Matt Jantzen is an Associate Professor of American Ethnic Studies at Hope College in Holland, Michigan. He also teaches in the Phelps Scholars Program's First Year Seminar and serves on the Women’s and Gender Studies faculty council . His academic work bridges Christian theology and social justice , with a focus on race, democracy, and theological ethics . Education : Th.D. in Theology (Duke University, 2017), M.Div. (Duke University, 2012), B.A. in Religious Studies (Wheaton College, 2009) Dr. Jantzen’s research critically examines the intersections of religion and race , particularly in Protestant theology , and explores practices of radical democratic politics through community organizing frameworks. His publications engage with thinkers like Karl Barth, G.W.F. Hegel, and James H. Cone , addressing themes such as racialized providence , anti-racist ethics , and interreligious responses to immigration . His work emphasizes public scholarship and community-based education , informed by his experience in broad-based organizing with the Industrial Areas Foundation and leadership in programs like the Emmaus Scholars Program. Outside academia, he contributes to campus life through initiatives like the faculty/staff soccer games and maintains an active lifestyle with hobbies like running and ultimate frisbee.
Dominik Havsteen-Franklin is a Professor of Practice in Arts Therapies at Brunel University London, affiliated with the Department of Arts and Humanities within the College of Business, Arts and Social Sciences. He serves as head of the International Centre for Arts Psychotherapies Training (ICAPT) for Central and North West London NHS Foundation Trust, holds Vice Presidency in the European Federation of Art Therapy, and is a Council member of the British Association of Art Therapists. His work bridges academic research with clinical practice in mental health services. His educational background includes: PhD in psychoanalysis (also referenced as Art Psychotherapy and Metaphor) MSc in Psychodynamics of Human Development Accredited Art Psychotherapist Dynamic Interpersonal Therapist certification Mentalization Based Treatment Therapist qualification Havsteen-Franklin's research focuses on empirical investigations of arts-based interventions for mental health conditions, with particular emphasis on Arts-based Dynamic Interpersonal Therapy (ADIT) for depression, Creative and Resilience Engagement (CaRE) for healthcare workers, and arts-based psychosocial practices in South Africa. His work demonstrates a strong commitment to participatory research methods and community-centered approaches to wellbeing. Recent publications reveal an expanding interest in digital applications of arts therapies, posthuman perspectives in therapeutic practice, and addressing systemic biases in mental health services. Analysis of his publication record shows consistent focus on three interconnected domains: (1) developing and validating arts-based therapeutic models for specific populations, (2) exploring the theoretical foundations of arts therapies through philosophical and psychological frameworks, and (3) implementing arts interventions in crisis and high-stress contexts including healthcare settings and pandemics. His work increasingly integrates digital technologies while maintaining core therapeutic principles of embodiment and relational engagement. Havsteen-Franklin actively supervises PhD students in arts disciplines and leads significant research projects including the NIHR-funded ERA RCT investigating arts therapies effectiveness, the CaRE feasibility study for healthcare workers, and arts-based team development interventions for healthcare teams. His clinical work continues through NHS consultancy, art psychotherapy practice, and clinical supervision. He collaborates extensively across disciplines, with notable co-authors including Alice Myles, Cristina Asenjo Palma, Federico Colecchia, and Veena Kumari, demonstrating strong integration between academic research and clinical application in mental health services.
Dr. Caroline Rodrigues Silva is a Lecturer in Human Resource Management – Organisational Behaviour at Brunel Business School, part of the College of Business, Arts and Social Sciences at Brunel University London. She is actively engaged in research and teaching with a strong focus on social justice, diversity, and critical organizational studies. Her research interests include: Prevention and response to gender-based violence Organizational diversity and inclusion, particularly racial equity Intersectional and decolonial studies in education and organizations Critical discourse and narrative analysis Gender and race pedagogy across educational levels Her recent publications reflect a commitment to challenging systemic inequalities in both academic and corporate environments. Themes across her work include sexism in business schools, the discursive construction of sugar relationships, speculative futures in business education, authoritarianism and business elites in Brazil, and the everyday practices of domestic workers. These articles demonstrate a consistent engagement with critical theory, feminist epistemologies, and anti-racist frameworks. She has been involved with international research networks such as the Decolonial Alliance in Canada and is the founder of the Nucleus of Amefrican Studies (NEA). Her teaching covers Organisational Behaviour, Gender in Organisations, Diversity in Organisations, and Critical Perspectives in Management. Dr. Rodrigues Silva holds a PhD in Business Administration from FGV EAESP (Brazil), specializing in gender, race, and class-based violence. She also holds a Master’s in Critical Discourse Analysis and a Bachelor’s in Management. She was a visiting researcher at Copenhagen Business School, focusing on diversity. She actively contributes to applied research in the third sector and corporate diversity initiatives, combining scholarly work with practical interventions in inclusion and anti-violence programs.
