Megan Sweeney is Arthur F. Thurnau Professor of English, Afroamerican and African Studies, and Women's and Gender Studies at the University of Michigan. Her research examines African American literature, reading practices in carceral settings, and autotheory through works like Reading Is My Window and the lyric essay collection Mendings . Her scholarship has been supported by the Radcliffe Institute for Advanced Study, Ford Foundation, and Woodrow Wilson Foundation. Sweeney received the university's highest teaching awards including the 2021 John D'Arms Award for graduate mentoring and 2014 Thurnau Professorship. She serves as Director of Graduate Studies in English and Interim Editorial Director for Feminist Studies .
Ujju Aggarwal is an Assistant Professor of Anthropology and Experiential Learning in the Bachelor’s Program for Adults and Transfer Students (BPATS) at The New School, and serves as Coordinator of BPATS’ Self-Directed Learning Program. She holds affiliate faculty appointments in Global Studies and the Department of Anthropology. Her research critically examines public infrastructures, urban space, racial capitalism, rights frameworks, gender dynamics, and state power. Her forthcoming book Unsettling Choice: Race, Rights, and the Partitioning of Public Education (University of Minnesota Press, 2024) interrogates educational justice through these lenses, while her current Spencer Foundation-supported project Education Against Enclosure extends this analysis into transformative pedagogical practices. Her interdisciplinary work bridges anthropology, critical geography, and public policy with deep commitments to social justice movements. Aggarwal mentors National Academy of Education/Spencer Foundation doctoral and postdoctoral fellows and has received research funding from the Institute for Urban Policy Research and Analysis, Center for Place Culture and Politics (CUNY), and Davis Putter Fund. Her community-engaged scholarship manifests through sustained organizational work rather than traditional laboratory structures. She maintains active leadership in social justice initiatives as Board Member of Teachers Unite, Advisory Board Member for the Parent Leadership Project and PARCEO (Participatory Action-Research Center for Education, Organizing), connecting academic work with grassroots movement building in educational justice, immigrant rights, and abolitionist frameworks.
Keffrelyn Brown is a Professor of Curriculum and Instruction at the University of Texas at Austin, with primary appointments in Cultural Studies in Education. She holds the prestigious Suzanne B. and John L. Adams Endowed Professorship in Education and is recognized as a Distinguished University Teaching Professor. Her academic affiliations extend across multiple departments and centers, including the Department of African and African Diaspora Studies, the John L. Warfield Center for African and African American Studies, and the Center for Women's and Gender Studies. Dr. Brown earned her Ph.D. in Curriculum & Instruction from the University of Wisconsin-Madison, an Ed.M in Learning and Teaching from Harvard Graduate School of Education, and a B.S. in Political Science and Psychology from the University of Houston. Her scholarly work centers on sociocultural knowledge of race in teaching and curriculum, critical multicultural teacher education, and the educational discourses related to African Americans. She co-founded and co-directs the Center for Innovation in Race, Teaching, and Curriculum with Dr. Anthony Brown. Her extensive publication record spans over 50 books, journal articles, and book chapters, with recent work focusing on antiblackness, racial literacy, Black joy, and humanizing pedagogies. Her research consistently addresses the complex intersections of race, curriculum, and teacher education, with particular attention to how educators develop critical sociocultural knowledge about race. Dr. Brown has received numerous prestigious awards including the Division K Mid-career Award from AERA (2017), the Kappa Delta Pi/Division K Early Career Research Award (2013), and the Regent's Outstanding Teaching Award (2012). She serves on editorial boards for prominent journals such as Teachers College Record, Race, Ethnicity and Education, Teaching and Teacher Education, and Urban Education. As a former elementary and middle school teacher, school administrator, and curriculum developer, Dr. Brown brings practical experience to her academic work. She is actively engaged in teacher education, offering courses such as AFR 352F: Sociocultural Influences on Learning and UGS 302: Teachers in Popular Culture, while continuing to influence educational policy and practice through her scholarship and community engagement.
