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Farha SattarView profile

Lecturer

• Mathematics Education
• Geoscience Education
• STEM Education
• +11 more

Dr. Farha Sattar is a Lecturer in Education (Mathematics) at the Faculty of Arts and Society, Charles Darwin University. With over thirty years of teaching experience in Mathematics, Science education, GIS, Remote Sensing, and e-Learning technologies at undergraduate and postgraduate levels, Dr. Sattar brings extensive expertise to her academic role. She holds a PhD in Geospatial Science from Charles Darwin University, focusing on Spatial Mathematical Modelling for 3D Gully Mapping and Erosion Quantification. Her educational background includes: PhD in Geospatial Science (Three Dimensional Gully Mapping and Erosion Quantification within a Geoinformatics Framework), Charles Darwin University (2012) Prior academic experience at several Asian and European universities Dr. Sattar's research spans multiple interdisciplinary fields with a strong focus on the intersection of education and technology. Her primary research interests include Mathematics Education, STEM Education, Geoscience Education, Spatial Mathematical Modelling, Drone Technology, Remote Sensing, Geographic Information Systems, and Innovative Pedagogies such as experiential learning and inquiry-based approaches. She has developed expertise in cognitive development, particularly in fostering critical and creative thinking skills through iSTEM approaches. An analysis of Dr. Sattar's recent publications reveals a consistent trajectory toward integrating emerging technologies like drones, augmented reality, and geospatial artificial intelligence into educational contexts. Her work demonstrates a progression from foundational geospatial research on erosion mapping to innovative applications in STEM education. Recent publications increasingly focus on drone technology for educational purposes, spatial data infrastructure for policy development, and computational thinking development through technology-enhanced learning. Dr. Sattar has received numerous accolades for her contributions to education and research: NT Science Week Awards – Inspired NT STEM Hero of the Year award (2021) Long Service Recognition Award (2023) Finalist, CDU Alumni Award (2023) Multiple Best Presentation Awards (2008, 2010, 2017) Australian College of Educators - 2021 College Medal Nominee As a supervisor, Dr. Sattar mentors postgraduate research students including Ayesha Farhan, who is working on "A Framework for Cognitive Development: Fostering Critical and Creative Thinking Skills, Using iSTEM Approach." She actively secures research funding through various projects such as "DBELaSTEM: Drone-Based Experiential Learning and STEM Education," "STEM_D & VR: Youth STEM Learning and Empowerment with Drones and VR," and "CodProg Drone Lab." Her research is supported by grants from NT Government projects and other external funding sources. Dr. Sattar leads the CodProg Drone Lab, an innovative research space exploring drone technology applications in education. She is a certified drone pilot and aeronautical radio operator, which enables her to bridge theoretical knowledge with practical applications. Her work with the "Flying Forward: Drones, STEM Equity, and Indigenous Empowerment" initiative demonstrates her commitment to community engagement and addressing educational disparities through technology.

María Rivera MaulucciView profile

Professor

• Urban Education
• Science Education
• Science Pedagogy
• +7 more

María Rivera Maulucci is the Ann Whitney Olin Professor of Education and serves as the Education Program Director/Chair at Barnard College, Columbia University. She is a proud alumna of Barnard (Class of 1988) and has been a faculty member since 2004. Her work centers on urban education, science pedagogy, and teacher development with a strong commitment to equity and social justice. Education: BS, Barnard College, Columbia University MFS, Yale School of Forestry & Environmental Studies M.Phil, Teachers College, Columbia University Ph.D., Teachers College, Columbia University Her research focuses on how teachers learn to teach for social justice, emphasizing the role of language, identity, and emotions in teacher development. She employs qualitative research and evaluation methods to explore transformative pedagogical practices in urban science education. Her scholarship bridges formal and informal learning contexts and investigates the interplay between teacher agency and structural constraints. Her recent publications and presentations highlight a sustained focus on equity, critical science inquiry, teacher identity, and professional development. She has contributed extensively to journals such as Journal of Research in Science Teaching and Cultural Studies of Science Education , and has authored chapters on social justice, identity, and assessment in science education. Scientific Awards: Barnard College Emily Gregory Teaching Award (2018) National Association for Research in Science Teaching Equity and Ethics Scholar (2007) She is the Principal Investigator of the NSF-funded Barnard College Robert Noyce Teacher Education Scholars Program, which supports future science teachers in urban schools. She advises students and collaborates with national organizations, including the National Association for Research in Science Teaching, Association for Science Teacher Education, and American Educational Research Association. Her teaching includes courses such as Science in the City , Urban School Practicum , and Performance Assessment of Teaching . She is actively engaged in professional development initiatives and has led workshops on family engineering nights, multicultural pedagogy, and social justice in science education. Her lab and programmatic work centers on the Noyce Scholars Program, which functions as a living laboratory for preparing socially conscious science educators.

