Jenny Singleton is a Professor in the Department of Linguistics at Stony Brook University. She holds a Ph.D. from the University of Illinois at Urbana-Champaign. Her research focuses on the intersection of psychology, linguistics, and education, particularly in sign language acquisition. She investigates how caregivers and educators provide visual/gestural cues to support deaf children's language learning, as well as sign language disorders in deaf youth and hearing learners with spoken language impairments. Her work explores modality effects (spoken vs. signed) and socialization patterns in atypical language learners. Key areas include aging with deafness, technology accessibility for disabled populations, and ethical research practices with deaf communities. Singleton has also contributed to understanding bilingualism advantages, lexicon development, and the sociolinguistics of sign language ecosystems. Her research emphasizes applied outcomes for education and healthcare systems. Notable contributions include studies on Deaf infants' gaze behavior, autism assessment in signers, and the role of modality capital in classroom dynamics. She collaborates with deaf communities to ensure culturally responsive research practices. While no specific grants or awards are listed, her extensive publication record reflects sustained academic impact.
Joanne Weber, PhD (2018), is an Associate Professor in the Department of Educational Psychology at the University of Alberta's Faculty of Education. She holds a Canada Research Chair (Tier 2) in Deaf Education. Her work focuses on language and literacy education, arts-based interventions, and posthumanist theory applied to deaf education. Key areas include bimodal bilingual programs, sign language studies, and inclusive pedagogical practices. Education: PhD in Educational Psychology (University of Regina, 2018). Notable awards include the Governor General Academic Gold Medal (2019) and Saskatchewan Book Awards recognition for her creative works. She leads Deaf Crows Collective, fostering deaf cultural expression through theatre. Research emphasizes deaf community partnerships, policy analysis, and accessible curriculum design. Current projects include SSHRC-funded work on open educational resources and arts integration in deaf education. Grants total over CAD$500k, addressing deaf program evaluation, tactile dance performance, and inclusive online learning. Teaching includes courses on inclusive education, American Sign Language, and literacy assessment. Her publications explore deaf education through interdisciplinary lenses, blending qualitative research with creative methodologies.
Sarah Lewis serves as Lead Midwife for Education at Keele University's School of Nursing and Midwifery, holding a BSc (Hons) Midwifery (1st Class), MSc Medical Ethics with Law, and PGCE for Further/Higher Education. With extensive clinical experience across obstetric units, midwife-led units, and sexual health clinics—including volunteer work in Australian indigenous healthcare—she also acts as external examiner for the University of the West of Scotland. Her educational qualifications include: BSc (Hons) Midwifery, 1st Class MSc Medical Ethics with Law PGCE for Further, Higher and Adult Education Family Planning Nurse Issuer Lewis's research spans midwifery, sexual health, reproductive ethics, and complementary therapies, with specific projects evaluating treatment for children exhibiting sexually harmful behaviour, acupuncture in midwifery, and infant massage applications. Her interests extend to preverbal communication, baby sign language, clinical bullying dynamics, and sexual violence support systems. Recent scholarly output demonstrates her focus on mental health interventions, notably the 2024 COPING feasibility study examining GP-delivered psychosocial support for youth self-harm—reflecting interdisciplinary engagement with psychology, primary care, and youth mental health. As midwifery programme lead, she teaches across all three undergraduate years while holding module leadership for Year 1 and 3 courses, previously extending to Master's level instruction. Her professional practice integrates holistic healthcare approaches as a certified massage practitioner, infant massage instructor, and Reiki practitioner.
Dr Ryan Al-Natour serves as a Lecturer in Teacher Education at Charles Sturt University's School of Education, specializing in Indigenous pedagogies, diversity education, and social justice frameworks across primary, secondary, and early childhood contexts. His academic credentials include: Bachelor of Arts (Honours) in Social Sciences (University of New South Wales) Masters of Indigenous Education (Macquarie University) Doctorate in Society & Culture (Western Sydney University) Diploma in Australian Sign Language (Auslan) (TAFE NSW) Research centers on antiracist education, critical whiteness studies, and intersectional approaches to decolonizing curricula, with publications spanning early childhood antiracist praxis to structural analyses of educational equity. His work actively bridges Indigenous knowledge systems, Deaf community engagement, and social justice imperatives in regional Australian contexts. Dr Al-Natour coordinates Central West Deaf community events and maintains deep collaborative ties with urban and regional Aboriginal and Torres Strait Islander communities, integrating lived experience into teacher education through courses like EEP424 (Pedagogies in Diverse Classrooms) and EEP427 (Social Justice, Ethics and Inclusion).
