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Erika ZavaletaView profile

Professor

• Conservation Biology
• Climate Change Adaptation
• Biodiversity Conservation
• +4 more

Erika Zavaleta is a Professor of Ecology and Evolutionary Biology at the University of California, Santa Cruz (UCSC), affiliated with the College of Biological Sciences. She leads the Conservation Science & Stewardship Lab, focusing on global change ecology, biodiversity conservation, and equitable conservation practices. Her work bridges ecological theory with applied conservation, emphasizing climate adaptation, ecosystem resilience, and social-ecological justice. Education: BA/MA in Anthropology and PhD in Biological Sciences from Stanford University (1995–2001). Roles: Director of the Doris Duke Conservation Scholars Program, Founder of CAMINO (Center to Advance Mentored, Inquiry-Based Opportunities), and member of the California Fish and Game Commission. Recognized as an HHMI Professor and ESA Fellow. Research: Studies climate impacts on alpine species (e.g., Rosy-Finches), biodiversity loss, and conservation strategies. Recent work addresses inequities in coastal restoration and Indigenous land management practices. Collaborates with NGOs, agencies, and communities to integrate science into policy. Awards: ESA Excellence in Ecology Scholar (2021), Commitment to Human Diversity in Ecology Award (2021), MacArthur Chair (2021), and Howard Hughes Medical Institute Professorship (2017). Education Initiatives: Champions inclusive field education, mentorship programs, and anti-racist reforms in STEM. CAMINO supports underrepresented students through research internships and peer networks. Key Projects: UC Center for Climate-Adaptive Biodiversity Conservation, cultural burning partnerships with Indigenous communities, and evaluations of climate adaptation policies.

• Education
• Educational Technology
• Pedagogy
• +4 more

Isabel Álvarez Cánovas is a Professor at the Autonomous University of Barcelona, affiliated with the Department of Theory and History of Education. Her research focuses on education theory, educational technology, pedagogy, and the societal impacts of the Information Age. She has directed 8 doctoral theses, including studies on intercultural education, nursing ethics, and mindfulness in schools. Her work spans collaborative learning, digital pedagogy, and curriculum design. Notable contributions include exploring restorative practices in schools, technology transfer between universities, and mindfulness-based interventions for children. She co-authored influential papers on bimodal curricula and creative play in digital environments. Her research bridges theoretical frameworks with practical educational challenges, emphasizing innovation and inclusivity.

• Disability Studies
• Inclusive Education
• Belonging
• +3 more

Hanne Vandenbussche is a postdoctoral researcher at Ghent University's Faculty of Psychology and Educational Sciences , affiliated with the Department of Special Needs Education . Her work bridges disability studies , inclusive education , and belonging through interdisciplinary methodologies. Her research interrogates exclusion mechanisms in educational systems, focusing on early childhood education , transition to adulthood , and equity in care practices . Notable collaborations include scholars like Elisabeth De Schauwer and Geert Van Hove, with publications analyzing accessibility barriers , counterstories , and decolonial approaches to inclusion. Selected publications (2025–2018) reveal methodological innovation in documentary practices , diffractive lenses , and walking-with participatory methods. Despite no formal awards listed, her work has been cited in policy evaluations and transnational inclusive education frameworks.

Farah AhmedView profile

Research Fellow

• Islamic Education
• Dialogic Pedagogy
• Indigenous Research Methodologies
• +3 more

