Find Academic Supervisors

Christian SchroederView profile

Professor

• Social Work
• Social Movements
• Organizational Pedagogy
• +6 more

Prof. Dr. Christian Schröder holds the Professorship for Methods of Social Work at Saarland University of Applied Sciences' College of Social Sciences. Specializing in social work at the intersection of social movements and organizational pedagogy, he investigates participatory urban development, life course transitions, and transnational social work practices. His career spans institutions like the University of Luxembourg and University of Hildesheim, with current affiliations in Saarbrücken. Research Focus: Social movements as organizational learning spaces, design thinking in urban development, transnational child protection systems, and climate justice frameworks Projects: EU-Interreg CAPACITI initiative, scientific monitoring of Saarland's neighborhood poverty program, TransPro DFG-FNR research on labor market transitions Publications: 15+ peer-reviewed articles on global justice movements, cross-border social work, and organizational ethics Leadership: Head of Bachelor Social Work program, international coordinator for social work degrees, board member of DGfE's Organizational Pedagogy section His work bridges academic research with community practice, including neighborhood management in Trier and community organizing in Saarbrücken's Malstatt district. Recent projects examine urban heat resilience strategies and inclusive education workshops in marginalized communities.

Rolf AhlrichsView profile

Professor

• Democracy Education
• Political Education
• Child and Youth Work
• +5 more

Prof. Dr. Rolf Ahlrichs is a Professor at Evangelische Hochschule Ludwigsburg , where he holds the Chair of Theory and Practice of Social Work and Diaconia / Youth and Adult Education . Since the summer semester of 2025, he has served as Dean (Dekan) and Academic Program Director for the B.A. in Social Work and International Social Work since 2024. Chair: Theory and Practice of Social Work and Diaconia / Youth and Adult Education Dean, Evangelische Hochschule Ludwigsburg (2025–present) Academic Program Director, B.A. Social Work and International Social Work (2024–present) Education : PhD in Social Sciences (summa cum laude), University of Hamburg, 2018 Master of Arts in Social Management, Evangelische Hochschule Freiburg, 2011 Diplom-Sozialpädagoge und Diakon, Evangelische Hochschule für Sozialpädagogik Hamburg, 1997 Research Interests : His work focuses on democracy education and political education within extracurricular child and youth work, adult education, and community/association pedagogy. He emphasizes experiential education and social pedagogical professionalization, particularly through participatory research methods. Scientific Projects include the Evaluation of the Partnership for Democracy Stuttgart (2025) and studies on youth participation at the district level in Baden-Württemberg (2023–2024). His work also explores knowledge transfer in child and youth work and deliberative walks as participatory research tools . Professional Affiliations : Ahlrichs is a member of the supervisory board of the Evangelische Gesellschaft Stuttgart , chair of Release – Drug Counseling and Help , and part of the German Society for Social Work (DGSA) and hlb-Bundesvereinigung (German University Professors' Association). Publications analyze democratic participation in youth associations, the role of professional organizations in political education, and intersections between sports clubs and democracy-building. He has authored monographs on youth associations and democracy, including Demokratiebildung im Jugendverband (2019) and Demokratische Partizipation in der Jugendverbandsarbeit (2022).

Janne HolménView profile

Senior Lecturer

• History Education
• Textbook Analysis
• Political Culture
• +3 more

Janne Holmén is a Senior Lecturer at Uppsala University's Department of Pedagogy, Didactics and Educational Sociology. His research focuses on history education, textbook analysis, and comparative studies of teacher education in Sweden and Finland. PhD in History (2006) Current research: diagrammatic representations of political systems in education Key projects: 'Spaces of Expectation', 'The Drivers of Democracy' His work examines how political cultures shape educational content, particularly in civics textbooks. Recent publications analyze shifts in Swedish political diagrams, Nordic educational models, and mental maps of geographic regions. Current affiliations include Uppsala University and collaborative projects with Södertörn University and Ramon Llull University. No formal awards or student advising details are listed in available materials.

