Find Academic Supervisors

Mindy BlaiseView profile

Professor

• Feminist Pedagogy
• Environmental Humanities
• Anthropocene Studies
• +4 more

Professor Mindy Blaise is a Vice Chancellor’s Research Fellow and Director of the Centre for People, Place and Planet at Edith Cowan University (ECU), Western Australia. Her transdisciplinary research focuses on feminist knowledge production, anticolonial practices, and pedagogies addressing environmental crises and social inequities. Blaise holds a Doctor of Education (1999) from the United States and has held academic positions at institutions including the University of Texas, Austin, and The Education University of Hong Kong. Her research interests include experimental pedagogies for the Anthropocene, queer theory, postdevelopmentalism, and multi-species ethnography. She leads major projects like the ARC Discovery Project on 'Understanding and Addressing Everyday Sexisms in Australian Universities' and collaborates internationally through collectives such as #FEAS (Feminist Educators Against Sexism), which won the 2023-2025 AARE award. Blaise’s recent articles explore topics like regenerative sustainability education, feminist postdevelopmental lexicons, and ecological grief in childhood. Her work often bridges early childhood education with environmental humanities, emphasizing ethical relations with non-human worlds. Grants include funding from the ARC, Healthway, and philanthropic foundations for projects on climate justice, Indigenous knowledge transfer, and anti-sexism initiatives. Professional associations: AARE, AERA, Gender and Education Association Research supervision: Over 15 completed PhD/MEd projects focusing on gender, ecology, and pedagogy Labs/teams: Director of ECU’s strategic research centre; co-founder of Common Worlds Research Collective and The Ediths

Hillevi Lenz TaguchiView profile

Professor

• Early Childhood Education
• Child and Youth Studies
• Posthumanist Theory
• +7 more

Hillevi Lenz Taguchi is a Professor of Child and Youth Studies and Early Childhood Education at Stockholm University's Department of Child and Youth Studies. She works in Room 311 at Svante Arrhenius väg 21A in Stockholm. Her research follows two main trajectories: praxis-based collaborative work with preschool teachers, children and families to enhance preschool quality; and theoretical developments in philosophy, science theory and social science methodologies. Her work specifically engages with Posthumanist, Feminist New Materialist and Post Qualitative approaches, while also conducting large-scale interdisciplinary research including neuroscience measures of children's selective auditory attention. Hillevi's recent publications demonstrate a strong focus on transdisciplinary approaches to early childhood education, with particular attention to evidence-based, high-quality preschool practices for social justice. Her work bridges theoretical developments with practical applications in educational settings. Full Professor of Education since 2011 Professor of Child and Youth Studies and Early Childhood Education since 2013 PhD in Education (2001) She teaches science theory and methodology in social sciences at master's and doctoral levels, has completed 13 doctoral supervisions, and leads research groups including The Nordic research network for evidence-based, high-quality preschool for social justice and Practice-based research in and about early childhood education and care (PraFF).

Linda KnightView profile

Associate Professor

• Posthuman Philosophies
• Counter-mapping
• Experimental Cartographies
• +9 more

Associate Professor Linda Knight is an academic and artist at RMIT University's School of Education, specializing in critical and speculative arts, posthuman philosophies, and early childhood education. Her work explores urban contexts, more-than-human citizenship, and reparative practices through experimental cartographies and art. She leads the RMIT Mapping Future Imaginaries network, fostering global collaborations in futures-focused research. With over 50 scholarly publications and 92 exhibitions, her projects include the Making Connection festival and ARC Discovery grants totaling AU$1.4M. Knight co-founded the Guerrilla Knowledge Unit and #FEAS collective, addressing AI ethics and academic sexism through arts activism. Her teaching focuses on early childhood education, and she actively supervises postgraduate research in creative and interdisciplinary domains.

