Find Academic Supervisors

Sophie VauzourView profile

Lecturer

• Second Language Education
• Teacher Education
• Curriculum Building in MFL
• +7 more

Sophie Vauzour is a Lecturer in Education at the University of East Anglia, School of Education & Lifelong Learning, where she serves as Course Co-Director and Admissions, Recruitment, and Marketing lead for the Secondary PGCE(M) program. She specializes in Modern Foreign Languages (MFL) teacher education and leads the MFL strand of the PGCE course. She is also a Senior Fellow of the Higher Education Academy and a member of the Chartered College of Teaching. Academic Background: Licence de Lettres Modernes, Université de Bordeaux, France Maîtrise de Lettres Modernes, Université de Montpellier, France (mention Très Bien) PGCE(M) in Secondary Education, University of Reading (Distinction in Practical Teaching and Academic Studies) PG-Cert in Higher Education Practice Master in Higher Education Practice PhD in progress (focus: anti-racist education in MFL classrooms) Sophie's research and teaching interests center on Second Language Education, Teacher Education, and inclusive pedagogy. She is particularly passionate about decolonising the MFL curriculum and promoting anti-racist education. Her work emphasizes making language learning accessible and enjoyable for all students, regardless of background. Her recent publications explore themes of equity, decolonisation, and mentoring in teacher education. The articles reflect a strong commitment to social justice, with a focus on dismantling systemic inequalities in initial teacher training and school placements. Keywords across her work include anti-racism, curriculum reform, teacher identity, and inclusive pedagogy. Scientific Awards and Recognitions: Postgraduate Adviser of the Year, UEA SU Transforming Education Awards (2024) Senior Fellow of the Higher Education Academy (HEA) Distinction in both Practical Teaching and Academic Studies, PGCE(M), University of Reading Sophie supervises Master's dissertation students on the MA Second Language Education and MA Educational Practice and Research programs. She has played multiple leadership roles including Mentoring Lead, NQT Coordination, Placement Coordinator, Resource Development Coordinator, and Director of Employability. She is actively involved in curriculum development and has led initiatives to decolonise the PGCE curriculum at UEA. Her future work continues to focus on advancing equity in teacher education through research, teaching, and institutional collaboration. Professional Affiliations: Member, Chartered College of Teaching Active Member, Association for Language Learning (ALL) Member, Language Teachers Network at UEA

Bakirathi ManiView profile

Professor

• Asian American Studies
• South Asian Studies
• Visual Cultural Studies
• +6 more

Bakirathi Mani is the Penn Presidential Compact Professor of English at the University of Pennsylvania's School of Arts & Sciences. She holds affiliate roles in Asian American Studies, Gender & Sexuality Studies, Cinema & Media Studies, and South Asian Studies. Her research interrogates intersections of empire, visual culture, and diasporic identities through postcolonial, feminist, and queer理论 frameworks. Mani earned a Ph.D. in Modern Thought & Literature (Stanford University), M.A. in Modern Indian History (Jawaharlal Nehru University), and B.S.F.S. in Diplomacy (Georgetown University). Prior to Penn, she taught at Swarthmore College for 20+ years, co-founding the Tri-College Asian American Studies Program. Her major works include Unseeing Empire (Duke UP, 2020)—awarded an Honorable Mention by the Association of Asian American Studies—and Aspiring to Home (Stanford UP, 2012). Current projects explore family albums as diasporic archives and the politics of anti-Asian photographic representation during the pandemic. Mani also curates South Asian diasporic visual culture collaborations with artists and nonprofits across the U.S. and South Asia.

