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Holly-Gale MilletteView profile

Lecturer

• Intersectionality
• Intangible Cultural Heritage
• The Visual Language of Display
• +8 more

Dr. Holly-Gale Millette is a Lecturer in Visual Display and Social Practices at the University of Southampton’s Winchester School of Art (WSA), where she also serves as Senior School Tutor. She holds a PhD, MA, and BA, and is a Senior Fellow of the Higher Education Academy (SFHEA). Her academic focus spans Cultural History and Visual Display Design, emphasizing decolonization, intersectionality, and public engagement. Research interests include intangible cultural heritage, the Gothic in the Anthropocene, and African-Caribbean performance cultures. Her current projects involve decolonization, grief, and reparations in local communities through collaborative public displays, oral histories, and music. Notable works include the 'We Grieve Project' (2020–2021) and Holocaust Memorial Displays. She has taught courses on visual display, heritage, and research methods at multiple institutions, including Sussex, City University, and Royal Holloway. Dr. Millette’s external roles include consultancy and speaking engagements on archival practices, urban spaces, and cultural heritage. Awards include the International Exchange Studentship (2003), Society of Theatre Research Award (2005), and Una Ellis-Fermor Award (2006). She is affiliated with the Southampton Institute for Arts and Humanities and the Centre for Music Education and Social Justice.

Jean M. BrenyView profile

Professor

• Anti-Racism
• Health Equity
• Photovoice Research
• +4 more

Jean M. Breny serves as Professor and Undergraduate Program Coordinator in the Department of Public Health at Southern Connecticut State University's College of Health and Human Services. She holds dual affiliations as Associate Scientist at Yale University's Center for Interdisciplinary Research on AIDS and Affiliated Researcher at Boston University Center for Antiracist Research, while co-developing SCSU's Center for Health Equity and Eliminating Racism (CHEER). Her research centers on eliminating health disparities through antiracist photovoice methodology and community-based participatory research. Key focus areas include HIV/AIDS prevention, gender dynamics in sexual health, stigma reduction, and structural interventions to address systemic racism. Her work emphasizes community empowerment and translating research into actionable public health practice, particularly through visual storytelling and collaborative frameworks that center marginalized voices. Recent publications (2019-2025) reveal consistent thematic evolution toward antiracist praxis across multiple domains: health pedagogy transformation, digital adaptation of participatory methods during the pandemic, LGBTQ+ health equity, and community-driven policy advocacy. Her scholarship demonstrates methodological innovation in photovoice applications while maintaining focus on power dynamics, intersectionality, and actionable solutions for racial justice in health systems. Dr. Breny's scholarly recognition includes: Fulbright Senior Specialist in Global/Public Health (Izmir, Turkey) Past Presidency of the Society for Public Health Education (SOPHE) She has secured significant grant funding including Connecticut Health Foundation support for implicit bias training systems change ($25,000), CSU projects on campus breastfeeding experiences ($5,000), and formative evaluations of peer education programs for male students ($3,000). Her grant portfolio demonstrates consistent focus on community-academic partnerships addressing health equity through photovoice methodology. As co-developer of SCSU's Center for Health Equity and Eliminating Racism (CHEER), she leads initiatives training students in antiracist research while collaborating with Yale and Boston University centers to advance systemic approaches to health justice.

• Urban Education
• Social Justice in Education
• Teacher Preparation for High-Needs Schools
• +6 more

Tabitha Dell'Angelo is Professor of Urban Education and Dean of the School of Education at The College of New Jersey (TCNJ), where she also serves in the Department of Elementary and Early Childhood Education. She founded TCNJ's Urban Education Program in 2009, which focuses on recognizing and responding to conditions that contribute to inequities in schools. As Dean, she provides leadership for the entire School of Education while maintaining her faculty position and research agenda. Dr. Dell'Angelo earned her Ph.D. in Interdisciplinary Studies in Human Development from the University of Pennsylvania (2009), an M.S. in Education, Interdisciplinary Studies in Human Development from the University of Pennsylvania (2003), and a B.A. in Special Education with a Psychology concentration from Rowan University (1997). Her research interests center on urban education, social justice in teaching and learning, and arts-based research methods. She explores how playfulness and the arts can be incorporated into classroom teaching, particularly in high-needs schools. Her work examines teacher preparation for urban settings, the impact of political polarization on school communities, and decolonizing educational practices. She is particularly interested in how creative methodologies like photovoice and ethnodrama can illuminate educational experiences and promote social change. Her recent publications reveal a strong focus on teacher identity development, particularly for those working in challenging school environments. She examines how political polarization affects school communities, explores decolonizing approaches to education, and investigates the relationship between creativity and educational equity. Her work consistently connects arts-based methods with critical pedagogy to address systemic inequities in education. Dr. Dell'Angelo is also a playwright and storyteller who incorporates improvisational acting into her teaching practice. She has created resources for educators on integrating playfulness and the arts into classrooms, as evidenced by her TedxTCNJ Talk on the subject. Her approach emphasizes the importance of creativity in fostering connection and addressing educational challenges.

