Amanda Phillips is an Associate Professor at Georgetown University, affiliated with the Departments of English, Film and Media Studies, Women’s and Gender Studies, and American Studies. Their research focuses on feminist and queer theory in digital media, with a particular emphasis on critical game studies and digital humanities. Selected publications include Gamer Trouble: Feminist Confrontations in Digital Culture and co-editing the Queer/Trans/Digital book series. Their scholarship appears in journals such as ROMchip , Feminist Media Histories , and Games and Culture . Research Interests: Digital media and gender politics Queer theory in gaming contexts Decolonial and anti-racist digital humanities Critical analysis of game mechanics Digital labor and precarity Affective histories of gaming Scientific Awards: Mellon/ACLS Dissertation Completion Fellow Academic Leadership: Former chair of the American Studies Association Digital Humanities Caucus Co-founder of the #transformDH Collective Editorial work on special issues of Game Studies and Antares: Letras e Humanidades Previous Institutions: IMMERSe Postdoctoral Fellow at University of California, Davis Ph.D. recipient from University of California, Santa Barbara with emphasis in Feminist Studies
Ameil Joseph is an Associate Professor at McMaster University's School of Social Work, where they contribute to critical scholarship at the intersection of mental health, race, and social justice. Their work examines how ideas about difference, normalcy, sexuality, eugenics, race, ability and mental 'illness' cohere and perform within policy, law and practice, with over a decade of professional experience in mental health settings including supportive housing, settlement services, crisis respite, and forensic community treatment. Education: Ph.D in Social Work, York University (2009-2014) MSW, Wilfrid Laurier University (2005-2007) BA in Psychology, University of Waterloo (1998-2003) Dr. Joseph's research engages with critical mental health, postcolonial theory, critical race theory, and critical disability studies to examine the historical production of ideas about difference. Their scholarship particularly focuses on how these ideas manifest in mental health systems, immigration policy, and criminal justice, with attention to issues of social justice, violence, ethics, and confluence. Their work bridges theoretical frameworks with practical implications, addressing the complex interplay of colonialism, racism, sanism, and eugenics in contemporary social systems. Analysis of Dr. Joseph's recent publications reveals a sustained focus on colonial and eugenic violence within mental health, immigration, and criminal justice systems. Their scholarship consistently examines how racism, sanism, and ableism intersect to produce particular forms of state violence, particularly against racialized immigrants with mental health conditions. Recent work has expanded to address temporal dimensions of oppression, data colonialism, and community responses to grief and loss during the pandemic, demonstrating both theoretical sophistication and practical relevance to current social issues. Scientific Awards: University Scholar 2025 - Recognized for research leadership and impact among eight McMaster professors honored as University Scholars Dr. Joseph has secured significant research funding, including nearly $75,000 from the Social Sciences and Humanities Research Council (SSHRC) for community-engaged projects addressing social justice issues. Their teaching portfolio includes advanced courses on critical mental health perspectives, race and colonialism in Canadian society, and social justice theory. While specific graduate students aren't listed in available materials, their extensive co-author network suggests active mentorship and collaboration. Dr. Joseph contributes to community-based initiatives in Hamilton addressing racism in healthcare and mental health systems, connecting academic scholarship with practical community responses to systemic issues. Dr. Joseph maintains an active presence in community responses to contemporary challenges, particularly through initiatives addressing grief during the pandemic and systemic racism in healthcare. Their work exemplifies the integration of scholarly rigor with community engagement, demonstrating how academic research can inform and be informed by real-world social justice efforts.
