Find Academic Supervisors

• History Education
• Social Studies Education
• Critical Pedagogy
• +3 more

Aaron Stout serves as a Lecturer in the Faculty of Education at the University of Lethbridge, where he has taught since 2016. He coordinates the undergraduate EDUC 2500 program (introduction to teaching) and actively participates in the wellness committee to foster wellbeing among pre-service teachers. His educational background includes a B.A. in History, B.Ed., and M.A. in Education, all earned at the University of Lethbridge. Prior to academia, Stout worked as a high school social studies teacher within the Lethbridge School Division. Stout's research centers on history education as a social construct, integrating critical pedagogy and anti-racist theories to develop inclusive historical understanding. He advocates for inquiry-based learning strategies and holistic wellness as foundational to effective educational environments, emphasizing citizenship education across local, national, and global contexts through humanistic approaches that prioritize student voice and creativity. As wellness committee member, Stout promotes community wellbeing initiatives for teacher candidates, linking personal health practices to classroom effectiveness. His teaching philosophy cultivates relational classrooms where students explore historical narratives through liberal education frameworks, challenging traditional curricular structures to create more equitable learning spaces.

Cora OlsonView profile

Assistant Professor

• Science and Technology Studies
• Biomedical Ethics
• Medical Humanities
• +2 more

Cora Olson is a Collegiate Assistant Professor in the Department of Science, Technology, and Society at Virginia Tech. Holding a PhD and M.S. in Science and Technology Studies from Virginia Tech, she focuses on the interplay between biomedical knowledge construction, ethics, and critical pedagogical practices in STS education. Education: PhD (2014), M.S. (2007), B.S. (Chemistry) Her research explores: Biomedical Ethics: Transitioning from pandemic-related studies to sports ethics, interrogating moral frameworks in science. Critical STS Pedagogy: Developing inclusive teaching methods and curricula, including the Medical Dilemmas and Human Experiences course. Recent publications emphasize collaborative learning, low-tech pedagogy, and ethical tensions in STS. She has served on curriculum committees and conducted anti-racist teaching workshops, aligning her work with social justice initiatives.

Delia ByrnesView profile

Assistant Professor

• Environmental Humanities
• Environmental Justice
• Energy Culture
• +12 more

Delia Byrnes is an Assistant Professor in the Department of Environmental Science & Sustainability at Allegheny College, where she teaches courses on environmental justice, culture, and power. She holds a PhD in English from The University of Texas at Austin and a BA from Simon Fraser University. Her work spans the environmental humanities, science and technology studies, and cultural studies, with a focus on energy justice and environmental futures. BA, Simon Fraser University MA & PhD, The University of Texas at Austin Her research centers on energy culture, environmental justice, and the intersections of media, identity, and extractive industries in the U.S. Gulf Coast. She explores how literature, film, photography, and digital media engage with petrochemical landscapes and imagine more just multispecies futures. Her current book project, Refining America: Energy, Infrastructure, and the Arts of Resistance in the US Gulf Coast , analyzes cultural responses to extractive regimes through the lens of Black speculative worldmaking, Indigenous futurisms, and environmental activism. Her recent publications span journals such as Modern Fiction Studies , ISLE: Interdisciplinary Studies in Literature and Environment , Sustainability , and Environmental History Now , covering topics from digital deepwater imaginaries to anti-racist pedagogy in sustainability education. Her writing engages both academic and public-facing spaces, reflecting a commitment to public environmental humanities. Member, Common Worlds Research Collective Former volunteer instructor, Inside Literature (Del Valle, TX) She advises on interdisciplinary sustainability pedagogy and environmental epistemic justice, and her work is supported by collaborative research networks. She has no formal students listed but mentors through curriculum and public scholarship.