• Southern Africa
• Decolonization
• Liberation Movements
• +7 more

Dr. Johanna M. Wetzel is a researcher in modern and contemporary history at the University of Bremen's Department of Social Sciences. She completed her DPhil in International Development at Wolfson College, University of Oxford, under Prof. Dr. Jocelyn Alexander, defending her dissertation on 'Revolutionary Youth in Mozambique: Socialist Discourses, Organizations, and Experiences among the Independence Generation (1964-1985)' in February 2025. Her current project 'Transnational Youth Solidarities' examines Cold War-era youth solidarity cultures between the Free German Youth and newly decolonized nations. DPhil in International Development (University of Oxford, 2025) MPhil in Development Studies (University of Oxford, 2019) Dual BA in International Relations and Philosophy (University of Groningen/Pontificia Universidad Javeriana, 2017) Her research bridges Southern Africa's decolonization with Cold War global history, focusing on youth movements, African socialism, and GDR's solidarity policies. She employs oral history methods for intergenerational analysis in post-colonial contexts. Key article trends include: Mozambican youth organization dynamics during socialist transition DDR's transnational youth solidarity networks Oral history's role in documenting marginalized narratives Decolonizing educational methodologies Scientific recognitions include University of Bremen PostDoc Funding (2025-2028) Gerda-Henkel Doctoral Scholarship (2022-2024) DAAD Master's Scholarship (2018-2019) Studienstiftung des Deutschen Volkes Master's Scholarship (2017-2019) Wetzel teaches courses on German colonialism and coordinates research teams using oral history approaches. She serves as a consultant on youth solidarity movements and Cold War transnationalism.

Alexis KallioView profile

Researcher

• Music Education
• Politics of Music
• Diversity in Music Education
• +5 more

Dr. Alexis Kallio serves as the Deputy Director (Research) of the Queensland Conservatorium at Griffith University, a position she assumed in 2021. With extensive experience in music education, Dr. Kallio brings a critical perspective to the study and teaching of music, examining how music education intersects with broader social, political, and cultural contexts. Dr. Kallio's research focuses on the politics of music education, with particular attention to issues of diversity, equity, and justice. Her work examines how music education can both reinforce and challenge systemic inequalities, and how it functions as a space for social action and identity formation. She has conducted research in diverse contexts including Sápmi, Finland, Cambodia, Israel, Nepal, and Australia, consistently focusing on equity and justice while recognizing that these ideals manifest differently across cultural contexts. Dr. Kallio advocates for a secure place for music in schools, emphasizing the importance of teacher autonomy and supportive networks for professional development. She believes that inquiry skills—asking questions, listening to others, thinking critically and creatively—are essential for navigating an uncertain future and extending education beyond mere job preparation to lifelong learning. Her research demonstrates a commitment to socially engaged, responsible, and creative inquiry, challenging conventional research methods and exploring more ethical approaches to knowledge production that are accountable to research participants and communities.

Joe HopkinsonView profile

Lecturer

• Race and Education policy
• Race and racialisation
• Race/ethnicity and processes of racialisation
• +7 more

Dr Joe Hopkinson, Lecturer in History at the University of Huddersfield, specializes in race, education policy, and oral histories of marginalized communities. He completed his AHRC-funded PhD on racism in British schooling and oral histories of Black and Asian British schoolchildren, following his award-winning documentary Dispersing the Problem (2018 Royal Historical Society Prize winner). His research intersects with UN Sustainable Development Goals, particularly in education equity. Education: BA (Hons), University of Huddersfield MA, University of Huddersfield PhD, University of Huddersfield (AHRC-funded) Research Expertise: Focuses on race/ethnicity, colonialism, multiculturalism, and oral history methodologies. His work analyzes historical and contemporary intersections of race, gender, and identity in British education systems. Publications: Contributed to edited volumes like Ethnicity, Religion, and Muslim Education in a Changing World (Routledge, 2024), emphasizing critical discourse analysis in multicultural schooling contexts. Awards & Grants: Royal Historical Society Prize (2018) for public history project AHRC PhD funding Teaching: Specializes in Empire history, public history, critical thinking, and oral history methods. Engages in pedagogical practices tied to decolonizing curricula and social justice.

