Mario Di Paolantonio
PhD - University of Toronto; MA - University of Toronto; BA - University of Toronto
Location(s) / Contact Info:
211, Winters College - WC
Phone: 416-736-2100 Ext. 88616
Faculty & School/Dept
- Faculty of Education -
- Faculty of Graduate Studies, Education - Culture
- Faculty of Graduate Studies, Humanities - Comparative perspectives & cultural boundarie
- Faculty of Graduate Studies, Social & Political Thought -
- Education and Social Justice in Postmodernity (GS/EDUC 5615)
- Rethinking Schooling: A "Re-Introduction" to Education (ED/EDUC 1000)
- What Is Education For? (ED/EDST 1000)
- Di Paolantonio, M. (2019). Education and the Pathos of Wonder: Arendt's Limiting and Enabling Sense of Wonder Studies in Philosophy and Education, 38 (3), 213-228. doi: https://doi.org/10.1007/s11217-018-9626-3.
- Di Paolantonio, M. (2019). The Malaise of the Soul at Work: The Drive for Creativity, Self-Actualization, and Curiosity in Education Studies in Philosophy and Education, Forthcoming . doi: https://doi.org/10.1007/s11217-019-09653-4.
- Di Paolantonio, M. (2018). Remembering, Forgetting, Learning. FEATURED ARTICLE (Natasha Levinson, Ed.) Philosophy of Education Yearbook 2016, 2016, 59-69.
- Di Paolantonio, M. (2018). ¿Puede el propio pensamiento de educación romper esquemas? Análisis de 'Un Manifiesto para la Educación' de Biesta y Säfström. / Can the very thought of education break bricks? A Commentary on Biesta and Säfström's A Manifesto for Education Praxis educativa, 22 (2), 47-57. doi:10.19137/praxiseduca va-2018- 220206.
- Bell, Vikki and Di Paolantonio, M. (2018). Presenting the (Dictatorial) Past in Contemporary Argentina: Truth Forums and Arts of Dramatization Social & Legal Studies, 27 (5), 572-595. doi: https://doi.org/10.1177/0964663917722597.
- Di Paolantonio, M. (2016). The Cruel Optimism of Education Journal of Philosophy of Education, 50 (2, Special 50th Anniversary Issue ), 147-159. doi: https://doi.org/10.1111/1467-9752.12197.
- Di Paolantonio, M. (2015). Un pensador de los restos Dossier Experiencia, Memoria y Formación. Horizontes Sociológicos, 3 (5), 24-35. doi:ISSN 2346-8645.
- Di Paolantonio, M. (2015). Roger Simon as a Thinker of the Remnants: An Overview of a Way of Thinking the Present, Our Present..." Studies in Philosophy and Education, 34 (3), 263-277. doi: https://doi.org/10.1007/s11217-014-9439-y.
- Di Paolantonio, M. (2014). The Uselessness of Philosophy Antistasis, 4 (2 Special Issue on philosophy and education), 12-15. doi:ISSN: 1929-5014.
- Di Paolantonio, M. (2011). Interrupting Commemoration Discourse: Studies in the Cultural Politics of Education, 32 (5), 745-760. doi: https://doi.org/10.1080/01596306.2011.620756.
- Di Paolantonio, M. (2010). Recalling the Legacy of the 1985 Trial of the Military in Argentina. In Lilian A. Barria and Steven D. Roper (Eds.), The Development of Institutions of Human Rights: A Comparative Study (pp. 49-61). Palgrave Macmillan
- Di Paolantonio, M. (2010). Guarding and Transmitting the Vulnerability of the Historical Referent (Deborah Kerdeman, Ed.) The Philosophy of Education Yearbook 2009, 129-137 .
- Bell V. and Di Paolantonio M. (2009). The Haunted Nomos: Activist-Artists and the Impossible Politics of Memory Cultural Politics, 5 (2), 148-178. doi: https://doi.org/10.2752/175174309X428199.
- Di Paolantonio, M. (2008). A Site of Struggle, A Site of Conflicting Pedagogical Proposals: The Debates Over Suitable Commemorative Form for ESMA Journal of the Canadian Association for Curriculum Studies, 6 (2), 25-42.
- Di Paolantonio, M. (2008). Being Caught Otherwise: Engaging the Task of the Annotator Through Gadamer, Derrida, Benjamin. In Peter Pericles Trifonas (Ed.), Worlds of Difference: Rethinking the Ethics of Global Education for the 21st Century (pp. 217-236). Paradigm Publishers
- Di Paolantonio, M. (2007). Framing Trials for Past Abuses Through An Educative Dialogue: Recovering the Formative Role of Conflict in a Democracy, FEATURED ARTICLE (Daniel Vokey, Ed.) The Philosophy of Education Yearbook 2006, 59-67.