Pedro NavaView profile

Associate Professor

• Urban and rural schooling inequality
• Critical pedagogy and critical race theory
• Immigration and education
• +2 more

Dr. Pedro Nava is an Associate Professor and Director of Educational Leadership in the School of Education and Counseling Psychology at Santa Clara University. His scholarship centers on educational equity for Chicanx/Latinx and immigrant communities, combining critical race theory, participatory action research, and community-engaged methodologies. Education Ph.D. in Urban Schooling – University of California, Los Angeles, 2012 Ed.M. in Administration, Planning, and Social Policy – Harvard University, 2003 B.A. – California State University, Fresno, 1996 Research Interests Dr. Nava’s research interrogates systemic inequalities in urban and rural schooling, emphasizing critical pedagogy and critical race theory . He investigates how immigration status intersects with educational opportunity, and he collaborates with families and communities to co-construct transformative practices through participatory action research . His work also explores family-school-community engagement , leveraging community cultural wealth frameworks to amplify migrant and undocumented voices in educational policy and practice. Publication Trajectory Across more than two decades, Dr. Nava’s publications trace the evolution of critical scholarship in education. Early works examine institutional barriers for Chicano students, while recent studies integrate quantitative ethnography and testimonio methodologies to illuminate intersectional experiences of Latinx youth, undocumented graduate students, and farmworker families. Scientific & Community Awards No formal awards are enumerated in the provided text. Advising & Grants While specific grants and advisees are not listed, Dr. Nava’s leadership role as Director of Educational Leadership implies extensive mentoring of master’s and doctoral students, as well as oversight of grant-funded initiatives that advance equity-focused leadership preparation. Labs, Teams & Centers Dr. Nava directs the Educational Leadership programs within the School of Education and Counseling Psychology, fostering interdisciplinary collaboration and community-engaged research teams that partner with local schools, nonprofits, and migrant organizations.

• Second Language Acquisition
• Language Teaching Methodology
• Research Methodology in Applied Linguistics
• +7 more

Alison J. Mackey is Professor and Chair of the Department of Linguistics at Georgetown University, College of Arts and Sciences. She is a leading scholar in second language acquisition (SLA), with a focus on interaction, feedback, research methodology, and language learning across the lifespan. Her research interests include second language acquisition , task-based language teaching , research methodology , interaction and corrective feedback , and language learning in children and adults . She has published extensively in top-tier journals and book series, shaping methodological standards in the field. Her recent publications reflect a strong trend in methodological rigor , interactionist approaches , and practical applications of SLA research. Themes include data elicitation , stimulated recall , task design , and pragmatic development , spanning both theoretical and classroom-based inquiry. Mildenberg Prize (2012) for The Handbook of Second Language Acquisition American Association for Applied Linguistics Distinguished Scholarship and Service Award International Association of Task-based Language Learning and Teaching Distinguished Achievement Award CHOICE Outstanding Academic Title (2012) Alison Mackey has advised numerous scholars through co-authorship and editorial leadership. She is Editor-in-Chief of Cambridge University Press Annual Review of Applied Linguistics and Editor of the Routledge Second Language Research series, guiding the publication of cutting-edge research. While specific grants are not listed, her editorial work and high citation count (>35,000) reflect significant research impact and funding support. She leads and contributes to major research initiatives such as the IRIS Repository , promoting open-access research instruments in SLA. Her work fosters collaboration across institutions and supports methodological transparency and replication in the field.