Monica Trieu is an Associate Professor in the School of Interdisciplinary Studies at Purdue University, where she focuses on the intersection of race, ethnicity, and immigration with particular emphasis on children of immigrants. Her scholarly work bridges sociology and Asian American studies through critical examination of identity formation and systemic inequalities. Education: Ph.D. in Sociology, University of California, Irvine (Asian American Studies emphasis) Master's in Sociology, University of California, Irvine Research Focus: Professor Trieu's expertise spans International Migration, Post-1960s Immigrants and Refugees, 1.5 and Second-Generation Identity, Transnational Ties, and Historical/Contemporary Asian American Experiences. Her scholarship critically analyzes internalized racism, regional identity formation (particularly in the Midwest), and the psychological impacts of anti-Asian violence during the pandemic. She employs intersectional frameworks to explore how refugee experiences, cultural adaptation, and transnational connections shape ethnic identity among Southeast Asian Americans and other immigrant communities. Publication Trends: Her 2013-2024 publications reveal evolving engagement with contemporary crises—from pandemic-induced mental health challenges and anti-Asian violence to structural invisibility of Midwest Asian American communities. While maintaining core focus on identity negotiation among second-generation immigrants, her recent work expands into comparative analyses of Asian American/Latina/o transnational patterns and refugee resettlement experiences, demonstrating methodological versatility across ethnographic, survey, and media analysis approaches. Professional Impact: As author of Identity Construction among Chinese-Vietnamese Americans: Being, Becoming, and Belonging (2009) and publications in Journal of Ethnic and Migration Studies and Journal of Asian American Studies , Trieu has established herself as a key voice in Midwest Asian American scholarship. Her research directly informs institutional responses to rising anti-Asian sentiment and contributes foundational frameworks for understanding regional ethnic identity formation beyond coastal enclaves.
Sarah Bracke is a Professor in Sociology of Gender and Sexuality at the Faculty of Social and Behavioural Sciences, University of Amsterdam . Her work critically examines intersections of gender, sexuality, race, and secularism, particularly in European contexts. She is deeply engaged in analyzing systemic crises—capitalist, nationalist, and ecological—and their impact on marginalized communities. Current Affiliation : University of Amsterdam, Faculty of Social and Behavioural Sciences. Research Focus : Gender theory, reproductive rights, anti-LGBTQ+ mobilizations, secularism, and the political dimensions of care economies. Bracke’s research emphasizes the deliberate erosion of gender, reproductive, and LGBTQ+ rights, often highlighting transnational collaborations among far-right and mainstream political forces. She connects these issues to broader crises, including climate change, capitalist precarity, and nationalist rhetoric. Her work advocates for feminist coalitions that transcend traditional boundaries, prioritizing care ethics and collective solidarity over exclusionary frameworks. Her recent publications explore topics like the racialized dimensions of reproductive politics, the secularist underpinnings of European ‘Muslim Question’ discourse, and the role of academia in resisting oppressive systems. Although no specific awards or advisees are mentioned in the text, Bracke’s scholarship consistently bridges feminist theory, critical race analysis, and critiques of neoliberalism, urging transformative responses to global crises.
Dr. Andrea R. English is a Senior Lecturer in Philosophy of Education at the Moray House School of Education and Sport, University of Edinburgh. She holds significant academic leadership roles, including President-Elect of the John Dewey Society and Editor-in-Chief of IMPACT: Philosophical Perspectives on Education Policy . Her research focuses on productive struggle in learning, dialogic pedagogy, and decolonizing education. She earned her doctorate from Humboldt University Berlin and has taught globally, including at Mount Saint Vincent University and Humboldt University Berlin. Dr. English leads the Productive Struggle Lab and the Listening Study Group, emphasizing anti-oppressive and democratic educational approaches. She coordinates teacher education initiatives and supervises PhD students exploring critical thinking, inclusive education, and decolonization. Her work bridges philosophy and practice, addressing how teachers foster student resilience through pedagogical listening, particularly in STEM education. She actively contributes to Scotland’s anti-racist curriculum project and collaborates internationally on transformative learning and ethical teaching practices. Dr. English’s teaching spans undergraduate and postgraduate programs, including courses on critical thinking, inclusive pedagogy, and John Dewey’s educational philosophy. Her funded research explores AI tools for identifying student struggle and the role of negativity in transformative learning. She frequently presents at global conferences, advocating for dialogic teaching and moral education reform.
