Anti-Racist Teaching Professors and Supervisors | ApplySharif

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Dong-shin ShinView profile

Associate Professor

University of CincinnatiUnited States

Dr. Dong-shin Shin holds the academic rank of Associate Professor in the Literacy and Second Language Studies program. She completed her doctoral studies in Language, Literacy, and Culture at the University of Massachusetts Amherst. Her research adopts sociocultural perspectives to investigate English Language Learners' literacy development in digital and sociocultural contexts, with a focus on academic writing, disciplinary literacies, and multimodal composition. Her work examines how digital technologies and social practices shape language learning processes, particularly in multilingual and multicultural educational settings. Key areas of interest include: - Multimodal composing pedagogies - Anti-racist language education - Heritage language maintenance in immigrant families - Online teacher professional development Collaborative research includes a federal grant Enhancing Evidence-Based Practices for English Learners (EBPs4ELs) (2021–2026), where she serves as a collaborator. This $595,874 Department of Education award focuses on developing evidence-based interventions for English Learners. Her publications span journals such as Bilingual Research Journal , Computers and Composition , and Journal of Second Language Writing , reflecting her commitment to advancing understanding of 21st-century literacy practices in diverse educational contexts.

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A LongoriaView profile

Associate Professor

Western Washington UniversityUnited States

Dr. A Longoria (they/them) is an Associate Professor and Chair of Secondary Education at the Woodring College of Education, Western Washington University. They also serve as Director of the Center for Education, Equity and Diversity (CEED). Longoria's work bridges teacher education theory and practice, focusing on multicultural education, identity-sustaining pedagogies, and intersections of Queer and Latinx issues in education. They co-authored Creating a Home in Schools: Sustaining Identities for Black, Indigenous, and Teachers of Color with Francisco Ríos. Education: BA in English (San Francisco State University), Master in Teaching in Secondary Education (Seattle University), PhD in Curriculum and Instruction: Multicultural Education (University of Washington) Research Interests Identity-sustaining pedagogies for marginalized educators Queer immigrant youth and UndocuQueer activism Corporeal pedagogies and body politics in education Intersectional approaches to anti-racist teaching Comparative education frameworks Scientific Contributions Published extensively on LGBTQ+ teacher identities and pedagogies (2021-2023) Developed identity-sustaining practices for Child and Youth Care (CYC) Co-authored foundational work on multicultural education for marginalized educators Contributed to anti-racist teacher education frameworks (2020) Awards Faculty Fellow, American Association of Hispanics in Higher Education (2020)

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Sarah Craven-StainesView profile

Teaching Professor

Teesside UniversityUnited Kingdom

Sarah Craven-Staines is a Teaching Professor in Clinical Psychology at Teesside University's Department of Psychology, affiliated with the Institute for Collective Place Leadership. She holds a Professional Doctorate in Clinical Psychology (2007) and advanced fellowships including Senior Fellow of Higher Education (2023) and Fellow of Higher Education (2018). Her work focuses on mental health, cognitive analytic therapy (CAT), and healthcare education, with a particular interest in gender roles, trauma therapy, and staff well-being. She has contributed to research on doctoral training for clinical psychologists with lived mental health experiences and anti-racist recruitment practices in clinical psychology programs. Her book, A Beginner’s Guide to Cognitive Analytic Therapy , emphasizes practitioner and service user perspectives. Recent research highlights include CAT-based team dynamics and mental health statistics among trainee psychologists. She serves as an External Examiner at the University of Sheffield and University of Plymouth. Research interests span clinical psychology, mental health equity, and therapeutic methodologies. Collaborations include studies on service user involvement and organizational psychology. Awards include recognition for educational leadership and clinical contributions.

