جست‌وجوی استاد و پژوهشگر

Bonnie Glass-Coffinمشاهده پروفایل

استاد

• Anthropology
• Shamanism
• Ethnographic Field Research
• +۶ مورد دیگر

Anthropology Professor Bonnie Glass-Coffin of Utah State University's College of Humanities, Arts and Social Sciences has earned national recognition as the 2004 U.S. Professor of the Year for her transformative pedagogical approaches. She pioneered an immersive international ethnographic field school in Huanchaco, Peru, where undergraduate students engage in 24/7 cultural immersion, conducting interviews, creating cognitive maps, and participating in traditional rituals that mirror graduate-level research experiences. Her innovative classroom methods include professional-style student presentations and campus museum exhibits viewed by hundreds of schoolchildren. Professor Glass-Coffin's research spans shamanic traditions, religious studies, and autoethnographic methodologies, with recent publications exploring Ayahuasca spirituality, interfaith initiatives, and Peruvian cultural practices. Her work consistently bridges academic theory with practical application, particularly through USU's Interfaith Initiative where she develops programs like 'Speed-Faithing' to build religious literacy and empathy. The ethnographic field school she established serves as both a pedagogical model and research laboratory, generating student papers that inform local Peruvian communities while advancing anthropological understanding of cultural change. Her scientific recognition includes the prestigious 2004 U.S. Professor of the Year award, acknowledging her exceptional ability to stretch academic engagement beyond traditional boundaries. Student testimonials consistently highlight her capacity to empower learners, challenge perspectives without taking sides, and foster passionate engagement with anthropological inquiry. Through her direction of the Ethnographic Field School, she has created a pipeline for undergraduate research that transforms student projects into professional conference presentations and publications. Professor Glass-Coffin's academic leadership extends to developing museum exhibits through USU's Anthropology program, contributing to the Museum of Anthropology's mission of connecting campus and community through cultural education. Her work exemplifies engaged anthropology that values both scholarly rigor and community impact, particularly through long-standing partnerships with Peruvian communities that have demonstrably improved local quality of life through collaborative research.

Sakinah Alhadadمشاهده پروفایل

مدرس ارشد

• Learning Sciences
• Educational Psychology
• Educational Wellbeing
• +۷ مورد دیگر

Dr Sakinah Alhadad is a Senior Lecturer at Griffith University's School of Education and Professional Studies, where she serves as First Year Coordinator for the Bachelor of Education program. She is an active researcher and educator working at the intersection of psychology, learning sciences, and education, with a strong commitment to equity and social justice in higher education. Her educational background includes a PhD in Psychology from the University of Queensland, a Graduate Certificate of Higher Education from Griffith University, and a Bachelor's Degree with First Class Honors in Psychology from the University of Queensland. She holds the prestigious status of Senior Fellow of the Higher Education Academy. Dr Alhadad's research focuses on educational wellbeing, belonging, epistemic justice, and social justice within higher education contexts. Her work particularly centers on minoritized and racialized populations from an intersectional perspective, examining how knowledge is constructed, evaluated, and integrated for a diverse, justice-oriented future. Methodologically, she employs interdisciplinary approaches that prioritize collaborative research with rather than on people, partnering with teachers, students, and stakeholders to study conditions that foster educational wellbeing and justice. Her teaching philosophy is grounded in the pedagogy of care, equity, and justice, drawing inspiration from thinkers like Paolo Freire and bell hooks. She designs innovative curricula across undergraduate, postgraduate, and professional learning contexts using evidence-based, learner-centered, digitally-enabled strategies that put educational dignity and liberation at the center of practice. Her recent publications demonstrate a clear trajectory toward understanding educational wellbeing through intercultural exchanges, mental health promotion for university students, and justice-oriented futures for higher education. These works consistently integrate digital technologies, transdisciplinary approaches, and critical methodologies to address educational inequities. Member, Griffith Institute for Educational Research (2022-present) Member, Griffith University Gender Equality Research Network (2021-present) Committee Member, AEL Equity, Diversity & Inclusion Committee (2022-present) Committee Member, School of Education & Professional Studies Research Committee (2022-present) Editorial Board Member, British Journal of Educational Technology (2021) Member, International Society for the Learning Sciences Education Committee (2021) Dr Alhadad has secured multiple research grants focusing on educational justice, including projects on creatively imagining racially just futures for higher education, understanding preservice teachers' belonging literacy, and investigating academic women's experiences of sexism and discrimination in Australian universities. Her supervisory work includes both doctoral and Masters students across diverse topics including VR technology readiness, music performance anxiety, and fitness tracking devices for students with disabilities. Her impactful research project 'Intercultural Literacy and the Everyday: Redefining University Well-being' demonstrated improved student wellbeing through online socialization and creative, arts-based activities, with students reporting changed attitudes toward wellbeing and enhanced social and intercultural communication skills.

