جست‌وجوی استاد و پژوهشگر

Andre Etchebarneمشاهده پروفایل

مدرس

• Psychological Interventions
• Chronic Health Conditions
• Racism and Health Inequities
• +۳ مورد دیگر

Andre Etchebarne is a Lecturer in Counselling Psychology at the Manchester Institute of Education, University of Manchester, and serves as the associate Placement Director for the Doctorate in Counselling Psychology program. He is an HCPC-registered Counselling Psychologist with active involvement in NHS community pain management services, delivering psychological interventions to individuals and groups. His work bridges academic research and practical application, emphasizing real-world relevance in teaching and clinical practice. Education Doctor of Counselling Psychology (2021), supervised by Dr. T. Hanley and Prof. L. A. Winter, focusing on “Exploring the Wellbeing of Black and Minority Ethnic Academics.” Research Interests Psychological interventions for chronic health conditions. Racism and health inequities, particularly in healthcare access and service delivery. Wellbeing in Higher Education, addressing systemic challenges for minority ethnic academics. Teaching Contributions Lead instructor for the Doctorate unit “Working in Different Modalities and Across the Lifespan in Counselling Psychology.” Delivers modules on “Formulation in Counselling Psychology” and “Cognitive Behavioural Counselling Psychology Theory and Practice.” Grants & Advising His doctoral research explored the wellbeing of Black and Minority Ethnic academics, contributing to institutional equity initiatives. Though no explicit grants are listed, his NHS collaborations and academic roles reflect sustained engagement with applied research and training.

Ramon Vasquezمشاهده پروفایل

استادیار

• Epistemology
• Decoloniality
• Affective Ontologies
• +۳ مورد دیگر

Ramon Vasquez is an Assistant Professor of Critical Elementary Education at the University of Minnesota, specializing in decolonial approaches to curriculum theory and teacher education. With prior experience as an elementary school teacher in California, he bridges practice and academia through research focused on epistemic violence, racialized oppression, and marginalized knowledge systems. PhD in Curriculum & Instruction, University of Wisconsin-Madison EdM in Education, Harvard University BA in Education, University of Southern California His research explores epistemology, affective ontologies, and Latinx education through post-qualitative inquiry. Recent publications address racial gaslighting, epistemicide during the pandemic, and the paradoxes of culturally relevant pedagogy. Key themes across his work include: Disruption of institutional knowledge hierarchies Decolonizing teacher education programs Collective memory work with marginalized communities Intersectional analysis of privilege in education Critical examination of cultural hegemony Transformative social studies pedagogy Dr. Vasquez mentors students through a lens of cultural humility, emphasizing dismantling systemic oppression and fostering transdisciplinary dialogues. He is affiliated with the Curriculum and Instruction department at the University of Minnesota.

Duane T. Loynes Sr.مشاهده پروفایل

استادیار

• Critical Race Theory
• Afro-pessimism
• Health Equity
• +۵ مورد دیگر

Dr. Duane T. Loynes Sr. is an Assistant Professor of Urban Studies and Africana Studies at Rhodes College, where he also serves as Associate Director of Equity & Culture for the Institute for Health Equity & Community Justice. His academic work bridges interdisciplinary programs focused on race, philosophy, religion, culture, and social justice. Dr. Loynes earned his interdisciplinary PhD in Religious Studies from Marquette University, with additional graduate training at Northern Illinois University and Wheaton College, and undergraduate studies at Trinity International University: PhD, Marquette University M.A., Northern Illinois University M.A., Wheaton College B.A., Trinity International University His research interrogates the fractured relationship between Black communities and law enforcement through Afro-pessimism, critical race theory, and unconscious bias frameworks, centering anti-Black state violence in America. Concurrently, he develops healthcare training protocols to mitigate implicit bias in clinical settings, addressing racial disparities in health outcomes, access, and delivery systems. This dual focus manifests in scholarship examining structural inequities across legal, medical, and theological domains. His publications reveal consistent engagement with African American historical struggles, theological resistance, and critical race frameworks. Key themes include Jim Crow legacies, Black humanist thought, Pentecostal racial hermeneutics, and Memphis freedom movements, demonstrating interdisciplinary rigor across historical, theological, and sociological lenses. This body of work contributes foundational insights to discourses on racial justice and community healing. As Associate Director of Equity & Culture, Dr. Loynes leads institutional initiatives advancing health equity through community-centered partnerships, bias reduction programs, and structural interventions targeting systemic disparities in healthcare delivery and community well-being.

