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Carlos R. Abril is a Professor and Associate Dean for Research at the University of Miami's Frost School of Music, specifically within the Music Education Department. With a distinguished career in music education research and leadership, Abril has made significant contributions to understanding music education practices, policy, and equity issues. His research focuses on several key areas in music education: Music education policy and advocacy Demographics and equity in music education Culturally responsive teaching practices High school music enrollment patterns Feminist perspectives in music education General music education approaches Abril's research portfolio demonstrates a strong commitment to understanding who participates in music education and how to make music education more inclusive and effective. His work often employs rigorous quantitative and qualitative methodologies to examine national patterns while also addressing specific classroom practices. Recent research has focused on the voices of marginalized music educators, persistence in high school music programs, and holistic approaches to music education that emphasize human connections. Among his notable achievements is receiving the Senior Researcher Award, recognizing his significant contributions to the field of music education research. Professor Abril has been actively involved in shaping policy in music education, examining how teachers can become collaborative change agents in educational policy development and implementation. His work connects research to practical applications for music educators working in diverse educational settings.

• Music Education
• Culturally Responsive Teaching
• Music Education Policy
• +4 more

Trish Ruebottom serves as Associate Professor and Director of the PhD Program in the Department of Human Resources and Management at McMaster University's DeGroote School of Business, where she holds the University Scholar designation (2024). As a full-time faculty member, she leads doctoral education while maintaining an active research agenda focused on transgressive social dynamics across stigmatized contexts. Her research interrogates the tension between societal need for norms and human desire for freedom, examining how misfits, outsiders, and dissenters create new worlds through norm transgression. Key contexts include entrepreneurship in the sex industry, gender activism in post-civil war Libya, rock concerts for social change, and voyeurism-based business models. She investigates discursive, temporal, and emotional forces maintaining status quos in media, clean tech, finance, and everyday work. Analysis of her recent publications reveals dominant themes of stigma entrepreneurship, emotional drivers of social change, and value creation through transgression. Her work bridges organizational theory, sociology, and critical management studies, with consistent focus on marginalized populations and institutional disruption across sectors like sex work, refugee entrepreneurship, and political polarization. Her scientific recognition includes: University Scholar award (2024) As PhD Program Director, Ruebottom shapes doctoral education through mentorship and curriculum leadership. While specific grant details aren't publicized, her prolific output in top journals (Academy of Management Journal, Organization Studies) indicates sustained research funding. Her media commentary on topics like reality TV's political influence and corporate voyeurism demonstrates real-world impact of her scholarship on organizational behavior and social change.

• Social Norms Transgression
• Stigma Management
• Entrepreneurship in Stigmatized Contexts
• +3 more

Dusan Janak is an Associate Professor at the Department of Sociology, Faculty of Arts, Comenius University in Bratislava , and also holds a position at the Faculty of Regional Development and International Relations, Mendel University in Brno . His career spans institutions in Slovakia, the Czech Republic, and Hungary, with a focus on classical sociology, social theory, and environmental sociology. Education : PhD in Sociology from Masaryk University (2008), MA (2004), and BA (2002). Research Grants : Led projects on culinary heritage (2018-2022), social exclusion (2013-2017), and animal sociology (2024-2026). Research Interests include the institutionalization of sociology in Central Europe, qualitative methods, and the intersection of nature and culture. His recent work explores interspecies relations and environmental sociology. Publications highlight historical sociology, methodological debates, and Central European identity. He has authored monographs like Klasická sociologie ve střední Evropě and co-edited studies on Roma communities and social exclusion. Teaching covers history of classical sociology, environmental sociology, and qualitative research methods at bachelor’s, master’s, and doctoral levels. He supervises 9 bachelor’s, 5 master’s, and 2 PhD students.

