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Tejendra Pherali is a Professor of Education, Conflict and Peace at University College London's Institute of Education (IOE - Education, Practice & Society). As Co-Research Director of Education Research in Conflict and Protracted Crisis (ERICC) and former Chair of the British Association for International and Comparative Education (BAICE), he bridges academic leadership with practical peacebuilding initiatives. His establishment of the open-access journal Education and Conflict Review underscores his commitment to translating research into policy. Academic Affiliations: UCL IOE, Academy of Social Sciences Fellow, Higher Education Academy Fellow Research Leadership: ERICC program, BAICE chairmanship, Compare Journal editorial board Pherali's research integrates education policy , political sociology , and peacebuilding in conflict zones. His work spans Myanmar , South Sudan , Nepal , and Syria , analyzing how educational systems both suffer from and contribute to conflict dynamics. Recent publications focus on teacher professional development during displacement, curriculum reform in divided societies, and the paradox of education as both victim and perpetrator in conflict settings. He advocates for teacher-centered peacebuilding , emphasizing their often-neglected role in crisis contexts. His Laboratories of Learning framework highlights grassroots educational initiatives in Colombia, Nepal, and Turkey that challenge dominant epistemic traditions. Current empirical work in Myanmar and Syria examines systemic educational fragmentation and pathways for integrating marginalized communities through locally-driven pedagogies. Key scientific recognitions include: Fellow of the Academy of Social Sciences (FAcSS) Fellow of the Higher Education Academy (FHEA) Editorial leadership in Education and Conflict Review His educational background spans four countries with a PhD from Liverpool John Moores University (2012), MEd from University of Sydney (2005), and MA in Sociology from Tribhuvan University, Nepal (2002). The MA Education and International Development: Conflict, Emergencies and Peace program he developed at UCL exemplifies his integrated approach to education policy and practice in unstable environments.

• Education in Conflict-Affected Contexts
• Peacebuilding
• Social Justice in Education
• +5 more

Dima Khazem is a Lecturer (Teaching) and Programme Leader at the UCL Institute of Education (IOE) since 2024. She leads the new BA Youth, Society and Sustainable Futures program and has extensive teaching experience across six IOE programs since 2015, including Critical Realism , Global Learning , and Education for Sustainability . PhD research: Climate change health impacts in Egyptian school curricula Current projects: UCL Grand Challenges Climate Crisis funded research on youth understanding of climate-health connections Education & Qualifications MA in Education, Health Promotion and International Development (University of London, 2008) BSc in Biology (American University of Beirut, 1985) Diploma in Science Education (Institute of Education, 1987) Research Focus Her work bridges education, health, and environmental sustainability through three key areas: Climate Change Education : Analyzing health impacts in curricula using critical realism Youth and Sustainable Futures : Developing interdisciplinary approaches for climate justice Education in Conflict Zones : Examining intersections between education and peacebuilding She maintains active collaborations with institutions in Egypt, Algeria, Lebanon, and the UK while emphasizing interdisciplinary research methods. Scientific Contributions Senior Women in Leadership (2024) Multiple UCL Student Choice Roll of Honour awards (2023-2025) Published in Research in Science Education and International Journal of Development Education and Global Learning Supervision & Collaboration Currently supervising one PGR student, with particular interest in: Greening higher education curricula Climate change education frameworks Youth studies in sustainability contexts Conflict resolution pedagogies Active in collaborative projects including: Qatar research associate with Professor Dillon CPA research DREEM team member UCL ChangeMakers project (2020-2021)

• Environmental Education Curriculum and Pedagogy
• Science, Technology and Engineering Education
• Climate Change Education
• +6 more

