Prof. Dr. Hannah von Grönheim is a Professor in the Department of Social Work at Bremerhaven University of Applied Sciences. Her research focuses on critical racism pedagogy, refugee migration dynamics, and diversity methodologies in social work practice. She has published in peer-reviewed journals and authored works addressing anti-racist education and macro-level social interventions. Her work emphasizes critical analysis of migration policies and institutional racism, leveraging ethnographic and reflexive methodologies. Notable contributions include exploring de-subjectification processes in refugee contexts and developing frameworks for critical diversity reflection in social work education and practice. Labs/Teams: No specific lab or team affiliations explicitly mentioned in the text.
Crystal Marie Fleming is a Professor of Sociology at Stony Brook University, specializing in Critical Race Theory, Global White Supremacy, and intersectional analyses of racial oppression. She holds a Ph.D. from Harvard University (2011). Her research bridges ethnography, historical analysis, and public sociology to examine racial justice in France and the U.S., with a focus on anti-Blackness, collective memory, and spirituality. Fleming's work includes groundbreaking books like Resurrecting Slavery (2017) and How to Be Less Stupid About Race (2018), which critically engage public discourse on racism. Recent projects explore mindfulness practices among marginalized communities and the dynamics of affirmative action in France. She has been recognized with awards such as the 2021 School Library Journal Best Book Award for her youth-oriented Rise Up! . Fleming’s interdisciplinary approach integrates activism, education, and scholarly rigor, addressing both academic and lay audiences. Education: Ph.D., Harvard University, 2011 Key Research Themes: French colonialism, racial temporality, intersectionality, anti-racist pedagogy Media Engagement: Author, speaker, and contributor to public debates on race Her articles span over two decades, analyzing topics such as racial memory in France, mindfulness in minority communities, and the sociohistorical roots of white supremacy. Awards include Booklist Editor’s Choice (2021) and Kirkus Reviews Best of YA (2021). Fleming’s teaching focuses on empowering students to critically engage with systemic racism through interdisciplinary frameworks.
Erin Lynn is an Assistant Professor in the Department of Core Studies at St. John's University, specializing in First Year Writing and literary studies. Her research addresses linguistic justice, AI's impact on student voice, and queering canonical texts through poetry and prose. She holds a Gwendolyn Brooks Poetry Prize and has been recognized for teaching excellence. Affiliations: St. John's College of Liberal Arts and Sciences, Department of Core Studies Research Focus: AI in education, Queer/Feminist/Marxist literary theory, student voice preservation Her literary work excavates underrepresented voices in canonical literature, blending poetry with scholarly critique. Current projects include 'Protecting Diverse Voices in the FYW Classroom' and the poetry manuscript Demeter in Bushwick . Awards: - Gwendolyn Brooks Poetry Prize (2022) - Provost’s Commendation for Excellence in Teaching (2020) - Wallace Stevens Poetry Award First Prize (2018) Led pedagogy workshops on anti-racist practices and serves as editor for Small Orange Journal and founder of Poor Mouth Poetry Series.
Ameil Joseph McMaster is an Associate Professor in the Department of Social Work at McMaster University, affiliated with the Faculty of Social Sciences and the Office of Community Engagement. His research critically examines intersections of mental health, colonialism, race, disability, and immigration policy through lenses of postcolonial theory, critical race theory, and disability studies. He holds a Ph.D. (York University, 2014), MSW (Wilfrid Laurier University, 2007), and BA (University of Waterloo, 2003). Research focuses on historical and contemporary systems of oppression, including colonial technologies in mental health, carceral logics in immigration detention, and racialized violence in policing. Notable projects address racial profiling, anti-Blackness in healthcare, and the erasure of colonial trauma in policy frameworks. Funding includes SSHRC grants for community-engaged projects on pandemic grief and racial justice. Teaching emphasizes critical social work pedagogy, anti-racist frameworks, and decolonial practices. He advises on over 85 scholarly works since 2014, including books, journal articles, and conference presentations addressing systemic racism, mental health ethics, and social justice advocacy. Key grants: $75K SSHRC funding for community partnerships Community initiatives: Grief resources during pandemic, #DefundThePolice advocacy Public engagement: Over 30 invited talks on racism in healthcare, immigration detention, and colonial legacies Labs/teams: Collaborates with the Office of Community Engagement on participatory action research projects addressing systemic inequities in Hamilton communities.
