Find Academic Supervisors

• Critical Race Theory
• Black Feminist Theory
• Decolonial Education
• +4 more

Esther Oganda is a faculty member in the Department of Learning and Teaching at the School of Education, Rutgers University, New Brunswick, United States. Her scholarly work is deeply rooted in critical social theory and transformative education, with a focus on dismantling systemic oppression in pedagogical practices. Her research interests include Critical Race Theory, Black Feminist Theory, decolonial education, gender and sexuality studies, and anti-racist teacher education. She critically examines how whiteness operates within educational landscapes and advocates for pedagogies that center marginalized epistemologies. The trends in her recent publications highlight a strong commitment to qualitative inquiry and socially engaged scholarship. Her work explores the intersections of race, gender, and power in education, particularly through the lens of Black feminist thought and decolonial praxis. She emphasizes writing not only as a method of analysis but also as an intimate and political act of resistance. Esther Oganda has contributed to important scholarly conversations through her publications in journals such as Teaching and Teacher Education and Qualitative Inquiry . While no scientific awards are listed in the provided text, her editorial contributions and conceptual interventions signal recognition within her academic community. She is actively involved in mentoring and research supervision, though specific names of advisees are not listed. There is no mention of funded grants in the provided information. Her work contributes significantly to ongoing efforts to transform teacher education through critical and justice-oriented frameworks. Esther Oganda is part of a broader interdisciplinary network engaged in reimagining curriculum and pedagogy beyond hegemonic Western paradigms. Her scholarship aligns with movements seeking to center Black and Global South knowledge systems in educational theory and practice.

Lindsay Pérez HuberView profile

Professor

• Critical Race Theory in Education
• Racial Microaggressions
• Latina/o Education
• +7 more

Lindsay Pérez Huber is a Professor in the Equity, Education and Social Justice program within the Department of Advanced Studies in Education and Counseling at the College of Education, California State University, Long Beach. She is also the Coordinator of the Equity, Education and Social Justice program and teaches graduate courses in social and cultural analysis, critical pedagogies, and qualitative research methods. Education: Ph.D., Social Science and Comparative Education, specialization in Race and Ethnic Studies, UCLA M.A., Social Science and Comparative Education, specialization in Race and Ethnic Studies, UCLA B.A., Chicano/Latino Studies, UC Irvine B.A., Political Science, UC Irvine Dr. Pérez Huber's research centers on critical race theory, racial microaggressions, Chicana feminist epistemologies, and the educational experiences of undocumented Latinx students. She employs interdisciplinary and humanizing methodologies such as testimonio and Critical Race Feminista Methodology to examine systemic racism and resistance in educational contexts. Her work bridges CRT and LatCrit to analyze how racist nativism and political rhetoric shape educational inequities. Her recent publications reflect a strong trend toward theorizing racial microaffirmations as responses to microaggressions, advancing QuantCrit methodologies, and developing critical content analysis frameworks for children's literature. She has also contributed significantly to understanding the impact of DACA and immigration policies on Latinx communities. Scientific Awards and Honors: National Academies Ford Foundation Fellow Visiting Scholar, UCLA Center for Critical Race Studies Vice President, Critical Race Studies in Education Association (CRSEA) Dr. Pérez Huber is actively involved in research leadership, having co-coordinated the UCLA Latina/o Education Summit and led major policy reports on educational equity. She mentors emerging scholars and collaborates extensively on critical race research. Her work is widely published and cited, with a significant digital presence on Academia.edu. Research Centers and Teams: She has collaborated with the UCLA Chicano Studies Research Center and the Eva Longoria Foundation on impactful studies related to Latina education and immigration policy. She is a core contributor to the Critical Race Studies in Education Association (CRSEA) and helps shape national discourse on racial justice in education.

