Doris Santoro

Associate Professor of Education and Chair of Education Department

Teaching this semester

EDUC 2211. Education and the Human Condition

Doris Santoro
Explores the relationship between education and being/becoming human. Topics may be guided by the questions: What does it mean to be an educated person? How can education lead to emancipation? How might teaching and learning lead to the good life? What is our responsibility to teach the next generation? Readings may include works by Hannah Arendt, John Dewey, W. E. B. Du Bois, Plato, Jacques Rancière, among others.

EDUC 2272. Urban Education

Doris Santoro
Explores the roles of urban public schools in their communities; the historic, sociocultural, and economic contexts for urban schools; and examines what we know about excellent teaching and learning in urban schools, as well as reform and activism efforts in urban schools and their communities. Films and readings interrogate representations of urban students, their teachers, and their schools. Analyzes the purposes, challenges, and possibilities of urban education; considers schools’ relationships to the cities in which they are located; and interrogates the politics of urban teaching. Views urban schools as sites of promise and innovation, as well as sites for social and political struggle. Not open to students who have credit for Education 1015.

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. ​

Education

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

Publications

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

Santoro, D. A. (2017). Cassandra in the Classroom: Teaching and Moral Violence. Studies in Philosophy and Education: Volume 36 Issue 1 pp 49-60. http://link.springer.com/article/10.1007/s11217-016-9544-1

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.)

Recent Presentations

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.)

Grants and Fellowships

  • 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