Warren S. Lindsمشاهده پروفایل

دانشیار

• Arts-based research
• Wellbeing of Indigenous Youth
• Youth Leadership Development
• +۷ مورد دیگر

Warren S. Linds is an Associate Professor in the Department of Applied Human Sciences at Concordia University , Montreal, Canada. With a PhD in Language and Literacy Education from the University of British Columbia and a BA in Communication Arts from Loyola College, Université de Montréal, his career spans academia, community arts, and international development. Education: PhD, Language and Literacy Education, University of British Columbia BA, Communication Arts, Loyola College, Université de Montréal Dr. Linds’ research focuses on arts-based methodologies intersecting with Indigenous youth wellbeing , anti-racism pedagogy , and ethical facilitation practices . He has explored theatre as a decolonizing tool, emphasizing embodied praxis and community-based participatory research. His work frequently addresses the integration of Indigenous knowledge systems into health and educational frameworks. Recent publications highlight collaborations with interdisciplinary teams, including co-edited volumes on applied theatre and Indigenous wellness. His grants from institutions like the Canadian Institutes of Health Research (CIHR) and Fonds de Recherche du Québec (FQRSC) fund projects such as “Children and Families Affected by War & Migration” (2020–2024). Dr. Linds has presented widely at conferences, including the International Network of Indigenous Health Knowledge and the Canadian Association for Theatre Research, often collaborating with the Living Histories Ensemble on performance-based research creation.

Erin Keithمشاهده پروفایل

استادیار

• Inclusive Education
• Equity/Diversity/Inclusion (EDI)
• Special Education
• +۵ مورد دیگر

Dr. Erin Keith is an Assistant Professor in the Department of Teacher Education Curriculum and Leadership at St. Francis Xavier University. Her work centers on inclusive education, EDIIADB literacy, and culturally responsive pedagogies with a focus on Indigenous, Black, and racialized communities. She holds a Doctor of Education from Western University, a Master of Education from SUNY Buffalo, and a Bachelor of Arts from Queen’s University. Dr. Keith’s research spans mental health advocacy in schools, decolonizing educational practices, and teacher well-being through wholistic approaches. She has collaborated with educators across Canada, including Nova Scotia Regional Centres for Education, Ontario school boards, and British Columbia districts. Her scholarship includes co-editing a 2024 book on Decolonizing Inclusive Education and authoring a 2022 book on global mental health case studies. Recent publications analyze topics such as anti-racist school leadership, early childhood education frameworks, and adjunct faculty empowerment. She teaches courses like EDUC 436: Inclusive Practices II and graduate-level EDUC 514/517 on diverse learners. As an Ontario Certified Teacher with 16 years of experience, she has held special education roles including ASD Itinerant and Behaviour Support positions. Ontario Association of Mental Health Professionals Contributor to EdCan Network, NAEYC, and TVOLearn

Mari Kristine Joreمشاهده پروفایل

دانشیار

• Social Studies Education
• Postcolonial Theory
• Decolonial Theory
• +۷ مورد دیگر

Mari Kristine Jore is an Associate Professor at the University of Agder , affiliated with the Department of Sociology and Social Work . She actively contributes to research groups in Social studies didactics and educational research and Sociological theory and analysis . Research Interests Postcolonial and Decolonial Educational Theories Eurocentrism, Coloniality, and National Exceptionalism Critical Race Theory and Whiteness in Nordic Education Political Emotions and Pedagogical Discomfort Inclusive Curriculum for National Minorities Publication Trends highlight her focus on disrupting colonial legacies in Norwegian social studies, analyzing how Eurocentric and exceptionalist narratives marginalize non-Western perspectives. Her work integrates postcolonial theory with pedagogical innovation, addressing power dynamics, identity construction, and anti-racist practices. Recent articles examine coloniality in Nordic educational frameworks and strategies for fostering epistemological diversity. Collaborations include co-authoring with scholars like Kristin Gregers Eriksen , Beate Goldschmidt-Gjerløw , and others on topics such as controversial topics in schools and decolonial teaching methods.

