Find Academic Supervisors

Catherine O'LearyView profile

Assistant Professor

• Higher Education
• English Language Education
• Mentoring Practices
• +3 more

Catherine O'Leary is an Assistant Professor in Teacher Education at the University of Greenwich. Her work focuses on enhancing educational equity through curriculum reform and effective mentoring practices in teacher training programs. She actively contributes to advancing decolonization efforts in education and promotes the use of diverse children's literature to foster inclusive learning environments. Her research interests include mentoring methodologies, critical pedagogy, and the sociocultural dimensions of education. Notable areas of exploration are the impact of diverse literature on student teacher preparedness and the implementation of good practice in mentorship relationships. O'Leary has presented at multiple conferences including 'Because We Exist' (2024) on diverse literature impacts, and organized symposiums like 'Diverse Representation in Children's Literature' (2023). She has collaborated with institutions like the Girls’ Schools Association and delivered invited lectures on character education frameworks. Recent publications examine DEI strategies in higher education curricula and the role of collaborative research in mentoring practices. Her work emphasizes actionable solutions for improving educational equity through evidence-based practices.

• Inclusive Education
• Special Educational Needs and Disabilities (SEND)
• Social Justice in Education
• +9 more

Zeta Williams-Brown is Professor of Inclusive Education at the University of Wolverhampton, where she is based in the School of Education and leads research within the Centre for Research in Education and Social Transformation (CREST). She co-leads CREST and serves as leader for the Childhood, Families, Diversity and Inclusion Hub, contributing significantly to strategic research planning and impact case studies for the Research Excellence Framework (REF). Her work spans national and international collaborations, including partnerships with the British Council, Research England, and institutions in Ukraine and Indonesia. Education: PhD and MPhil in Education, University of Wolverhampton (2008–2013), thesis: 'We just have to get on with it': Inclusive Teaching in a standards driven system BA (Hons) in Early Childhood Studies, Special Educational Needs and Inclusion Studies, University of Wolverhampton (2005–2008) PGCert in Academic Practice in Higher Education, University of Wolverhampton (2012–2013) Her research focuses on inclusive education across all sectors, with special attention to the experiences of children and students with Special Educational Needs and Disabilities (SEND), looked-after children, and families navigating support systems. She employs innovative methodologies, particularly Q-methodology, and emphasizes co-creation of knowledge with stakeholders. Her recent publications highlight systemic challenges in standards-driven education systems and advocate for inclusive practices grounded in lived experience and participatory research. Her recent scholarly output includes major edited books such as International Issues in SEND and Inclusion: Perspectives Across Six Continents (2022) and Childhood Well-being and Resilience: Influences on Educational Outcomes (2020), published by Routledge. These works reflect her global engagement and interdisciplinary approach. Scientific Awards and Recognition: Senior Fellowship in the Higher Education Academy (SFHEA) Principal Investigator on multiple externally funded research projects (e.g., Department for Education, Big Lottery Fund, British Council) Zeta has supervised eight successful doctoral completions and currently mentors eight doctoral students. She has served as module leader for postgraduate programs, including the Professional Doctorate in Education (EdD), and is an active external examiner for Newman University and others. She leads a Q-methodology Special Interest Group and contributes to academic governance through editorial and professional association leadership, including as Chair of the Editorial Board for Educational Futures and former leadership roles in BERA and TIESA. She leads or contributes to active research teams and collaborations, including the Centre for Research in Early Childhood (CREC) and the university’s twinning partnership with Nizhyn Mykola Gogol State University in Ukraine. Her current grants include projects on disabled students’ experiences in higher education (2025–2026), inclusive education in Ukraine (2023–2024), and education in Indonesia (2023–2024), reflecting her ongoing commitment to impactful, justice-oriented research.

