Nefertiti A. Walker is a Professor in the Mark H. McCormack Department of Sport Management at the Isenberg School of Management, University of Massachusetts Amherst. She concurrently serves as Senior Vice President for Academic Affairs, Student Affairs, and Equity for the University of Massachusetts system. Her academic career includes roles as Associate Professor (2017-2022), Assistant Professor (2011-2017), and leadership positions in diversity and inclusion initiatives. Walker holds a PhD (2011) and MBA (2006) from the University of Florida and Stetson University, respectively. Her research focuses on organizational diversity, equity, gendered and racialized organizations, and workplace bias. Key areas include anti-Black racism in academia, gender discrimination in sports leadership, and institutionalized privilege in internship systems. Walker’s work has been published in prestigious journals like Journal of Sport Management and International Journal of Sport Finance . Teaching interests span sport policy, leadership, and DEI in business education at undergraduate, master’s, and doctoral levels. Her 2022 NASSM Joy DeSensi Award recognizes her contributions to inclusive excellence. Walker’s leadership roles include overseeing equity initiatives across UMass campuses and advising on systemic inclusion strategies.
Mara Sapon-Shevin is a Professor of Education at Syracuse University, affiliated with the School of Education and Women's and Gender Studies. Her work focuses on inclusive education, social justice pedagogy, and cooperative learning environments. She holds an Ed.D. in Teacher Education from the University of Rochester (1976), an M.A. in Applied Behavior Analysis from Western Michigan University (1973), and a B.A. in Elementary Education and Psychology from the University of Rochester (1972). Research Interests: Sapon-Shevin’s scholarship emphasizes creating inclusive classrooms, anti-bias education, and addressing systemic inequities through teaching practices. She explores intersections of disability studies, gender studies, and social justice, advocating for transformative educational systems that prioritize community-building and marginalized voices. Recent work examines pandemic-era adaptations, such as embodied teaching strategies without physical touch and inclusive early childhood practices. Service & Leadership: She serves on boards like Women Transcending Boundaries and chairs the International Association for the Study of Cooperation in Education. Her roles include President of the International Association for the Study of Cooperation in Education, and leadership in AERA’s Teacher Education Division. She actively contributes to anti-racism initiatives, peace advocacy, and community music networks. Teaching: Courses include Safe and Healthy Learning Environments , Teaching for Social Justice , and Fundamentals of Teaching for Non-Majors . Recent courses span 2020–2024, emphasizing equity-focused pedagogy.
Franz Knappik is a Professor at the Department of Philosophy, University of Bergen. His research bridges historical and systematic philosophy, focusing on Classical German Philosophy (Kant, Hegel, Fichte), philosophy of mind, social philosophy, and decolonial approaches. He coordinates the 'Critical Theories Colloquium' and co-organizes workshops on Hegel and colonialism. Research interests include Hegel's metaphysics, postcolonial thought, racism, and post-truth phenomena. He critiques Hegel's legacy regarding racism and colonialism, collaborating with scholars like Daniel James. His work spans philosophy of mind (self-knowledge, pathologies of consciousness) and social metaphysics (objective kinds, racial taxonomy). Publications include Im Reich der Freiheit (2013), edited volumes on agency and racism in Hegel, and articles on Hegel's racism, Kant's moral psychology, and joint action phenomenology. He actively engages with public debates on Hegel's colonialist implications through media interviews and blog discussions.