Kathlyn E Fletcherمشاهده پروفایل

استاد

• Medical Education
• Internal Medicine
• Patient Safety
• +۷ مورد دیگر

Kathlyn E. Fletcher, MD is a Professor at the Medical College of Wisconsin, affiliated with the Department of Internal Medicine and the School of Medicine. She practices and teaches at the Zablocki VA Medical Center in Milwaukee, WI, where she provides patient care, mentors trainees, and conducts research in medical education and patient safety. Institution: Medical College of Wisconsin School: School of Medicine Department: Department of Internal Medicine Clinical Site: Zablocki VA Medical Center Academic Rank: Professor Dr. Fletcher earned her Doctor of Medicine from the University of Chicago, Pritzker School of Medicine in 1996 and completed her residency in Internal Medicine at the University of Chicago Hospitals (1996–1999). She furthered her research training through the Robert Wood Johnson Clinical Scholars Program and earned a master's degree from the University of Michigan School of Education. MD: University of Chicago, Pritzker School of Medicine (1996) Residency: Internal Medicine, University of Chicago Hospitals (1996–1999) Master's Degree: University of Michigan School of Education Research Fellowship: Robert Wood Johnson Clinical Scholars Program Her research focuses on medical education, particularly in graduate medical education, residency training, patient-physician dynamics, and systemic issues such as bias, discrimination, and equity in healthcare. She explores how educational interventions, structural changes, and reflective practices can improve resident well-being and patient outcomes. Her recent work includes studies on difficult patient encounters, pandemic impacts on career interests, and strategies to promote racial and gender equity in training environments. The recent publications (2022–2025) demonstrate a strong thematic focus on medical education innovation, equity, and resident support. Topics include continuity clinics in underserved settings, grant budgeting, virtual residency recruitment, and interactive workshops on discrimination. These works reflect a commitment to improving both the educational experience and the inclusivity of medical training. Dr. Fletcher has not been mentioned as receiving specific scientific awards in the provided text. She actively mentors residents and contributes to curriculum development, grant writing, and policy discussions in medical education. Her work often involves collaborative, multi-institutional research, particularly in residency program evaluation and educational interventions. Though formal advisees are not listed, her leadership in educational programming suggests significant advisory and supervisory roles. Dr. Fletcher is involved in educational research initiatives and quality improvement projects at the Zablocki VA Medical Center and the Medical College of Wisconsin. Her work integrates clinical care with educational scholarship, often focusing on creating supportive, equitable, and effective training environments for future physicians.

• Diversity, Equity, and Inclusion (DEI)
• Organizational Behavior
• Employment of Justice-Involved Individuals
• +۳ مورد دیگر

Nicole Jones Young, PhD, is an Associate Professor of Organizational Behavior at the University of Connecticut's School of Business, specializing in diversity, equity, and inclusion research. Her work addresses systemic inequities in employment, focusing on justice-involved individuals and anti-Black racism within organizations. PhD in Management, Organizational Behavior (University of Connecticut) MBA in Human Resource Management (Fairleigh Dickinson University) BA in Sports Management (Towson University) Her research bridges organizational behavior with social justice, examining ethical leadership, supervisory inclusiveness, and policies like "Ban the Box" that address employment barriers for ex-offenders. She explores how digitization interacts with socially responsible behaviors and contributes to theoretical frameworks for equitable hiring practices. Young’s publications (2015–2024) reveal consistent themes: dismantling racial and systemic barriers in workplaces, advancing inclusive leadership models, and analyzing the intersection of criminal history with gender and workplace equity. Her work spans journals like Human Resource Management Journal , Business Ethics: A European Review , and Academy of Management Learning & Education .