Annouchka BayleyView profile

Associate Professor

• Posthumanism
• New Materialism
• Arts-Based Educational Research
• +6 more

Annouchka Bayley is an Associate Professor at the Faculty of Education, University of Cambridge, specializing in posthuman pedagogy, new materialist philosophies, and artistic research methodologies. She chairs the Arts and Creativities Research Group and previously directed the Arts, Creativities and Education MPhil programme (2021-24) and led the Doctoral Research Training Programme. PhD from University of Warwick BA Hons from SOAS MRes from University of Warwick Her research explores: Posthuman and new materialist approaches to education Decolonial epistemologies for educational development Postqualitative research practices in higher education Digital pedagogy and augmented reality applications Embodied and affective learning methodologies Recent publications examine diffractive knowledge production, digital materiality, and postpandemic educational futures. Key collaborative works include: Diffracting New Materialisms (2023, Palgrave Macmillan) Posthuman Pedagogy (2018, Parallax journal) Current teaching focuses on: Postgraduate courses in Arts, Creativities and Education Doctoral research training Advanced research methods Labs/Teams: Arts and Creativities Research Group CRiCLE Network (Creativities in Education) Diffractive Methodologies Collective

Maisha T. WinnView profile

Professor

• Restorative Justice in Education
• Black Education and Literacy Studies
• Social Justice and Equity in Education
• +4 more

Maisha T. Winn serves as the Excellence in Learning Graduate School of Education Professor at Stanford University and is Faculty Director of the Stanford Accelerator for Learning's Equity in Learning Initiative. She leads the Futuring for Equity Lab as Principal Investigator and holds significant leadership positions including President-Elect of the American Educational Research Association and membership in the National Academy of Education. Dr. Winn's research examines how non-dominant youth and communities develop literate trajectories across historical and contemporary settings. As an ethnographer by training, she investigates how communities depicted as under-resourced create their own educational practices, processes, and institutions. Her scholarship bridges historical analysis with contemporary educational practice to build more just, collaborative, and equitable futures in education. Her work spans restorative justice in education, Black literacy studies, and transformative justice approaches, with particular attention to the school-to-prison pipeline, independent Black institutions, and futures-oriented educational frameworks. Dr. Winn analyzes how historical educational models can inform contemporary practices that center community knowledge and cultural identity. Andrew W. Mellon Fellow at CASBS (2022-23) American Educational Research Association Fellow Member of the National Academy of Education Dr. Winn advises doctoral students including Christina Hewko and Misbah Naseer, and leads research initiatives focused on educational equity. Her Futuring for Equity Lab develops frameworks for understanding how marginalized communities have historically created educational spaces that affirm their identities and knowledge systems, with direct implications for contemporary educational practice and policy. Her research team collaborates with community organizations and schools to translate scholarly insights into practical applications that promote educational justice, particularly in areas of school discipline reform and literacy education for marginalized youth.

Tim Van de CruysView profile

Senior Lecturer

• Computational Linguistics
• Natural Language Processing
• Computational Semantics
• +5 more

Tim Van de Cruys is a Senior Lecturer at the Faculty of Arts, KU Leuven, serving as Head of the Centre for Computational Linguistics (CCL). He maintains significant affiliations with LECTIO (KU Leuven Institute for the Study of the Transmission of Texts, Ideas and Images), Leuven.AI (KU Leuven Institute for Artificial Intelligence), and LILI (KU Leuven Interdisciplinary Language Institute). His work bridges computational linguistics, artificial intelligence, and humanities research with practical applications across multiple disciplines. Dr. Van de Cruys specializes in computational semantics and creative language generation, with particular expertise in applying NLP techniques to historical and classical texts. His research spans multiple domains including: Natural Language Processing for ancient languages (Latin, Ancient Greek) Computational approaches to lexical and compositional semantics Large language models and their applications in humanities research Creative language generation and human-AI collaboration Named entity recognition and disambiguation in historical contexts Non-autoregressive modeling for sequential generation tasks His recent publications demonstrate a strong focus on applying cutting-edge NLP techniques to humanities challenges, particularly in processing ancient languages. He frequently employs transformer models to address named entity recognition, word sense discrimination, and semantic analysis in low-resource language contexts. His work consistently bridges formal linguistic theory with practical computational applications, creating valuable tools for digital humanities scholars. As promotor and co-promotor on numerous research projects extending through 2029, Dr. Van de Cruys supervises PhD students working at the AI-humanities intersection. His current major projects include "Living Corpora" (exploring human-AI collaboration in digital humanities), "Stochastic processes and non-autoregressive models for sequential generation," and "NIKAW" (exploring knowledge networks from classical antiquity). These projects demonstrate his commitment to advancing both theoretical understanding and practical applications of computational linguistics. He teaches various courses including Computational Linguistics, Scripting Languages, Programming for Humanities, Computational Creativity, and AI for Humanities, training students to work at this critical interdisciplinary crossroads. His leadership of the Centre for Computational Linguistics positions him at the forefront of computational linguistics research in Belgium, where he continues to expand the boundaries of what's possible at the intersection of language, computation, and humanistic inquiry.