Tina SadaranganiView profile

Assistant Professor

• Gerontology
• Alzheimer's Disease and Related Dementias (AD/ADRD)
• Family Caregiving
• +12 more

Tina Sadarangani is an Assistant Professor at NYU Meyers College of Nursing, where she leads innovative research at the intersection of gerontology, health equity, and aging technology. As an NIH-funded clinician scientist and board-certified adult and geriatric nurse practitioner, she is dedicated to improving care for individuals with Alzheimer’s disease and their families, particularly underserved and immigrant populations. Education: PhD (New York University), MS (University of Pennsylvania), BSN (New York University), BA (Georgetown University) Specialties: Gerontology, Health Policy, Chronic Disease, Immigrant Health, Vulnerable Populations, Health Services Research Her research focuses on adult day services as platforms for chronic disease management, caregiver support, and nutrition in diverse aging populations. She is the creator of CareMobiTM , an award-winning mobile app that enhances communication among family caregivers, healthcare providers, and adult day centers, and The Enlightened Caregiver , a social media movement empowering families to advocate for optimal care. Prof. Sadarangani’s recent publications reveal a strong trend toward addressing systemic disparities in dementia care, leveraging technology for care coordination, and strengthening community-based long-term care models. Her work emphasizes person-centered outcomes, language access, and data-driven policy solutions to improve care for ethnically diverse older adults. Scientific Awards & Recognitions: Fellow, American Academy of Nursing (FAAN) Fellow, Gerontological Society of America (FGSA) Fellow, New York Academy of Medicine Rising Star Award, National Institute on Aging & American Geriatrics Society (2025) NYU Meyers Dean’s Excellence in Research Award (2025) Gold Medal, McKnight’s Long-term Care Technology Awards (2024) UBS x Luminary Fellow for Women of Color Founders (2024) Judge’s Award, National Institute on Aging Start-up Challenge (2023) She has secured significant NIH funding and leads active projects including DRF TAC: The CareMobi App and Measuring What Matters in adult day services. Her research is widely published in top journals such as American Journal of Public Health and Journal of the American Medical Informatics Association , and she is frequently featured in major media outlets including The New York Times , Associated Press , and US News & World Report . Prof. Sadarangani is actively involved in national collaborations with the National Adult Day Services Association and the California Association of Adult Day Services. She mentors students and is accepting PhD candidates. Her lab serves as a hub for innovation in age-tech and community-partnered research, with future work focused on scaling CareMobi, improving data systems in long-term care, and advancing health equity through policy and technology.

• Political Ecology
• Environment and Development Studies
• Land-Use Conflicts
• +11 more

Tor A. Benjaminsen is Professor of Environment and Development Studies at the Department of International Environment and Development Studies (Noragric), Faculty of Landscape and Society, Norwegian University of Life Sciences (NMBU). His research is anchored in political ecology, with a focus on environmental change, land-use conflicts, and governance in Africa and the Arctic. He leads major research projects funded by the Research Council of Norway and the European Research Council. Education: Cand. Scient. in Resource Geography and Landscape Ecology, University of Oslo (1988) PhD in Geography and Development Studies, Roskilde University (1998) Benjaminsen’s research interests include climate change and conflict, desertification narratives in the Sahel, agrarian change, pastoralism, formalization of land rights, and Sámi reindeer herding in Norway. His work critically examines how environmental discourses shape policy and governance, often challenging dominant narratives of degradation and overuse. His recent publications span topics such as climate security, conservation in Africa, green economy initiatives, and the political ecology of insurgency. The articles reflect a consistent engagement with power, discourse, and environmental justice, particularly in the Global South. He has published in leading journals such as Political Geography , Global Environmental Change , and Journal of Peasant Studies . Scientific Awards: Toppforsk Grant (2016), Research Council of Norway ERC Advanced Grant (2022) Benjaminsen has served as a Lead Author for the IPCC’s Sixth Assessment Report and as Associate Editor of Political Geography . He has supervised numerous students and collaborated widely across disciplines. He also coordinates the Political Ecology Forum at NMBU , fostering interdisciplinary dialogue on environmental issues. His research is supported by major grants, including the Greenmentality project on the green economy in the Global South and the Landresponse project on conflict and migration in the Sahel. Labs and Research Groups: Coordinator, Political Ecology Forum at NMBU Principal Investigator, Greenmentality Project (2016–2021) Principal Investigator, Landresponse Project (2022–2027)