Ruth Economou is a Part-Time Lecturer at the Human Services Program within the College of Social Sciences and Humanities at Northeastern University. With over two decades of experience as a Clinical Social Worker in the Boston area, her work integrates a Social Equity Empowerment framework into clinical practice. Specializes in Adolescent Mental Health, Trauma Informed Care, and Mindfulness Based Clinical Care Recipient of the CSSH 2018-19 Outstanding Teaching Award for her pedagogic excellence Current clinical role at the Young Parents Program , Boston Children’s Hospital Her research interests span cross-cultural counseling, clinician self-care, and the application of mindfulness in mental health settings. She bridges Eastern and Western ideologies in her teaching of Human Services and School of Public Policy and Urban Affairs students. Teaching & Practice Focus on empathy, intentional interviewing, and reflective practice Current courses: Counseling in Human Services (HUSV 2300) , Mindfulness in Mental Health (HUSV 2340)
Ana Lúcia Pontes is a Brazilian medical doctor and public health researcher specializing in Indigenous health governance, policy, and education. She holds a doctorate in Public Health from the National School of Public Health Sergio Arouca (Brazil) and is a visiting scholar at Simon Fraser University's Faculty of Health Sciences until July 2025. She contributes to Indigenous health advocacy and research ethics, collaborating with the Centre for Collaborative Action on Indigenous Health Governance. Brazilian Association of Collective Health, Indigenous Health Thematic Group Visiting scholar, Simon Fraser University (Faculty of Health Sciences) Expertise in Indigenous Health Agents, health policy reform, and anti-racism in healthcare Her research focuses on decolonizing health indicators, Indigenous health mentorship frameworks, and community-led wellness initiatives across Canada, the U.S., Australia, and New Zealand. Current work includes scoping reviews on Indigenous health research ethics and participatory policy models. She actively supports Indigenous organizations in advocacy efforts for health rights and has produced infographics on Indigenizing health research practices. Her career spans over 20 years of technical and educational projects in Brazilian Indigenous communities.
Catherine Henshall is Professor of Nursing at Oxford Brookes University and Oxford Health NHS Foundation Trust, and Associate Director (Research Leadership) for Nursing and Midwifery at the National Institute for Health and Care Research (NIHR). She is Research Lead for the Oxford School of Nursing and Midwifery and leads the Workforce Research Group within the Centre for Healthcare Research. Research Interests: Her research focuses on nursing and research leadership, workforce development, and interventions to promote nurses' leadership capabilities and culture change in healthcare. She has particular expertise in cancer care, especially lung cancer and mesothelioma, and in maternal and neonatal health equity. Her work often employs mixed methods and qualitative approaches to explore patient and professional experiences. Publication Trends: Her recent publications reflect a strong emphasis on inclusivity in clinical research, digital health interventions (eHealth), nursing resilience, and strategies to improve patient recruitment and retention in trials. There is a consistent thread of equity, workforce development, and implementation science across her work. Scientific Awards & Recognition: While specific awards are not listed, her leadership roles—such as advising on NIHR funding panels and directing national research leadership programs—underscore her recognized expertise and contribution to the field. Advising and Grants: She supervises four PhD students and has secured significant funding from NIHR, the Roy Castle Lung Cancer Foundation, the Burdett Trust for Nursing, and Health Education England. Her current projects include PROMISE (focused on Black mothers in maternal research) and Lung I-ACT (improving clinical trial access for lung cancer patients). Professional Leadership: She is a member of the NHS England Clinical Academic Nursing Professoriate Network, the NIHR Academy Training and Development Working Group, and several national research steering groups, reflecting her influence in shaping nursing research policy and capacity building.