• Feminist Postdevelopmental Pedagogy
• Early Childhood Education
• Critical Theory
• +5 more

Mindy Blaise and Veronica Pacini-Ketchabaw are prominent scholars in early childhood education and critical theory, advocating for postdevelopmental pedagogies that disrupt traditional developmental frameworks. Their interdisciplinary work integrates feminist, decolonial, and environmental humanities perspectives to reimagine childhood and education in response to ecological crises and social inequities. Central to their collaboration is the development of a Living Feminist Postdevelopmental Lexicon , challenging Cartesian dualisms and human exceptionalism while prioritizing relational ethics and multispecies entanglements. Their research critiques neoliberal and colonial legacies in education, emphasizing care, decolonization, and rethinking power-knowledge relationships in early childhood spaces. Key themes include: decolonization of educational spaces, queer worlding, vibrancy of materiality, and response-ability in pedagogical practices. Their work bridges theory and practice through experimental empiricism and transdisciplinary methods, fostering ethical engagements with children, environments, and marginalized communities.

• Children's Literature
• Early Childhood Education
• Play Theory
• +12 more

Dr Victoria de Rijke is an active academic researcher affiliated with Middlesex University, where she earned her PhD in 2000. She holds an hourly academic position, contributing to research and teaching in the fields of children’s literature, early childhood education, and visual arts. Her work is deeply interdisciplinary, engaging with critical theory, ecopedagogy, and arts-based methodologies. PhD in Childhood Studies, Middlesex University, 2000 Her research interests center on critical and postdevelopmental approaches to childhood, with a focus on play, picturebooks, and the integration of ecological and artistic practices in education. She explores how children’s literature and visual arts can challenge normative developmental frameworks and open spaces for affective, political, and ecological engagement. Her scholarship often draws on feminist theory, biopolitics, and posthumanism, particularly through the lens of thinkers like Ursula K. Le Guin. Victoria de Rijke’s recent publications reveal a strong thematic trajectory toward ecopedagogy, AI and reading, and the use of creative methods like collage and scribble as both artistic and research practices. Her work frequently appears in journals such as Global Studies of Childhood , Qualitative Inquiry , and Children's Literature in Education , and she has edited or contributed to key volumes with publishers like Bloomsbury, Springer, and Routledge. She is an active member of the Centre for Education Research and Scholarship (CERS) and the Museum and Gallery Education group at Middlesex University, indicating strong engagement with both academic and public-facing educational practices. Dr de Rijke has not received any explicitly mentioned scientific awards in the provided texts. However, her sustained scholarly output and editorial roles suggest significant recognition within her academic community. She has collaborated extensively with scholars such as Jayne Osgood, Rachel Sinker, and Helen Hollands. While no formal list of advisees is provided, her mentorship may be inferred through collaborative publications with emerging researchers and student teachers. She has not disclosed any grant funding in the provided materials. Her research often involves collaborative projects with galleries and cultural institutions, such as Tate Modern and Arnolfini Gallery, reflecting a commitment to bridging academic research with public and artistic engagement. These collaborations highlight her interest in how art and play can be integrated into educational theory and practice.

• Childhood Studies
• Gender & Sexualities
• Creative Methodologies
• +4 more

Prof. Jayne Osgood is a Professor in Education (Early Years) at Middlesex University, affiliated with the Faculty of Health, Social Care and Education. She specializes in Childhood Studies, focusing on gender, posthumanist theories, and ecopedagogies. Her work critiques policy and pedagogical frameworks in early childhood education, emphasizing justice, equity, and multispecies relationalities. Research Interests: Childhood Studies, gender/sexualities, creative methodologies, affect theory, critical posthumanism, ecofeminism, and ecopedagogies. Her work explores the intersections of childhood with environmental, ethical, and socio-political contexts. Recent Research Projects include AHRC-funded studies on multispecies flourishing and toddler bodies, alongside international collaborations on decolonizing play and bio-socio-cultural inclusion. She has led over 20 research projects since 2000, addressing topics like early childhood workforce wellbeing, policy evaluation, and anti-bias education. Publications span over 100 books, chapters, and journal articles, including Postdevelopmental Approaches to Play (2025) and Gender Un/bound (2024). Her writing bridges theory and practice, advocating for transformative pedagogies. Awards include Doctoral Supervisor of the Year (2021), Fellow of the Royal Society of Arts (2010), and editorial leadership roles in journals like Gender & Education and Contemporary Issues in Early Childhood . Supervision: Currently mentoring 5 PhD candidates, including work on multispecies ethics, gender equity, and early childhood policy. Grants managed include AHRC projects and EU-funded initiatives. Labs/Teams: Co-founder of the Performing Methodologies in Early Years Research (PMEYR) Network and contributor to transnational studies on early childhood workforce wellbeing. Active in global collaborations like the Decolonising Children's Play project in Sub-Saharan Africa.

