جست‌وجوی استاد و پژوهشگر

Anita Jack-Daviesمشاهده پروفایل

استادیار مدعو

• Equity and Diversity in Education
• Race and Ethnic Studies
• Urban Planning and Policy
• +۳ مورد دیگر

Dr. Anita Jack-Davies serves as an Adjunct Assistant Professor in the Department of Geography and Planning at Queen’s University. Her work focuses on intersectional issues in education, race, and equity within academic and urban contexts. She contributes to the Faculty of Arts and Science, engaging with critical frameworks to address systemic barriers in institutions. Her research explores themes such as anti-racist pedagogy, mental health accommodations in academia, and the lived experiences of marginalized communities, including Black Canadian educators and Caribbean-Canadian families. Dr. Jack-Davies critiques institutional complacency and advocates for inclusive policies through autoethnographic and feminist methodologies. Her publications span topics from racial microaggressions in legal workplaces to the impact of pandemics on racialized groups. She emphasizes cultural narratives and community engagement in driving meaningful change, reflecting her commitment to social justice and equity in education and urban planning. Dr. Jack-Davies is affiliated with Queen’s University’s Department of Geography and Planning, located in Kingston, Ontario. She actively participates in interdisciplinary initiatives addressing race, gender, and policy at Queen’s and beyond.

• Diversity, Equity, and Justice in Higher Education
• Critical Leadership Development
• Adult Teaching & Learning
• +۵ مورد دیگر

Ericka Roland is an Assistant Professor at The University of Texas at Arlington in the Department of Higher Education, Adult Learning & Organizational Studies , where she has been employed since June 2020. Prior to this role, she held positions at the University of Texas at Austin, including Assistant Professor of Practice and Post-Doctoral Research Scholar . She holds a PhD in Educational Leadership from the University of South Florida (2018), an MS in College Student Personnel from the University of Tennessee at Knoxville (2011), and a BS in Physical Education from the University of West Florida (2009). A graduate certificate in Women’s and Gender Studies (2018-present) further informs her work. Her research focuses on diversity, equity, and justice (DEJ) in U.S. postsecondary education, with specific interests in DEJ's impact on teaching/learning approaches , leadership development , and organizational engagement around DEJ . She employs qualitative methodologies and Black feminist theoretical frameworks to explore these areas. Current research projects include a National Science Foundation-funded study on intersectional AI education for Black girls and a UTA Research Enhancement Program grant on anti-racist methodologies . Key research themes include critical leadership development , mentorship , and intersectionality in educational leadership . Recent publications address anti-racist frameworks , co-teaching challenges , and social justice in doctoral education . Scientific awards include: Outstanding Faculty Advisor: Graduate Runner Up (UTA, 2023) Doctoral Mentorship Award (UTA, 2023) ELPS Pre-Tenure Faculty Excellence in Research Award (College of Education, 2021) She serves as a Dissertation Committee Chair for multiple students and holds editorial/reviewer roles for journals like the Journal of Sorority and Fraternity Life Research and Practice . Her grants include a $493,900 NSF collaborative research grant and a $10,000 UTA REP grant .

Taha Sophia Hayatمشاهده پروفایل

مدرس

• Postcolonial Studies
• Feminist Theory
• Migration Policy
• +۳ مورد دیگر

Sophia Hayat Taha is a British-Lebanese PhD candidate in Law and International Relations at Keele University's School of Law, concurrently serving as a Sessional Lecturer. Her research focuses on postcolonial feminist critiques of migrant women's rights, particularly those with 'No Recourse to Public Funds'. Supported by ESRC funding through the NWSSDTP program, she holds advanced degrees including a BSc Physics, PGDip in International Relations, MA International Relations, and MRes in Social Science Methods. Her academic work spans digital exclusion, international student experiences during lockdowns, and curriculum decolonization. She has presented at the Keele Institute for Social Inclusion's 'Tackling Inequalities' conference (2019) and published in journals like Journal of Global Faultlines and Journal of Borderlands Studies . Her Associate Fellowship with the Higher Education Academy reflects her teaching contributions. Publications emphasize intersectional analysis of migration, legal systems, and education, with recent work critiquing colonial legacies in legal education and advocating for decolonial praxis. Her research bridges law, sociology, and postcolonial theory to address structural inequities in global contexts.