Laura Quick is an Associate Professor of Hebrew Bible at the University of Oxford and a Tutorial Fellow of Theology and Religion at Worcester College. Her academic work bridges biblical studies with comparative ancient Near Eastern literary culture, focusing on the intersection of language, gender, and ritual in the Hebrew Bible. Research Focus: Beauty and aesthetics in the Hebrew Bible and ancient Near East; body symbolism in biblical and Dead Sea Scroll texts; philological gender analysis; ritual and liturgical studies Academic Roles: Editorial Board, Hebrew Studies; Steering Committee, Philology in Hebrew Studies (SBL); External Member, Sheffield Institute for Interdisciplinary Biblical Studies Recent publications examine topics ranging from cosmetic practices in Esther and Ruth to the mythological background of Isaiah 14. Her scholarship frequently engages with Deuteronomy, Dead Sea Scrolls, and Septuagint studies, employing comparative methods to analyze textual strategies and cultural exchange. She teaches Hebrew poetry, ritual, and liturgy, contributing to both undergraduate and postgraduate theological education at Oxford.

• Hebrew Bible
• Ancient Near Eastern Literary Culture
• Biblical Philology
• +3 more

Dr. Yuan He is an Assistant Professor at the James I. Perkins College of Education, Stephen F. Austin State University, specializing in Early Childhood Education and Comparative International Education . Her work bridges curriculum design, teacher education, and cross-cultural analysis. Doctorate from University of Maryland Eastern Shore (Education Leadership) Doctorate and Master of Science from Nanjing Normal University (Early Childhood Education) Research focuses on: Curriculum and instruction in early childhood education Teacher education frameworks Body image representation in children's media Comparative analysis of international educational practices Recent publications (2021-2025) emphasize: Body weight representation in picturebooks Positive body image strategies Cross-cultural teacher training curricula Child development in Chinese kindergarten contexts Her work integrates theoretical foundations (e.g., Montessori, hermeneutics) with practical applications, particularly in bilingual and culturally responsive education.

• Early Childhood Education
• Curriculum and Instruction
• Comparative and International Education
• +2 more

David Chevan is a Professor in the Music Department at Southern Connecticut State University (SCSU), where he teaches Jazz History, American Music, and Jewish Music courses. He also offers applied instruction in improvisation for students of all skill levels and directs the SCSU Jazz Standards Ensemble. Academic Rank: Professor of Music Key Research Areas: Jazz, improvisation, Jewish music, ensemble pedagogy Performance Highlights: Co-founder of The Afro-Semitic Experience, Nu Haven Kapelye, and Theodicy Jazz Collective His scholarly work appears in the Grove Dictionary of American Music (2013), focusing on jazz musicians like Doc Cheatham and Scott LaFaro. Recent performances include concerts in Toronto, Italy, and at the Middletown Fireworks Festival (2024). He has received grants from CSU-AAUP for projects like Music for the Nu Haven Kapelye and Jazz Souls on Fire . Chevan's performances blend jazz with interfaith themes, including collaborations at venues like the State Capitol Building (Hartford, 2024) and the Great Synagogue of Florence (2023). He also explores improvisation pedagogy through presentations at conferences such as the College Music Society Northeast Chapter Meeting (2017).

• Jazz
• Improvisation
• Jewish Music
• +3 more

Lauri Väkevä is a Professor in the Department of Education at the University of Helsinki, specializing in educational sciences with a focus on performing arts, music education, and STEAM pedagogy. He actively supervises doctoral students in the Doctoral Programme in School, Education, Society, and Culture and leads the SKAPA project (2024–2026) on developing study paths in arts education. His research explores the intersection of artificial intelligence, creativity, and multimodal learning environments. Key Affiliations: Department of Education, Sibelius Academy collaboration, Gaudeamus publishing network Research Themes: AI in music education, safe spaces for artistic expression, responsible AI pedagogy, historical evolution of Finnish music institutions Recent Work Highlights : 2025: Generative AI as a Collaborator in Music Education (Action-Network Theory application) 2025: Voicing Responsible AI Pedagogy (Ethical frameworks for arts education) 2024: Changing Role of Sibelius Academy (Historical analysis of Finnish music education) Leadership & Engagement : Project Manager for SKAPA, organizing committee member for the 2024 Ainedidaktinen Symposium, and active participant in AI research events.