Amanda L. Miller is an Associate Professor in the Teacher Education Division at the College of Education, Wayne State University, and an affiliated research associate with the Michigan Developmental Disabilities Institute (MI-DDI). Her work centers on equity, justice, and access in education, particularly for multiply-marginalized youth such as girls of color with complex support needs. She employs critical, participatory, and visual methodologies to investigate how educational systems respond to difference and how inclusive, liberatory practices can be cultivated. Ph.D., Special Education, University of Kansas, 2019 M.Ed., Special Education, Northern Arizona University, 2007 B.A., Elementary Education, Gustavus Adolphus College, 2000 Her research interests include accessible and inclusive education (K–12), family-school-community partnerships, critical qualitative inquiry, and disability-centered culturally sustaining pedagogies. She explores how institutions respond to difference, how teachers develop equitable pedagogy, and how transformative partnerships with marginalized families are formed. Her methodological expertise includes photovoice, cartography, narrative inquiry, and autoethnography. Dr. Miller’s recent publications reflect a strong focus on intersectionality, DisCrit, sociospatial theory, and student agency. Her work consistently centers the voices and solutions of disabled girls of color and challenges systemic ableism and racism in education. She has authored influential articles on literacy practices, teacher agency, transition to postsecondary education, and self-advocacy. Nominated, Andrew Carnegie Fellows Program, 2023 Awarded, Faculty Community Engagement Scholarship Award, Wayne State University, 2023 Awarded, Faculty Research Innovation Award, Wayne State University, 2023 Nominated, Early Career Researchers Award, TASH, 2023 She has served as Principal or Co-Principal Investigator on multiple grants focused on co-designing pedagogies with community activists and youth scholars, inclusive literacy experiences, and reimagining teacher preparation through disability-centered approaches. She mentors future educators through courses such as Foundations of Inclusive Schooling, Teaching Students with Autism, and Intersectional and Critical Qualitative Methods. She is actively engaged in national scholarly communities and presents regularly at AERA, TASH, and DADD conferences. Dr. Miller is affiliated with research teams and collaborates widely with scholars in disability studies, critical race theory, and inclusive education. Her work is published in leading journals such as Race Ethnicity and Education , Critical Studies in Education , Disability & Society , and Teacher College Record .
Dr. Caterina Mantilla is an Academic Councillor and Lecturer at the Department of Ancient American Studies within the Institute of Archaeology and Cultural Anthropology at the University of Bonn, Germany. She holds a doctorate in History from the University of Cologne and has held academic positions at the University of Cologne, Universidad Surcolombiana, and the University of Bonn. Education: Doctorate in History, Department of Ibero- and Latin American History, University of Cologne, 2021 MA in Anthropology (Focus: Archaeology), Universidad de los Andes, Colombia, 2012 BA in Anthropology, Universidad de los Andes, Colombia, 2005 Her research focuses on the archaeology of the African diaspora, marronage, Afro-Latin America and the Caribbean, resistance processes, and community-based archaeology. She investigates the cultural and spatial transformations in Afro-descendant communities, particularly in Colombia’s San Basilio de Palenque and La Bonga. Her work emphasizes decolonial, collaborative, and community-engaged methodologies. Her recent publications explore themes of landscape transformation, material culture, heritage, and resistance in Afro-Colombian contexts. The articles reflect a strong interdisciplinary trend combining archaeology, ethnohistory, critical theory, and visual anthropology, with a consistent focus on liberation, memory, and identity. Scientific Awards and Recognitions: Doctoral scholarship from the Graduate School for the Humanities Cologne (artes), University of Cologne – DAAD Research Doctoral Scholarship 'Beca de Estímulos a la investigación', Instituto Colombiano de Antropología e Historia (ICANH), Colombia Dr. Mantilla has advised and contributed to academic training through teaching assignments and guest lectureships, particularly in Colombia and Germany. She has received research grants supporting fieldwork and doctoral research. Her academic work is deeply connected to community collaborations and public engagement. She is actively involved in research projects centered on Black heritage and collaborative archaeology, working closely with Afro-descendant communities in Colombia. Her ongoing work includes a forthcoming monograph on marronage and world-making in the Americas.