• Mental Health Disparities
• Racial Trauma
• Post-Traumatic Stress Disorder (PTSD)
• +13 more

Dr. Monnica T. Williams is a tenured Professor in the School of Psychology at the University of Ottawa, where she holds the Canada Research Chair in Mental Health Innovation and Equity. She is also an Adjunct Scientist at the Institute of Mental Health Research, Royal Ottawa Hospital, and a Research Affiliate at the University of Massachusetts, Lowell. Her academic journey includes prior faculty roles at the University of Pennsylvania, University of Louisville, and University of Connecticut. Ph.D. in Clinical Psychology, University of Virginia (2007) M.A. in Psychology, University of Virginia (2003) B.S. in Electrical Engineering / Biomedical Technology, MIT Additional studies at UCLA Dr. Williams' research centers on mental health disparities, racial trauma, OCD, microaggressions, and psychedelic-assisted therapies. She has published over 300 peer-reviewed articles and authored books on healing racial trauma, antiracist therapy, and psychedelic justice. Her work bridges clinical science with social justice, emphasizing culturally-informed care for BIPOC communities. Her recent publications (2022–2025) reveal a strong focus on racial trauma assessment and treatment, equity in psychedelic research, discrimination in AI, and barriers to mental healthcare for marginalized groups. Themes include validation of trauma scales, development of therapeutic protocols, and systemic critiques of racism in institutions. APA Division 12 Samuel M. Turner Early Career Award (2015) Board-certified in Behavioral and Cognitive Psychology Scientific Advisor, International OCD Foundation Member, Chacruna Institute’s Racial Equity and Access Committee Dr. Williams supervises several graduate students and leads two research labs: the Laboratory for Psychedelic Clinical Research and the Laboratory for Mental Health Disparities. She has received federal and foundation grants and serves as an expert witness on discrimination in legal cases. She also conducts antiracist training workshops and public speaking engagements globally. Her labs focus on developing and testing interventions for racial trauma and advancing equitable psychedelic therapies. She is a vocal advocate for increasing representation of BIPOC individuals in psychology and mental health research.

Nicole Gardner-NeblettView profile

Assistant Professor

• Child Development
• Language and Literacy Development
• Educational Equity
• +3 more

Nicole Gardner-Neblett is an Assistant Professor of Psychology at the University of Michigan’s College of Literature, Science, and the Arts. Her research focuses on children’s language and literacy development, particularly among socially and economically disadvantaged populations. She adopts a strengths-based approach to examine how individual and contextual factors influence early learning, with a specific emphasis on African American children’s oral narrative skills and their implications for educational practices. Dr. Gardner-Neblett holds a Ph.D. and M.A. in Developmental Psychology from the University of Michigan and a B.A. in Psychology from Brown University. Her work bridges developmental psychology and educational equity, addressing systemic barriers in early childhood education. Key themes include teacher perceptions of linguistic diversity, the impact of racism on child development, and strategies to support educators in fostering language skills. She critiques traditional achievement gap frameworks, advocating for systemic reforms over deficit-based approaches. Dr. Gardner-Neblett’s publications span 2006–2025, reflecting her commitment to antiracist research and evidence-based interventions. Her recent work emphasizes dismantling racial biases in educational evaluation, promoting culturally responsive pedagogy, and enhancing teacher training programs. While no students or awards are listed, her extensive publications and institutional role highlight her contributions to advancing equitable early childhood development.

