Lucila T. Rudge, Ph.D.

Antioch University
Home › Faculty Directory › Lucila T. Rudge, Ph.D.

Lucila Rudge, Ph.D., began her career in education as a Waldorf kindergarten teacher in Brazil. She has over 25 years of experience in education in K-12 schools and higher education. Lucila has a doctorate in Holistic Education from The Ohio State University and an M.A in Drama in Education from the University of Central England. She was an Associate Professor of Education at the University of Montana and an Honorary Academic at the University of Auckland, New Zealand. Lucila has extensive international experience. She has taught in Brazil, her native country, the U.K., Indonesia, and United States. Her research and teaching experience include teacher-student relationships, social and emotional learning, holistic pedagogy, contemplative practices in education, diversity in education, and international education.

Lucila Rudge

Affiliate Faculty

Transformative Learning Community Specialization

[email protected]

Personal Website

  • Ph.D., Education – The Ohio State University, USA
  • P.G. Cert., P.G. Dip., M.A., Drama in Education – University of Central England, UK (now Birmingham City University)
  • Performing Arts Certificate – University of São Paulo, Brazil
I embrace teaching as an opportunity to inspire and empower. As a Latina immigrant and teacher educator, I recognize the impact of culture on students’ learning, beliefs, and ways of thinking. To inspire, empower, and meet the needs of my diverse students, I am committed to following three pedagogical constructs:
Community Building – I strive to establish a sense of community-based on a culture of caring that fosters open dialogue, collaboration, and respect for different social groups and diverse views. I want my students to feel they are part of a community of learners, where we care for each other, value everyone’s contribution, respect different views, and learn from one another.
Teacher as Facilitator – I usually use texts, videos, images, and podcasts as initial material for inquiry and draw frequently on small- and large-group discussions. My goal is to cultivate students’ desire to learn, inspire them to grow intellectually, and empower them to take responsibility for their learning.
Authentic Assessment – I strive to provide assignments that are meaningful and relevant to students by offering them choices and a range of options to allow students to express their knowledge and understanding of content in various ways.

Rudge, L. (2021). The growth of independent educational alternatives in New Zealand. International Journal of Progressive Education, 17(6), 324-354.

Rudge, L. (2021). What is it like to be a minority student at a predominantly white institution? In V. Mihaila (Ed.), Behavioral-based interventions for improving public policies (pp.191-209). IGI Global.

Rudge, L., & Gyde, A. (2019). What if we can’t apply what we have learned? Reflections of an IB science teacher candidate. International Journal of Teacher Education and Professional Development, 2(2), 24-36.

Rudge, L. (2019). Contemporary science and Steiner’s theory of human development: Similarperspectives on early childhood development. The Holistic Educator, 29(2), 15-18.

Rudge, L. (2018). Challenges of being a foreign professor. In Kemp, A. T. (Ed.), The dignity of the calling: Educators share the beginning of their journeys. Information Age Publishing.

Rudge, L. (2018). A self-study of factors affecting the collaboration between university and school professionals. International Journal of Teacher Education and Professional Development, 1(1), 21-35.

Rudge, L. (2017). Different experiences and perceptions of campus climate among minority students at a predominantly white institution. International Journal of Bias, Identity, and Diversities in Education, 2(1), 40-56.

Rudge, L. (2016). Holistic pedagogy in public schools: A case study of three alternative schools. Other Education: The Journal of Educational Alternatives, 5(2), 169-195.

Rudge. L. (2015). Teaching critical multicultural education online and face-to-face: A cross-case analysis of students’ transformative learning. Journal of the International Society of Teacher Education, 19(1), 60-72.

Rudge, L. (2014). Mindful and relational teaching: Transforming teacher-student relationships. The Holistic Educator, 25(1), 19-24.

Rudge, L. (2012). Nurturing the well-being of urban public-school educators. Encounter: Education for Meaning and Social Justice, 25(1), 16-23.

