2016 Keynote Speakers

David T. Hansen is the Weinberg Professor in the Historical and Philosophical Foundations of Education at Teachers College, Columbia University, where he also serves as Director of the Program in Philosophy and Education.  Hansen has a Bachelor of Arts in Intellectual History and a Ph.D. in Education, both from the University of Chicago.  He joined the faculty of Teachers College in 2001, after serving previously for a decade as director of an urban secondary teacher education program at the University of Illinois at Chicago.  Hansen has taught at several levels, including secondary school, and has worked closely with hundreds of teachers in the course of his career.  He has led seminars and workshops with teachers on the nature and meaning of education, on how to lead successful discussions with students of all ages, on how to create a classroom and school environment that supports authentic education, and more.

Professor Hansen has written widely on the work of teachers, including in books such as The Call to Teach (1995), Exploring the Moral Heart of Teaching (2001), Ethical Visions of Education: Philosophies in Practice (2007), and The Teacher and the World (2011).  He has been particularly interested in the ethical and moral dimensions of educational work – for example, the ways in which teachers and the curricula they use can assist students in deepening rather than rendering shallower their sense of humanity.  He has also written on John Dewey’s philosophy of education, with a particular focus on Dewey’s rich conception of ‘education as growth’, in works such as John Dewey and Our Educational Prospect (2007).  In recent years, Hansen has addressed relations between cosmopolitanism and education, and has published an array of articles on the topic in outlets such as The Journal of Curriculum Studies, Studies in Philosophy and Education, and Teachers College Record.  His book mentioned above, The Teacher and the World (2011) also features a cosmopolitan perspective.  He has lectured on the topic in many places around the world, including Brazil, Canada, China, France, Israel, Japan, the Palestinian Territories, and Turkey.

Professor Hansen has received numerous honors, including a National Academy of Education Postdoctoral Fellowship, the James and Helen Merritt Award for Distinguished Service to Philosophy of Education, the Outstanding Achievement Award from the John Dewey Society, an honorary doctorate from Orebro University (Sweden), and being named a University Scholar at the University of Illinois at Chicago as well as the Weinberg Professor at Teachers College, Columbia University.  Hansen is a Past-President of the John Dewey Society and of The Philosophy of Education Society, and is a Fellow of the American Educational Research Association.

大卫·T·汉森，美国哥伦比亚大学教育学院历史与哲学教育系教授，同时他也是学院哲学与教育项目负责人。汉森教授在芝加哥大学获得思想艺术史专业的文学学士、教育学博士学位。汉森教授最早在美国伊利诺伊大学芝加哥分校，担任城市中学教师教育项目主任十年。于2001年入职美国哥伦比亚大学教育学院。汉森教授担任过多层次的教学工作，其中包括中学，并与老师们保持合作关系。汉森教授曾主导开展与教师间的研讨会和报告会，主要探讨教育的本质与意义、如何成功引导与各年龄段学生讨论、如何创建一个支持真实教育的课堂和学校环境等课题。

汉森教授著有多本关于教师的书，包括：《教学的呼唤》、《教学道德的探究》、《教育伦理观：实践中的哲学》、《教师与世界》。他对教育工作的伦理与道德方面颇感兴趣。比如以何种方式教师可以使用教学大纲，来帮助学生更深度的了解人性，而不是人性的磨灭。同时，汉森教授特别关注约翰·杜威的教育理念，并著有关于约翰·杜威教育哲学的书，如：《约翰·杜威和我们的教育前景》。近年来，汉森教授强调世界主义与教育的关系，在《课程研究杂志》、《哲学与教育研究》、《教育学院学报》等杂志上发表了关于此研究的一系列文章。他的《教师与世界》一书就展示了其国际化视角，并就此研究在世界各地进行演讲。

汉森教授载誉无数，包括：国家教育研究院博士后奖学金、詹姆斯和海伦·梅里特教育哲学杰出贡献奖、约翰·杜威杰出成就奖、瑞典厄勒布鲁大学名誉博士学位、伊利诺伊大学芝加哥分校学者、哥伦比亚大学教育学院温伯格教授。同时，汉森教授是约翰·杜威协会和哲学教育协会的前任主席，美国教育研究协会会员。

