Tracy Charlotte Young is a Senior Lecturer at the Faculty of Education, Southern Cross University (SCU), serving as Course Coordinator for Early Childhood Programs at the Melbourne Campus. With over 30 years of experience as an environmental educator, early childhood teacher, and tertiary educator in Initial Teacher Education, her career bridges research, pedagogy, and advocacy. Education: PhD (2019), Master of Education (2010), Bachelor of Education (1998), Graduate Diploma of Child Development (1991). Research: Focuses on child-animal relations, multispecies education, and environmental education through critical posthuman and post-qualitative lenses. Teaching: Covers philosophy (ecological ethics, Indigenous perspectives), ecology (sustainability pedagogies), and leadership in early childhood education. Supervision: Available for Masters and Doctoral projects in early childhood education, multispecies inquiry, and posthuman theories. Contact: Located at 108 Lonsdale Street, Melbourne 3000; email tracy.young@scu.edu.au. Research Impact: Her work integrates early childhood education with multispecies interactions, challenging traditional human-centric pedagogies and expanding ecological ethics in educational frameworks.
Stacy Alaimo is the Barbara and Carlisle Moore Professor of English and Core Faculty in Environmental Studies at the University of Oregon. She directs the English Department's Graduate Studies program. Her research bridges environmental humanities, science studies, and critical theory, focusing on transcorporeality, blue humanities, and material ecocriticism. She has authored seminal works like Bodily Natures (2010) and Exposed (2016), and co-edited foundational texts like Material Feminisms (2008). Her current projects include The Abyss Stares Back (2025) and Acid Seas . PhD from University of Texas at Austin Previous roles: Distinguished Teaching Professor at University of Texas at Arlington Research interests include oceanic studies, interspecies relations, and environmental justice. She co-edits Duke University Press's 'Elements' series and serves on academic committees for the College of Arts and Sciences. Her work has inspired art exhibitions, podcasts, and interdisciplinary collaborations globally. Awards include the MLA Ecocriticism Forum leadership and ASLE awards. Grants include leadership roles in sustainability initiatives and interdisciplinary programs. Labs/teams include collaborations with marine scientists and artists through blue humanities projects. Future works explore ocean acidification and deep-sea ecologies.
Prof. Dr. Oktay Bilgi is a Professor of Childhood Education at the Alanus University of Arts and Society since December 2024. Previously, he served as a Research Assistant at the University of Cologne’s Department of Educational Sciences (2014–2024). He holds a Dr. phil. from the University of Cologne (2020), focusing on pedagogical beginnings and societal change. His research emphasizes childhood education theory, ethical-ecological care, and multispecies relationships in daycare centers. He is active in the German Society for Educational Science (DGfE) and the International Froebel Society. Education: PhD in Philosophy, University of Cologne (2020) Studies in Educational Sciences at University of Bielefeld (2003–2011), specializing in Social Work, Migration Pedagogy, and Racism Research Research Interests: Bilgi explores childhood education theory in social change contexts, educational anthropology, phenomenology, and new materialism. His work addresses ethical and ecological dimensions of human-animal relationships in daycare, cultural education, and sustainability. He co-edits volumes on care, quality frameworks, and early childhood pedagogy. Grants & Memberships: Hans-Böckler-Stiftung Fellowship (2011–2014) Member of DGfE, DGPhil, and International Froebel Society His lectures address crises in pedagogy, multispecies care, and cultural education in the Anthropocene. He frequently collaborates on projects linking ecological ethics with early childhood spaces, such as the BMBF-funded 'Spatial Qualities' initiative. Labs/Teams: Engaged with interdisciplinary networks like the 'Netzwerk frühkindliche kulturelle Bildung' and contributes to collaborative research on early childhood spaces and sustainability.