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Tatyana TerzopoulosView profile

Assistant Professor

Toronto Metropolitan UniversityCanada

Tatyana Terzopoulos is a Gemini Award-winning Assistant Professor in Media Production at Toronto Metropolitan University's RTA School of Media. She holds a BAA from Toronto Metropolitan University, an MA in Communication and Culture from Toronto Metropolitan University/York University, and a PhD in Language, Culture, and Teaching from York University. With 17 years of industry experience working with broadcasters like TVO and Corus Entertainment, her research centers on children's/youth media literacy, anti-racist pedagogy, and feminist media practices. She has developed media literacy projects with Branksome Hall and YTV. Awards: Gemini Award

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Brenda BarrioView profile

Associate Professor

University of North TexasUnited States

Brenda Barrio is an Associate Professor in Rehabilitation and Health Services at the University of North Texas, and currently serves as Assistant Vice President for Research and Innovation in the Division of Research and Innovation. She holds a BS ('06), MS ('08), and Ph.D. ('13) from UNT, making her a triple alumnus. Her research focuses on addressing educational inequities for marginalized communities, particularly in special education and K-12/postsecondary systems. She co-founded the UNT ELEVAR and WSU ROAR programs supporting young adults with intellectual/developmental disabilities, and previously served as Past-President of the Council for Learning Disabilities. Her work emphasizes culturally responsive practices, policy change to reduce racial disproportionality in special education, and inclusive educational frameworks. Over 20 years of teaching experience spans graduate/undergraduate education and early bilingual/inclusive education in Texas public schools. Dr. Barrio's scholarship bridges policy, pedagogy, and community engagement to promote equitable access and opportunity for students with disabilities and underrepresented groups. Her recent research trends prioritize intersectional disability studies, anti-racist education policy, and innovative support systems for neurodiverse populations. Notable contributions include analyzing autism representation in children's literature and developing VR-based interventions for students with developmental disabilities. Advocacy efforts focus on dismantling systemic barriers through educator training and institutional partnerships. Advising and program development are central to her work, including business partnerships for job training programs and global collaborations like Ecuador-UNT distance learning initiatives. She actively engages in policy advocacy through professional organizations and community outreach, maintaining a research portfolio that spans pedagogy, policy, and practice in special education systems.

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Derek SweetmanView profile

Adjunct Professor

George Mason UniversityUnited States

Derek Sweetman serves as an Adjunct Professor at George Mason University across the School of Integrative Studies, Carter School for Peace and Conflict Resolution, and Schar School of Policy and Government, while also teaching at the University of Colorado-Boulder. He concurrently holds leadership roles as Dispute Resolution Director and Foundation Director at the Better Business Bureau of Metropolitan Washington, DC and Eastern Pennsylvania. His educational background includes a PhD in Conflict Analysis and Resolution from George Mason University (2019), an M.S. in Conflict Analysis and Resolution from George Mason University (2006), and a B.A. in Political Science from Colorado State University (1998). Sweetman's research centers on peace and conflict resolution frameworks, with specialized focus on social movements' resistance strategies, systemic violence analysis, and nonviolent transformation methodologies. His current work critically examines long-term failures in citizen-led efforts to constrain U.S. state violence, intersecting with human rights advocacy and movement-based resistance theories. Teaching portfolios span conflict transformation, community resolution, critical conflict studies, American foreign policy, and social movement rhetoric. His seminal 2009 publication explores private sector contributions to peacebuilding in violent conflicts, establishing cross-disciplinary connections between business ethics and conflict resolution. The work demonstrates consistent thematic focus on structural violence mitigation through unconventional stakeholder engagement, particularly examining corporate roles in fragile states and war-affected regions. GMU Adjunct Teaching Excellence Award (2014) Professional service includes editorial leadership for Unrest Magazine (2010-2014) and the Online Journal of Peace and Conflict Resolution (1998-2007), DC Association for Conflict Resolution board membership (2005-2010), and current DC Bar Association arbitration. Institutionally, he advanced GMU's antiracism initiatives through the Social Justice Education learning community (2013-2014), Anti-Racist Education Task Force (2020-2021), and Stearns Center Campus Champion role (2023-2024).