Karen I. Hallمشاهده پروفایل

استادیار

• Educational Equity
• Antiracism
• Social Justice Education
• +۶ مورد دیگر

Dr. Karen I. Hall is an Assistant Professor of Educational Leadership at Saint Louis University's School of Education, specializing in equity-centered leadership and BIPOC teacher recruitment. She holds an Ed.D. from Webster University and has over two decades of experience in K-12 education, including roles as Superintendent of the Maplewood Richmond Heights School District and Executive Coach at RISE Consulting. Her research focuses on systemic equity in education, anti-racism strategies, and leadership development. Education: Ed.D. (Webster University), Ed.S. (Lindenwood University), M.A. (Saint Louis University), B.S. (Fontbonne University) Certifications: Principal Certification (SLU), Career Continuous Administration (Lindenwood) Her research interests include recruitment of BIPOC educators and equity audits in school systems. She has presented nationally on topics like racism in education and restorative practices, and her work has been featured in media including St. Louis Public Radio and Nine Network broadcasts. Awardee of the 75th Brotherhood/Sisterhood Award and the District of Distinction honor, Dr. Hall actively engages in community initiatives through organizations like the National Council of Negro Women and the St. Louis NAACP. She advises on superintendent searches and leads equity-focused consulting projects for districts across Missouri. Awards: Inspiring St. Louisan (2019), Salute to Excellence in Education (2020) Grants: Oversaw a $30M bond issue for school infrastructure improvements Dr. Hall co-founded Missouri Leaders of Diversity, Equity, and Inclusion and serves on the boards of Tunnel Light, Inc. and CharacterPlus. Her leadership emphasizes data-driven decision-making, community partnerships, and transformative educational practices.

• Indigenous Education
• Decolonization
• Transformative Higher Education
• +۳ مورد دیگر

Dr. Sheila Cote-Meek is a Professor and Director of the Indigenous Educational Studies Programs at Brock University's Faculty of Education. She holds a PhD from the Ontario Institute for Studies in Education (OISE) at the University of Toronto, an MBA, and a BScN from Laurentian University. Her work focuses on decolonizing and indigenizing education systems, equity initiatives, and Indigenous health and well-being. She is recognized nationally for leadership in advancing systemic change in higher education institutions. Research Interests: Indigenous experiences in higher education Transformative institutional change Decolonization and Indigenization strategies Anti-racism education Indigenous health equity Publications include four authored/edited books addressing Indigenous pedagogy, post-secondary education reform, and women's leadership in academia. Recent work examines cultural safety in dementia care for Indigenous communities and social media activism around MMIWG issues. Grants include major CIHR funding for Indigenous health projects ($1.4M+), leadership roles in the Indigenous Mentorship Network Program ($1M), and digital storytelling initiatives. She chairs Brock's Indigenous Advisory Circle and collaborates with national/international Indigenous education consortia. Labs/Teams: Active in Brock's Indigenous Educational Studies Programs, leading interdisciplinary teams in health equity, curriculum transformation, and community-engaged research.

Leanne Evansمشاهده پروفایل

دانشیار

• Early Childhood Education
• Literacy Development
• Second Language Acquisition
• +۴ مورد دیگر

Leanne M. Evans is an Associate Professor in the Teaching and Learning department at the University of Wisconsin-Milwaukee and serves as the Director of the Institute for Urban Education. With expertise in early childhood education, literacy development, and second language acquisition, she specializes in dual language programming within urban education environments. Her work examines how teacher experiences inform curriculum development and instructional practices that promote optimal outcomes for students in diverse classrooms. BS in Elementary Education – University of North Texas MEd – Carthage College PhD in Urban Education – University of Wisconsin-Milwaukee Her research focuses on culturally responsive pedagogy, urban education reform, and preparing educators for multilingual, multicultural classrooms. Recent publications highlight inclusive teacher training, biliteracy development, and challenges in implementing equity-focused practices amid systemic reforms. While her scientific awards are not explicitly mentioned, her leadership in bilingual education and collaborations across educational settings underscore her contributions to advancing educational equity.