Elizabeth BishopView profile

Adjunct Professor

• Critical Youth Studies
• Youth Activism
• Critical Literacy
• +4 more

Elizabeth Bishop is an Adjunct Professor at City University of New York's School of Professional Studies (since 2017) and the University of San Francisco's School of Education. She serves as the 2024-2025 Scholar-in-Residence at Teachers College, Columbia University. An award-winning educator and researcher, her work focuses on critical analysis of youth development systems with emphasis on racial justice and equity. Her research examines critical literacy, youth organizing, data privacy in educational contexts, and anti-racist pedagogies. Bishop's scholarship intersects education policy, community engagement, and social justice frameworks to address systemic inequities affecting marginalized youth populations. Bishop's publications demonstrate consistent focus on educational equity, vulnerability narratives, and institutional reform. Her 2021 article explores urban education challenges through critical theory lenses. Honors include: Excellence in Youth Studies Teaching Award (CUNY SPS, 2022) She co-founded Global Turning Points consulting collective and holds leadership roles in: Board member: International Surf Therapy Organization Advisory committee: Human Rights Watch Children's Rights Division

Brittany LynchView profile

Assistant Professor

• Social Work Education
• Anti-Racism
• Assessment in Social Work
• +3 more

Brittany Lynch is an Assistant Professor and MSW Program Director in the Department of Social Work at Iona University. She teaches foundational courses including Social Work Practice I and II and leads the Social Work Capstone, where she mentors senior students in their final presentations. Dr. Lynch earned her DSW in Clinical Social Work from the New York University Silver School of Social Work, an MSSW from the University of Louisville, and a BA from The George Washington University. She is a licensed clinical social worker (LCSW) in both New York and Illinois. Her research interests focus on social work education, particularly assessment methodologies and the integration of anti-racist practices in curriculum and pedagogy. With extensive experience in domestic and international human services, including non-profit program management and clinical practice, Dr. Lynch brings a rich, applied perspective to her teaching. She also served as a Peace Corps Volunteer, enhancing her global understanding of social work. While no recent publications or awards are listed, her work emphasizes practical training, student mentorship, and systemic equity in social work education. Dr. Lynch advises capstone students and plays a leadership role as MSW Program Director, shaping graduate training in social work. Her commitment to anti-racism and assessment contributes to curricular innovation and student success. She is affiliated with the Department of Social Work at Iona University, where she contributes to academic and professional development in the field.

• International Migrations
• Language and Literacy Policy and Practices
• Migration and Inclusion Policies
• +12 more

Ana Raquel Matias is an Assistant Professor in the Department of Sociology at ISCTE – University Institute of Lisbon. She is also an Integrated Researcher and Coordinator of the research group Migrations, Mobility and Ethnicity at CIES-Iscte – Center for Research and Studies in Sociology. Her academic work spans sociology, language policy, migration studies, and higher education inclusion, with a strong focus on populations of migrant origin in Europe and Portugal. Academic Background: PhD in Sociology, ISCTE & INED (Paris) Bachelor’s in Sociology and Planning, ISCTE Bachelor’s in Political Science, University of Bologna Bachelor’s in Economy and Development Policies, ISCTE Research Interests: Her research explores international migration, language and literacy policies, integration, pluricentric Portuguese, bilingualism, and anti-racist education. She investigates how linguistic practices reflect and reproduce social inequalities, particularly in higher education settings involving students from African Lusophone countries (PALOP). Her work critically examines racialized language ideologies and institutional barriers to inclusion. Recent Research Trends: Her most recent publications (2023–2025) focus on linguistic and social inclusion of African international students in Portuguese higher education, the invisibility of Black European languages, and anti-racist pedagogies. She frequently analyzes how language varieties (e.g., Brazilian vs. European Portuguese) are hierarchically positioned and how this affects student identity and belonging. Scientific Awards and Fellowships: Early Stage Marie Curie Researcher Grant FCT/MCTES Doctoral Grant Calouste Gulbenkian Foundation Visiting Fellowship at Sciences Po (CERI) Advising and Grants: While no formal advisees are listed, she co-leads several research projects, including Mobility and Language , Pre- and Post-Arrival Schemes , and Portuguese Language Teaching Policies for Adult Immigrants . She collaborates with networks such as IMISCOE, COST, and RedeMigra, and has participated in international comparative studies on second-generation integration. Her work often involves action research and interdisciplinary collaboration. Labs and Teams: She is actively involved in CIES-Iscte, where she coordinates a research group and contributes to interdisciplinary initiatives such as the Meetings on Migratory Experiences and the Round Tables on Linguistic Diversity . She is also a member of the organizing committee for the Afroeuropeans Network Conference, fostering dialogue on Black identities and racism in Europe.