Professor Silke Betscher is a Professor for the Science of Social Work with a focus on community work, community development and macro social work at the Department of Social Work, Faculty of Economics and Social Sciences at Hamburg University of Applied Sciences (HAW Hamburg) since 2022. She is also a cultural and social anthropologist with extensive experience in participatory community research at the interface of health and social affairs, particularly through her work with the Polyclinic Veddel on the district survey "Veddel - How are you?" and the establishment of a district laboratory. Her educational background includes a PhD from the School of Cultures, Languages and Area Studies at the University of Liverpool (2010) and a Magister Artium in Cultural Studies with a focus on cultural and social anthropology from the University of Bremen (2006). Prior to her current position, she served as Acting Professor for Health and Diversity at HS Gesundheit Bochum (2020-2022), and was a university lecturer for social and cultural anthropology at the University of Bremen (2012-2022). Professor Betscher's research focuses on community work, flight and migration, anti-discrimination work, participatory research, and multi-perspective casework. Her key competencies include participatory community research at the interface of health and social affairs, ethnographic research in fields of social work, diversity and discrimination-sensitive organizational development, flight and post-migrant society studies, and discourse research. Her work critically examines structural racism, postcolonial perspectives on social work, and the intersection of migration policies with youth welfare systems. Her recent publications reveal a strong trend toward community health research with a focus on participatory, collaborative approaches that bridge social work and public health. She has pioneered community-based health assessments in diverse urban neighborhoods, particularly through the "Veddel - How are you?" project, which won the Citizen Science Prize in 2023. Her work consistently integrates critical perspectives on race, migration, and structural inequality into community health frameworks, emphasizing the importance of diversity-sensitive approaches in both research and practice. 2021 First Prize for Good Teaching, HS Gesundheit Bochum Citizen Science Prize 2023 (together with Poliklinik Veddel) Professor Betscher has secured significant research funding for projects including the "Veddel - How are you?" community health survey, the Bochum-Hustadt district laboratories, and participatory evaluations of care programs for young refugees. Her collaborative approach involves working closely with students, community members, and healthcare providers to co-produce knowledge that addresses real community needs. She has been instrumental in developing diversity- and discrimination-sensitive organizational development frameworks in child and youth welfare services. She leads the Community Health Laboratory Veddel, a pioneering initiative that represents the first quantitative and participatory community health survey in Germany. This project exemplifies her commitment to collaborative research that bridges academic knowledge with community expertise, creating actionable insights for improving health and living conditions in urban neighborhoods. Her work with the Polyclinic Veddel demonstrates how academic research can directly inform community health interventions and policy development.
Dr. Quaylan Allen is an Associate Professor at Chapman University within the Attallah College of Educational Studies , where he teaches undergraduate programs and contributes to the Ph.D. in Education faculty. Holding a Ph.D. in Educational Leadership and Policy Studies from Arizona State University, his expertise spans educational equity, racial justice, and visual research methodologies. Research Interests : Dr. Allen’s work critically examines Black male educational outcomes , college access for underrepresented communities , and intersectional masculinities , with a focus on participant photography as a tool for visual repositioning. His scholarship addresses systemic inequities in K-12 and higher education, particularly how racial microaggressions and hegemonic ontologies impact marginalized youth. Recent Trends : His 2023 article in Visual Studies explores participant photography as resistance against stereotypes, while 2021 studies in Men and Masculinities and AILACTE Journal analyze campus racial climates and educator responsiveness. Collaborative works on Postdigital Science and Education (2021, 2020) examine pandemic-era teaching, and 2018–2015 publications focus on disciplinary practices, cultural wealth, and gender socialization. Notable Appointments : As former director of Chapman’s First-Generation Programs and founding director of the African Studies minor, Dr. Allen has shaped institutional initiatives supporting marginalized students. He currently serves on editorial boards for Urban Education and Gender & Education .
Susan Tran is an Associate Professor at DePaul University's College of Science and Health, Department of Psychology, and serves as Director of Clinical Training in the Clinical Psychology (Child) program. Her work focuses on pediatric psychology, stress and coping with chronic illness, chronic pain in youth, health disparities, and dissemination of behavioral health interventions. Education: PhD, Clinical Psychology, University of Wisconsin-Milwaukee, 2014 MS, Clinical Psychology, University of Wisconsin-Milwaukee, 2010 BA, Psychology, Marquette University, 2008 Postdoctoral Fellowship & Clinical Psychology Internship at Cincinnati Children’s Hospital Medical Center, 2013-2015 Research Focus: Dr. Tran leads the Pediatric Coping, Health, and Illness (CHILL) Lab, examining relationships between environment, physical and mental health in children and adolescents. Key projects include studies on stress-pain interactions, health disparities in pediatric chronic pain, outcomes for youth with chronic illness, and undergraduate health research. DEAI Commitments: Anti-racist practices in pediatric psychology Fostering lab community safety and cultural humility Promoting health equity through systems-aware research Combating structural inequities (racism, heterosexism, cissexism, ableism)
Tamara Bland is a full-time Assistant Professor in Nursing and Acting Executive Director of the Nursing Program at Dominican University. With extensive clinical experience in medical/surgical, gastroenterology, home health, and intensive care units, her professional focus centers on working with marginalized communities, patient education, and advancing diversity in higher education for both faculty and students. EdD in Education and Leadership, University of St. Francis MSN in Nursing: Education, Resurrection University BSN in Nursing, Concordia University/West Suburban College of Nursing Her research explores systemic inequities in nursing academia, particularly barriers faced by Black nurse leaders, and integrates anti-racism frameworks into educational practices. Recent work analyzes racism in nursing leadership (2024) and examines diversity initiatives in healthcare education. Key trends in her publications span Racial equity in academic nursing leadership Spirituality and resilience in student training Clinical simulation pedagogy Structural barriers for minority educators Scientific awards and grants include American Council of Education Fellow (2024) $1,000,000 U.S. Department of Education grant (2024) $100,000 Dominican University grant (2024) $91,000 Illinois Board of Higher Education grant (2023) American Nurses Association Nurse Influencer award (2022) She has presented at conferences including the Chicago Nurse Expo and American Association of Colleges of Nursing symposium, addressing topics like IPE Virtual Simulation and Educational Justice & Health Equity , while maintaining an active role in curriculum development and faculty mentorship.
