Vanessa E. Thompson is an Assistant Professor and Distinguished Professor in Black Studies and Social Justice at Queen's University. She serves as Chair of Partnerships and Organizing in the Black Studies Program and holds roles in academic governance, including Chair of QUFA's Political Action and Communications Committee. Her interdisciplinary research focuses on state violence, racism, capitalism, and abolitionist movements, with a global perspective emphasizing anti-colonial and black feminist methodologies. She collaborates with international black, anti-racist, and abolitionist movements to explore alternatives to structural oppression. Thompson teaches courses such as Black Studies and the Politics of Liberation and Abolition Feminism . Her work bridges activism and scholarship, prioritizing collaborations with marginalized communities. She actively supports first-generation and multi-marginalized students in her mentorship. Her service extends to editorial roles, including membership in the collective kitchen politics , and committee memberships in undergraduate and political outreach initiatives.
Sheldon G. Aaron is an Assistant Professor in the Counseling and Behavioral Health Department at William James College. He holds an MS in Clinical Mental Health Counseling and dual BAs in Sociology and Psychology from Eastern Illinois University. His research focuses on anti-racist teaching and counseling practices, Black and queer affirming treatment, and clinical supervision. He actively contributes to professional organizations such as the Association for Counseling Sexology and Sexual Wellness and the American Counseling Association. Dr. Aaron’s educational background includes advanced training in mental health counseling, complemented by a strong foundation in sociological and psychological frameworks. His professional licenses include Illinois LCPC and National Certified Counselor credentials. His publications and presentations address critical topics like HIV prevention strategies for youth, peer mentoring impacts, and implementing SAIGE competencies in classroom settings. He has received the 2022 Doctoral Student Ethics Competition Award from the American Counseling Association. Aaron’s leadership roles include serving as Secretary for the Association of Counseling Sexology and Sexual Wellness, Chair of the Emerging Leaders Program for the Society for Sexual, Affectional, Intersex, and Gender Expansive Identities (SFAIGE), and Co-Chair of the Mental Health Interest Network in the Southern Association for Counselor Education and Supervision (SACES). He previously coordinated the Opioid Workforce Expansion Program at the University of Central Florida. His community involvement includes leadership in the HIV Education, Awareness, and Research Team (H.E.A.R.T.) in Orlando, FL, emphasizing intersectional health advocacy for marginalized populations.
Jung-ah Choi, Ph.D., is an Assistant Professor of Education at St. Peter’s University, where she teaches courses in higher education, qualitative research design, and dissertation seminars. She has previously held teaching positions at Grand Valley State University (2003–2007), Governors State University (2008–2010), and Walden University (2011–2014). Her academic credentials include a Ph.D. and M.A. from the University of Illinois at Urbana-Champaign and a B.A. from Seoul National University, Korea. Dr. Choi’s research is grounded in institutional, social, and epistemological critical theory, with a focus on educational equity, racial justice, and teacher education. Her work explores how systemic inequalities, cultural identity, and pedagogical practices intersect in South Korean and global educational contexts. She has published extensively on topics such as alternative education models, youth career aspirations, and the sociopolitical dimensions of teacher training. Key Research Themes: Critical theory applications in education Equity and racial justice in pedagogy Alternative schooling and dropout narratives Qualitative research methodologies Immigrant professor identities and teaching practices Publications Trends: South Korean educational reform (2000–2012) Qualitative studies on teacher training and equity (2001–2020) Interdisciplinary work bridging sociology, cultural studies, and film analysis (2005–2009) Focus on marginalized student populations and policy critique (2004–2006)
Kathryn Crawford, EdD, is an Associate Professor in the School of Education at Ambrose University. Her work focuses on preservice teacher development, Universal Design for Learning, and ethical inclusion. She holds an EdD from the University of Calgary, an MEd from the University of Calgary, and a BEd from the University of Alberta. Dr. Crawford's research explores pre-service and early career teacher identity, Indigenous pedagogies, and the socialization of teachers. She co-edited a book analyzing Canadian B.Ed. programs' pandemic responses and led an inter-institutional study on classroom culture modules. Her recent work emphasizes integrating Indigenous knowledge systems into teacher education and addressing systemic racism through pedagogical strategies. Her articles highlight pandemic adaptations in teacher training, Indigenous curriculum weaving, and innovative teaching methods like escape room design. She has presented at conferences including the Hawaii International Conference on Education and the University of Calgary Postsecondary Learning Conference. Her podcast series, 'Focus on the Field,' explores field experience challenges in teacher education. Dr. Crawford's current projects focus on decolonizing educational leadership and developing culturally responsive teaching frameworks. She collaborates with institutions across Alberta to advance inclusive educational practices.