Josue Zapata is an Associate Professor of Clinical Medicine at the University of California, San Francisco (UCSF), School of Medicine, and serves in leadership roles at the San Francisco VA Health System as Associate Chief of Staff for Quality, Safety, and Value and Associate Chief of the Medical Service. He is deeply engaged in medical education, functioning as a coach in the Bridges curriculum and co-director of the UCSF/Kaiser Undergraduate Research Internship. B.A., New York University, College of Arts and Sciences M.D., Harvard Medical School M.B.A., Harvard Business School Residency and Chief Residency in Internal Medicine, University of California, San Francisco Diversity, Equity, and Inclusion Champion Training, University of California Certificate in Latin American/Latino/a Studies, City College of San Francisco Dr. Zapata’s research and scholarly work focuses on quality and value improvement in healthcare, leadership development in academic medicine, medical education, professional development of trainees, and promoting diversity and inclusion in healthcare. His interests reflect a strong commitment to systems-based practice, patient safety, and educational innovation. He integrates principles of healthcare administration and management into clinical improvement initiatives. His recent publications reveal a consistent trajectory in hospital medicine, leadership communication, quality improvement, and medical education. Themes include reducing hospital admission delays, strategies for productive disagreement among clinicians, student-led improvement projects, and addressing microaggressions in clinical training. His work spans high-impact journals such as JAMA , JAMA Internal Medicine , Journal of Hospital Medicine , and Medical Teacher , demonstrating interdisciplinary relevance and influence. Haile T. Debas Academy of Medical Educators, UCSF (2020) Maxine Papadakis Award for Faculty Professionalism and Respect, UCSF School of Medicine (2020) Excellence in Teaching Award for Clinical Faculty (2019) Excellence in Teaching Award, Academy of Medical Educators, UCSF (2018) Cooke Award for Scholarship of Teaching and Learning, UCSF (2016) Chief Resident, UCSF Department of Medicine (2014) Aesculapian Club, Harvard Medical School (2010) Linnane Scholarship, Harvard Medical School (2009) Presidential Honors Scholar, New York University (2003) Dr. Zapata mentors medical students and residents through formal coaching and curriculum leadership. He leads the Quality Improvement Committee and serves on the Medical Executive Committee at the SFVA, contributing to institutional governance. His work in high-value care and resource utilization bridges clinical practice with health policy. As an executive board member of the Bay Area Chapter of the Society of Hospital Medicine, he engages with broader professional networks to advance hospital medicine. His MBA from Harvard Business School informs his approach to healthcare leadership and administrative innovation. He is actively involved in institutional and professional efforts to improve healthcare systems, optimize patient outcomes, and foster inclusive learning environments. His dual expertise in clinical medicine and business administration positions him as a leader in value-based healthcare transformation.
Dr. Anita Garvey is an Assistant Professor in Organisational Studies at Northumbria University, Faculty of Business and Law. She is an active academic with a strong commitment to critical scholarship, teaching excellence, and advancing equality in higher education and the workplace. Her educational background includes a PhD in Social Philosophy, an MA in Psychology, and postgraduate qualifications in Human Organisations and Careers Guidance. She is a Chartered Fellow of the Chartered Institute of Personnel Development (CFCIPD) and a Fellow of the Higher Education Academy (FHEA), reflecting her professional standing in both academic and personnel development fields. Anita's research is grounded in critical organisational studies, focusing on the intersection of neoliberal capitalism, political economy, and workplace dynamics. Her work critically examines moralistic workplace bullying through Gramscian hegemony, revealing how power, privilege, and organisational norms enable the ejection of marginalised employees. She also investigates gender, racism, class, and their intersectional impacts on inequality in organisational and societal contexts. Her research contributes to decolonization, anti-racism, and gender equity in academic and public institutions. The recent publications of Dr. Garvey (2019–2025) span themes including anti-racism in academia, critical discourse analysis of bullying, climate capitalism, and the application of Habermasian and Gramscian theory to public sector leadership. These works reflect a consistent engagement with critical social theory, qualitative methodologies, and a commitment to social justice. Her interdisciplinary approach connects organisational studies with sociology, political philosophy, and environmental ethics. Nominated for Best Lecturer Student Award Nominated for Best Pastoral Support Student Award Dr. Garvey actively supervises postgraduate research, currently guiding Gillian Hughes in a study on gendered job crafting in higher education. She serves as a Programme Leader, Module Tutor, and Dissertation Supervisor, demonstrating strong engagement with curriculum development and student mentorship. While no external grants are explicitly mentioned, her research outputs and institutional reports suggest active involvement in equity-focused academic initiatives. She is a key contributor to the Athena SWAN agenda at Northumbria University, promoting gender equality and inclusive practices within the Faculty of Business and Law.
