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Jax NobissView profile

Assistant Professor

• Indigenous Theory
• Decolonization
• Indigenous Identity
• +6 more

Jax Nobiss is an Assistant Professor at the School of Social Work within the Faculty of Arts at the University of British Columbia. As a Métis scholar with expertise in Indigenous Knowledges, their work bridges systemic understandings with grassroots community engagement. They hold a PhD from Wilfrid Laurier University and have extensive experience in health, education, and social work across Indigenous communities. Education: PhD in Social Work from Wilfrid Laurier University; Master’s thesis on Two-Spirit identities at the University of Northern British Columbia. Research focuses on Indigenous theory, decolonization, Métis identity, and intersectional dynamics impacting Indigenous health and well-being. Their dissertation explored Anishinaabeg perspectives on gender expressions, emphasizing nation-specific identities and resilience. Recent work addresses BIPOC 2SLGBTQ+ student experiences in higher education. Teaching experience includes sessional roles at UBC, Wilfrid Laurier University, and the Centre for Indigegogy, integrating Indigenous Knowledge Holders into curricula. Publications span cultural proficiency frameworks, healthcare equity, and social policy. Awards: None explicitly listed. Grants include Healthcare Excellence Canada Fellowship (2009) and involvement in the Disability Report Working Group’s 2022 study.

Sam SpiegelView profile

Professor

• Political Ecology
• Socio-Environmental Injustice
• Development Studies
• +12 more

Professor Sam Spiegel is a Professor and Chair of Global Studies and International Development at the Centre of African Studies , School of Social and Political Science , University of Edinburgh. His work bridges socio-environmental injustice , political ecology , and anti-colonial praxis , with regional focus on Zimbabwe , Indonesia , and Indigenous territories in Canada . PhD in Geography, University of Cambridge (Trudeau Scholar, Cambridge Commonwealth Scholar) MSc in Interdisciplinary Studies, University of British Columbia BA (Hons) in Politics, Whitman College Research interests center on displacement , extractive injustices , and community-driven methodologies . He examines resource extraction (coal, oil, gold), climate disaster impacts , and activism through ethnographic and visual storytelling approaches. His projects often involve UN agencies , Indigenous organizations , and post-colonial policy frameworks . Recent publications address climate displacement , mercury pollution , and visual methods in extractive zones. Articles span Political Geography , Geoforum , and Third World Quarterly , reflecting interdisciplinary engagement with resource governance , environmental racism , and anti-colonial resistance . ESRC Future Research Leader Award (2016) Principal's Teaching Award (2020) for anti-racist pedagogy Chancellor's Rising Star Award (2016) recognizing research impact He supervises PhD projects on pipeline infrastructure , Indigenous sovereignty , and coal politics , while collaborating with UNDP , UNEP , and UNIDO on global mercury reduction strategies. His Principal's Teaching Award projects explore decolonial curricula and global solidarity in education.

Cindy BlackstockView profile

Professor

• Indigenous Children's Rights
• Structural Inequalities
• Social Work Policy
• +3 more

Cindy Blackstock is a Gitksan First Nation academic and advocate, serving as a Professor at McGill University’s School of Social Work since 2016. Her research focuses on structural inequalities affecting Indigenous children and families, with a particular emphasis on child welfare reform. She holds a PhD in Social Work from the University of Toronto and over 18 honorary doctorates from institutions across Canada. Blackstock is also the Executive Director of the First Nations Child and Family Caring Society, a role she has held since 2003. Her work has been recognized through prestigious awards, including the Order of Canada and Amnesty International’s Ambassador of Conscience Award. Education: PhD (Social Work, University of Toronto, 2009); 18 honorary degrees from institutions like Trent University, University of Manitoba, and others. Professional Roles: Adjunct Professorships at Dalhousie University and University of Alberta; leadership in organizations such as the United Nations Committee on the Rights of the Child. Her research interests include Indigenous theory, UN policy advocacy, and culturally informed solutions to systemic inequities. Blackstock’s advocacy has driven landmark legal cases, including the Canadian Human Rights Tribunal ruling against systemic discrimination in First Nations child welfare funding. She collaborates internationally on children’s rights initiatives, including UN General Comments and youth-friendly UN declarations. Key awards include the Officer of the Order of Canada (2019), Mahatma Gandhi Peace Prize (2018), and the Jack Layton Award (2017). Her work bridges academic research, grassroots activism, and policy reform to advance Indigenous sovereignty and child welfare equity.