Karen Barad is Distinguished Professor of History of Consciousness at the University of California, Santa Cruz, with joint appointments in Philosophy and Feminist Studies. She holds a Ph.D. in theoretical particle physics from SUNY Stony Brook and previously held a tenured position in a physics department before transitioning to interdisciplinary work. At UCSC, she is affiliated with the Humanities Division and serves as faculty in the History of Consciousness Department and Philosophy Department. Barad earned her Ph.D. in Physics from SUNY Stony Brook, building a foundation in theoretical particle physics before moving toward more interdisciplinary work. Her unique trajectory from physics to philosophy and feminist studies has shaped her distinctive approach to questions of matter, meaning, and ethics. Barad's research spans multiple disciplines including science studies, multispecies studies, physics, nuclear studies, continental philosophy, epistemology, ontology, ethics, politics, and philosophy of physics. Her theoretical framework of "agential realism" has significantly influenced feminist theory, science studies, and philosophy. She approaches questions of matter, meaning, and ethics through the lens of quantum physics, developing concepts like intra-action, diffraction, and entanglement as philosophical tools. Her work challenges traditional boundaries between subject/object, nature/culture, and human/non-human. Her publications over the last two decades reveal a consistent engagement with the intersections of science, philosophy, and ethics, particularly focusing on how material-discursive practices shape reality. Barad's work increasingly addresses ecological concerns, nuclear legacies, and questions of justice, demonstrating how scientific concepts can inform ethical and political thought. Her writing moves fluidly between theoretical physics, feminist theory, and philosophical inquiry, creating new pathways for understanding the entanglement of matter and meaning. honorary doctorate from Gothenburg University Fulbright fellowship Kresge College Teaching Award Barad has received significant recognition for her scholarship and her research has been generously supported by major funding organizations including the National Science Foundation, the Ford Foundation, the Hughes Foundation, the Irvine Foundation, the Mellon Foundation, and the National Endowment for the Humanities. As Co-Director of the Science & Justice Graduate Training Program at UCSC, Barad has mentored numerous graduate students and shaped interdisciplinary research connecting scientific inquiry with questions of social justice. Her collaborative work with scholars like Jenny Reardon has helped establish science & justice as a vital field of inquiry. Barad's approach to mentoring emphasizes the ethical responsibilities inherent in scientific and philosophical practices. Through her leadership in the Science & Justice Research Center, which she helped found, Barad has fostered innovative collaborations across disciplines, creating spaces where scientists, humanists, and social scientists can work together on pressing contemporary issues. Her work continues to influence multiple fields, with ongoing projects exploring nuclear colonialism, ecological ethics, and the material consequences of scientific practices.
Janna Goebel is an Assistant Professor at the School of Sustainability, Arizona State University. Her research focuses on sustainability, Indigenous studies, comparative education, climate change, and environmental justice. She investigates immersive sustainability solutions with Indigenous communities, educational narratives during climate crises, and the impact of international assessments on education policies. Her work emphasizes relational approaches to environmental challenges, decolonial methodologies, and the intersection of speculative fiction with educational theory. Research includes community-based projects in the Ecuadorian Amazon and critical analyses of academic practices during global crises.
Claudia Ruitenberg is a Professor in the Department of Educational Studies at the University of British Columbia's Faculty of Education, specializing in philosophical and ethical dimensions of education with emphasis on early childhood contexts and global challenges like climate justice. Her research portfolio includes: Philosophical questions in early childhood education Ethics in and of early childhood education Speech act theory and educational discourses Educational hospitality frameworks Climate crisis and intergenerational justice Political education in populist contexts Recent publications demonstrate a critical shift toward climate emergency responses through educational ethics, examining how hospitality principles foster intergenerational solidarity. Her work challenges instrumental environmental education approaches, advocating for 'convivialist transformation' that rearranges desires and controls hubris, while integrating Levinasian ethics with multispecies pedagogy and pandemic-climate crisis intersections.
Professor Isabelle Doucet is a Professor of Architecture and PGR Lead at the School of Architecture and Landscape, University of Sheffield, having joined in February 2025. Previously, she held professor positions at Chalmers University of Technology in Sweden (2018-2024) and the Manchester Architecture Research Group at the University of Manchester (2009-2018). Her academic journey began with PhD studies at Delft University of Technology in The Netherlands. Her educational background includes PhD, Masters and Bachelor degrees in Architecture from Delft University of Technology. She has been a visiting scholar at Yale University (2022), University of Sydney (2018), University of Queensland (2017) and the Brussels Centre for Urban Studies (2015). Doucet's research sits at the intersection of architecture, environmental humanities, and feminist theory. Her work centers on expanded histories of architecture and activism after 1968, women as role models in architecture, and environmental (multispecies) storytelling. She approaches these topics through historical cases (particularly post-1968), theoretical revisiting, and innovative methods of inquiry. Her research combines oral histories of women in architecture with critical revisiting of emancipatory theories from an intersectional perspective. Her extensive publication record shows a consistent focus on critical architectural practice, urban activism, and environmental storytelling. Over the past fifteen years, her work has evolved from examining specific historical cases in Brussels to broader theoretical frameworks connecting feminist theory, environmental humanities, and architectural practice. Recent publications increasingly engage with multispecies encounters and ecological storytelling in architecture. Member of the Steering Group of the Architectural Humanities Research Association (AHRA) Advisory board member for Dimensions: Journal of Architectural Knowledge and CLARA Architecture/Recherche Former editor for Architectural Histories (until 2023) Doucet actively supervises doctoral students and has developed international PhD courses. Her grant portfolio reflects her research interests in women in architecture, environmental storytelling, and architectural activism. She has co-supervised multiple doctoral students to completion and served as an external examiner for students at prestigious institutions worldwide.