Farah Ahmed is a Senior Research Associate at the University of Cambridge's Faculty of Education and a Research Fellow at Hughes Hall College. She holds a PhD from the University of Cambridge, specializing in dialogic pedagogy within Islamic educational contexts. Her work focuses on revitalizing traditional Islamic educational practices like halaqah (dialogic learning circles) to foster 'shakhsiyah Islamiyah'—a holistic concept of Muslim identity encompassing autonomy, spirituality, and ethical reasoning. She leads the 'Reorienting Education in Muslim Contexts towards Awe and Wonder' initiative, funded by the Templeton Foundation, and founded the Islamic Educator Learning Community, an online platform for teacher professional development. Her research intersects dialogic education, Southern theory, and indigenous methodologies, emphasizing community-led innovation. She collaborates with global networks like the Cambridge Educational Dialogue Research Group and T-SEDA. Educationally, she teaches courses on educational dialogue and supervises PhD students in Islamic education. She is affiliated with multiple organizations including the Philosophy of Education Society of Great Britain and the Chartered College of Teaching. Key contributions include developing dialogic halaqah curricula for Shakhsiyah Schools and theorizing the role of awe/wonder in Islamic education. Her work bridges classical Islamic thought with contemporary pedagogical practices, addressing challenges in both madrasah and mainstream educational systems. Education: PhD (Cambridge), MEd (Cambridge), PGCE (Institute of Education, London), BA (Bristol) Affiliations: Hughes Hall College, CEDiR Research Group, T-SEDA Team Awards: Founding Fellow of the Chartered College of Teaching, Fellow of the Higher Education Academy Her recent projects include convening the Cambridge Dialogues network and authoring books like Dialogic Halaqah: A Guide for the Muslim Educator . She actively engages in teacher training initiatives and global educational dialogues, emphasizing intercultural exchange and sustainable professional development.

• Midwifery
• Maternal and Child Health
• Healthcare Education
• +4 more

Dr. Megan Cooper is an Adjunct Professor in the College of Nursing and Health Sciences at the University of South Australia and a Full Member of the Caring Futures Institute. Her academic career includes a PhD from the University of South Australia (2016), a Bachelor of Midwifery (2009), and postgraduate studies in Health Sciences and Digital Learning. Her research focuses on midwifery practice, maternal and child health, ethical dimensions of care, and interprofessional education. She has contributed to over 68 peer-reviewed publications, including influential works on water immersion in labor, antenatal screening, and Indigenous data methodologies. Dr. Cooper holds leadership roles such as SA Branch Chair of the Australian College of Midwives and serves on editorial boards like Heliyon . Key recognition includes the 2022 Fellowship of the Australian College of Midwives and a 2023 Excellence Award finalist nod. She has supervised two PhD students and actively engages in policy advocacy, guideline development (e.g., LEAPP Guidelines), and educational reforms to enhance midwifery care and interprofessional collaboration. Her work aligns with UN Sustainable Development Goals related to health equity and education, emphasizing culturally safe practices and systemic improvements in maternal care.

Rachel SheffieldView profile

Professor

• STEM Education
• Science Teacher Education
• Makerspace Learning
• +5 more

Professor Rachel Sheffield is a Professor in the School of Education within the Faculty of Humanities at Curtin University, Western Australia. She has established herself as a leading educator and researcher in STEM education, with a particular focus on science teacher preparation and innovative teaching approaches that foster scientific literacy among pre-service teachers. Her educational philosophy centers on translating industry experience as a science teacher to teacher training students in ways that help them build their professional identity. She emphasizes creating communities of primary teacher practitioners who are scientifically literate, confident, and competent to inspire their own students. Professor Sheffield's research interests include: STEM and STEAM education integration in classrooms Makerspace approaches for STEM learning Online scaffolded approaches to science inquiry Digital andragogy in tertiary teaching and learning Sustainability education and developing sustainable mindsets Women's experiences and leadership in STEMM fields Cross-cultural STEM education, particularly with Asian countries Her recent publications demonstrate a strong international focus, with numerous collaborations between Australian and Asian institutions. She has developed several online resources for science inquiry learning, including websites focused on kitchen science and water investigations. Professor Sheffield has received significant recognition for her contributions to education: 2018-2019: STEMM International Homeward Bound 2017: Curtin Academy Fellow 2017: SHEA Fellow 2016: OLT National Citation for Excellence in Teaching 2016: Endeavour Fellowship to collect, curate and digitize teaching artifacts in Lao PDR 2016: ISTE STEM Award 2015: HERDSA Fellow 2014: Curtin Excellence and Innovation in Teaching Award She has secured substantial research and teaching grants, including multiple $264,000 New Colombo Plan Mobility grants for international study programs in India, Malaysia, Singapore, and Sri Lanka. Current projects explore AI applications in education, pandemic impacts on teaching, and cross-cultural STEM initiatives. Professor Sheffield maintains active international collaborations, particularly with Indian institutions, focusing on developing digital STEM professional learning platforms and examining primary students' engagement with STEM through makerspace approaches.