• Curriculum Studies
• Educational Equity
• Asian American Studies
• +3 more

Kyle Chong is a Researcher and Research Associate at the College of Education, Michigan State University, affiliated with the Office of the Dean. His work focuses on curriculum studies, anti-racism pedagogy, and the representation of Asian American experiences in education. Chong’s research explores themes such as curriculum politics, identity formation through naming practices, and resistance against systemic racism in educational policies. His scholarly contributions address critical issues like the erasure of Asian American narratives in social studies curricula and the impact of Sinophobia on educational frameworks. He advocates for humanizing pedagogical approaches that center cultural knowledge and promote equity. Chong’s publications span topics from global children’s literature to military wartime curriculum racialization, reflecting a commitment to interdisciplinary analysis. While no specific awards are listed, his active research portfolio demonstrates significant engagement with contemporary educational challenges. His work is particularly notable for bridging theoretical critiques with practical curriculum redesign initiatives.

Jon GarlandView profile

Professor

• Hate Crime
• Policing
• Prisons
• +5 more

Professor Jon Garland is a leading academic in the Department of Sociology at the University of Surrey, specializing in hate crime, policing, and rural racism. He holds a Professorial position within the Faculty of Arts, Business and Social Sciences. His research focuses on victimization, far-right movements, and community identity, with significant contributions to understanding hate crime through large-scale studies like the Leicester Hate Crime Project. Garland has extensive editorial and advisory roles, including membership on the British Society of Criminology Hate Crime Network Steering Committee and the Board of the International Network for Hate Studies. He has supervised numerous PhD students and served as an external examiner for eight doctoral theses in areas like hate crime and football disorder. His work integrates criminological theory with practical policy implications, emphasizing marginalized voices in research. Recent publications address policing strategies in universities, rural crime dynamics, and gender-responsive prison management. He actively engages with organizations like StopHateUK and the Howard League for Penal Reform to bridge academic insights with real-world impact. Key research themes include the normalization of hate crime victimization, the role of art in qualitative research with incarcerated women, and the challenges of tackling racism in football. His interdisciplinary approach combines empirical studies with critical analysis of institutional responses to crime and social exclusion.

Meskerem KebedeView profile

Researcher

• Public Health
• Surgical Systems
• Health Policy
• +3 more

Dr. Meskerem Kebede is a Research Officer at LSE Health (Global Surgery Policy Unit) at the London School of Economics and Political Science. Previously, she worked as a clinician and lecturer in the ENT Surgery Department at Addis Ababa University, Ethiopia. Her expertise spans Public Health, Surgical Systems, and Health Policy, with a focus on strengthening surgical systems in Low- and Middle-Income Countries (LMICs) and health workforce development in East Africa. Dr. Kebede holds an MSc in Health Policy and Financing from LSE and LSHTM (2021) and a recent Master of Public Health from Jimma University, Ethiopia. Her research interests include global surgery, health economics, and addressing systemic inequities through decolonial frameworks in global health education. Her publications explore topics such as machine learning in cardiovascular health, cost-effectiveness of surgical interventions in LMICs, telemedicine during pandemics, and the impact of colonialism on global health systems. She has contributed to policy-relevant studies on sugar taxation for surgical financing and organizational strategies to rehabilitate surgical services post-pandemic. Her work emphasizes bridging gaps in surgical research, advocating for equitable healthcare access, and integrating anti-racist practices into global health education through collaborative toolkits.

Lynn HudsonView profile

Professor

• African American History
• Women and Gender History
• U.S. West History
• +2 more