Prof. Dr. Iris Kruse is Professor of German Literature Didactics with a focus on elementary school at Paderborn University's Faculty of Arts and Humanities, where she has been teaching since 2014. She leads the Paderborner Kinderliteraturtage (Paderborn Children's Literature Days) and serves as chair of the honorary critic jury for the Deutscher Jugendliteraturpreis (German Youth Literature Prize) for 2023-2024. Her work bridges academic research, teacher education, and practical classroom application in children's literature and inclusive education. Prof. Kruse's educational background includes: Doctorate (Dr. sc. paed.) from Kiel University (1998) with dissertation "Dass der Mensch allein nicht das Ganze ist!" Versuche menschlicher Zweisamkeit im Werk Max Frischs First State Examination for teaching at secondary schools (1994) Studies in German, Chemistry, and Educational Sciences at Kiel University Prof. Kruse's research focuses on children's and young adult literature, particularly examining how literature can address complex social issues in elementary education. Her work explores Holocaust education through children's literature, inclusive teaching practices, and the integration of multiple media forms in literature instruction. She investigates how children engage with challenging topics like historical trauma, racism, and social inequality through literature, developing pedagogical approaches that foster critical thinking while respecting children's developmental stages. Her concept of "Fragen-generierende-Didaktik des staunenden Erschreckens" (question-generating didactics of astonished shock) provides a framework for addressing difficult historical topics with young learners. Her recent publications reveal a strong emphasis on inclusive education and the use of children's literature to address complex historical and social issues. A notable trend is her focus on Holocaust education in elementary schools through picture books, examining both teacher perspectives and pedagogical approaches. She also explores how literature can address contemporary social issues like poverty, migration, and racism. Her work frequently employs intermedial approaches, examining how stories told across different media formats (books, films, etc.) can enhance literary learning. Much of her research is practice-oriented, developing concrete teaching strategies grounded in empirical classroom observations. Prof. Kruse serves in several significant professional roles: Chair of the honorary critic jury for the German Youth Literature Prize (2023-2024) Jury member for the Kranichsteiner Children's and Youth Literature Scholarships (2023) Member of the Clearing Office of the Graduate Center of the Faculty of Cultural Studies Member of the "Inclusion and Research" working group at Paderborn University Co-editor of academic journal series including "Kinder- und Jugendliteratur aktuell" and "Literacy im Elementar- und Primarbereich" As an educator, Prof. Kruse supervises bachelor's and master's theses and teaches courses such as "Paderborner Perspektiven auf Inklusion" (Paderborn Perspectives on Inclusion) and "Literarische Geselligkeit und ästhetische Praxis mit Kinderliteratur" (Literary Sociability and Aesthetic Practice with Children's Literature). She has developed innovative teaching approaches documented in her numerous publications on literature didactics. Her "Paderborner Kinderliteraturtage" (Paderborn Children's Literature Days) brings children's authors to campus for multi-day events where students analyze works, conduct interviews, and participate in workshops with the authors. Prof. Kruse leads the Paderborner Kinderliteraturtage, an annual event series that invites children's and young adult authors to Paderborn University. This initiative connects academic research with practical classroom application, as students analyze literary works, conduct interviews with authors, and develop teaching materials. She also participates in interdisciplinary research projects on inclusive education, collaborating with scholars from special education, linguistics, and educational psychology to examine classroom practices through observational vignettes.