• Education
• Gifted Education
• Secondary Education
• +۴ مورد دیگر

Megan Adams is a Professor of Reading Education and Department Chair at Kennesaw State University's Bagwell College of Education. She co-directs the Academy for Language and Literacy, focusing on qualitative research methodologies and equity-centered educational practices. Her work emphasizes marginalized communities, teacher training, and digital pedagogy. Research interests include: Mental health in post-COVID-19 field experiences Social justice curricula for teacher candidates Culturally inclusive educational frameworks Digital cultures of care and equity Recent publications analyze digital teaching ethics (2023), pre-service teacher mental health (2023), and institutional diversity responses (2020). She serves as a dissertation advisor and instructor within the Secondary and Middle Grades Education department.

• Educational Psychology
• School Psychology
• Diversity, Equity, Inclusion & Belonging
• +۱۴ مورد دیگر

Evangeline Akridge is an Assistant Professor in the Department of Educational Psychology at the California School of Education, Alliant International University. She serves in the school counseling and school psychology programs and has been a core faculty member since 2015, with prior teaching experience in private universities since 2008. She has also held leadership roles as Program Coordinator and Program Director. Education: B.A. in Psychology and African-American Studies – University of California, Los Angeles (UCLA) M.S. and Pupil Personnel Services Credential in School Psychology – San Diego Psy.D. in Educational Psychology – Alliant International University Alcohol and Drug Counseling Degree Dr. Akridge's research and professional interests emphasize Diversity, Equity, Inclusion & Belonging (DEIB) , social justice , community engagement , virtual education , parental involvement , and educationally related mental health . Her work is deeply rooted in supporting underserved populations and addressing systemic inequities in education. She focuses on social-emotional learning, juvenile diversion, and charter school environments, with clinical expertise in psychological assessment, special education law, and dual diagnosis. Her recent scholarly contributions reflect a strong commitment to anti-racism, institutional equity, and faculty well-being. The themes across her publications and workshops include combating deprofessionalization of women of color in higher education, creating inclusive academic spaces, and enhancing parent engagement in K–12 settings. These works highlight her interdisciplinary approach bridging psychology, education policy, and community advocacy. Professional Recognition and Contributions: Author of I Am The Expert of My Child Parent-Child Journals and founder of the Parent Engagement Movement Developer of the Community Resource Educational Support Team (C.R.E.S.T.) Model, implemented by Open Heart Leaders in San Diego Active presenter at national conferences including HICE and Charter Schools Development Center Expert witness in due process hearings since 2009 Dr. Akridge advises on community-based mental health initiatives and has led numerous workshops on anti-racism, leadership, and emotional resilience. While no formal grant history is listed, her applied work in schools, courts, and community agencies demonstrates significant impact. She is actively involved in teaching, advocacy, and organizational development, with no indication of part-time status or retirement. Professional Affiliations and Credentials: Credentialed School Psychologist Licensed Educational Psychologist Licensed Clinical Forensic Counselor

Yari Orمشاهده پروفایل

استاد

• Transformative Social Work
• Decolonial and Antiracist Education
• Eco-social Transformation
• +۸ مورد دیگر

Prof. Dr. Yari Or is a Professor of Social Work at the College of Social Work & Health, Frankfurt University of Applied Sciences. Trained as an anthropologist (Freie Universität Berlin, University of Chicago, UCLA) and learning scientist (Ph.D., Northwestern University, 2007), her research bridges educational science, cultural anthropology, and transdisciplinary transformation research. Her work focuses on transformative social work, eco-social justice, and marginalized communities. She develops nature-based, decolonial, and inclusive methodologies to address crises in urban environments, emphasizing community-led practices and self-organized empowerment. Her pedagogical innovations include expressive writing, mindfulness, and eco-somatic dance as tools for reconnection and decolonization. Yari Or’s publications and projects analyze eco-social transformation, decolonizing practices, and the intersection of migration, ecology, and social justice. She advocates for citation diversity and equity in academic discourse. First price in national competition of German federal agency for civic education (BPB), 2008 Media Max Price, 2009 She supervises BA and MA theses on eco-social change, climate justice, and marginalized youth development. Her teaching includes modules on nature pedagogy, decolonial approaches, and transformative learning environments. She co-leads the PRO FM Innovationsprofessur, developing e-learning modules for personal development and sustainability.