Joshua ParmenterView profile

Assistant Professor

• Counseling Psychology
• LGBTQ+ Mental Health
• Intersectionality
• +12 more

Dr. Joshua Parmenter is an Assistant Professor in the Counseling Psychology program at the University of Missouri, College of Education. His work critically examines the intersection of systemic oppression and mental health within LGBTQ+ Black, Indigenous, and People of Color (BIPOC) communities. He employs both qualitative and quantitative methodologies to understand identity development, resilience, and health disparities. Dr. Parmenter's research is grounded in intersectionality and social justice, focusing on how racism, White supremacy, heterosexism, cisgenderism, homonormativity, and transnormativity affect psychological well-being. He also investigates protective factors such as community resilience and identity-based strengths. His expertise includes trauma, substance use, Dialectical Behavior Therapy (DBT), gender-affirming care, and sexual health, informing both clinical practice and systemic change. His research agenda emphasizes not only therapeutic interventions but also the role of psychologists in transforming oppressive social structures and policies. As part of his academic contributions, he is involved in measure development and qualitative inquiry. He is currently accepting new doctoral students for the 2025-2026 academic year, indicating active mentorship and research supervision. LGBTQ+ Mental Health Intersectionality Resistance and Social Justice Qualitative Methods Measure Development Dr. Parmenter earned his Ph.D. in Combined Clinical/Counseling Psychology from Utah State University and completed his clinical internship at the San Francisco VA Medical Center, which has shaped his integrative approach to research and practice.

Jennifer JamesView profile

Associate Professor

• Bioethics
• Medical Humanities
• Social Work
• +7 more

Jennifer James is an Associate Professor in Residence at the Institute for Health & Aging within the University of California San Francisco (UCSF). Her interdisciplinary work bridges bioethics, medical humanities, and social work to address structural inequities in healthcare. Key research themes include: Black feminist bioethics , reproductive justice , and carceral medicine critiques Current focus areas: Dementia caregiving disparities , genomic risk communication , and decarceration health strategies Her publications demonstrate methodological diversity spanning qualitative studies, scoping reviews, and intersectional analyses. Recent work explores: Culturally safe healthcare for Indigenous/ethnic minority women Psychedelic plant medicine and gender-expansive health Compassionate release policies during pandemics Email: jennifer.james@ucsf.edu

• Educational Equity
• Critical Race Theory in Education
• ESL (English as a Second Language)
• +3 more

Sherry Marx is a Professor at Utah State University within the Emma Eccles Jones College of Education and Human Services , specifically affiliated with the School of Teacher Education & Leadership . Her work focuses on addressing systemic inequities in education through critical race theory, qualitative methodologies, and culturally responsive pedagogy.

Catherine ThieleView profile

Lecturer

• Education Policy
• Datafication of Education
• Affect Theory
• +5 more

Dr Catherine Thiele is a Lecturer in Education at the School of Education and Tertiary Access, University of the Sunshine Coast. She holds a PhD in Education and a Master of Education from the University of Sunshine Coast, and a Bachelor of Education (Early Childhood Education Honors) from Queensland University of Technology. Her research focuses on the datafication of education, affect theory, and the impact of data-driven practices on teacher subjectivity and pedagogy. PhD in Education (University of the Sunshine Coast) MEd (Queensland University of Technology) BEd(ECE Hons) (Queensland University of Technology) SFHEA (Senior Fellow of the Higher Education Academy, UK) Catherine’s research explores the affective intensities of teacher-data interactions through post-qualitative inquiry, focusing on how data visualizations and standardized assessment tools reshape teacher roles. She investigates the interplay between educational policy, digital platformization, and pedagogical practices, particularly in regional, rural, and remote education contexts. Her recent publications analyze data walls, social media’s impact on teacher agency, and rural teacher recruitment strategies. Her work includes grants like the Department of Education-funded study on leadership strategies in Far North Queensland (2021-2023). Scientific awards include the 2024 Deans Outstanding Thesis Award and 2019 Australian Rural Education Award. She is a member of the International Teacher Education Research Collective and Indigenous and Transcultural Research Centre. 2024 Deans Outstanding Thesis Award (UniSC) 2024 UniSC Nominee for Ray Debus Award (AARE) 2019 Australian Rural Education Award (SPERA) Catherine teaches courses such as 'Teaching Mathematics in the Early Years' and 'Professional Experience: Orientation to Teaching and Learning'. She leads research initiatives on data visualizations in schools and is part of the International Teacher Education Research Collective, focusing on ethics and policy innovation.