Rudge, L. (2010). Holistic education: An analysis of its pedagogical application. Saarbrücken, Germany: Lambert Academic Publishing.

Rudge, L. (2021). In search of a more progressive and holistic education. Paper to be presented at the 40th International Society for Teacher Education Conference, Paro, Bhutan.
Rudge, L. (2019). Nurturing the wellbeing of teachers in low-socioeconomic settings. Invited speaker, Wellbeing, Research and Practice Seminar, University of Auckland, New Zealand.
Rudge, L. (2018). The growth of IB programs in schools and universities worldwide. Speaker, Montana International Baccalaureate Symposium, Montana, U.S.A.
Rudge, L, & Gyde, Al. (2018). What if IBEC candidates can’t apply what they have learned? Paper presented at the 2018 International Baccalaureate Educator Certificate Conference, Bath, UK.
Rudge, L. (2017). Challenges and complexities of collaboration: A self-study of collaborative practices between university and school professionals. Paper presented at the 37th International Society for Teacher Education Conference, Aarhus, Denmark.
Rudge, L. (2017). Práticas pedagógicas que incentivam a competência e o prazer pela leitura: Um estudo sobre escolas públicas alternativas nos Estados Unidos. Keynote Speaker, V Congresso de Leitura e Literatura, UNESP, Presidente Prudente, SP, Brazil.
Rudge, L. (2016). Holistic pedagogical practices in public school classrooms. Guest lecture, OISE,
University of Toronto, Ontario, Canada.
Rudge, L. (2016). Alternative public schools with holistic pedagogical practices. Paper presented at the 2016 annual meeting of the American Educational Research Association, Washington D.C., U.S.A.
Rudge, L. (2016). How do we nurture holistic learning in public school classrooms? Workshop presented at the Holistic Teaching and Learning Conference 2016, Manitoba, Canada.
Rudge, L. (2015). Why do we need to increase awareness of diversity in our campus? Listening to students’ perspectives. Keynote Speaker, DiverseU Leadership Luncheon, University of Montana, Missoula, Montana, U.S.A.
Rudge, L. & Jilot, J. (2015). Beyond celebration: Deepening our understanding of diversity. Workshop presented at DiverseU, University of Montana, Missoula, Montana, U.S.A.
Rudge, L. (2014). Building positive teacher-student relationships. Paper presented at the 1st International Holistic Teaching and Learning Conference, Ashland, Oregon, U.S.A.
Rudge, L. (2014). Increasing teachers’ awareness and understanding of diversity through distance education. Paper presented at the 34th International Society for Teacher Education Conference, Belek, Antalya, Turkey.
Rudge, L. (2013). How do we help teachers improve the quality of their relationship with students? Paper presented at the 2013 annual meeting of the American Educational Research Association, San Francisco, California, U.S.A.
Rudge, L. SHAPE 2.0 Partnership Grant with Missoula County Public Schools and the PJW College of Education and Human Sciences: International Baccalaureate Program. Dennis and Phyllis Washington Foundation, 2016-2018. Amount awarded: $45,000.
Rudge, L. University of Montana International Activity Award. University of Montana, 2012. Amount Awarded: $1,500.00
Dechow, S. & Rudge, L. U.S./Indonesia Teacher Education Consortium (USINTEC) International Dual Master’s Degree Program Scholarship Grant. U.S. Agency for International Development, 2012. Amount awarded: $70,000. 00
Dechow, S. & Rudge, L. International Seed Grant, OSU Student International Experience Grants. College of Education and Human Ecology, The Ohio State University, 2011. Amount awarded: $7,500.
Editorial Review Board
International Journal of Teacher Education and Professional Development (2019-present)
Holistic Education Review (2022-present)
International Society for Teacher Education
American Educational Research Association
National Association for Multicultural Education
  • Mindful and Relational Teaching: Educating for a Culture of Peace
Skip to content