Caroline Ormesher is a Senior Lecturer at the School of Education , Bath Spa University, specializing in Primary Mathematics education since 2012. She leads the PGCE Primary Mathematics Specialist Route, teaches on the Teach First Programme, and serves as an Academic Tutor for Bath Spa Teachers. Doctoral research: Narrative study of early career primary mathematics specialists Expertise in narrative inquiry and slow methodologies Her research focuses on: Developing narrative inquiry methodologies in mathematics education Exploring slow methodologies for collaborative research/teaching Professional development of mathematics educators Recent publications emphasize reflective practices, observational analysis, and discourse in teacher training. She actively supervises Master’s students and contributes to educational governance through external examiner roles and school governor positions. Scientific Awards & Memberships Fellow, Higher Education Academy Member, Association of Teachers of Mathematics (ATM) Member, British Society for Research into Learning Mathematics (BSRLM)
University of California, Los AngelesUnited States
Andrea Goldman is an Associate Professor in the Department of History at UCLA and currently serves as the Interim Director of the Asia Pacific Center. Her academic work focuses on the cultural and social history of early modern and modern China, with particular emphasis on urban history, performance studies, the politics of aesthetics, and gender studies. University of California, Los Angeles Department of History Asia Pacific Center (Interim Director) Education: PhD in History from the University of California, Berkeley (2005) Research Interests revolve around Chinese urban history, theatrical traditions, and gender dynamics. Her scholarship explores how performance and aesthetics shaped political and social structures in early modern China, particularly in Beijing during the Qing Dynasty. She investigates intersections between cultural production, urban life, and gendered narratives through historical texts and theatrical works. Publication Trends include studies on Qing-era opera, gendered representations in performance genres, and the socio-political dimensions of urban culture. Her work often bridges literary analysis with historical inquiry, focusing on Beijing's evolving cultural landscape from the 18th to 20th centuries. Scientific Awards highlight her contributions to Chinese studies: the 2014 Joseph A. Levenson Book Prize for her monograph Opera and the City and the 2020 Undergraduate Research Week Faculty Mentor Award for her dedication to mentoring students.
Laura Gonzalez is a Professor of Research and Interdisciplinary Work at the Royal Conservatoire of Scotland and an Athenaeum Research Fellow. She serves as a summer faculty member, advisor, and supervisor for the MFA and PhD residency program at Transart Institute. Her work spans performance art, medical humanities, psychoanalysis, and embodied practices, with a particular focus on hysteria studies and breathwork. Her educational background includes: PhD in Cultural Communication and Computing Research Institute (C3RI), Art and Design Research Centre, Sheffield Hallam University (2005-2010) Postgraduate Certificate in Learning and Teaching in Art, Design and Communication (2004-2005) Master of Fine Art: Drawing, Wimbledon School of Art (2000-2001) Licenciada en Bellas Artes (BA equivalent), Universidad del Pais Vasco, Spain (1995-2000) Gonzalez's research explores the intersections of performance, psychoanalysis, and medical humanities, with particular emphasis on hysteria as a cultural and embodied phenomenon. Her work investigates how knowledge is produced through the body, especially through 'illegitimate forms of knowledge' such as intuition, magic, and oracles. She examines the relationship between breath, performance, and consciousness, developing practices that connect somatic awareness with artistic expression. Her research also engages with feminist theory, exploring how women's bodies have been historically pathologized while simultaneously serving as sites of resistance and creative transformation. Her recent publications reveal a consistent trajectory exploring embodiment, hysteria, and breath as artistic and scholarly concerns. She has increasingly focused on the medical humanities, examining historical medical texts and case histories through performance. Her work demonstrates a movement from theoretical analysis of seduction in art toward practical applications of breathwork and embodied knowledge in performance contexts. The interdisciplinary nature of her scholarship bridges art practice, psychoanalytic theory, and medical history. Her notable awards and recognitions include: Shortlisted for the Adrian Howells Award For Intimate Performance (2019) Athenaeum Award – Knowledge Exchange Route (2023) Glasgow Medical Humanities Network Foundation Award (2023) Athenaeum Award for research (2021) Multiple Research Development Funds from The Glasgow School of Art (2012-2016) AHRC Collaborative Doctoral Awards (2005, 2006, 2013) Gonzalez has supervised numerous doctoral students across institutions including the Royal Conservatoire of Scotland, Glasgow School of Art, and Transart Institute. Her supervision focuses on interdisciplinary projects at the intersection of performance, visual arts, and embodied research. She has secured significant grant funding for projects exploring the relationship between imitation and dance, breath practices, and hysteria studies. Her collaborative projects often involve partnerships with medical humanities scholars, performance practitioners, and community organizations. She is actively involved in several research collectives including The Workroom (since 2017), where she develops collaborative performance projects. She co-founded @TheGlasgowJam (2015-2018), creating space for multidisciplinary arts exploration. In 2021, she created the Scottish Breath Network, fostering interdisciplinary research on breathing practices. She also co-founded the Dialectical Materialist Book Group with Ian Macbeth, exploring Marxist theory through collective reading.
