Find Academic Supervisors

Aysha HidayatullahView profile

Associate Professor

• Constructions of gender and sexuality in Islamic traditions
• Feminist exegesis of the Qur'an
• The body in Islamic ritual practices
• +3 more

Aysha Hidayatullah is an Associate Professor in the Department of Theology and Religious Studies at the University of San Francisco's College of Arts & Sciences. She teaches undergraduate courses focusing on gender, sexuality, race, ethics, and religious studies within Islamic traditions. PhD, Religious Studies, University of California, Santa Barbara, 2009 MA, Religious Studies, University of California, Santa Barbara, 2005 BA, Women's Studies and English, Emory University, 2001 Her research explores feminist exegesis of the Qur'an , constructions of gender and sexuality in Islamic traditions , and the body in Islamic ritual practices . She also examines literary representations of Muslims, particularly through feminist theological frameworks and methodologies in Islamic studies. Key themes in her publications include interfaith collaboration , Qur'anic hermeneutics , and gendered narratives in Islamic history . Her work addresses intersections of religion, gender, and race in both historical and contemporary contexts. 2023, Collective Achievement Award, University of San Francisco 2019, James Catiggay Changemaker Award, University of San Francisco 2017, Distinguished Teaching Award, University of San Francisco & Faculty Association 2016-2017, Dean's Scholar Award, College of Arts and Sciences 2015, Ignatian Service Award, University of San Francisco

Laura A. MeekView profile

Assistant Professor

• Pharmaceuticals and Counterfeit Drugs
• Antimicrobial Resistance
• Medical Anthropology
• +10 more

Laura A. Meek is an Assistant Professor in the Department of Anthropology at the University of British Columbia Okanagan , specializing in Medical Anthropology , Decolonial Science and Technology Studies , and East African research . She holds affiliations with interdisciplinary networks like the UBC-O Science and Technology Studies Collective and co-directs the Storying Otherwise: Creative Ethnographic Writing Hub . PhD, MA in Anthropology (University of California, Davis) MA in Women’s Studies (George Washington University) Honors BA in Comparative Human Development (University of Chicago) Her research examines counterfeit pharmaceuticals and bodily epistemologies in Tanzania, framed through feminist , decolonial , and anti-racist lenses . She investigates leprosy elimination campaigns and fugitive science practices across Africa and Hong Kong, with recent work focusing on creative ethnographic prose and critical disability studies . Her publications span high-impact journals like Social Science & Medicine and Medical Anthropology Quarterly , addressing themes of radical uncertainty and world-making practices . Laura’s 15 most recent articles (2021–2025) analyze: pharmaceutical counterfeits in East Africa, the temporal politics of leprosy , anti-colonial global health , and creative writing as research . Her work bridges Indian Ocean connections and STS frameworks to critique neocolonial health governance. 2025 Collaborative Research Mobility Award 2024 Wenner-Gren Workshop Grant 2023 MAE–MAT Early Career Paper Award 2021 Society for Humanistic Anthropology Creative Ethnographic Prose Prize 2018 Wenner-Gren Dissertation Grant 2013 NSF Doctoral Dissertation Grant She supervises M.A. and Ph.D. students in UBC-O’s Interdisciplinary Graduate Studies programs, particularly in global health , African politics , and STS . Her professional service includes co-chairing the 2026 Cascadia Medical Anthropology Seminar and serving on the American Anthropological Association Nominations Committee .

• Social Policy
• Gender Relations
• Social Justice
• +3 more

Professor Susan Goodwin is a leading academic at the University of Sydney, specializing in social policy, gender studies, and social justice. She holds a BA(Hons) from ANU and a PhD from the University of Sydney. Her work focuses on collaborative research projects with government and civil society organizations, emphasizing participatory methodologies to address poverty and inequality. Educations: PhD, University of Sydney BA(Hons), Australian National University Her research interests span social structures, gender relations, and community development, with a focus on policy analysis methodologies. Notable projects include participatory approaches to community revitalization in Australia and Hong Kong, and interrogating constructions of motherhood in Australia. Professor Goodwin is affiliated with the Sydney Policy Lab, Sydney Southeast Asia Centre, and the Charles Perkins Centre. Her awards include the 2016 Vice-Chancellor’s Award for Outstanding Research Supervision and a 2014 residency at Hong Kong Baptist University. Key Grants & Projects: ARC Linkage Project on participatory community development in public housing neighborhoods NSW Refugee Youth Policy Initiative Research on gender, social policy, and adolescent girls' sexuality in Indonesia She actively contributes to policy networks like the Social Policy Research Network and co-convenes the Sydney Social Justice Network. Her work bridges academic research with practical policy impact, emphasizing grassroots engagement and equity.