• Classical Sociology
• Sociological Theory
• Social Philosophy
• +7 more

Brooke Foucault Welles is a Professor in the College of Arts, Media and Design at Northeastern University, where she also serves as Interim Dean and Director of the Network Science PhD program. Her research focuses on how social networks and communication technologies shape power dynamics, particularly in contexts of marginalization and social justice. PhD in Media, Technology and Society from Northwestern University MS and BS in Communication from Cornell University Her research spans multiple domains including: Network science of AI and social systems Digital activism and social movement dynamics Health information and (mis)information flows Open source community structures Race/ethnicity in digital contexts Computational social science methodologies Recent publications focus on attention dynamics in social networks, hate speech protection mechanisms, and open-source software sustainability. Her work has been supported by grants from the NSF, NULab, and Chan Zuckerberg Initiative. Awards include: McGannon Book Award (2021) for #HashtagActivism Best Paper Honorable Mention at CSCW 2019 She leads the Communication Media and Marginalization Lab (CoMM Lab) which includes PhD students and postdocs from diverse disciplines. Her advising approach emphasizes interdisciplinary collaboration and methodological training in both quantitative and qualitative approaches.

• Network Science
• Social Networks
• Computational Social Science
• +7 more

Prof. Dr. Patrick Cichy is an affiliated professor at the Institute for Technology and Innovation Management (TIM) of RWTH Aachen University and also associated with Bern University of Applied Sciences. His research agenda lies at the intersection of information systems, innovation management, and data science, with a core focus on privacy & cybersecurity, service and business-model innovation, IoT ecosystems, and text mining/visual analytics. Research Interests: Privacy & Cybersecurity: Investigating how individuals and organizations balance privacy concerns with data sharing incentives, especially in emerging technology contexts. Service & Business Model Innovation: Examining how firms create and capture value from digitally enabled services and personal data. IoT Ecosystems: Studying the dynamics of value creation, legitimacy, and privacy within interconnected Internet-of-Things environments. Text Mining & Visual Analytics: Leveraging advanced computational techniques to map and analyze large-scale discourse and innovation patterns. Across his latest publications (2014–2024), a clear thematic trajectory emerges: an evolving exploration of privacy calculus and data-sharing behavior, methodological advances in text mining for innovation studies, and longitudinal analyses of privacy discourse spanning three decades. These works collectively contribute to both theoretical development and practical guidance for policymakers and managers navigating digital transformation. Contact: Email: cichy@time.rwth-aachen.de Office hours: By appointment

• Privacy and Cybersecurity
• Service and Business Model Innovation
• IoT Ecosystems
• +1 more

Dr. Andrew D Radford is a Senior Lecturer in English Literature at the University of Glasgow's College of Arts, where he teaches across junior and senior honours courses in post-1900 Anglo-American Literature and contributes to the postgraduate MLitt program in Modernities. His academic expertise spans European Modernism, British Surrealism, post-1945 British fiction, and book history, with a particular focus on underexplored writers and their contributions to literary innovation. Dr. Radford's research encompasses European Modernism, British Surrealism (particularly Ithell Colquhoun and Leonora Carrington), Poetry and Politics of the 1930s, Post-1945 British fiction (Elizabeth Bowen, Muriel Spark, Barbara Pym, Ivy Compton-Burnett, Barbara Comyns, Ann Quin), Paul Nash and British Art 1900-1940, Book History, George Borrow studies, and Contemporary Literature. He has published extensively on Mary Butts and British neo-romanticism, as evidenced by his 2014 monograph, and maintains a long-standing research interest in John Calder, the Scottish-Canadian translator and anti-censorship campaigner. His recent publications reveal a consistent focus on literary recovery projects, particularly concerning women writers and marginalized voices. He has produced scholarly editions of George Borrow's works, edited collections on Modernism and Myth, and is completing research on Women Writers of the Second World War, examining how country house fiction served as laboratories for exploring class hierarchies and social dynamics during wartime. Dr. Radford has supervised numerous PhD students on diverse topics including eco-criticism, feminist classicism, Gothic fiction, British writings on China, textile orientalisms, and African women writers. He leads the AHRC Research Network "Popular Occulture in Britain 1875-1947" which investigates the influence of occult beliefs on British popular culture, resulting in the 2018 Routledge publication "The Occult Imagination in Britain, 1875-1947" which he co-edited with Professor Christine Ferguson.