• Educational Sciences
• Theatre, Dance, and Music Education
• Artificial Intelligence in Education
• +3 more

Sara B. Demoiny is an Assistant Professor in the Department of Curriculum and Teaching at Auburn University's College of Education. Her work bridges social studies education, critical race theory, and antiracist pedagogy, focusing on teaching difficult histories related to race, whiteness, and systemic oppression. She holds a PhD in Theory & Practice in Teacher Education (Social Science Education) from the University of Tennessee (2017), an M.Ed. in Curriculum & Teaching from Pennsylvania State University (2006), and a B.A. in Liberal Studies with Elementary Education from Carson-Newman University (2002). PhD in Theory & Practice in Teacher Education (Social Science Education), 2017, University of Tennessee M.Ed. in Curriculum & Teaching, 2006, Pennsylvania State University B.A. in Liberal Studies with Elementary Education, 2002, Carson-Newman University Demoiny's research explores how race and whiteness are addressed in social studies teacher education, with a particular emphasis on local histories of Muscogee Creek Indian removal and enslavement. Her pedagogical approaches include threshold concept theory, counter-monuments, free spaces, and text sets to destabilize dominant narratives and foster critical consciousness among preservice teachers. Her recent publications analyze critical citizenship frameworks, Latinx representation in curricula, and connections between white emotionalities and educational practices. She actively engages with community organizations, serving as Education Committee Chair for the Lee County Remembrance Project and designing professional development programs like the Pebble Hill Difficult History Summer Camp.

• Social Studies Education
• Critical Race Theory
• Antiracist Pedagogy
• +3 more

Jonathan Kulp is Professor of Music History and Theory at the University of Louisiana at Lafayette's School of Music and Performing Arts, where he has served on faculty since 2001. He held significant administrative positions including Director of the School of Music and Performing Arts from 2016-2020 and Interim Associate Dean of the College of the Arts from 2021-2022. Dr. Kulp earned his Ph.D. in Historical Musicology from the University of Texas at Austin in 2001, following a Master's in Music Theory from the same institution and a Bachelor's in Guitar Performance from the University of Tennessee at Chattanooga. His research focuses primarily on Argentine composer Carlos Guastavino, with multiple publications in the Latin-American Music Review and contributions to major reference works including The New Grove Dictionary of Music and Musicians and Die Musik in Geschichte und Gegenwart. As a composer, his works for guitar, voice, and various ensembles have been published by Les Productions D'Oz and G. Schirmer, with recordings appearing on several albums. Dr. Kulp has pioneered digital educational resources, creating accessible digital editions of historical music theory texts and developing open-source educational materials. His publications reveal consistent scholarly interest in Latin American music, counterpoint pedagogy, and digital accessibility in music education. Winner of G. Schirmer's 1995 Young Americans Art Song Competition Described by Classical Guitar Magazine as having 'a mesmerizing montage of rhythmic patterns' Contributor to major music reference works including New Grove Dictionary Creator of innovative open-source digital music theory textbooks As an educator, Dr. Kulp has developed novel approaches to music appreciation and theory instruction, with particular focus on universal design principles and accessibility standards. His creative work extends beyond traditional academic boundaries, including building his own recumbent bicycle and having been a former competitive skateboarder.