Christina HarringtonView profile

Assistant Professor

• Human-Computer Interaction
• Health Equity
• Racial Equity
• +7 more

Academic Profile Christina Harrington is an Assistant Professor at Carnegie Mellon University with dual appointments in the School of Computer Science (Human Computer Interaction Institute) and School of Design. She directs the Equity and Health Innovations Design Research Lab , focusing on community-centered technology design. Her work bridges industrial design, interactive systems, and human factors psychology to advance health equity through technology. Research Focus Harrington's research employs participatory and speculative design methods to address systemic inequities in technology. She examines how design can support health autonomy for older adults, people with disabilities, and historically excluded communities (particularly Black and Latinx populations). Her work actively challenges corporate design paradigms through frameworks like design justice and community collectivism , with recent emphasis on ethical AI and conversational technologies. Research methodologies include: Community-based participatory research Speculative co-design Critical race and disability frameworks Intersectional analysis of technology impacts Publications Focus Her recent publications (2023-2025) demonstrate strong focus on equity-centered design with three dominant themes: 1) Health technology disparities affecting Black older adults, 2) Participatory AI and algorithmic justice, and 3) Design justice pedagogy. Over 60% of recent works explicitly examine racial equity in AI systems, health interfaces, and design education. Honors & Recognition Google Award for Inclusive Research (2022) for "Transforming theory into practice: eliciting cultural imaginaries and design thinking to understand Black-Centered Design" Skip Ellis Early Career Award (2022) Data & Society Faculty Fellow (2022-2023) Leadership & Impact As lab director, Harrington leads community-engaged projects that translate design justice principles into practice. She serves on committees for community tech initiatives and has industry experience at Apple, Lenovo, and Motorola. Her work influences both academic discourse (ACM CHI, CSCW, DIS) and industry practices in ethical design.

Caterina Stefania RomeoView profile

Associate Professor

• Postcolonial Studies
• Italian Literature
• Gender Studies
• +7 more

Caterina Stefania Romeo is an Associate Professor in the Department of Modern Literature and Culture at Sapienza University of Rome's Faculty of Letters and Philosophy. She teaches courses including Introduction to Literary Criticism, Gender, Race, and Mobilities: Narratives and Counternarratives, and Literature, Migration, Inequality. Her office is located on the 4th floor of the Faculty of Letters and Philosophy in Studio B. Dr. Romeo specializes in Postcolonial Studies, Gender Studies, Migration Studies, and Race and Ethnicity Studies, with particular focus on Italian literature and transnational perspectives. Her research explores the intersections of race, gender, and postcoloniality in contemporary Italian contexts, examining how these dynamics shape national identity, urban spaces, and literary production. She has made significant contributions to understanding postcolonial Italian literature, Black Italian experiences, and intersectional approaches to cultural studies. Her scholarly work demonstrates consistent engagement with contemporary issues in Italian society, particularly regarding migration, race relations, and gender dynamics. She has developed innovative frameworks for analyzing how postcolonial perspectives reshape understandings of Italian national identity and cultural production. Premio nazionale di divulgazione scientifica (2014) - finalista John Fante Prize (2009) for La pelle che separa di Kym Ragusa Acerbi Special Prize for Women's Writing (2008) for Vertigo di Louise DeSalvo American Italian Historical Association Award for best doctoral thesis in Italian American Studies (2000) Dr. Romeo has supervised numerous doctoral students including Christina Maraboutaki, Giulia Fabbri, Valentina Quaresima, Barbara De Vivo, Emily Marogi, and Karisma Wilson. She has received multiple research grants including Transliteratures Fellowship, Princeton-Pettoranello Foundation Dissertation Grants, and various post-doctoral fellowships. Her work demonstrates sustained engagement with both theoretical frameworks and practical applications in postcolonial, gender, and migration studies. She is actively involved in organizing academic events, conferences, and seminars focused on postcolonial studies, gender studies, and migration. Dr. Romeo has collaborated extensively with international scholars and institutions, reflecting her transnational approach to research and teaching.