Jessica Bradley is a Senior Lecturer in Literacies and Language at the School of Education, University of Sheffield. She holds a Docentship in Creative Inquiry and Applied Linguistics at the University of Jyväskylä, Finland, and is Deputy Director of the EdD program and Co-Director of Internationalisation since 2023. PhD in Applied Linguistics (University of Leeds, AHRC-funded) Co-founder of the AILA Research Network in Creative Inquiry and Applied Linguistics Her research bridges linguistics, creative practice, and ethnography, focusing on translanguaging, multilingualism in community arts, and artistic representations of motherhood. Recent projects include Re-Emerge (community arts post-pandemic) and Multilingual Streets (linguistic landscapes and youth engagement). The 15 most recent articles reflect her work in creative methodologies, ethnographic approaches, and collaborations with arts organizations. Key themes include translanguaging, intercultural communication, and the intersection of language with visual/digital media. Mother’s Milk Books Writing Prize (2014) Senior Fellow of the Higher Education Academy (2022) AHRC, ESRC IAA, Arts Council England, and NHS Charities Together funding She supervises doctoral students in projects involving digital childhoods, multilingualism, and arts-based pedagogies. Teaching spans undergraduate to doctoral levels, including modules like Researching Digital Childhoods and Participatory Research with Children . She co-curated the Visual Representations of Multilingualism exhibition and leads international practitioner networks in creative inquiry.
Aine McAllister is an Associate Professor (Teaching) at the IOE - Culture, Communication & Media within University College London . Her work bridges poetic inquiry with research on refugee and asylum seeker access to higher education, focusing on vulnerability, institutional dynamics, and creative methodologies. McAllister's research explores dialogic approaches to silence and invisibility in academia, ethnopoetic analysis of marginalized narratives, and innovative language pedagogy beyond traditional grammar instruction. Her publications highlight collaborative and competitive academic cultures, often using poetic forms to interrogate educational equity. Her recent outputs include Seeking Access (2021), a self-published poetic inquiry into refugee education, and co-authored works in journals like Language and Intercultural Communication (2024). She actively uses poetry to amplify voices of displaced communities and currently pursues an MA in Poetry at Queens University while working on her first collection. McAllister serves as a Senior Teaching Fellow in Secondary Initial Teacher Education; Languages in Education at UCL's IOE, where she shapes pedagogical practices through both creative and scholarly lenses.
James Wilson is a Professor of Philosophy at University College London and co-director of the UCL Health Humanities Centre . His academic career at UCL spans since 2008, progressing from Lecturer (2008-2013) to Associate Professor (2014-2019) and Professor (2019-present). He holds a PhD from the University of London (2002) and BA (Hons) from the University of Bristol (1994). Research Focus : Public health ethics, data governance, and philosophy of public policy External Roles : Co-editor of MIND (2025+), Trustee at Royal Institute of Philosophy (2022+), Deputy Chair of MetREC (2021+), and member of National Data Guardian's Panel (2016+). His book Philosophy for Public Health and Public Policy: Beyond the Neglectful State (OUP, 2021) integrates philosophical rigor with pragmatic policy solutions. Recent publications show expertise in health data ethics , pandemic governance , and equity in healthcare , with recurring themes of moral distress , ethical AI , and social justice . He teaches Aesthetics and Philosophy of Public Policy and leads the Philosophy, Public Policy and Social Change MA program.
