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Karen Mundy is a Professor of Educational Leadership and Policy at the University of Toronto's Ontario Institute for Studies in Education (OISE), cross-appointed to the Munk School of Global and Public Affairs. She holds the distinction of being a former Canada Research Chair (2002-2012) and has served as Associate Dean of Research and Innovation (2012-2014) and Director of the Comparative, International and Development Education Centre (CIDEC) at OISE (2002-2011). Dr. Mundy's research interests focus on education in the developing world , the global politics of 'education for all', educational policy and reform in Sub-Saharan Africa, and the role of civil society organizations in educational change. Her scholarly work bridges academic research with practical policy implementation, making significant contributions to both theoretical understanding and real-world educational challenges globally. Her recent publications demonstrate a strong focus on foundational learning challenges, particularly literacy and numeracy in low-income countries, as well as responses to educational disruptions like the COVID-19 pandemic. Her influential 2021 article 'Why Do We Keep Failing to Universalize Literacy?' critically examines global education architecture and challenges prominent actors like the Gates Foundation to rethink their approaches to educational reform. Two-time winner of the Bereday award for best article in the Comparative Education Review (1998, 2015) Named among Canada's 10 best educators by Time Magazine (2002) President of the Comparative and International Education Society (2014-2015) Dr. Mundy has supervised more than two dozen PhD students to completion and has received research funding from major organizations including the Gates Foundation. Her practical policy work includes serving as Chief Technical Officer at the Global Partnership for Education (2018-2022), where she led the development of strategic frameworks and built the Education Policy and Performance Team from one person to a group of 25 technical experts. She has advised numerous international organizations including the World Bank, UNESCO, UNICEF, and the Mastercard Foundation.

• Education in the developing world
• Global politics of education for all
• Educational policy and reform in Sub-Saharan Africa
• +5 more

Afsoun Afsahi holds a PhD in Political Science from the University of British Columbia (UBC) and is currently a Post-doctoral Researcher at Goethe-Universität in Germany. She specializes in Political Theory, with a focus on deliberative democracy, multiculturalism, gender dynamics, and innovative research methodologies. Her doctoral work explored deliberative democracy frameworks, multicultural policy evaluation, and gender disparities in civic engagement. Afsahi’s recent research examines regulatory mechanisms for speech in liberal democracies and the application of the all-affected principle through justice frameworks. Education: PhD in Political Science, University of British Columbia Research Interests: Deliberative democracy theory and practice Multiculturalism policy analysis Gender equity in public participation Quantitative and experimental methodology development Ethical speech regulation in pluralist societies Awards: Post-doctoral Fellowship, Goethe-Universität, Germany (2017) Advising & Grants: While specific grant details are not mentioned, her work demonstrates sustained engagement with foundational research questions in political theory and applied democratic practices. Her academic trajectory reflects a focus on bridging theoretical insights with practical governance challenges.

• Political Theory
• Multiculturalism
• Gender Studies
• +3 more

Dr. Jessica Ruglis is an Associate Professor in the Department of Educational and Counselling Psychology (ECP) at McGill University's Faculty of Education. Her work focuses on participatory research methodologies, social determinants of health, and youth development. She holds interdisciplinary expertise in public education, public health, and social policy, with a commitment to equity and social justice frameworks. Dr. Ruglis earned her Ph.D. in Urban Education (CUNY, 2009), MPH in Community Health (Hunter College, 2009), MAT in Science Education (Union College, 2002), and B.S. in Human Biology (SUNY Albany, 2000). She completed a W.K. Kellogg Health Scholars Postdoctoral Fellowship (Johns Hopkins, 2009-2011). Her research revolves around three axes: 1) Institutions shaping youth development, 2) Social determinants of health/education, and 3) Participatory research methods. Key themes include school disengagement, community-based interventions, and policy advocacy. She has published extensively on topics like PAR methodologies, youth voice, and health equity. Recent work explores art as a practice in health research and policy. Her articles analyze youth resistance (2020), Montreal disengagement (2017), and school health reforms (2010). She serves on editorial boards and non-profit boards like Chalet Kent and Uptown Institute. Dr. Ruglis supervises graduate students in M.Ed. programs and has advised on over 20 research projects. She emphasizes interdisciplinary training, particularly in cohort models for healthy adolescent development.