• Substance Use
• Sexual Health
• Youth Health
• +7 more

Professor Joanne Bryant is Professor of Sociology in the School of Social Sciences at the Faculty of Arts, Design and Architecture at the University of New South Wales (UNSW). She is an Australian Research Council Future Fellow (2023-2026) and has established herself as a leading researcher in the sociology of health, particularly focusing on young people's substance use and sexual health. Her research examines how social conditions, rather than individual attributes, shape health opportunities and outcomes. With over 100 peer-reviewed papers and forty technical research monographs, Professor Bryant's work has significantly influenced academic discourse and practical approaches to youth health services. Her research funding exceeds $11 million, including substantial grants from the ARC and NHMRC. Professor Bryant's research interests include: Sociology of young people's substance use and sexual health Social determinants of health and health disparities Strengths-based approaches in youth health Indigenous health and cultural strengths Critical analysis of resilience frameworks in health discourse Stigma in alcohol and other drug (AOD) treatment settings Her recent publications demonstrate a clear trajectory toward examining how social contexts shape health experiences, with particular emphasis on marginalized youth populations. Bryant's work increasingly focuses on strengths-based approaches that recognize community and cultural assets rather than deficit models. Her research spans qualitative methodologies including yarning methods with Aboriginal communities, examining cultural inclusion in services, and exploring the transformative potential of care in residential AOD settings. Among her significant honors, Professor Bryant is an Australian Research Council Future Fellow (2023-2026) for her project 'Reimagining strengths approaches to drug and alcohol care for young people.' Professor Bryant actively contributes to the academic community as an Editorial Board member for Health Sociology Review, International Journal of Drug Policy, and Culture Health and Sexuality. She is also a member of The Australian Sociological Association and serves on several government and sector expert advisory committees. Her current research projects include 'From resilience to capabilities: Rethinking strengths-based approaches in youth health,' 'Resource landscapes for young people leaving residential drug and alcohol services,' and 'What we do well: Stories of love, sex and relationships,' which focuses on Aboriginal young people's strengths in building sexual wellbeing.

Tomoyo KawanoView profile

Associate Professor

• Dance Epistemology
• Dance/Movement Therapy
• Social Justice
• +9 more

Tomoyo Kawano, PhD, is an Associate Professor in Applied Psychology at Antioch University New England and Program Director of the Dance/Movement Therapy program. Her work bridges clinical practice, social justice, and embodied learning through dance epistemology, emphasizing the integration of traditional and indigenous healing practices. Education: PhD in Expressive Therapies (Lesley University), MA in Somatic Counseling Psychology (Naropa University), BA in International Relations (International Christian University) Her research focuses on Dance Epistemology (body as a source of knowledge), DMT as Social Action (community healing via movement), and Social Justice in DMT (addressing systemic exclusion). Recent articles highlight racial equity in education, cultural responsiveness, and hybrid learning practices. Key scientific awards include the 2024 Exceptional Service Award (American Dance Therapy Association), 2022 Excellence in Education Recognition, and a 2015 Research Fellowship from Lesley University. She actively collaborates on embodied research and serves on editorial boards and committees advancing critical pedagogy in the arts therapies.

Monica Patrice BarraView profile

Assistant Professor

• Environmental Racism and Justice
• Critical Race Studies
• Anthropology and Ethnography of North America
• +7 more

Monica Patrice Barra is an Assistant Professor at the University of South Carolina with a joint appointment in the School of the Earth, Ocean & Environment and the Department of Anthropology within the College of Arts and Sciences. She is also a faculty affiliate in the Department of African American Studies and the Department of Geography. Her interdisciplinary scholarship bridges cultural anthropology, environmental justice, and science studies. Her research focuses on environmental racism, Black and Indigenous ecologies, political ecology, and the cultural dimensions of climate change and coastal restoration in the American South. She employs ethnographic methods to explore how racial and geographic inequalities shape environmental policy and community resilience, particularly in Black coastal communities of Louisiana. Her recent publications (2018–2024) reveal a consistent thematic trajectory centered on racial justice in environmental science, reparative restoration, and the lived experiences of communities on sinking lands. These works span journals in anthropology, geography, and environmental studies, reflecting her interdisciplinary reach. McCausland Faculty Fellowship (2024) Breakthrough Star Award (2023) Arts Research with Communities of Color Fellowship (2022–2024) Hunt Postdoctoral Writing Fellowship (2021) Early Career Fellowship (2020–2022) Innovators Fellowship (2019–2021) Rebirth Grant (2017) Monroe Fellowship (2016) Dr. Barra has secured significant research funding from the Wenner-Gren Foundation, National Academies of Sciences, NSF, and the Social Science Research Council. She has collaborated with engineers, geologists, artists, and cultural institutions such as the Water Institute of the Gulf and the Harvey B. Gantt Center. She teaches courses on environmental anthropology, decolonizing the environment, and environmental racism. She leads the Critical Ecologies Lab, which supports community-engaged research on racial and environmental justice.