Siân Primeمشاهده پروفایل

مدرس ارشد

• Cultural Entrepreneurship
• Creative Industries
• Social Enterprise
• +۵ مورد دیگر

Siân Prime is a Senior Lecturer and Co-Director of Goldsmiths’ Institute for Creative and Cultural Entrepreneurship (ICCE), where she serves as Academic Lead: Enterprise. She specializes in developing culturally aware business models, balancing societal, financial, and founders' impacts through initiatives like Synapse and the Sustainable Enterprise London Festival (SELF). Co-Director, ICCE Academic Lead: Enterprise Senior Lecturer Her research focuses on cultural entrepreneurship , creative industries , and equitable business models . She explores systemic change in social enterprises, migrant enterprise impacts on high streets, and inclusive entrepreneurship frameworks. Siân has co-designed toolkits for mentors, startups, and employability, emphasizing global collaboration and social innovation. Selected recent publications include: "Cultural Enterprise and Leadership" (2024) – addressing equitable leadership in Iraq "Migrant Enterprise and High Streets" (2023) – analyzing creative-tech integration in UK "Towards a Culturally Aware Mindset for Creative Enterprise Education" (2023) – advocating inclusive pedagogy Siân received the National Enterprise Educators Award for Inclusive Enterprise Education (2021) and has served as a Business Book Awards Judge (2023). She contributes to policy through projects like the Resilience Rating System for Non-Profits (2020) and evidence submissions to the UK Parliament's 'A Creative Future' Inquiry (2022). She actively collaborates with institutions worldwide, including: Royal Central School of Speech and Drama (External Examiner 2018–2022) NESTA (Creative Pioneer Team) Arts Council England British Council Cultural Enterprise Office European Commission’s Lifelong Learning Fund

Stacey Yiمشاهده پروفایل

پژوهشگر

• Health Care Access
• Mental Health Treatment
• Racial Equity
• +۱۰ مورد دیگر

Stacey Yi serves as an Assistant Policy Researcher at RAND and is a Ph.D. candidate in the Community-Partnered Policy and Action stream at the RAND School of Public Policy. Her work bridges health policy research with community-centered solutions, focusing on vulnerable populations and systemic inequities. Her academic credentials include: M.P.H. in Health Management from the T.H. Chan School of Public Health at Harvard University B.A. in Ecology and Evolutionary Biology from Rice University Yi's research centers on behavioral health care access, Asian American mental health, and health equity, with demonstrated expertise in racial justice, child welfare, and community wellness. She investigates service barriers for marginalized groups including Chinese older adults facing anti-Asian hate, veteran single parents, and youth in suicide prevention programs. Her methodological approach combines policy analysis, community surveys, and cost-benefit evaluations to address systemic gaps in public health infrastructure. Her 11 publications (2023-2025) reveal consistent thematic focus on mental health policy implementation, particularly California's CalAIM initiative and anti-Asian hate response systems. She employs mixed-methods research across public health, social services, and military medicine domains, with strong emphasis on community-partnered approaches and equity-centered evaluation frameworks. Prior to RAND, Yi worked as a health policy consultant at Bailit Health, served in Rep. Raul Ruiz's office, and directed Camp Kesem's regional programs. Her professional trajectory demonstrates sustained commitment to translating research into actionable policy solutions for underserved communities.

Joseph Flynnمشاهده پروفایل

استاد

• Multicultural Education
• Social Justice Education
• Curriculum Studies
• +۷ مورد دیگر