David Brooks is an Honorary Professor in Australian Literature at the University of Sydney. He holds degrees BA (ANU), MA and PhD (Toronto). His research focuses on Australian poetry, modernist movements, and animal ethics, particularly the ethical implications of kangaroo slaughter. Brooks has authored over 20 books including The Other Side of Daylight (2024), Animal Dreams (2021), and The Sons of Clovis (2011). His work bridges literary analysis with interdisciplinary studies, exploring themes like cultural memory, ecological crisis, and ethical philosophy. Brooks has received the Australia Council Fellowship in Fiction (2015–16) and curates projects such as the Kangaroos — The 100 Days Project . His recent essays critique Australia’s kangaroo culling policies, arguing against their ecological and ethical justifications. He frequently publishes in journals like Southerly , Animal Studies Journal , and Cultural Politics , blending scholarly rigor with creative writing.
Soile Veijola is a Professor of Cultural Studies of Tourism at the University of Lapland's Faculty of Social Sciences. She holds a PhD in Sociology from the University of Helsinki and has over forty years of academic engagement in tourism studies, gender research, and sustainable development. Her research focuses on ethical tourism practices, multispecies coexistence, and responsible planning in cultural/natural environments. Veijola has held roles including Senior Scientist at the Research Council of Finland (2006-2007) and Researcher positions at Universities of Helsinki and Jyväskylä. She leads projects like 'MAMOMI: Multidisciplinary Measurements of Sustainable Tourism Growth' (2019-2020) and co-edits the anthology Matkailunkestävä Suomi? (2023). Her work integrates modal semiotics, narrative analysis, and slow methodologies to address tourism's impacts on gendered subjectivities, ecological systems, and socio-cultural values. Recent publications include blog posts on sustainable practices and keynote addresses on post-anthropocentric tourism futures. Veijola collaborates internationally, emphasizing interdisciplinary approaches to ethical tourism knowledge production. Education: PhD in Sociology, University of Helsinki (1990s) Key Projects: 9 funded projects since 2001, including EU/FP7 initiatives Public Engagement: Over 80 media contributions since 2018 Veijola's current research explores 'Slow Methods' for co-written nonfiction and ethical epistemologies in tourism studies. She actively participates in global academic networks and policy dialogues.
Emily T. Yeh serves as Professor of Geography at the University of Colorado within the College of Arts and Sciences, holding Faculty Affiliate status with the Center for Asian Studies, CNAIS, and C3BC. A 2024 Guggenheim Fellow and past-president of the American Association of Geographers (2021-2022), she is recognized as a College of Arts and Sciences Professor of Distinction for her transformative work in human geography. Her educational foundation includes a Ph.D. from the University of California, Berkeley (2003), establishing her scholarly trajectory in critical geographical inquiry. Professor Yeh's research interrogates power dynamics within nature-society relationships through ethnographic methodologies , with seminal contributions to political ecology and cultural geography . Her work centers on Tibetan Plateau environmental transformations, examining natural resource conflicts, pastoralist livelihoods, and state-led development. Recent expansions address weather modification in anthropogenic climate contexts and decarbonization politics in Indonesia, revealing her evolving engagement with planetary-scale environmental challenges. This trajectory demonstrates consistent methodological rigor while adapting to emergent global ecological crises. Analysis of her 15 most recent publications reveals a decisive pivot toward climate intervention technologies and energy transition justice since 2022, while maintaining deep regional expertise in Asian contexts. The geographical scope has broadened from Tibet/China to include Indonesia, reflecting growing attention to Global South climate politics. Her scientific recognition includes: Guggenheim Fellowship (2024) Phi Beta Kappa Visiting Scholar (2023-2024) Professor Yeh actively mentors graduate researchers including Drolma Gadou, Tsering Lhamo, Emma Loizeaux, and Tenzin Yangkey. Her research program is substantially supported by National Science Foundation funding for interdisciplinary projects on Tibetan Plateau rangeland dynamics and climate vulnerability, alongside her foundational CAREER award for transnational environmentalism research. Current work integrates capoeira philosophy with environmental justice frameworks, reflecting embodied scholarly practice. She contributes to interdisciplinary knowledge production through the Center for Asian Studies and C3BC, fostering collaborative approaches to environmental challenges that bridge geographical scales from local Tibetan communities to global climate governance structures.