• Musicology
• Music Theory
• Argentine Music
• +5 more

John Valasek is a Professor in the Department of Aerospace Engineering at Texas A&M University, holding the Drs. L. Diane '88 and John E. Hurtado '91 Professorship. He directs the Vehicle Systems & Control Laboratory (VSCL) and serves as Site Director for the NSF Center for Autonomous Air Mobility and Sensing (CAAMS) and the FAA Center for General Aviation Research (PEGASAS). His research focuses on autonomous control systems, UAV navigation, and cybersecurity for aerospace vehicles. Valasek earned his Ph.D., M.S., and B.S. in Aerospace Engineering from the University of Kansas (1995) and California State Polytechnic University (1986). Education: Ph.D., Aerospace Engineering, University of Kansas - 1995 M.S., Aerospace Engineering, University of Kansas - 1990 B.S., Aerospace Engineering, California State Polytechnic University - 1986 Research Interests: Autonomous systems, nonlinear control, vision-based navigation, UAV control, bio-nano materials control, and aerospace systems engineering. Key Contributions: Over 100 invited lectures/seminars, leadership in NSF-funded research centers, and development of advanced control algorithms for aerospace systems. Notable publications include work on reinforcement learning for autonomous systems and real-time system identification for UAS. Awards: John Leland Atwood Award (2015) McElmurry Outstanding Teaching Award (2001, 2004, 2014) Engineering Hall of Fame inductee (2019) Advising & Grants: Advised over 60 graduate students, including recent NSF GRFP winner Evelyn Madewell. PI on multi-million-dollar grants, including the NSF CAAMS project and Air Force-funded research on autonomous systems. Labs & Teams: Directs the Vehicle Systems & Control Laboratory (VSCL), focusing on low-cost attritable aircraft technology and autonomy. Collaborates with industry partners like Stratolaunch and VectorNav through CAAMS initiatives.

• Autonomous Systems
• Nonlinear Control
• Cyber-Physical Systems
• +5 more

Reynaldo Romero serves as Associate Professor in the Department of History, Humanities and Languages at the University of Houston-Downtown, where he has maintained active teaching and research since at least 2012. His academic foundation spans linguistics, public health, and translation studies across multiple institutions. His educational background includes: Ph.D. in Spanish Linguistics from Georgetown University (Dissertation: Structural Consequences of Language Shift: Judeo-Spanish in Istanbul) M.P.H. in Community Health Practice from UTHealth (Dissertation: Beliefs on COVID-19 vaccination among Hispanic day laborers) M.A. in Translation from Kent State University Multiple B.A. degrees in French, General Linguistics, and Spanish Language/Linguistics from Rice University Romero's research creates critical intersections between linguistic theory and real-world applications. His work on Spanish for the Professions establishes frameworks for medical and legal interpreting while addressing systemic language access barriers. The scholarship on endangered languages—particularly Judeo-Spanish and Afro-Hispanic varieties—combines rigorous documentation with urgent revitalization efforts. His healthcare access research directly engages Houston's linguistic minorities through community-based projects like the Medical Translation Project with HISD. Recent publications reveal three dominant trajectories: (1) advancing methodologies in Afro-Hispanic linguistics through collaborative edited volumes; (2) developing social justice frameworks for marginalized language communities; and (3) documenting endangered linguistic varieties with innovative digital approaches. These threads converge in his community-engaged scholarship that bridges academic research and practical language access solutions. Professional recognition includes: Certified Translator status from the American Translators Association Advanced Professional Analytic Linguist certification Specialized medical and legal interpreter credentials Online teaching certification with digital tools specialization Romero's grant activity demonstrates sustained commitment to practical applications of linguistic research. Current projects include 'Promoting the Critical and Responsible Use of Digital Tools and AI in Written Tasks' (2024-2025), while past work developed medical interpreter training during disaster relief and language access protocols for healthcare settings. His service learning initiatives—like the Medical Translation Project with Houston ISD—create tangible community impact while advancing pedagogical innovation. Through the Medical Translation Project and language access advocacy, Romero cultivates collaborative spaces where academic research directly serves Houston's linguistic minorities. His work with heritage speakers and endangered language communities establishes frameworks for linguistic empowerment beyond traditional academic boundaries.

