Dr. Vanessa Martin-Jones serves as Assistant Professor in the Social Work, BSW Department at Morgan State University's School of Social Work, located in the Health and Human Services Center, Room 510. Her work focuses on critical social justice issues through a sociocultural lens. Education: DSW, University of Alabama, Tuscaloosa MSW, New York University, New York City BS, Pennsylvania State University, State College Her research examines developmental trajectories among Black youth through intersectional frameworks, emphasizing anti-racist methodologies and culturally responsive interventions. Current scholarship explores identity formation in historically marginalized communities while challenging systemic inequities in social service delivery systems. Professional contributions prioritize community-centered approaches that bridge academic theory with grassroots practice, particularly in urban contexts where structural barriers disproportionately impact youth wellbeing. Administrative Details: Office: Health and Human Services Center, Room 510 Mailing Address: School of Social Work, 1700 E. Cold Spring Lane, Health and Human Services Center, Room 504, Baltimore, MD 21251 Phone: 443-885-4305 Fax: 443-885-8241
Florian Wagner serves as a Researcher at the University of Erfurt's Department of History within the Faculty of Philosophy. Since 2017, he has worked as a temporary academic advisor at the university while contributing to the DFG interdisciplinary research group 'Voluntariness' on (re)migration, with specific focus on West and East Africa. His academic background includes doctoral studies at the European University Institute in Florence. Wagner's research centers on the historical intersections of migration, colonialism, and international cooperation. His primary interests include the history of remigration, forced and voluntary repatriation programs, colonial internationalism, and transnational anti-imperial networks. His doctoral work examined cooperation among self-proclaimed colonial experts between 1830-1950, while his current postdoctoral project investigates remigration in forced and declared voluntary repatriation programs. His publication record demonstrates significant contributions to understanding how colonial knowledge systems influenced European identity formation and educational frameworks. The articles reveal consistent thematic threads connecting colonial internationalism, German imperial history, and comparative migration studies across temporal and geographic contexts. Wagner previously held a fellowship at the German Institute for International Relations (DHI-West) at UC Berkeley in the 'Migration and Knowledge' program during 2018-2019. His academic trajectory shows sustained engagement with transnational historical methodologies and critical examinations of European colonial legacies.
Dr. Robert J. Helfenbein is Professor of Curriculum Studies in the Tift College of Education at Mercer University. He has established himself as a leading scholar in critical geography of education, with extensive publications in top-tier journals such as Curriculum Inquiry and Journal of Curriculum Theorizing. From 2013 to 2019, he served as Editor of the Journal of Curriculum Theorizing and organizer of the annual Bergamo Conference on Curriculum Theory and Classroom Practice in Dayton, Ohio. His work bridges theoretical scholarship with practical educational applications, focusing on how spatial and place-based analyses can transform curriculum theory and practice. Dr. Helfenbein's educational background includes: PhD in Education from the University of North Carolina at Chapel Hill (2004) MA in Social Science Education from Appalachian State University (1997) BA in Secondary Education - History from the University of North Carolina at Chapel Hill (1993) His research interests focus on curriculum theorizing in urban contexts, cultural studies of education, and the impact of globalization on schools. Dr. Helfenbein approaches education through the lens of critical geography, examining how space, place, and power dynamics shape educational experiences and outcomes. His work emphasizes social justice, particularly in relation to race, equity, and the spatial dimensions of schooling. He has developed innovative frameworks for understanding how educational spaces can be reimagined to promote more democratic and inclusive learning environments, with special attention to urban settings and the complexities of contemporary educational reform. Dr. Helfenbein's scholarly contributions have been recognized with numerous awards, including the 2024 Mary Ann Raywid Award from the Society of Professors of Education and the 2023 Society of Professors of Education Outstanding Book Award for his text 'Critical Geographies of Education.' He has also received the 2022 Critic's Choice Book Award from the American Educational Studies Association. In December 2024, he was nominated for multiple Tift College of Education awards: the Cathryn Futral Excellence in Teaching Award, the Edward L. Bouie Excellence in Research & Scholarship Award, and the William O. Lacefield Excellence in Service Award. As an educator, Dr. Helfenbein teaches courses including EDUC 810 (Intro to Educational Research), EDUC 812 (Intro to Qualitative Research), and EDCI 839 (Instructional Theory & Practice). He serves in leadership roles including Executive Council member of The Global Forum for Humanizing Education (2025-present) and Board of Advisors for the Society of Professors of Education (2023-present). His editorial work, particularly as former Editor of the Journal of Curriculum Theorizing, has significantly shaped discourse in curriculum studies. Through his research, teaching, and service, Dr. Helfenbein continues to advance critical approaches to education that address contemporary social and political challenges.