Joseph Flynn is a Professor in the Department of Curriculum and Instruction at Northern Illinois University’s College of Education. He holds a Ph.D. in Curriculum, Teaching, and Education Policy from Michigan State University, an M.A. in Curriculum Studies from DePaul University, and a B.A. in Philosophy from Eastern Illinois University. His work bridges academic scholarship and public engagement, focusing on critical education, race, and social justice. Ph.D., Curriculum, Teaching and Education Policy – Michigan State University M.A., Curriculum Studies – DePaul University B.A., Philosophy – Eastern Illinois University Dr. Flynn’s research centers on the intersection of multicultural and social justice education, with a particular focus on Whiteness studies, media and popular culture, and curriculum theory. He critically examines how race, especially Whiteness, shapes educational experiences and institutional practices. His teaching includes courses such as Creating Learning Communities , Critical Practices in Curriculum and Instruction , and The Portrayal of Teachers in Film , reflecting his interdisciplinary and critical approach. The 15 most recent publications and presentations reveal a consistent thematic focus on racial dialogues, systemic racism in education, and the role of media in shaping teacher identity and public perception. His work spans journal articles, books, and national conference presentations, often analyzing how curricula and pedagogies can either reinforce or challenge racial inequities. Key themes include White fatigue, urban education reform, rubrics in assessment, and the representation of race in film and hip hop. Dr. Flynn is the author of White Fatigue: Rethinking Resistance for Social Justice (2018) and co-author of A Rubric Nation (2015). His public scholarship is widely disseminated through WNIJ’s 'Perspectives' series, where he offers insightful commentary on contemporary social and political issues. He is also the co-founder of the Social Justice Summer Camp for Educators at NIU, demonstrating his commitment to community-based learning and professional development. He advises on curriculum and social justice initiatives and has been involved in urban school-university partnerships. Though specific grant details are not listed, his collaborative research and program development indicate active engagement in funded or institutionally supported projects. He mentors future educators and contributes to diversity strategic planning in higher education. Dr. Flynn is affiliated with the Social Justice Summer Camp and integrates his research into practical, community-oriented programming. His work extends beyond the university into public media, where he fosters broader dialogues on race, merit, and national identity.

Jonathan McGavockمشاهده پروفایل

استاد

• Pediatrics
• Type 2 Diabetes in Youth
• Physical Activity and Health
• +۱۲ مورد دیگر

Jonathan McGavock is a Professor in the Department of Pediatrics & Child Health at the University of Manitoba and an Investigator at the Children's Hospital Research Institute of Manitoba (CHRI). He leads the Physical Activity, Cardiometabolic health & Equity (PACE) Lab, which focuses on preventing and managing type 2 diabetes in youth through physical activity, behavioral interventions, and health equity initiatives. His research spans clinical trials, implementation science, and community-engaged studies with a strong commitment to Indigenous health and anti-racist practices. His research interests center on pediatric cardiometabolic health, with a focus on type 1 and type 2 diabetes, physical activity, and emotional regulation. He investigates how urban infrastructure like trails impacts youth health and how behavioral interventions can improve outcomes in at-risk adolescents. His work emphasizes health equity, particularly for Indigenous communities, and integrates Truth and Reconciliation principles through partnerships with Elders, knowledge keepers, and patient co-researchers. His recent research projects reflect a strong trend in interdisciplinary, patient-oriented science, combining clinical trials (e.g., TEAM Trial, DIRECTION Trial) with population-level studies on urban design and Indigenous health. These studies often employ causal methods and implementation frameworks to inform policy and practice. His work is funded by major agencies including CIHR, JDRF, and Diabetes Canada, reflecting national recognition of his contributions. Scientific awards and honors are not explicitly listed, but his leadership of large, multi-year grants indicates significant peer recognition. His research is supported by major funding programs such as Diabetes Action Canada 2.0 and the CIHR Health Research Training Platform Grant (my ROaD), which also support trainee development. Dr. McGavock mentors graduate students and leads training initiatives focused on obesity and diabetes research. His lab, the PACE Lab, fosters an environment of equity, anti-racism, and community partnership. He is involved in advising through structured mentorship programs and graduate supervision, though specific student names are not listed. His research includes major health system interventions, such as Ikiskawasoot for Indigenous maternal health and the Indigenous Youth Mentorship Program. The PACE Lab operates on Treaty 1 Territory and conducts research across Treaties 2, 5, and adhesion to Treaty 5, emphasizing collaboration with Anishinaabeg, Nehethowuk (Ininew), Red River Métis, and other Indigenous communities. The lab is committed to decolonizing research practices, supporting Indigenous hiring, and integrating traditional healing into health interventions.