Andrea Phillipson, PhD is an Associate Professor and Faculty Development Consultant at Mount Royal University's Academic Development Centre. She holds a PhD in Kinesiology & Health Studies from Queen’s University, along with MA and BA degrees in English Language & Literature from Queen’s University. Currently on sabbatical until July 2025, her work focuses on inclusive education, academic writing development, and the Scholarship of Educational Development (SoED). She is deeply committed to decolonizing and Indigenizing educational practices, particularly in sport history curricula and campus-wide initiatives. Her professional interests include genealogical history of sport, community engagement in decolonization, and innovative curriculum design. Notable contributions include co-founding the Canadian Higher Education UDL Collective and leading the Indigenous Knowledges Action Group. Her research emphasizes active learning strategies, anti-racist pedagogy, and faculty development through communities of practice. Recent scholarly efforts highlight collaborative projects such as the Decolonial Changemaker Project and the MRU Writers’ Guild initiative funded by the Marshall Family Foundation (2022-2023). Her publications explore topics ranging from curriculum audits to active learning classroom dynamics, emphasizing practical applications of educational theory.
Marina Morgenshtern is an Associate Professor and Director at Trent University's Durham GTA campus in Oshawa, Ontario. She holds a PhD in Social Work from Wilfrid Laurier University (2013), an MSW from Tel-Aviv University (2002), and a BSW from Tel-Aviv University (1994). Her work bridges academia, practice, and advocacy with a focus on marginalized populations. Roles : Director of Social Work Programs, Trent University; Faculty member since 2013 Affiliations : Durham GTA Campus, Trent University; active in Canadian and international social work networks Her research explores immigrant integration, anti-oppressive social work, and decolonizing practice. Key areas include feminist intersectionality, Indigenous rights, and labor market barriers for racialized immigrants. She has published over 30 peer-reviewed articles and co-authored the textbook Re-Search Methods in Social Work (2024). Marina has secured $120,000+ in grants, including SSHRC and Region of Durham funding. Her work emphasizes knowledge mobilization through photovoice projects and community partnerships. Awards include multiple Symons Award nominations and a 2020 Trent Merit Award for Service. Grants : SSHRC Exchange Grants (2023, 2018), Region of Durham Research Grant (2021), Trent Dean’s Research Award (2023) Community Engagement : Photovoice exhibits on immigrant employment challenges; workshops addressing newcomer hazing in labor markets She has presented globally at conferences like the European Conference on Social Work Education and the International Consortium for Social Development. Her teaching focuses on contextualized social work education, blending theory with community-based practice.
Dr. Peggy Brunache is a Lecturer in Public History and Archaeology at the University of Glasgow, serving as the inaugural Director of the Beniba Centre for Slavery Studies. Born in Miami to Haitian parents, her research focuses on Atlantic slavery, the African diaspora, and transatlantic slave trade through historical archaeology. She co-founded the European Society of Black and Allied Archaeologists (ESBAA) and developed an online course on British Slavery in the Caribbean with Futurelearn. Her work intersects archaeology, public history, and culinary culture. She acts as a culinary consultant for Perth’s Southern Fried music festival and has appeared on the Food Network, BBC TV, and BBC Radio Scotland. Key research areas include anti-racist methodologies in archaeology, foodways in colonial contexts, and community-engaged heritage projects. Recent publications address radical academic collaborations, anti-racist archaeology manifestos, and the socio-economic impacts of slave-produced commodities. Her scholarship emphasizes decolonizing narratives through material culture and interdisciplinary partnerships. Current supervision includes projects on Black girlhood in Barbados, theatre-based archaeology narratives, and postcolonial cuisine post-Partition India. The Beniba Centre reflects her commitment to centering silenced histories of enslavement through research and public engagement.
Dr Heather Knight is a Lecturer in Education at the Plymouth Institute of Education, part of the School of Society and Culture within the Faculty of Arts, Humanities and Business at the University of Plymouth. She has over 12 years of experience in Higher Education, focusing on equality, social justice, and critical pedagogy. Her research interests include critical theory, critical race theory, and the role of arts in fostering social transformation, particularly in anti-racist education. She explores these themes within predominantly White and rural contexts, emphasizing creativity and community arts as tools for critical engagement with social issues. Dr Knight teaches on the BA Education and BEd Primary Education programs, leading modules on inclusive education, voice and participation, and critical questioning of educational practices. She has also contributed to MSc Social Research, BSc Sociology, and BEd Primary Education through guest lectures. She holds a doctoral thesis titled "The Impact of Arts Education Programmes on Anti-Racist School Practice in the South West of England," which bridges her interests in anti-racist work and arts-based social change. No scientific awards or grants are listed in the provided information.