• Social determinants of health
• Youth development
• Education policy
• +7 more

David Dyzenhaus is a University Professor of Law and Philosophy at the University of Toronto and holds the Albert Abel Chair of Law . He is a Fellow of the Royal Society of Canada and a Corresponding Fellow of the British Academy , with a distinguished career spanning institutions in South Africa, England, Canada, Singapore, New Zealand, Hungary, Mexico, and the USA. Education: B.A. (University of the Witwatersrand, 1977); LL.B. (University of the Witwatersrand, 1979); D.Phil. (University of Oxford, 1988) Academic Appointments: University of Toronto Faculty of Law (1989–present) Associate Dean of Graduate Studies (2002–2010) Global Visiting Professor, NYU Law (2008, 2013) Wissenschaftskolleg zu Berlin Fellow (2016–17) Guggenheim Fellow (2020–21) Humboldt Research Award (2024–25) Research Focus: Dyzenhaus's work centers on Legal Philosophy , Constitutional Law , Rule of Law , and Emergency Jurisprudence . He explores intersections between Political Philosophy and Comparative Law , analyzing how legal systems address Authoritarianism , Transitional Justice , and Human Rights in crisis contexts. Publications: His scholarship includes 15+ books and 32+ articles, examining Legal Positivism , Carl Schmitt's Exception Theory , and South African Apartheid Law . Key works address Hobbesian Constitutionalism , Hayekian Legal Theory , and Comparative Constitutionalism in Commonwealth nations. Scientific Awards: Royal Society of Canada (1999) Corresponding Fellow, British Academy (2021) Guggenheim Fellowship (2020–21) SSHRC Gold Medal (2023) Humboldt Research Award (2024–25) Advising & Grants: As a leading scholar in Constitutional Theory and Administrative Law , Dyzenhaus has edited the University of Toronto Law Journal and co-edited the Cambridge Studies in Constitutional Law series. He has held research grants for projects on Rule of Law in Crisis and Comparative Constitutionalism . Labs & Collaborations: Dyzenhaus collaborates with institutions like the Wissenschaftskolleg zu Berlin and All Souls College, Oxford , focusing on Legal Theory and Global Constitutionalism .

• Administrative Law
• Comparative Law
• Legal Theory
• +5 more

Diane Borsato is an Associate Professor in the Department of Studio Art at the University of Guelph’s School of Fine Art and Music. She holds a BFA from York University, an MFA from Concordia University, and an MA in Performance Studies from New York University’s Tisch School of the Arts. Her interdisciplinary practice merges art, ecology, and social engagement, focusing on themes like food systems, environmental learning, and human-nature interactions. Research & Teaching Borsato coordinates the Experimental Studio program, teaching courses on art and everyday life, including Food and Art, Walking, and LIVE ART. Her work explores interventionist practices, performance, and participatory projects, often collaborating with dancers, naturalists, and community groups. Notable projects include Orchard (a public art initiative planting rare fruit trees), Outdoor School (a book and series of environmental workshops), and Your Temper, My Weather (a durational beekeeper performance). Exhibitions & Awards Her work has been exhibited globally, including the Art Gallery of Ontario, Vancouver Art Gallery, and institutions in France, Germany, and Japan. She received the Victor Martyn-Lynch Staunton Award (2012) and two Sobey Art Prize nominations. Recent projects include Mushrooming: The Joy of the Quiet Hunt (2022), a book blending fungal biology with art, and Falconers (2021), a video exploring raptor movement with dancers. Community Projects Borsato’s Swimming with Mathematicians (2018) brought artists and scientists together in glacial waters, while Cloud Party (2017) transformed museum tours into meteorological learning experiences. She also leads initiatives like ALL THE NAMES FOR EVERYTHING (2017), decolonizing nature education through Indigenous and scientific perspectives. Labs & Collaborations Her Walking Studio (2012–present) is a mobile field lab for outdoor research. Projects like Outdoor School and collaborations with institutions like the Banff Centre highlight her commitment to site-responsive practices and interdisciplinary dialogue.