• European Modernism
• British Surrealism
• Poetry and Politics of the 1930s
• +7 more

Dr. Wenhong Chen is a Professor of Media Studies and Sociology at the University of Texas at Austin's College of Liberal Arts. She holds the Distinguished Scholar title at the Robert Strauss Center for International Security and Law and serves as Vice Chair of the Global Communication & Social Change Division at the International Communication Association. PhD in Sociology, University of Toronto SSHRC Postdoctoral Fellow, Duke University Her research examines digital media technologies in entrepreneurial/organizational contexts, focusing on digital inequalities, privacy, social capital, and US-China AI policy dynamics. Funded by institutions like Pew Internet, Ford Foundation, and Woodrow Wilson Center, her work bridges communication, sociology, and technology policy. Key article trends include: network power in China's media industry, digital inequality frameworks, privacy implications of health apps, transnationalism in digital governance, and the evolving role of social capital in technology adoption. President’s Associates Teaching Excellence Award (2023) Barry Sherman Teaching Award (2022) Provost’s Teaching Fellow (2021-2024) Dr. Chen has secured grants from Pew Internet, Ford Foundation, and the Social Sciences and Humanities Research Council of Canada. She previously co-founded UT Austin's Center for Entertainment and Media Industries (2018-2023) and leads a current project analyzing US-China AI policy impacts on tech entrepreneurship.

• Digital Media Technologies
• Sociology
• Media Studies
• +7 more

Roni Berger, PhD, is a Professor at Adelphi University's School of Social Work with over 30 years of academic experience. Her research focuses on trauma in cross-cultural contexts, immigrant/refugee experiences, and posttraumatic growth. She holds clinical credentials as a Licensed Clinical Social Worker (NYS) and Clinical Family Therapist (AAMFT). Education includes: Ph.D. from The Hebrew University of Jerusalem (1994) Psychotherapy certification from Tel Aviv University (1977) MSW and BSW from The Hebrew University of Jerusalem (1974, 1969) Her research examines how sociopolitical environments shape trauma responses across diverse populations including immigrants, refugees, and religious communities. Current investigations explore cultural mediators of posttraumatic growth, trauma-informed pedagogy, and qualitative methodologies for marginalized groups. Publication analysis reveals consistent focus on: cultural competence in trauma care, immigrant mental health interventions, innovative qualitative methodologies, and social work education reform. Recent work addresses pandemic-related pedagogical challenges and cross-cultural manifestations of psychological distress. Awards include: Two Fulbright Awards (Hong Kong 2007, Tel Aviv 2011) President Research Award (2004) NATO Science for Peace sponsorship (2012) Notable advising includes chairing 20+ dissertations on trauma, cultural identity, and marginalized populations. Secured multiple grants including from Fulbright, NATO, and Adelphi University for studies on cultural trauma and community resilience. Leads international educational initiatives in Israel, Ghana, Nepal, and Hong Kong. Directs global trauma education programs, including intensive courses in Israel examining Holocaust intergenerational trauma, security stress, and immigrant experiences. Developed cross-university collaborations in Australia and Hong Kong to advance trauma-informed curriculum development.