Amanda E. VickeryView profile

Associate Professor

• Social Studies Education
• Teacher Education
• Black Women in Education
• +7 more

Amanda E. Vickery is Associate Dean for Educator Preparation and faculty member in the Educator Preparation Office at the University of North Texas, College of Education. She teaches undergraduate and graduate courses in elementary social studies methods and leads initiatives in teacher preparation with a focus on equity and social justice. Research Interests: Her scholarship centers on Black women teachers, critical citizenship, and the integration of community and experiential knowledge into social studies education. She investigates how Black women educators challenge dominant civic narratives and reconceptualize citizenship within U.S. education. Her work intersects race, gender, and pedagogy, advocating for inclusive and culturally responsive curricula. Publication Trends: Her recent publications, appearing in journals such as Theory and Research in Social Education and Urban Education , consistently explore themes of racial and gender equity, critical civic engagement, and teacher preparation. The articles reflect a longitudinal commitment to amplifying marginalized voices and transforming social studies through critical, community-centered approaches. Social Justice Chair, Executive Board, College and University Faculty Assembly (CUFA), National Council for the Social Studies (NCSS) Affiliate Faculty Board Member, K-12 Black History Research Consortium, Carter Center for K-12 Black History Education Advising and Professional Engagement: While specific advisees are not listed, Dr. Vickery's leadership roles suggest active mentorship in social studies education. Her service on national boards indicates significant influence in shaping policy and scholarship in educator preparation and equity. No grants are mentioned, but her sustained publication record implies research support and scholarly productivity. Labs and Research Teams: Though no formal lab is mentioned, she is affiliated with the K-12 Black History Research Consortium, suggesting collaborative research focused on Black history education and curriculum development.

• Mental Health
• Community Mental Health
• Culturally Competent Practices
• +6 more

Dr. Emarely Rosa-Dávila is an Associate Professor of Social Work and the BSW Program Director at Texas Woman’s University, College of Arts and Sciences. She also holds an adjunct appointment at The University of Texas at Arlington. Her academic and professional journey spans over two decades in mental health practice and higher education, with a focus on children, adolescents, and culturally competent interventions within the Hispanic-Latinx community. Ph.D. in Social-Community Psychology, University of Puerto Rico, Rio Piedras (2011) MSW, University of Puerto Rico, Rio Piedras (2001) BA in Social Work, University of Puerto Rico, Humacao (1998) Her research interests center on mental health, community mental health, culturally competent practices, microaggressions, colonialism, and emerging technologies in education . She has published in journals such as the Journal of Mental Health and Social Behaviour and Voces del Trabajo Social . The 15 most recent articles in her body of work reflect a consistent focus on culturally grounded mental health interventions, community psychology, and educational innovation in social work. Her scholarship integrates decolonial perspectives, emphasizes Latinx mental health equity, and advances pedagogical practices in social work education. Executive Leadership Academy Fellow, UC Berkeley (2021) New Leadership Academy Fellow, University of Michigan-Ann Arbor (2017) Distinction in Belonging: Campus with a Heart Award, Texas Woman’s University (2024) Dr. Rosa-Dávila serves on the Board of Accreditation for the Council on Social Work Education and has held leadership roles in institutional governance, including membership on the Institutional Review Board and Strategic Planning Committee. She is also an Affiliate Faculty in Psychology and at the Woodcock Institute, reflecting her interdisciplinary contributions. While no formal advisees are listed, her role as program director and educator underscores her mentorship of future social work professionals. She is affiliated with the American Psychological Association and the Interamerican Psychology Society, and her work bridges clinical practice, academic leadership, and social justice advocacy.