• Literacy Research
• Social Justice Education
• Discourse Analysis
• +۳ مورد دیگر

Dr. Rebecca Rogers is a Professor of Education at the University of Missouri - St. Louis, affiliated with the Burnett Literacy Clinic and UMSL Experts (News and Media Relations). She holds a PhD from the University at Albany, State University of New York, alongside MS, MA, and BA degrees from the same institution. Her research focuses on socio-political contexts of literacy education, critical discourse analysis, and teacher learning across lifespan stages. She has authored seven books and over 75 articles, including influential works like Reclaiming Powerful Literacy Practices (2018). Dr. Rogers' research interests include literacy research, social justice education, discourse analysis, and community-based learning. She pioneered a school-based literacy clinic for pre-service teacher training and co-leads a grant-funded program for online literacy teacher preparation. Her work emphasizes critical pedagogy and social justice, reflected in her roles with Educators for Social Justice and her Fulbright experience teaching at the Universidad de San Martin in Argentina. Her scholarly contributions have been recognized through awards like the Ed Fry Book Award and her leadership roles in the Literacy Research Association (2013-2018). She actively bridges academic research with community engagement, including designing innovative literacy programs for St. Louis Public Schools through her school board service (2009-2013).

Genine Hookمشاهده پروفایل

عضو هیئت علمی

• Gender Studies
• Higher Education Policy
• Feminist Pedagogy
• +۵ مورد دیگر

Dr. Genine Hook is an Adjunct Lecturer in Sociology at the University of New England’s School of Humanities, Arts, and Social Sciences. She holds a PhD from Monash University (2015) and has taught at La Trobe University, the University of New England, and the University of the Sunshine Coast. Her expertise includes gender studies, higher education equity, feminist pedagogy, and family-based violence. Dr. Hook’s research emphasizes the experiences of sole parent students and challenges systemic barriers faced by marginalized groups in academia. Education: PhD in Education (Monash University, 2015) First-Class Honours in Education (Monash University, 2010) Bachelor of Education (Secondary) and Bachelor of Arts (Monash University, 2009) Research Interests: Dr. Hook’s work focuses on equity in higher education, particularly for sole parents and mature-aged female students. She critiques institutional neglect of caregiving responsibilities and advocates for policy reforms. Her scholarship intersects feminist theory, queer theory, and decolonial pedagogy, addressing issues like imposter syndrome and academic care-work. Awards: HERDSA Routledge article of the year runner-up (2019) Vice-Chancellor’s Commendation for Thesis Excellence (2015) ARC Kathleen Fitzpatrick Laureate Fellowship Mentoring Scheme (2015) Teaching & Grants: Dr. Hook has taught courses in social theory, Indigenous studies, and research methods. She emphasizes practical strategies for student success and critiques neoliberal pressures in academia. Though her current position is fixed-term, she has held three roles post-PhD, reflecting sectoral precarity. External Work: Since 2020, she has contributed to Gender Equality initiatives at Women’s Health Loddon Mallee, addressing violence prevention and community advocacy.

Amanda L Sanchezمشاهده پروفایل

استادیار

• Clinical Psychology
• Culturally Responsive Care
• Mental Health Disparities
• +۳ مورد دیگر

Amanda L. Sanchez is an Assistant Professor in the Department of Psychology at George Mason University. Her work focuses on culturally responsive mental health care, reducing disparities for minoritized youth, and community-engaged implementation science. She holds a PhD in Clinical Science from Florida International University (2020), followed by postdoctoral training at the University of Pennsylvania and a clinical internship at the University of New Mexico. Her research examines structural barriers to mental healthcare equity, testing innovative service delivery models and culturally adaptive strategies. Key areas include leveraging cultural assessment frameworks to improve treatment outcomes and addressing systemic inequities through participatory approaches with frontline providers and communities. Dr. Sanchez leads the ACCESS Lab, which prioritizes stakeholder-informed solutions for equitable mental healthcare. Recent work includes developing telehealth interventions, culturally responsive tools for pediatric OCD, and HIV medication adherence programs. She is actively mentoring a new PhD student starting in Fall 2025.