Auritro MajumderView profile

Associate Professor

• Literary and Critical Theory
• Postcolonial Studies
• World Literature
• +7 more

Auritro Majumder is Associate Professor of English at the University of Houston's College of Liberal Arts and Social Sciences, holding a courtesy appointment in the India Studies Program. His academic profile spans literary scholarship, critical theory, and intellectual history with a focus on non-Western perspectives. His educational background includes a Ph.D. in English from Syracuse University (2014), a Certificate in Critical Theory from Cornell University (2012), an M.A. (First Class) in English from Jadavpur University (2009), and a B.A. (First Class Honours) in English from Jadavpur University (2007). Majumder's research centers on peripheral internationalism and decolonial knowledge production , examining literary traditions across India, the Soviet Union, China, Latin America, and the United States. His work bridges literary theory , critical race studies , and global political movements , with particular emphasis on Bengali literature, caste-race intersections, and South-South cultural networks. His monograph Insurgent Imaginations: World Literature and the Periphery (Cambridge University Press, 2020) redefines world literature through non-Western frameworks. Analysis of his 15 most recent publications reveals consistent engagement with decolonial aesthetics , transnational solidarity , and subaltern epistemologies . His scholarship demonstrates interdisciplinary reach spanning literary studies, political theory, film criticism, and comparative intellectual history, with increasing focus on contemporary debates around planetary consciousness and peripheral modernities. His scientific recognition includes: Project Completion Grant, CLASS (2019) William Lee Pryor College Professorship (2018-2019) Research Progress Grant (2017) CLASS Research Funds (2016) New Faculty Summer Research Grant (2015) Majumder actively contributes to academic service as Executive Committee member of the Modern Language Association’s South Asian and South Asian Diasporic Language, Literature and Culture Forum, editorial board member for Mediations , jurist for the National Endowment for the Humanities, and reviewer for multiple international journals. He has lectured globally across North America, South Asia, Europe, and Brazil. His teaching portfolio includes courses on postcolonial literature, modern Indian literature, and graduate seminars in postcolonial theory. Current projects include a monograph titled The Global South in Literature and Theory and a co-edited anthology Cultures of the Cold War in South Asia .

Elham KazemiView profile

Professor

• Mathematics Education
• Teacher Education
• Educational Equity
• +6 more

Elham Kazemi is a Professor of Mathematics Education at the University of Washington’s College of Education, holding the Geda and Phil Condit Endowed Chair. She specializes in elementary teacher education, instructional leadership, and equity-focused mathematics pedagogy. Her research emphasizes professional learning communities, student-centered classroom practices, and disrupting inequities in education. Education: PhD in Mathematics Education, UCLA (1999) MA in Educational Psychology, UCLA (1997) BS in Psychology (Elementary Teaching Certificate), Duke University (1992) Research Interests: Kazemi’s work focuses on equitable mathematics instruction, teacher learning, and leadership development. She designs school-wide professional development models (e.g., Math Labs) and studies classroom discourse, student disciplinary identities, and organizational learning. Key projects include the Labs Project (funded by JSMF) and RMLL (NSF-funded leader learning). Publications & Grants: Over 40 peer-reviewed articles, including work in American Educational Research Journal and Journal of Teacher Education . Co-authored influential books like Choral Counting and Counting Collections and Intentional Talk . Recipient of $5.4M+ in grants from NSF, McDonnell Foundation, and others for projects on teacher leadership and equitable instruction. Awards: 2022 AERA Open Article of the Year 2019 Outstanding Faculty Award for Educational Equity 2015 Geda & Phil Condit Professorship Advising & Leadership: Kazemi co-leads initiatives like the Leading Towards Racially Just Mathematics Instruction partnership. She has supervised numerous graduate students and collaborates with schools to implement equity-driven practices. Labs & Teams: Her work includes the Labs Project (designing Learning Labs for mathematics/literacy discussions) and the Mathematics Education Project (MEP), fostering statewide collaboration among educators.