Dr Byron Al-Murri is a HCPC-registered and BPS-chartered counselling psychologist, and Lecturer in Counselling Psychology at York St John University. He teaches on BSc Psychology with Counselling and the Doctorate of Counselling Psychology (DCounPsy) programmes, serving as Module Leader for key courses including Professional Practice in Counselling Psychology and Cognitive Behavioural Therapy. As the DCounPsy recruitment lead and EDI lead for the School of Psychology, he emphasizes multicultural competence and social justice in both teaching and research. His research focuses on British-Arab client experiences in therapy, difference/diversity in psychotherapy, and social justice. He supervises doctoral trainees and undergraduate dissertations, integrating CBT, psychodynamic, and existential approaches as a pluralistic practitioner. Professional roles include external viva examiner and BPS RAPPS clinical supervisor. Dr Al-Murri’s publications address therapeutic multiculturalism, racial narratives in psychology, and contextual approaches to social justice. His work challenges systemic inequities and advocates for inclusive therapeutic practices.
Manjinder Kaur Jagdev is a Senior Lecturer in Initial Teacher Education at York St John University, with over 17 years of experience in higher education and 10 years as a secondary school mathematics teacher. She specializes in mathematics education, social justice, and anti-racist pedagogy. Her roles include leading PGCE secondary mathematics courses and contributing to programs at multiple UK universities. Affiliations: School of Education, Language and Psychology Research Focus: Social justice in mathematics education, anti-racist practices, diversity and inclusion in teacher training. External Roles: External examiner for PGCE programs at the University of Worcester, University of Southampton, and Plymouth Marjon University (2020–2024). Her research emphasizes critical mathematics education, challenging stereotypes, and fostering inclusive classrooms. Notable contributions include co-authoring the book chapter 'Learning to teach mathematics in a multicultural society' (2013) and the 2024 Routledge publication Towards a Socially Just Mathematics Curriculum . Jagdev has organized conferences such as the YSJ Teacher Education Diversity and Inclusion Conference (2022) and presented at national and international events, including BERA/BSRLM webinars and the BSRLM Summer Conference. She is a Fellow of the Higher Education Academy and actively engages with professional networks like AMET, UCET, and TMSJN. Her teaching spans PHSE education in primary and secondary settings, numeracy across the curriculum, and inclusive practices. She advocates for cross-curricular activities like 'maths art tasks' and 'maths photo tasks' to cultivate student engagement and love for mathematics.
Pavna Sodhi is an Adjunct Professor (Part-Time) in the Faculty of Education, specializing in culturally responsive mental health practices. Her work focuses on decolonizing mental health, BIPOC communities, and immigrant mental health. She holds an Ed.D. from OISE/University of Toronto (2002), an M.Ed. and B.Ed. from the University of Ottawa (1998 and 1996), and a B.A. in Psychology/French from Dalhousie University (1994). Education: Ed.D., Adult Education, Community Development, and Counselling Psychology – OISE/University of Toronto (2002) M.Ed. in Educational Counselling – University of Ottawa (1998) B.Ed. in Primary/Junior Division – University of Ottawa (1996) B.A. in Psychology/French – Dalhousie University (1994) Her research emphasizes intersectional trauma, culturally responsive psychotherapy, and systemic racism’s impact on mental health. She has authored two major books: Trauma-Informed Psychotherapy for BIPOC Communities (2024) and Exploring Immigrant and Sexual Minority Mental Health (2017). These works integrate critical race theory and anti-racist frameworks to address mental health inequities. Her clinical practice and teaching focus on trauma-informed care, with a commitment to decolonizing mental health practices. She advocates for anti-oppressive approaches and collaborates with BIPOC communities to center their narratives in therapeutic interventions.