Clint CarrollView profile

Associate Professor

• Native American environmental knowledge and practices
• Indigenous environmental justice
• Political ecology
• +6 more

Clint Carroll is an Associate Professor in the Department of Ethnic Studies at the University of Colorado Boulder. A citizen of the Cherokee Nation, he bridges Indigenous studies, anthropology, and political ecology to examine Cherokee environmental governance and land-based resurgence. His work emphasizes the intersection of cultural revitalization, tribal sovereignty, and ecological stewardship. Education: Ph.D. in Environmental Science, Policy, and Management from the University of California, Berkeley (2011); B.A. in Anthropology from the University of Arizona, Tucson (2003). Carroll's research explores how Indigenous nations navigate settler colonial structures to assert environmental sovereignty. He focuses on Cherokee land relations , ethnobotany , and tribal natural resource management , drawing on ethnographic fieldwork and community partnerships. His current projects include a National Science Foundation-funded initiative training Cherokee youth in traditional ecological knowledge and modern conservation strategies. His publications span journals like EcoHealth , Environmental Research , and Geoforum , as well as edited volumes and public scholarship. Awards include fellowships from the National Science Foundation , Udall Foundation , and NIH Native Investigator Development Program . Carroll co-edits the Elements in Indigenous Environmental Research series for Cambridge University Press and serves on editorial boards for Cultural Anthropology and Environment and Society . His advocacy includes the Denver Botanic Gardens Board of Trustees (2022-2025) and Indigenous Education, Inc. (Cobell Scholarship). He is a leading voice in movements like #NoDAPL and Mauna Kea protection, emphasizing the inseparability of Indigenous political and ecological engagement.

• Indigenous history
• settler colonial studies
• critical race studies
• +5 more

Kristin Burnett is a Professor in the Department of Indigenous Learning at Lakehead University, where she has worked since transferring from the Department of History in August 2012. A settler scholar, she holds a PhD from York University (2006), following BA and MA degrees in History from the University of Calgary, and completed an SSHRC post-doctoral fellowship at the University of Alberta. BA and MA in History, University of Calgary PhD, York University (2006) Burnett's research centers on Indigenous history, settler colonial and critical race studies, women and gender history, and the social history of health and medicine. She critically examines systemic barriers in healthcare access, social services, and food systems for Indigenous communities in northern Ontario, with particular focus on how colonial structures perpetuate health inequities. Her work consistently bridges academic research with policy advocacy. Analysis of her 15 most recent publications (2018-2024) reveals three dominant thematic clusters: Indigenous food sovereignty (examining traditional foods, land access, and colonial disruption of food systems), healthcare access barriers (including identification systems and vaccine hesitancy), and institutional complicity in colonial violence (particularly regarding Residential Schools and Indian Hospitals). Her methodology increasingly emphasizes community-engaged research and policy-relevant scholarship. Burnett co-founded the Social Science and Aboriginal Research Group (SSARG), dissolved in 2023, and frequently collaborates with Indigenous communities and scholars like Shannon Stettner. She secured notable research funding including an SSHRC post-doctoral fellowship and a YWCA Canada contract for historical research on Residential Schools, though the latter was severely underfunded ($14,500). Her July 2025 media coverage on identification barriers in healthcare demonstrates ongoing policy impact. Her landmark 2022 report "The Role of YWCA Canada in Canada's Residential Schools and Indian Hospitals" faced a two-year embargo before public release in December 2024, highlighting institutional resistance to confronting uncomfortable colonial histories. Burnett maintains that ethical research requires centering Indigenous leadership and adequately funding community-driven work.

Barbara ParkerView profile

Associate Professor

• Gender Studies
• Food Security
• Intersectionality
• +4 more

Barbara Parker is an Associate Professor in the Department of Sociology at Lakehead University since August 2014. Her research focuses on gender, food systems, health equity, intersectionality, and critical dietetics. She holds a PhD from Charles Sturt University (Australia), an MA from Lakehead University, and a BA from the University of Manitoba. Dr. Parker's work integrates feminist theory with food studies, emphasizing intersectional analysis of marginalized groups' food experiences. She examines topics like Indigenous food sovereignty, urban Indigenous food access, and anti-colonial research methodologies. Her book Feminist Food Studies explores these themes through critical lenses. Her recent publications (2020–2024) address food pedagogy, pandemic governance, and professional socialization in dietetics education. She has conducted community-based research in Northwestern Ontario, focusing on urban Indigenous communities and school food environments. Notable research collaborations include the Recipe Exchange Project and policy analyses on wild game access for Indigenous women. Her work bridges academia with community action through participatory frameworks.