Jane Davies is a Researcher at Northumbria University , with over 20 years of experience in higher education and a prior 12-year career as a teacher. She serves as a Departmental Post-Graduate Research Lead and contributes to initial teacher education programs. Education : PhD (2015) Senior Fellow (SFHEA) Higher Education Academy (2017) Research Interests : Social justice in education Anti-racist pedagogies Inclusion for EAL (English as an Additional Language) learners Simulation-based learning in teacher training Qualitative and mixed-methods research approaches Publications Trends : Her recent work focuses on simulation-based learning for teacher education, student-staff partnerships in online learning, and interprofessional education across health, social work, and education sectors. She emphasizes qualitative research methods and addressing inequality through pedagogical innovation. Awards : Senior Fellow (SFHEA) Higher Education Academy (2017) Supervision : She supervises Zuzanna Zajaczkowska on professional identity and classroom practice for EAL learners. Professional Activity : Participated in a 2024 conference on simulation-based approaches for teacher education. 📍 Contact : D001 Coach Lane Campus West, Northumbria University, Newcastle upon Tyne, NE7 7XA.
Dr. Danielle Rosvally is an Assistant Professor in the Department of Theatre and Dance at the University at Buffalo (College of Arts and Sciences). Her research focuses on Shakespeare as a cultural artifact, examining intersections between capitalism, performance, and digital media. She is also a fight director with over 20 years of industry experience. Her work bridges historical and contemporary performance, including digital projects like Yassified Shakespeare on TikTok. Education : PhD, Tufts University MA, Rutgers University BA, New York University Research Interests : Dr. Rosvally’s monograph Theatres of Value: Buying and Selling Shakespeare in Nineteenth-Century New York City explores how commerce shaped Shakespeare’s cultural significance. Her digital work includes analyzing TikTok as a 'meso-archive' and examining drag performance in Shakespearean contexts. She also co-edited Early Modern Liveness: Immediacy and Presence in Text, Stage, and Screen (2023), addressing the role of liveness in performance across media. Advising & Grants : She has collaborated with the Folger Shakespeare Library on projects like Folgerpedia and BardMetrics . Her current work includes a book project on Yassified Shakespeare: Gender Performance and Critical Shax-Drag , blending digital media and queer theory. She frequently publishes on contemporary performance ethics and pedagogy. Labs/Teams : She leads the Yassified Shakespeare project, a digital platform exploring Shakespeare through drag and gender performance. Collaborations with Trevor Boffone have produced influential articles on TikTok and queer utopias.
Carolyn Ramzy is an Associate Professor in the Department of Sociology and Anthropology at Carleton University, cross-appointed to the Institute of African Studies, the Institute for Comparative Studies in Literature, Art, and Culture, and the Pauline Jewett Institute of Women’s and Gender Studies. She holds a PhD from the University of Toronto (2014), an M.M. from Florida State University, and a Bachelor of Musical Arts and Diploma of Ethnomusicology from the Eastman School of Music. Her research focuses on Egyptian Coptic Christian music and its diasporic transformations, examining intersections of gender, religion, and digital technology. Key themes include: how Orthodox music shapes gendered religious identities; the role of virtual ethnography in decolonizing scholarship; and Coptic experiences of racialization in North America. Her work builds on her dissertation The Politics of (Dis)Engagement: Coptic Christian Revival and the Performative Politics of Song , which explored colonial and sectarian influences on Coptic musical practices. Recent publications (2023-2024) highlight transnational Coptic musical activism, diasporic hybridity, and ethical sound curation. She teaches courses on ethnomusicology theory, music and religion, globalization of sound, and music in conflict contexts. Her Coptic Women Sing Too exhibit (2023) showcases underrepresented voices in Coptic music history. Dr. Ramzy regularly presents at major conferences including the Society for Ethnomusicology and Middle East Studies Association. Her media engagement includes a 2025 CBC National segment on Arabic pop music globalization.