Professor John Gilroy is a Yuin man and a leading academic in Indigenous health and disability studies at the University of Sydney's Charles Perkins Centre. His work focuses on disability, ageing, foster care, and community-driven research with Aboriginal communities. He has pioneered Indigenous research methodologies in disability studies and advocates for culturally responsive policies. Education: BA Sociology and Aboriginal Studies; Honours Sociology (1st class); PhD. Research Interests: Gilroy specialises in disability studies, ageing, and community development with a focus on Aboriginal and Torres Strait Islander communities. He emphasizes Indigenous methodologies and policy advocacy. Notable areas include NDIS implementation challenges, cultural competency in healthcare education, and intersectionality of Indigeneity and disability. Publications: Recent work includes analyses of early childhood disability support, NDIS workforce challenges, and Indigenous sign languages' cultural impact. His research bridges policy and practice, often involving collaborations with health services and Indigenous stakeholders. Awards: Dean Merit Award (UOW Alumni), Sister Alison Bush Medal (USYD Alumni), SOAR Prize (University of Sydney). Grants: Major projects include NDIS workforce strategy research, Indigenous cancer care studies, and telehealth mental health initiatives. Advising: Supervises research on Aboriginal caregiving systems and disability service equity in remote areas. Labs/Teams: Active in the Charles Perkins Centre and collaborates with national disability networks. His work often involves partnerships with Aboriginal community organisations to ensure research is locally driven and policy-relevant.
Dr. Percy Lezard is an Associate Professor in the Department of Indigenous Studies, Law and Social Justice within the Faculty of Liberal Arts. They specialize in Indigenous research methodologies, with focus areas including gender-based violence (particularly MMIWG2s), Two Spirit/Indigiqueer/trans identities, and community health frameworks rooted in Sqilx captikʷł traditions. Their work advances decolonized pedagogical approaches and ethical research practices. Contact is virtual-only, with fluency in English and American Sign Language.
Shebuti Rayana is an Assistant Professor of Computer Science in the Department of Mathematics, Computer & Information Science at the State University of New York at Old Westbury (SUNY OW). She holds a PhD from Stony Brook University, specializing in Computer Science, and completed her Master's and Bachelor's degrees in Computer Science and Engineering at Stony Brook University and Bangladesh University of Engineering and Technology (BUET), respectively. Education: PhD in Computer Science, Stony Brook University (advised by Leman Akoglu) MS in Computer Science, Stony Brook University B.Sc. in Computer Science and Engineering, BUET (advised by Saidur Rahman) Her research focuses on misinformation detection, hate speech analysis, anomaly mining, and graph-based data mining . She has led projects funded by NSF, DARPA, and industry partnerships, including a recent NSF CISE-MSI grant to enhance big data research infrastructure at SUNY OW. She collaborates with the Third Space Research Group at the University of Toronto on social media stigma detection. Key contributions include developing ensemble methods for anomaly detection, such as SELECT and CARE, and creating datasets like the 'COVID-Stigma' collection of anti-Asian tweets. She has held roles as a Research Assistant Professor at Stony Brook University and a Research Intern at IBM Watson Research Center. Awards: Member of the 2020-21 SUNY PRODiG Cohort (Promoting Research Initiatives in the Disciplines). Teaching: Courses include Computer Programming, Data Structures & Algorithms, and Data Mining. She emphasizes integrating research into undergraduate education through seminars and workshops.
Judith Pine, PhD, is a Professor of Anthropology at Western Washington University. She specializes in linguistic anthropology, focusing on semiotics, ethnographic practice, and the intersection of language with cultural identity. Her research spans the Greater Mekong Subregion, particularly among upland Southeast Asian and southwest Chinese communities, addressing themes of indigeneity, globalization, and language endangerment. Education : B.A. in Anthropology, Kansas State University M.A. and Ph.D. in Anthropology, University of Washington Research Focus : Pine’s work integrates theoretical frameworks with ethnographic fieldwork, emphasizing how meaning is constructed through habitual social practices. Her studies on Lahu communities explore language maintenance, religious identity, and the role of literacy in cultural preservation. She advocates for broader access to anthropological tools to promote social justice and critique toxic ideological structures. Media & Advocacy : Pine has been involved in federal repatriation initiatives and cultural heritage projects, as evidenced by recent media coverage. Her interdisciplinary approach bridges anthropology, linguistics, and semiotics to address contemporary global challenges.