Fernando Romera Galan , born in 1967 in Ávila, Spain, is a university professor, poet, and literary researcher at the Catholic University of Ávila (UCAV), where he works in the Faculty of Humanities and Education. He holds a PhD in Philology from the UNED with the thesis Urban Space in Autobiographical Writing , and has delivered lectures in California, Missouri, and Oxford. Doctorate in Philology, UNED Bachelor's Degree in Hispanic Philology, University of Salamanca Romera's research focuses on autobiographical writing , urban space symbolism , and literary identity . His poetic work explores themes of postmodern existence , personal history , and cultural memory , influenced by French poets like Philippe Jaccottet. His publications bridge literary theory and creative practice, with notable monographs on Ávila's literary heritage and Hemingway. Scientific Awards : Joaquín Benito de Lucas National Poetry Prize National Narrative Award from Ávila Press Association Educational Innovation Award from Castile and León Government Knight of the Pontifical Order of the Holy Sepulchre of Jerusalem (2025) He has received international recognition through anthologies like 50 Contemporary Poets of Castile and León and Las palabras de paso . Romera operates the online literary journal Falsirena and collaborates with research institutions including the Gran Duque de Alba Research Institution and UNED's Literary and Theatrical Semiotics Research Center. His academic career spans multiple continents, with teaching engagements in Europe and the Americas.
Shaneé A. Washington is an Assistant Professor of Justice and Equity in Teacher Education at the University of Washington, College of Education . Her work focuses on educational advocacy by Black, Indigenous, and People of the Global Majority (PGM), examining self-determination in learning environments through Indigenous methodologies and culturally sustaining pedagogies. Education: Ph.D. in Curriculum & Instruction (Boston College, 2019), M.Ed. in Education Leadership and Policy (University of Maryland, 2004), B.A. in Elementary Education (Lincoln University, 2000) Research Interests encompass equity studies , land-based methodologies , multicultural education , and qualitative research , with a focus on creating humanizing educational spaces through relational accountability and cultural revitalization. Recent publications analyze Indigenous family engagement, community-led liberation spaces, and cross-cultural collaborative professionalism. Scientific Awards include: 2023 Outstanding Reviewer (Honorable Mention), AERA Division K 2020 Outstanding Dissertation Awards from AERA Leadership for Social Justice SIG and Family-School-Community Partnership SIG 2019-2020 Martin Howell Outstanding Advisor Award 2018 Donald J. White Teaching Excellence Award 2018-2019 Lynch School Doctoral Dissertation Fellowship As Affiliate Faculty at the Banks Center for Educational Justice, she continues her 14-year legacy of teaching Black and Brown students in Prince George’s County, Maryland, and applies these experiences to her scholarly work.
Dr. Camilla Allen is a Lecturer in Landscape Architecture at the University of Sheffield's School of Architecture and Landscape, specializing in environmental history and the cultural significance of trees. With a background spanning illustration, PR, and landscape architecture, she brings interdisciplinary perspectives to her research on 20th-century environmentalism and commemorative landscapes. Education: BA Illustration, University of the West of England MA Landscape Architecture, University of Sheffield PhD Landscape Architecture, University of Sheffield Her research centers on environmental history with particular focus on tree planting as cultural expression. Key projects include studies of Richard St. Barbe Baker's environmental philosophy, California's coast redwoods, Britain's tree cathedrals, and Sheffield's living memorials. Her work bridges historical inquiry with contemporary concerns about climate resilience and social justice, notably through the Sheffield Wheat Experiment which reimagines food systems. Recent publications reveal a consistent trajectory examining trees as cultural symbols across diverse contexts - from Scottish New Town welfare landscapes to street tree politics and commemorative practices. Her interdisciplinary approach spans environmental humanities, landscape history, and public health, often revealing how arboreal narratives reflect deeper societal values and conflicts. Scientific Recognition: Fellow of Advance HE Multiple research grants including University of Sheffield Doctoral Scholarship and LACF/Canada UK Foundation funding Royal Horticultural Society bursary for First World War tree avenues research As module coordinator for Landscape Research as Creative Practice (LSC407) and Final Project (LSC413), she integrates research with teaching. Her professional activities include ECR Fellowship in the Royal Historical Society and serving as Department Lead for Equality, Diversity and Inclusion. Community projects like the Sheffield Tree Week and Sheaf Community Bakery demonstrate her commitment to local engagement.