Bal Krishna Sharma is Associate Professor of Applied Linguistics at the University of Idaho's College of Letters, Arts and Social Sciences, with affiliate status at the Habib Institute for Asian Studies. His scholarship examines language globalization across education, tourism, and digital media contexts. Education credentials: Ph.D. in Second Language Studies, University of Hawaii at Manoa (2016) M.A. in Second Language Studies, University of Hawaii at Manoa (2011) M.Ed. in English Education, Tribhuvan University (2004) B.Ed. in English Education, Tribhuvan University (2001) Research explores: Neoliberal influences on language education Intercultural communication in tourism Translingual practices in digital spaces Multilingual policy in South Asia Recent publications analyze linguistic landscapes in pandemic communication, multilingual STEM education, and social media discourse in Nepal. His work integrates sociolinguistic theory with critical analysis of globalization. Teaches courses including Sociolinguistics, Intercultural Communication, and History of the English Language.
Dr. Alexa Quinn is an Assistant Professor in the Department of Early, Elementary, and Reading Education at James Madison University's College of Education. Her research focuses on culturally responsive teaching, family-school interactions, and inclusive education practices. She holds a terminal degree in Education and is dedicated to preparing future educators to address the diverse needs of students, particularly in early childhood and elementary settings. Her work emphasizes the importance of teacher training programs that foster cultural competence and self-efficacy, alongside strategies for supporting students with disabilities. Dr. Quinn’s scholarship bridges theory and practice, advocating for policies that prioritize equitable educational access and family engagement. Her publications span topics such as inquiry-based learning, morning meeting practices in social studies, and the role of wordless picturebooks in multilingual families. While no formal awards are listed, her contributions to teacher education and policy-relevant research reflect her commitment to impactful educational solutions. Dr. Quinn advises no listed students and does not mention current grants or labs, though her research interests suggest involvement in collaborative projects focused on early childhood education equity and teacher development.
Steven L. McKenzie is Professor of Religious Studies and Spence L. Wilson Senior Research Fellow at Rhodes College, specializing in Hebrew Bible (Old Testament) studies, biblical archaeology, and the Dead Sea Scrolls. His academic career spans decades of influential scholarship and editorial leadership. His educational background includes: Th.D. from Harvard University B.A. and M.Div. from Abilene Christian University McKenzie's research focuses on the history of ancient Israel, Hebrew Bible literature, Hebrew language and grammar, biblical interpretation methods, and the intersection of archaeology with biblical studies. He pioneered work on the Deuteronomistic History and Chronicler's literature, establishing foundational frameworks still referenced today. His interdisciplinary approach bridges textual analysis with historical context, making complex scholarship accessible to broader audiences. His publication trajectory reveals consistent engagement with biblical historiography and interpretation, evolving from technical studies like The Chronicler's Use of the Deuteronomistic History (1985) to accessible works such as How to Read the Bible (2005), and culminating in major reference works including the Oxford Encyclopedia of Biblical Interpretation (2013). Recent projects focus on editorial leadership for the Oxford Bible Commentary series. Key honors include: Spence L. Wilson Senior Research Fellowship McKenzie's academic service demonstrates exceptional commitment: founding the Deuteronomistic History Section at the Society of Biblical Literature, serving as associate editor of Vetus Testamentum (2010-2019), and contributing to editorial boards of Journal of Biblical Literature and Catholic Biblical Quarterly . His decade-long leadership of academic tours through the Middle East and Greece with the Middle East Travel Seminar extended his scholarship into experiential education, while media appearances on Discovery and History channels brought biblical scholarship to public audiences.