Lauren HammondView profile

Lecturer

• Children's Geographies
• Geography Education
• Geographies of Education
• +3 more

Dr. Lauren Hammond serves as Lecturer in Teacher Education at the Institute for Education, Teaching and Leadership within the Moray House School of Education and Sport at the University of Edinburgh, a position she assumed in August 2022 after eight years at IOE, UCL's Faculty of Education and Society. Her academic career bridges secondary school teaching in London and Singapore with higher education expertise in geography teacher education, curriculum development, and doctoral supervision. Her educational background includes a PhD in Geography Education from University College London (2020), an MA in Geography Education from the Institute of Education (2009), a PGCE in Secondary Geography from the University of Bristol (2006), and a BA (Hons) in Geography from King's College London (2004). This foundation supports her interdisciplinary research at the intersection of children's geographies, geography education, and geographies of education. Dr. Hammond's research centers on children's rights, urban educational spaces (particularly London), and empowering young people through geography. She employs participatory methods including storytelling and mapping with youth, investigating how educational spaces reproduce social injustices and how geographical concepts illuminate educational processes. Her work critically examines geography's construction in schools and universities while exploring teacher education for complex socio-political contexts. Her recent publications reveal strong thematic continuity in children's geographies and geography education, with growing emphasis on race, climate change, and pandemic research ethics. Key trends include participatory methodologies, urban justice frameworks, and critical analyses of teacher development in volatile educational landscapes. Dr. Hammond holds significant professional recognition including: Fellow of the Royal Geographical Society (FRGS) Senior Fellow of the Higher Education Academy (SFHEA) She actively supervises postgraduate students and has secured competitive research funding including UCL's Centre for Teachers and Teaching Research grant (£3,500) for race and educational spaces (2023), an IOE Early Career Impact Fellowship (£1,000) on children's urban rights (2021), and seed funding for PGCE mentoring evaluation (£8,317.50, 2017). Her collaborative approach extends to organizing major conferences and leading cross-institutional networks. As deputy secretary of the RGS's Geography and Education Research Group and membership officer of the Geographies of Children, Youth and Families Research Group, she actively shapes research communities. Her leadership extends to the Geography Education Research Collective and Geographical Association's special interest groups, fostering national and international scholarly collaboration.

Tyran K. StewardView profile

Assistant Professor

• African-American History
• Modern U.S. History
• Political History
• +5 more

Tyran K. Steward is an Assistant Professor of History at Williams College, specializing in African-American and Modern U.S. History. His research intersects political, labor, and social history with analyses of popular culture and sport, particularly focusing on racial dynamics in the North during the early twentieth century and the American Interwar Period. Education: B.A., Morehouse College (2000) M.A., Eastern Michigan University (2009) Ph.D., Ohio State University (2013) Steward’s forthcoming book, The Benching of Willis Ward , examines the 1934 racist benching of a Black football player at the University of Michigan, using this incident to trace the emergence of black conservatism and northern Jim Crow structures. His work highlights how sports serve as critical sites for racial hierarchy and political reimagining. His publications include analyses of racial liberalism in academia, Black women's citizenship struggles, and reviews of seminal works in African-American Studies. Steward has advised senior theses on topics like reparations and Black internationalism, and previously held a Mellon Postdoctoral Fellowship at Carleton College.

Linda J. PeakeView profile

Professor

• Urban Studies
• Feminist and Anti-Racist Geographies
• Urban Geographies
• +4 more

Linda J. Peake is a Professor at York University in the Faculty of Environmental and Urban Change. She previously served as Director of The City Institute (2013–2023) and is a leading feminist geographer specializing in urbanization, gendered urban insecurities, and marginalized communities in the global south, particularly Guyana. Her work intersects with mental health advocacy, co-chairing the AAG Affinity Group on Mental Health. Education : PhD in Political Geography, University of Reading BA (Honours) in Geography, University of Reading Research Interests : Focuses on feminist and anti-racist geographies, urban placemaking, mental health in academia, and global south urbanization. She co-leads the SSHRC-funded GenUrb project investigating gendered urbanization impacts in six global south cities. Recent Projects : GenUrb Partnership Grant (2017–2024) Summer Institute in Urban Studies (2022) China-Canada Initiative on Urbanization (2020–2021) Publications : Recent works include Urbanization in a Global Context (2nd ed., 2022) and A Feminist Urban Theory for Our Time (2021) . Her articles address feminist urban theory, pandemic impacts, and decolonial methodologies. Awards : Honors include the AAG Lifetime Achievement Award (2023), Fellow of the Royal Society of Canada (2022), and multiple research excellence awards from York University. Editorial Roles : Serves on editorial boards of Urban Geography and Signs: Journal of Women in Culture and Society .