• Spanish for the Professions
• Translation and Interpreting
• Language Access Policies
• +6 more

Katarzyna Marciniak is Professor and Department Chair of Media Arts & Culture at Occidental College, appointed in 2019 after serving as Distinguished Visiting Professor during the 2019-20 academic year. Her office is located in Weingart 112 with regular office hours on Tuesdays and Thursdays. Her academic credentials include: Master of Arts from the University of Lodz Master of Arts from the University of Montana Doctor of Philosophy from the University of Oregon Professor Marciniak's research interrogates the aesthetics and politics of transnational visual cultures, with rigorous focus on representations of foreignness, immigration, national (un)belonging, and border zones as sites of contention. She integrates feminist theory, refugee studies, and postsocialist media analysis—particularly regarding Eastern European cultures—to examine how visual media construct identities in contexts of displacement. Her pedagogical innovations emphasize ethics in teaching trauma cinema and creating transnational classrooms that engage critically with migration narratives. Analysis of her recent publications reveals a cohesive scholarly trajectory centered on refugee cinema, transnational visual representation, and socialist/post-socialist cultural studies. Her work consistently applies feminist and ethical frameworks to dissect cinematic mediation of migration, border politics, and cultural alienation, while pioneering pedagogical approaches for teaching difficult subjects through film. Her distinguished recognition includes: 2025 Linda and Todd White Teaching Prize Modern Language Association Florence Howe Award for Outstanding Feminist Scholarship (2010) for her article 'Pedagogy of Anxiety' in Signs While the source text does not specify graduate student mentorship or research grants, Professor Marciniak's prolific scholarly output and editorial leadership demonstrate active academic community engagement. She serves as Lead Editor for Palgrave's Global Cinema series and has co-edited five major volumes including The Oxford Handbook of Communist Visual Cultures (Oxford University Press). Her authored monographs include Alienhood: Citizenship, Exile, and The Logic of Difference (University of Minnesota Press) and Streets of Crocodiles: Photography, Media, and Postsocialist Landscapes in Poland (Intellect/University of Chicago Press). Her forthcoming co-authored book Refugee Cinema with Bruce Bennett (Lancaster University) is scheduled for Oxford University Press publication in 2025.

• Transnational Visual Cultures
• Refugee Representations
• Feminist Media Studies
• +5 more

Carmen Lamas is an Associate Professor at the University of Virginia, jointly appointed to the Department of English and the Department of American Studies. Her work bridges Latinx literary traditions with hemispheric American and Latin American studies, focusing on 19th-century to contemporary scholarship. PhD, University of Pennsylvania M.A., Georgetown University B.S./B.A., Florida State University Lamas specializes in Latinx literary cultures, translation practices, and historiography of the Americas. Her research interrogates the intersections of race, migration, and transnational identity through 19th-century texts, digital humanities projects, and collaborative editorial work. Her recent publications highlight the enduring relevance of 19th-century Latinx literature, emphasizing translation as both a creative and political act. Themes include hemispheric transformations, Afro-Latinx representation, and archival recovery of marginalized voices. LASA 2022 Latinx Studies Book Award MLA 2023 Book Prize All-University Teaching Award, 2022 Buckner W. Clay Award, 2021 Henry Luce Project Course Development Award, 2018 As co-founder of the Latina/o Studies Association and editor of Pasados , Lamas champions interdisciplinary collaboration. She has presented widely, including plenary addresses at MACLAS and the MLA Conference, and serves on editorial boards like J19 and Recovering the US Hispanic Literary Heritage .