Xiaobei Chen is a Professor in the Department of Sociology at Carleton University since 2005. She holds a B.A. from Guizhou University, M.Phil. from the University of Hong Kong, and Ph.D. from the University of Toronto. Her research focuses on anti-Asian racism, Sinophobia, and the Chinese diaspora. She has held visiting professorships at Zhejiang Normal University, Shanghai Normal University, and Central China Normal University. Her academic contributions include landmark works like Tending the Gardens of Citizenship: Child Saving in Toronto, 1880s-1920s (2005) and co-edited volumes on anti-Asian racism (2025). She received the 2023 CSA Outstanding Contribution Award. Her recent work addresses systemic racism in Canada and globalized Sinophobia. Professional roles: Past-President of the Canadian Sociological Association (2020-2022) Community engagement: Organized Ottawa’s Vigil for Atlanta Shooting Victims (2021) and advises on multiculturalism policies Media engagements: Regular contributor to The Conversation , Hill Times , and Science|Business on China-Canada relations and academic freedom Her teaching spans critical race studies, colonialism, and transnational feminism. She actively advocates for academic freedom and challenges racial profiling in academia through speaking engagements and policy consultations.
Dr. Leila Angod is an Assistant Professor in the Childhood and Youth Studies Program at Carleton University's Faculty of Arts and Social Sciences, with a cross-appointment to the Department of Sociology and Anthropology. She holds a Ph.D., M.A., and B.A. (Hons) from the University of Toronto. Her research focuses on critical race feminisms, anticolonial theory, and youth participatory action research (yPAR), exploring how hierarchies are institutionalized through feelings, policies, and subjectivities. Her work challenges anti-Black racism in education and centers youth agency in co-research projects. Education: Ph.D. (University of Toronto) M.A. (University of Toronto) B.A. (Hons) (University of Toronto) Research Interests: Black radical theory and transnational feminisms Youth co-research methodologies Sociology of education and anti-racist pedagogies Arts-based knowledge mobilization Speculative fiction as decolonial praxis Grants & Projects: SSHRC Partnership Engage Grant ($24,283 CAD) for Black student community-making research Spencer Foundation Grant ($399,730 USD) on pedagogies of community engagement Awards: Early Career Research Award (Faculty of Arts and Social Sciences) Racialized and Indigenous Faculty Alliance Research Award Teaching: Courses include Youth Culture and Activism , Race, Childhood, and Youth , and Special Topics . She also writes speculative fiction exploring colonial legacies. Labs/Projects: Leads a youth advisory council for a non-profit organization and collaborates with Ontario school boards on anti-racist initiatives. Her work integrates visual ethnography, participatory methods, and mind-body practices to foster intergenerational care communities.
Dr. Dong-shin Shin holds the academic rank of Associate Professor in the Literacy and Second Language Studies program. She completed her doctoral studies in Language, Literacy, and Culture at the University of Massachusetts Amherst. Her research adopts sociocultural perspectives to investigate English Language Learners' literacy development in digital and sociocultural contexts, with a focus on academic writing, disciplinary literacies, and multimodal composition. Her work examines how digital technologies and social practices shape language learning processes, particularly in multilingual and multicultural educational settings. Key areas of interest include: - Multimodal composing pedagogies - Anti-racist language education - Heritage language maintenance in immigrant families - Online teacher professional development Collaborative research includes a federal grant Enhancing Evidence-Based Practices for English Learners (EBPs4ELs) (2021–2026), where she serves as a collaborator. This $595,874 Department of Education award focuses on developing evidence-based interventions for English Learners. Her publications span journals such as Bilingual Research Journal , Computers and Composition , and Journal of Second Language Writing , reflecting her commitment to advancing understanding of 21st-century literacy practices in diverse educational contexts.
Elise Edwards is Assistant Professor of Religion at Baylor University, specializing in theological ethics and architecture. Her research examines how built environments shape social justice outcomes, particularly focusing on racial equity and community well-being in urban spaces. Research Focus: Her interdisciplinary scholarship integrates: Theological ethics with architectural theory Urban religious landscapes and spatial justice Decolonial approaches to design practices Publication Analysis: Edwards' extensive publication record demonstrates sustained inquiry into religion's intersection with built environments. Her 2024 monograph establishes ethical frameworks for architectural design, while recent works like 'Creation for a Just World' (2023) address systemic racism in public spaces. Thematic evolution shows progression from theoretical aesthetics (2013-2016) toward applied urban justice (2017-2024), consistently employing womanist and postcolonial lenses.