Lynn Hudson is Professor of History at the University of Illinois Chicago (UIC), specializing in African American history, gender studies, and the U.S. West. During 2024-25, she holds a fellowship at UIC's Institute for the Humanities. Her office is located in 918 UH at 601 S Morgan St., with Spring 2024 office hours Mondays 1:00-2:00 PM. Education: PhD in History, Indiana University MA in History, University of North Carolina, Chapel Hill Her research centers on African American resistance to segregation, particularly in California, and the construction of historical memory. Key themes include Black entrepreneurship , gender performance in public spaces , and state-sanctioned discrimination . She examines how marginalized communities navigated legal systems while creating cultural counter-narratives, with emphasis on Western U.S. contexts often overlooked in traditional civil rights frameworks. Hudson's publications reveal consistent focus on African American agency in hostile environments, spanning 19th-century entrepreneurship to 20th-century civil rights struggles. Recent works like West of Jim Crow (2020) demonstrate her signature approach: analyzing institutional racism while highlighting community resilience through legal challenges, economic strategies, and cultural production. Scientific Awards: Barbara Penny Kanner Prize (Western Association of Women Historians) for The Making of 'Mammy Pleasant' Joan Jensen-Darlis Miller Prize (Coalition for Western Women’s History) for 'Strong Animal Passions' article Hudson has taught graduate/undergraduate courses on race and gender history at UC San Diego, Cal Poly San Luis Obispo, and Macalester College (where she chaired the History Department). Her public history work engages memory studies through institutional fellowships and community-oriented scholarship, though specific grant details are unreported in source materials.

• Trauma-Informed Practice
• Secondary Trauma
• Anti-Oppressive Social Work
• +5 more

Lisa A. Henshaw is an Assistant Professor at the Wurzweiler School of Social Work, Yeshiva University. She chairs courses in trauma, loss, and eating disorders, and oversees the Certificate in Trauma-Informed Practice. Her clinical background includes work with homeless populations, community mental health, and supervisory roles. She maintains a private practice while advocating for anti-oppressive practices and social justice. Dr. Henshaw earned her Doctoral degree from Adelphi University with a focus on trauma narratives. Her research explores indirect trauma among MSW students, racial identity intersections with trauma, and trauma-informed academia. She spearheaded the Anti-Racism Coalition at Wurzweiler to center marginalized voices in academic spaces. Her teaching spans advanced clinical practice, psychosocial pathology, cultural diversity, and trauma-informed child welfare. Recent work examines collective trauma from the pandemic and systemic inequities in mental health care. She emphasizes qualitative methods to amplify marginalized groups' experiences while advancing ethical social work practice. Key projects include a study on secondary trauma among students during COVID-19 and coalition-building initiatives prioritizing equity. Her scholarship bridges clinical practice, education, and advocacy, with publications in Behavioral Sciences and Social Work with Groups.

• Organizational Communication
• Health Communication
• Social Media Studies
• +5 more

Heewon Kim is an Associate Professor at the Hugh Downs School of Human Communication, Arizona State University. His research focuses on organizational communication, health communication, and the impact of technology on workplace dynamics. He explores themes such as organizational justice, decolonial theory, and social media's role in global collaboration. His work addresses challenges in equity, employee well-being, and the intersection of technology with healthcare delivery. Key research interests include anticolonial intervention frameworks, compassionate coaching in mHealth, and the structural tensions in diversity initiatives. He investigates how organizational support mitigates burnout among workers and how social media shapes global team connectivity. His interdisciplinary approach bridges communication studies with public health and social justice advocacy. His recent scholarship highlights trends in workplace resilience during crises, decolonizing organizational practices, and the ethical implications of health technology. Despite prolific contributions, no awards or grants are explicitly listed in the provided texts. Advising records and lab affiliations remain undisclosed.

• Antiracist Writing Assessment
• Social Justice in Education
• Composition Theory and Pedagogy
• +4 more

Asao B. Inoue is a Professor of Rhetoric and Composition at Arizona State University's College of Integrative Sciences and Arts. He also holds affiliate faculty status in the Mary Lou Fulton College for Teaching and Learning Innovation. His research focuses on antiracist practices in writing assessment, labor-based grading contracts, and compassion-centered pedagogy. Inoue has served as Chair of the Conference on College Composition and Communication (CCCC) and holds leadership roles in professional organizations like the Council of Writing Program Administrators (CWPA). Education: Ph.D. and M.A. from Washington State University, B.A. from Oregon State University. Research Interests: Antiracist writing assessment, social justice in education, labor-based grading, composition pedagogy, and confronting white language supremacy. Awards: Recipient of the 2017 NCTE/CCCC Outstanding Book Award for Antiracist Writing Assessment Ecologies , the 2014 CWPA Outstanding Scholarship Award, and the 2015 CWPA Best Book Award. His work Race and Writing Assessment won the 2014 NCTE/CCCC Outstanding Book Award. Publications: Over 20 book-length works and numerous articles, including Labor-Based Grading Contracts (2019) and Above the Well (2021). His recent work explores cripping grading practices and antiracist literacy narratives. Grants & Advocacy: Advocates for antiracist teaching through the Asao and Kelly Inoue Antiracist Teaching Endowment at Oregon State University. His research addresses systemic inequities in writing programs and promotes inclusive pedagogical frameworks.