• Trauma Studies
• Cross-Cultural Psychology
• Immigration and Refugee Studies
• +3 more

Michael Henderson serves as a Lecturer at Monash University within the School of Curriculum, Teaching and Inclusive Education. His academic profile reflects deep engagement with contemporary educational challenges through research spanning adult learning, digital technologies, and pedagogical innovation. His research interests encompass: Adult and Vocational Education Higher Education Systems Educational Technology Integration Feedback Literacy and Assessment Practices Digital Literacy for Marginalized Populations Artificial Intelligence in Learning Environments Creativity in Educational Contexts Henderson investigates how generative AI transforms feedback mechanisms, with emphasis on student perceptions of AI-generated versus teacher feedback. His work critically examines digital empowerment frameworks for refugee and migrant learners, addressing systemic barriers in technology access. Recent publications reveal growing focus on decolonizing creativity research, ethical AI implementation in Australian policy contexts, and play-based digital safety education for young children. This trajectory demonstrates consistent attention to equity, cultural responsiveness, and practical applications of emerging technologies in diverse educational settings. His scientific recognition includes: Dean's Award for Programs that Enhance Learning (2019) Henderson currently leads the international research project "Active Learning about Academic Publishing through Collaborative Online International Learning" (2024-2025), examining cross-cultural academic skill development. His upcoming presentation at the 2025 Australian Association for Research in Education Conference will address collaborative learning frameworks. Though specific student mentoring details are unavailable, his project leadership suggests active involvement in guiding emerging researchers through international collaborations focused on educational technology and publishing practices.

• Adult Education
• Vocational Education
• Higher Education
• +4 more

Musab Younis is an Associate Professor of Political Theory at the University of Oxford and Jarvis Doctorow Fellow in Politics at St Edmund Hall. After completing his MPhil and DPhil at Oxford, he served as Lecturer and Senior Lecturer at Queen Mary University of London before returning to Oxford in 2024. Research Interests: His work focuses on international political thought, particularly race, empire, and anticolonialism during the late 19th and 20th centuries. He explores connections between historical imperial thought and contemporary political theory through three main directions: anticolonial political thought (especially Black and African movements), histories of race and racism, and questions of spatiality in global politics. Teaching: Musab teaches political theory across multiple undergraduate programs at St Edmund Hall, including Philosophy, Politics, and Economics (PPE) and History and Politics. He instructs first-year students in Introduction to Politics, second- and third-year cohorts in Theory of Politics, and offers optional political theory papers. Scientific Awards: Jarvis Doctorow Fellowship in Politics Academic Affiliation: He maintains a Governing Body Fellowship at St Edmund Hall (Teddy Hall) at Oxford University.

• International Political Thought
• Race and Empire
• Anticolonialism
• +3 more

Professor Elaine Chase serves as Professor of Education, Wellbeing and International Development at University College London's Institute of Education (IOE), specifically within the Education, Practice & Society department. With extensive experience bridging academic research and practical application, she previously worked as a health promotion specialist in the UK and served as a youth health programme advisor with Namibia's Ministry of Youth and Sport for several years. Her research focuses on the sociological dimensions of health, wellbeing and rights for marginalized individuals and communities, examining the critical interface between policy, practice and context through qualitative and mixed-method studies conducted internationally. Her work spans diverse vulnerable populations including young parents, youth in public care, young people accessing sexual and reproductive health services across Eastern Europe, Central Asia and MENA regions, HIV/AIDS-affected families, children living in poverty, and unaccompanied children seeking asylum across Europe. Professor Chase currently leads multiple significant research initiatives: the Life Facing Deportation project examining immigration policies' impacts on children and families; the RELIEF project promoting transformative education in displacement contexts; the Children Caring on the Move project investigating separated child migrants; the Becoming Adult project exploring wellbeing outcomes for unaccompanied migrant youth transitioning to adulthood; the LOHST project studying pandemic impacts on unaccompanied migrant youth's service access; and the Connecting during COVID-19 project examining care and remittance practices among UK migrant communities. She also contributes to the London International Development Centre - Migration Leadership Team funded by ESRC and AHRC. Life Facing Deportation: Immigration policy impacts on vulnerable families RELIEF: Transformative education in displacement contexts Children Caring on the Move: Separated child migrants' care experiences Becoming Adult: Wellbeing outcomes as unaccompanied youth transition to adulthood LOHST: Pandemic impacts on unaccompanied migrant youth's service access Connecting during COVID-19: Care and remittance practices among UK migrant communities Poverty, Shame and Social Exclusion: Comparative research on poverty's social impacts Her teaching responsibilities include the MA Education, Health Promotion and International Development program, coordination of the Dissertation with Integrated Research Teaching (DwIRT) module, and co-leadership of the Education, Migration and Development module with Amy North. She actively supervises multiple doctoral students conducting research in related fields. Professor Chase's recent scholarly output demonstrates a strong emphasis on education in conflict-affected contexts (particularly Myanmar), migration studies, wellbeing research, and pandemic impacts on vulnerable populations. Her work consistently addresses policy-practice-context interfaces and employs participatory, trauma-informed methodologies appropriate for working with marginalized communities across multiple continents.