• Education
• Physical Education
• Social Justice
• +3 more

Matthew Green is a Lecturer in Children, Young People and Education at York St John University's School of Education, Language and Psychology. He completed his PhD through the Institute for Social Justice funding in September 2024, becoming the first researcher to do so. Prior to this, he lectured in the School of Sport after completing his PhD studies. In 2025, he gained Fellowship at the Higher Education Academy, demonstrating his commitment to excellence in teaching and learning. Dr. Green earned his first-class degree in Physical Education and Youth Sport from York St John University before completing an MSc in the Sociology of Sport and Exercise at the University of Chester. His doctoral research explored gendered peer group dynamics in secondary Physical Education, reflecting his longstanding interest in how young people navigate educational spaces. Green's research focuses on how children and young people experience and navigate Physical Education and school sport. He investigates how young people socially construct and differentiate banter from bullying, and examines their behaviors and emotional expressions in various school spaces such as changing rooms, toilets, and swimming pools. His work primarily applies figurational sociology and employs diverse qualitative research methods to understand complex social dynamics in educational settings. His extensive publication record demonstrates a consistent focus on social dynamics in educational contexts, with particular attention to bullying, banter, gender issues, and power imbalances. Green's research shows a clear trajectory toward understanding how young people negotiate social boundaries and power structures within school environments, with increasing attention to issues of social justice and inclusive practices. As an educator, Green teaches across modules concerning theoretical approaches to education, social justice, qualitative research methods, and contemporary issues in education. He serves as module director for CYE4006M Effective Communication and Teamwork and tutors several other modules including CYE4004M Protection and Safeguarding in Context and CYE7001M Critical Approaches to Education. He also supervises undergraduate dissertations and Master's by Research students, mentoring the next generation of education researchers.

• Culturally Responsive Teaching
• Ethnic Studies in K-12 Education
• Immigration and Education Policy
• +3 more

Raquel Sáenz Ortiz is an Assistant Professor of Education at Southwestern University, specializing in culturally responsive teaching and Ethnic Studies curriculum development. She holds a PhD in Curriculum and Instruction from Boston College, with prior teaching experience in New Mexico, Nicaragua, and Boston. Currently directs field placements for pre-service secondary teachers and teaches courses like Foundations of American Schools and methods courses for teacher candidates. Her research focuses on culturally sustaining pedagogies for immigrant-origin youth, with projects including analysis of Texas' Senate Bill 3 censorship laws and comparative studies of identity politics in Mexican-American and Franco-Maghrebi contexts. She has conducted fieldwork in the U.S., Mexico, France, and Morocco. Recent presentations include discussions on immigrant education at the International Conference on Education and Migrations (2022) and invited talks on anti-racist teaching practices. Collaborates with student researchers and international scholars to advance social justice in education systems.

Rebecca AnguianoView profile

Associate Professor

• Culturally Responsive Education
• Bilingual Education
• School Psychology
• +4 more

Dr. Rebecca Anguiano is an Associate Professor and Program Director of the School Psychology specialization in the Counseling Department at Saint Mary’s College of California, part of the Kalmanovitz School of Education. She holds a PhD in School Psychology from the University of California, Berkeley. Her work focuses on uplifting marginalized communities, particularly Black and Brown students and families in prek-12 schools. Education: B.A. in Psychology and Hispanic Studies, Scripps College M.A. in Education, UC Berkeley PhD in School Psychology, UC Berkeley Research Interests: Culturally responsive practices, bilingual student assessments, trauma-informed education, and anti-racist leadership. Her research explores immigrant family translating practices, community organizing for school engagement, and culturally responsive data-driven interventions. She teaches courses such as Cognitive, Learning, and Development in the Social Context and School Psychology Seminar and Supervision . Dr. Anguiano has led a $9,000 Provost Grant-funded project ( Socially Just Family Engagement in Urban Schools ) with Dr. Cynthia Martinez. She provides trainings on trauma-informed practices and anti-racist self-care for school leaders during the pandemic.