Andrew SaitoView profile

Assistant Professor

• Theatre and Performance
• Playwriting
• Dramaturgy
• +7 more

Andrew Saito is an Assistant Professor of Theatre and Performance in the Conservatory of Theatre Arts at Purchase College, State University of New York. He is a playwright, dramaturg, and teaching artist with a strong international focus on indigenous narratives, cross-racial storytelling, and anti-colonial performance practices. Education: BA in Ethnic Studies, UC Berkeley MFA, Iowa Playwrights Workshop, University of Iowa His research and creative work explore hybridity, cultural memory, and struggles against colonialism, with extensive fieldwork in Peru, Papua New Guinea, Cuba, and Guatemala. He has collaborated with renowned theater collectives such as Grupo Cultural Yuyachkani, Teatro Kusiwasi, and Asociación Xajooj Tun. His plays have been produced by Cutting Ball Theater, FaultLine Theater, Brava Theater, and others, often engaging urgent social and environmental themes such as climate change, water rights, and wartime memory. His recent and upcoming works reflect a deep commitment to decolonial aesthetics and community-based creation, with productions planned with AlterTheater and Montalvo Arts Center. His creative output spans political satire, environmental drama, and intercultural adaptations, demonstrating a diverse and evolving artistic trajectory. Scientific Awards: Fulbright Scholarship (2012) As a teaching artist and mentor, he has guided emerging playwrights through residencies and workshops nationally and internationally. He has no formal grants listed, but his Fulbright and Mellon residencies indicate significant external support. He is actively involved in performance-based research and continues to develop new works that bridge academic inquiry and theatrical innovation. He is affiliated with several artistic communities and collectives, including Teatro de los Elementos (Cuba) and Asociación Xajooj Tun (Guatemala), and has held residencies at Blue Mountain Center, Montalvo Arts Center, Djerassi, and Arquetopia Foundation. His work exemplifies the role of theater as a tool for cultural preservation, critical dialogue, and global engagement.

Joseph PierceView profile

Senior Lecturer

• Urban Geography
• Place-Making
• Housing and Property
• +4 more

Dr. Joseph Pierce is a Senior Lecturer in Human Geography at the University of Aberdeen's School of Geosciences, Department of Geography and Environment. His work focuses on urban sustainability, housing equity, and justice, with a particular emphasis on community land trusts (CLTs) and their role in challenging urban property norms. He previously held faculty positions at the University of Oklahoma and Florida State University. His research explores the intersection of place-making, racial geographies, and socio-political-economic alterity. Key themes include spatial pluralism, epistemic justice, and transformative urban models. Articles highlight collaborations with scholars like Melissa Pearsall, David G. Martin, and Mary Lawhon, spanning topics such as limited equity homeownership, urban governance shims, and critical metaphors in urban studies. Dr. Pierce co-directs the University of Aberdeen's MA in Liberal Arts program and contributes to the Just Transitions Lab. He serves on multiple university committees, including the School of Geosciences Executive Committee and REF Committee.

Linda Martin AlcoffView profile

Professor

• Feminist Philosophy
• Epistemology
• Race Theory
• +12 more

Linda Martin Alcoff is Professor of Philosophy at Hunter College and the CUNY Graduate Center, City University of New York. She is a leading figure in feminist philosophy, epistemology, and critical race theory, known for her work on identity, power, and knowledge. Her research interests lie at the intersection of feminist theory, race, epistemology, and decolonial thought. Alcoff has made significant contributions to understanding how social identities—particularly race and gender—are formed, experienced, and politicized. She challenges essentialist readings of identity politics and develops phenomenological and hermeneutic frameworks for understanding lived embodiment. Her work on whiteness, sexual violence, and decolonizing knowledge has reshaped scholarly conversations in philosophy and beyond. The trends in her recent publications reflect a sustained engagement with questions of epistemic injustice, resistance, and the role of discourse in shaping social reality. Her writings explore how marginalized subjects come to know and name their experiences, especially in contexts of sexual violence and racial domination. She critically engages with thinkers like Foucault while advancing a robust feminist epistemology that centers survivor testimony and collective transformation. Scientific awards include: Frantz Fanon Award (2009) from the Caribbean Philosophical Association for Visible Identities: Race, Gender and the Self Alcoff has held significant leadership roles in the philosophical community, including serving as President of the American Philosophical Association, Eastern Division, and Co-Director of the Society for Phenomenology and Existential Philosophy. She has co-edited Hypatia: A Journal of Feminist Philosophy , contributing to the institutional development of feminist scholarship. Her teaching extends internationally through her course on Decolonizing Knowledge and Power in Spain and South Africa, reflecting her commitment to global philosophical dialogue and structural change. While no specific grants are mentioned, her editorial projects and international teaching suggest sustained funding and collaborative networks. She is actively involved in advancing decolonial epistemology and is currently working on new books addressing sexual violence and the decolonization of knowledge systems.