Jason FosterView profile

Assistant Professor

• Engineering Education
• Philosophy of Engineering
• Engineering Design
• +3 more

Jason Foster is an Assistant Professor at the Faculty of Engineering, University of Toronto, specializing in Engineering Education and Philosophy of Engineering . His work bridges rigorous academic inquiry with practical applications in engineering pedagogy. His research focuses on Research Through Design , aiming to redefine how design and education intersect. Key projects include analyzing the utility of design tools in small enterprises, developing coherent engineering requirements models, and creating open-source lab equipment for budget-constrained institutions. Recent publications highlight trends in engineering education, such as integrating multidisciplinary design, flexible project planning, and addressing intersubjective grading dynamics. His work emphasizes interdisciplinary collaboration, sustainable development, and systems thinking in curricula. He supervises graduate students through a junior colleague/collaborator model, prioritizing adaptability and critical engagement. No awards or formal honors are mentioned in the provided texts.

Marcia C. LinnView profile

Professor

• Science Education
• Technology in Education
• Knowledge Integration
• +7 more

Marcia C. Linn is the Evelyn Lois Corey Professor of Instructional Science in the Berkeley School of Education at the University of California, Berkeley. She serves as Chair of the Graduate Group in Science and Mathematics Education (SESAME) and has made significant contributions to the field of science education for over five decades. Dr. Linn is a member of the National Academy of Education and a Fellow of multiple prestigious organizations including the American Association for the Advancement of Science (AAAS), the American Psychological Association (APA), the Association for Psychological Science (APS), the American Educational Research Association (AERA), and the International Society of the Learning Sciences (ISLS). Dr. Linn earned her B.A. in Psychology and Statistics (1965), M.A. in Educational Psychology (1967), and Ph.D. in Educational Psychology (1970) from Stanford University, where she worked under Lee Cronbach. Her early career included working with Jean Piaget at the Institute Jean Jacques Rousseau in Geneva, Switzerland (1967-68), serving as a Fulbright Professor at the Weizmann Institute of Science in Israel (1983), and conducting research at University College in London. She has been a fellow at the Center for Advanced Study in Behavioral Sciences three times and a Writing Resident at the Rockefeller Foundation Bellagio Center twice. Dr. Linn's research focuses on how students learn science and how technology can be used to improve science education. She developed the Knowledge Integration framework, which has become widely used in science education. Her work explores the intersection of cognitive science and educational practice, with particular attention to how students develop understanding of complex scientific concepts. She has pioneered the use of technology in science education, developing the Web-based Inquiry Science Environment (WISE) and directing the NSF-funded Technology-Enhanced Learning in Science (TELS) center. Dr. Linn's recent publications demonstrate a clear trajectory toward integrating artificial intelligence with science education. Her work increasingly focuses on how AI can support knowledge integration, facilitate science learning opportunities, and promote equitable educational experiences. She examines how technology can help students develop deeper understandings of scientific concepts through inquiry-based learning while addressing issues of social justice in science education. Scientific Awards and Honors National Association for Research in Science Teaching Award for Lifelong Distinguished Contributions to Science Education American Educational Research Association Willystine Goodsell Award Council of Scientific Society Presidents first award for Excellence in Educational Research Fulbright Professor (1983) Apple Wheels for the Mind grant (1985) National Institute of Education grant (1983) Throughout her career, Dr. Linn has secured significant funding for educational research, including multiple National Science Foundation grants. She directed the NSF-funded Technology-Enhanced Learning in Science (TELS) center and has led numerous projects investigating the cognitive consequences of computer environments for learning. She has advised countless students and researchers in the field of science education, shaping the next generation of educational researchers and practitioners. Dr. Linn directs the Web-based Inquiry Science Environment (WISE) project and has been instrumental in developing technology-enhanced learning environments for science education. Her laboratory has been at the forefront of creating and testing innovative learning technologies that support students in developing deep understanding of scientific concepts through inquiry-based approaches.