Nicholas Ng-A-FookView profile

Professor

• Curriculum Studies
• Oral History Education
• Life Writing Research
• +7 more

Nicholas Ng-A-Fook is a Full Professor in the Faculty of Education at the University of Ottawa, where he has served as former Associate Dean of Graduate Studies and Director of Teacher Education and Indigenous Teacher Education Programs. His work is deeply engaged with the Truth and Reconciliation Commission's 94 Calls to Action, working in partnership with Indigenous communities and school boards to disrupt colonialism, systemic racisms, and inequalities in educational curricula. Dr. Ng-A-Fook's educational background includes a Ph.D. in Curriculum and Instruction from Louisiana State University (2006), an M.A. in Education (Multicultural Education) from York University (2001), a Graduate Diploma in Education (Secondary Science and History) from the University of Western Sydney (1998), and a B.A. in Classical Studies from the University of Ottawa (1996). His research interests span Curriculum Studies, History of Education (particularly oral history), Life-writing research (autobiography and narrative inquiry), Critical Youth Studies (focusing on first-generation immigrant and Indigenous youth), Community-based research, and Contemporary perspectives in philosophy, science and technology including AI, genomic education, and anti-racist science education. Dr. Ng-A-Fook approaches his work as a curriculum theorist who draws on life writing research methodologies to co-create culturally responsive, relevant, and relational curriculum with educators. Dr. Ng-A-Fook's publications reveal a strong focus on reconciliation education, decolonizing curriculum, and addressing systemic racism in educational contexts. His work increasingly engages with digital technologies and artificial intelligence from a critical, decolonial perspective, examining how these technologies intersect with historical and ongoing colonial structures. His research shows a clear evolution toward more interdisciplinary work connecting curriculum studies with Indigenous knowledge systems, technology studies, and social justice movements. Among his notable honors are the 2024 Coutts Prize, the Ted T. Aoki Distinguished Service Award (2018), and the R.W.B. Jackson Award for an outstanding article in the Canadian Journal of Education. He also serves as Director of the EdCan Network and was Past-President of the Canadian Society for the Study of Education. As a supervisor, Dr. Ng-A-Fook currently mentors several graduate students including Melissa Daoust, Lisa Ambaye, Bahareh Samsamiardekani, and Madelaine McCracken. He created the FooknConversation podcast to address educational challenges with colleagues, community activists, artists, education leaders, teachers, and politicians, and maintains the Canadian Curriculum Theory Project website as a resource for his research.

Junaid RanaView profile

Associate Professor

• Sociocultural Anthropology
• Critical Race Studies
• Diaspora Studies
• +6 more

Junaid Rana is an Associate Professor at the University of Illinois at Urbana-Champaign, holding appointments in Asian American Studies, Anthropology, and the Unit for Criticism and Interpretive Theory. His research interrogates global capitalism, racism, diaspora formations, and social justice movements with a focus on South Asian and Muslim communities. Primary Affiliations: Department of Anthropology, Center for South Asian and Middle Eastern Studies Secondary Affiliations: Unit for Criticism and Interpretive Theory Education: PhD in Social Anthropology from University of Texas (no specific year listed). His work critically examines racial formations in global contexts, particularly through studies of anti-Muslim racism, U.S. empire, and labor migration. Key publications include Terrifying Muslims: Race and Labor in the South Asian Diaspora (2011) and edited volumes on racialized state violence. Awards include the 2013 AAASS Book Award and multiple fellowships from institutions like the American Institute of Pakistan Studies and the Illinois Program for Research in the Humanities. His research bridges academia and activism, emphasizing multiracial solidarity and decolonial methodologies. Recent work focuses on white supremacy's structural embeddedness within academic disciplines and state apparatuses. He has contributed to critical debates about Palestine solidarity in Asian American studies and pioneered pedagogical frameworks addressing anti-Muslim racism in higher education.