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Daniel KunzView profile

Lecturer

University of Applied Sciences and Arts LucerneSwitzerland

Daniel Kunz is a Lecturer and Diversity Officer at the Lucerne School of Social Work, part of Hochschule Luzern. He holds a Master of Social Work from Alice Salomon Hochschule in Berlin and is an approved Child and Adolescent Psychotherapist. His work focuses on human rights-based approaches to sexual health education, disability inclusion, and innovative education methods. Professional expertise includes social work pedagogy, sexual health rights, and counseling methodologies. Key projects include developing accessible sexuality education materials (herzfroh 2.0), analyzing needs for sexual health services among people with cognitive impairments, and anti-racist teaching strategies in social work education. Publications emphasize intersectional themes like disability rights in healthcare, childhood sexuality, and inclusive education. He contributed to national and international reports on sexual health policy in Switzerland and has presented at conferences worldwide. Kunz is active in professional committees including the Swiss Federal Commission for Sexual Health and the WHO European Expert Group on Sexuality Education.

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Robel Afeworki AbayView profile

Researcher

Ludwig Maximilian University of MunichGermany

Robel Afeworki Abay is a former research associate at the Institute of Sociology, Ludwig Maximilian University of Munich (LMU), and a doctoral candidate at Humboldt University of Berlin. His research focuses on intersectional colonialities, disability studies, and the socio-political exclusion faced by Black, Indigenous, and People of Color (BIPoC) with disability experiences. Central to his work is a postcolonial-informed intersectional analysis addressing labor market inequities and systemic discrimination. Education: M.A. in Social Work with an interdisciplinary focus on theory and practice. His doctoral project examines participatory research methodologies to understand employment barriers for BIPoC with disabilities, employing decolonial and intersectional frameworks. Research Interests: His work bridges disability studies, postcolonial theory, and critical race theory. Key themes include coloniality of disability, racialized capitalism, epistemic disobedience, and participatory research ethics. He critiques systemic exclusion in labor markets, migration policies, and climate crisis responses through anti-colonial and anti-racist lenses. Academic Contributions: Abay has published widely on decolonizing social work, intersectional analysis of vulnerability, and epistemic violence in knowledge production. His recent articles emphasize methodologies that center marginalized voices and challenge Eurocentric paradigms. Engagement: He contributed to the Graduate School 'Inclusion – Education – School' (2015–2022) and organized panels on topics like climate crisis coloniality and transnational solidarity. His teaching focuses on decolonial pedagogy and anti-racist practices in social work education. Labs/Teams: Affiliated with the Graduate School 'Inclusion – Education – School' and collaborates with the 'Intersectional Disability Justice' initiative. Active in cross-disciplinary networks addressing disability, migration, and climate justice.

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Sandra FylkesnesView profile

Associate Professor

Østfold University CollegeNorway

Sandra Fylkesnes is an Associate Professor at the Department of Education, ICT and Learning (PIL) at Østfold University College. She holds a PhD in Educational Sciences for Teacher Education from OsloMet (2019), an M.Phil in Multicultural and International Education (2011), and primary teacher training (2009). Her work focuses on critical pedagogy, anti-racism, and multicultural education, with a particular interest in addressing systemic racism in teacher education curricula through projects like the Research Council of Norway-funded Critical Examination of Race and Racism in Teacher Education (CERiTE) . Current Role: Full-time position coordinating the Practical Pedagogical Education program, teaching, and supervising master's students across institutions like Oslo University and OsloMet. Research Focus: Whiteness studies, critical race theory, and postcolonial discourse analysis in educational contexts. Research Projects: Leading work package 1 of the CERiTE project, which develops anti-racist teacher education frameworks using VR and museum collaborations. This project aims to strengthen Norwegian educators' capacity to combat racism and promote social justice. Teaching: Courses include multicultural perspectives in special pedagogy, literature reviews for PhD students, and practical pedagogical counseling. She emphasizes reflective teaching practices and curriculum reform. Publications: Recent work critiques Norwegian education policy's 'post-racial' discourses and explores multilingualism in teacher training. Her 2025 articles address sustainable teacher roles and decolonizing reading lists. Grants & Collaborations: CERiTE project funding from the Research Council of Norway, involvement in Nordic teacher education networks, and contributions to policy analysis through projects like Decentralized Competence Development . Labs/Teams: Active in the Critical Perspectives on Teacher Education (CritTEd) research group, focusing on transformative educational practices.