• Inclusive Education
• Equity in Education
• School Improvement
• +3 more

Mel Ainscow is a Professor in Education at the University of Glasgow and holds adjunct and emeritus roles at Queensland University of Technology and the University of Manchester. He is recognized globally for his work on inclusion and equity in education, particularly through systemic reforms and collaborative research with schools. His career includes roles as a head teacher, adviser, and researcher, emphasizing strategies to make schools effective for all students. Key projects include leading the Greater Manchester Challenge (a £50M initiative for school improvement) and Schools Challenge Cymru (a Welsh Government program focusing on disadvantaged students). He advises UNESCO and the Organization of American States on equity in education. His research focuses on systemic change, policy analysis, and inclusive practices, with over 90 publications including books like Struggles for Equity in Education and articles in journals like Journal of Educational Change and Prospects . Dr. Ainscow's awards include a CBE for services to education (2012). His work bridges theory and practice, advocating for equity through collaboration, ethical leadership, and evidence-based strategies. He has collaborated with international networks in Australia, Portugal, Spain, and Latin America, emphasizing global approaches to educational challenges.

• English Language Teacher Education (ELTE)
• Teacher Development
• Reflective Practice
• +5 more

Steve Mann is a Professor in Applied Linguistics at the University of Warwick, where he has been affiliated since 2007. His work focuses on English Language Teacher Education (ELTE), teacher development, and qualitative research methodologies. He holds a PGCE from the University of Warwick (1984) and has extensive experience in ELT across Hong Kong, Japan, and Europe. Mann’s research group investigates reflective practice, teacher beliefs, mentoring, and technology integration in education. Notable contributions include co-editing the Routledge Handbook of English Language Teacher Education (2019) and pioneering studies on video-based teacher reflection. He has supervised numerous PhD students exploring aspects of teacher development, though he is currently not accepting new PhD candidates. Education: PGCE, University of Warwick (1984) Pre-service teaching in English and Drama in England (1980s) British Council Teaching Scheme in Hong Kong (1980s) Research Interests: Teacher education, reflective practice, qualitative interview methodologies, and the role of technology in professional development. His work emphasizes bridging theory and practice in ELT, particularly through collaborative dialogue and action research. Grants & Projects: Supporting Sustainable English Teacher Professional Development in Yunnan Province (British Council, 2022–2023) China Course Research: Postgraduate Curriculum Design (2019–2022) Video in Language Teacher Education (British Council, 2016–2018) Labs/Teams: Leads a research group focused on teacher development, mentoring, and blended learning strategies. Collaborates with institutions like the British Council on global teacher education initiatives.

Shari SabetiView profile

Senior Lecturer

• Arts Education
• Cultural Heritage Education
• Decolonizing Approaches in Education
• +4 more

Dr. Shari Sabeti is a Senior Lecturer in Arts and Humanities Education at the Moray House School of Education and Sport, University of Edinburgh. She holds a PhD in English Literature from the University of Cambridge and is a Senior Fellow of the Higher Education Academy (SFHEA). Her research focuses on arts, cultural heritage, and decolonizing education, with projects in museums, schools, and Pacific Island communities. She has led initiatives in the Marshall Islands, Samoa, and Hawaii, emphasizing participatory and arts-based methodologies. Education: MA (Hons) English (Cambridge, 1994), MA English and American Literature (UCL, 1995), PhD English Literature (Cambridge, 1999), PGCE Secondary English (IOE, 2002). She has taught at the University of Stirling and the University of Edinburgh, where she currently organizes courses on anthropology of education, creative pedagogies, and literacy. Research interests include museum education, decolonizing approaches, Pacific Island education, and creative writing pedagogy. Her work bridges anthropology, ethnography, and arts-based methods, exploring community resilience and identity formation. Recent projects include 'Remediating Stevenson' (AHRC-funded, 2022–2025) and studies on Marshallese displacement through arts education. Awards and grants include a £1M AHRC Standard Grant for decolonizing Pacific literature and multiple GCRF awards for education in the Marshall Islands. She has supervised over a dozen PhD students on topics like museum pedagogy, diaspora education, and creative writing practices. Labs/Networks: Centre for Creative Relational Inquiry, Digital Cultural Heritage Network, Atelier Creative Arts and Social Sciences Network. Her work often involves partnerships with museums, NGOs, and international communities.

