Find Academic Supervisors

• Language Policy and Planning
• Language and National Identity
• Linguistic Justice
• +5 more

Leigh Oakes is Professor of French and Linguistics in the Department of Modern Languages and Cultures within the School of Languages, Linguistics and Film at Queen Mary University of London. He has held progressive academic positions at the institution since 2000, advancing from Lecturer to his current professorship. His international academic background includes a PhD from the University of Melbourne and research at Stockholm University's Centre for Research on Bilingualism. His educational qualifications include a PhD (2001) and BA (Hons) (1996), both from the University of Melbourne. Oakes specializes in language policy and planning, with particular focus on language and national identity in France, Quebec, and Sweden. His research has expanded into linguistic justice debates in political theory, advocating for normative and interdisciplinary approaches to language policy. Oakes' publication trends reveal a consistent focus on ethical dimensions of language policy, with increasing emphasis on pluricentric justice and linguistic integration since 2016. His work bridges sociolinguistics and political philosophy, demonstrating strong interdisciplinary connections between language attitudes, national identity construction, and policy implementation across Francophone contexts. The 2018 co-authored monograph 'Normative Language Policy' represents a significant theoretical contribution to the field. 2008 Pierre Savard Prize for 'Language, Citizenship and Identity in Quebec' Leverhulme Trust Research Project Grant for 'The Ethics of Linguistic Integration' project Co-editor-in-chief of Sociolinguistica: European Journal of Sociolinguistics Co-editor of Multilingual Matters book series Member of editorial boards for Language Policy and Modern Languages Open Oakes actively supervises PhD candidates in sociolinguistic topics, with current research focusing on linguistic integration in Quebec and adaptation among mobile French speakers. His major Leverhulme-funded project 'The Ethics of Linguistic Integration' examines moral implications of language requirements for immigrants across England, Quebec, and Wales. He serves on several international academic committees including the Association internationale des études québécoises and the British Association of Canadian Studies. He leads the interdisciplinary 'Ethics of Linguistic Integration' research team, which combines expertise from applied linguistics, sociolinguistics, and political theory to investigate language integration policies. His work connects with broader university initiatives through Queen Mary's research highways in social justice and global challenges.

• Early Childhood Education
• Art Education
• Play-Based Learning
• +5 more

Felicity McArdle is a Professor in the Department of Early Childhood Education within the Faculty of Education at Queensland University of Technology. With a distinguished career spanning over two decades, her work centers on reimagining early childhood pedagogy through critical lenses of social justice, art education, and play-based learning. Her research has significantly influenced Australian early childhood policy and practice. McArdle's research interests demonstrate a consistent commitment to transformative education. She critically examines how art and play function as vehicles for social justice, challenging neoliberal discourses in early childhood education. Her work on refugee children's artistic expression and anti-bias curriculum development reveals her dedication to equity-oriented pedagogy. Through collaborative drawing methodologies and visual research approaches, she has pioneered innovative ways of understanding children's perspectives. Her publication trends reveal a sophisticated evolution from foundational work on visual arts in education (2001-2010) toward increasingly critical examinations of power, policy, and social justice (2011-2021). The consistent citation impact of her work—particularly her 2002 paper 'Early Childhood Art Education: A Palimpsest' with over 13,000 citations—demonstrates her field-defining contributions to reconceptualizing art education as critical praxis. McArdle has held significant editorial roles including co-editing the influential 2013 volume 'Young Children, Pedagogy and the Arts' and serving on the editorial board of Australian Journal of Early Childhood. Her collaborations with leading scholars like Susan Grieshaber, Jennifer Sumsion, and Linda Knight have produced seminal work on intentional teaching and play-based learning. Her research methodology expertise centers on visual and arts-based approaches, particularly collaborative drawing techniques that engage children as active research participants. This methodological innovation reflects her commitment to ethical research practices that honor children's agency while generating meaningful insights about early childhood experiences.

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.