• Education
• Wellbeing
• International Development
• +7 more

Naomi Schiller is Associate Professor of Anthropology in the School of Natural and Behavioral Sciences at Brooklyn College, City University of New York. Her research examines urban politics, climate justice, ethnographic film, and state formation across Latin America and the United States, with emphasis on community media's role in political transformation. Education: Ph.D. in Anthropology, New York University (2009) Schiller's scholarly work centers on how marginalized communities navigate state power through media, particularly in Venezuela's Chávez era and contemporary New York City environmental justice movements. Her book Channeling the State: Community Media and Popular Politics in Venezuela (Duke University Press, 2018) analyzes television as a tool for political change in Caracas' poor neighborhoods. Current research investigates coastal adaptation, social class, and community activism in NYC. As an ethnographic filmmaker, she co-produced On the Line (2021), documenting pandemic-era food insecurity in Manhattan's Lower East Side, screened at multiple international festivals including the Bushwick Film Festival and Society for Visual Anthropology Film Festival. Her publications span anthropology, media studies, and political science, revealing consistent themes of grassroots media infrastructure, liberalism's contradictions, and state-society interactions. Recent work connects Venezuelan community television models with urban climate justice struggles in New York, highlighting transnational parallels in community-led adaptation. Awards and Honors: Fellow, Public Engagement and Collaborative Research (Andrew W. Mellon Foundation, Graduate Center CUNY, Center for the Humanities) Fellow, Seminar on Globalization and Social Change (Graduate Center CUNY) Schiller actively bridges academia and activism through co-editing Disruptive Engagement: An Organizer's Guide to Building Community Power and collaborating with NYC housing justice groups. Her Jacobin magazine interview on Venezuela demonstrates public engagement with contemporary political debates. Film work with Caracas media collectives exemplifies long-term community partnerships. She maintains collaborative relationships with Venezuelan community media producers and NYC environmental justice organizations, integrating filmmaking with ethnographic research to document community-led responses to climate change and urban inequality.

• Urban Politics
• Climate Justice
• Ethnographic Film
• +6 more

Professor Andrew Russell is a prominent academic in the Department of Politics at the University of Liverpool, where he served as Head of Department from 2017–2022. Currently on research leave until September 2023, he is finalizing two major works: a monograph co-authored with Andreja Zevnik on European Roma titled The Politics of Unbelonging and a book with David Cutts and Joshua Townsley on the Liberal Democrats titled From Hope to Despair to Where? . University of Liverpool (2017–present): Head of Department (2017–2022), Professor University of Manchester (1994–2017): Lecturer (1994), Senior Lecturer (2004), Professor (2011), Head of Politics (2012–2015) University of Leeds, Loughborough University, and University of Sheffield (1989–1994) His research spans political parties, electoral engagement, and marginalized communities. Notable publications include analyses of the Liberal Democrats' electoral strategies and systemic challenges faced by European Roma. He supervises PhD students in British Politics, comparative centrist parties, and marginalized communities, particularly Roma populations. Recent publications highlight his focus on: 2023–2025: Roma racialization in Europe 2020–2023: Liberal Democrats' post-2010 coalition decline 2000s: Youth political engagement and electoral reform Scientific Awards: Sir Bernard Crick Outstanding Teaching Prize (2012) Andrew has extensive professional engagement, including serving on the Campaign for Social Science board (2016–2022), providing evidence to UK parliamentary committees, and advising international organizations on youth and minority representation. He teaches modules like POLI304 (Contemporary Parliamentary Studies) and POLI109 (Foundations in Politics), emphasizing practical parliamentary links.