Dr. Michael Nath is a Lecturer at the University of Westminster's Department of English, Linguistics & Cultural Studies since 2004. He specializes in Modernist literature (teaching at both undergraduate and postgraduate levels), Creative Writing pedagogy, and Shakespearean/Renaissance studies. As a practicing novelist, he has published three critically acclaimed works: La Rochelle (2010), British Story: A Romance (2014), and The Treatment (2020). PhD in English from University of Edinburgh (1991) on Wyndham Lewis BA in English (First Class Hons) from University of Southampton His research bridges academic criticism and creative practice, particularly examining: Modernism's influence on contemporary writing Phenomenological approaches to literature Anti-theoretical criticism methods Shakespearean language evolution Recent literary outputs include: Talbot & The Fall: A Comedy (With Support) (2024) exploring mortality through a London Underground worker's perspective L'Esprit Winter Quarterly articles on Modernist creative writing pedagogy Baroque revision practices Academic recognition includes: Shortlisted for James Tait Black Prize (2011) Morning Star 'Book of the Year' (2014) As Director of Studies for a Wyndham Lewis/Phenomenology PhD and Second Supervisor for a Renaissance-Modern administrator thesis, he connects: 16th-century literary forms with modern narrative Shakespearean language with contemporary vernacular The Fall's musical repetition with artistic survival strategies
Holmer Steinfath is a full Professor of Practical Philosophy at Georg-August-Universität Göttingen since 2006. His academic journey includes professorships at RWTH Aachen (2002-2006) and Universität Regensburg (2002-2006), with earlier roles as a lecturer and assistant at Universität Konstanz (1994-2002). He holds a PhD (1988) and Habilitation (2000) in philosophy, focusing on Aristotle and Plato. Steinfath serves as a co-editor for two book series and advises on journal boards. Education Philosophy studies at Universität Hamburg and Freie Universität Berlin PhD (1988): Aristotle's Substance Theory Habilitation (2000): Practical Reasoning and Personhood Research interests span practical philosophy, ethics, and philosophical anthropology, with specializations in the good life , moral justification, metaethics, and normative ethics. He explores temporal dimensions in ethics (e.g., time sovereignty, existential coherence) and connects ancient philosophy (Plato, Aristotle) to modern moral frameworks. Recent publications focus on temporal ethics, medical philosophy, and moral theory. His 15 most recent works (2025-1996) analyze topics like time perception, autonomy in medicine, and ethical systems, blending classical and modern philosophical approaches. Notable collaborations include co-edited handbooks on medicine and temporality. Scientific roles include Member of the Lower Saxon Academy of Sciences (2010-present) Trust Professor of Studienstiftung (2021-present) Co-editor of Neue Studien zur Philosophie and Philosophische Abhandlungen book series Advisory board member for Jahrbuch für Wissenschaft und Ethik and Zeitschrift für Ethik und Moralphilosophie Grants & Projects Co-editor of key anthologies including Autonomie und Vertrauen (2016) Principal investigator for DFG-FOR 5022 project on medicine and the time structure of the good life (since 2021)
Dr. Alicia Curtin is a Senior Lecturer in the School of Education at University College Cork, where she has been teaching since 2012. She serves as MEd Modular Deputy Programme Director and has previously led the MEd Modular Programme (2023) and Education Gaeilge (2019-2022) as Programme Director. She teaches across multiple programs including BScEd (UG), BEDSSPE (UG), PME (PG), MEd Modular (PG) and Cohort PhD (doctoral). Dr. Curtin's research explores sociocultural perspectives on education, with particular focus on learning as identity, power and agency in teaching and learning, in and out of school literacies, alternative learning settings, and children's literature as literacy pedagogy. Her work connects academic, practitioner, professional and learner worlds to develop innovative pedagogical approaches. She has published 4 books, 3 invited chapters in international education handbooks, 6 reports of international standing, and numerous peer-reviewed journal articles. Her most recent publication, Reading and Writing Pathways through Children's and Young Adult Literature (2023), has been nominated for the UKLA Academic Book of the Year Award 2023. This work explores how teachers and learners can engage with literature and authors to develop literacy in classroom practice through collaborative approaches that connect reader and writer identities. UKLA Academic Book of the Year Award 2023 nomination Literacy Association of Ireland Award Winner 2017 (for student MEd thesis) Multiple School of Education Research Support Fund awards (2015-2023) CACSSS Research Support Fund Awards (2012-2019) Participative Research and Policy Funded CPD Award (2013) Dr. Curtin has supervised 3 PhDs, 29 MEd theses (including the Literacy Association of Ireland Award Winner 2017), and 62 Professional Research Papers to completion. She currently supervises 6 PhD students and various postgraduate research projects. She serves as Deputy Chair of the School of Education Learning and Teaching Committee and participates in multiple committees and working groups within UCC. She also acts as an External Programme Reviewer at Trinity College Dublin and External PhD Examiner at The University of the Free State, South Africa. Her research projects include "Documenting Early Career Primary and Post Primary Principals' Identity Formation" (SCOTENS funded), "A Continuum of Teaching and Learning in Ireland and the EU" (EU Jean Monnet), and "Developing Literacy Pedagogies through Children's Literature with Authors" (2019-2023). She has also contributed significantly to the European Literacy Policy Network (ELINET) as Ireland's Literacy Representative.
