Profile for Gerardo Aponte-Safe

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Specialty area(s)

Global Education

Social Studies Education

Teacher Education

Brief biography

Dr. Gerardo Aponte-Safe is an Assistant Professor of Global Education at UW-L, teaching courses in global and multicultural education. His research broaches the fields of teacher education and social studies education, considering how teachers navigate conflicting cultural lenses in curriculum and pedagogy for teaching diverse learners. Recent work has focused on how teacher educators approach culturally sustaining pedagogy for future Latinx and LGBTQ+ teachers. Dr. Aponte-Safe is a Regional Affiliated Faculty Member of the Center for Latin American and Caribbean Studies at UW-Milwaukee. 
Originally from Puerto Rico, Dr. Aponte-Safe grew up traveling throughout Latin America, living for six years in Belize and Perú. He has worked as a social studies teacher in Florida and a teacher educator in Michigan, Texas, and the Dominican Republic.

Current courses at UWL

EDS 309 Teaching Global Perspectives across the Curriculum



PhD, Curriculum, Instruction and Teacher Education, Michigan State University, 2017

M.Ed., Social Studies Education, University of Florida, 2009 

B.S., Interdisciplinary Studies, University of Central Florida, 2008 

A.A., Indian River State College, 2005

Teaching history

EDS 203 Teachers, Schools, and Society

EDS 206 Multicultural Education

Professional history

Assistant Professor of Teacher Education, The University of Texas Rio Grande Valley
Edinburg, TX, 2017-2019

Instructor, Social Studies Education, Michigan State University
East Lansing, MI 2011-2017

Summer Academic Director, The DREAM Project
Cabarete, Dominican Republic 2014-2017

Social Studies Teacher, Polk County Public Schools
Haines City, FL 2009-2011

Research and publishing

Aponte-Safe, G. J., & Shatara, H. (2021). Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards. The Critical Social Educator, 1(1), 1–16.

Leija, M. G., Lara, G. P., Aponte-Safe, G.J., Kambara, H. (2020). Reflections on teacher education practices of first-year tenure-track professors at an HSI. In P. A. McHatton, J. Schall, & E. Longoria Saenz (Eds.), Hispanic Serving Colleges of Education: Exploring Identity, Practice and Culture. Routledge.

Nouri, N., McComas, W., and Aponte-Martinez, G.J. (2019) Rationales and strategies for teaching History of Science in preservice settings: Illustrations from multiple cases with implications for science teacher education," Science & Education, 28(3-5), 367-389. 

Aponte-Martínez, G.J., & Pellegrino, A. (2017). Youthscaping our classrooms: Nurturing youth civic agency through youth-centered pedagogies. The Social Studies, 108(3), 99-110.

Halvorsen, A., Harris, L.M., Aponte-Martinez, G.J., & Frasier, A. (2016). Does students’ heritage matter in their performance on and perceptions of historical reasoning tasks? Journal of Curriculum Studies, 48(4), 457-478.

Harris, L.M., Halvorsen, A., & Aponte-Martinez, G.J. (2016). “[My] family has gone through that”: How high school students determine the trustworthiness of historical documents.” Journal of Social Studies Research, 40(2), 109-121. http://dx.doi:10.1016/j.jssr.2015.06.007



Gerardo Aponte-Safe, Educational Studies and Hanadi Shatara, History, co-authored the article "Realities and Possibilities: Critical Global Education in Wisconsin Elementary Social Studies Standards" in The Critical Social Educator published on Thursday, April 15 by Iowa State University Digital Press. This innovative piece provides a framework for critical global analysis of elementary social studies curriculum.

Submitted on: April 15



Gerardo Aponte-Safe, Department of Educational Studies in the School of Education, presented "Constructing the stories of the Other: Teachers’ travel experiences and their pedagogies for global perspectives" at the National Council for the Social Studies on Nov. 30 online. His presentation present his research on a case study of the impact of a Fulbright-Hays Group Project Abroad professional development on teachers’ instructional decisions regarding narratives about cultures different than their own, examining how teachers authenticated different stories they shared with students about Costa Rica and its people.

Submitted on: Dec. 7, 2020