Andres Gonzalez Novoa

Education anchors my academic and professional work. I study how critical pedagogy and hermeneutics can support inclusion, literacy, and democratic citizenship, especially in contexts of vulnerability. In teaching and supervision, I connect theory with practice through narrative pedagogy, oral storytelling, and reading mediation. I have coordinated and contributed to Erasmus+ projects on migrant inclusion and prison education, producing open training resources and good-practice handbooks. Methodologically, I combine qualitative inquiry, design-based interventions, and reflective practitioner research to assess educational change in institutions and communities. At the University of La Laguna, I contribute to postgraduate programmes and quality processes, and I promote service-learning partnerships that translate research into measurable social impact. My current interests include pedagogy of hospitality, intercultural language education, and ethical approaches.

Education, History, Philosophy, Sociology and Political Science

González Novoa, Andrés, María Lourdes C. González Luis, Pedro Perera Méndez, y María Daniela Martín Hurtado. «Una pedagogía de la hospitalidad para imaginar una ciudadanía migrante y una ética del mestizaje». Revista internacional de pensamiento político 20 (2025): 151-74.
Gonzalez Novoa, Andrés, Juan José Sosa Alonso, y María Daniela Martín Hurtado. «La necesidad de desacelerar la educación superior: más allá de una universidad centrifugada y del entretenimiento». En-Claves del Pensamiento, 2024, 105-31. .
González Novoa, Andrés, María Lourdes C. González Luis, Pedro Perera Méndez, y María Daniela Martín Hurtado. «Arte, experiencia, educación y palabras prisioneras: érase una vez una pedagogía penitenciaria con alas». Qurriculum: Revista de Teoría, Investigación y Práctica Educativa 36 (2023): 107-28.
Martín Hurtado, María Daniela, y Andrés González Novoa. «@Freire.P #Nética en las redes sociales para la autonomía en la hiperrealidad». Pedagogía y saberes 55 (2021): 77-88.
González Novoa, Andrés, y Pedro Perera Méndez. «Panglotia, pampedia y pansofía: el realismo pedagógico en Comenio». Pedagogía y saberes 54 (2021): 23-36.

Erasmus+ KA204 “The Chrysalis and the Butterfly: Autobiographical paths of penitentiary pedagogy” (Ref. 2020-1-IT02-KA204-079355, 20/12/2020–19/12/2023, presupuesto total 201.787 €, red europea con 35 investigadores de 7 países): en la ULL participo como Coordinador-Investigador/Coordinador, organizando el trabajo del equipo (planificación, asignación de tareas, seguimiento y aseguramiento de calidad) y la coordinación académica con el consorcio internacional; el proyecto valida una estrategia autobiográfica para la educación en prisión y cristaliza en resultados transferibles, especialmente la coordinación editorial del Autobiographical Strategy in Penitentiary Pedagogy. Good Practice Handbook (1ª y 2ª ed.; Laertes, 2023, ISBN 978-84-19676-19-1) y el libro The chrysalis and the butterfly. Autobiographical paths of penitentiary pedagogy (Laertes):
; web de objetivos del proyecto:
Erasmus+ KA220-ADU “PIPE: Programme of inclusion for Migrant People at risk of social exclusion” (Ref. 2023-1-ES01-KA220-ADU-000160578, 06/11/2023–05/11/2026, 36 meses, consorcio de 6 entidades de 5 países): en la ULL actúo como IP/Coordinador científico, dirigiendo la organización del trabajo del equipo (cronograma, control de calidad y coherencia metodológica) y la coordinación con el consorcio; los principales resultados son productos abiertos y transferibles como la plataforma PIPE https://pipe-platform.

No patents registered. Research outputs include transferable educational toolkits, guides and open resources developed within European projects on migrant inclusion and prison education (e.g., digital toolbox/platform and training materials).

External consultancy and professional services (self-employed): design and implementation of a socio-cultural dynamisation plan for at-risk minors; coordination of prison socio-cultural programmes; research coordination on prisonisation effects and development of a training manual; delivery of specialised training modules (blended learning) and evaluation of vocational training programmes.

Collaboration with universities and research groups (e.g., Chair of Critical Hermeneutics; CEILAM) and international consortia in Erasmus+ projects. Strong inter-institutional cooperation with public administrations and third-sector organisations in applied educational programmes (migrant minors protection services, prison education, and community cultural initiatives), including coordination with schools, VET centres, health services and civil society networks.

Professional experience in applied education and social intervention prior to full-time academia: Director and technical lead of an emergency residential protection service for unaccompanied migrant minors in the Canary Islands (2007–2010), leading large multidisciplinary teams and inter-agency coordination. Additional experience as training coordinator/trainer with NGOs and employment-training institutions (e.g., Red Cross programmes, FEMETE, IDEO) and cultural-educational work with a publishing house as writer/storyteller.

My work generates social, economic and academic benefits by turning research in critical pedagogy, oral storytelling and inclusive education into scalable, open resources for institutions. I provide scientific coordination and leadership in competitive Erasmus+ projects exceeding €700,000 in total funding: PIPE (KA220-ADU, €400,000; 2023–2026) delivers an open training ecosystem for migrant inclusion (platform, toolbox, guides and multilingual app) and supports reception services through practical planning tools ( . The Chrysalis and the Butterfly (KA204, €201,787; 2020–2023) transfers an autobiographical strategy for prison education via a Good Practice Handbook and an international book (Laertes, 2023; . TOGIVE (2016–18) strengthened civic education and transparency through online training on open government. Beyond academia, I sustain knowledge exchange with public services through Palabras Prisioneras (2015–), and large-scale reading mediation programmes reaching schools and communities, widening access and measurable cultural participation. These outputs feed teacher education at the ULL, improve professional practice in NGOs and administrations, and create reusable curricula, assessment rubrics and policy recommendations. They increase visibility through publications and multilingual dissemination, supporting sustainable response