Rebecca WoodlandView profile

Professor

• Educational Evaluation
• Educational Policy
• Culturally Responsive Curriculum
• +5 more

Rebecca Woodland is a Professor of Educational Policy, Leadership, and Evaluation at the University of Massachusetts Amherst. She serves as Director of Program Evaluation at the Center for Educational Assessment, Associate Director of the Center for Education Policy, and Program Director of the Program Evaluation Graduate Certificate. Her research focuses on evaluation methodologies, culturally responsive curricula, and advancing equity in education through partnerships between researchers and practitioners. She leads an NSF-funded project developing socially just computer-science curricula and has edited encyclopedias on research design and evaluation. Dr. Woodland holds a B.A. (1991) and M.A. (1996) from the University of Massachusetts Amherst and a Ph.D. (2001) from Colorado State University. She was honored with the Marcia Guttentag Award for Excellence in Evaluation (2023). Her work emphasizes educational equity, professional learning communities, and social network analysis to assess collaboration quality in schools. She has published extensively on teacher collaboration, SEL implementation, and anti-racist education strategies. She serves on editorial boards for leading evaluation journals and directs the UMass Program Evaluation Practice online certificate program. Dr. Woodland’s grants include an NSF Research-Practice Partnership and international initiatives like the Instructional Leadership Institute for Pakistani Educators. Her research bridges theory and practice, aiming to improve educational outcomes through evidence-based evaluation frameworks and culturally responsive pedagogy.

Nefertiti A. WalkerView profile

Professor

• Organizational Diversity and Inclusion
• Gendered Organizations
• Racialized Organizations
• +3 more

Nefertiti A. Walker is a Professor in the Mark H. McCormack Department of Sport Management at the Isenberg School of Management, University of Massachusetts Amherst. She concurrently serves as Senior Vice President for Academic Affairs, Student Affairs, and Equity for the University of Massachusetts system. Her academic career includes roles as Associate Professor (2017-2022), Assistant Professor (2011-2017), and leadership positions in diversity and inclusion initiatives. Walker holds a PhD (2011) and MBA (2006) from the University of Florida and Stetson University, respectively. Her research focuses on organizational diversity, equity, gendered and racialized organizations, and workplace bias. Key areas include anti-Black racism in academia, gender discrimination in sports leadership, and institutionalized privilege in internship systems. Walker’s work has been published in prestigious journals like Journal of Sport Management and International Journal of Sport Finance . Teaching interests span sport policy, leadership, and DEI in business education at undergraduate, master’s, and doctoral levels. Her 2022 NASSM Joy DeSensi Award recognizes her contributions to inclusive excellence. Walker’s leadership roles include overseeing equity initiatives across UMass campuses and advising on systemic inclusion strategies.

Mara Sapon-ShevinView profile

Professor

• Inclusive Education
• Social Justice Education
• Cooperative Learning
• +3 more

Mara Sapon-Shevin is a Professor of Education at Syracuse University, affiliated with the School of Education and Women's and Gender Studies. Her work focuses on inclusive education, social justice pedagogy, and cooperative learning environments. She holds an Ed.D. in Teacher Education from the University of Rochester (1976), an M.A. in Applied Behavior Analysis from Western Michigan University (1973), and a B.A. in Elementary Education and Psychology from the University of Rochester (1972). Research Interests: Sapon-Shevin’s scholarship emphasizes creating inclusive classrooms, anti-bias education, and addressing systemic inequities through teaching practices. She explores intersections of disability studies, gender studies, and social justice, advocating for transformative educational systems that prioritize community-building and marginalized voices. Recent work examines pandemic-era adaptations, such as embodied teaching strategies without physical touch and inclusive early childhood practices. Service & Leadership: She serves on boards like Women Transcending Boundaries and chairs the International Association for the Study of Cooperation in Education. Her roles include President of the International Association for the Study of Cooperation in Education, and leadership in AERA’s Teacher Education Division. She actively contributes to anti-racism initiatives, peace advocacy, and community music networks. Teaching: Courses include Safe and Healthy Learning Environments , Teaching for Social Justice , and Fundamentals of Teaching for Non-Majors . Recent courses span 2020–2024, emphasizing equity-focused pedagogy.