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Beth WassellView profile

Professor

Rowan UniversityUnited States

Dr. Beth Wassell is a Professor in the Department of Content Area Teacher Education at Rowan University's College of Education. She teaches undergraduate and graduate courses in language teaching and culturally responsive education. Her research employs critical sociocultural frameworks to examine educational equity in P-12 settings, focusing on emergent bilingual students and social justice in world language education. Her research explores agency in reshaping teaching structures, urban schooling experiences, and anti-racist language education. Recent studies investigate DEI in world language curricula, translanguaging approaches, and family-school partnerships in immigrant communities. Analysis of recent publications reveals strong emphasis on educational equity, anti-racist pedagogy, language education reform, and immigrant student support. Methodologically, her work prioritizes participatory approaches centering student/family voices. Awards include: 2019 Fulbright Core Scholar to Spain Dr. Wassell consults with public school districts and develops professional development programs. Her educational background includes: Ed.D. in Teaching, Learning and Curriculum (University of Pennsylvania) M.A. in Spanish (University of Central Florida) Graduate Certificate in TESOL (Pennsylvania State University) B.A. in Spanish and Secondary Education (Rowan University)

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Ingvill Bjørnstad ÅbergView profile

Associate Professor

Nord UniversityNorway

Ingvill Bjørnstad Åberg is an Associate Professor of Norwegian and Social Studies at Østfold University College. She holds a PhD in Social Studies Didactics from Nord University and a Master's in Social Anthropology from the University of Bergen. Her work focuses on critical pedagogies addressing anti-racism, indigenous education, and reconciliation. She explores how educational policies and curricula perpetuate or challenge cultural, ethnic, and racial categorizations, particularly in contexts involving Sami communities and minority groups. Education: PhD in Social Studies Didactics, Nord University Master's in Social Anthropology, University of Bergen Norwegian as a Second Language, University of Bergen Research Interests: Dr. Åberg investigates the intersections of education, identity, and power. Key themes include: Indigenization of education and reconciliation processes Anti-racist pedagogies and discomfort in teaching Critical analysis of 'diversity' discourses in policy Sami voices in public and educational spaces Publications Trends: Her work critiques systemic marginalization through case studies of Sami rights, colonial discourses in textbooks, and policy evaluations. Recent studies highlight tensions between indigenous rights and modern development projects (e.g., wind energy conflicts). Awards: No scientific awards explicitly listed in the provided text. Advising & Grants: No formal advisee students or grant details provided. Her research often involves collaborative projects on indigenous rights and educational equity. Labs/Teams: Engaged in interdisciplinary teams addressing reconciliation in education, though specific lab affiliations are not detailed.

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Peter D'SenaView profile

Academic

University of HertfordshireUnited Kingdom

Peter D'Sena is a Principal Fellow at the University of Hertfordshire with a distinguished career in educational leadership and historical scholarship. He has served as the first President of SoTL’s European branch for History (2017-22) and Vice President (Education) of the Royal Historical Society (2020-22), focusing on equality and inclusion in education for over four decades. Senior Fellow, Institute of Historical Research Advisory Board, New Cambridge History of Britain External Examiner roles at Keele and Wolverhampton Universities His research emphasizes decolonizing curricula, quality assurance in higher education, and the intersection of history with pedagogical innovation. Recent work includes publications on colonial coffee history (2022) and contributions to international education standards. Key themes : anti-racist education, curriculum design, and European historical pedagogy. First President, SoTL European History (2017-22) Vice President (Education), Royal Historical Society (2020-22) Principal Fellow, Higher Education Academy His 2024 article with SKVC Lithuania examines institutional review processes, while his 2023 work addresses program accreditation. Collaborations span the UK and international institutions including Lithuania and Georgia (Batumi). Notable outputs include resources for 'New to Teaching' educators and the 2016 study on history work placements.

