I like to meet and work with people. I think this is the catalyst for learning and understanding the issues that concern us and on which we have to act and try to provide answers.
I am here because I believe that the changes we all want to see in the world will come through our own actions, through education, through each and every one of us. As an education professional and as a person who cares I cannot not do anything.
I am a school teacher, a yoga teacher and a teacher trainer. I’m interested in everything that creates a climate of growth for my pupils. I’m also interested in everything that helps individuals to grow. So, my keywords are cooperative learning, lifelong learning and communication.
I am a philosophy teacher in an upper secondary school and teacher trainer. My professional interests are critical thinking, philosophy of education, learning to learn and philosophy with children. Education for me means liberation.
I am a university teacher and writer. I’m interested in philosophy of education and its impact on everyday practices, intercultural learning, human rights and democratic participation.
I am a freelance trainer and adjunct at University of Iceland, School of Education. I’m a founder and the general secretariat of L2C and the vice president of association for school development in Iceland.
I am an evaluator, trainer, e-learning facilitator and author. My main working fields as trainer are Human Rights, Social inclusion, Global Education, Intercultural dialogue and International Cooperation.
I am emeritus professor of the Universitat Autònoma de Barcelona. My main interests in the field of education are: human rights, diversity, multilingualim/multiculturalism and interculturality.
I am professor, researcher and consultant in the area of educational sciences. I am interested in school success for students from migrant or disadvantaged backgrounds, in pedagogy and professional development.
I am a teacher trainer and senior lecturer passionate about intercultural competence development, inclusive education and change in teachers’ personal theories in professional development.