Ryuko KubotaView profile

Professor

• Critical Applied Linguistics
• Language Ideologies
• Race and Language Education
• +7 more

Ryuko Kubota is a Professor in the Department of Language and Literacy Education at the University of British Columbia (UBC), Faculty of Education, since 2009. Her research spans critical applied linguistics , race and language education , and decolonial pedagogies . She has contributed extensively to understanding language ideologies , multicultural education , and critical literacies . Education: BA in English Linguistics, Rikkyo University (1980) MAT in TESOL, School for International Training (1987) PhD in Education, OISE/University of Toronto (1992) Her research interests focus on the intersection of race, language policies, and critical pedagogies. She examines neoliberal paradoxes in language learning, translingual practices , and antiracist engagement in global contexts. Her work addresses systemic inequities in English language education and immersion programs . Recent publications highlight critical approaches to World Englishes , AI-assisted writing , and raciolinguistic hegemony . These studies span interdisciplinary sub-fields including critical race theory , decolonial education , and language teacher identity . Scientific awards include the DSSA Award 2020 . She supervises graduate students like Charu Gupta (PhD) and collaborates with institutions such as the Language Sciences Institute at UBC. Her teaching includes courses on critical multicultural education and language politics .

• Information Science
• Library Science
• Information Behavior
• +5 more

David Bawden is a Professor in the Department of Library and Information Science (CityLIS) at City, University of London. With a publication record spanning over two decades, he has established himself as a leading scholar in information science, particularly known for his work on the philosophical foundations of information, knowledge organization, and information behavior. His research frequently intersects with Luciano Floridi's Philosophy of Information, which he has applied to library and information science theory and practice. Bawden's research interests focus on the theoretical underpinnings of information science, including information behavior, information literacy, knowledge organization, and the philosophical dimensions of information. His work often explores the conceptual frameworks that shape how we understand information in both physical and digital environments. He has made significant contributions to understanding information privacy through a philosophical lens and has examined temporal aspects of information in contemporary society. His recent publications demonstrate a continued focus on theoretical developments in information science, with particular attention to the implications of Floridi's work for library and information practice. Bawden's scholarship shows a consistent trajectory from examining historical aspects of information to contemporary challenges in the digital age, maintaining a strong theoretical orientation throughout. As a frequent collaborator with Lyn Robinson (also at City, University of London), Bawden has co-authored numerous papers exploring transitions between concepts of information across different domains, information overload, and the philosophical foundations of information science. His work has appeared in leading journals including the Journal of Documentation, Journal of the Association for Information Science and Technology, and Information Research. Bawden has been actively involved in the CityLIS program, contributing to innovative approaches to information science education including the development of curricula addressing data librarianship and the 'onlife' nature of contemporary information experience. His scholarship reflects a deep commitment to advancing the theoretical foundations of the field while maintaining relevance to practical information challenges.

Hannah ZdanskyView profile

Assistant Professor

• Old and Middle English Literature
• Medieval Manuscript Studies
• Historical Linguistics
• +7 more

Dr. Hannah Zdansky is an Assistant Professor of English at Belmont Abbey College, specializing in medieval languages, literatures, and manuscript studies. Her research focuses on cross-cultural connections in medieval Britain and Ireland, particularly exploring multilingualism, religion in literature, and medieval reading practices. She holds a B.A. from Baylor University, an M.A. from the National University of Ireland, Galway, and a Ph.D. from the University of Notre Dame. Her expertise spans Old and Middle English, French, Irish, Welsh, and Latin, with a methodological focus on digital humanities and the history of the book. Dr. Zdansky’s work examines how medieval literary and material cultures were shaped by multicultural interactions, including studies on medieval manuscripts, the role of women in literary production, and the intersection of religion with secular narratives. Her recent scholarly engagements include presentations on topics like the transnational dimensions of medieval texts, the interplay between sacred and secular themes in works such as Gui o Bharbhuic , and comparative analyses of Welsh and English manuscript traditions. Her publications span peer-reviewed articles, encyclopedia entries, and book reviews, reflecting her commitment to interdisciplinary medieval studies. Dr. Zdansky teaches a wide range of courses, from Old English Language and Literature to Irish History, emphasizing close textual analysis and historical context. She has advised numerous students through independent studies and thesis work, fostering academic rigor and intellectual curiosity in her classroom.