Dr. Joy Gaston Gayles is the Head of the Department of Educational Leadership, Policy, and Human Development and an Alumni Association Distinguished Graduate Professor at North Carolina State University's College of Education. Her research focuses on equity and inclusion in STEM education and intercollegiate athletics, particularly for women and underrepresented minorities. She holds a Ph.D. in Educational Administration and Higher Education from The Ohio State University (2002), an M.S. in Higher Education Administration from Auburn University (1998), and a B.S. in Adapted Physical Education and Kinesiotherapy from Shaw University (1996). Dr. Gayles is internationally recognized for her work on student-athlete development, women in STEM, and anti-racist institutional practices. She has served as President of the Association for the Study of Higher Education (ASHE) and received prestigious awards including the Chancellor’s Creating Community Award and the University Faculty Scholar distinction. Her research bridges theory and practice, emphasizing actionable strategies for advancing equity in education. Her scholarly contributions span over two decades, addressing topics such as student-athlete transitions, gendered academic experiences in engineering, and systemic barriers in STEM retention. She collaborates with the National Center for Faculty Development and Diversity (NCFDD) to promote inclusive faculty practices and has published extensively in top journals like the Journal of Higher Education and Journal of College Student Development . Key Focus Areas: Equity in STEM/athletics, diversity policy, civic engagement Professional Roles: Department Head, Faculty Success Coach, Workshop Facilitator Media Presence: Featured in Diverse: Issues in Higher Ed , Chronicle of Higher Education , and Inside Higher Ed .
Rebecca Woodard, PhD, is an Associate Professor in the Department of Curriculum & Instruction at the University of Illinois at Chicago (UIC) College of Education. Her research focuses on multimodal literacies, environmental and sustainability education, and urban teacher education. She co-authored Teaching Climate Change to Children (2024) and co-edits Language Arts . As faculty director of the Chicago Area Writing Project and co-founder of the UIC Make Good Lab, she bridges theory and practice in maker education and STEAM initiatives. Woodard holds a PhD and BS from the University of Illinois Urbana-Champaign (UIUC) and an MAT from Pace University. Her research employs qualitative methods to study K-8 classrooms, emphasizing culturally sustaining pedagogies, embodied learning, and civic literacies. Notable projects include global water dances performances by children and digital/embodied science compositions. Her work often addresses urgent societal issues like climate justice and equity in education. Education: PhD in Curriculum & Instruction, UIUC (2013) MAT in Elementary Education, Pace University (2006) BS in Psychology, UIUC (2004) Woodard’s awards include UIC’s 2024 Excellence in Teaching and 2019 Graduate Mentoring honors. Her publications span climate literacy, embodied science learning, and critical writing pedagogies, with a focus on marginalized voices and community engagement. Key Contributions: Advocacy for justice-centered science education Integration of arts and making into literacy curricula Development of teacher inquiry models for urgent topics like water justice
Dr Anna Sexton is a Lecturer in Archives, Records Management and Information Governance at University College London (UCL), Department of Information Studies. Her work bridges participatory, creative, and trauma-informed approaches to archives and recordkeeping, with a focus on health, mental health, and social care contexts. Key Affiliations: Director, Centre in Critical Archives & Records Management Studies (2020–present) Lecturer, UCL (2018–present) Head of Research, The National Archives (2017–2018) Deputy Director (Collaborations and Partnerships), London Arts and Humanities Partnership (2020) Research Focus: Anna’s research explores ethics of care, affect theory, and social justice across archives, data management, and cultural heritage. She examines intersections between open data initiatives and personal information protection (InterPARES Project), technical integration of XML encoding standards for archives, and participatory approaches to mental health/social care records (AHRC-funded PhD and related projects). Teaching: As Programme Director for UCL’s MA in Archives & Records Management, she leads modules on archives theory, curation, and trauma-informed practices. Her pedagogy incorporates critical and interdisciplinary perspectives. Public Engagement: She developed the MIRRA Project (Memory-Identity-Rights in Records-Access) through UCL Policy Unit funding, co-creating recordkeeping protocols with care-experienced individuals and professionals. Professional Leadership: External Chair, London Arts & Humanities Partnership (2017–2019) Archives Unlocked Board Member (2018) Reviewer for journals like Emerald: Records Management Journal and Taylor and Francis: Archives and Records