Anjana Mudambiمشاهده پروفایل

استادیار

• Intercultural Communication
• Racial Discourse Analysis
• Immigration Studies
• +۴ مورد دیگر

Anjana Mudambi is an Assistant Professor and Undergraduate Program Director in the Department of Communication at the University of Wisconsin–Milwaukee (UWM). Her research focuses on racial discourses, intercultural communication, and the intersectional experiences of South Asian Americans, with a particular emphasis on topics such as identity formation, acculturation, and anti-racist pedagogy. She has contributed to critical analyses of media representation, immigration policies, and the dynamics of racialized discourses in diasporic communities. Dr. Mudambi’s work often employs critical discourse analysis and participatory methodologies to explore how marginalized groups navigate cultural and institutional barriers. Her recent studies highlight the complexities of racial identity negotiation among South Asian Americans, including engagements with anti-Black racism, the model minority myth, and the yellow peril stereotype. She has also examined the role of digital platforms in fostering solidarity among immigrant communities, particularly through blogging practices. In her teaching and scholarship, Mudambi prioritizes critical reflexivity and pedagogical innovation, aiming to dismantle systemic inequities in communication programs. Her research outputs frequently intersect with broader sociopolitical issues, including whiteness studies, feminist theory, and the ethical dimensions of anti-racism in academic settings. Despite her prolific contributions to these fields, the text does not mention awards or grants she has received. However, her extensive publication record and active research agenda underscore her commitment to advancing interdisciplinary scholarship in communication and cultural studies.

Farima Pour-Khorshidمشاهده پروفایل

استاد

• Abolitionist Teaching
• Healing-Centered Engagement
• Educational Equity
• +۳ مورد دیگر

Farima Pour-Khorshid is a Professor at the University of San Francisco’s School of Education, specializing in Teacher Education. Her work focuses on abolitionist teaching, healing-centered engagement frameworks, and dismantling carceral logics in education. She leads initiatives like the healing-centered racial affinity groups for student teachers, emphasizing transformative justice and critical consciousness. Education Background: Farima’s journey began as a first-generation bilingual teacher in California, later earning a PhD while navigating personal trauma and grief. Her experiences in Nicaragua and US public schools informed her commitment to equity-driven pedagogy. Research Interests: Her work bridges abolitionist theory with classroom practice, centering Indigenous and BIPOC voices. She explores intergenerational grief work, critical race love, and fostering humanizing educational spaces through mindfulness, ritual, and collective care. Professional Affiliations: She serves on boards for the Abolitionist Teaching Network and Teachers 4 Social Justice, advocating for systemic change in K-16 education. Her community work includes organizing racial affinity groups and co-founding the HELLA collective. Labs/Teams: Collaborates with doctoral students on initiatives like the racial affinity groups program, blending research and practice to support educators’ healing and liberation.

• Art History
• Museology
• Decolonization in Art
• +۳ مورد دیگر

Dr. Anjalie Dalal-Clayton is a Research Fellow at the University of the Arts London’s Decolonising Arts Institute, where she focuses on British artists of African and Asian descent, museums, and collecting practices. Her work addresses systemic biases in cultural heritage institutions and seeks to amplify marginalized voices in art history. Education: PhD in Art History, Liverpool John Moores University MA in Art History, School of Oriental and African Studies (SOAS) BA in Social Anthropology and African Studies, SOAS Research Interests: Decolonization of art collections and museology Exhibition histories of Black and Asian artists Racial representation in curatorial practices Reimagining national collections through ethical frameworks Key Projects: Co-Investigator on the TaNC-funded Transforming Collections project (2021–2024) Update of the Black Artists & Modernism audit Tate-led Provisional Semantics project (2020–2022) Co-creator of the Doing the Work workshop series on anti-racism in museums Grants: Provisional Semantics (UK Research and Innovation, 2020–2021) Curating Black British Art: Exhibition Cultures Since the 1980s (Paul Mellon Centre, 2018–2019) Supervision: Advises doctoral student Nicholas Brown on The Significance of Magazine Publishing for Black British Art since 1950 . Labs/Teams: Active in the Decolonising Arts Institute and collaborates with the Contemporary Art Society and Tate.

