Teachers on Twitter: Distinctive moral voices in the civic sphere. Association for Moral Education.

Santoro, D. A., Hochman, J., Gomez, S., Gavlin, B., Congdon, C. B., Houser, S. 2016, September. Would John Dewey be a cyber-optimist? Analyzing teachers’ Twitter communities with Democracy & Education and machine learning. John Dewey’s Democracy and Education 100 years on: Past, present, and future relevance. Cambridge, UK. [*Sergio Gomez ‘16] (paper accepted, but not presented)

Santoro, D. A. 2016, September. Panelist, Dilemmas of Educational Ethics: Cases and Commentaries. Gutman Library Distinguished Author Series, Harvard Graduate School of Education, Cambridge, MA.

Santoro, D. A., Hochman, J. L., Houser, S., Congdon, C. B.,& Gavlin, B.  2016, April. Teachers’ Tweeting as the Practice of Democracy. Presidential Session, American Educational Research Association Annual Meeting, Washington, DC.

Santoro, D. A. 2016, April. Teacher Intelligence in the Face of Fidelity. John Dewey Society Annual Meeting, Washington, DC.

Santoro, D. A. 2016, April. Principled Resistance as Teacher Leadership. Keynote address. Maine Education Association Spring Conference, Augusta, ME.

Santoro, D. A. 2016, April. Principled Resistance in Practice. Maine Education Association Spring Conference, Augusta, ME.

Santoro, D. A. 2016, March. Book Panel: John Dewey’s Democracy and Education: A Centennial Handbook, Cambridge Univ. Press, 2016. Philosophy of Education Society Annual Meeting, Toronto, ON. (did not present)

Santoro, D. A. 2015, November. Cassandra in the Classroom: Teaching and Moral Madness. Association for Moral Education Annual Meeting, Santos, Brazil.

Handel, D., Hochman, J. & Santoro, D. 2015, November. Visualizing Teacher Tweets: Finding Professional Learning Networks in Topical Networks. Poster presented at ASIS&T Annual Meeting, St. Louis, MO.

Santoro, D. A. & Lunt, J. 2015, October. Strategies for Resisting Demoralization: Alternatives to Teacher Resilience. American Association for Teaching and Curriculum Annual Meeting, Portland, ME.

Santoro, D. A. 2015, October. A Profession in Crisis: Finding Our Voice. Maine Education Association Fall Conference, Rockport, ME.

Santoro, D. A. 2015, April. Cultivating Diversity in Maine Schools: A Presentation and Public Forum on “Diversity in the Distance” Report by the UCLA Civil Rights Project, Portland, ME.

Santoro, D. A. 2015, April. Integrity: The Significance of Means and Aims of Education to Teachers Today. John Dewey Society Annual Meeting, Chicago, IL.

Santoro, D. A. 2015, April. Teachers and Moral Madness: When Increased Responsibility and Diminished Authority Meet. American Educational Research Association Annual Meeting, Chicago, IL.

Hochman, J. L. & Santoro, D. A. 2015, April. Tweeting to Transgress: Teachers Using Social Media for Practices of Resistance. American Educational Research Association Annual Meeting, Chicago, IL.

Santoro, D. A. 2015, March. Cassandra in the Classroom: Teaching and Moral Madness. Philosophy of Education Society Annual Meeting, Memphis, TN.

Santoro, D. A. 2015, March. “Something funny” about Conserving Humanity and Teaching: Lessons from the Blues. Philosophy of Education Society Annual Meeting, Memphis, TN.

Santoro, D. A. 2015, March. Response to Claudia W. Ruitenberg, Unlocking the World: Education in an Ethic of Hospitality. Philosophy of Education Society Annual Meeting, Memphis, TN.

Santoro, D. A. 2015, February. Revisiting #urbaned. Part of panel The Use of Digital Tools in the Classroom. Bowdoin College, Committee on Teaching. Brunswick, ME.

Santoro, D. A. 2014, November. Conscientious Objection, Demoralization and Integrity. Bowdoin College, Division of Student Affairs. Brunswick, ME.