Alina Jašina-SchäferView profile

Research Fellow

• Migration Studies
• Work Cultures and Economic Values
• Gender and Family Life
• +2 more

Dr. Alina Jašina-Schäfer is a Postdoctoral Fellow and Research Assistant at the Department of Cultural Anthropology and European Ethnology, Johannes Gutenberg University Mainz. She also serves as a BA Study Advisor and teaches courses such as Current Topics and Perspectives in Cultural Anthropology and Introduction to Migration Research . Education : University of Glasgow (Central and Eastern European Studies), Central European University (International Relations), Justus Liebig University Giessen (PhD in Cultural Studies). Her research examines migration , post-socialist transformations , and gendered/sexual dynamics in work cultures . Recent work focuses on value systems surrounding human worth and coloniality of power in European contexts. She contributes to teaching through seminars like Disparate Europes: Coloniality of Power, Hierarchies, and Marginal Perspectives from the East , which critically analyzes Europe's contested borders and racialized/gendered ideologies. Advising and Collaboration : Coordinates BA student advising and collaborates with scholars like PD Dr. Christina Niem and Dr. Britta Ohm on interdisciplinary projects.

Marco CremaschiView profile

Professor

• Urban Sociology
• Urban Planning
• Migration and Urban Integration
• +12 more

Marco Cremaschi is a Professor at the Centre for European Studies and Comparative Politics (CEE) within the School of Public Affairs at Sciences Po. He leads the Urban Planning Cycle and teaches at the École Urbaine de Sciences Po, contributing significantly to urban sociology and policy research. His work spans comparative urban studies, migration, and EU urban governance. His research interests focus on large urban projects in comparative perspective , urban agenda and European Union , migrants and metropolises , and urban policies in times of crisis . He has led major research initiatives and has published over 140 articles and a dozen books, often bridging academic and public discourse through journals like Urbanisme and Planum . His recent publications reveal a strong interdisciplinary trend, combining urban sociology with migration studies, digital governance, and symbolic analysis of post-crisis societies. Themes include refugee integration, placemaking, urban informality, and the spatial impacts of digital transformation. His work often adopts a comparative, policy-relevant lens across European and global cities. Fulbright Professor Marie Curie Fellow CNRS Fellow Visiting Scholar at Politecnico di Milano, Bauhaus-Weimar, Cornell, IDS Kolkata, UNSAM Buenos Aires Cremaschi has supervised numerous research projects and PhD candidates, and currently leads the Horizon Europe project ReHousIn (2024–2027) on reducing housing inequalities in the green and digital transition. He has also directed international workshops on transitional urbanism in cities like Lampedusa, Buenos Aires, and Berlin. He is associated with several research labs and teams, including the Centre for European Studies and Comparative Politics and the École Urbaine de Sciences Po, where he contributes to shaping urban planning education and policy innovation.