Karin KaerwerView profile

Professor

• Equitable access to education
• Recruitment of teachers of color
• Culturally relevant pedagogy
• +5 more

Karin Kaerwer is a Professor in the Department of Education at Roanoke College. Her research focuses on equitable access to public education through a social foundations framework, emphasizing teacher recruitment of color, culturally relevant pedagogy, rural education, and policy analysis. She teaches pedagogical methods courses in math, social studies, and education psychology, supervises student teachers, and offers an INQ 260 general education course. Education: Ph.D. (in progress) in Curriculum & Instruction from Virginia Tech; M.Ed. in Social Foundations of Education from University of Virginia; B.A. in Art History and Elementary Education from Roanoke College Her work prioritizes anti-racist curricula and systemic solutions for PK-16 education equity. Recent scholarship includes a 2022 publication in Intersections Journal on reshaping teacher education through anti-racist frameworks.

Jaishikha NautiyalView profile

Assistant Professor

• Critical sensory rhetorics
• Everyday aesthetics
• Queer theory
• +3 more

Dr. Jaishikha Nautiyal is an Assistant Professor of Communication Studies at Southwestern University, specializing in critical sensory rhetorics, queer theory, and posthuman thought. She holds a PhD from the University of Texas at Austin (2018), with prior degrees in Chemistry, Marketing, and Rhetoric. Research Interests: Her work interrogates embodied knowledge systems, queer desi kinships, and anti-DEI legislation impacts. Notable projects include analyzing Guadagnino's Call Me by Your Name through queer aesthetics and co-authoring the award-winning Queer Desi Kinships (2023). Publications: Recent works include Anaerobic Rhetoric (2024) critiquing Florida's education laws and Squeezing a Juicy Archive (2024) exploring materialist feminist writing. Over 10 peer-reviewed articles span rhetorical theory, queer cinema, and ancient Indian narratives. Awards: 2024 Monograph of the Year Award (National Communication Association) for advancing non-Western queer methodologies. Teaching: Courses like Rhetoric of Breathing and Understanding Power in Culture integrate music and haptics, emphasizing breathable pedagogical practices.

Melissa Shawn CrearyView profile

Assistant Professor

• Public Health
• Health Equity
• Race and Racism
• +12 more

Melissa Shawn Creary is an Assistant Professor in the Department of Health Management and Policy at the University of Michigan School of Public Health. She is also affiliated with the African Studies Center and conducts interdisciplinary research at the intersection of public health, science and technology studies, and medical anthropology. PhD, Laney Graduate School, Emory University (2016) Her research focuses on race, racism, health equity, and bioethics, particularly through the lens of sickle cell disease (SCD) in the United States and Brazil. She has developed influential conceptual frameworks such as biocultural citizenship and bounded justice , which explore how biology, identity, policy, and systemic racism interact to shape health outcomes and rights. Her work employs qualitative methods, including ethnography and oral history, to examine how marginalized communities assert belonging and demand health reparations. Her recent publications analyze antiracist teaching, clinical algorithms, and precision medicine through the lens of bounded justice. These articles highlight how well-intentioned health equity interventions are often constrained by historical and structural racism. Her scholarship reveals patterns in how race is both hyper-visible and invisible in biomedical research and policy. Dr. Creary is actively involved in funded research projects, including: Health Equity via Anti-Racist Teaching (HEART) The ARCC Towards Justice Project Anti-Racist County towards Justice (ARC towards Justice) These initiatives aim to transform public health institutions into explicitly anti-racist entities through curriculum reform, policy assessment, and community collaboration. She mentors a diverse team of research assistants and students, many of whom are engaged in health disparities research, global health, and reproductive justice. Her teaching emphasizes antiracist pedagogy and real-world public health applications. Dr. Creary is a sought-after speaker and consultant for non-profits, government agencies, and educational institutions on anti-racist strategy, research methodologies, and organizational change. She is also the creator of a digital scholarship project on biocultural citizenship.