Martin Nesvig is a Professor at the University of Miami in the Department of History, College of Arts and Sciences. He serves as Director of Undergraduate Studies and Co-Faculty Lead for Mexico and Mesoamerica in the University of Miami’s Interdisciplinary Programs (UMIA). His research focuses on colonial Latin America, particularly religious hybridism, inquisitorial systems, and decentralized power structures in Michoacán. University of Miami, College of Arts and Sciences Department of History Director of Undergraduate Studies Mexico and Mesoamerica Co-Faculty Lead Nesvig's scholarship interrogates the complexities of religious syncretism, bureaucratic conflict, and cultural negotiation in colonial Mexico. His work challenges traditional narratives of 'spiritual conquest' by highlighting the mutual adaptation between Spanish and indigenous communities, emphasizing the role of hallucinogenic rituals, vernacular scripture, and micro-imperial governance in shaping colonial religious practices. His 2010 Charles A. Ryskamp Research Fellowship supported his project on frontier religion in Michoacán, analyzing how Spanish clergy and laity adopted indigenous practices. His publications span topics from peyote use in Catholic rituals to the political implications of prohibited books and the dynamics of postcontact cultural liminality. Notable Works: Promiscuous Power: An Unorthodox History of New Spain , Peyote, Ever Virgin: A Case of Religious Hybridism in Mexico Awards: Charles A. Ryskamp Research Fellowship Nesvig’s research reveals a colonial state perpetuated through bureaucratic litigation rather than violence, with his irreverent historiographical style challenging academic conventions. His students and colleagues engage with his critical perspectives on power, religion, and cultural identity in early modern Latin America.
Jennifer Del Nero is a Clinical Assistant Professor at The College of New Jersey (TCNJ) within the Department of Special Education, Language, and Literacy in the School of Education. Her academic focus centers on literacy education, particularly through the lens of Gothic literature and popular culture. She has taught courses including Lit Strat, Assess & Instr , Internship II , and Exploring Classroom Communities . Ph.D. in Literacy Education, Rutgers University (2015) M.A. in English Literature, Rutgers University (2007) B.S. in Elementary Education/English, The College of New Jersey (2003) Her research explores adolescent literacy, creative writing instruction, and the integration of popular culture into reading curricula. She emphasizes aesthetic transactions with texts, using Gothic themes to foster critical thinking and engagement. Key publication themes include Gothic texts in literacy development, reading motivation, and interdisciplinary teaching. She has presented at conferences like the International Literacy Association (ILA) and American Reading Forum (ARF). Scientific Awards: Graduate Thesis with Distinction (2015) Edward Frye Endowed Graduate Fellowship (2012) Rutgers Graduate School of Education Research Fellowship (2012) Del Nero’s career includes roles as a literacy coach and teacher in New Jersey schools, alongside academic work at TCNJ and Rutgers University.
Jolie C. Matthews is an Associate Professor in the Department of Learning Sciences at Northwestern University's School of Education and Social Policy. She is also affiliated with the Joint PhD Program in Computer Science and Learning Sciences. Her research focuses on the socio-cultural dimensions of cognition, media literacy, historical consciousness, and representations of race and gender in media. Dr. Matthews holds a PhD in Learning Sciences and Technology Design from Stanford University, an MA in Professional Writing from the University of Southern California, and a BA in Ancient, Medieval, and Renaissance Studies from New York University's Gallatin School. She has conducted research at Microsoft’s Social Media Collective and contributed to initiatives like the Stanford University Joint Media Engagement Group and the Wallenberg Media Places Grant for Digital Humanities. Her research interests include critical analyses of media representation, bias in news consumption, and the influence of popular culture on historical narratives. She explores how digital media shapes identities and fosters resistance to oppression. Recent work examines racial and gender portrayals in films like the Spider-Man trilogy and historical perspectives in TV shows like Doctor Who . Matthews’ publications span media literacy education, fan communities, and digital citizenship. Her work highlights the intersection of media, identity, and societal norms, with a focus on marginalized groups. She has collaborated on projects like the Digital Youth Network, promoting media literacy in urban youth. Her advising and grants include roles with Stanford’s Media Engagement Group and the YouthLAB. She has contributed to interdisciplinary research on LGBTQ+ digital activism and historical poaching in fan cultures. Labs and teams include collaborations with Microsoft’s Social Media Collective and Stanford initiatives. Her work bridges education, technology, and societal impact, emphasizing equity and critical engagement with media narratives.