Alis OanceaView profile

Professor

• Philosophy of Education
• Research Policy
• Research Assessment
• +7 more

Alis Oancea is Professor of Philosophy of Education and Research Policy at the University of Oxford's Department of Education, part of the Social Sciences Division. She holds additional roles including ESRC Centre for Global Higher Education Deputy Director and Social Sciences Division Advocate for Responsible Engagement. With dual doctoral degrees (DPhil from Oxford and PhD from Bucharest), she also received a Doctor Honoris Causa from University of the West Timisoara. Her research focuses on meta-research, research policy, and higher education governance. Key areas include research assessment frameworks, impact measurement, ethics, open knowledge practices, and teacher education. She co-edited the 2024 Handbook of Meta-Research and leads international studies on research cultures and policies. Education: DPhil (Oxford), PhD (Buc), DipLATHE (Oxford), Dhc (UWT) Roles: Director of Research (2016-20), REF2021 Coordinator, ESRC CGHE Deputy Director Leadership: Over 30 funded projects including the RKEEI initiative and BERA Observatory Her 150+ publications span research policy, impact evaluation, and education systems. Awards include FAcSS Fellowship and numerous international advisory roles across Europe and Norway. Advises on global education reforms and chairs panels for EU, UK, and Nordic research councils. Current doctoral supervision focuses on research policy, higher education systems, and teacher education innovations. Active in editorial roles for Oxford Review of Education and Review of Education .

Limin JaoView profile

Associate Professor

• STEM Education
• Teacher Education
• Pedagogy
• +6 more

Dr. Limin Jao is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University’s Faculty of Education. Her research focuses on exemplary teaching practices in mathematics and STE(A)M education, emphasizing interdisciplinary approaches, project-based learning, and student engagement. She holds leadership roles including Vice-President of the Canadian Mathematics Education Study Group and Editorial Board member of the Canadian Journal of Science, Mathematics, and Technology Education. Her expertise spans teacher education, pedagogy, and research-practice partnerships. Education: Ph.D., Curriculum Studies and Teacher Development, Ontario Institute for Studies in Education, University of Toronto M.A., Curriculum Studies and Teacher Development, OISE, University of Toronto B.Ed., Secondary Biology and Mathematics Education, Queen's University B.Sc.H., Biology and Mathematics, Queen's University Research Interests: Limin explores how interdisciplinary and inquiry-based methods foster student engagement and teacher development. Her work bridges theory and practice, advocating for inclusive classrooms and educator collaboration. She has pioneered projects linking community artifacts to STEM learning and co-edited volumes on transdisciplinary education and teacher training borders. Publications Trends: Recent work examines gender perspectives in mathematics, pre-service teacher experiences, and professional learning communities in STEM. Her research emphasizes equity, pedagogical innovation, and the intersection of cultural contexts with educational practices. Awards: 2023 Award for Distinguished Teaching, McGill University Faculty of Education Advising & Grants: Limin supervises graduate students in mathematics education and collaborates on research-practice initiatives. She leads the Jao Research Team and contributes to the Chandaria Research Centre’s advisory board at Branksome Hall. Labs/Teams: The Jao Research Team focuses on innovative teaching strategies and STE(A)M education, with projects addressing student agency and interdisciplinary curriculum design.

Kisha PorcherView profile

Associate Professor

• English Education
• Culturally Responsive-Sustaining Education
• Racial Identity Development
• +5 more

Kisha Porcher is an Associate Professor in the Department of English at the University of Delaware, specializing in English Education. She serves as the Student Teaching Coordinator and holds a Ph.D. in Teaching and Teacher Education from George Mason University, alongside degrees from Spelman College and Teachers College Columbia University. B.A., English and Secondary Education, Spelman College M.A., Curriculum and Instruction, Teachers College Columbia University Ph.D., Teaching and Teacher Education, George Mason University Her research focuses on centering Blackness through frameworks like the Black Gaze and archeology of the self (Sealey-Ruiz, 2019), emphasizing racial identity development and community-engaged learning. She explores systemic assets for Black and Brown students while advocating for anti-racist pedagogies in urban education settings. Her recent publications highlight trends in critical literacy instruction , decolonizing curricula , and equity-driven teacher training , with a strong emphasis on racial justice and linguistic diversity. Notably, she received the College of Arts & Sciences Faculty Teaching Excellence Award in 2022. Porcher’s work bridges teacher self-reflection and structural reform , positioning educators as disruptors of systemic inequities. Her scholarship spans topics from cultural competency to community-embedded pedagogies, reflecting her commitment to redistributing power in educational systems.