Franz KnappikView profile

Professor

• Classical German Philosophy
• Philosophy of Mind
• Social Philosophy
• +3 more

Franz Knappik is a Professor at the Department of Philosophy, University of Bergen. His research bridges historical and systematic philosophy, focusing on Classical German Philosophy (Kant, Hegel, Fichte), philosophy of mind, social philosophy, and decolonial approaches. He coordinates the 'Critical Theories Colloquium' and co-organizes workshops on Hegel and colonialism. Research interests include Hegel's metaphysics, postcolonial thought, racism, and post-truth phenomena. He critiques Hegel's legacy regarding racism and colonialism, collaborating with scholars like Daniel James. His work spans philosophy of mind (self-knowledge, pathologies of consciousness) and social metaphysics (objective kinds, racial taxonomy). Publications include Im Reich der Freiheit (2013), edited volumes on agency and racism in Hegel, and articles on Hegel's racism, Kant's moral psychology, and joint action phenomenology. He actively engages with public debates on Hegel's colonialist implications through media interviews and blog discussions.

Amanda L. MillerView profile

Associate Professor

• Special Education
• Inclusive Education
• Disability Studies in Education
• +18 more

Amanda L. Miller is an Associate Professor in the Teacher Education Division at the College of Education, Wayne State University, and an affiliated research associate with the Michigan Developmental Disabilities Institute (MI-DDI). Her work centers on equity, justice, and access in education, particularly for multiply-marginalized youth such as girls of color with complex support needs. She employs critical, participatory, and visual methodologies to investigate how educational systems respond to difference and how inclusive, liberatory practices can be cultivated. Ph.D., Special Education, University of Kansas, 2019 M.Ed., Special Education, Northern Arizona University, 2007 B.A., Elementary Education, Gustavus Adolphus College, 2000 Her research interests include accessible and inclusive education (K–12), family-school-community partnerships, critical qualitative inquiry, and disability-centered culturally sustaining pedagogies. She explores how institutions respond to difference, how teachers develop equitable pedagogy, and how transformative partnerships with marginalized families are formed. Her methodological expertise includes photovoice, cartography, narrative inquiry, and autoethnography. Dr. Miller’s recent publications reflect a strong focus on intersectionality, DisCrit, sociospatial theory, and student agency. Her work consistently centers the voices and solutions of disabled girls of color and challenges systemic ableism and racism in education. She has authored influential articles on literacy practices, teacher agency, transition to postsecondary education, and self-advocacy. Nominated, Andrew Carnegie Fellows Program, 2023 Awarded, Faculty Community Engagement Scholarship Award, Wayne State University, 2023 Awarded, Faculty Research Innovation Award, Wayne State University, 2023 Nominated, Early Career Researchers Award, TASH, 2023 She has served as Principal or Co-Principal Investigator on multiple grants focused on co-designing pedagogies with community activists and youth scholars, inclusive literacy experiences, and reimagining teacher preparation through disability-centered approaches. She mentors future educators through courses such as Foundations of Inclusive Schooling, Teaching Students with Autism, and Intersectional and Critical Qualitative Methods. She is actively engaged in national scholarly communities and presents regularly at AERA, TASH, and DADD conferences. Dr. Miller is affiliated with research teams and collaborates widely with scholars in disability studies, critical race theory, and inclusive education. Her work is published in leading journals such as Race Ethnicity and Education , Critical Studies in Education , Disability & Society , and Teacher College Record .