Ryuko Kubota is a Professor in the Department of Language and Literacy Education at the University of British Columbia (UBC), Faculty of Education, since 2009. Her research spans critical applied linguistics , race and language education , and decolonial pedagogies . She has contributed extensively to understanding language ideologies , multicultural education , and critical literacies . Education: BA in English Linguistics, Rikkyo University (1980) MAT in TESOL, School for International Training (1987) PhD in Education, OISE/University of Toronto (1992) Her research interests focus on the intersection of race, language policies, and critical pedagogies. She examines neoliberal paradoxes in language learning, translingual practices , and antiracist engagement in global contexts. Her work addresses systemic inequities in English language education and immersion programs . Recent publications highlight critical approaches to World Englishes , AI-assisted writing , and raciolinguistic hegemony . These studies span interdisciplinary sub-fields including critical race theory , decolonial education , and language teacher identity . Scientific awards include the DSSA Award 2020 . She supervises graduate students like Charu Gupta (PhD) and collaborates with institutions such as the Language Sciences Institute at UBC. Her teaching includes courses on critical multicultural education and language politics .
Dr. Deborah J. Johnson is a researcher in the Department of Human Development and Family Studies at Michigan State University, affiliated with the College of Social Sciences. She holds a Ph.D. from Northwestern University, an M.A. from Cornell University, and a B.A. from the University of Chicago. Her work focuses on racial-ethnic socialization, cultural adjustment of immigrant/refugee groups, and resilience among marginalized populations, with particular attention to South Sudanese refugees, Indigenous Australians, and Roma youth. She explores how cultural identity intersects with global contexts, gender, and education to shape developmental outcomes. Key research areas include: Racial-identity development in African American and Latina college women Cultural adaptation of Sudanese refugees and its tridimensional aspects of identity alignment Positive youth development in Indigenous Australian communities through virtual reality initiatives Policy impacts on oppressed ethnic groups' identity reformation Her work has been published in over 50 peer-reviewed articles and books, including Identity Re/Formation among Immigrant Youth and Families (upcoming) and Children and Prejudice (2018). She leads interdisciplinary projects at the intersection of education, mental health, and public policy, emphasizing equity and culturally responsive practices. Dr. Johnson collaborates with institutions like the Child Development Laboratory and Couple & Family Therapy Clinic to translate research into community-focused interventions. Her global projects span North America, Australia, and Eastern Europe, addressing systemic barriers faced by vulnerable populations.
Eileen Klein is an Associate Professor of Social Work and Convener of the BSW Program at Ramapo College of New Jersey's School of Social Science and Human Services. Her work focuses on LGBTQ mental health treatment , community support systems , and policy reform for marginalized populations. Klein has presented extensively at international conferences on topics like cultural competency in social work education and LGBTQ health disparities . Ph.D., M.S., and M.S.W. from New York University and SUNY Buffalo Key research areas: LGBTQ Mental Health, Community Health Disparities, Forensic Social Work Published 15+ works (2013-2021) on topics ranging from polypharmacy to support programs for LGBTQ clients Active in professional development: Delivered presentations at conferences across the U.S. and Italy on topics including integrated treatment and supervision of student interns
Margaret Robinson is an Associate Professor at Dalhousie University, holding dual appointments in the Department of English and Department of Sociology and Social Anthropology within the Faculty of Arts and Social Sciences. She is a bisexual two-spirit scholar from Eski'kewaq, Nova Scotia, and a member of the Lennox Island First Nation. Her interdisciplinary work bridges Indigenous studies, queer theory, and intersectional feminism, with a focus on decolonizing methodologies and Indigenous oral traditions. Robinson’s research explores representation of Indigenous peoples and sexual/gender minorities in creative works, including fanfiction and popular culture. She holds a Tier 2 Canada Research Chair in Reconciliation, Gender, & Identity (2019-2023) and leads the Mi’kmaw Cultural Research Lab funded by the Canadian Foundation for Innovation (2021-2024). Her education includes a BA from Saint Mary’s University and MA/PhD from the University of Toronto. Key research areas include Indigenous New Wave literature, Mi’kmaw spirituality, and Two-Spirit feminism. Recent grants focus on reconciliation frameworks and LGBTQ2S+ health equity. She has published widely on topics like queer mental health, animal personhood in Mi’kmaw cosmology, and decolonizing pedagogies.
