Dr. Sean Lennon is a Professor of Social Studies Education at the College of Education, Valdosta State University . His work focuses on integrating critical thinking , moral dilemmas , and educational technology into social studies pedagogy, with a particular emphasis on social justice and equity in education . He has developed innovative case studies and simulations to address controversial issues in classrooms. Contact: smlennon@valdosta.edu, 229.333.5629 Location: Education Center, Valdosta State University His recent publications (2024) explore Latinx educational equity through tax credit scholarships and pedagogical strategies for critically conscious online/hybrid teaching . Earlier works analyze ethical decision-making in historical contexts (e.g., My Lai, Vietnam War), teacher perceptions of news media , and technology integration in social studies education. Research trends highlight a consistent focus on social justice , critical inquiry , and pedagogical innovation , often using case studies and simulations to engage students with moral dilemmas and civic responsibility . He also investigates teacher leadership dynamics and classroom behavior management .
Prof. Dr. Hans Lösener is a Professor at Heidelberg University of Education, specializing in German linguistic and cultural education for elementary school contexts. His work bridges theoretical frameworks and practical classroom applications in literary pedagogy. Research interests focus on: Dialogic development of understanding through children's self-generated questions Historical foundations of written language instruction Integration of linguistic fluency, accuracy, appropriateness, and effectiveness in German curricula Promotion of literary interest in preschool and primary education In April 2025, he presented two significant lectures at Freie Universität Berlin: (1) Good question. From experience to understanding in research-based literature discussions with elementary school children , introducing inquiry-based literary conversation models, and (2) Why German lessons need a comprehensive theory , proposing a unified framework to overcome the traditional 'language vs. literature' dichotomy in German didactics. No scientific awards or student advisement details were documented in the source material. His methodologies emphasize dialogic exchange as critical for refining meaning-making in young learners, with implications for teacher training in literary discussion facilitation.
Eva Liesa Hernández is a Full Professor in the Department of Psychology and Speech Therapy at the Faculty of Psychology, Educational Sciences and Sports at Ramon Llull University's Blanquerna campus. She actively participates in the Interuniversity Seminar on Identity and New Educational Trajectories (SINTE), serving as both Principal Investigator and team member across multiple research projects. Her work bridges educational psychology and teacher development, with particular emphasis on identity formation processes within educational contexts. Her research interests primarily focus on teacher identity development , educational practices , and pre-service teacher training . Hernández examines how teachers construct their professional identities through inquiry-based learning approaches, with significant attention to case study methodology. Her work explores the intersection of Catalan educational contexts with international perspectives, particularly through comparative studies with Finland. She investigates how learning experiences shape teacher identity, with emphasis on reflective practices and collaborative professional development. Analysis of her recent publications reveals consistent focus on teacher identity formation, with increasing emphasis on inquiry-based methodologies and international comparative approaches. Her work demonstrates strong methodological diversity, incorporating case studies, qualitative interviews, and video-based reflection techniques. The research shows particular interest in how pre-service teachers develop professional identities through practical experiences, with growing attention to collaborative reflection processes and inclusive educational practices. Hernández leads multiple significant research projects including TIP-MapVa (Teacher inquiry-based practices: mapping the situation in Spanish schools and validating evidence-based training), which runs from 2022-2026 with funding from the State Research Agency. She also serves as Principal Investigator for projects focused on improving future teachers' practices through collaborative learning communities and developing research competencies among pre-service teachers. Her work with the SINTE research group demonstrates extensive collaboration across multiple Spanish universities. Her research team includes collaborators from various Spanish institutions, working together on educational identity and teacher development projects. The Interuniversity Seminar on Identity and New Educational Trajectories serves as her primary research hub, facilitating cross-institutional collaboration on teacher identity and educational practices.
Aude Bertrand-Höttcke is a Researcher at WittenLab, University of Witten/Herdecke, with concurrent affiliations at Institut ACTE (Paris), MESHOPOLIS (Aix-Marseille), and the New School for Social Research. Her transdisciplinary work bridges contemporary art, philosophy, and urban sociology to address urgent societal challenges. Her research focuses on critical contemporaneity – examining how art functions as a societal laboratory. Key projects include: Post-Fiction : Artistic epistemology research at Paris-Sorbonne Akademie Third Space : Creating dialogic spaces for cultural transformation in post-migrant cities (T)RaumFabrik : Studying artist-operated urban living/working spaces across Europe Bertrand-Höttcke holds a PhD in Philosophy from Witten/Herdecke (2022) on value narratives in intervention art. Prior experience includes cultural project management across the Rhine-Ruhr region and organizational consulting. Her work emphasizes art's transformative potential in envisioning ecological, social, and technological futures through embodied practice. Current collaborations span MESHOPOLIS (France), TU Wien (Austria), and Manifesta 16 Ruhr, with emphasis on non-hierarchical knowledge production. The WittenLab platform enables integration of artistic practice, philosophical inquiry, and urban research to develop new cultural frameworks for complex societal challenges.