• Translation Studies
• Machine Translation
• Language Education
• +9 more

Maria del Mar Parra-Olmedo is a Teaching Fellow in Spanish at the University of Strathclyde, managing four first-year Spanish language courses and delivering translation theory and practice. She contributes to academic integrity frameworks and anti-racism initiatives within the Department of Humanities. Doctor of Philosophy in Translation Studies (University of Strathclyde, 2018) Master of Research in Translation Studies (University of Strathclyde, 2007) Bachelor of Arts in Modern Languages (Universidad de Castilla-La Mancha, 2003) Her research focuses on audiovisual translation reception, ethical implications of translation technologies, and communicative approaches in second-language acquisition. She explores audience responses to satirical humor, AI integration in translator training, and metacognitive strategies in spoken discourse. Her recent publications examine digital literacy in translation, decolonial curriculum reforms, and satire localization. She leads a project on Machine Translation vs. dictionaries in secondary education and contributes to anti-racism subcommittees. Bursary Award for postgraduate students ACIS Annual Conference (2009) Bursary Award John Anderson (2008) She supervises Honours Dissertations and PhD students in Translation Studies and Intercultural Pragmatics, while coordinating language induction sessions and participating in educational outreach programs.

Tommy EnderView profile

Associate Professor

• Counter-Narratives
• Latino Studies
• Social Studies Education
• +5 more

Tommy Ender is an Associate Professor in the Department of Educational Studies at Rhode Island College, serving as History/Social Studies Secondary Education program coordinator. His office is located in Horace Mann, Room 332, with contact: tender@ric.edu | 401-456-8464. Dr. Ender earned his Ph.D. in Cultural Studies & Literacies from the University of North Carolina at Chapel Hill, M.Ed. in Secondary Education from the University of New Hampshire, and B.A. in History & Political Science from Drew University. Prior to academia, he taught secondary social studies for ten years and coached competitive soccer, football, and baseball. His research centers on counter-narratives as pedagogical theory, Latino studies in U.S. historical contexts, and music's role in connecting past-present-future understanding. Employing autoethnography and qualitative methodologies, he develops culturally responsive frameworks for urban social studies education, with emphasis on racial literacy development and hip-hop's educational applications. His work bridges theoretical critique with classroom practice through culturally sustaining pedagogy. Recent publications (2021-2024) demonstrate consistent focus on social justice through counter-narrative expansion, Latino civic engagement, and Wu-Tang Clan's pedagogical potential. Key themes include decolonizing curriculum, community reimagining via aesthetics, and critical whiteness in teacher development, appearing in journals like Equity & Excellence in Education and Curriculum Inquiry . No scientific awards are documented in the provided materials. As program coordinator, Dr. Ender mentors pre-service educators through courses emphasizing culturally responsive pedagogy and inquiry-based learning. His innovative Exploring the Cultural and Historical Evolution of Hip-Hop course (FYS 100) exemplifies music-history integration, while SED 314/414 develop teachers' capacity for critical race literacy and project-based social studies instruction. Grant activities remain unspecified in source materials.

Kenneth NgwaView profile

Associate Professor

• Hebrew Bible
• Race and Theology
• Pedagogy in Theological Education
• +4 more

Kenneth Ngwa is an Associate Professor of Hebrew Bible at Drew Theological School , Drew University. His work focuses on race, religion, and pedagogy , particularly in crisis contexts like the COVID-19 pandemic and Ferguson-era social justice movements . He advocates for anti-racist teaching , decolonial approaches , and trauma-informed pedagogy , blending theological scholarship with innovative methods such as digital media and communal learning . Research Interests : Hebrew Bible, racial justice, online education, and the intersection of religion with ecology and AI ethics. Awards : ACHTUS Award for contributions to theological education. His blog posts (e.g., “Positively Outraged with COVID” , “Ferguson, Bible, and the Long Division of Race” ) reflect a commitment to transformative education , addressing systemic inequities and fostering student-teacher partnerships . Recent articles highlight trends in anti-racist syllabi , AI’s impact on theological pedagogy , and spiritual formation through wonder .