Savina SirikView profile

Researcher

• Memory Studies
• Genocide Studies
• Post-Conflict Societies
• +4 more

Savina Sirik is a postdoctoral researcher at the Hugo Valentin Centre, Uppsala University , affiliated with the Department of History. Her work focuses on memory studies, genocide narratives, and post-conflict societies, particularly in Cambodia. Education : PhD in Peace and Development Research from the University of Gothenburg. Her research explores: Survivor testimonies and intergenerational trauma in post-genocide Cambodia Memorialization practices and their role in societal healing Discourse around victimhood and perpetrator identities Geographic impacts of the Khmer Rouge regime Publications show consistent focus on Cambodian genocide experiences (1975-1979) and memory construction, with interdisciplinary approaches bridging history, political science, and cultural geography. She collaborates with researchers like James Tyner and Sokvisal Kimsroy, examining topics such as: Domestic violence during genocide Poetic representations of terror Urbicide in Phnom Penh Preservation of sites of conscience

• Archaeology
• Cultural Heritage Management
• Historical Consciousness
• +3 more

Dr Stelios Lekakis is a Professor at Newcastle University , specializing in archaeology and cultural heritage management across the Mediterranean. His work bridges historical consciousness, landscape studies, and sustainable development, with a focus on Greece and Asia Minor. Key research areas : Cultural heritage policy, agrarian landscapes, trauma archaeology, and heritage commons Collaborators : Professor Sam Turner, Dr Christopher Sevara, Dr Maria Duggan Notable projects : MuA Project (architectural heritage database), studies on post-earthquake heritage restoration in Nepal His publications reveal a thematic evolution from Byzantine archaeology to contemporary debates on heritage democratization, social justice, and climate resilience. He actively explores participatory frameworks for heritage management in island communities and investigates the intersection of memory, identity, and spatial justice. Scientific awards and honors are not explicitly mentioned in the provided texts. His fieldwork spans Greece, Maluku Islands, and Kathmandu Valley, with empirical analyses of agrarian sustainability, trauma commemoration, and community-led conservation.

Rachel Van CleaveView profile

Professor

• Comparative Criminal Justice
• Property Law
• Wills and Trusts
• +3 more

Rachel Van Cleave serves as Professor of Law at Golden Gate University School of Law in San Francisco, where she teaches Criminal Law, Comparative Criminal Procedure, Comparative Sex and Gender Law, and Wills and Trusts. Her academic leadership includes previous roles as J. Hadley Edgar Professor at Texas Tech University School of Law and teaching positions at Santa Clara University and Stanford Law School. Her educational background features a JSM from Stanford University School of Law, JD from University of California Hastings College of the Law, and BA from Stanford University. As a Fulbright Scholar, she conducted specialized research on the Italian criminal justice system. Van Cleave's research centers on comparative criminal justice frameworks , particularly examining intersections between Italian and US legal systems regarding sexual violence, constitutional rights, and procedural fairness. Her work extends to property law with focus on Wills and Trusts, and state constitutional interpretation as an alternative to federal supremacy. Recent scholarship critically analyzes #MeToo era implications through transnational legal lenses. Her 15 most recent publications reveal evolving expertise from foundational constitutional analysis toward contemporary social justice applications, with increasing emphasis on gender-based violence jurisprudence and criminal justice reform. The thematic progression shows deepening engagement with European legal models to address American systemic shortcomings. Professional engagements include media commentary for The Daily Journal's SCOTUS Preview podcast regarding Kahler v. Kansas , interviews on WBEZ about Italian rape law, and public advocacy through op-eds in major legal publications. She actively bridges academic theory with practical legal discourse through regular contributions to The Recorder and Daily Journal . Her leadership extends to mentoring initiatives, disaster response legal frameworks, and strategic planning for experiential education. The Fulbright research underpinning her Italian comparative work remains foundational to her ongoing scholarship on victim agency and procedural justice.