Alexandre Da Costa is a Professor in the Department of Educational Policy Studies at the University of Alberta's Faculty of Education since 2015. Previously, he served as Adjunct Assistant Professor at Queen’s University. He holds a PhD in Development Sociology from Cornell University (2009). Fluent in Portuguese and conversational in multiple languages, his work focuses on anti-racism, police in schools, settler colonialism, and whiteness studies. He teaches graduate/undergraduate courses on multicultural education, racialization, and social justice. Education: PhD in Development Sociology, Cornell University, 2009 Master's and undergraduate degrees from Cornell University Research Interests: Police presence in schools and carceral systems Anti-racist pedagogy and policy Decolonial approaches to education Critical analyses of whiteness in institutional settings Teaching: Courses include 'Race, Racialization, and Education,' 'Sociological Perspectives on Social Justice Education,' and 'Multicultural and Anti-Racism Education.' Professional Activity: Active in academic networks advocating for policing-free schools and Palestinian solidarity. Collaborates with organizations like Policing Free Schools Edmonton. His recent research critiques normalization of police in Canadian schools and explores transnational post-racial ideologies.
Dr. Keonya Booker serves as Associate Professor of Educational Psychology and Associate Dean of the Graduate School at the College of Charleston. With dual appointments in the School of Education and the Graduate School, her work bridges academic instruction and institutional leadership. She joined the College in 2013 as an adjunct faculty member before transitioning to a tenure-track role in 2014. Holding a B.A. and M.Ed. from William & Mary and a Ph.D. in Education from UNC Chapel Hill, her expertise spans educational psychology, measurement, and evaluation. Her professional responsibilities include curriculum review, graduate program assessment, advising the Graduate Student Association, and teaching both undergraduate and graduate courses. Her research focuses on classroom belonging, culturally responsive teaching, mentoring strategies, and equity in education. Notable themes include African American student experiences, special education equity, and fostering inclusive learning environments. She was nominated for the 2019 College of Charleston Distinguished Teaching Award, reflecting her commitment to pedagogical excellence. Dr. Booker’s academic contributions include over 20 peer-reviewed articles addressing topics like teacher-student relationships, diversity training outcomes, and mentoring practices in post-pandemic academia. She actively participates in institutional initiatives promoting social-emotional learning and has contributed to policy discussions around urban education and special needs inclusion.
Dr. Sam Steen is a Professor and Director of the Diversity Research and Action Consortium at George Mason University's College of Education and Human Development, Department of Counseling. He holds a PhD from George Mason University and has served as a school counselor for 10 years, shaping his research and teaching focused on school counseling, group work, and Black students' academic identity development. His current roles include directing the CFCE Division within CEHD and coordinating academic programs. Research Interests: Dr. Steen's work emphasizes culturally sustaining interventions like the ASE Group Model to improve student achievement, particularly for students of color, and explores counselor training efficacy. He leads an NSF-funded project advancing STEM accessibility for Black male middle school students. Key Awards: Al Dye Research Award, Professional Advancement Award (ASGW), CSJ Advocacy of the Year Award Grants: Principal Investigator for an NSF project targeting Algebra 1 readiness and STEM careers among Black males Labs/Teams: Directs the Diversity Research Action Consortium and oversees CFCE initiatives Teaching: Instructs courses including Group Processes, School Counseling Foundations, and Advanced Education Topics.
Deborah Palmer is a Professor and Chair in Equity, Bilingualism & Biliteracy at the University of Colorado Boulder Faculty Associate with the BUENO Center for Multicultural Education Affiliate Faculty in the Department of Ethnic Studies and CLASP Program Educational Background: Ph.D. in Education (Language, Literacy & Culture, 2004, UC Berkeley) M.A. in Education (Language, Literacy & Culture, 2000, UC Berkeley) B.A. in Anthropology with Humanities Honors (1991, Stanford) California Multiple Subject K-12 Teaching Credential (1992, Mills College) Research Interests focus on Critical analysis of bilingual education policy and politics Equity in dual language bilingual education (DLBE) programs Teacher preparation for linguistically diverse contexts Language ideologies and power dynamics in schools Intersection of language, race, and identity in educational settings Recent Publications include co-edited volumes Critical Consciousness in Dual Language Bilingual Education (2023, Routledge) Gentrification and Bilingual Education (2023, Lexington) Teacher Leadership for Social Change in Bilingual Education (2018, Multilingual Matters) and over 20 peer-reviewed articles and book chapters on topics ranging from translanguaging to anti-Black racism in DLBE. Current Research Projects include Caminos hacia el bilingüismo : High school student-led research on multilingual youth advocacy Transformative Inquiry : Teacher action research for CLD Master's students Critical Consciousness in DLBE : Multi-year ethnography on equitable bilingual education Teaching spans Undergraduate & Master's courses on bilingual methods, family engagement, and CLD research Doctoral seminars on qualitative methods and language-power dynamics
Dr. Tracy R.H. Kizer is a tenured Associate Professor of Marketing at the Crummer Graduate School of Business, Rollins College. With 16+ years in academia and 8 years in corporate roles, she bridges academic theory and industry practice. Her research focuses on consumer psychology, branding, DEIB, and social justice. She teaches across MBA and Executive Doctorate programs, mentoring 13 EDBA dissertations. She chairs key committees and served as Special Assistant to the President for DEIB Strategy at Rollins, pioneering inclusive institutional practices. Her work is recognized through awards like the 2024 Best New Case Writer Nomination and 2020 Best Paper Award. Education: Ph.D. in Marketing (University of South Florida), MBA (Rollins College), BS in Chemical Engineering (Florida A&M University). Prior corporate roles included strategic planning and financial analysis. Research emphasizes consumer behavior and DEIB integration. Notable articles explore inclusive leadership, leader transgression impacts, and brand visual identity in CRM campaigns. She serves on editorial boards and professional organizations like the Society for Consumer Psychology. Leadership roles include Crummer Faculty President, Curriculum Committee member, and program redesign initiatives. Grants and awards include funding from Rollins and the University of Dayton. Her DEIB workshops address topics like allyship for minority women and anti-racist practices. Labs/Teams: Active in Rollins’ DEIB implementation teams and collaborates across disciplines for applied research.