Rosalind Ridoutمشاهده پروفایل

پژوهشگر

• Dalcroze Eurhythmics
• Flute Performance
• Embodied Music Pedagogy
• +۳ مورد دیگر

Rosalind Ridout is a PhD candidate at the Royal Northern College of Music (RNCM), specializing in autoethnographic research exploring how Dalcroze Eurhythmics influences flute performance and connects bodily experience with ecological awareness. She holds a Master’s from RNCM (distinction, ABRSM scholar) and a BA from the University of Cambridge, with additional studies at the Guildhall School of Music. Her work bridges baroque, contemporary repertoires, and experimental theatre, emphasizing interdisciplinary collaboration. Ensembles: SHOAL (experimental performance), Endelienta Baroque (baroque flute) Education Roles: Director of Music at Jack & Jill Family of Schools in London, applying her research in music pedagogy. Her research focuses on holistic flute playing initiated from the body and its broader connection to the environment. Currently pursuing the Dalcroze Eurhythmics Professional Certificate with Dalcroze UK.

Yuning Liuمشاهده پروفایل

مدرس

• Traditional Chinese Theatre (Xiqu)
• Sinophone Studies
• Taiwanese Theatre
• +۳ مورد دیگر

Yuning Liu is a Sessional Lecturer in Chinese Language and Literature at the University of British Columbia (UBC), affiliated with both the Department of Theatre and Film and the Department of Asian Studies under the Faculty of Arts. She is currently a Ph.D. candidate in Theatre Studies at UBC (expected completion), holding an M.A. in Theater Arts from Taipei National University of the Arts (2013) and a B.A. in Chinese Literature from National Tsing Hua University (2010). Research Focus : Liu specializes in traditional Chinese theatre (xiqu) in Taiwan, examining its interplay with politics, national identity, and cultural policy. Her work bridges Sinophone studies and comparative performance analysis, particularly exploring adaptations of Western classics in Taiwanese opera. Publications include peer-reviewed articles on Jingju (Beijing Opera) modernization, artistic directorship in Taiwan’s GuoGuang Opera Company, and cultural memory in 21st-century Taiwanese theatre. She also contributes to non-academic platforms on topics like multimedia stage design and emerging artists. Key Scientific Awards : Faculty of Arts Graduate Award, UBC (2022) Errol Durbach Graduate Scholarship in Theatre (2021) Taiwan Government Fellowship to Study Abroad (2018-2022) Teaching involves courses on East Asian cultural foundations and religious traditions, with a focus on textual analysis and globalized practices.

Caroline Kennedyمشاهده پروفایل

مدرس ارشد

• Music
• Cultural Studies
• Gender Studies
• +۶ مورد دیگر

Dr Caroline Kennedy is a Senior Lecturer in Music at Goldsmiths, University of London, and Associate Head of School for the School of Arts and Humanities. She specializes in transdisciplinary creative practice, focusing on song-based music, auto-fiction, and sociopolitical art. PhD (2017), MA (2011) Academic Co-Director of the Connected Curriculum Teaches postgraduate and undergraduate programs in Popular Music and Creative Practice Her research explores identity, post-capitalist art, inclusion in music, and gendered bodies through auto-ethnographic and transdisciplinary lenses. Recent publications analyze Serge Gainsbourg's critical songwriting and gendered dynamics in Australian albums. Caroline supervises projects in songwriting, transdisciplinary art, and inclusive music practices. She is also a singer-songwriter and painter engaged with subcultural and experimental music scenes.