Jasper CoppesView profile

Tutor

• Artistic Research
• Filmmaking
• Environmental Art
• +5 more

Jasper Coppes is an artist, writer, and filmmaker based in Amsterdam serving as a core tutor for theory and writing at the MA Artistic Research program at the Royal Academy of Art, The Hague (KABK) since 2013. He actively contributes to the institution's research culture as a member of the Design Lectorate Research Group 2021. His educational background includes graduation from the Gerrit Rietveld Academie (2008), a fellowship at the Jan van Eyck Academie in Maastricht (2010-2011), and an MLitt in Fine Art Practice from Glasgow School of Art. His research practice is inseparable from his artistic work, focusing on field-based investigations of material and immaterial environmental conditions. Coppes' artistic research explores the transformation of spaces through filmmaking and writing, with particular emphasis on environmental issues in Dutch landscapes. His methodology treats the camera, image, and sound as research tools while valuing the relationships formed during production as integral to the research process. He has developed distinctive approaches to using fiction as a research tactic that complements rather than replaces journalistic coverage of ecological issues. His major project 'Shallow Lake' investigates toxicity in the Maas and Waal river areas through the lens of metabolic rift theory, examining whether artistic interventions can transform polluting materials into nourishment. This work engages with concepts of fertile sediment, environmental debris, and New Nature, adapting collaboration methods when community participants expressed legal concerns. Notable exhibitions include 'Kali Waal' puntWG (2024), 'Fragments from Shallow Lake' (2022), and 'Our Living Soil' (2022) International presentations at International Film Festival Rotterdam, Glasgow International Festival, and various European venues Collaborations with scholars like Anna Krzywoszynska and practitioners across art-science boundaries In teaching, Coppes champions 'essayistic awareness'—guiding students to use writing as a parallel thinking process rather than documentation of studio work. He has organized thematic research days on topics like toxicity, featuring experts from curation, filmmaking, and ceramic arts, strengthening connections between artistic practice and theoretical inquiry.

Christopher CharlesView profile

Assistant Professor

• Mathematics Education
• Curriculum and Instruction
• Teacher Education
• +3 more

Christopher Charles is an Assistant Professor in the Curriculum, Teaching and Learning (CTL) department at the University of Manitoba's Faculty of Education. He joined the university on July 12, 2021, following a 30-year career in mathematics education spanning Dominica, Canada, and international contexts. Ph.D. (2020), University of Alberta M.Ed. (2015), University of Alberta B.Ed. (2010), University of the West Indies Teacher Certification (1995), New Mexico State University & Dominica Teachers College His research focuses on: Inquiry-based teaching strategies Learners generating examples as pedagogy Teachers' and students' lived experiences with inquiry-based methods Integration of Indigenous perspectives in mathematics education Dr. Charles has served as a Numeracy Specialist for Dominica's Ministry of Education and contributed to curriculum development projects. He currently sits on the CERJ Editorial Board and the CCSLC mathematics Subject Panel.