Heather R. Abraham is an Associate Professor and Director of the Civil Rights & Housing Clinic at the University at Buffalo School of Law. She specializes in clinical legal education, fair housing, civil rights litigation, and administrative law. Her work focuses on desegregation, federal policy reform, and anti-racist lawyering. Education: J.D. and Master of Public Policy (Housing/Community Development) – University of Minnesota LL.M. – Georgetown Law Research Interests: Professor Abraham explores legal mechanisms to combat racial segregation, housing discrimination, and systemic injustice. She emphasizes experiential learning, urging students to confront the law’s role in perpetuating inequality. Her scholarship addresses fair housing policy, federal court accountability, and the intersection of race and law. Awards: Robert P. Griffin Award (2018) for contributions to the judicial system. Advising & Grants: She crowdfunded a public interest fellowship (2016) to combat rural homelessness and led the creation of a Community Outreach Court to address debtor’s prison cycles. Her clinics emphasize trauma-informed lawyering and anti-racist practice. Labs/Teams: Directs the Civil Rights & Housing Clinic, combining tenant eviction defense with civil rights impact litigation in fair housing, employment discrimination, and voting rights.
Rachele Moskowitz, LMFT, is a Clinical Professor and Director of Clinical Training in the MA in Clinical Psychology (MACP) program at Antioch University Santa Barbara. With 15 years of clinical experience and 12 years in research and teaching, she focuses on complex trauma and interpersonal neurobiology, integrating relational neurobiological concepts into psychotherapy. Education: MA in Clinical Psychology (emphasis in Marriage and Family Therapy) from Antioch University; BA in Psychology from Duke University Her work emphasizes social justice and anti-racist therapy in clinical psychology training. She is an EMDR Certified Clinician and holds a certificate in Integrated Somatic Trauma Therapy. Rachele has taught courses in clinical skills, trauma, relationships, and career counseling at Antioch and the University of California Santa Barbara. Professional Affiliations: EMDR International Association, California Association of Marriage and Family Therapists (CAMFT), Santa Barbara CAMFT, Postpartum Health Alliance, Humanitarian Assistance Program
Isabel Cordova is a Professor and Chair in the Department of History, Politics, and Law at Nazareth University. Born in Spain to Puerto Rican parents and raised between Brooklyn, N.Y., and Puerto Rico, she brings a rich transnational perspective to her teaching and research. Education: B.A. from Macalester College; M.A. from University of Puerto Rico; Ph.D. from University of Michigan Her research focuses on Latin America, the Atlantic world, Latinx communities, and intersections with medicine, reproduction, gender, and cultural studies. She has authored the book Pushing in Silence: Modernizing Puerto Rico and the Medicalization of Childbirth (2018), which earned the National Women’s Studies Association's Gloria Anzaldúa Book Prize for transnational feminist scholarship. Córdova actively engages students through interactive methods, teaching courses such as Atlantic World , Disability Studies , and ¡Presente! Histories of Latinos in the U.S. . She emphasizes hands-on learning via primary sources and oral history projects, including collaborations with the Rochester Public Library and Geva Theatre Center. Scientific Awards: National Women’s Studies Association 2018 Gloria Anzaldúa Book Prize She contributes to community initiatives as a board member for ¡Soy Unica! ¡Soy Latina! Rally and the Anti-Racist Curriculum Project, while also serving on the editorial board of the Rochester History Journal . Her work bridges academia and public history to amplify Latinx narratives in regional cultural projects.