• Intercultural Communication
• Tourism
• Education
• +۷ مورد دیگر

Dr. Phiona Stanley (PhD, MEd, MA (hons)) is an Associate Professor at the Business School, Edinburgh Napier University , specializing in intercultural communication, tourism, and critical autoethnography . Her work interrogates cultural authenticity, subjectivity, and social justice in educational and mobilities contexts. Education: PhD, MEd, MA (Hons), RSA Dip Awards: Senior Fellow of the Higher Education Academy (SFHEA), Fellow of the Royal Geographical Society (FRGS) Research interests include autoethnographic methodologies , cultural authenticity , gender and mobility , and critical pedagogy . Recent projects explore 'unlikely hikers' (e.g., fat, women, and people of color), the paradox of 'study abroad' binaries, and tourism's role in cultural adaptation. Her 15 most recent articles (2025–2023) span intercultural education , queer mobilities , tourism ethics , and autoethnographic writing . She supervises PhD projects on topics like Chinese students' agency in Sino-French universities and mindfulness in interculturality . Scientific Awards Senior Fellow of the Higher Education Academy (SFHEA) Fellow of the Royal Geographical Society (FRGS) As a critical intercultural educator , she mentors students and collaborates on initiatives like Spring into Methods 2024 , funded by the Scottish Graduate School of Social Science. Her work bridges tourism studies , autoethnography , and social justice in global contexts.

Sarahleigh Castelynمشاهده پروفایل

استاد

• Dance
• Politics
• Ethics
• +۱۰ مورد دیگر

Professor Sarahleigh Castelyn is an educator, researcher, performer, and choreographer specializing in dance, currently serving as a Professor and Postgraduate Research Degree Leader in the Department of Music, Writing & Performance within the School of Arts and Creative Industries at the University of East London. Born in Pietermaritzburg, South Africa in the 1970s, she has developed an international career bridging the United Kingdom and South Africa, with deep expertise in South African contemporary dance practices and their political dimensions. Her research interests focus on the intersection of dance with critical social issues including race, gender, sexuality, nation, and politics in apartheid and post-apartheid South Africa. She explores the politics of hybridity and the use of practice as research methodology, with particular attention to marginalized dance practices from the Global South. Recent work has examined the representation of women and madness in performance, as well as the toyi-toyi as a powerful political dance motif in South African protest culture. Castelyn's scholarly output demonstrates consistent engagement with contemporary South African dance, examining how dancing bodies become sites of political resistance and identity formation. Her publications reveal evolving interests from early work on HIV/AIDS representation in dance (2008-2010) to more recent explorations of xenophobia, disability, and decolonial approaches to Western dance forms. Her 2022 monograph Contemporary Dance in South Africa: The Toyi-Toying Body represents a significant contribution to the field. She actively serves on numerous editorial and organizational boards including the South African Dance Journal, HOTFOOT, Research in Dance Education, and the African Theatre Association. Her commitment to mentoring is evident through her supervision of PhD students and leadership of the JOMBA! KHULUMA writing residency project that connects students from UEL with those from the University of KwaZulu-Natal. Castelyn has secured substantial research funding from multiple sources including UEL's ACI Research Support Fund, UEL Undergraduate Research Intern Scheme, and previously the UK's Arts and Humanities Research Council for her doctoral work. Her ongoing projects include research on representations of women and madness, feminist theatre collaborations, and an edited collection on contemporary dance in Africa.

Janice Fournillierمشاهده پروفایل

استاد

• Qualitative Research Methodologies
• Cultural Studies
• Teacher Education
• +۳ مورد دیگر

Janice Fournillier is a tenured Professor at Georgia State University's College of Education & Human Development. She holds a Ph.D. in Educational Psychology from the University of Georgia with additional certification in Interdisciplinary Qualitative Studies. Her research examines qualitative methodologies through cultural and postcolonial lenses, focusing on teaching/learning in non-school contexts including Trinidad Carnival traditions. She teaches qualitative research methods and writes extensively on program evaluation frameworks. Her autoethnographic work explores academic identity formation within postcolonial contexts. Recent publications analyze epistemological challenges in collaborative research, intersectional leadership experiences, and doctoral advisement in neoliberal academia. Her scholarship consistently addresses power dynamics in knowledge production and culturally situated pedagogies.

Amy Barronمشاهده پروفایل

مدرس

• Ageing and Life-Course
• Urban Inequality
• Place-Making
• +۲ مورد دیگر

Dr. Amy Barron is a Lecturer in Social and Cultural Geography at the University of Manchester, specializing in urban ageing, place-making, and creative methodologies. She holds a PhD, MSc, and BA from the University of Manchester. Her research examines urban inequalities through age, place, and sensory ethnography, emphasizing participatory approaches to challenge homogenizing narratives of ageing. Research interests include: Age/ageing as non-linear socio-cultural phenomena Urban difference and inequality through embodied encounters Place-making through interwoven temporalities and memories Creative methodologies as transformative knowledge practices Her publications focus on innovative qualitative methods in human geography, particularly participatory frameworks for inclusive policy development. Awarded for academic excellence including Outstanding Achievement Awards (2015,2016) and Best Dissertation Prize (2015). Supervises PhD candidates on urban sustainability and death studies. Leads exhibitions for Manchester's Age-Friendly Cities initiative and contributes to UN Decade of Healthy Ageing resources.