Professor Ian Menter is Director of Professional Programmes at the Department of Education, the University of Oxford. Previously he was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media); London Metropolitan University (Head of School of Education); University of the West of England and the University of Gloucestershire. Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008 –11. He is an Academician of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at the University of Nottingham and at Newman University College, Birmingham. Ian’s research interests are in teacher education and teachers’ work, with a particular interest in policy. He has carried out a number of ‘home international’ comparative studies within the UK, including ESRC-sponsored initiatives and has led projects commissioned by the Scottish Government and The National College for School Leadership. Ian is a member of the editorial team of the British Journal of Educational Research and is a founding editor of Review of Education, a new journal of the British Educational Research Association, launching in 2013. He is a convenor of two UKwide research groups, TEG (Teacher Education Group) and CAPeR-UK (Curricululum, Assessment and Pedagogy Reform across the UK).

伊恩ž门特教授，牛津大学教育系主任。之前他担任过格拉斯哥大学教师教育学教授。在此之前，他曾任职于苏格兰西部大学教育与媒体学院院长，伦敦城市大学教育主管，并曾就职于西英格兰大学和格洛斯特郡大学。伊恩是苏格兰教育研究协会2005年至2007年主席，并且从2008年至2011年曾在大学教师研究发展教育委员会就任要职。他是社会科学院院士和皇家艺术协会的负责人，并且担任英国诺丁汉大学和纽曼大学的做客教授。伊恩的研究领域是教师教育和教师的工作与特定政策。他在英国进行了一系列的国内与国际比较研究，包括ESRC赞助的活动和苏格兰政府的委托项目，还有国立大学领导力培养。伊恩是《英国教育研究杂志》编辑团队的成员并且担任由英国教育研究协会在2013年创设的《教育评论》主编。他是英国两个研究小组TEG（教师教育小组）和CAPeR-UK（英国课程、评估和教学改革）的会议召集人。

Dr. Michael Connelly is Project Co-Director with Shijing Xu of the Canada-China Reciprocal Learning Partnership Grant Project funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). The Partnership is led by the University of Windsor and involves two Canadian universities [University of Windsor (UW), University of Toronto (OISE/UT)], and five Chinese universities [Southwest University (SWU), East China Normal University (ECNU), Northeast Normal University (NENU), Beijing Foreign Studies University (BFSU)], two Canadian school boards [Greater Essex County District School Board (GECDSB), Toronto District School Board (TDSB)] and approximately forty Canadian and Chinese schools.  The purpose is to foster cross cultural educational understanding and to provide a forum for studying cross cultural educational narratives as they intersect in the modern world. He is keen on fostering cross cultural educational learning and understanding.

Dr. Connelly is Professor Emeritus at the Ontario Institute for Studies in Education of University of Toronto (OISE/UT), long time Editor of Curriculum Inquiry, former Chair of Curriculum, and founding Director of the OISE/UT Center for Teacher Development. He studied with Joseph Schwab at the University of Chicago. He is the Education Judge for The American Publishers Awards for Professional and Scholarly Excellence (PROSE) Book awards, given annually by the Professional & Scholarly Publishing Division of the Association of American Publishers. He has written on science education, curriculum studies, teacher education, multiculturalism and narrative inquiry.

He was Director of the Canada Project, Second International Science Study, and Director of the Hong Kong Institute of Education/OISE/UT doctoral program. He has made teaching a priority, with many former students winning dissertation, and research and teaching awards. He has worked with schools, school boards, and teacher organizations; and wrote policy papers for the Science Teachers Association of Ontario, the Ontario Teachers Federation, the Ontario Ministry of Education, the Government of Egypt, the Government of Australia, UNICEF and the World Bank.