Michelle JonesView profile

Senior Lecturer

• Public Health
• Aboriginal Health
• Childhood Obesity Prevention
• +4 more

Dr. Michelle Jones is an academic in the College of Education, Psychology and Social Work at Flinders University, where she serves as Deputy Teaching Program Director and Bachelor of Social Work Course Coordinator. She holds a PhD from the University of Adelaide and a Bachelor of Social Work (Hons) from the University of South Australia, specializing in domestic violence discourses and group program evaluations. Her research focuses on public health, Aboriginal health, childhood obesity prevention, and domestic violence, employing mixed-methods and participatory approaches. Key roles include membership in the SA Health Human Research Ethics Committee and leadership in reconciliation initiatives. Her research interests include program evaluation, stakeholder engagement, and participatory methodologies. Notable awards include the Flinders University Reconciliation Action Plan Award (2021) and the South Australian Spatial Excellence Award (2013). She has led grants totaling over $370,000, including studies on obesity prevention and Indigenous health equity. Her work bridges academic research with community-driven solutions, particularly through initiatives like the Mockingbird Family Model in foster care and the OPAL obesity prevention program. Education: PhD, University of Adelaide (2005): 'A Fight about Nothing' Constructions of Domestic Violence Bachelor of Social Work (First Class Honours), University of South Australia (1995) Graduate Certificate in Management, Curtin University (2009) Professional Contributions: Active in policy advocacy, curriculum development, and ethical research practices. Collaborates with government agencies and NGOs on health equity and social welfare programs.

Danielle KingView profile

Associate Professor

• Employee Resilience
• Organizational Psychology
• Racial Identity
• +3 more

Danielle King is an Associate Professor of Psychological Sciences and Associate Dean for Graduate and Postdoctoral Studies at Rice University. She leads the WorKing Resilience Research Laboratory and focuses on employee resilience, workplace well-being, and racial identity dynamics. Her work is supported by prestigious grants like the NSF CAREER Award (2023). Dr. King holds a Ph.D. in Organizational Psychology from Michigan State University (2018), an M.A. (2015) from the same institution, and a B.A. in Psychology from Spelman College (2012). She has received notable awards, including the APA Achievement Award (2022) and the APS Rising Star designation (2023). Her research integrates resilience theory with organizational practices, emphasizing systemic racism’s impact on Black employees and policy-driven solutions. Key themes include microaggressions, intersectional authenticity, and leadership equity. She teaches graduate seminars on work motivation and leadership. Dr. King’s grants include NSF-funded projects on resilience education and anti-racism interventions. She mentors students in Industrial-Organizational Psychology and advocates for inclusive workplace policies. Her lab collaborates on tools like flood-response web platforms, demonstrating applied resilience research.

• Critical Pedagogy
• Intersectionality
• Black Women in Higher Education
• +3 more

Dr. Chayla Haynes Davison is an Associate Professor of Higher Education Administration at Texas A&M University's College of Education and Human Development. She holds a Ph.D. from the University of Denver and a M.A. from Bowling Green State University. Her research focuses on critical and inclusive pedagogy, Black women's experiences in academia, and intersectionality. She has co-edited influential books such as Interrogating Whiteness and Relinquishing Power and Race Equity and the Learning Environment . Education: PhD Higher Education (University of Denver), MA College Student Personnel (Bowling Green State University) Her work addresses racial equity in STEM education, faculty development, and anti-racist teaching practices. She has received the 2020 Mildred Garcia Award for Exemplary Scholarship and recognition as a CIES ADSIG Emerging Scholar. Her research projects include studies on applying critical lenses to student development theory and institutional transformation. Awards: Mildred Garcia Award (2020), CIES ADSIG Emerging Scholar (2020) Dr. Davison advises doctoral students and has taught courses like College Teaching and Advanced Student Development Theory . She previously served in student affairs roles, including Director of Orientation and Family Programs. Her current work emphasizes Black Liberation methodologies and combating systemic racism in higher education.