Julian Yates is the H. Fletcher Brown Professor of English at the University of Delaware, part of the College of Arts & Sciences. He holds a B.A. (Hons.) from St. Anne's College, Oxford University (1990) and a Ph.D. in English Literature from UCLA (1996). His research bridges Medieval and Renaissance British Literature, literary theory, material culture, and environmental humanities, with a focus on interdisciplinary approaches to objects, ecosystems, and multispecies relations. His scholarly work includes five books, including *Error, Misuse, Failure* (Minnesota, 2003) and *Noah’s Arkive* (Minnesota, 2023), alongside co-edited volumes and award-winning studies. Yates has been supported by grants from the Mellon Foundation, NEH, and the Folger Shakespeare Library. Recent projects explore hallucinated performances and pre-modern extinction narratives. Awards: MLA Best First Book finalist (2003), Michelle Kendrick Prize (2017), CAS Outstanding Scholarship Award (2019) Grants: Mellon Foundation, NEH, Folger Shakespeare Library, Huntington Library His current research initiatives include *Hallucinated Performances*, a study of uncertain historical performances, and work on pre-modern extinction discourses, blending literary analysis with environmental and ecological inquiry.
Douglas D. Karrow is an Associate Professor in the Department of Educational Studies at Brock University’s Faculty of Education. His research focuses on Environmental and Sustainability Education (ESE) in teacher education, curriculum design, pedagogy, and policy. He integrates continental philosophy, particularly Martin Heidegger’s work, into educational theory and practice. Karrow is affiliated with the EECOM Standing Committee on ESE-Teacher Education and has guest-edited for the Journal of the Canadian Association for Curriculum Studies. Education: PhD MEd BEd BSc Research Focus: Karrow examines ESE’s role in K-12 education and teacher training, emphasizing curriculum integration and policy analysis. His current projects include a national survey on ESE in Canadian teacher education and an international literature review. He is author of the upcoming book An Ethos of Mystery for Education Theory and Practice , exploring ‘mystery’ as a foundational concept in education. Funding & Grants: Recipient of multiple Research & Development Committee grants for data visualization, book editing, and literature review analysis. 2022: $1,700 for scoping review data analysis. 2019: $2,000 Brock Research Initiative Award for SSHRC application support. Awards & Affiliations: Member: North American Association for Environmental Education (NAAEE) Member: Canadian Network for Environmental Education and Communication (ECOom) Member: Canadian Association for Teacher Education (CATE) Teaching: Leads courses in educational research, curriculum design, and outdoor/environmental education. Supervises graduate students in M.Ed. and PhD programs.
Mandy de Wilde is an Assistant Professor at Leiden University's Institute of Cultural Anthropology and Development Sociology within the Social and Behavioural Sciences faculty. Her research focuses on environmental anthropology, political ecology, and Science and Technology Studies (STS), exploring sustainable farming practices, indigenous crop valuation, and climate resilience in Northwestern Europe. She conducts fieldwork at the PolderLab Vrouwe Venne, studying experimental farming with wet crops like rice and cranberries. Previously, she held postdoctoral positions at the University of Amsterdam, Wageningen University, and the University of Antwerp, and was a visiting fellow at institutions including the University of Edinburgh and Humboldt University Berlin. Her work examines intersections of ecological, economic, and social relations, emphasizing more-than-human agency and gendered normativities in sustainability movements. She teaches courses on economy-ecology linkages, anthropological research methods, and urban belonging. Notable publications include studies on rats as political agents in Amsterdam and gender dynamics in zero-waste living. Her research bridges academic inquiry with practical experiments in sustainable agriculture and urban ecologies.