• Archaeology of the African Diaspora
• Marronage in the Americas
• Afro-Latin America and the Caribbean
• +7 more

Dr. Caterina Mantilla is an Academic Councillor and Lecturer at the Department of Ancient American Studies within the Institute of Archaeology and Cultural Anthropology at the University of Bonn, Germany. She holds a doctorate in History from the University of Cologne and has held academic positions at the University of Cologne, Universidad Surcolombiana, and the University of Bonn. Education: Doctorate in History, Department of Ibero- and Latin American History, University of Cologne, 2021 MA in Anthropology (Focus: Archaeology), Universidad de los Andes, Colombia, 2012 BA in Anthropology, Universidad de los Andes, Colombia, 2005 Her research focuses on the archaeology of the African diaspora, marronage, Afro-Latin America and the Caribbean, resistance processes, and community-based archaeology. She investigates the cultural and spatial transformations in Afro-descendant communities, particularly in Colombia’s San Basilio de Palenque and La Bonga. Her work emphasizes decolonial, collaborative, and community-engaged methodologies. Her recent publications explore themes of landscape transformation, material culture, heritage, and resistance in Afro-Colombian contexts. The articles reflect a strong interdisciplinary trend combining archaeology, ethnohistory, critical theory, and visual anthropology, with a consistent focus on liberation, memory, and identity. Scientific Awards and Recognitions: Doctoral scholarship from the Graduate School for the Humanities Cologne (artes), University of Cologne – DAAD Research Doctoral Scholarship 'Beca de Estímulos a la investigación', Instituto Colombiano de Antropología e Historia (ICANH), Colombia Dr. Mantilla has advised and contributed to academic training through teaching assignments and guest lectureships, particularly in Colombia and Germany. She has received research grants supporting fieldwork and doctoral research. Her academic work is deeply connected to community collaborations and public engagement. She is actively involved in research projects centered on Black heritage and collaborative archaeology, working closely with Afro-descendant communities in Colombia. Her ongoing work includes a forthcoming monograph on marronage and world-making in the Americas.

Josue ZapataView profile

Associate Professor

• Quality and Value Improvement
• Healthcare Leadership
• Medical Education
• +6 more

Josue Zapata is an Associate Professor of Clinical Medicine at the University of California, San Francisco (UCSF), School of Medicine, and serves in leadership roles at the San Francisco VA Health System as Associate Chief of Staff for Quality, Safety, and Value and Associate Chief of the Medical Service. He is deeply engaged in medical education, functioning as a coach in the Bridges curriculum and co-director of the UCSF/Kaiser Undergraduate Research Internship. B.A., New York University, College of Arts and Sciences M.D., Harvard Medical School M.B.A., Harvard Business School Residency and Chief Residency in Internal Medicine, University of California, San Francisco Diversity, Equity, and Inclusion Champion Training, University of California Certificate in Latin American/Latino/a Studies, City College of San Francisco Dr. Zapata’s research and scholarly work focuses on quality and value improvement in healthcare, leadership development in academic medicine, medical education, professional development of trainees, and promoting diversity and inclusion in healthcare. His interests reflect a strong commitment to systems-based practice, patient safety, and educational innovation. He integrates principles of healthcare administration and management into clinical improvement initiatives. His recent publications reveal a consistent trajectory in hospital medicine, leadership communication, quality improvement, and medical education. Themes include reducing hospital admission delays, strategies for productive disagreement among clinicians, student-led improvement projects, and addressing microaggressions in clinical training. His work spans high-impact journals such as JAMA , JAMA Internal Medicine , Journal of Hospital Medicine , and Medical Teacher , demonstrating interdisciplinary relevance and influence. Haile T. Debas Academy of Medical Educators, UCSF (2020) Maxine Papadakis Award for Faculty Professionalism and Respect, UCSF School of Medicine (2020) Excellence in Teaching Award for Clinical Faculty (2019) Excellence in Teaching Award, Academy of Medical Educators, UCSF (2018) Cooke Award for Scholarship of Teaching and Learning, UCSF (2016) Chief Resident, UCSF Department of Medicine (2014) Aesculapian Club, Harvard Medical School (2010) Linnane Scholarship, Harvard Medical School (2009) Presidential Honors Scholar, New York University (2003) Dr. Zapata mentors medical students and residents through formal coaching and curriculum leadership. He leads the Quality Improvement Committee and serves on the Medical Executive Committee at the SFVA, contributing to institutional governance. His work in high-value care and resource utilization bridges clinical practice with health policy. As an executive board member of the Bay Area Chapter of the Society of Hospital Medicine, he engages with broader professional networks to advance hospital medicine. His MBA from Harvard Business School informs his approach to healthcare leadership and administrative innovation. He is actively involved in institutional and professional efforts to improve healthcare systems, optimize patient outcomes, and foster inclusive learning environments. His dual expertise in clinical medicine and business administration positions him as a leader in value-based healthcare transformation.