Sébastien Roldan serves as Associate Professor in the Department of Modern Languages and Literatures within the Faculty of Arts at the University of Winnipeg, a position held since Summer 2019. His scholarly authority spans nineteenth-century French literary movements—Romanticism, Realism, Naturalism, and Symbolism—with particular focus on the dialog between literature and philosophy in canonical works by Hugo, Balzac, Zola, Flaubert, Maupassant, and Daudet. Academic Credentials: PhD in Literary Studies (cotutelle), Université Paris Ouest-Nanterre and Université du Québec à Montréal (UQAM), 2013 Degree in Chemical Engineering, École polytechnique de Montréal Roldan's research pioneers intersections of literary geography and philosophical inquiry, examining how themes like suicide, the Seine River, time, nature, and terroir manifest across French and French-Canadian texts. His methodology combines close reading with spatial analysis, revealing how rivers function as narrative devices in Realist novels and how philosophical concepts permeate literary representation. This interdisciplinary approach bridges literary criticism with geography and philosophy to decode spatial and existential dimensions of nineteenth-century writing. Recent publications demonstrate sustained focus on three converging trajectories: the Seine's literary cartography (2018-2024), philosophical treatments of suicide in Naturalist works (2014-2024), and intertextual dialogues between Romantic and Naturalist authors (2020-2025). His scholarship consistently analyzes how geographical spaces shape narrative structures and how philosophical concepts like Schopenhauer's pessimism inform literary themes, particularly across Zola's Rougon-Macquart series. Roldan mentors undergraduate researchers in nineteenth-century French literature through course-based projects and the Atlas numérique de la Seine initiative. His collaborative role as Paris section lead for this Université Le Havre Normandie-funded digital humanities project provides students hands-on experience in geotagging literary references and building spatial databases for literary analysis. As Paris section lead for the Atlas numérique de la Seine project, Roldan directs a transnational effort mapping Seine River references in nineteenth-century French literature. This digital humanities initiative—managed by GéoSeine at Université Le Havre Normandie—exemplifies his commitment to innovative research methodologies that transform textual analysis through geographic information systems, creating new pathways for studying literary landscapes.
Juha Suoranta is Professor of Adult Education at the University of Tampere's Faculty of Social Sciences, where he researches and teaches social science methodology, public sociology, and critical pedagogy. His academic journey includes professorships at University of Lapland (1997-2004) and University of Joensuu (2004-2006), along with adjunct professor positions in music education at Sibelius Academy and media education at University of Tampere. His research interests span critical pedagogy, adult education, social justice, public sociology, and wikilearning. Suoranta approaches education as a tool for social transformation, emphasizing how sociological imagination helps address societal problems. His work bridges theoretical frameworks with practical activism, particularly evident in his advocacy for refugee rights. Analysis of his recent publications reveals consistent engagement with Paulo Freire's critical pedagogy, digital literacy, and social justice education. His scholarly output demonstrates interdisciplinary connections between sociology, education, media studies, and political theory, with increasing focus on digital platforms as spaces for democratic knowledge production and social change. Adult Educator of the Year 2008 Student Writer's Award 2012 (Finnish Nonfiction Writers Association) Professor Suoranta has supervised numerous doctoral students and served as conferrer at Tampere University's 2025 doctoral ceremony. His research has been supported by the Academy of Finland and Foundations' Professor Pool (2015-2016), reflecting significant recognition of his scholarly contributions. He maintains active international collaborations with scholars across multiple continents. As founder of the Paulo Freire Center–Finland (2007), Suoranta leads initiatives promoting critical pedagogy in Nordic educational contexts. His work with wikilearning explores digital platforms as democratic spaces for knowledge production, aligning with his broader commitment to educational practices that challenge power structures and promote social justice.