• Geography Education
• Citizenship Education
• Critical Thinking
• +5 more

Marco Lupatini serves as a Senior Teaching Researcher in Geography Education at the Department of Education and Learning (DFA/ASP) of the University of Applied Sciences and Arts of Southern Switzerland (SUPSI), specifically within the Area of Geography Teaching (GEO). His academic work bridges theoretical research with practical classroom applications, focusing on how geography education can foster dynamic citizenship through the integration of controversial spatial issues that stimulate critical and spatial thinking among students. Dr. Lupatini's research centers on the pedagogical potential of controversies related to public spaces, landscapes, and spatial management projects as tools for developing citizenship competencies. His work demonstrates how geographical education effectively contributes to students' social and civic development through the mobilization of critical judgment and spatial reasoning, with particular effectiveness when controversies connect to students' immediate environments. A recurring theme across his publications is the dual importance of critical and spatial thinking as essential components of citizenship education. Analysis of his recent scholarly output reveals increasing focus on discrimination prevention, inclusive education practices, and the development of argumentative dialogue skills. His involvement in the TEDYC project (2022-2025) highlights his commitment to developing soft skills through teaching simulations based on realistic controversies. His collaborative work, particularly with Andrea Plata and Sonia Castro Mallamaci, has produced significant contributions to democratic education through the Democrazia e Scuola publication series, examining how educational spaces can transform into participatory arenas for co-constructing democratic ideas and preventing discrimination.

• Contemporary History
• Political History
• Historiography
• +4 more

Luis Velasco Martínez is a Researcher at the University of Vigo (Faculty of History, Art and Geography, Department of Geography, History and Philosophy) and a Research Fellow at the Pablo de Olavide University . Holding a Ph.D. in Contemporary History from the University of Santiago de Compostela, his work focuses on intersections of Political History , National Identity , and Historiography . Education : Ph.D. in Contemporary History (2020), University of Santiago de Compostela. Research Themes Military service as a tool for nationalization in 20th-century Spain. Francoist networks in Latin America (e.g., Falange in Argentina). Historiography and pedagogical approaches to history. Demographic changes in Galicia and the role of gamification in education. Comparative analysis of fascism and conservative ideologies. Article Trends Post-2020 publications emphasize gamification in economics/tourism education. Continued focus on national identity and military conscription during Francoism. Transnational dimensions of Spanish fascism in Latin America. Digital tools for historical memory and statistical learning.

• Educational Technology
• Free and Open Source Software
• 3D Virtual Environments
• +5 more

Nelson Alexandre Fernandes Gonçalves is an Invited Assistant at the School of Education of the Polytechnic Institute of Viseu, Portugal, a position he has held since 2018. Previously, he served as an Assistant at the same institution from 2003 to 2018 and at the Polytechnic Institute of Leiria from 1998 to 2003, establishing a 25+ year career in Portuguese higher education focused on digital pedagogy and libre culture. His educational background includes: Bachelor's Degree in History (Educational Branch) from the University of Évora (1990-1995) Master's Degree in Educational Technology from the University of Minho (1999-2003), with thesis on virtual environments in primary education Specialized training in Blender and 3D modeling (2008-2017) from institutions including University of Burgos and InterSpace Gonçalves champions Free/Libre Open Source Software (FLOSS) in educational and cultural contexts, developing open workflows for 3D heritage reconstruction, digital animation, and web mapping. His research integrates libre culture with teacher training and K-12 education, emphasizing student creativity and critical digital literacy through cocreation methodologies that bridge humanities with computational practices. Analysis of his 15 most recent publications reveals a strategic pivot toward practical FOSS toolkits for cultural heritage documentation and community engagement. Key trends include democratization of 3D heritage workflows through photogrammetry guides, expansion into alternative geography mapping (e.g., "If Portugal was in Asia"), and development of social movement cartography. His output prioritizes accessibility, with 80% of 2023-2024 works as open-access web resources or multilingual manuals. Gonçalves has co-supervised over 50 undergraduate theses in Arts and Multimedia since 2000, with recent projects spanning virtual museums, 3D animation pipelines, and digital storytelling. His grant portfolio includes: European Projects: Researcher in 7+ Erasmus+/Comenius initiatives (2001-2025) including Digital Era (2019-2022) and WBEE (2010-2012) Local Innovation: Principal investigator for IPV Inova e Inclui (2022-2023) focusing on metaverse-based cocreation He founded OpenLab ESEV (2009-2018), Portugal's pioneering libre software laboratory in higher education, and NERDLab (2020-2022) for digital archaeology. These spaces foster community-driven development of open animation tools and 3D heritage models through cocreation workshops, engaging students, educators, and cultural institutions in libre culture practices.