• Organisational Studies
• Critical Theory
• Political Economy
• +14 more

Dr. Anita Garvey is an Assistant Professor in Organisational Studies at Northumbria University, Faculty of Business and Law. She is an active academic with a strong commitment to critical scholarship, teaching excellence, and advancing equality in higher education and the workplace. Her educational background includes a PhD in Social Philosophy, an MA in Psychology, and postgraduate qualifications in Human Organisations and Careers Guidance. She is a Chartered Fellow of the Chartered Institute of Personnel Development (CFCIPD) and a Fellow of the Higher Education Academy (FHEA), reflecting her professional standing in both academic and personnel development fields. Anita's research is grounded in critical organisational studies, focusing on the intersection of neoliberal capitalism, political economy, and workplace dynamics. Her work critically examines moralistic workplace bullying through Gramscian hegemony, revealing how power, privilege, and organisational norms enable the ejection of marginalised employees. She also investigates gender, racism, class, and their intersectional impacts on inequality in organisational and societal contexts. Her research contributes to decolonization, anti-racism, and gender equity in academic and public institutions. The recent publications of Dr. Garvey (2019–2025) span themes including anti-racism in academia, critical discourse analysis of bullying, climate capitalism, and the application of Habermasian and Gramscian theory to public sector leadership. These works reflect a consistent engagement with critical social theory, qualitative methodologies, and a commitment to social justice. Her interdisciplinary approach connects organisational studies with sociology, political philosophy, and environmental ethics. Nominated for Best Lecturer Student Award Nominated for Best Pastoral Support Student Award Dr. Garvey actively supervises postgraduate research, currently guiding Gillian Hughes in a study on gendered job crafting in higher education. She serves as a Programme Leader, Module Tutor, and Dissertation Supervisor, demonstrating strong engagement with curriculum development and student mentorship. While no external grants are explicitly mentioned, her research outputs and institutional reports suggest active involvement in equity-focused academic initiatives. She is a key contributor to the Athena SWAN agenda at Northumbria University, promoting gender equality and inclusive practices within the Faculty of Business and Law.

Marquita D. FosterView profile

Lecturer

• Black Feminist Epistemologies
• Black Girlhood and Childhood
• Urban Education
• +4 more

Dr. Marquita D. Foster is a Lecturer at Baylor University's School of Education, serving as Graduate Program Director for the EdD in Learning and Organizational Change. Her work centers on critical pedagogy, urban education, and Black feminist epistemologies. B.A. in English, University of Texas at Austin (1994) M.Ed. in Educational Leadership, Lamar University (2009) Ph.D. in Curriculum and Instruction, University of North Texas (2021) Dr. Foster investigates geographies of resistance, othermothering in education, and Afrofuturist methodologies. Her research explores cultural approaches to disciplinary violence in elementary settings and the transformative potential of Black and Indigenous storytelling frameworks. Recent publications analyze performative anti-racist education, socio-emotional learning equity, and the historical significance of Ona Judge’s resistance narrative in teacher development. She emphasizes collaborative research with students and community participants. Professional affiliations include the American Educational Research Association, National Association of Multicultural Education, and National Council of Teachers of English's Board of Directors. Contact: Marquita_Foster@baylor.edu