Robert Trent VinsonView profile

Professor

• African History
• African Diaspora Studies
• Transnational History
• +7 more

Robert Trent Vinson is Director & Chair of the Carter G. Woodson Institute for African American & African Studies at the University of Virginia and a Research Associate at Stellenbosch University in South Africa. He is a leading scholar in African and African Diaspora history, with a focus on transnational connections between southern Africa, the Americas, and the Caribbean. His academic leadership includes directing a major research institute and contributing to national conversations on race, history, and institutional memory. Education: Ph.D. in African History, Howard University His research centers on 19th and 20th-century African and African Diaspora history, particularly examining how ideas of Black liberation, racial identity, and political movements circulated transnationally. He explores how African Americans influenced anti-apartheid thought in South Africa and how African leaders like Albert Luthuli shaped global civil rights discourse. His work bridges archival research with cultural analysis, emphasizing the interconnectedness of African and African-descended communities across continents. The recent publications reflect a consistent engagement with transnational Black histories, documentary sources, and the politics of memory. His scholarly output spans biographies of key African leaders, analyses of liberation ideologies, and investigations into cultural representations of African identities in the West. The trend highlights a deep commitment to uncovering marginalized narratives and fostering academic dialogue across national boundaries. Professional Leadership: President, Association for the Study of the Worldwide African Diaspora (ASWAD) Board Member, African Studies Association Editorial Board, Michigan State University Press Editorial Board, Safundi: The Journal of South African and American Studies Vinson has played a pivotal role in academic advising and institutional scholarship, particularly through his leadership of the Lemon Project at William & Mary, which investigated the university's historical ties to slavery and segregation. His work supports graduate research, public history initiatives, and collaborative scholarship. While specific grants are not listed, his book contracts with academic presses and leadership in major scholarly organizations indicate sustained research funding and institutional support. He is affiliated with the Carter G. Woodson Institute, a leading center for African American and African studies, which hosts fellows, sponsors lectures, and produces critical scholarship on race, history, and culture. The institute functions as a hub for interdisciplinary research and dialogue, amplifying voices from across the African world.

Briony RogersView profile

Professor

• Sustainability Transformations
• Urban Water Management
• Climate Resilience
• +7 more

Professor Briony Rogers is a leading academic at Monash University, affiliated with the Faculty of Arts and the Monash Sustainable Development Institute (MSDI). She serves as Director of MSDI Water and Chief Research Officer for the Cooperative Research Centre for Water Sensitive Cities (CRCWSC), leading interdisciplinary research on urban water, climate resilience, and sustainability transformations. Her work bridges engineering, social sciences, and policy to support real-world impact in cities across Australia and internationally. PhD in Environmental Sociology Bachelor of Civil Engineering (Honours) Bachelor of Science Her research focuses on the governance and dynamics of sustainability transformations, particularly in urban water systems. She emphasizes collaborative processes, diagnostic tools, and policy innovation to support transitions toward water-sensitive cities. Her projects often involve action research with local governments and communities, including initiatives like the Fire to Flourish project and Foundations in Indigenous Disaster Resilience. The recent publications highlight a strong trend in sustainability science, urban resilience, decolonizing knowledge systems, and transformative governance. Her work increasingly integrates social equity, community leadership, and Indigenous knowledge into urban climate adaptation frameworks. Articles span topics such as adaptive water governance in the Global South, urban heat resilience, and institutional innovation. Award for Outstanding Achievement in Unit Improvement - Urban Futures: Delivering Water Sensitive Cities (2014) Stormwater Queensland Award for Excellence in Policy and Education (2015) World Social Science Fellow, International Social Science Council (2014) Briony Rogers actively supervises PhD students and leads multiple research grants, including ARC-funded projects and national collaborations with CSIRO and Natural Hazards Research Australia. She is a key figure in the International Working Group on Water Sensitive Urban Design and contributes to Monash’s Climate Change Communication Research Hub. Her leadership spans research, enterprise, and knowledge translation, with a focus on building transformative resilience in urban systems. She leads the Fire to Flourish initiative and collaborates with interdisciplinary teams across Monash University, University of Queensland, and University of Western Australia. Her research network includes strong international and Indigenous partnerships, emphasizing co-design and equitable knowledge exchange.

• Early Childhood Education
• Postcolonial Childhood Studies
• Technology Integration in Education
• +3 more

Dr. Radhika Viruru is a Clinical Professor in the Department of Teaching, Learning and Culture at Texas A&M University since 1998. Her research focuses on early childhood education, postcolonial childhood studies, and technology integration. She holds a Ph.D. (1998) and M.S. (1990) in Educational Curriculum and Instruction from Texas A&M. Her work explores postcolonial perspectives in education, particularly in India and the Persian Gulf. Notable publications include books like *Early Childhood Education: Postcolonial Perspectives from India* (2001) and co-authored works on Qatari motherhood and fatherhood. She has been awarded the Chancellor’s Academy of Teacher Educators Award (2020) and Provost Academic Excellence Award (2021). Viruru has advised over 17 doctoral students and led research projects on Qatar’s educational reforms, motherhood constructs, and STEM career motivations. She chairs committees for clinical promotions and online doctoral programs, contributing to academic governance. Her courses emphasize qualitative research methods and global educational perspectives. Research Projects: Qatar University collaborations (2011–2020), Social Construction of Motherhood, Fatherhood in Knowledge-Based Economies Leadership: Chair of Clinical Professor Promotion Committee, Online EdD Program Director (2016–present)