Dr. Marquita D. Foster is a Lecturer at Baylor University's School of Education, serving as Graduate Program Director for the EdD in Learning and Organizational Change. Her work centers on critical pedagogy, urban education, and Black feminist epistemologies. B.A. in English, University of Texas at Austin (1994) M.Ed. in Educational Leadership, Lamar University (2009) Ph.D. in Curriculum and Instruction, University of North Texas (2021) Dr. Foster investigates geographies of resistance, othermothering in education, and Afrofuturist methodologies. Her research explores cultural approaches to disciplinary violence in elementary settings and the transformative potential of Black and Indigenous storytelling frameworks. Recent publications analyze performative anti-racist education, socio-emotional learning equity, and the historical significance of Ona Judge’s resistance narrative in teacher development. She emphasizes collaborative research with students and community participants. Professional affiliations include the American Educational Research Association, National Association of Multicultural Education, and National Council of Teachers of English's Board of Directors. Contact: Marquita_Foster@baylor.edu
Therese Marie Ignacio Bjørnaas is an Associate Professor at Queen Maud Memorial College for Early Childhood Education, affiliated with the Research Group for Religion, Beliefs and Ethics under the Department of Language, Art and Culture. Her work bridges theology, ethics, and multicultural studies, with a focus on postcolonial theory, Islamophobia, and disability theology. Ph.D. in Systematic Theology and Philosophy, 2018 (GTU/UC, Berkeley) Certificate in Islamic Studies, 2015 (GTU, Berkeley) Master of Arts in Practical Theology, 2012 (Barry University) Bachelor in Religious Studies, 2010 (NTNU) Her research investigates intersections of religion, gender, and ethics, particularly in postcolonial identities, Islamophobia in Nordic politics, and disability theology. She critiques veiling legislation in Norway and explores theological approaches to LGBTQ+ identities in Catholicism. Her recent work includes multicultural practices in Norwegian kindergartens. Key publication trends include feminist postcolonial analysis, interfaith dialogue, and ethical frameworks for disability and religious pluralism. Notable articles address cognitive disability in theological anthropology, homophobia in Islamic discourse, and universal salvation in Christian-Muslim theology. She serves on the Steering Committee for the Women’s Religious Studies Group at the Graduate Theological Union, Berkeley, and as Associate Editor for the Berkeley Journal of Religion and Theology . She is also a member of the Norwegian Sports Federation's Ethics Council. Her pedagogical expertise spans university-level teaching (2021) and sports coaching certifications, including Mental Training (2019-2020) and Coach II (2019-2020). Her work integrates academic rigor with practical engagement in education and multicultural discourse.