Professor Mick Lennon is a distinguished academic at University College Dublin, where he serves as Professor in the School of Architecture, Planning and Environmental Policy. With a career spanning both academic and professional planning practice, Professor Lennon brings extensive experience to his role. His academic journey at UCD has progressed from Research Fellow (2013-2014) to Lecturer (2015-2021), Associate Professor (2021-2025), and currently Professor (since July 2025). Prior to UCD, he was a Lecturer in Spatial Planning at Cardiff University. His professional background includes significant experience as a town planner in both public and private sectors across Ireland, the UK, and New Zealand. Professor Lennon's academic foundation is robust and interdisciplinary: BA in Geography from University College Cork MA in Geography from University College Cork MSc in City & Regional Planning from University of Wales Cardiff PhD in Planning & Environmental Policy from University of Wales Cardiff Prof Cert in University Teaching & Learning from University College Dublin Professor Lennon's research sits at the dynamic intersection of planning theory, environmental policy, and socio-ecological systems. His work spans a spectrum from practical applications to philosophical inquiry, with current focus on four interrelated areas: Socio-Ecological Relationships, The Politics and Policy of Change, Planning Sustainable Environments, and Planning Theory & Practice. His scholarship demonstrates particular expertise in green infrastructure planning, environmental justice, and climate change adaptation strategies. A distinctive feature of his approach is the integration of theoretical frameworks from thinkers like Paul Ricoeur, Alasdair MacIntyre, and Charles Taylor into planning practice, offering novel perspectives on the concept of the "common good" in planning contexts. Analysis of Professor Lennon's recent publications reveals a strong thematic focus on the challenges of planning in the face of climate change and environmental degradation. His work consistently examines the tensions between theoretical planning frameworks and their practical implementation, with particular attention to issues of justice, equity, and community participation. A notable trend is his exploration of "managed retreat" as a climate adaptation strategy, examining its environmental justice implications across multiple contexts. His scholarship also demonstrates growing engagement with multispecies perspectives and the role of green infrastructure in addressing urban inequalities, particularly in marginalized communities and informal settlements. While specific awards are not prominently featured in the available information, Professor Lennon's professional standing is evidenced by: Corporate (Full) Membership in the Irish Planning Institute Chartered (Full) Membership in the Royal Town Planning Institute Though specific details of Professor Lennon's advising activities and grant funding are not extensively documented in the available materials, his research output suggests significant involvement in collaborative research projects focused on climate adaptation, environmental justice, and planning theory. His publications frequently appear with co-authors from multiple institutions, indicating active participation in research networks. His work on green infrastructure planning, managed retreat, and environmental assessment appears to be supported by research funding that enables international comparative studies, as evidenced by projects examining cases in Ireland, Germany, and Iran. His role as editor for special issues in prominent planning journals further suggests leadership in directing research agendas within his field. Professor Lennon appears to be actively engaged with multiple research networks and collaborative initiatives, though specific laboratory structures are not detailed in the available information. His work on the Citizens' Assembly on Biodiversity Loss suggests involvement with policy-focused research groups at UCD. The international scope of his collaborations, particularly with researchers in Germany examining coastal management, indicates participation in transnational research consortia. His focus on participatory approaches to planning and environmental assessment suggests alignment with community-engaged research frameworks that prioritize co-production of knowledge with stakeholders.
Peta J. White is an Associate Professor in Science and Environmental Education at Deakin University’s School of Education , with affiliations to the Research for Educational Impact center. She co-directs the Centre for Regenerating Futures and serves as Editor-In-Chief of the Australian Journal of Environmental Education . Her career spans teaching and research roles across Canada and Australia, including leadership in climate change education policy via the OECD PISA 2025 Science Framework . Education : PhD in Education (University of Regina, Canada), Graduate Certificate of Higher Ed. Learning & Teaching (Deakin), Master in Rural Systems Management (University of Queensland), Graduate Diploma of Education (University of Western Australia), Bachelor of Science in Veterinary Biology (Murdoch University), and Bachelor of Science (University of Western Australia). Research focuses on three pillars: science/biology education, sustainability/climate change education, and collaborative/activist methodologies. She advocates for curriculum reform, transdisciplinary approaches to Anthropocene challenges, and decolonizing practices. Her work bridges climate change education , environmental justice , and teacher professional development . Recent publications emphasize climate change education, arts-based approaches, interdisciplinary learning, and curriculum innovation. Notably, she explores Anthropocene futures , student agency , and policy as a political process across journals like Research in Science Education and The Lancet Planetary Health . Supervision & Teaching includes over 60 teacher candidates and 14 doctoral students. She teaches units such as Environmental Education (ESS441/741), Senior Biology (ESS467/767), and interdisciplinary STEM courses. Her grants exceed $8 million, funded by bodies like the Australian Research Council and Department of Education and Training Victoria .