Ahou KoutchesfahaniView profile

Lecturer

• Feminist Social Movements
• Social Media and Politics
• Iranian Women's Rights
• +5 more

Ahou Koutchesfahani serves as a Lecturer in the Department of Political Economy within King's College London's Faculty of Social Science & Public Policy. She holds a PhD in International Relations from the Department's Department of War Studies, where her doctoral research examined feminist movements in Iran. Her academic work centers on the intersection of digital activism and gender politics in Iran, with particular focus on how women's rights activists navigate social media platforms while confronting ableism within feminist spaces. She extends this analysis to broader critiques of academia, advocating for anti-ableist reflexivity in research methodologies and institutional practices. Her scholarship consistently bridges empirical studies of Iranian social movements with theoretical contributions to decolonial and intersectional frameworks. Analysis of her 2022 publications reveals consistent thematic threads: the weaponization of social media for political resistance in authoritarian contexts, the erasure of disability perspectives within feminist movements, and the role of digital storytelling in constructing transnational solidarity networks. These works collectively position Iranian women's digital activism as both a site of oppression and a catalyst for global feminist praxis. She co-teaches core courses including The Political Economy of the Middle East and North Africa and Political Islam, while actively participating in an academic collective that evolved from 'politics of style' to 'politics of care'. This interdisciplinary group integrates anti-ableist, anti-racist, and decolonial perspectives to transform International Relations scholarship, with particular emphasis on making systemic biases visible within academic knowledge production.

Cecily MooreView profile

Academic

• Perinatal Mental Health
• Strong Black Woman Narrative
• Career Counseling
• +7 more

Cecily Moore, PhD, LMHC, LPC-MHSP, is a Clinical Faculty member in the Counseling Division of the School of Counseling, Psychology and Therapy at Antioch University New England. She is based in Fort Walton Beach, Florida, and brings a strong commitment to social justice, abolitionist teaching, and culturally responsive mental health care. Educational Background: PhD in Counselor Education and Supervision, University of the Cumberlands MS in Clinical Mental Health Counseling (Concentration in School Counseling), Freed-Hardeman University BA in Psychology with minor in Business Management, Union University Dr. Moore specializes in perinatal mental health, the Strong Black Woman (SBW) narrative, career counseling, and trauma-informed care. Her research and teaching are grounded in Black Womanist thought, anti-racism, and decolonizing mental health practices. She is trained in EMDR, play therapy, solution-focused therapy, and perinatal mental health protocols. Her recent recognition includes the Alliance Fellowship from Postpartum Support International’s PMHA-POC, where she collaborates on improving mental health access for birthing persons and communities of color. She also owns an online counseling practice serving Black professional mothers. Scientific Awards and Honors: Alliance Fellowship, Postpartum Support International (PMHA-POC) MOSAIC Scholar Waylon Seagraves Memorial Scholar - Equestrian Activity Dr. Moore teaches courses including Career Counseling, Multicultural Perspectives, Social and Cultural Diversity, Group Counseling, Practicum in Counseling, and Treatment of Internalized Oppression. She is an active presenter on topics such as intersectional invisibility, resistance as wellness, and anti-racist counselor education. Her professional affiliations include the American Counseling Association (ACA), National Career Development Association (NCDA), Association for Counselor Education and Supervision (ACES), and Perinatal Support International (PSI). She is also a lifelong learner and passionate advocate for equity in mental health and higher education.