Hyunjung ShinView profile

Associate Professor

• English as an Additional Language (EAL)
• ESL/EFL
• applied linguistics
• +15 more

Dr. Hyunjung Shin is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. Her work focuses on applied linguistics, EAL education, and critical pedagogy. She holds a Ph.D. from the University of Toronto (2010) in Curriculum, Teaching and Learning, with a specialization in Second Language Education. Her research explores topics such as transnational student experiences, neoliberalism in education, refugee language policies, and identity formation. Notable awards include the Government of Canada Post-doctoral Research Fellowship (2010-2011) and the BAAL International Scholarship (2010). Shin's publications challenge dominant narratives in language education, emphasizing critical perspectives on multilingualism and globalization. She has presented widely, including a TEDx talk on diversity in 2019. Her work integrates participatory action research and ethnographic methods to address systemic inequities.

Soojin Oh ParkView profile

Assistant Professor

• Early Childhood Education
• Bilingual Education
• Family Literacy
• +7 more

Soojin Oh Park is an Assistant Professor in the Learning Sciences & Human Development department at the University of Washington College of Education. Her research focuses on equity-driven improvements in early childhood education, family literacy engagement with Dual Language Learners (DLLs), and culturally grounded parenting practices. Ed.D., Human Development and Education, Harvard University M.Ed., Educational Policy and Analysis, Harvard University M.S.Ed., Learning, Teaching, and Literacies, University of Pennsylvania B.A., Psychology, University of Pennsylvania Park’s interdisciplinary work combines qualitative, quantitative, and mixed-methods approaches to address gaps in early childhood education (ECE) and parenting, emphasizing: Family literacy engagement for DLLs’ language and literacy development Culturally sustaining pedagogy to amplify family strengths Equity-oriented reforms in ECE systems and policies Her publications span topics like heritage language maintenance, culturally responsive assessment, and the impact of immigration policy on child development, often utilizing advanced methodologies such as machine learning. Awards include the SRCD Federal Policy Fellowship and Best Article of the Year from the Journal of School Psychology. Outstanding Research Paper Award (Korean American Educational Research Association) Distinguished Paper Award (Washington Educational Research Association) Best Article of the Year Award (Journal of School Psychology) Emerging Scholar Fellowship (National Research Center on Hispanic Children and Families) Park leads projects such as FAMILY (Fathers And Mothers Investing in Learning of Young Children) and BASECAMP (Bolstering Asian Students in Early Childhood by Advancing Multilingual Pedagogies). She teaches courses on language and literacy learning, bilingual development, and parenting impacts on early education.

Doris SommerView profile

Professor

• Latin American Literature
• Bilingual Aesthetics
• Public Humanities
• +7 more

Doris Sommer is the Ira Jewell Williams, Jr. Professor of Romance Languages and Literatures and African and African American Studies at Harvard University. She directs the Cultural Agents Initiative , promoting arts-based education through programs like Pre-Texts. She holds affiliations with the Mahindra Humanities Center as co-Chair and serves on editorial boards including Cuadernos de Literatura and transmodernity . Her research traces the role of 19th-century Latin American novels in nation-building, expanding to bilingual aesthetics, minority literature, and the civic impact of arts and humanities. She explores how literature and language shape identity, citizenship, and societal development, with a focus on translational and intercultural frameworks. The articles listed span her work on Latin American modernity, bilingual education, and the sociopolitical role of literature. These texts reflect her interests in postcolonial theory, cultural hybridity, and activist pedagogy, often bridging literature, education, and civic agency. Scientific awards include the Ira Jewell Williams, Jr. Professorship at Harvard University. Her outreach includes Pre-Texts programs in Boston Public Schools and Latin America, though no student names are explicitly listed. She has contributed extensively to journals and edited volumes, emphasizing cultural policy and intercultural dialogue.