Dr. Lydia Cao is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Toronto's Ontario Institute for Studies in Education (OISE). Her interdisciplinary research examines artificial intelligence in education, immersive technologies, computer-supported collaborative learning, and sustainability education. She advances global dialogues on technology-enhanced pedagogy through public scholarship and invited talks. Her educational background includes a PhD from the University of Cambridge, an MA from the University of Strasbourg, and a B.Ed. from McGill University. She completed postdoctoral fellowships at Harvard Graduate School of Education and OISE, where she led projects on collaborative AI for sustainability challenges. This work earned her the 2025 Outstanding Paper Award from the International Society of Learning Sciences. Dr. Cao's research intersects educational technology, teacher development, and knowledge building. She investigates: AI literacy development for educators Mixed-reality simulations for responsive teaching Cross-community knowledge building for sustainability Generative AI in collaborative learning environments Localization of educational resources across cultures Her publication record demonstrates consistent focus on technology-mediated learning innovations, with recent emphasis on AI transparency, VR-enhanced teacher training, and global education equity. Scientific Recognition: Outstanding Paper Award, International Society of Learning Sciences (2025) She teaches foundational courses on AI in education and maintains active engagement with K-12 practices through prior experience teaching mathematics. Her work emphasizes practical applications of educational research across diverse learning contexts.
Berta Vall Castelló is an Associate Professor at the Faculty of Psychology, Educational Sciences and Sports at Blanquerna. Her research focuses on Intimate Partner Violence , Couples Therapy , and Narrative Psychology , with a strong emphasis on Spain as a cultural and policy context. She leads projects such as Perception of Self-Agency in Women and Fathers’ Rock , which explore psychological well-being and parental roles. Key Research Areas: Intimate Partner Violence Gender Roles Peer Relationships Embodied Responses in Therapy Parent Training and Digital Media Recent Projects: Internal grants for Self-Agency in Women (2023–2024) European Commission-funded CONSENT (2022–2024), addressing youth exposure to online sexually explicit material Fathers’ Engagement (2022), improving child and maternal safety Scientific Trends: Her 15 most recent articles (2025–2013) span Intimate Partner Violence , Romantic Love Theories , Virtual Reality Interventions , and Parent Training Needs . These works emphasize cross-cultural comparisons (Spain/Italy), digital media impacts, and innovative therapeutic models. Labs & Collaborations: Blanquerna Couple and Family Research Group Collaborations with the European Commission and institutions in Italy
Kathryn Crawford, EdD, serves as Associate Professor in the School of Education at Ambrose University, specializing in preservice teacher development and field experiences with emphasis on Universal Design for Learning and ethical inclusion. Her academic credentials include: EdD from University of Calgary MEd from University of Calgary BEd from University of Alberta Research centers on pre-service/early-career teacher identity formation, professional socialization processes, Indigenous pedagogies integration, and critical analysis of field experiences. She co-edited "Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic" (2022) and developed classroom culture modules through Design-Based Research initiatives exploring preservice teacher confidence. Publication trends (2018-2023) reveal concentrated scholarship in pandemic-era teacher education adaptation, Indigenous knowledge systems in pedagogy, and innovative classroom management approaches including escape room design methodologies. Recurring themes emphasize identity negotiation during professional transition and ethical space creation for marginalized epistemologies. Dr. Crawford participates in multi-institutional collaborations such as the classroom culture module project, demonstrating active engagement in teacher education research networks. While specific grant funding details remain undisclosed, her work consistently addresses systemic challenges in preservice preparation through collaborative inquiry frameworks.