Tonje Baugerud is an Associate Professor at Oslo Metropolitan University, Faculty of Teacher Education and International Studies, Department of Kindergarten Teacher Education. She serves as Study Leader for Area 3 and is a member of the research group Professional Understanding and Professional Ethics in Kindergarten (ProfEt). Research Interests: Her work focuses on early childhood education with an emphasis on religious education (KRLE), ethical professionalism, diversity, inclusion, and anti-racism in educational settings. She explores how kindergarten and school teachers engage with pluralism, particularly through lived religion and ethical decision-making. Publications Trends: Her recent publications analyze the LK20 curriculum, phenomenological approaches to empathy in religious education, and systemic racism in Norwegian academia. The research combines theoretical depth with practical implications for teacher education. Scientific Publications: Seeing hidden racism in Norwegian academia: the uncomfortable conversation (2025) Taking (the) other's perspective – a phenomenological investigation of the core elements of KRLE and RE in LK20 (2023) Textbooks: Religions in Kindergarten (2024) Dissemination: Islam som levd, mangfoldig og dynamisk religion i barnehagen (2024) Christian Lomsdalen: Burde vi det? Profesjonsfaglig etisk kompetanse i skolen (2024) Advising and Grants: While specific advisees and funded projects are not listed, her role as Study Leader and active research output suggest involvement in supervising students and contributing to research initiatives related to ethics and diversity in early education. Labs and Research Groups: She is actively involved in the research group Professional understanding and professional ethics in kindergarten (ProfEt), which investigates ethical dimensions of professional practice in early childhood education.
Martin Nolte is a full Professor at the German Sport University Cologne, affiliated with the Institute for Sports Law. He holds a prominent role in legal research related to sports governance, integrity, and public policy. His work bridges constitutional law and sports regulation, with a focus on ethical and legal frameworks in non-profit and professional sports. His research interests include sports law, legal governance in sport, anti-corruption mechanisms, public law applications in sports, and safe sport initiatives. He has led major research projects on preventing match manipulation and developing model codes against interpersonal violence in sport. His work emphasizes regulatory feasibility, institutional accountability, and legal protection for athletes and organizations. The recent publications reflect a strong trend in legal commentary, policy evaluation, and public engagement. Key themes include constitutional law in regional governance, integrity in sports competitions, and the development of normative frameworks for safe and ethical sports environments. His contributions span monographs, legal commentaries, feasibility studies, and public interviews. Scientific engagement includes editorial roles in key publications such as SpoPrax and the Nomos Commentary series, as well as leading publication series through the Institute for Sports Law. He actively collaborates with researchers across disciplines, including sports economics, management, and training science. Martin Nolte has supervised and advised on multiple third-party funded projects, including those focused on sports integrity and discrimination in football. His institutional leadership includes directing publication series and contributing to national discourse through media interviews and expert commentary. He is involved in shaping legal standards through institutional research and policy recommendations. He leads and contributes to the Institute for Sports Law’s research output, which serves as a hub for legal scholarship in sports. His work is closely tied to practical applications in sports policy, often developed in collaboration with external stakeholders and governmental bodies.
Alexandre White is an Assistant Professor of Sociology and the History of Medicine at Johns Hopkins University and the School of Medicine. He also serves as the Associate Director of the Center for Medical Humanities and Social Medicine. His academic work bridges sociology, history, and global health policy. Research Interests: White's research centers on the intersections of the sociology of race and ethnicity, the history of medicine, and global historical sociology. He critically investigates how racial forms of governance, rooted in imperial projects, shape contemporary global health crises and social phenomena. His scholarship highlights the racialized dimensions of pandemic response, medical exploitation, and health inequities. His recent work has focused on the financialization of epidemic response, particularly the World Bank’s Pandemic Emergency Financing Facility (PEF), which he critiques as a form of 'necrofinance' that commodifies human life. He explores how epidemic threats are securitized and financialized, diverging from traditional frameworks like the WHO’s Public Health Emergency of International Concern. White’s research trends reveal a deep engagement with the political economy of pandemics, racial governance, and the ethical challenges of global health interventions. His publications span disciplines, appearing in leading sociology journals such as Sociology of Race and Ethnicity and Theory and Society , as well as top medical journals including The Lancet , NEJM , and BMJ . Scientific Contributions and Policy Impact: Editor of Global Historical Sociology of Race and Racism Book Epidemic Orientalism forthcoming from Stanford University Press Developed a county-level COVID-19 social science data hub with support from NICHD and the Hopkins Population Center Co-authored influential recommendations on equitable vaccine delivery for minority populations, published by the Johns Hopkins Center for Health Security Briefed U.S. Congress on pandemic response strategies Frequent expert commentator in major media outlets including The New York Times , Washington Post , CNN , and Der Spiegel Advising and Grants: As a principal investigator, White leads funded research initiatives on pandemic equity and data infrastructure. While specific advisees are not listed, his role as assistant professor and associate director implies mentorship of graduate students and junior researchers in medical humanities and social medicine. Labs and Teams: He is actively involved with the Center for Medical Humanities and Social Medicine at Johns Hopkins, where he contributes to interdisciplinary research on health, ethics, and society. His work fosters collaboration between social scientists, clinicians, and public health experts to address systemic inequities in health outcomes.