Lionnell Smithمشاهده پروفایل

استادیار

• Critical Communication Pedagogy
• Afrocentric Rhetorical Thought
• African American Rhetorical Tradition
• +۳ مورد دیگر

Lionnell “Badu” Smith is an Assistant Professor of Critical Communication Pedagogy at San Francisco State University’s Department of Communication Studies. His research focuses on Afrocentric rhetorical traditions, language and race dynamics, and the intersection of religion with communication practices. A Fulbright-Hays Scholar, he has conducted fieldwork in Ghana (2018) and Nigeria (2022). Dr. Smith holds a Ph.D. in Communication from the University of Memphis. He teaches courses emphasizing revolutionary, decolonial, and culturally relevant pedagogies, encouraging students to critically analyze power structures in communication. Before joining SF State, he was a full-time lecturer at the University of Waterloo in Canada. His work has been recognized nationally for bridging communication theory with social justice, particularly in linguistic justice and anti-racist education. He contributes to journals like Departures in Critical Qualitative Research and Listening: Journal of Communication Ethics . Dr. Smith actively engages in community-based scholarship and pedagogical innovation, advocating for classrooms that foster critical consciousness and social action. He is a member of Phi Beta Sigma Fraternity, a Marvel/DC enthusiast, and a committed mentor to students and community members.

Janet Hayatshahiمشاهده پروفایل

استادیار

• Theatre
• Performance Studies
• Anti-Racist Performance Practices
• +۵ مورد دیگر

Janet Hayatshahi is an Assistant Professor in the Department of Performing Arts and Arts Leadership at Seattle University, affiliated with the College of Arts & Sciences. Her work focuses on anti-racist performance practices, physical theatre, and theatre as a tool for social change. She holds an MFA from UC San Diego, an MA from San Diego State University, a BFA from Ithaca College, and training from the Pacific Conservatory of the Performing Arts. Education: MFA (UC San Diego), MA (San Diego State University), BFA (Ithaca College), Pacific Conservatory of the Performing Arts Her research explores social problems through performance, re-imaginings of ancient narratives, and interdisciplinary collaborations. She emphasizes non-traditional performance spaces and the intersection of architecture with bodily expression. Professional credits include acting in roles like Roya (Seda Iranian Theatre Ensemble) and directing works such as Love’s Labour’s Lost (Seattle Shakespeare Co). Her teaching spans courses like Acting I-III, Theatre as Social Change, and Script Analysis. Her publication Resistance (2019) contributes to actor-activation methodologies.

Kara Woodleyمشاهده پروفایل

استادیار

• Special Education
• Culturally Responsive Teaching
• Urban Education
• +۳ مورد دیگر

Dr. Kara Woodley is an Assistant Professor in the Department of Education at the University of Wisconsin-Superior, specializing in Special Education. Her research focuses on culturally responsive teaching, urban education challenges, and addressing systemic inequities in special education. She holds a position in the Special Education program under the Department of Education, contributing to teacher training and policy analysis. Her recent work emphasizes disrupting disproportionality in special education through culturally and racially responsive practices, exploring teacher perceptions of cultural factors in ADHD diagnoses, and analyzing urban educational systems. She advocates for student voice, visibility, and motivation through intercultural competency frameworks. Dr. Woodley's publications span topics like virtual learning challenges, Title 1 school comparisons, and policy reforms. She currently has no listed scientific awards but is actively engaged in research impacting urban and special education sectors.