• Early Childhood Education
• Arts-Based Research Methods
• Play Theory
• +4 more

Linda Knight is a Professor in the School of Education within the Faculty of Creative Industries, Education & Social Justice at Queensland University of Technology. With an extensive publication record spanning over two decades, her work has significantly contributed to the fields of early childhood education, arts-based research methodologies, and feminist pedagogy. Her research interests focus on the intersection of arts, education, and childhood studies, with particular attention to play theory, visual methods, and postdevelopmental approaches to understanding childhood. Knight's work consistently explores how arts-based methods can transform educational research and practice, with emphasis on affective dimensions of learning, materiality, and spatial considerations in educational settings. Analysis of her recent publications reveals a strong trajectory in using arts-based interventions to address systemic issues in academia, particularly sexism, while simultaneously developing innovative approaches to early childhood education through digital aesthetics, collaborative drawing, and multidimensional play. Her work demonstrates a consistent commitment to pushing methodological boundaries in educational research. Knight has made significant contributions through her editorial work, including co-editing the influential volume 'Arts-Research-Education: Connections and Directions' (2018) with Alexandra Cutcher. Her publications appear in leading journals and with prestigious academic publishers including Springer, Routledge, and Bloomsbury Academic. Her collaborative research projects, often involving interdisciplinary teams, have explored intergenerational collaborative drawing, digital tools in early childhood settings, and feminist approaches to academic culture. Knight's work bridges theoretical rigor with practical applications in educational settings, demonstrating the transformative potential of arts-integrated approaches.

Charles KimView profile

Professor

• Cultural History
• National Identity
• Gender Relations
• +3 more

Charles Kim is Korea Foundation Professor of Korean Studies and Director of Graduate Studies at the University of Wisconsin–Madison. He holds a Ph.D. from Columbia University, M.A. from UCLA, and B.A. from Pomona College. His research examines modern Korean cultural history with focus on national identity, class/gender relations, foodways, cultural memory, and Cold War dynamics. His publications analyze Korean historical identity formation and sociopolitical transformations. Recent work investigates postdevelopmental nationalism and student revolutionary movements. Awards include the 2018 Fulbright U.S. Scholar Program. He currently advises graduate students James Flynn and Kharis Ralph.

Jamie DoucetteView profile

Associate Professor

• Political Economy of East Asia
• Urban Transformation
• Labour Geographies
• +3 more

Dr. Jamie Doucette is an Associate Professor in the Department of Geography at the University of Manchester, specializing in the political economy of East Asia, urban transformation, and the evolution of developmental states. He holds a PhD in Human Geography from the University of British Columbia and has held fellowships at institutions like Seoul National University and Hitotsubashi University. Roles: Deputy Chair of the University Research Ethics Committee, Co-Director of the Cities, Politics, Economies Research Group Education: PhD in Human Geography (UBC, 2010); Postdoctoral Fellowships at Hitotsubashi University (2010-2011) and Seoul National University (2018-present) His research focuses on four interconnected themes: the post-developmental state in South Korea, geographies of labor control, urban developmentalism in East Asia, and the political shaping of space. Key topics include financialization, labor market reforms, and the Candlelight Revolution’s impact on economic democratization. Recent funded projects include studies on blockchain in special economic zones, UK-Korea environmental cooperation, and the political economy of development expertise. His 2024 monograph The Postdevelopmental State applies Gramscian theory to Korean political economy. Awards: Journal of Contemporary Asia Prize (2017) Grants: Leverhulme Trust Fellowship (2018-2019), Simon Industrial Fellowship (2023-2024) He advises on PhD topics related to East Asian political economy, urban development, and labor geographies. Current research explores blockchain’s role in urban policy and the localization of developmentalist experiments in East/Southeast Asia.