• Transformative Agency
• Teacher Agency
• Change Laboratory
• +12 more

Annalisa Sannino is a Professor whose research is deeply rooted in cultural-historical activity theory, transformative agency, and Change Laboratory interventions. Her work spans educational development, teacher education, and social innovation, with international collaborations across China, Vietnam, Finland, South Africa, and beyond. She actively contributes to advancing expansive learning and developmental work research through scholarly publications, workshops, and academic leadership. Expertise in Transformative and Teacher Agency Leader in Change Laboratory and Developmental Work Research Contributor to UN Sustainable Development Goals in Education and Social Justice International collaborator across five continents Her research interests focus on how individuals and collectives can transform their practices through interventionist methodologies. She explores transformative agency in teacher education, curriculum reform contexts, and social challenges like homelessness and racial disparities. Her work combines theoretical rigor with practical application, often using double stimulation and expansive learning frameworks to foster change. The recent articles reflect a strong trend toward applying Change Laboratory methods in diverse settings: from teacher education in China to housing policy in Finland , and sustainable agriculture . Keywords such as 'expansive learning', 'teacher agency', and 'developmental work research' recur across publications, indicating a cohesive and impactful research program. Subfields include curriculum reform, social justice, indigenous knowledge, and organizational development, showing both depth and breadth. Scientific contributions include: Co-editing a Cambridge University Press volume on agency and transformation Developing diagnostic tools for teacher agency Leading international Change Laboratory projects Advancing theoretical foundations in cultural-historical psychology Annalisa Sannino mentors emerging scholars and collaborates with PhD candidates across institutions, though specific advisees are not listed. She has secured research grants through international collaborations and institutional funding, enabling projects in Vietnam, China, and South Africa. Her work often involves participatory action research and interdisciplinary teams. She is actively involved in research networks and labs focused on: Environmental Learning Research Centre (Rhodes University) Change Laboratory interventions in education and social policy Indigenous knowledge systems and intercultural dialogue Developmental work research in organizational contexts

• International and Comparative Education
• Education and Development
• Indigenous Knowledge
• +9 more

Anders Breidlid is a Professor at Oslo Metropolitan University (OsloMet), with a strong focus on international and comparative education, particularly in Sub-Saharan Africa, Sudan, and South Sudan. His work spans human rights, indigenous knowledge, HIV/AIDS education, and education in conflict and post-conflict settings. His research interests include: Decolonization of education and integration of indigenous knowledges Education in armed conflict and post-conflict reconstruction Global citizenship and sustainable development in education Discourse analysis and epistemic diversity History and civic education in fragile states The recent trend in his publications shows a deep engagement with psychosocial support for refugee children, civic education in socialist contexts like Cuba, and the integration of local epistemologies in science classrooms across Africa. His work bridges theory and practice, often contributing to policy discussions on emergency education and educational equity. He frequently collaborates with researchers across Africa and Europe. Scientific contributions and recognition: Extensive publication record including 66 scientific publications, 31 research reports, and 565 dissemination pieces Editor and author of influential works on indigenous knowledges and sustainable development Regular contributor to public discourse through op-eds in major Norwegian outlets like Klassekampen and Avisa Vårt Land Keynote speaker at international forums, including the University of South-Eastern Norway Breidlid actively advises and evaluates academic work, having served as an external examiner for PhD theses at institutions in Zambia, South Africa, Norway, and Pakistan. While no direct students are listed, his role as opponent indicates significant mentorship and academic guidance. He has contributed to capacity-building in postgraduate education through collaborative programs like the NOMA Master’s in International Education and Development. He is involved in research networks focused on decolonizing curricula and promoting epistemic justice, particularly through participatory action research with South African science teachers. His work emphasizes contextually relevant, inclusive, and sustainable education models.