Vera J. LeeView profile

Clinical Professor

• Multilingual Education
• Digital Literacy
• Family-School Partnerships
• +1 more

Dr. Vera J. Lee is Clinical Professor and Department Chair of Teaching Learning and Curriculum at Drexel University. Her scholarship examines literacy development, educational equity, and family engagement in multilingual communities. Research encompasses: Cultural brokering in school-family communication Critical literacy practices in K-12 education Digital/information literacy frameworks Technology-mediated language learning Publications develop models like the I-LEARN framework for information literacy instruction and 'Three Bridges' approach for culturally responsive family engagement. Recent collaborations investigate civic education policy in international contexts and multimodal writing in urban preschools. As co-editor of 'Advancing Culturally Responsive and Socially Just Approaches to Multilingual Family-School Partnerships' (2023), she advances equity-focused engagement frameworks.

Guofang LiView profile

Professor

• Early bilingual development
• Family literacy
• Early literacy instruction
• +2 more

Guofang Li is a Professor in the Department of Language and Literacy Education at the Faculty of Education, affiliated with the Centre for Early Childhood Education & Research (CECER). Her work centers on bilingual development and literacy education within multicultural contexts, particularly focusing on Chinese-Canadian communities. Her research interests include: Early bilingual development Family literacy practices Early literacy instruction methodologies Early education for minority learners Teacher education for multilingual classrooms Analysis of her 2021-2025 publications reveals a concentrated focus on Chinese-Canadian children's bilingual development, examining home literacy environments, digital technology impacts, and pandemic-related disruptions. She consistently advocates for equity-focused approaches in superdiverse educational settings, emphasizing translanguaging practices and critical perspectives on linguistic justice. Scientific Awards: No awards explicitly mentioned in source materials Advising and Grants: No specific student names or grant information provided in source materials Labs and Teams: Centre for Early Childhood Education & Research (CECER): An interdisciplinary hub facilitating collaborative research between academics, educators, and community partners focused on advancing evidence-based early childhood education practices through longitudinal studies and community-engaged projects.

• National and European Identities
• Social Identity Change
• Political Perceptions in Identity Formation
• +5 more

Ronja Sczepanski is an Assistant Professor at the Centre for European Studies and Comparative Politics (CEE) at Sciences Po. Her research explores the intersection of national and European identities, focusing on how political perceptions, social sorting, and behavioral processes drive identity change. Specializes in identity formation through political events like referenda Analyzes neighborhood effects and ethnic diversity on identity dynamics Investigates political party framing of social groups Her recent work examines how differentiated integration impacts EU policy compliance and validates open-source machine translation for text analysis. She teaches courses on European integration at institutions including ETH Zurich and the University of Cologne. Recipient of the PolMeth Europe Best Poster Award (2023) Published in journals like Comparative Political Studies and European Union Politics

Eva OgiermannView profile

Associate Professor

• Cross-cultural pragmatics
• Politeness theory
• Bilingual communication
• +3 more

Dr Eva Ogiermann is an Associate Professor in English Language and Applied Linguistics at King’s College London, serving as Programme Director for the MA in Language and Cultural Diversity. She holds a PhD from Carl von Ossietzky Universität Oldenburg (2007) and an MA from the University of Münster (2001). Her research focuses on cross-cultural pragmatics, politeness theory, and bilingual communication, with a particular interest in how language reflects cultural norms and identities. Current Position: Reader (Associate Professor) at King’s College London Previous Institutions: University of Oldenburg (Germany), University of Portsmouth, University of Surrey Editorial Roles: Former associate editor of the Journal of Pragmatics (2010–2018) Her work examines cultural specificity of language use, including studies on apology strategies, request negotiation, and family communication dynamics. Recent projects analyze pandemic-era signage’s role in disseminating risk communication and maintaining social cohesion during crises. She also explores epistemic authority in academic writing tutorials and the pragmatic functions of marketing language. Key research contributions include From Speech Acts to Lay Understandings of Politeness (2019) and numerous articles in top journals like Journal of Pragmatics and Pragmatics and Society . Her teaching spans BA and MA programs in applied linguistics and language education. Dr Ogiermann leads the Implementing Covid-19 measures project, studying how non-official signage adapts government health guidelines. She actively contributes to the Centre for Language, Discourse & Communication, fostering interdisciplinary research at the intersection of language, culture, and society.