Laurence De Looze is a Professor of Comparative Literature at the University of Western Ontario, affiliated with the Department of Modern Languages and Literatures and the Faculty of Arts and Humanities. He joined UWO in 1994 after roles at Harvard University and Boston University. His research spans Medieval Studies, autobiography, literary theory, and Renaissance literature, with a focus on textual analysis and cross-cultural narratives. Education: Ph.D. in Medieval Studies (University of Toronto, 1987), M.A. in Medieval Studies and Comparative Literature, B.A. in English (University of Oregon). Notable awards include the Edward G. Pleva Teaching Award (2001) and the Faculty Scholar Award (2009). Research Interests: Medieval textuality, autobiography, metaphor theory, and the intersection of literature with cultural history. His work explores themes like textual identity, authorship, and the evolution of Western cultural narratives from antiquity to the Renaissance. Awards: Edward G. Pleva Teaching Award (2001) Faculty Scholar Award (2009) Lurcy Fellowship (Harvard, 1993) Teaching & Grants: Courses include Western Culture Across the Ages and Baroque Culture. Active in curriculum development, particularly in interdisciplinary approaches to literature and theory. Labs/Teams: Collaborates with the School for Advanced Studies in the Arts and Humanities (SASAH). Leads research on medieval Icelandic sagas and Spanish Renaissance literature.
Patrick Stefan Kermit is a Professor in the Department of Mental Health at the Norwegian University of Science and Technology (NTNU). His research focuses on disability studies, inclusive education, and accessibility within criminal justice systems. He holds a strong academic profile with over 15 peer-reviewed publications since 2015, addressing topics such as deaf children’s educational challenges, employer attitudes toward hiring individuals with developmental disabilities, and legal barriers faced by disabled individuals in Norway. His work bridges theory and practice, emphasizing ethical considerations in public service interpreting and the role of assistive technology in enhancing daily life participation. Key themes in his research include moral struggles in inclusive settings, systemic gatekeeping in higher education, and comparative studies on global disability policies. Collaborations with institutions like Universitetsforlaget and Routledge highlight his contributions to academic discourse. Recent publications (2021–2018) reflect a focus on intersectional issues such as criminal justice accessibility for hearing-impaired individuals and the sociocultural implications of assistive technology. His interdisciplinary approach addresses both practical and theoretical challenges in achieving equitable inclusion across educational, legal, and technological domains. No awards or grants are explicitly mentioned in the provided texts. His advising record is unspecified, though his work often engages with marginalized communities and professional stakeholders. Labs or specialized research teams are not explicitly detailed, though collaborations with colleagues like Terje Olsen and Heidi Pedersen suggest a networked research approach.
Signe Rix Berthelin is Associate Professor of Norwegian Didactics at NTNU, specializing in multilingual education and metaphor studies. She leads research on translanguaging pedagogy and develops Inuvialuktun language resources through collaborative documentation. Research foci include: Translanguaging in writing instruction Creative metaphor use in multilingual students Semantic-pragmatic analysis of Norwegian particles Indigenous language pedagogy She directs the PRANO project integrating practice-based research in teacher education. Her fieldwork with Inuvialuit elders produced digital learning materials for Uummarmiutun, supported by the Aurora Research Institute. Current work examines metaphorical creativity across languages in educational contexts.
Yoli Ngandali is a Visiting Assistant Professor of Anthropology at Reed College and a Ph.D. candidate in Archaeology at the University of Washington. A Ronald E. McNair Fellow, her research combines digital methods and community-based approaches to revitalize Indigenous art traditions, focusing on Lower Columbia River carving practices. She employs multispectral imaging, geophysical surveys, and legacy data reanalysis. Her work emphasizes Black/Indigenous futurity, collaborating with the Confederated Tribes of Grand Ronde. She co-hosted the SAPIENS podcast 'Our Past is Our Future' (2022), highlighting Black/Indigenous scholars in archaeology.