Kwok Pui-lan is the Dean’s Professor of Systematic Theology at the Candler School of Theology, Emory University. Her work bridges postcolonial and feminist theological frameworks with contemporary social justice issues. She is a prominent author of works including Postcolonial Politics and Theology , Occupy Religion , and Introducing Asian Feminist Theology . Her research focuses on globalization, gender, peacebuilding, and the intersection of theology with race, power, and pedagogy. Dr. Kwok actively contributes to academic discourse through her blog (http://kwokpuilan.blogspot.com) and writings for the Wabash Center, addressing themes such as embodied teaching in digital spaces, anti-racism in academia, and theology’s role in responding to societal crises. Her scholarship emphasizes critical reflection on religious education and the ethical implications of emerging technologies. Her teaching philosophy integrates collaborative learning, arts-based methods, and embodied practices to foster transformative education. She has explored topics like machine learning’s impact on religious imagination and the role of spirituality in pandemic-era learning environments. Dr. Kwok’s work consistently interrogates systems of power and oppression, advocating for marginalized voices in theological discourse. Her contributions to the field include reimagining pedagogical approaches to address contemporary challenges in religious education and social justice advocacy.
Joe Feagin is the Ella C. McFadden Professor and Distinguished Professor of Sociology at Texas A&M University, College of Arts and Sciences. He holds a Ph.D. from Harvard University (1966) and has held prominent roles such as President of the American Sociological Association (1999-2000). His research focuses on systemic racism, racial and ethnic relations, and anti-racist education. Feagin has authored over 30 books and numerous articles, including seminal works like White Racism: The Basics and The White Racial Frame . He has received prestigious awards such as the W.E.B. Du Bois Career of Distinguished Scholarship Award (2013) and the Arthur Fletcher Lifetime Achievement Award (2013). Feagin's academic journey includes positions at the University of Texas, University of Florida, and Texas A&M. He served as Scholar-in-Residence at the U.S. Commission on Civil Rights (1974-1975). His courses at Texas A&M include the Sociology of African Americans, Classical Social Theory, and Racism and Anti-Racism. His research spans racial discrimination, gender relations, urban sociology, and systemic racism’s impacts. He has pioneered theories like systemic racism and the white racial frame. Feagin’s work emphasizes societal transformation through critical sociology and anti-racist practices. Key awards and recognitions include the Cox-Johnson-Frazier Scholarship Award (2018), Soka Gakkai International Social Justice Award (2012), and multiple fellowships. His grants and administrative roles include leadership in diversity initiatives at Texas A&M and national sociological organizations. Feagin’s legacy includes fostering anti-racist education, leading interdisciplinary research teams, and advocating for social justice. His work continues to influence policy, education, and public discourse on race in the U.S. and globally.
Dr. Prerna Arora is Associate Professor of Psychology and Education at Teachers College, Columbia University, within the Graduate School of Education, Health & Psychology and the Department of Health Studies & Applied Educational Psychology. She directs the School Mental Health for Minoritized Youth and Families (SMILE) Research Lab, where she leads innovative research on mental health equity for immigrant-origin, racial and ethnic minoritized, and historically marginalized youth. Ph.D. in School Psychology – University of Texas at Austin M.A. in Educational Psychology – University of Texas at Austin B.S. in Biology – Arizona State University Predoctoral Internship – Children’s Hospital of Philadelphia Postdoctoral Training – University of Maryland School of Medicine Dr. Arora’s research focuses on culturally tailored mental health interventions, school-based services, barriers to care, and trauma-informed, equity-driven practices. Her work is grounded in participatory action research and mixed methods, aiming to bridge research-practice gaps and empower communities. She has led major funded projects from the Spencer Foundation, National Institute of Mental Health (NIMH), and the U.S. Department of Education, including a $4.9 million grant to train clinicians in culturally responsive services. Her recent publications reflect a strong thematic focus on mental health disparities, cultural adaptation of interventions, school climate, and help-seeking behaviors among AAPI, Latino/a, and immigrant youth. The body of work demonstrates a commitment to advancing equity, social justice, and measurement-based care in school psychology. American Psychological Association Minority Fellowship Program Spencer Foundation Research Grant NIMH Funding U.S. Department of Education OSEP Grant ($4.9 million) Dr. Arora actively mentors PhD and graduate students, many of whom co-author her publications. She has secured major grants that support training, research, and community partnerships. Her leadership extends to editorial roles as Associate Editor of School Mental Health and Consulting Editor of School Psychology Review , and she is a vocal advocate for diversity, equity, and inclusion in academic training and practice. She collaborates extensively with NYC-based organizations, building community-driven research models through the SMILE Lab.