Lilia MonzóView profile

Professor

• Critical Pedagogy
• Marxist-Humanism
• Critical Race Theory
• +18 more

Lilia Monzó is a Professor at the Attallah College of Educational Studies at Chapman University. She is a leading scholar in critical pedagogy, Marxist-humanism, and decolonial theory, with a focus on the liberation of women of color and marginalized communities. She is co-director of the Paulo Freire Democratic Project and an Adjunct Honorary Member of the Centro de Estudios en Epistemologia Pedagógica (CESPE) in the USA. University of California, San Diego – Bachelor of Arts University of Southern California – Master of Science University of Southern California – Ph.D. in Education (2003) Dr. Monzó’s research centers on intersectional systems of oppression within racial-colonial and patriarchal capitalism. She draws on critical race theory, Chicana feminism, standpoint theory, and sociocultural frameworks to inform her work. Her pedagogical approach emphasizes a humanizing, ethical praxis that prepares students for critical analysis and social transformation through decolonizing qualitative research methods such as critical ethnography and narrative inquiry. Her recent publications reflect a strong thematic focus on Marxist-humanist analysis, the dialectic, anti-imperialism, and the revolutionary role of women . She frequently collaborates with Peter McLaren and other critical scholars, publishing in journals like Critical Pedagogy , New Politics , and Monthly Review . Her work often addresses urgent social issues including migration, Palestine, pandemic inequality, and the commodification of education. Dr. Monzó is the author of the influential book A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity (2019), which articulates a radical vision for education as a force for liberation. She is deeply engaged in praxis, linking scholarship with activism, particularly through her involvement in teacher strikes and social justice movements. Co-Director, Paulo Freire Democratic Project Principal Investigator and Adjunct Honorary Member, Centro de Estudios en Epistemologia Pedagógica (CESPE) Faculty, Ph.D. in Education program, Cultural and Curricular Studies emphasis

• Art and Design Education
• STEAM Education
• Socially Engaged Art/Education
• +7 more

Cindy Maguire is a Professor of Communications at Adelphi University's College of Arts and Sciences. She coordinates the STEAMLab and serves in multiple university roles including Faculty Senate Senator, Chair of the Senate Committee for Admissions and Retention, and member of the General Education Committee. Her research focuses on socially engaged art education, STEAM integration, and global development's intersection with the arts. She has led international projects in Kosovo, Sri Lanka, South Africa, and Western Sahara, emphasizing community co-design and healing-centered practices. Dr. Maguire holds a Ph.D. in Art Education from New York University (2008), an M.A. in Art Education from California State University, Long Beach (2000), and a B.A.E. in Visual Art Education from the University of Kansas (1985). She is licensed for Art Education (preK-12) in Missouri, New York, and Pennsylvania, and certified by the National Board for Professional Teaching Standards (2001-2011). Her research interests include: Arts and Social Change Interactive Digital Media STEAM Pedagogy Cross-Cultural Art Practices Healing-Centered Art Education Global Solidarity Networks Recent scholarship trends show a focus on: Art as a tool for environmental advocacy STEAM curriculum innovation Community-based art interventions in conflict zones Educator training for humanitarian contexts Award highlights: 2019 Adelphi University Student Government Award 2021 Artistic Achievement Award In advising and grants: Mentored 6 student projects including Honors College theses and Art & Design Education works Secured over $1.2M in grants including NSF funding for STEAM teacher training She currently chairs the ED&I Committee for NYSATA and serves on the Teachers Without Borders Global Advisory Board. Labs/Teams: Coordinates the STEAMLab supporting culturally responsive maker-space initiatives. Collaborates with the ArtsAction Group to implement global arts and healing workshops.