• Climate Change
• Cartography
• GIS
• +7 more

Jan Ketil Rød is a Researcher affiliated with the Norwegian Institute for Nature Research (NINA) , with collaborative ties to institutions like the University of Agder and NTNU . His work spans climate change adaptation, GIS, cartography, and citizen science, focusing on risk assessment, visualization, and community resilience. Core Competencies: Climate Change Effects, GIS, Social Vulnerability, Natural Disasters, and Peace and Conflict Studies. Collaborative Projects: Engaged in Citizen Sensing, climate service development, and municipal resilience frameworks. Outreach: Active in public communication through feature articles and educational materials. Research Trends: His recent articles emphasize climate risk modeling, geospatial tools for emergency management, and citizen science applications in environmental monitoring. Common themes include situational awareness, adaptive capacity, and data-driven policy. Teaching & Tools: Contributed to educational innovations like GIS textbooks and participatory systems for climate adaptation (e.g., Climres Web Tool, VisAdapt). His work bridges academia and practical solutions for extreme weather, health access, and natural hazards. Technologies & Methods: Utilizes wireless sensor networks, machine learning for landslide detection, and geovisual analytics to enhance decision-making.

Marli Guimarães FernandesView profile

Research Fellow

• Political Economy
• Economics of Migration
• Applied Microeconomics
• +2 more

Marli Guimarães Fernandes is a Postdoctoral researcher at the Department of Economics and Management Marco Fanno, University of Padua, and affiliated with the Economics for Policy Knowledge Center. Her current work centers on the PERCOP project investigating the political economy of reforms and populism costs. Her educational background: PhD in Economics from Nova School of Business and Economics Master in Economics from Nova School of Business and Economics Bachelor in Economics from Nova School of Business and Economics As an applied microeconomist, Dr. Fernandes specializes in political economy and migration economics. Her research examines gender disparities in political campaign strategies using text analysis of French election platforms, and investigates electoral consequences of school closures. She employs causal inference methods and natural language processing on administrative, survey, and text data to address critical questions about democratic institutions and social policy. Dr. Fernandes collaborates on policy evaluation initiatives including Intergenerational Policy Evaluation and Social Mobility in Portugal, which have received coverage in Público, Renascença, Observador, and Sol. Her work bridges rigorous empirical analysis with real-world policy design.

• Education
• Social Sciences
• Cultural Heritage
• +3 more

Elisa Arroyo Mora is a researcher in the Department of Integrated Didactics at the Universidad de Huelva. Her work focuses on heritage education, ecofeminism, and teacher training, with a particular emphasis on controversial heritage and its role in citizenship education. She has published extensively on interdisciplinary approaches to cultural heritage in early childhood and primary education, integrating socio-environmental and gender perspectives. Key Research Areas: Controversial Heritage Education Ecofeminist Pedagogy Teacher Training for Democratic Citizenship Interdisciplinary Didactic Strategies Urban and Environmental Heritage Time and Temporal Concepts in Education Her recent publications highlight the use of gamification, fieldwork, and collaborative projects in social sciences didactics. While her formal academic rank is not explicitly stated, her affiliation and research output align with faculty-level contributions.

Steven DonbavandView profile

Lecturer

• Social Inequality
• Political Engagement
• Poverty Analysis
• +7 more

Dr Steven Donbavand is a Lecturer at the Institute of Education and Social Sciences, University of Chichester. He serves as Programme Coordinator for BA Sociology and BA Sociology with Criminology, teaching courses in social theory, contemporary social issues, and research methods. Education: PhD in Social Sciences (2015), University of Southampton MA in Social Inequality (2010), University of Manchester His research spans inclusion, alienation, and inequality examined through economic (poverty analysis), social (loneliness and isolation), and political (democratic engagement) lenses. He explores meaning creation in social settings (e.g., games/sports) and collaborates on applied sociological studies for UNESCO, Welsh Government, and the Robert Bosch Foundation. Recent publications analyze active citizenship education, structural loneliness, poverty estimation techniques, and pandemic impacts on education. He focuses on marginalized populations, policy evaluation, and social theory applications. Scientific Awards: Fellow of the Higher Education Academy He has undertaken commissioned research for public bodies and contributed to policy briefs on social welfare, housing, and student voice. His methodological expertise includes quantitative modeling and small area estimation.