Dory Mitros Durham serves as the Assistant Dean for Academic Affairs and Associate Teaching Professor at the Keough School of Global Affairs at the University of Notre Dame. She also acts as the school’s diversity and inclusion officer and is a member of the dean’s cabinet. Education : J.D., Magna Cum Laude , 2006, Notre Dame Law School B.A., Summa Cum Laude , 2001, Program of Liberal Studies, University of Notre Dame Research & Practice Focus: Durham specializes in civil rights, institutional racism, U.S. immigration law and policy, asylum law, and advocacy for vulnerable immigrant populations—including unaccompanied children, asylum seekers, refugees, and victims of human trafficking. Her work bridges legal scholarship with direct service to marginalized communities. Notable Roles: She leads the Keough School’s Racial Justice Initiative, moderates the Building an Anti-Racist Vocabulary online lecture series, and previously served as associate director of the Klau Institute for Civil and Human Rights. She also taught the Judicial Externship course at Notre Dame Law School. Scientific Awards & Honors : Skadden Fellowship Fr. Michael D. McCafferty Fellowship in Law Elected to Phi Beta Kappa Grants & Advising: During her Skadden Fellowship, Durham provided holistic legal services to immigrant victims of violence and trained law enforcement agencies on immigrant community issues. Her academic leadership includes advising on institutional diversity strategies and policy frameworks.
Malcolm Richards serves as Senior Lecturer in Education at the University of the West of England (UWE Bristol) within the School of Education and Childhood. He holds concurrent positions as Visiting Research Scholar at the University of Windsor (Canada) and collaborates with Botswana Open University, while co-leading the Equity in Education research strand for UWE's Education and Childhood Research Group and serving on the College of Health, Science and Society research ethics board. His scholarship centers on critical race theory and anti-racism education, investigating Black British intellectual traditions within rural and coastal educational contexts. Employing critical pedagogies and Funds of Identity frameworks, his work confronts systemic inequities while examining Global Majority teacher experiences across Global North/South comparative landscapes. This research manifests through community-engaged methodologies prioritizing social justice and decolonial approaches in educational practice. Notable recognitions include: Churchill Fellowship (2014) Philosophy of Education Society of Great Britain Teacher Scholar (2019) University of Exeter Education Incubator (2020, 2021) UWE Bristol AHRC Impact Acceleration Rapid Response Grant (2024) Richards supervises MA Education dissertations and participates in doctoral supervision teams, leading projects on racially diverse teachers' Funds of Identity in European rural/coastal settings while co-developing international mobility programs for Black, Indigenous, and Global Majority pre-service teachers through Windsor and Botswana partnerships. He founded the Network for Black Studies in Education across Britain (NBSE) and maintains active roles in the Education and Childhood Research Group, complementing his academic work with co-ownership of Exeter's Bookbag independent bookshop and Proof House Press publishing house.
Dr Darren Sharpe is an Associate Professor in Social Justice Studies and Deputy Director of the Institute for Connected Communities (ICC) at the University of East London (UEL). He specializes in participatory research with children, young people, and vulnerable adults to shape public care policy, with a focus on reducing social inequalities and improving health equity. Senior Research Fellow (ICC, UEL) UCLP Researcher-in-Residence (Newham CCG Primary Care Home team) Fellow of the Higher Education Academy Research Interests: Darren’s work spans participatory action research, implementation science, and co-production in community health. He investigates asset-based approaches to mental health, diabetes care, and trauma-informed initiatives for youth and older adults. Awards: UEL VC&P Global Engagement Award UEL PVC for Impact and Innovation Award (2021) External Roles: Includes peer reviewer for the British Medical Journal, editorial board member of Youth Voice Journal, and consultant for the Foreign and Commonwealth Office.
Amin Parsa is a Senior Lecturer at Halmstad University 's School of Education, Humanities and Social Sciences, holding a doctoral degree in Public International Law from Lund University. His interdisciplinary research bridges international law, sociology of law, and technology studies, focusing on digital/visual technologies in armed conflicts and border control, intersectional AI, and abolitionist politics. PhD in Public International Law, Lund University Senior Lecturer at Halmstad University (School of Education, Humanities and Social Sciences) Regional Editor, Retfærd: Nordic Journal of Law and Justice Research explores: Visual targeting systems in counterinsurgency Legal materiality of distinction principles Digital geopolitics of data flows Abolition of carceral systems Historical legacies of slavery in Swedish law Recent publications examine structural racism in policing, compulsory hijab jurisprudence, and AI's impact on legal practice. His work appears in journals like Retfærd and International Law and Technological Control . Affiliated with Halmstad's TRAINS Research Programme.