Professor Lucy Bolton (BA, MA, PhD) is an academic at Queen Mary University of London's School of Languages, Linguistics and Film, specializing in Film Studies. Her research focuses on the intersection of film and philosophy, particularly feminist philosophy, phenomenology, and stardom studies. Director of the Living British Cinema forum Editorial board member for journals Film-Philosophy , Celebrity Studies , and Open Screens Co-editor of the book series Visionaries: Thinking through Female Filmmakers Her work examines ethical and aesthetic dimensions of cinema, with particular attention to women's cinema, British and Hollywood film traditions, and philosophical approaches to film. Recent publications analyze James Bond's gender dynamics, Mary Magdalene's cinematic representation, and stardom in cross-cultural contexts. Scientific awards include the BAFTSS Award for Best Edited Collection (2017) for Lasting Stars . She supervises PhD students exploring topics like Vivien Leigh's vocal performance, immersive museums, and women's avant-garde cinema. Prominent public engagement activities include BBC Radio 3/4 appearances, BFI panel discussions on Ingmar Bergman, and film introductions at the British Film Institute. Her research has been featured in The Conversation and Times Higher Education Supplement .
Dr. Alexander van der Haven is a Professor of Religious Studies at the Department of Archaeology, History, Cultural Studies and Religion, University of Bergen. His research spans Jewish history, conversion dynamics, and the intersection of religion with madness. He contributes to comparative religious analysis and intercultural scriptural studies. Key research areas include: Religious conversion in early modern Europe Sabbatian messianic movements Religion and mental health Hebrew-Qur’an translation history Fin-de-siècle religious subcultures Eschatology in Jewish-Christian interactions His publications reveal a focus on 17th-19th century religious transformations, analyzing how communities negotiate identity through conversion narratives, apocalyptic texts, and cross-cultural adaptations. Van der Haven examines religion’s role in violence, tolerance, and intellectual history. He co-edited Religion and Madness Around 1900 and led the project Religious Minorities Online . Current work engages October 7th’s aftermath and Jewish-Muslim relations in South Asia.
Mark S. Dyreson is a Professor of Kinesiology and Affiliate Professor of History at The Pennsylvania State University's College of Health and Human Development. He serves as Director of Research and Educational Programs for the Penn State Center for the Study of Sports in Society. Ph.D., 1989, History, University of Arizona M.A., 1984, United States and Latin American History, University of Arizona B.S., 1981, Anthropology and History, Eastern New Mexico University His research focuses on the historical intersections of sport, culture, and society, particularly in the 19th-20th century United States and Latin America. Key areas include race, ethnicity, gender, national identity, and social class in sports contexts. Recent publications examine racial politics in track and field, Olympic identity narratives, and sports historiography. He contributed to the International Journal of the History of Sport (2022) regarding US-South Africa athletic exchanges, and authored a 2024 Journal of Olympic Studies article on ambiguous racial identities in Olympic history. As director of the Center for the Study of Sports in Society, he oversees research initiatives connecting sports studies with broader social scientific inquiry. His career spans over 68 research outputs including books like Making the American Team (1998) and Crafting Patriotism for Global Domination (2009).
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