Runa Hestad Jenssen serves as Associate Professor in Music Pedagogy at Nord University's Faculty of Teacher Education and Arts and Cultural Studies. A classically trained soprano with extensive performance experience across folk, baroque, and contemporary genres, she bridges professional artistry with scholarly research. Her institutional affiliations include ongoing collaborations through European projects (mustXchange, Teacher Education Academy for Music) and her Fulbright-supported research at the University of Illinois. Her educational background features classical vocal training at Barratt Due Music Institute and the Norwegian Academy of Music, culminating in a 2023 PhD from NTNU titled Voicing dialogues: Exploring kaleidoscopic notions of voice through performative autoethnography . Professor Jenssen's research revolutionizes music education through critical examinations of voice as a gendered, embodied phenomenon. She pioneers feminist posthumanist approaches that deconstruct traditional vocal pedagogy, emphasizing how voice emerges through material-discursive entanglements. Her work on adolescent vocal changes, cultural conceptions of singing, and dialogical arts education creates transformative pathways for inclusive music education. Her prolific publication record (19+ works since 2021) reveals consistent focus on post-qualitative methodologies, with increasing emphasis on cultural literacy, social inclusion, and the politics of voice. Recent scholarship integrates motherhood studies with academic identity formation and expands dialogical arts education for social cohesion. Fulbright scholarship recipient (2023) Lead researcher on three major projects advancing cultural literacy and music teacher education Editorial contributions to significant anthologies on music education and cultural sustainability Professor Jenssen actively supervises doctoral candidates using innovative assessment formats, as evidenced by her co-authored work on alternative dissertation defenses. Her European network spans 13 institutions investigating music teacher education mobility, while the dialoguing@rts project develops practical frameworks for arts-based social inclusion. Current research trajectories explore diffractive methodologies for examining voice in posthumanist contexts and sustainable cultural practices.
Professor Arūnas Sverdiolas serves as Professor and Chief Researcher at the Department of Contemporary Philosophy within the Lithuanian Institute of Culture Research (LKTI) in Vilnius. His academic work bridges Lithuanian philosophical traditions with continental European thought through extensive research, editorial projects, and translations. His research focuses on Philosophy of Culture , Phenomenological Philosophy , and Hermeneutical Philosophy , examining cultural phenomena through interpretive frameworks. Key themes include cultural continuity ('initiation and preservation'), contemporary cultural ontology, and the methodology of humanities. His approach integrates historical analysis with present-day cultural challenges, particularly evident in his recent work 'Culture Here and Now' (2021). Professor Sverdiolas' publication record demonstrates remarkable consistency across five decades: 9 authored monographs including 'Initiation and Preservation' (2015) and 'Culture Here and Now' (2021) Multiple edited volumes of Lithuanian philosophical heritage Significant translations of Ricoeur, Gadamer, and Levinas His scholarly impact is particularly notable in: Documenting Lithuanian philosophical traditions through Stasys Šalkauskis' collected works Developing original hermeneutic models for cultural analysis Bridging continental philosophy with Baltic intellectual contexts Through his editorial leadership and theoretical contributions, Professor Sverdiolas has shaped the landscape of cultural philosophy in Lithuania while establishing connections with broader European philosophical discourse.
Dot McElhone is a Professor in the Curriculum and Instruction Department at Portland State University's College of Education, where she serves as Program Coordinator of the Elementary Graduate Teacher Education Program, lead designer of the Licensure in Elementary Education Program (LEEP), and cohort leader for doctoral students in Educational Leadership. Her work bridges research, policy, and practice to advance educational equity through literacy instruction. Education: PhD in Curriculum and Teacher Education from Stanford University BS in Elementary Education and English from Vanderbilt University Teaching credential from Vanderbilt University Dr. McElhone's research centers on patterns of teacher-student talk around texts, examining how teachers press students to think further about interpretations, elaborate ideas, and support thinking with evidence. She investigates the use of video and discourse analysis for teacher professional development, with particular focus on literacy instruction across career stages. Her work addresses educational equity by generating knowledge to strengthen classroom literacy practices and inform statewide policy decisions, as evidenced by her advisory role with the Oregon Department of Education and Teacher Standards and Practices Commission. Analysis of her recent publications reveals consistent focus on asset-based approaches to teacher education, historically responsive literacy practices, and the development of specialized teacher knowledge for reading comprehension instruction. Her work increasingly incorporates equity-centered frameworks and examines teacher preparation in contested educational spaces. Scientific Awards: National Academy of Education/Carnegie Corporation Pre-Doctoral Literacy Fellow (2008) Steven Stahl Research Grant from International Reading Association ($1,000) Dr. McElhone actively advises doctoral students and has secured significant grant funding including a Spencer Foundation award ($49,932) for examining teachers' specialized knowledge of reader-text interactions, Office of Academic Innovation funds ($190,978) for online course development, and Multnomah Clackamas Regional Educator Network funding ($33,768) for equity-focused summer seminars. She co-leads a project with Portland Public Schools recruiting caregiver volunteers to reinforce foundational literacy skills. As lead designer of PSU's new undergraduate Elementary Education major (LEEP), she has created innovative programming that integrates community partnerships and equity-centered approaches to teacher preparation, working closely with school districts through initiatives like USPREP to strengthen data-driven improvements in teacher education.