- Di Paolantonio, M. (2006). A Memory of Justice as a Democratic Pedagogical Force The Review of Education, Pedagogy, & Cultural Studies, 28 (April-June), 141-163. doi: https://doi.org/10.1080/10714410600739863.
- Simon R.I., Di Paolantonio M., Clamen M. (2005). Remembrance as Praxis and the Ethics of the Interhuman. In Roger I. Simon The Touch of the Past (pp. 132-155). Palgrave Macmillan
- Di Paolantonio, M. (2004). Tracking the Demand for Legal Recall: The Foreclosing and Promise of Law in Transitional Argentina Social and Legal Studies, 13 (3), 351-375. doi: https://doi.org/10.1177/0964663904044999.
- Di Paolantonio, M. (2004). Trying to Transmit: Working Through the Educative Hermeneutics Implicit in Trials for Past Social Abuses JAC: A Quarterly Journal for the Interdisciplinary Study of Rhetoric, Literacy, Culture, and Politics, 24 (2), 313-351.
‘Re-emerging Pasts: Forums for Truth-telling in Contemporary Argentina and Chile’
Amount funded: $£184,399
Year Funded: 2015
Funded by: Economic and Social Research Council Grant (ESRC, UK)
Professor Vikki Bell (University of London-Goldsmiths) and Professor Mario Di Paolantonio (York University), have been awarded an Economic and Social Research Council Grant (ESRC, UK), worth £184,399, for their project, ‘Re-emerging Pasts: Forums for Truth-telling in Contemporary Argentina and Chile.’ This research project adopts an innovative theoretical framework within which to study how - by what processes, according to what criteria, and subject to what kinds of verification – new truths emerge about the political violence that took place in the 70s and 80s in Argentina and Chile. Although that period of violence is now past, many facets of it remain unresolved; new truths and new accounts of it continue to emerge. The research will consider a range of diverse sites, understanding them as “forums for telling.” Its premise is that the importance of telling the past is intimately linked with Justice, but that this “juris-diction” is not confined to legal forums, since the work of speaking justice (and justly) also takes place elsewhere. Our hypothesis, drawing on the work of Isabelle Stengers, is that truths about the past are of different kinds at different sites because they have to pass through different processes of hypothesising, conditions of “testing” and collective reflection before they are affirmed and allowed to emerge as true. Thus the production of truth at a museum of memory differs both in process and in terms of the truths it seeks and can affirm, from the production of truth by courts of law, or by the Argentine Forensic Anthropology Team's attempts to establish identities through the testing of human remains or DNA. We follow such processes not in order to argue a familiar stance that all truth is socially constructed, but to study more vigorously and closely what the specific processes of truth production are at different sites. Indeed, the “social” or human element in the processes of producing knowledge is not denied but is acknowledged and therefore has to be negotiated. But the different forums approach this task differently, and involve distinct material and human witnesses, different procedures and place different constraints on the objects of their interrogations. In studying these processes we ask: What candidates emerge to tell the truth about the past? Which truths are allowed to emerge at the different sites? How are they understood as relevant to the forum that debates their status? What ‘tests’ must they pass in order to attain their status as true? How are emergent truths presented, arranged and mediated for consumption? How is their status challenged? The importance of these questions becomes apparent when one considers the pedagogic dimensions of the activities at stake. The project thus highlights the pedagogic and inter-generational dimension. What do the different forums understand as the relation between the production of truth and the presentation or pedagogical curation of the story of the past as a wider societal imperative? How do they agree to present their work domestically and internationally, including digitally? How do they seek to overcome the dangers of making a spectacle of the past, or else using it within a strategic instrumentalisation that insists that listening repeatedly to horrors of past violence will inoculate us from ever repeating the past wrongs?
- Commemorative Pedagogical Practices: Exploring the Public Educational Potential of Law and Memorial Art Practices for Addressing the Unsettled Past, SSHRC Standard Research Grant - 2009-2012
- Re-emerging Pasts: Forums for Truth-telling in Contemporary Argentina and Chile, Economic and Social Research Council - 2015-2017
- Justice Demands’ and the Negotiated Process of Art-Work Production, Arts & Humanities - 2006-2008
- International Research Associate with the Centro de Estudios en Pedagogias Contemporaneas (CEPEC), AND the Escuela de Humanidades (EHU) at the Universidad Nacional de San Martin (UNSAM), Buenos Aires, Argentina.