Cinzia Pica, Ed.D. is a Professor in Human Services and Director of the Women’s Studies Program at Assumption University. Her work bridges intercultural education , social justice , and human services , with a focus on dismantling systemic inequities in educational and community contexts. Degrees: B.A., M.S.Ed. (The College of Saint Rose); Ed.M., Ed.D. (Harvard University, University of Massachusetts Amherst) Her research examines cross-race friendships , refugee resettlement pedagogy , and critical intercultural frameworks . Recent work includes a 2023 article on trauma-informed case management for refugees and a 2022 systems analysis of Latine education in Massachusetts. She is known for rigorous cross-cultural comparative studies, particularly between Italy and the U.S. Notable honors include the 2023 Society of Professors of Education Outstanding Book Award (Honorable Mention) and the 2022 Paul Ziegler Presidential Award for Excellence in Scholarship . Her grants include Assumption University’s 2022-2024 Course Load Reduction for Scholarship Grant. Pica is a sought-after presenter at international conferences, including the American Educational Research Association and the European Sociological Association. She has also been featured on NPR and WAMC as a guest expert on cross-race relationships and educational equity.
Dr. Daniel Bendix is a Lecturer of Global Development at Friedensau Adventist University's School of Social Sciences. Holding a Ph.D. from the University of Manchester (2012) and a Habilitation in Political Science from the University of Kassel (2019), he specializes in postcolonial critiques of development, focusing on global inequality, reproductive health, and transnational solidarity. Ph.D. (University of Manchester, 2012) Habilitation (University of Kassel, 2019) Diploma in Political Science (Freie Universität Berlin, 2006) His research examines colonial continuities in contemporary development policies through projects like: Jewish Life in Germany (2023–present): Investigates connections between Shoah memory, migration to Southern Africa, and colonial power structures Migration-Wage Labour-Racism (2021–present): Analyzes low-wage sector experiences of Global South students in Saxony-Anhalt Development Cooperation in Mali (2018–present): Studies land grabbing and peasant resistance in the Office du Niger Global Population Policy (2014–present): Explores contraceptive markets and neo-Malthusian approaches His work combines archival research with biographical interviews, emphasizing methodological innovation through collaborations with comic artists and community-based research.
Matt Jantzen is an Associate Professor of American Ethnic Studies at Hope College in Holland, Michigan. He also teaches in the Phelps Scholars Program's First Year Seminar and serves on the Women’s and Gender Studies faculty council . His academic work bridges Christian theology and social justice , with a focus on race, democracy, and theological ethics . Education : Th.D. in Theology (Duke University, 2017), M.Div. (Duke University, 2012), B.A. in Religious Studies (Wheaton College, 2009) Dr. Jantzen’s research critically examines the intersections of religion and race , particularly in Protestant theology , and explores practices of radical democratic politics through community organizing frameworks. His publications engage with thinkers like Karl Barth, G.W.F. Hegel, and James H. Cone , addressing themes such as racialized providence , anti-racist ethics , and interreligious responses to immigration . His work emphasizes public scholarship and community-based education , informed by his experience in broad-based organizing with the Industrial Areas Foundation and leadership in programs like the Emmaus Scholars Program. Outside academia, he contributes to campus life through initiatives like the faculty/staff soccer games and maintains an active lifestyle with hobbies like running and ultimate frisbee.