• Children's Literature
• Diversity and Inclusivity
• Social and Emotional Development
• +6 more

Associate Professor Helen Adam is a leading academic in the School of Education at Edith Cowan University (ECU), specializing in culturally responsive pedagogy and the role of children’s literature in fostering equity and inclusion. She holds a PhD in Early Years Education (2019) and has extensive experience in primary education and literacy research. Her career includes roles as a teacher, researcher, and leader in teacher education, particularly in addressing systemic inequities through literature. She is Board President of the Primary English Teaching Association of Australia (PETAA) and actively contributes to national and international educational initiatives. Research interests focus on diverse children’s literature, social-emotional development, and dismantling prejudice through books. Notable projects include a Churchill Fellowship (2022) exploring global practices in children’s literature and equity-driven education. Her work has been recognized with awards such as the 2023 Churchill Fellowship and multiple ECU research accolades. Helen supervises postgraduate research in literacy and diversity, including projects on postmodern picturebooks and culturally diverse family representation. She collaborates with institutions like ECU’s Kurongkurl Katitjin Centre for Indigenous Education, emphasizing allyship and support for marginalized groups.

Gerald VoorheesView profile

Associate Professor

• Game Studies
• New Media
• Digital Identity Construction
• +4 more

Gerald Voorhees is an Associate Professor and Chair of Communication Arts at the University of Waterloo. He holds a Ph.D. from The University of Iowa (2008) and a B.S. in Speech Communication from the University of Texas at Austin, where he was a Senior Fellow in the Honors Program of the College of Communication. His research explores games and new media as platforms for identity and cultural construction, with a focus on public discourse around gaming and rhetorics of race and ethnicity. Dr. Voorhees has held significant academic roles, including Vice-President of the Canadian Game Studies Association and former membership on the Executive Board of the Digital Games Research Association. He previously taught at Oregon State University and developed the Game and Interactive Media Design track at High Point University. His teaching spans communication theory, media studies, and game design, with courses such as DAC 204 (Game Design) and COMMST 430 (Communication and Social Justice). His research integrates critical theory with digital media analysis, examining topics like gender representation in games, neoliberal masculinity in esports, and racial dynamics in gaming cultures. He has co-edited influential volumes such as Masculinities in Play (2018) and Feminisms in Play (2018), contributing to foundational discussions in game studies. His recent work addresses intersectional feminism in gaming and the cultural implications of shooter game genres. Dr. Voorhees actively engages with professional organizations and academic publishing, serving as co-editor of the Approaches to Game Studies book series (Bloomsbury) and managing editor of the Gender in Play trilogy (Palgrave Macmillan). His scholarship bridges theoretical frameworks with empirical analysis, shaping interdisciplinary dialogue on digital media's societal impact.

Gita Steiner-KhamsiView profile

Professor

• Policy borrowing and lending
• Globalization studies
• Comparative policy studies
• +9 more

Gita Steiner-Khamsi is the William Heard Kilpatrick Professor of Comparative Education at Teachers College, Columbia University, where she chairs the Department of International and Transcultural Studies. She also holds a UNESCO Chair in Comparative Education Policy at the Geneva Graduate Institute of International and Development Studies. Her career spans over three decades with significant contributions to understanding how educational policies travel across national borders and are adapted in local contexts. Her educational background includes a Ph.D. in Social Psychology from the University of Zürich (1983) and an honorary doctoral degree from Mongolian State University of Education (2004). Prior to joining Columbia, she worked for ten years on multicultural and anti-racist education policies at the Ministry of Education in Zurich, Switzerland. Steiner-Khamsi's research focuses on policy borrowing and lending, globalization studies, comparative policy analysis, school reform, and teacher policy. She has pioneered system-theoretical approaches to understanding externalization, reception, and translation of educational policies across borders. Her work examines how international organizations govern education in the absence of coercive measures and how governments respond to global norm-setting. Her publication record shows consistent scholarly output with increasing focus on knowledge brokerage as a global governance tool, soft governance through international comparison, and transnational accreditation of public schools. Her most recent book (2025) explores the seven temporalities of global school reform, demonstrating her continued evolution in examining the time dimensions of policy transfer. William Heard Kilpatrick Professor of Comparative Education UNESCO Chair in Comparative Education Policy Dr. h.c. from Mongolian State University of Education Steiner-Khamsi has supervised over 60 doctoral students (PhDs and EdDs) and has led significant international projects including the USAID Teacher Education Project in Pakistan, which she describes as giving "ownership to Pakistanis" rather than having donors dictate implementation. Her research has been supported by various international organizations including UNICEF, where she investigated teacher shortages in Eastern Europe and Central Asia. She maintains active research projects examining public-private partnerships in education, global governance mechanisms, and transnational accreditation systems, continuing to shape the field of comparative education policy through both theoretical contributions and practical applications in diverse international contexts.