Aiko Kojima Hibino is a Lecturer in the Liberal Arts Department at the School of the Art Institute of Chicago (SAIC), where she specializes in cultural and political sociology. She also serves as a senior researcher at Keio Research Institute at Shonan Fujisawa Campus and is an active board member of Raise Your Hand for Illinois Public Education, advocating for equitable public education in Illinois. Her work bridges Japanese cultural studies with American educational contexts through innovative curriculum development. Hibino earned her MA from Keio University in Fujisawa, Japan (1999) and was a Ph.D. candidate in Sociology at the University of Chicago (ABD, 2010). Her academic journey reflects a deep commitment to understanding cultural intersections between Japan and the United States. Her research interests span cultural sociology, political sociology, Japanese pop culture, food sociology, and nuclear history. Hibino examines how cultural products reflect societal structures and how social issues manifest through everyday practices like food consumption and media engagement. She particularly focuses on the interplay between local and global culturescapes, examining how Japanese cultural products transform as they traverse borders. Hibino's scholarly work demonstrates consistent interdisciplinary exploration, moving between Japanese cultural studies, food sociology, and nuclear history education. Her recent publications reveal growing engagement with nuclear history education, particularly through her TEAACH Nuclear History Project which teaches nuclear history to middle school students. As an educator and activist, Hibino has developed significant community impact through her TEAACH Nuclear History Project (formerly 'The Paper Crane Project'), which has been featured in media outlets including KBOO radio, Chalkbeat Chicago, Nuclear Hotseat podcast, and NHK International News. The project creates curriculum teaching nuclear history to middle school students in Chicago Public Schools to deepen understanding of AAPI history, science ethics, and anti-racist understanding of nuclear technology. Hibino actively engages with community education initiatives, particularly through her work with Chicago Public Schools and her advocacy for equitable education through Raise Your Hand for Illinois Public Education. Her 'Living, Teaching, and Thinking in Chicago' series documents her experiences advocating for public school preservation and educational equity.
Maria Kalantzis is an Adjunct Assistant Professor of Psychology at St. Mary’s College of Maryland and a fourth-year Ph.D. candidate in Psychology at Bowling Green State University, where she works under Dr. Abby Braden. She also holds an adjunct position at her alma mater, North Central College. Her research focuses on integrating qualitative and quantitative methodologies to study the impacts of discrimination on health behaviors, particularly eating disorders among ethnic minority women and marginalized communities. She has developed novel single-session interventions for eating disorders and received funding from the Arab American Center of Philanthropy to investigate eating disorder symptoms in Arab, Middle Eastern, and North African American women. Additionally, she explores mental well-being among musicians and the philosophy of science. Maria advocates for anti-racist curricula in her teaching and research. Education: Ph.D. Candidate in Psychology, Bowling Green State University Bachelor’s Degree in Psychology (Alma Mater: North Central College) Research Interests: Maria’s work emphasizes health psychology, eating disorders, and cultural contexts. Her studies address acculturative stress, mindfulness in healthcare, and the intersection of mental health with sociocultural factors. She employs ecological momentary assessment and mixed-methods approaches to contextualize eating behaviors and discrimination’s effects. Her secondary interests include mental health in musicians and philosophical frameworks in scientific inquiry. Grants & Funding: Funded by the Arab American Center of Philanthropy for a study on eating disorders in Arab, Middle Eastern, and North African American women. Labs & Collaborations: Collaborates with Dr. Abby Braden and her research team at Bowling Green State University, focusing on marginalized communities and innovative intervention strategies.
