| Gustavo Fischman |
Biography |
Abstract |
- Associate Professor
- Educational Leadership & Policy Studies
- Arizona State University
- United States
|
Dr. Fischman is an Associate Professor in the divisions of Educational Leadership and Policy Studies and Curriculum & Instruction at the Mary Lou Fulton, College of Education, Arizona State University. His areas of specialization are Comparative Education, Educational Policy Studies, and Gender Studies in Education. Dr. Fischman was born in Buenos Aires, Argentina where he obtained his BA in Education at the University of Buenos Aires. He completed his Ph.D. in social sciences and comparative education at the University of California, Los Angeles. His doctoral dissertation won the 1998 Gail P. Kelly Outstanding Dissertation of the Year Award of the Comparative and International Education Society. In 2005 he was selected as Research Fellow for the annual Program of Research of the Institute of Advanced Studies Lancaster University, and in 2008 as a Visiting Fellow in the Mundusfor Masters (Erasmus Mundus Program, European Union). He actively teaches and collaborates on research projects in Argentina, Brazil, Mexico, Spain, Portugal and the USA.
Dr. Fischman is currently coordinating two research projects. He is a co-principal investigator in the program “Strengthening the academic and scientific scholarly
publishing capacity in Latin America” (in collaboration with Dr. John Willinsky, Stanford University Public Knowledge Project). This project is using an exploratory survey of more than 200 editors of academic journals and 40 academic librarians to establish a baseline on the publishing practices and forms of use of Open Access models in Latin America. The long term goal of this project is to enable higher education institutions, research centers, civil society organizations, NGOs, and the public at large to access and use more readily the knowledge produced in universities, and thus contribute to democratizing access to knowledge. The second project analyzes the political-pedagogical discourses of influential newspapers. Through the application of a model of discourse analysis (combining quantitative and qualitative methods), this study aims to identify and analyze the prototypes and frames used in editorials and opinions about higher education in nearly 10,000 items published between 1980-2005 in the New York Times, Washington Post, and Los Angeles Times. He is the editor of the Spanish and Portuguese sections of Education Review and Educational Policy Analysis Archives, and serves in numerous editorial boards of Peer-reviewed journals. In addition he is the author of two books (Imagining Teachers: Rethinking Teacher Education and Gender y La Ley y La Tierra: Historia de un Despojo en la Tribu Mapuche de Los Toldos), and has co-edited another two (Crisis and Hope: The Educational Hopscotch of Latin America: and Critical Theories, Radical Pedagogies, and Global Conflicts). Dr. Fischman has published numerous articles and book chapters on critical pedagogy, teacher education, higher education and gender issues in education in journals such as Educational Researcher, Comparative Education Review, Journal of Education Policy, Gender and Education, Revista de Educacion, Cuadernos de Pedagogia, and Educaçao & Realidade among others.
Expanding and Improving Digital Scholarly Publishing Initiatives in Brazil
At this point in history, digital scholarly publishing initiatives present a critical opportunity to
increase greatly access to knowledge. In particular, among Latin American countries, Brazil
has shown considerable leadership in developing new publishing forms. I will study this new
approach in the Brazilian context, and its implications for the place of the university in local
communities, larger regions, and globally. The long-term goal of this project is to enable
higher education institutions, research centers, civil society organizations, NGOs, and the
public at large to access and use more readily the knowledge produced in universities. The
Research Goals of this project are: a) Map the degree and extent of Open Access to
scientific content in Brazil by discipline and region, as a baseline for tracking progress in this
area; b) Draw up coordinating principles and implementation plans among major scholarly
publishing portals for improving the provision and depth of research indexing and related
bibliometrics in Brazil for research, education, policy, media, and public use; c) Analyze the
degree and extent of support structures (including website hosting, technical support, and
training opportunities) among major scholarly publishing portals (cited above) for the
implementation, maintenance, and development of Open Source Software in the production
and distribution of scientific knowledge in Brazil; d) Examine the current institutional
incentive structure, implicit and explicit, for becoming involved in scholarly publishing as an
author, reviewer, and editor; e) Survey press, NGOs, and government agencies on the
current role that research plays and factors that might, after some experimentation, increase
that role.
Achieving these goals will not only strengthen the processes needed to improve scholarly
publishing but also provide the thorough analytical perspective needed to weigh how new
digital media affect the possibilities for universities driving innovation both institutionally
and globally. It is expected that as a result of this collaborative study, a model and a method
for assessing progress in building scholarly infrastructure could be created. These two
components should be immediately beneficial for Brazil’s scientific policy, and for
accomplishing the goals of the Fulbright NCS 2009-2010 program. |