Jennifer A. Sandlin is an Associate Professor of Justice and Social Inquiry in the School of Social Transformation at Arizona State University (ASU). Her work focuses on public pedagogy, popular culture, and the intersections of education with consumption. She teaches courses on consumption and education, social justice, and cultural pedagogy. Sandlin holds a Ph.D. in Adult Education from the University of Georgia (2001), with a dissertation on educational programs for welfare recipients. She has authored/co-edited numerous books, including Paranoid Pedagogies (2018) and Critical Pedagogies of Consumption (2010), and has published widely in journals such as Journal of Consumer Culture and Adult Education Quarterly . Her research explores anti-consumerism activism, informal learning through popular culture, and the theory/practice of public pedagogy. She co-edits the Journal of Curriculum and Pedagogy and serves on editorial boards for multiple academic journals. Sandlin has received awards including the Early Career Award from the Commission of Professors of Adult Education (2005) and recognition as an Emerging Scholar by the American Association of University Women (2005). Her recent work addresses conspirituality, eco-horror, and pandemic pedagogies, reflecting her commitment to critically examining cultural and social structures. She actively engages in public scholarship through co-edited volumes and research on topics like Disney’s cultural curriculum and the political economy of consumption.
Dana Sajdi is an Associate Professor of History at Boston College, affiliated with the Morrissey College of Arts and Sciences. She holds a B.A. from the American University in Cairo and a Ph.D. from Columbia University. Her research focuses on premodern social and cultural history of the Arabic-speaking Eastern Mediterranean, with a current project, In Defense of Damascus , exploring the city’s history through local descriptions from the 12th to 20th centuries. She pioneered the Podcasting the Ottomans course, establishing a History Department Pod Studio, enabling undergraduates to produce scholarly podcasts. This initiative has been featured on the Ottoman History Podcast. Her work bridges academia and public engagement, emphasizing interdisciplinary approaches to history. Key publications include analyses of Syrian sacred landscapes (2022), responses to historical theory (2021), and studies on Ottoman Levant literacy and urban life (2020). Her scholarship integrates textual analysis, spatial history, and cultural critique, reflecting her commitment to innovative historical methodologies.
David Kazanjian is a Professor of English and Comparative Literature at the University of Pennsylvania's School of Arts & Sciences. He serves as Graduate Chair for the Comparative Literature and Literary Theory program (2024-25, 2026-2028), and has held prestigious fellowships including the Institute for Advanced Study (Princeton, 2026), Vartan Gregorian Center (NYPL, 2025), and Berlin Prize. His scholarship bridges transnational American studies, Armenian diaspora studies, political philosophy, and postcolonial theory. PhD in Rhetoric, University of California, Berkeley M.A. in Critical Theory, University of Sussex B.A. in Modern Thought and Literature, Stanford University Kazanjian's research examines dispossession through legal archives, transnational Armenian cultural politics, and 19th-century social movements. His work spans early American literature, Latin American colonialism, trauma theory, and Marxist analysis of freedom discourses. Recent publications address dispossession in colonial New England/Yucatán, Armenian diaspora representation, and improvisational freedom practices in the Atlantic world. His editorial roles include co-editing NYU Press's America and the Long 19th Century series and Social Text journal. 2022 Penn Provost's Award for Outstanding Mentorship of Ph.D. Students Berlin Prize, American Academy of Berlin As co-director of the Tepoztlán Institute for Transnational History of the Americas (2017-19) and affiliations with Penn's Gender & Sexuality Studies, Latin American Studies, and Middle East Center, Kazanjian fosters interdisciplinary scholarship. He teaches courses on capitalism theories, early American literature, and critical theory. His lab and collective work includes the Tepoztlán Institute and Social Text editorial collective, focusing on transnational historical methods and diasporic cultural analysis.