He has held numerous research grants and has close to 200 publications. His research work takes place in practitioner school-based settings. His major works include: The Functions of Curriculum Development (1972), Teachers as Curriculum Planners: Narratives of Experience (Widely used, with several translations, 1988, with Jean Clandinin), Stories of Experience and Narrative Inquiry (First narrative inquiry publication, 1990, with Jean Clandinin), The Sage Handbook of Curriculum and Instruction (2008, acknowledged by AERA Division B Curriculum Studies Book Award with Ming Fang He and Jo-An Phillion), and Narrative Inquiry for School-based Research (Practice focused, AERA best paper award, 2010, with Shijing Xu).

He received AERA’s Division B Lifetime Achievement Award, the Canadian Society for the Study of Education’s Outstanding Canadian Curriculum Scholar Award, the Canadian Education Association Whitworth award, the Ontario Confederation of University Faculty Association’s award for excellence in teaching, and other scholarly awards, and most recently, Outstanding Publication Award by Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA).

He has worked internationally in human resource development, curriculum, teacher education, and community schools in Jordan, Egypt, Hong Kong, West Indies, and China. He drafted the terms of reference for the recently established Egyptian Professional Academy of Teachers and he was a UNICEF consultant to The League of Arab States for which he wrote a policy paper for pan-Arab curriculum and teacher education. His long-term, ongoing, urban education research program in Bay Street Community School is supported by the Social Sciences and Humanities Research Council of Canada.

目前，由（SSHRC）加拿大人文和社科基金委员会赞助，麦克尔·康纳利教授与加拿大温莎大学教育学院许世静教授共同主持中加教师教育和学校教育互惠学习合作项目。该项目在中加两国多个大学及教育机构展开合作交流。主要参与的中加合作伙伴有加拿大温莎大学，加拿大多伦多大学/安大略教育研究所，温莎大埃塞克斯地区学区委员会，多伦多学区委员会，西南大学，华东师范大学，东北师范大学，中国外语教育研究中心/北京外国语大学。

麦克尔·康纳利博士是多伦多大学安大略教育研究院(OISE)资深教授，任《课程探究》Curriculum Inquiry杂志主编多年，曾任多伦多大学安大略教育研究院课程与教学系主任，组建并担任教师发展中心主任。他师从芝加哥大学施瓦布（Joseph Schwab）教授。他的著作涉及科学教育，课程研究，教师教育，多元化和叙述探究。

他曾指导国际科学研究项目加拿大分项目第二国际科学研究, 担任香港教育学院/多伦多大学教育学院博士项目主任。他以教学为先，辛勤培养学生。在他的指导下，许多学生获得了论文奖，研究奖，教学奖。他先后与学校，教育局，以及教师组织合作研究; 为安大略理科教师协会，安大略教师联合会，安大略教育局，埃及政府，澳大利亚政府，联合国儿童基金会（UNICEF)，和世界银行 (World Bank) 撰写有关政策性文献。他曾荣获美国教育研究协会（AERA）终生成就奖，加拿大教育研究学会（Canadian Society for the Study of Education）加拿大杰出课程学者奖，加拿大教育协会维特沃斯奖（Whitworth)，大学教师协会安大略省联合会优秀教学奖等学术奖项, 包括最近获得的美国教育研究会 (AERA) 教育叙事研究2011年度杰出出版物奖。

康纳利教授出版专著近200部, 比如The Sage Handbook of Curriculum and Instruction (2008)，许多是实践为主的校本研究。

多年来，康纳利教授与约旦，埃及，香港，西印第斯和中国合作致力于国际间人力资源发展，课程，教师教育，以及社区学校研究。他授权起草埃及职业教师研究院草案。他现今还担任联合国儿童基金会的顾问，为阿拉伯国家联盟制定泛阿拉伯的课程与教师教育的研究方案。

他在多伦多贝街社区学校进行了多年的城市教育研究，这项研究是加拿大人文社会科学研究会资助的项目。目前，康纳利教授致力促进跨文化教育的理解和沟通。

Ruth HAYHOE is a professor at the Ontario Institute for Studies in Education of the University of Toronto.  Her professional engagements in Asia have spanned 30 years, including foreign expert at Fudan University in Shanghai in the early 1980s, First Secretary for Education, Science and Culture at the Canadian Embassy in Beijing, 1989-1991, visiting professor  at Nagoya University on a Japan Foundation fellowship in 1996, and Director of the Hong Kong Institute of Education, 1997-2002.