Roberto Araya Schulz is a Full Professor at the University of Chile's Institute of Advanced Studies in Education, with a 44-hour working week. He holds a PhD from the University of California (1986) and an MSc from University of Chile (1979). Specializes in STEM education and educational technology Primary research areas: Machine learning in education, cognitive development, gamification His recent publications focus on: Integrating digital platforms in primary education Embodied cognition through hand puppets in math classes Large language models for spatial reasoning development Teacher discourse analysis using neural networks Key research grants include: FONDECYT Postdoctorate (2024-2027) on educational technology integration FONDECYT Exploration Projects (2024-2028) for dialogical teaching strategies IDRC funding (2017-2019) for digital tools in education
Jack M. C. Kwong is a Professor of Philosophy in the Department of Philosophy and Religion at Appalachian State University in Boone, North Carolina. His academic work spans several key areas of philosophy, with a particular focus on understanding fundamental human experiences and intellectual virtues. Dr. Kwong received his B.A. from the University of Lethbridge and his Ph.D. from the University of Toronto. His educational background provided the foundation for his current research trajectory in philosophical inquiry. Dr. Kwong's research centers on Philosophy of Mind, Epistemology (particularly Virtue Epistemology), Metaphysics, and Moral Psychology . He has developed a specialized expertise in examining the nature of open-mindedness and hope from multiple philosophical perspectives. His work on open-mindedness explores it as both an intellectual and moral virtue, examining its social dimensions, relationship to truth-seeking, and role in addressing epistemic injustice. His research on hope investigates its phenomenology, theoretical foundations, and relationship to related emotional states like despair and hopelessness. Dr. Kwong's publication record shows a consistent focus on these core themes, with recent work increasingly addressing the connections between hope, despair, and emotional states. His articles span multiple prestigious philosophy journals, demonstrating both depth in his specialized areas and breadth across philosophical subdisciplines. Dr. Kwong serves as an associate editor for the Journal of Philosophical Research and is a member of the review board for Educational Theory, reflecting his active engagement with the philosophical community. He regularly presents his work at academic venues, with several upcoming talks scheduled through 2025 at institutions including Wake Forest University, Rhodes College, and international workshops in Berlin and Cologne. Dr. Kwong maintains an active research agenda with recent publications exploring despair, hope, and open-mindedness. His work bridges theoretical philosophical inquiry with practical implications for understanding human cognition and emotional experience.
Dr. Donna Peach serves as a Part-Time Lecturer at the University of Salford's School of Health & Society and is affiliated with the Centre for Research on Inclusive Society. With a career spanning from 1985 in social work, she brings extensive practical experience to her academic role, having worked therapeutically with children, served in senior management positions, worked with CAFCASS, and acted as an expert witness for family courts. Since joining the university in 2013, she has developed a robust research profile while maintaining an active consultancy practice. PhD in The lived experience of prospective adoptive parents in 21st Century Britain (2017) MSc Family & Child Psychology (2012) BSc Psychology (Hons) (2011) Postgraduate Certificate in Academic Practice (2015) Higher Education Diploma in Social Work (1995) Dr. Peach's research operates within a critical social psychology paradigm, examining adoption, childhood sexual abuse and exploitation, parenting, familial relationships, and social policy through lenses of power relations, feminist theory, and social protest. Her methodological approach emphasizes qualitative inquiry with pluralism, dialogism, phenomenology, and discourse analysis. She has developed particular expertise in understanding the experiences of vulnerable populations, especially children and young people facing exploitation or navigating complex care systems. Her publication record demonstrates consistent scholarly output across multiple formats, with significant contributions to understanding child sexual exploitation, adoption practices, and mental health impacts on professionals working with vulnerable populations. Her 2025 book chapter on PhDForum reflects her innovative approach to creating academic community spaces in digital environments. Higher Education Academy Senior Fellow (2024) Higher Education Academy Fellow (2015) Expert Panel Member for HMICFRS Inquiry (2022-2023) Member of UKRI Talent Peer Review College (2024) Dr. Peach actively supervises doctoral candidates using qualitative or mixed-method approaches, currently guiding two students through professional doctorates examining pastoral staff wellbeing and the experiences of asylum-seeking youth transitioning to adulthood. Her consultancy work complements her academic role, with recent projects including the AEGIS initiative addressing healthcare access for children seeking asylum and evaluations of various social care programs across the UK.