Ute StraubView profile

Professor

• International Social Work
• Transnational Social Work
• Family Group Conferencing
• +5 more

Ute Straub is a Professor in the Department of International/Transnational Social Work at Frankfurt University of Applied Sciences , Germany. She serves as an ERASMUS Coordinator and chairs the International Social Work section of the German Society for Social Work (DGSA) . Her work spans family support, gender issues, and international social work practices. Education: MA in Education, Psychology, and Art History from Ruprecht-Karls-University Heidelberg; PhD in Education (thesis: Institutionalization and Professionalization in Feminist Projects ). Research Focus: Family Group Conferencing, international social work, gender dynamics, and social work education. She advocates for Internationalization at Home and co-founded NetKo to promote conferencing approaches. Activities: Teaches in BA Social Work and transnational programs; collaborates with European partners; implements Service User Involvement in curriculum; and participates in global conferences on social work and education. Languages: Fluent in English, French, and Spanish.

Jessica DavisView profile

Assistant Professor

• Philosophy of Education
• Public Philosophy
• Ethics
• +3 more

Jessica Davis is an Assistant Professor and Chair of the Philosophy Department at Notre Dame of Maryland University , where she teaches courses in philosophy and educational theory. She holds a Ph.D. in Philosophy and Education from Columbia University (2019), an M.A. in Philosophy from San Diego State University (2012), and a B.A. in Philosophy (2010). Research Interests: Her work bridges philosophy of education with social justice , focusing on democratizing philosophy through thing-centered pedagogy , community of inquiry , and dialogical methods . She critiques neoliberal education policies and advocates for decolonized epistemologies in schooling. Key Projects: Davis has published on Rancière’s critiques of method , Plato’s dialogues as pedagogy , and speculative realism in classroom practice . Her recent articles examine how educators can embody unconditional love for knowledge while resisting institutionalized hierarchies. Leadership: She serves on committees for the American Association of Philosophy Teachers , Philosophy of Education Society , and Association for Practical and Professional Ethics . Her syllabi emphasize public philosophy , epistemology , and ethics in cross-cultural contexts .

• Arctic Environmental Change
• Indigenous Governance
• Climate Change Impact on Indigenous Communities
• +5 more

Nicole J. Wilson is a Canada Research Chair in Arctic Environmental Change and Governance at the University of Manitoba , focusing on Indigenous peoples and self-determination in the context of climate change. Her research explores how Indigenous communities in the Arctic navigate environmental change within unequal social-ecological systems, using community-based methodologies. Academic Rank: Research Professor Institution: University of Manitoba Research Interests include: Arctic environmental change Indigenous governance and self-determination Community-based research methodologies Water security and governance Climate justice and health equity Social-ecological systems Publications span climate-water crises, Indigenous water governance frameworks, and community-based monitoring systems in the Arctic, emphasizing interdisciplinary approaches and Indigenous knowledge integration. Scientific Awards : Canada Research Chair Tier 2 Her work bridges environmental policy with Indigenous rights, aiming to co-produce critical knowledge that supports Indigenous self-determination in Arctic governance.

• Communication Sciences
• Journalism
• Media Studies
• +13 more

Camila Cabral Arêas is a Full Professor at the University of Réunion in France and an active researcher affiliated with the Research Centre for Communication and Culture (CECC) and the Research Centre for Theology and Religious Studies (CITER). Her academic work bridges Social Sciences, Communication Sciences, and Religious Studies, with a focus on media, religion, politics, and cultural memory. Her educational background includes a PhD in Information and Communication Sciences from Université Paris 2 Panthéon-Assas (2016), a Master’s in Political Science from Université Paris 8 (2010), and a Bachelor’s in Social Communication from the Pontifical Catholic University of Rio de Janeiro (2006). Her research interests center on the intersections of media and religion, particularly in transnational contexts. She investigates neo-Pentecostal and evangelical movements, focusing on material culture, discourse, and the spatial and performative dimensions of belief. Her work also engages with public theology, post-secular societies, and digital youth cultures. She frequently explores themes such as memory, archive, narrative, and semiotics in religious and political communication. Her recent publications reflect a strong trend in analyzing religious hybridity, transnational belief circulation, and the material and performative aspects of faith, especially in Lusophone contexts connecting Brazil, Portugal, and beyond. Her research often combines ethnographic and discursive methods, drawing from communication, anthropology, and theology. She has received recognition through active research funding and collaborative projects, including: COLIVING2020 : On public theology and intercultural living during the pandemic. ARCHAEOLOGY2022 : On theological-political discourses in post-secular societies. She has supervised several students and mentored research on topics such as digital fan communities, representations of the military on Twitter, and spatial aesthetics in cultural institutions. Her academic service includes organizing events like the conference on Islamophobia in Portugal and supervising multiple student projects between 2014 and 2015. She is actively contributing to interdisciplinary scholarship at the nexus of communication, religion, and society, with a growing international footprint in both French- and Portuguese-speaking academic circles.