• Art and Ecology
• Contemporary Art
• Performance Art
• +3 more

Clelia O. Rodríguez is a Senior Lecturer in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE), University of Toronto. She holds a MA and PhD from the University of Toronto. Her work focuses on decolonizing academia, Indigenous studies, global education, and land-based teaching methodologies. Dr. Rodríguez has taught in Ghana, the U.S., Nepal, Jordan, and Chile, and currently serves as a Policy Gender Advisor with Global Affairs Canada in Tanzania. Education: PhD and MA, University of Toronto Prior roles: Assistant Professor at University of Ghana, Professor of Human Rights in a Study Abroad program Her research explores memory biography, literary and cultural studies through a decolonial lens. She critiques 'one-size-fits-all' approaches in sustainability and academia, advocating for Indigenous knowledge systems. Her recent book Decolonizing Academia analyzes oppression structures in global educational institutions. Awards include the 2022 ACPA Latinx Network Service Award for supporting Latinx students/professionals and multiple teaching excellence nominations at OISE. She founded SEEDS for Change, a transnational collective co-creating land-based educational frameworks with Black, Indigenous, and Global Majority educators.

• Decolonizing
• Indigenous Studies
• Global Education
• +3 more

Ellen Waterman is a Professor in the School for Studies in Art and Culture at Carleton University, holding the Helmut Kallmann Chair for Music in Canada. Her interdisciplinary research bridges music, sound studies, improvisation, and social change, with a focus on Environmental and acoustic ecology d/Deaf and disability-led music Community-engaged research-creation Experimental pedagogy . She co-facilitates the Listening to Social Transformation through Engagement Network (LiSTEN) and directs the Research Centre for Music, Sound, and Society in Canada . Her research-creation explores embodied listening , as seen in her instructional score Bodily Listening in Place (2022). Waterman’s work has been supported by collaborations with institutions such as the Lotus Centre for Special Music Education and the National Arts Centre Orchestra . She actively supervises graduate students in the Music and Culture MA and Cultural Mediations PhD programs. Waterman’s recent publications analyze interdisciplinary sound practices improvisation’s role in social equity critical re-evaluations of R. Murray Schafer’s legacy inclusive music technology applications . She contributes to open-access scholarship through editorial roles at Critical Studies in Improvisation/Études critiques en improvisation and Music Research Annual . Projects led by Waterman include: Resonance : community-engaged research-creation with 2SLGBTQIA+ and Deaf communities Expanding the Music Circle : all-abilities improvisation initiatives Reimagining the Global Music Ensemble : decolonizing post-secondary world music pedagogy .

• Music and Sound Studies
• Improvisation
• Performance Ecologies
• +7 more

Shirley Anne Tate is a Professor of Sociology at the University of Alberta, Canada, and holds the Canada Research Chair Tier 1 in Feminism and Intersectionality. She is also an Honorary Professor at Nelson Mandela University (South Africa) and a Visiting Professor at Leeds Beckett University (UK). Her research focuses on Black decolonial feminism, institutional racism, and anti-racist aesthetics, with a particular emphasis on Caribbean and diasporic perspectives. She has published extensively on topics such as intersectional racism, decolonization, and the racialized body. Education: PhD, MPhil, MA (all unspecified), BEd (Honours). Teaching includes courses on colonialism, postcolonialism, globalization, and race/gender/culture. She leads the Antiracism Lab, a comparative research initiative addressing racism in universities across multiple countries. Her work bridges theory and activism, emphasizing decolonial methodologies and Black feminist thought. Research interests include critical race theory, Black cultural studies, and antiracist pedagogy. Recent publications analyze vaccine hesitancy among Black Canadians, European BIPOC feminisms, and the politics of beauty in racialized contexts. She actively advises PhD students and collaborates internationally to advance anti-racist academic transformation. Her contributions extend to institutional reform, advocating for universities to confront systemic racism through decolonial frameworks. Current projects explore Black feminist approaches to decolonization and the intersection of race, gender, and globalization.

• Cultural Studies
• Black Feminist Diaspora Studies
• Institutional Racism
• +5 more

