12/22/2023 0 Comments Colloquy educationHe’s been married to Kathy for over thirty-five years, and they have two adult children. Ortiz often speaks at conferences and churches and has produced articles and book chapters published in missiology and theological education. Additionally, he serves as Vice President for the South Central Region of the Evangelical Missiological Society. Ortiz currently serves as International Director for the International Council for Evangelical Theological Education, which further positions him as a global ambassador on behalf of DTS for theological education. As an Associate Professor at DTS, his primary academic interests relate to global theological education and contextualization.ĭr. Most of his ministry before DTS involved theological education leadership and teaching in Spanish-speaking countries, especially Cuba. Before that role, he served as the first Director of DTS en Español, a department developed to offer master’s level programs to the Spanish world. Ortiz previously served as Chair for the Department of Missiology and Intercultural Ministries at DTS, where he initiated substantial changes in its purpose, degrees, and courses. studies in Theological Education in the Latin American/AETAL regional context at SETECA.ĭr. His subsequent ministry record includes leadership involvement in a local church plant soon after his conversion engagement in international Bible college and seminary teaching in Spain, Latin America, and Cuba successful efforts to unify and upgrade the quality of theological schools in Cuba establishing ties to the Caribbean Evangelical Training Association (CETA) and completing Ph.D. Of Cuban-American descent, Michael came to Christ as a married adult in the early years of his law practice. Ortiz holds a Juris Doctor (J.D.) degree from Southern Methodist University, Master of Theology (Th.M.) from Dallas Theological Seminary, and Doctor of Philosophy (Ph.D.) from Seminario Teológico Centroamericano (SETECA). Decolonization: Indigeneity, Education & Society, 4(1), 21-40.Dr. Mapping interpretations of decolonization in the context of higher education. Andreotti, V., Stein, S., Ahenakew, C., Hunt, D.Decolonization: Indigeneity, Education & Society, 1(1), 1-40. Methodology: An approach to develop the capacity to sit with the tensions, complexities, and contradictions that emerge when engaging with difficult material related to decolonization Andreotti has recently accepted the appointment to serve as Dean, Faculty of Education at the University of Victoria and will share elements of her recent presentation for the position of Dean.īy the end of this session, our hope is participants have a better understanding of the landscape of decolonization and possibilities for integrating perspectives into teaching spaces. She was inducted into the Royal Society of Canada’s College of New Scholars, Artists and Scientists in 2019. Colloquy, which originated from the Division course at Winchester College in the UK. She holds a Canada Research Chair in Race, Inequalities and Global Change and is the interim director of the Peter Wall Institute for Advanced Studies. the foundation of a holistic vision of high school education in a. Andreotti is a full professor at the Department of Educational Studies at UBC. Vanessa Andreotti (she/hers) joined us to facilitate a discussion on the complexities, challenges, and opportunities of engaging with decolonial perspectives in higher education. What are the commonalities and differences between interpretations of the term? How does decolonization relate to our teaching? And where do we even start? The term decolonization is used more and more in higher education, but has different meanings for different people and groups. This year’s colloquy was held on Friday, June 24 th from 9:30am to 12:00pm
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