Dr. Caroline Lopez-Perry is an Associate Professor in the Department of Advanced Studies in Education and Counseling at California State University, Long Beach, within the College of Education. She serves as the co-program coordinator of the School Counseling program and Co-Director of the CSU Center to Close the Opportunity Gap. Her work focuses on equity, leadership, and systemic reform in school counseling. Research Interests: Dr. Lopez-Perry's scholarship centers on school counselor leadership, advocacy for educational equity, group counseling, career and college readiness, and the recruitment and retention of school counselors of color. She is committed to transforming school counseling through social justice and systemic change. Recent Research Trends: Her recent publications reflect a strong emphasis on anti-racism, political advocacy, mental wellness, and curricular leadership in school counseling. She explores how counselors can influence policy, design effective classroom interventions, and support underserved students through systemic reforms and inclusive practices. Scientific Awards: 2021 CASC Counselor Educator of the Year 2019 Alabama Counseling Association Research Award Advising and Grants: While specific advisees are not listed, Dr. Lopez-Perry actively mentors doctoral students and engages in research collaborations. She has contributed to major initiatives such as the revision of California’s school counseling standards and the development of best practice guidelines. Her work is supported through professional leadership and institutional partnerships, including with the California Commission on Teacher Credentialing and the California Association of School Counselors. Labs and Teams: Dr. Lopez-Perry co-directs the CSU Center to Close the Opportunity Gap, a collaborative initiative focused on equity in education. She also works closely with school districts, professional organizations, and editorial boards to advance research and practice in school counseling.
Barnor Hesse is an Associate Professor of Black Studies, Political Science, and Sociology at UCLA. He holds a Ph.D. in Government (Ideology and Discourse Analysis) from the University of Essex (UK). His research focuses on decolonial questions, Black political thought, and critical theory within the Black Diaspora. Education: Ph.D. in Government, University of Essex Research interests include Black Political Thought, Decolonial Studies, and Black Affect Studies. He explores intersections of colonial-racial modernity, Western political frameworks, and Black conceptual methodologies. His recent work addresses 'Black Populism,' 'Decolonial Deconstruction,' and 'White Sovereignty' through transnational lenses. Publications span theoretical engagements with Derrida, Black Lives Matter analysis, and critiques of Western modernity. He co-edits special journal issues and contributes to interdisciplinary dialogues in political theory. Hesse advises PhD students in four core areas: Black political thought across the Diaspora, histories of race/racism, colonial/decolonial dynamics in modernity, and Black critical theory. He actively collaborates in transnational academic networks and participates in initiatives addressing anti-racist pedagogy.
Ji Hyun Hong is an Adjunct Assistant Professor of Korean at Emory University, affiliated with the Department of Russian and East Asian Languages and Cultures. She holds a Ph.D. in Language and Literacy Education from the University of Georgia, where she also taught Korean for three years, earning the 2023 Outstanding Teaching Assistant Award. Her research focuses on race and racism perceptions among Korean American youth, K-pop's role in identity formation, and anti-racist pedagogy. Education: Ph.D. in Language and Literacy Education, University of Georgia Her work bridges literature and social justice, exemplified by her published analysis of migration narratives in K-pop. She has received prestigious awards for her research, including the Carol J. Fisher Award and the Hugh Agee Award. At Emory, she aims to foster collaborative relationships within the Korean language program. Awards: Carol J. Fisher Award for Excellence in Research Hugh Agee Award for Excellence in Research Focused on the Teaching of Literature Anti-Racist Session Award from ALAN Her teaching philosophy emphasizes anti-racist practices, and she actively engages students through literature and critical dialogue.
Deborah E. Lipstadt is the Dorot Professor of Modern Jewish History and Holocaust Studies at Emory University's Department of Religion (currently on leave). She specializes in Holocaust Studies, Antisemitism, and Media & Religion intersections. Her groundbreaking works include History on Trial , detailing her legal victory against Holocaust denier David Irving, and The Eichmann Trial , analyzing its historical significance. Lipstadt has held leadership roles at the Tam Institute for Jewish Studies and advised governmental bodies like the U.S. Holocaust Memorial Museum and State Department. She was honored with the Albert D. Chernin Award and elected to the American Academy of Jewish Research. Education: PhD (1976), MA (1972) from Brandeis University; BA (1969) from City College of New York. Key contributions include founding the HDOT website (funded by international grants), which combats Holocaust denial through legal documentation. She advises on religious freedom and has been a featured commentator on NPR, BBC, and major media outlets. Her research explores intersections between history, law, and memory. The judge in her libel trial declared Irving a 'Holocaust denier, falsifier of history, racist, and anti-Semite,' a verdict cementing her role in preserving historical truth.