Michael G. GunzenhauserView profile

Professor

• Philosophy of Education
• Qualitative Research Methodology
• Ethics in Education
• +6 more

Michael G. Gunzenhauser is Professor and Senior Associate Dean of Academic and Faculty Affairs at the University of Pittsburgh School of Education. A philosopher of education and qualitative research methodologist, his work centers on race-conscious ethics, educator professionalism, and responsive caring in educational leadership contexts. His educational background includes: PhD in Social Foundations from the University of North Carolina at Chapel Hill under Drs. Lynda Stone and George Noblit Master’s degree in Higher Education and Student Affairs Administration from the University of Vermont under Drs. Robert Nash and Kathleen Manning Bachelor’s degree in Mathematics from the University of North Carolina at Chapel Hill Gunzenhauser's research spans philosophical foundations of education, ethical dimensions of leadership, and epistemological grounding of qualitative methodologies. He critically examines race-conscious ethics, responsive caring frameworks, and educator professionalism through lenses of social justice and school reform. His scholarship bridges theoretical philosophy with practical leadership challenges in educational institutions. Analysis of his recent publications reveals a cohesive trajectory emphasizing narrative ethics in leadership, anti-racist practices, and data-driven approaches to opportunity gaps. His work consistently integrates critical race theory with qualitative methodological rigor, establishing him as a leading voice in ethical educational leadership scholarship. His scientific awards include: Faculty Service Award, University of Pittsburgh School of Education (2014) Critics’ Choice Book Award for "The Active/Ethical Professional: A Framework for Responsible Educators" from the American Educational Studies Association (2012) Extra Mile Award from the University of Pittsburgh Council of Graduate Students in Education (2007) Mary Catherine Ellwein Outstanding Dissertation Award from the American Educational Research Association (2001) Dr. Gunzenhauser has mentored doctoral students including Osly J. Flores and Michael W. Quigley, with whom he maintains active research collaborations. His grant portfolio features significant contributions as co-principal investigator for the Oklahoma A+ Schools Program evaluation and graduate researcher for the North Carolina A+ Schools Program, demonstrating sustained commitment to arts-integrated school reform initiatives. He currently chairs the Philosophy of Education Society finance committee and has held leadership positions in the Ohio Valley Philosophy of Education Society and American Educational Studies Association, reflecting deep engagement with professional communities shaping educational philosophy and leadership discourse.

Amy HalberstadtView profile

Professor

• Emotional Development
• Cultural Psychology
• Racial Bias
• +3 more

Amy Halberstadt is a Professor in the Department of Psychology at NC State University, affiliated with the College of Humanities and Social Sciences. She leads the Family Affect, Beliefs, and Behaviors (FABB) Lab, focusing on emotion development, cultural influences, and systemic racism in socialization processes. Her research addresses how emotions are socialized in families, schools, and cultural contexts, with an emphasis on racial equity. Her work explores three core areas: (1) developmental processes of emotional experience and expression, (2) emotion socialization in diverse settings, and (3) implicit racism in emotion-related perceptions. The FABB Lab includes 10 undergraduate students, 3 graduate students, and 1 postdoctoral fellow. Key themes in her publications include racialized emotion recognition biases, teacher perceptions of students, and interventions to reduce educational inequities. She has contributed to validated measures like the Racism and Inequity Beliefs Questionnaire and works on anti-racism training for educators. Halberstadt’s research integrates developmental, cultural, and social psychological perspectives. She collaborates with schools and communities to translate findings into actionable strategies for fostering equitable emotional and social development.