• Political Parties
• Electoral Engagement
• Marginalised Communities
• +4 more

Harry Denny serves as Professor and Director of the Writing Lab at Purdue University's Department of English, overseeing both physical consultations and the globally accessed Online Writing Lab (OWL). His leadership shapes institutional writing pedagogy through critical engagement with identity politics and social justice frameworks. His educational foundation includes a BA in American Studies from the University of Iowa, an MA in Sociology from the University of Colorado, and a PhD in Rhetoric and Communication from Temple University. This interdisciplinary background informs his critique of power structures within academic spaces. Denny's research pioneers intersections between Writing Center Studies, Queer Theory, and Social Justice, examining how gender, sexuality, and HIV/AIDS politics manifest in writing pedagogy. He maps sociocultural dynamics in one-to-one mentoring through monographs like Facing the Center while challenging heteronormative assumptions in educational spaces. His work consistently centers marginalized voices, particularly through analyses of media representations and identity disclosure in writing centers. Recent publications reveal intensified focus on decolonial approaches and translanguaging in international writing center collaborations (Colombia/USA), alongside queer possibilities in everyday mentoring practices. This trajectory extends his lifelong commitment to dismantling oppressive structures through writing center praxis, emphasizing anti-racist programming and professional labor conditions. As Writing Lab Director, Denny cultivates Purdue's writing support ecosystem where theoretical rigor meets practical application. His team operationalizes critical frameworks through tutor training, OWL content development, and community partnerships that transform writing centers into sites of social change.

• Writing Center Studies
• Rhetoric
• Queer Theory
• +4 more

Anna Finozzi is a postdoctoral researcher and teacher at the Department of Romance Studies and Classics at Stockholm University. Her work spans multiple disciplines within Italian Studies with a strong focus on postcolonial perspectives. Department of Romance Studies and Classics, Stockholm University Member of the Transcultural Literary Studies research group Teaches courses on Italian literature across undergraduate and graduate levels Finozzi's research centers on Italian Postcolonial Studies through feminist, decolonial, and interdisciplinary lenses. She has made significant contributions to understanding children's literature, multilingualism, and digital media like podcasts within postcolonial contexts. Her work examines how literature functions as a space for knowledge production and challenges established narratives in Italian Studies. She has particularly focused on how postcolonial children's literature disrupts monolingual paradigms and questions social oppression through naming practices, spatial representation, and color symbolism. Her recent publications demonstrate a consistent trajectory examining marginalized voices in Italian cultural production. Finozzi's work spans traditional literary analysis, pedagogical approaches to teaching postcolonial literature, and emerging media forms like podcasts created by second-generation migrants. She has contributed significantly to understanding how postcolonial perspectives reshape Italian Studies as a discipline globally. Finozzi completed her PhD in Italian literature at Stockholm University in 2022. Her educational background includes a BA in Lettere Moderne from Milan (2013) with an Erasmus exchange at KU Leuven, Belgium, and a ReMA in Comparative Literary Studies from Utrecht University (2016) with an exchange at the University of Western Australia. As an educator, Finozzi teaches across multiple levels of Italian literature curriculum, including specialized courses on migrant literature at the master's level. Her teaching reflects her research interests in expanding traditional literary canons to include postcolonial perspectives. The Transcultural Literary Studies research group, where Finozzi is active, focuses on translation, circulation and reception of literature, and literary multilingualism. This collaborative environment supports her interdisciplinary approach to examining how literature functions across cultural boundaries.

• Postcolonial Studies
• Memory Studies
• Italian Contemporary Literature
• +4 more