Santoro, D. A. 2014, October. Teaching's Conscientious Objectors: Expressions of Craft Conscience in Education. Pittsburgh, PA

Santoro, D. A. 2014, April. Demoralization and the Role of Personal and Professional Integrity in the Lives of Teachers. American Educational Research Association Annual Meeting, Philadelphia, PA.

Santoro, D. A. & Wilson, T. S. 2014, April. Philosophical Enquiry and Empirical Research. American Educational Research Association Annual Meeting, Philadelphia, PA.

Santoro, D. A. 2014, March. The Beautiful Risk of Teaching: Reflections on Biesta’s The Beautiful Risk of Education. Philosophy of Education Society Annual Meeting, Albuquerque, NM.

Santoro, D. A. & Wilson, T. S. 2014, March. Philosophical Enquiry and Empirical Research. Philosophy of Education Society Annual Meeting, Albuquerque, NM.

Santoro, D. A. 2013, November. Teaching with Integrity Requires Resilience and Resistance. American Educational Studies Association Annual Meeting, Baltimore, MD.

Alvarez, A., & Santoro, D. A. 2013, November. Teacher Participation in and Perception of School Governance during a Time of Transition. American Educational Studies Association Annual Meeting, Baltimore, MD. (not presented) [*Alexandra Alvarez ‘13]

Santoro, D. A. 2013, March. Creating a Forum for the Moral in Teacher Attrition. Philosophy of Education Society Annual Meeting, Portland, OR.​

Santoro, D. A. 2012, April. Teacher Resilience and Demoralization: Tensions and Possibilities. American Educational Research Association Annual Meeting, Vancouver, BC.

Santoro, D. A. 2012, March. Integrity and Teaching’s Conscientious Objectors. Philosophy of Education Society Annual Meeting, Pittsburgh, PA.

Santoro, D. A. 2011, March. Interviewing and Philosophizing about Lifers who Leave. Part of the alternative session: Philosophy of Education and Empirical Research. Philosophy of Education Society Annual Meeting, St. Louis, MO.

Dorn, C. & Santoro, D. A. 2010, November. Unity, Uniformity & Modernity: John Dewey’s Educational Mission to Turkey. History of Education Society Annual Meeting, Cambridge, MA.

  • 2016, 2007, 08: Fletcher Family Research Award, Bowdoin College, Brunswick, ME
  • 2016: Course Development Award, Bowdoin College, Brunswick, ME
  • 2016: Gibbons Summer Research Program, Bowdoin College, Brunswick, ME (Diego A. Guerrero ’18)
  • 2015-16: Andrew W. Mellon Fellowship, Bowdoin College, Brunswick, ME
  • 2015: Faculty Research Award, Bowdoin College, Brunswick, ME (April & May)
  • 2014: Invited to become next editor-in-chief of Studies in Philosophy and Education (declined)
  • 2014: Invited Lecturer, Soka University, Tokyo, Japan (declined)
  • 2014: Gibbons Summer Research Program, Bowdoin College, Brunswick, ME(Roya Moussapour ’17)
  • 2014: Faculty Research Award, Bowdoin College, Brunswick, ME
  • 2011: FAME Faculty Fellowship, Maine Campus Compact, Lewiston, ME
  • 2010: Faculty Leave Fellowship, Bowdoin College, Brunswick, ME​
  • 2009: Faculty Leave Fellowship, Bowdoin College, Brunswick, ME.
  • 2007-11: Professional Service Funds to Support Activities as AERA Philosophical Studies of Education SIG Program Chair and President-Elect, Bowdoin College, Brunswick, ME.
  • 2007: Course Enrichment Funds: Education 203 and Education 245, Bowdoin College, Brunswick, ME.
  • 2003-04: William H. Kilpatrick Award in Philosophy and Education, Teachers College, NY.
  • 2002-03, 1998-09: Teachers College General Scholarship, Teachers College, NY.
  • 1999-2002: Spencer Research Training Grant, Youth Studies in New Times: Possible Selves in Multiple Worlds, Spencer Foundation, Chicago, IL.

Professional Affiliations