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• Critical Pedagogy
• Decolonizing Methodologies
• Race and Racism Studies
• +5 more

Antonia Darder is a Professor at the California Institute of Integral Studies (CIIS) in the School of Education, Department of Educational Leadership and Interdisciplinary Studies. Her academic career spans over two decades of scholarly work focused on critical pedagogy, decolonizing methodologies, and social justice education. Dr. Darder's research interests center on critical pedagogy, decolonizing methodologies, race and racism studies, Latina/o critical theory, public pedagogy, and the impact of neoliberalism on educational spaces. Her work consistently examines how structural inequalities manifest in educational settings and how critical consciousness can serve as a tool for liberation and social transformation. She approaches education as a political act that must challenge systems of oppression and create spaces for marginalized voices. Her publication record demonstrates a clear evolution from early work examining race and multiculturalism to more recent focus on decolonizing research methodologies. Her scholarship reveals deep engagement with Paulo Freire's critical pedagogy tradition while developing her own theoretical contributions, particularly regarding borderland intellectuals and the politics of knowledge production. The articles show consistent attention to how community-based resistance, artistic expression, and alternative media forms can serve as vehicles for public pedagogy and social change. Dr. Darder has collaborated with prominent scholars including Peter Mayo, Rodolfo D Torres, and Carmel Borg. Her work has been published in leading journals such as Policy Futures in Education, Educational Studies, and Ethnicities, and through major academic presses including Routledge and New York University Press. As a public intellectual, Dr. Darder has contributed to discussions on community radio as a tool for resistance, the embodiment of public pedagogy through artistic expression, and the critical examination of neoliberal policies within academic spaces. Her scholarship consistently bridges theory and practice, emphasizing the importance of education as a transformative force for social justice.

Elijah Adiv EdelmanView profile

Associate Professor

• Transgender Studies
• Gender and Sexuality
• Queer Studies
• +6 more

Elijah Adiv Edelman is an Associate Professor in the Department of Anthropology at Rhode Island College. His research takes an ethnographic and community-based approach to examining how transgender and gender non-conforming communities navigate politics of racialization, pathologization and recuperation. Dr. Edelman focuses on the personal, socio-political, legal, economic and health implications of gender transgression among transgender and LGBT communities of color both in the United States and globally. Dr. Edelman's educational background includes: Ph.D. from The American University B.A. from University of North Carolina-Greensboro His research interests center on transgender studies, particularly examining trans communities of color through the lens of racialization, spatial politics, and state regulation. Dr. Edelman extends non-traditional forms of academic work into the classroom, encouraging students to utilize mixed media in expression and research, including graphic novels, 'Zines,' and community map-making. His approach bridges academic scholarship with community activism, emphasizing accessible knowledge production. Dr. Edelman's publications reveal consistent focus on transgender studies, with particular attention to trans communities of color, spatial politics, and intersections of gender, race, and sexuality. His 2021 book 'Trans Vitalities' introduces a framework for understanding trans coalitional labor and activism in Washington, DC, while his journal articles explore topics ranging from trans masculinity to necropolitical regulations of trans feminine bodies. His work spans academic journals, community-produced reports, and multimedia projects. Dr. Edelman's academic work emphasizes community-centered research projects and radical cartography. He has been involved in significant community initiatives such as the Washington, DC Transgender Needs Assessment Survey. His teaching methodology challenges traditional academic modalities, creating spaces for students to engage with material through creative and critical lenses that center marginalized experiences and knowledge production.