Karen BlockView profile

Associate Professor

• Migrant & Refugee Health
• Health Equity & Inclusion
• Gender-Based Violence
• +5 more

Associate Professor Karen Block leads Migration and Health research at the University of Melbourne's Melbourne School of Population and Global Health. Her work focuses on migrant/refugee health equity, gender-based violence, and participatory methodologies. She has conducted influential studies on refugee integration, adolescent boys in crises, and housing policies affecting displaced populations. Dr Block's research bridges academic inquiry with policy impact, emphasizing ethical collaboration with marginalized communities. Education Background Information not explicitly stated in provided texts. Research Interests Dr Block's work prioritizes intersectional approaches to health equity, combining qualitative methods with community engagement. Key themes include structural violence in resettlement processes, gendered experiences of displacement, and leveraging sport/social capital for youth inclusion. Her recent projects analyze legal barriers faced by migrant survivors of family violence and systemic responses to sexual abuse in humanitarian contexts. Key Contributions Her publications highlight how housing trajectories impact refugee mental health, the role of sport in social inclusion, and innovative participatory research designs. Dr Block has also developed frameworks for disaster recovery capital and co-created the ASPIRE project to support immigrant women experiencing violence. Grants & Collaborations Active in interdisciplinary collaborations with NGOs like UNHCR and local settlement services. Leads major studies funded by Australian Research Council (inferred from project scope). Labs/Teams Directs Migration and Health Research Program. Core member of Nossal Institute for Global Health's refugee health cluster.

Ericka N MerriwetherView profile

Associate Professor

• Chronic Pain Management
• Obesity and Health Outcomes
• Racial Health Disparities
• +3 more

Ericka N. Merriwether is an Associate Professor in the Department of Physical Therapy at New York University’s Steinhardt School of Culture, Education, and Human Development. She directs the Inclusive and Translational Research in Pain Laboratory (I-TRIP), focusing on multi-level mechanisms of chronic musculoskeletal pain in adults with higher BMI. Her work integrates basic science, clinical assessment, and biophysical measurement to characterize pain phenotypes. Dr. Merriwether holds a BSc in Kinesiology from the University of Illinois at Urbana-Champaign, a DPT from the Mayo Clinic School of Health Sciences, and a PhD in Movement Science from Washington University in St. Louis. Her postdoctoral training was at the University of Iowa’s Department of Physical Therapy and Rehabilitation Science. Her research emphasizes racial and weight discrimination’s impact on pain in diverse populations, with NIH-funded studies on post-weight loss pain and non-pharmacological interventions for fibromyalgia. Key areas include pain inequities, obesity-related pain, and the sociocultural determinants of chronic pain. She serves on the Board of Directors of the United States Association for the Study of Pain (USASP) and holds leadership roles in the International Association for the Study of Pain. Awards include the Gabriel Carras Award and NYU Steinhardt’s Champions of Equity Distinguished Service Award. Her grants include support from the NIH, Foundation for Physical Therapy, and NYU Steinhardt initiatives. Current projects explore mediators of chronic widespread pain post-weight loss and the role of systemic inflammation in fibromyalgia pain outcomes. Dr. Merriwether advocates for anti-racist research practices through initiatives like the Antiracism CoaliTION in Pain Research (ACTION-PR), emphasizing equitable study design and cultural competency in pain care.

Alexis D. RileyView profile

Assistant Professor

• Science Education
• Anti-Racist Pedagogy
• Culturally Relevant STEM Education
• +3 more

Alexis D. Riley is a Tenure-Track Assistant Professor at New York University-Steinhardt's Teaching & Learning Department in the Science Education Program. She holds a Ph.D. in Science Education from Teachers College, Columbia University (2021), an MS.Ed from Fordham University (2013), and a B.A. in Sociology from UC Santa Barbara (2011). Her work focuses on centering Black women teachers' expertise in STEM education through anti-racist pedagogy and culturally relevant practices. Her research examines Black women educators' improvisational teaching strategies, systemic racism in STEM education, and health equity in marginalized communities. She has held faculty roles at CSU Los Angeles, Barnard College, and Relay Graduate School of Education. Riley serves on the ASTE Board of Directors, advocating for equitable science education policies. Riley's awards include the Health Equity Champion Award (2015) and Jhumki Basu Scholars Program recognition (2019, 2022). Her publications appear in top journals like the Journal of Research in Science Teaching and Race, Ethnicity, and Education . She draws on 15+ years of K-12 teaching experience in Harlem and Brooklyn to bridge theory-practice gaps in STEM education.