• Latinx Literary Cultures
• Hemispheric American Studies
• Latin American Studies
• +4 more

Dr. Tiffany Fairey is a Senior Research Fellow and visual sociologist at King's College London's Department of War Studies, where she specializes in participatory research and visual peacebuilding. With over two decades of experience, she previously co-founded the award-winning charity PhotoVoice and holds affiliations with the Visual Embodied Methodologies Network and Everyday Peace Indicators. Her research focuses on arts-based peacebuilding, conflict transformation, and ethical dimensions of visual methodologies. Current projects include the Leverhulme-funded Imaging Peace study examining photography's role in peacebuilding across multiple countries, and ESRC-funded work on intersectional gendered violence. Fairey's publications consistently explore participatory visual methods and peace photography, with recent work emphasizing community-centered approaches to reconciliation and strategic narrative development in post-conflict settings. Her 2025 monograph Imaging Peace represents a culmination of her multi-country empirical research. Her contributions have been recognized with prestigious awards including the Royal Photographic Society's Hood Medal and the SSPP Impact Prize. She actively consults on photovoice methodology and serves on advisory boards for organizations including the Post-Conflict Research Centre and Inclusive Rigour Co-Lab.

• Peacebuilding
• Conflict Transformation
• Visual Peace Research
• +2 more

Delaney DeMott serves as Associate Professor and Program Head of Fibers & Material Studies at Temple University's Tyler School of Art and Architecture, where her artistic practice explores the 'hiccups' shaping lived experience through textile-based interventions and community engagement. Education MFA, School of the Art Institute of Chicago (2013) BFA, Tyler School of Art and Architecture, Temple University (2003) Research Focus : DeMott's work critically examines material culture and personal narrative through textile arts, emphasizing vulnerability and resilience in everyday experiences. Her practice bridges craft traditions with contemporary discourse on memory, identity, and embodied knowledge, often manifested through community-driven workshops and immersive installations. Exhibition Trajectory : Recent works like 'Slideshow' (2019) and 'OPHIUCHUS' (2017) demonstrate consistent exploration of material narratives across diverse contexts, from institutional galleries to public spaces, revealing evolving investigations into environmental relationships and socio-cultural memory through fiber media. Accolades Visiting Artist at Goggleworks, Reading (2017) Vermont Studio Center Residency (2016) BUNCH Magazine 'Top 100 Creatives' (2016) Chicago Artists Coalition HATCH Residency (2013) Academic Impact : Beyond Temple University, DeMott extends her pedagogy through community workshops at Banana Factory (Bethlehem) and Goggleworks (Reading), while her lecture series has reached major institutions including University of Chicago, SUNY Buffalo State, and Beijing Normal University, establishing significant cross-institutional influence.

• Textile Arts
• Material Studies
• Contemporary Fiber Art
• +3 more

Niall Kirkwood is the Charles Eliot Professor of Landscape Architecture at Harvard University's Graduate School of Design (GSD), where he has been a faculty member since 1991. He holds concurrent roles as Deputy Editor-in-Chief of Landscape Architecture Journal and is affiliated with institutions worldwide, including Tsinghua University and Chulalongkorn University. His research focuses on post-industrial landscape regeneration, brownfield remediation, and climate-resilient urban design. Education: BArch from University of Manchester (UK), MLA from University of Pennsylvania (USA), and honorary doctorates from Harvard and University of Ulster (2009). Research interests emphasize innovative technologies for polluted land remediation, environmental justice, and the intersection of design with ecological systems. Notable projects include the Tar Creek Superfund Site regeneration, DMZ reclamation in Korea, and brownfield revitalization in Mumbai. Publications include influential works like Principles of Brownfield Regeneration (2010) and PHYTO: Site Remediation and Landscape Design (2015). Awards include AAAS membership (2024) and FASLA fellowship (2009). Teaching spans design studios addressing global challenges like Bangkok's climate resilience and Ireland's urban transformation. He led GSD's Academic Affairs as Associate Dean (2019-2024) and founded the Center for Brownfield Research at Tsinghua University. Labs/Initiatives: Co-founded the Center for Brownfield Research (Tsinghua), directed the Center for Environment and Technology (GSD 1997-2017), and collaborates with the Harvard Global Health Institute.

• Landscape Architecture Technology
• Environmental Remediation
• Brownfield Redevelopment
• +7 more