Dr. Dillon Landi is a Lecturer in Health, Wellbeing, and Education at the School of Human Movement and Nutrition Sciences , University of Queensland. His work centers on equity, diversity, and inclusion in sport, health, and physical education (PE), with international recognition for influencing policy documents and national position statements across Aotearoa New Zealand, Australia, the UK, and the US. Education: PhD in Education, University of Auckland MA in Physical Education, Columbia University MA in Curriculum and Pedagogy, Columbia University Bachelor (Honours) in Health, Sport, and Physical Education, Campbell University Research Interests span LGBTQ+ inclusion in PE, critical pedagogy, qualitative methodologies, and sociocultural critiques of fitness testing. His work bridges feminist posthumanisms, new materialisms, and activist approaches to curriculum development. Articles highlight global trends in inclusive PE, with recent studies on trans* teacher experiences, Chinese student assessments, and equity in PE policy. Scientific Awards include accolades from: American Educational Research Association (AERA) British Educational Research Association (BERA) Association Internationale des Écoles Supérieures d'Éducation Physique (AIESEP) SHAPE America He co-edited three special journal issues on LGBTQ+ research and equity in PE. At UQ, he mentors students and early-career researchers and serves as Managing Editor of Physical Education and Sport Pedagogy (Q1, Taylor & Francis).
William O'Donohue, Ph.D., is a Professor in the Department of Psychology at the University of Nevada, Reno (UNR), within the College of Science. He holds advanced degrees in both clinical psychology (Ph.D., SUNY Stony Brook) and philosophy (M.A., Indiana University). His research focuses on forensic psychology, sexual assault, evidence-based practice, and the philosophy of psychology. He has directed a NIJ-funded clinic for 27 years, providing free services to victims of sexual abuse, and secured over $3 million in grants. He has authored 90 books and 300+ publications, serving on key committees like the APA's DSM revision panel. Education: Ph.D. in Psychology, SUNY Stony Brook (1986) M.S. in Psychology, SUNY Stony Brook (1982) B.S. in Psychology, University of Illinois (1979) M.A. in Philosophy, Indiana University (1988) Research Themes: His work critically examines forensic interviewing protocols, ideological bias in psychology, and the scientific validity of therapeutic practices. He advocates for procedural justice in psychological practice and challenges social justice movements' methodological rigor. Grants & Clinical Work: His clinic's NIJ grant supports free services for sexual abuse victims. He has consulted for the U.S. military and legal professionals on evidence-based practices. Labs/Teams: Operates a long-term clinical research program focused on forensic assessment and victim support through his UNR clinic infrastructure.
Laura Wernick is an Associate Professor at Fordham University's Graduate School of Social Service. Her academic background includes a PhD and MA from the University of Michigan, an MSW and MPA from Columbia University, and a BA from UC Berkeley. Dr. Wernick specializes in transformative community organizing models addressing intersectional power dynamics, with a focus on LGBTQ+ youth, domestic worker movements, and disability justice. She employs participatory action research methods to co-create solutions with marginalized communities. Her research explores how organizing models combat ableism, white supremacy in academia, and systemic oppression. Notable areas include youth-led advocacy, wealth mobilization for social justice, and employer-employee dynamics among domestic workers. Dr. Wernick's work bridges theory and practice through youth-adult partnerships and institutional reform initiatives. She maintains an active blog and public scholarship presence at www.laurawernick.com . Recent scholarship highlights include dismantling ableism in social work education and analyzing pandemic-related stigma. Her 2024 publications emphasize disability justice pedagogy and intersectional approaches to youth organizing. Methodologically, she advocates for participatory action research that disrupts traditional academic hierarchies. Leveraging over 20 years of practice experience, Dr. Wernick collaborates with community organizations to design interventions that foster healing and systemic change. Her current projects address racial disparities in school discipline and the mental health benefits of youth activism. She teaches courses on community organizing, social justice pedagogy, and marginalized populations.