C. Nadine Wathen is a Full Professor and Canada Research Chair (Tier I) in Mobilizing Knowledge on Gender-Based Violence at The University of Western Ontario's Arthur Labatt Family School of Nursing. She also serves as Academic Director of the Centre for Research on Health Equity & Social Inclusion, and holds cross-appointments in the Faculty of Information & Media Studies (FIMS) and the Department of Gender, Sexuality & Women’s Studies. Her research focuses on gender-based violence, health equity, and trauma-informed care, with over $33M in research funding and 200+ scholarly outputs. She founded Western’s Joint Graduate Program in Health Information Science (HIS) and leads interdisciplinary teams addressing systemic inequities in healthcare. Her teaching emphasizes health information science, evidence-based practice, and social contexts of healthcare. Notable achievements include induction into the Canadian Academy of Health Sciences (2022), Royal Society of Canada’s College of New Scholars (2015–2022), and a Western Faculty Scholar award (2014–2016). Current projects include pandemic resilience in women’s shelters, equity-oriented healthcare interventions, and digital tools for IPV survivors (e.g., the iHEAL App). Research spans trauma-informed care implementation, workplace IPV impacts, and anti-racist frameworks. Over 120 peer-reviewed articles address topics like shelter access, police interactions with victims, and global maternal health policies. Collaborations with governments, NGOs, and communities ensure research translates into actionable strategies for vulnerable populations. Awards: Canada Research Chair, Fellow of Canadian Academy of Health Sciences, Royal Society College Membership Key Projects: iHEAL App, Trauma-Informed Care Handbook, Pandemic Shelter Resilience Study Teams: Violence Against Women Services in a Pandemic Research Team, Centre for Research on Health Equity
Kathryn B. Anderson is a Professor of Psychology at Our Lady of the Lake University (OLLUSA). She holds a PhD in Social Psychology from the University of Missouri-Columbia, an MA in Social Psychology from the same institution, and a BA in Psychology from Trinity University. Her research focuses on Social Psychology, Feminist Psychology, Liberation Psychology, and anti-racist pedagogical methods. Dr. Anderson emphasizes collaborative, inclusive learning environments that respect diverse contributions and challenge traditional exclusionary practices in academia. She has been recognized with awards such as the Sister Jane Ann Slater Leadership Award and the OLLU Moody Professorship. Her service includes work with the Interfaith Welcome Coalition to aid immigrants and efforts to reduce family violence. Her professional memberships include past presidency and fellowship in the Society for the Psychology of Women under the American Psychological Association. No specific labs or teams are mentioned, but her teaching philosophy prioritizes cooperation over competition and integrates underrepresented perspectives into psychological theory.
Dr. Onudeah Nicolarakis is an Assistant Professor in the School of Language, Education, and Culture at Gallaudet University, specializing in Education. She focuses on bilingual education, literacy development, and anti-racism in educational contexts. Her work often intersects with Deaf Studies, disability studies, and culturally sustaining pedagogy. Education & Research: Dr. Nicolarakis teaches courses such as Home, School and Community Collaboration for Diverse Learners , Mixed Methods Research , and Critical Studies in Language, Culture, and Literacy . Her research examines writing strategies in bilingual Deaf populations, anti-racist pedagogy, and systemic barriers in education. She has contributed to projects like the CONSENT-ASL Toolkit and Antiracist Writing Pedagogy . Awards & Committees: She received the Andrew J. Foster Award and National Leadership Consortium in Sensory Disabilities Scholar distinction. She serves on committees including the IRB Board, Gallaudet in Nigeria-Africa (GAIN), and the National American Sign Language and English Bilingual Consortium. Advising & Grants: Dr. Nicolarakis has advised over 40 students across undergraduate, master’s, and doctoral programs since 2020. Her grants include projects on language anxiety, bilingualism, and disability inclusion in education. She co-leads workshops on culturally sustaining teaching and anti-bias early childhood education. Labs/Teams: She collaborates with the Gallaudet in Nigeria initiative and the Motion Light Lab (ML2), focusing on global Deaf education equity. Her work also involves the National Beacon Center for advancing accessibility in learning environments.