Shauna HannanView profile

Professor

• Theological Education
• Homiletics
• Digital Media in Teaching
• +3 more

Shauna Hannan is a Professor at Pacific Lutheran Theological Seminary , specializing in homiletics and digital media pedagogy . Her work explores intersections between cinematic techniques and theological education , emphasizing multimedia literacy and engaged teaching in both residential and online contexts. Recent publications focus on sermon editing , impact teams , and video-based pedagogy . She contributes to the Wabash Center’s Teaching with Digital Media blog series, addressing challenges in online theological education and visual communication . Her approach integrates collaborative learning and critical thinking through digital tools. Hannan’s research highlights social justice and anti-racist pedagogy in theological classrooms, with a focus on trauma-informed teaching and power dynamics . She advocates for student-centered learning and creative futures in religious education, particularly through film analysis and embodied teaching strategies.

Neomi D. De AndaView profile

Associate Professor

• Latinas and Latin American Women Writers in Religion (1600–1900)
• Christology
• Latin@ Theology
• +3 more

Neomi D. De Anda is an Associate Professor of Religious Studies at the University of Dayton. A Tejana scholar/activist and Catholic Lay Marianist, her work bridges theology, social justice, and Latin@/Latin American experiences. She focuses on historical women writers in religion, Christology, and border theology in collaboration with the Hope Border Institute. Grants & Fellowships: Louisville Institute First Book for Minority Scholars Grant Hispanic Theological Initiative Fellowships Key Research Themes: Intersection of race, migration, and gender in theological contexts Reimagining Marian theology through Latin American lenses Critique of sanctuary spaces for Latinas Using games and storytelling in pedagogy Public Engagement: Regular contributor to Radio Maria Co-leads the International Marian Research Institute Collaborates with the Marianist Social Justice Collaborative Racial & Immigrant Justice Team Her recent scholarship explores Gen Z’s theological education, gamification in academic settings, and religious symbolism in popular culture, such as the film Blue Beetle . She advocates for trauma-informed, anti-racist teaching practices and co-creates open-access tools like MaryoftheAmericas.org .

Joseph K. GordonView profile

Professor

• Ecology
• Pedagogy
• Theology
• +3 more

Joseph K. Gordon is a Professor at Johnson University actively contributing to pedagogical discourse around ecology, theology, and experiential learning. His work emphasizes creaturely pedagogy, environmental education, and embodied teaching practices. Institution: Johnson University Research Areas: Ecology, Pedagogy, Theology, Religious Education Gordon's recent articles explore: Rituals in ecological education Taxonomy as theological practice Outdoor classroom dynamics Anti-racism in syllabus design AI's impact on humanities His work bridges biological observation with spiritual reflection, often utilizing natural environments for teaching theology. Gordon also investigates digital learning spaces and their applications for modern pedagogy.

Barbara J. McClureView profile

Senior Lecturer

• Theological Education
• Pedagogy
• Student Formation
• +5 more

Barbara J. McClure is a Senior Lecturer at Brite Divinity School , affiliated with the Wabash Center for Teaching and Learning in Theology and Religion . Her work focuses on reimagining theological education through student formation, curriculum innovation, and pedagogies that prioritize deep learning and social justice. She contributes to the blog series Praxis: The Responsive & Expanding Classroom , addressing issues like anti-racism, embodied teaching, and the impact of crises on education. Research Themes : Curriculum design, student-centered learning, theological formation, and the intersection of pedagogy with social justice. Recent Articles : Analyzed the purpose of theological education, emphasizing communal learning and the shift from information delivery to holistic student development. McClure’s scholarship underscores the need for adaptive teaching methods in evolving educational landscapes, including online and crisis contexts. Her contributions highlight the importance of emotional labor, creativity, and inclusivity in theological classrooms.