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Meghan BarnesView profile

Assistant Professor

Max Planck Institute for Human Cognitive and Brain SciencesGermany

Meghan Barnes is an Assistant Professor in the Department of English at the University of North Carolina Charlotte. Her research focuses on sociocultural theory, community-engaged teacher preparation, and social justice pedagogies. She explores topics such as pre-service teachers’ conceptions of politics and race, the challenges of building reciprocity in community-based programs, and the impact of standardization on teacher education. Barnes holds a Ph.D. from the University of Georgia (2017), a Master of Arts in Teaching from the University of North Carolina, Chapel Hill (2008), and a B.A. from the same institution (2007). She has presented widely at national and international conferences, including the National Council of Teachers of English, the American Educational Research Association, and the Conference on English Education. Her work emphasizes critical approaches to education, particularly in addressing systemic inequities through curriculum design and teacher training. She has authored numerous articles in journals such as Teaching and Teacher Education, English Teaching: Practice and Critique, and the Journal of Teacher Education. Her research frequently intersects with community-based initiatives, advocating for reciprocal relationships between educational institutions and local communities. Barnes collaborates with colleagues on projects exploring hybrid learning spaces, digital empowerment, and the role of dissent in educational discourse. Her presentations often highlight innovative methodologies for addressing political and social issues in teacher education programs.

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Marlies KustatscherView profile

Senior Lecturer

University of EdinburghUnited Kingdom

Marlies Kustatscher is a Senior Lecturer in Childhood Studies and Director of Ethics at the Moray House School of Education and Sport, University of Edinburgh. She holds affiliations with the Institute for Education, Community & Society (IECS), Edinburgh Futures Institute (EFI), and the Centre for Research on Families and Relationships (CRFR). Her work focuses on intersectionality, children's rights, and ethical research practices, with a particular emphasis on using arts-based methodologies for social change. Dr. Kustatscher's educational background includes a PhD and MSc from the University of Edinburgh and a BA in Social Work from the Free University of Bozen-Bolzano, Italy. She has extensive experience in teaching and mentoring, including leading the BA Childhood Practice program from 2016 to 2021. She currently supervises PhD candidates researching topics such as climate justice, children's rights education, and youth participation in global contexts. Her research explores themes like childhood activism, social justice, and global education inequalities. A notable achievement is the 2016 College of Arts, Humanities and Social Sciences Award for Excellence in External Engagement, recognizing her collaborative work on childhood inequalities. Key projects include using music and arts to amplify marginalized voices in Colombia and addressing climate justice through interdisciplinary approaches. Dr. Kustatscher has secured significant funding for initiatives like the 'Sonic art for climate justice' project and 'Turning the page: youth engagement with public libraries in Cali.' She also contributes to large international collaborations, such as the Safe, Inclusive, Participative Pedagogy project in fragile contexts across multiple countries. Her work emphasizes ethical engagement, bridging academia with community needs, and fostering participatory approaches to research and policy.

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Geetha MarcusView profile

Senior Lecturer

University of EdinburghUnited Kingdom

Dr. Geetha Marcus is a Senior Lecturer in Teacher Education at the Moray House School of Education and Sport , University of Edinburgh , with affiliations to the Institute for Education, Teaching and Leadership (IETL) . She has previously held roles at Queen Margaret University and the University of Strathclyde . Education: PhD in Education (University of Edinburgh) MSc in Education (Distinction, University of Edinburgh) PG Cert in Teaching (Distinction with Merit, Northern College of Education, Aberdeen) BA in Primary Education (National University of Singapore) Research Interests center on socially progressive teacher education, intersectionality, and decolonizing curricula. Her work explores the lived experiences of marginalized young people, particularly Gypsy/Traveller girls, through post-colonial and Black feminist frameworks. She advocates for culturally sustaining pedagogies and examines how systemic inequalities related to race, gender, and class impact educational outcomes. Recent Publications (2015–2023) span qualitative studies on Gypsy/Traveller communities, critiques of institutional racism, and strategies for anti-racist curriculum design. Her scholarship often intersects with translingualism, oral history, and digital education, emphasizing socially just pedagogies. Scientific Awards: 2016: CORERJ Editorial Board and Readership (CEBR) Award for most outstanding paper. PhD Supervision: Dr. Marcus advises students on topics such as BAME teacher experiences and non-traditional women in higher education. She has also contributed to General Teaching Council of Scotland (GTCS) policy reviews and Education Scotland racial literacy programs. Knowledge Exchange: She co-edited Anti-Racism in Education: Stories of Growing Activism (2023) and organized the BSA Mentoring Symposium for women of color researchers (2017). Her work has been featured in media outlets including the Edinburgh International Book Festival and the BBC Academy.

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