Edmond Y. Chang is an Associate Professor in the Department of English at Ohio University’s College of Arts and Sciences. He earned his Ph.D. in English from the University of Washington and holds advanced degrees from the University of Maryland. His academic work spans technoculture, race, gender, sexuality, and digital media, with a focus on video games, queer game studies, and 20/21C American literature. His research interests include: Queer and feminist approaches to game studies Race and representation in digital and analog games Speculative literature and ethnic futurisms Posthuman narratives and digital culture Critical pedagogy and the digital humanities Chang’s recent scholarship explores themes of identity, inclusion, and resistance in games and literature. His publications, such as “Gaming While Asian” and “Queergaming,” analyze how games reflect and shape cultural norms around race, gender, and sexuality. He is also co-editing special issues on game studies and has authored a forthcoming practical guide on close playing. His work frequently bridges creative practice and academic critique, exemplified by his original games Tellings and Archaea . His notable awards include: University Professor Award (2024) Emerging Presidential Research Scholar Award (2025–26) Chang is actively involved in academic service as Assistant Editor for Analog Game Studies and Contributing Editor for Gamers with Glasses . He mentors students through graduate seminars and creative projects and is currently on sabbatical while continuing to publish and present at major conferences. He leads innovative teaching initiatives, including courses on virtual worlds, queer literature, and game-based learning. He is affiliated with research and creative labs focused on game design and digital storytelling, fostering collaborative and interdisciplinary work in media and culture.
Maryanne A. Rhett serves as Professor and Chair of the Department of History and Anthropology at Monmouth University, where her scholarship bridges modern Middle Eastern and Islamic history with popular culture, nationalism, and world history through the lens of comics and graphic narratives. She actively shapes historical pedagogy as Director of the Graduate Program in History and through leadership roles in the World History Association. Her educational foundation includes: Ph.D. from Washington State University Dr. Rhett's research examines how sequential art mediates cultural discourse, particularly in representations of Islam, nationalist movements, and global historical events. She investigates the pedagogical power of comics in world history education while analyzing Orientalist tropes and migration narratives across visual media. Her work consistently connects academic historiography with public engagement through accessible formats. Her publication trajectory reveals evolving scholarly focus: early work established foundational analysis of Islamic representation in comics (2012-2014), followed by pedagogical applications in world history classrooms (2007, 2013), and recent expansion into migration narratives and contemporary superhero discourse (2021). This progression demonstrates increasing interdisciplinary reach while maintaining core commitments to postcolonial theory and visual cultural analysis. Dr. Rhett mentors graduate students as Director of the History Master's Program, supervising theses and comprehensive exams annually. Her administrative leadership extends to departmental chair duties and active participation in the Monmouth University Biennial Conference on Race, though specific grant funding details remain unmentioned in available records. Professional engagement includes ongoing service as Secretary (2013–present) and Program Chair (2009–present) for the World History Association, reflecting sustained commitment to global historical scholarship and pedagogy.
Do Own (Donna) Kim is an Assistant Professor at the University of Illinois Chicago's Department of Communication. Her research bridges technology studies, cultural studies, and computer-mediated communication, focusing on boundary-crossing practices in human-technology interactions. She examines questions of authenticity, hybrid spaces, and mediated identities through case studies like virtual influencers and K-pop digital cultures. Donna holds a Ph.D. in Communication from USC Annenberg (2022), with earlier degrees from Korea University (BA, 2015) and USC (MA, 2020). Her book project Virtually Real explores virtual influencers' cultural integration through cross-cultural fieldwork. She teaches courses on emerging technologies and communication theory, emphasizing qualitative research methods. Donna serves on Pop Junctions' editorial board and has written for platforms like In Media Res and Civic Imagination Project . Key awards include the KFAS Fellowship and a 2021 Browne Award for her chapter on Korean feminist activism. Her work appears in New Media & Society , International Journal of Communication , and CHI PLAY . Recent presentations include talks on AI ethics at UIC and virtual influencers at Curtin University's symposium.