Taqueena QuintanaView profile

Associate Professor

• Counseling military-connected youth
• Clinical supervision
• School-based mental health
• +3 more

Dr. Taqueena Quintana is an Associate Professor in the Clinical Mental Health Counseling department at Antioch University. She is a licensed professional counselor, nationally certified counselor, and board-certified telemental health counselor with over 15 years of experience in education and counseling across diverse settings including K-12 institutions, universities, private practice, military installations, hospitals, and community mental health agencies. Her work focuses on culturally responsive practices, advocacy for marginalized communities, and preparing counselors to serve historically excluded populations. EdD in Counselor Education & Supervision (2018), Argosy University Certificate of Advanced Graduate Studies in Clinical Mental Health Counseling (2013), Medaille College MSEd in School Counseling (2012), CUNY Brooklyn College MSEd in Teaching Students with Disabilities (2010), CUNY Brooklyn College BA in History with Minor in Puerto Rican, Africana, and Latin American Studies (2008), CUNY Hunter College AA in Liberal Arts and Mass Communications (2005), CUNY Medgar Evers College Dr. Quintana’s research spans culturally responsive counseling, clinical supervision, school-based mental health, support for students with disabilities, anti-racist counseling practices, and telemental health. Her recent publications and presentations emphasize interventions for military-connected youth, wellness integration in schools, and antiracist counselor education programs. Her peer-reviewed articles and book chapters address topics like culturally sustaining practices via peer consultation, supporting military-connected students through the ASCA National Model, and clinical frameworks for social anxiety disorder. These works highlight her commitment to equity, cultural affirmation, and resilience-building. 2017 NBCC Minority Fellowship Program Dr. Quintana actively mentors emerging counselors through the National Board for Certified Counselors and advocates for underserved communities. She is affiliated with the American Counseling Association, Association for Counselor Education and Supervision, Association for Multicultural Counseling Development, American School Counselor Association, and Military and Government Counseling Association.

Alemanji Aminkeng AtabongView profile

Senior Lecturer

• Social Exclusion
• Race and Racism
• Antiracism
• +7 more

Alemanji Aminkeng Atabong is a Senior University Lecturer at Åbo Akademi University, Finland, affiliated with the Faculty of Arts, Psychology and Theology, Department of Culture, History and Philosophy. He is also a Docent in Sociology with a specialization in Studies in Diversity. He leads the Master’s Programme in Social Exclusion and is deeply engaged in research on race, racism, antiracism, and education. His research interests center on social exclusion, race and racism, antiracism education, ethnic profiling, and digital activism . His work employs qualitative, sociological, and multidisciplinary methods to examine racialized experiences in educational and institutional settings. He has pioneered applied research through the development of Finland’s first Antiracism Mobile Phone App – Finland Without Racism – available on both iOS and Google Play. His recent publications (2015–2024) reflect a strong trajectory in critical race studies, antiracism pedagogy, and digital tools for social justice. His works explore themes such as Black male teachers’ experiences, institutional racism in schools, hate crimes, and disobedient knowledge in activism. The publications demonstrate a consistent focus on justice, equity, and resistance across educational, technological, and societal domains. He was awarded a Docentship (Adjunct Professorship) in Sociology in 2020, recognizing his scholarly contributions. He has served as an examiner in academic evaluations and contributes to advancing academic standards in Finland. Aminkeng Atabong supervises student theses and teaches courses including Race, Racism and Antiracism , Digitools and Social Exclusion , and Diversity and Inclusion in Work Life . He is actively involved in academic service, curriculum development, and public engagement around antiracism. His research is both theoretically grounded and practically oriented, aiming to transform institutions and societal attitudes. He is affiliated with research networks focused on social justice, diversity, and inclusion, with collaborations across Europe. His work bridges academia and community activism, particularly through digital platforms and educational interventions.