JuHyun LeeView profile

Associate Professor

• Architectural design computing
• Design cognition
• Urban complexity
• +8 more

JuHyun Lee is an Associate Professor of Architecture and Computational Design in the School of Built Environment at the Faculty of Arts, Design and Architecture (ADA), University of New South Wales (UNSW) Sydney, where they also hold the prestigious title of Scientia Academic. With a professional background in architecture and construction (1998-2002), they have held academic positions across Australia including a five-year post-doctoral fellowship at the University of Newcastle (2012-2017) and a senior research fellowship at the University of South Australia (2018), following earlier research and teaching roles in South Korea (2003-2011). Lee specializes in architectural design computing, design cognition, and urban complexity, integrating computational methods, cognitive science, and architectural theory to advance architectural intelligence and human-centered design. Their research spans architectural visualization, analysis and design methods, algorithm/protocol design, and data visualization with computational approaches. They have established a strong research program examining the intersection of language, culture, and design cognition, particularly focusing on cross-cultural design communication between Australia and Korea. Lee's recent publications demonstrate a clear trajectory toward increasingly sophisticated integration of computational methods with architectural design theory, particularly in the areas of shape grammar, space syntax, and machine learning applications. Their work shows consistent focus on practical applications of computational design methods to real-world architectural problems, with growing emphasis on cross-cultural collaboration and intelligent design systems. The research portfolio reveals a deepening engagement with AI and machine learning techniques applied to architectural design assessment and generation. Scientia Academic at UNSW Sydney Associate Fellow of the Higher Education Academy (AFHEA, 2020) As an educator, Lee develops cutting-edge courses in computational design and Building Information Modeling (BIM), integrating experiential learning and industry engagement. They have secured over $11 million in research funding, including multiple ARC Discovery Projects and an Australia-Korea Foundation grant. Lee co-directs the Advanced Architectural Analytics Laboratory (A 3 LAB), leading interdisciplinary research on design automation, spatial analysis, and machine learning applications in architecture, while also leading cross-cultural initiatives like the Australia-Korea Architects' Network (AKAN). Lee supervises multiple HDR students working on culturally sustainable urban design, socio-spatial patterns in public housing, and computational layout generation. Their research has significant implications for improving design communication across cultural boundaries and developing more coherent, clear, and accessible built environments through computational design approaches.

Jason GoulahView profile

Professor

• Ikeda/Soka Studies in Education
• Transformative Learning
• Socioecological Perspectives in Education
• +6 more

Jason Goulah is a Professor at DePaul University’s College of Education, where he directs the Institute for Daisaku Ikeda Studies in Education and the Value-Creating Education for Global Citizenship Doctoral Program. His work bridges Ikeda/Soka studies, transformative learning, and socioecological approaches to language education. Education: Ph.D. in Education, State University of New York, Buffalo LL.M. in International Law, Kwansei Gakuin University, Japan His research explores intersections of language, culture, identity, and sustainability, with a focus on Soka education, global citizenship, and eco-ethical consciousness. He has published extensively in journals and edited volumes, including works on climate change in TESOL and the role of dialogue in peacebuilding. Scientific Awards: 2018 DeGarmo Award for Exemplary Scholarship 2015 American Educational Studies Association Critics Choice Book Award 2013 DePaul University Excellence in Teaching Award 2009 Stephen A. Freeman Award for Best Language Education Article He has held visiting positions at the University of Guelph-Humber, Soka University of America, and the University of Evansville, and has developed curriculum for Chicago Public Schools and New York City Schools. His recent articles analyze Anthropocene-era education and East-West philosophical convergences.