Organizing Committee

Macarena García-González is Associate Researcher at the Center for Advanced Studies in Educational Justice of the Catholic University of Chile. She has an MA in Cultural Studies from Maastricht University, and PhD in Cultural Studies and Social Anthropology from Zurich University. She has authored Origin Narratives. The Stories We Tell Children about Immigration and International Adoption (Routledge, 2017), Enseñando a sentir. Repertorios éticos en la ficción infantil (Metales Pesados, 2021), as well as several articles and book chapters on children’s literature, culture and education. She currently leads the research project Literary and Emotional Repertories for Childhood (ANID, Fondecyt 11180070) and the collaborative research platform for children’s culture #EstoTbn (ANID-PIA CIE 160007). Macarena García-González is the convener of IRSCL2021 and a member of the IRSCL board.

Andrea Casals-Hill holds a Master’s in Human Settlements and Environmental Studies and a Doctor’s degree in Literature, both from Universidad Católica de Chile (UC), where she currently conducts a research on YA dystopian narratives and hope funded by the National Agency for Research and Development (Fondecyt 11200236); she was also a postdoctoral fellow at UC researching on environmental awareness in Chilean picturebooks. She teaches at graduate and undergraduate programs and is co-editor of the academic journal English Studies in Latin America, all at Facultad de Letras UC. In 2019 she published Futuro esplendor: ecocrítica desde Chile (Orjikh), co-authored with Pablo Chiuminatto.

Soledad Véliz holds a Ph.D. in Education from Universidad Católica de Chile with a thesis on death and picturebooks that follows a posthumanist conceptual framework. She has a background in psychology, a Msc in Kings’ College of London, and a MA in Anglia Ruskin, Cambridge. She is professor at Universidad de Chile where she teaches New Materialisms applied to psychology. She is a researcher at the Center for the Development of Inclusion Technologies (CEDETi UC) and collaborates with the Center for Educational Justice (CJE). She is part of the collaborative research platform for children’s culture #EstoTbn (ANID-PIA CIE 160007).

Isabel Ibaceta is a researcher at the Institute for Education Sciences, Universidad de O’Higgins, Chile. She holds a Master’s degree in Children’s Literature from the University of Roehampton and a PhD in Literature from Universidad de Chile. She is co-editor of Literatura para Infancia, Adolescencia y Juventud: Reflexiones desde los estudios literarios (Universitaria, 2016) and has published on Marcela Paz children’s novels and national identity. She participated in the creation of the Diploma Program in Children’s Literature at Universidad de Chile. Currently, she teaches literature to students of the secondary, primary and early childhood education training programs at Universidad de O’Higgins.

Felipe Munita holds a Ph.D. in Didactics of Language and Literature from the Autonomous University of Barcelona, where he was also a visiting professor between 2017 and 2020. Munita has been advisor and lecturer in international literacy mediator training programs. He is currently a professor and researcher at the Faculty of Education of the Catholic University of Chile. His research revolves around the figure of the literacy mediator, literary education, and poetry for young adults and children. He currently leads the research project Lectores y mediadores de poesía: formación docente y prácticas de lectura poética en educación media (Fondecyt 11200339). He is also a member of the research group GRETEL.

Claudia Matus is an associate professor at the College of Education at the Universidad Católica de Chile. She leads the interdisciplinary research network to study the production of the gender norm in scientific research, educational institutions, and public spaces (SOC 180023). She also leads the research group titled BioSocioCultural Inclusion in Education at the Center for Educational Justice. Her research interests include subjectivities and post-representational theories, space/time and movement theories, knowledge production, and critical policy studies.