Nobutaka KAMEI is a Professor in the Department of International and Cultural Studies at Aichi Prefectural University, specializing in cultural anthropology. His research focuses on sign languages and deaf communities, childhood in Africa, and hunter-gatherer societies (e.g., Baka Pygmies in Cameroon). He served as a Visiting Researcher at the FFJ (Freiburg Foundation for Jewish Studies) from October 2017 to March 2018, conducting projects on deaf communities in Cameroon/Ivory Coast and eco-anthropological studies of hunter-gatherer childhoods. During his stay, he organized conferences under the Africa-Asia program and participated in a roundtable on societal confrontations. He has collaborated on publications including a dictionary of French-speaking African Sign Language (LSAF) and studies on Baka children's play. His work emphasizes community-driven research methods and interdisciplinary approaches to cultural preservation.
Prof Simone Taffe is a Professor in Communication Design and Associate Dean Research at Swinburne University of Technology's School of Design and Architecture. She leads research in participatory design, bridging industry experience with academic rigor. Her work emphasizes end-user engagement in design projects, with national/international recognition through real-world applications. Awards include the Australian Award for Teaching Excellence (2017) and multiple OLT Citations for innovative problem-based learning. She holds leadership roles in Swinburne's Centre for Transformative Media Technologies, Smart Cities Research Institute (Urban Decision Making theme), and SWAN Women's Academic Network. Research focuses on codesign methodologies, digital/remote collaboration, and inclusive design practices. She has advised numerous PhD projects on topics ranging from food waste reduction to cultural preservation. Active in professional networks, she serves on editorial boards (e.g., CoDesign Journal) and committees for institutional initiatives. Her creative outputs include data visualizations addressing sustainability and museum design projects prioritizing community agency. Teaching innovations include frameworks for branding education and reflective design pedagogy.
Andrej Kibrik is a Professor at the Department of Theoretical and Applied Linguistics within the Philological Faculty of Moscow State University. He also serves as Head of the Center for Cognitive Studies at Moscow State University and Head of the Department of Typology and Areal Linguistics at the Institute of Linguistics, Russian Academy of Sciences, demonstrating significant leadership in Russian linguistics. His educational background includes: M.A. from Moscow State University, Philological Faculty, Department of Linguistics (1984) Ph.D. (Candidate of Science) from the Institute of Linguistics, Academy of Sciences (1988) Doctor of Science from the Institute of Linguistics, Russian Academy of Sciences (2003) Professor Kibrik's research spans multiple domains of linguistics with a focus on linguistic diversity, discourse analysis, and language cognition. His work encompasses both theoretical and applied aspects of language study, with particular emphasis on Athabaskan languages, corpus linguistics, and multimodal communication. His research integrates cognitive, typological, and discourse perspectives to understand language structure and use across diverse linguistic contexts, including endangered languages of Russia and indigenous languages of North America. His publication record shows a consistent focus on discourse structure, linguistic typology, and cognitive approaches to language. Over time, his work has expanded from traditional linguistic analysis to incorporate multimodal aspects of communication, including prosody, gestures, and sign language. His research demonstrates strong interdisciplinary connections between linguistics, cognitive science, and computational modeling, with significant contributions to the documentation of endangered languages. His notable awards include: Russian Science Support Foundation Award in the 'Doctor of Science' category (2008-2010) Alexander von Humboldt Foundation Scholarships (2000, 2006) Fulbright program scholarship (1995) President's scholarship for outstanding young scholars (1994) IREX scholarship (1991) Professor Kibrik has served as Editor-in-Chief of the Encyclopedia 'Languages of the World' and was President of the Interregional Association for Cognitive Studies (2012-2014). He coordinates linguistics research for the Russian Foundation for Basic Research. His editorial service includes Frontiers in Cognition, Kognitivnye issledovanija, Typological Studies in Language, Studies in Language, and Cognitive Linguistics, reflecting his international standing in the field. He leads the Center for Cognitive Studies at Moscow State University and has extensive experience researching numerous language families including Athabaskan, Daghestanian, Turkic, Kartvelian, and Atlantic languages. His work spans both spoken and signed languages, with significant contributions to the documentation and analysis of endangered languages through fieldwork spanning over three decades.