Ruth has authored or edited more than a dozen books and published about 80 articles in refereed journals. Her newest book, China through the Lens of Comparative Education: The Selected Works of Ruth Hayhoe came out in winter of 2015 with Routledge’s World Library of Educationalists.  Two new co-edited books will come out in 2016: Canadian Universities in China’s Transformation: An Untold Story, edited by Ruth Hayhoe, Julia Pan and Qiang Zha, forthcoming with McGill Queens University Press, and Comparative and International Education: Issues for Teachers edited by Kathy Bickmore, Ruth Hayhoe, Caroline Manion, Karen Mundy and Robyn Read, forthcoming with Canadian Scholars Press.  Other recent books include Portraits of 21^st Century Chinese Universities: In the Move to Mass Higher Education, co-authored with Jun Li, Jing Lin and Qiang Zha (Hong Kong: Comparative Education Research Centre, University of Hong Kong and Dordecht: Springer, 2011),  Comparative and International Education: Issues for Teachers,  (First edition) co-edited with K Mundy, K Bickmore, M Madden and K Madjidi (New York: Teachers College Press and Toronto: Canadian Scholars Press, 2008) and  Portraits of Influential Chinese Educators (Hong Kong: Comparative Education Research Centre, University of Hong Kong and Dordecht: Springer, 2006).

Ruth has received many honors, including Honorary Fellow, University of London Institute of Education (1998), the Silver Bauhinia Star of the Hong Kong SAR Government (2002), Commandeur dans l’ordre des Palmes  Académiques of the Government of France (2002) and Honorary Fellow of the Comparative and International Education Society (2011). In 2012 she was appointed CJ Koh Professor at the National Institute of Education, Nanyang Technological University, Singapore. In October of 2015 she was awarded the Mingyuan Prize for an Outstanding Contribution to Chinese Education Research and in December of 2015, she was conferred an Honorary Doctorate of Letters by the Open University of Hong Kong.

Ruth has nurtured an active doctoral thesis group since 2005, whose members have done sustained field research on higher education issues in all of the following jurisdictions: China, Hong Kong, Singapore,  South Korea, Japan, Malaysia, India, Vietnam, Thailand, Cambodia, France, Belgium, Estonia, Norway, Greenland, Tanzania, South Africa, Venezuala, Iraq and the U.A.E., as well as Canada and the USA.

许美德(Ruth Hayhoe)，加拿大多伦多大学教育研究所教授。她对于在亚洲的职业参与发展已有30年，她曾在20世纪80年代担任上海复旦大学外国专家。1989-1991年曾任加拿大驻北京大使馆教育、科学与文化教育处首席秘书、1996年日本名古屋大学客座教授、1997-2002年曾任香港教育学院院长。

许美德教授已撰写、编辑十余本书，在权威期刊上发表了80多篇文章。她的最新作品《从比较教育的视角看中国：许美德选集》于2015年冬出版。合编的两本新书：《加拿大大学在中国的转型：一个不为人知的故事》、《比较教育与国际教育：教师的问题》将在2016年问世。 最近出版的书包括：《二十一世纪中国大学的概况：高等教育的大众化》、《有影响力的中国教育家》。

许美德教授载誉无数：伦敦大学教育学院名誉院士（1998）、获得香港特区政府银紫荆星章（2002）、法国政府教育骑士勋章（2002）、比较与国际教育学会荣誉院士（2011）。2012年她被聘为新加坡南洋理工大学国立教育学院教授，2015年10月被授予明园奖中国教育研究杰出贡献奖，2015年12月被香港公开大学授予名誉博士学位。

自2005年来，许美德教授已培养了一个活跃的博士论文课题组，其成员在中国、新加坡、韩国、日本，马来西亚，印度，越南，泰国，老挝，挪威，坦桑尼亚，发过，南非，加拿大及美国等地就高等教育问题进行了持续的实地研究。