Christine EngartnerView profile

Lecturer

• Political Didactics
• Political Education
• Migration Policy
• +6 more

Dr. Christine Engartner is a Lecturer in Political Science at the University of Hildesheim and the University of Wuppertal, specializing in political didactics and political education. Her academic journey includes a doctorate from the University of Bremen (Dr. rer. pol., summa cum laude, 2023) and extensive research experience at RWTH Aachen University and the University of Bremen. She currently teaches courses such as Introduction to Political Science Didactics and Social Science Integration Modules. University of Hildesheim (since 02/2025): Lecturer University of Wuppertal (since 10/2023): Lecturer RWTH Aachen University (2020-2022): Research Associate University of Bremen (2016-2020): Research Assistant and Bridge Scholarship Holder Dr. Engartner's research focuses on political education in vocational contexts, examining how professional training shapes political identity formation and democratic understanding. Her work bridges theoretical political science with practical educational applications, particularly in dual vocational training systems. She investigates how social science education can be integrated into professional contexts to foster democratic citizenship among vocational students. Her research methodology emphasizes qualitative-empirical approaches, often utilizing biographical research to understand political socialization processes. Her publication record demonstrates a strong focus on migration policy, digitalization in politics, and political education. Recent work has increasingly addressed refugee integration and algorithm-based matching systems for distributing refugees to municipalities. Her research shows a clear trajectory from theoretical political education to applied migration policy research, reflecting both academic rigor and practical relevance to contemporary political challenges. Cash prize at the student competition of the Federal Agency for Civic Education (02/2025) Dissertation Prize of the Austrian National Bank for Economic Didactics (12/2024) Fulbright Commission doctoral fellowship at UC Berkeley (2019) Bridge scholarship from University of Bremen (2016) Dr. Engartner has been actively involved in numerous research projects, including the 'Political Learning in Dual Training' (PoLdA) project at the University of Bremen and various initiatives related to migration policy. Her work demonstrates strong collaboration with both academic institutions and practical educational settings, particularly in vocational schools. She has developed innovative approaches to social science education through research-based learning, connecting theoretical knowledge with practical professional contexts.

Kristinn HegnaView profile

Professor

• Youth studies
• Sociology of Education
• Family dynamics
• +7 more

Kristinn Hegna is a Professor in the Sociology of Education and Youth Studies at the Department of Education, University of Oslo. Previously, from 2015 to 2019, Hegna served as an Associate Professor in Educational Sociology at the same institution. Hegna's scholarly interests focus on how young people navigate their lives within and outside the educational sphere, and how their upbringing, experiences, and identities influence their daily lives, relationships with parents and family, and educational choices. Current research includes the PlatFAMs project, which investigates family life through digital platforms across three generations, examining familial closeness, youth autonomy, and parental authority. Earlier research includes the Educational Pathways project on educational choices and transitions, and the Safety-VET project examining factors for youth at risk of dropping out to successfully complete vocational education. Hegna's publication record demonstrates a clear trajectory from examining educational pathways to increasingly focusing on digital transformations in family contexts across generations. The research spans youth autonomy, educational choices, vocational education, and the integration of digital platforms in family life, with strong connections to Nordic educational contexts and comparative perspectives. Hegna serves on the editorial boards of Nordisk Tidsskrift for Ungdomsforskning (since 2008) and previously for Journal of Youth Studies (2020-2021). Hegna has also served as Guest Editor for special issues including MedieKultur on 'Doing family' with digital platforms (2026), Nordic Journal of International and Comparative Education on the Significance of Place and Space in Vocational Education (2019), and others. Hegna teaches several courses including PED1002 Danning og utdanning, PED2202 Barn og ungdom - oppvekst og opplæring, PED4302 Perspektiver på barn og unge i utdanning, MIED4100 The Norwegian Education System in its Nordic Context, and MIED4320 Critically assessing the literature. Hegna also coordinates the PlatFAMs research project and is affiliated with the 'Living and Learning in the Digital Age (LiDA)' research group.