Jane Sinden serves as an Associate Professor in the Kinesiology and Physical Education Department at Redeemer University , where she has integrated her academic expertise with her extensive athletic background. Holding a Ph.D. in Education (2007) and an M.Ed. in Cognition and Learning (2000) from Brock University, her work bridges clinical sport psychology with Christian educational philosophy . Ph.D. in Education (University of Western Ontario) M.A. in Counselling (Westminster Theological Seminary, in progress) M.Ed. in Cognition and Learning (Brock University, 2000) B.P.E. Hon. in Physical Education (Brock University, 1998) B.A. Hon. in Economics and Politics (Queen’s University, 1992) Her research interests focus on the emotional health of athletes , spiritual-emotional development , and mental health in sports . She advocates for emotion education through a Christian perspective , addressing issues like burnout in sport , health problems in female athletes , and theological integration in physical education . Her publications consistently explore the intersection of emotion, health, and spirituality in athletic contexts. Notable themes include the normalization of emotional suppression in elite sports, health advocacy , and Christian frameworks for emotional development . Scientific Awards and Recognitions : 2006-2007 Internal Research Grant ($2,000) 2006 Teaching Award Nomination 2006 CAAWS WISE Scholarship nomination 2002 Ontario Graduate Scholarship ($17,000) 2000 Presidents Scholarship Graduate Studies ($18,000) 2000 Academic All Canadian (Royal Bank of Canada) 1997 Student/Athlete of the Year at Brock University Service and Community Involvement : Mentor/Spiritual Counselor Sport Psychologist/Consultant Worship Leader Speaker on Christian athlete development Exercise Instructor Bible teacher

• Emotions in Sport
• Health in Athletic Populations
• Spiritual-Emotional Development of Athletes
• +5 more

David Bakhurst is the George Whalley Distinguished University Professor and Charlton Professor of Philosophy at Queen’s University, Kingston, Ontario, where he has taught since 1990. He also holds visiting positions at institutions such as All Souls College, Oxford, and the Institute of Education of the University of London. His primary affiliations include the Department of Philosophy within the Faculty of Arts and Science at Queen’s University. Dr. Bakhurst’s educational background includes a B.A. (Hons) from Keele University (1982) and a Ph.D. from the University of Oxford (1985), where he studied under John McDowell. His research focuses on Russian Philosophy and Psychology, Moral Philosophy, and the Philosophy of Education. He has woven these areas into interdisciplinary work, particularly exploring the intersection of Soviet thought and contemporary educational theory. His research interests span epistemology, metaphysics, applied ethics, and the history of philosophy, with a strong emphasis on Russian thinkers like Vygotsky and Ilyenkov. Recent work includes analyzing Ilyenkov’s Hegelian influences and Vygotsky’s concept of ‘perezhivanie’ (affective experience). His publications often bridge philosophical theory with practical educational challenges, emphasizing the role of activity theory in understanding human development. Dr. Bakhurst has been recognized with prestigious honors, including Fellowship in the Royal Society of Canada (2016) and editorial roles such as Executive Editor of the Journal of Philosophy of Education (2021–present). His recent contributions include public talks on Soviet philosophy and collaborative efforts with international academic groups, reflecting his commitment to global intellectual exchange. As an educator, he teaches courses like Epistemology and Metaphysics , Philosophy of Psychology , and 20th-Century Philosophy . His career includes leadership roles, such as Head of the Philosophy Department at Queen’s University (2000–2011), and international collaborations with institutions in Russia, Australia, and the UK.

• Russian Philosophy
• Moral Philosophy
• Philosophy of Education
• +4 more

Steven Palmer is a Professor and Canada Research Chair in History of International Health at the University of Windsor's Department of History (Faculty of Arts, Humanities, and Social Sciences). His work bridges historical research with public health, medical film analysis, and local cultural preservation. He has organized major conferences like the 2016 Knowledge Networks and Health Innovation colloquium and has been awarded SSHRC grants for societal challenges research. Palmer’s research spans Latin American public health systems, medical film history, and Canadian nursing education history, with notable publications on Cuba’s first republic (1902–1959) and the impact of 1967’s shocking medical documentary 'Miracles in Modern Medicine'. Awards : American Association for the History of Medicine Book Award (2017), SSHRC Insight/Development Grants (2024) Key Projects : Archival work on the Chatham Coloured All Stars, nursing education history at the Metropolitan School of Nursing, and documentary film collaborations Research interests emphasize interdisciplinary approaches, combining history with film studies, public health policy, and cultural analysis. His 2017 work on 'Medicine and Public Health in Latin America' and 2016 conference on health innovation reflect his focus on global health knowledge networks. Recent grants (2024) support ongoing societal challenges research. Grants & Funding : SSHRC grants totaling over $200k, Canada Research Chair funding Teaching & Mentoring : Department head roles, supervision of student research initiatives

• History of Medicine
• Public Health in Latin America
• International Health Policy
• +4 more