Shiv GaneshView profile

Professor

• Communication Studies
• Globalization
• Digital Technologies
• +5 more

Shiv Ganesh is Professor of Communication in the Department of Communication Studies at the Moody College of Communication, University of Texas at Austin. He joined UT Austin in 2019 after serving as Professor and Head of the School of Communication, Journalism and Marketing at Massey University, New Zealand. His PhD was awarded by Purdue University in 2000. He chaired global engagement initiatives at Moody College (2019-2023) and the International Communication Association (2019-2023). Ganesh's research explores communication, collective organizing, and technological transformations within globalization contexts. Key themes include: Digital technologies' impact on activism and social movements Transparency and sustainability in global supply chains Ethnographic analysis of dialogue, conflict, and resistance Critical/poststructural approaches to organizational communication Fieldwork spans India, New Zealand, Sweden, and the United States. His publications (2018-2025) predominantly analyze visibility, digital organizing, and sustainability through qualitative lenses. Recent works emphasize: Labor rights in global supply chains Indigenous data ethics Generational shifts in globalization research HIV/AIDS sexuality narratives LGBTQ+ intersectional vulnerabilities Methodologically, they advance critical discourse analysis, ethnography, and case studies. Awards & Recognition: Fellow, International Communication Association (2021) Multiple research awards from International Communication Association Multiple research awards from National Communication Association Grants include: Swedish Foundation for Strategic Environmental Research (Mistra): Environmental reporting in UN Global Compact Network; Sustainability in cotton supply chains Swedish Research Council: Advocacy among indigenous communities displaced by environmental reserves Royal Society of New Zealand Marsden Foundation: Digital engagement in global activist networks Marsden Foundation Fast Start: Global social justice activism He mentors graduate researchers and serves on editorial boards for leading journals including Communication Monographs and Management Communication Quarterly.

• History Education
• Geography Education
• Citizenship Education
• +7 more

Kevin Péloquin serves as an Adjunct Professor in the Department of Didactics within the Faculty of Educational Sciences at the University of Montreal. His academic work focuses primarily on history and geography education at the primary level, with a particular emphasis on innovative teaching approaches and the integration of technology in social sciences education. Péloquin's research interests center around material culture and object-based learning in history and geography education. He investigates how artifacts, graphic novels, video games (particularly Assassin's Creed's Discovery Tour), virtual reality, and field experiences can enhance students' historical empathy, critical thinking, and geographical reasoning. His work frequently explores how these tools can promote multiperspectivity and emotional engagement in primary social sciences education. Analysis of his recent publications (2023-2024) reveals a strong focus on integrating digital technologies with traditional educational approaches. His research demonstrates how virtual field trips to historical sites like the Acropolis of Athens can complement physical visits, and how graphic novels can help primary students understand societal changes and territorial organization. There's a consistent theme of using material culture to promote cultural diversity awareness and critical historical thinking. Péloquin actively participates in numerous academic conferences, particularly in Quebec and internationally, sharing his research on innovative approaches to history and geography education. His collaborative work with colleagues like Marie-Andrée Éthier and David Lefrançois demonstrates strong interdisciplinary connections within the educational research community. His teaching responsibilities include courses such as DID2205 (Human Sciences in Primary Education), DID3209 (Didactics of Human Sciences in Primary Education), and DID6302 (Didactics of Social Universe in Primary Education), all related to primary teacher education in social sciences.

Janet ScullView profile

Associate Professor

• Language and Literacy Acquisition
• Early Childhood Literacy Education
• Phonics Instruction
• +5 more

Associate Professor Janet Scull is a leading scholar in language and literacy education at Monash University’s School of Curriculum Teaching & Inclusive Education. With expertise in early literacy acquisition, phonics instruction, and bilingual education, she contributes to systemic teaching frameworks and teacher training programs. Her work bridges research and practice through collaborations like the Literacy Acquisition for Pre-Primary Students (LAPS) project and the Abecedarian Approach Australia initiative. Active researcher in Indigenous literacy and early childhood education Reading Recovery Trainer with global impact Collaborates with institutions in Australia, UAE, and Canada Janet’s research examines how children develop reading comprehension through oral language and contextually rich pedagogies. She has pioneered tools for analyzing writing trajectories in Year One students and investigates teacher selection processes and professional learning structures. Her recent work includes bilingual education programs for Karen-English learners and cultural congruity measures in schools. Notable projects include: Building a Bridge to Preschool in Remote NT Communities (ARC Linkage Project) TeacherSelector Research Project for identifying teaching candidate attributes 3A (Abecedarian Approach Australia) for Indigenous families