Rahel Puffertمشاهده پروفایل

استاد

• Art Education
• Genealogies of Art Mediation
• Social Functions of Art
• +۳ مورد دیگر

Dr. Rahel Puffert is a Professor of Art and Education at the Braunschweig University of Fine Arts (HBK Braunschweig) since 2020, leading the Institute for Performative Practice, Art and Education. Previously, she held a professorship in 'Art • Mediation • Education' at Carl von Ossietzky University of Oldenburg (2012–2020). Her research focuses on genealogies of art education, social functions of art, public space interventions, and art in migration contexts. She co-founded the Werkhaus Münzviertel (Hamburg), integrating pedagogy, art, and neighborhood work since 2013. Puffert actively curates exhibitions and has served as spokesperson for Lower Saxony State Art Education Group since 2021 and as senate spokesperson at HBK Braunschweig. Her academic career includes a doctorate (summa cum laude, 2013) and extensive publications on art pedagogy, migration, and institutional critique. Notable works include critical analyses of racism in art practices and explorations of empathy in educational frameworks. Education: Applied Cultural Studies (Lüneburg), Postgraduate in Curatorship (Krems/Vienna), Doctorate in Art Pedagogy (Leuphana University, 2013). Professional roles span teaching at institutions like Kassel Art Academy, Leuphana University, and University of Vienna, alongside curatorial projects such as the 'Cultural Agents for Creative Schools' exhibition. Her work bridges art, politics, and social justice, emphasizing participatory and inclusive practices. Publications highlight interdisciplinary approaches, with key texts exploring art mediation’s genealogies, urban art interventions, and migration’s impact on education. Recent works (2023–2024) address diversity in public spaces and the intersection of art with democracy. Awards include her doctoral thesis distinction. Puffert’s projects often involve collaborative frameworks, reflecting her commitment to collective knowledge production.

Katy Beinartمشاهده پروفایل

مدرس ارشد

• Material Poetics
• Heritage and Regeneration
• Migration Studies
• +۶ مورد دیگر

Katy Beinart is a Senior Lecturer at the University of Brighton's School of Architecture, Technology and Engineering, affiliated with the Centre for Arts and Wellbeing and research groups including Experimental Design Practices and Radical Methodologies (RaM). She holds a PhD in Architectural Design from University College London (2019), an MSc in Development Practices and MA in Architecture from Oxford Brookes University, and a BA in Architecture from UCL. Her research explores material poetics, memory, heritage, and regeneration through interdisciplinary artistic practice. Central to her work is the concept of 'poetics of re-generation' developed in her PhD on salt narratives in Brixton, examining material cultures of migration and trade. She investigates how artistic interventions reveal place poetics to inform ethical regeneration models, with current focus on the Salt Art Research Network and DISTERRA network exploring migrant disappearances. Her 2025 book Salted Earth: poetics of place and migration through four artistic journeys expands these themes. Beinart's research manifests in community-engaged projects like A Difficult Place (documenting cost-of-living crisis experiences) and Origination (a long-term diaspora heritage project with her sister). As a board member of ixia, she influences UK public art policy while applying participatory research methods across architecture, art, and design. Fellow (FHEA) from Advance HE (2022) Recipient of AHRC Impact Funding for Ignite 3.1 project Arts Council England funding for Acts of Transfer project She supervises interdisciplinary practice-based PhDs focusing on migration, contested space, and regeneration, currently guiding three doctoral candidates. Her leadership extends to research networks including the Salt Art Research Network (UK/Italy) and DISTERRA (UKRI-funded Asia-Europe migration project), while maintaining active community partnerships with organizations like Phoenix Food Shop.

Rosemary C. Reillyمشاهده پروفایل

استاد

• Arts-based research methodologies
• Trauma studies
• Qualitative research methodologies
• +۶ مورد دیگر

Profile of Dr. Rosemary C. Reilly Dr. Rosemary C. Reilly is a Full Professor in the Department of Applied Human Sciences at Concordia University, Montreal. She holds affiliate memberships at the Centre for Oral History and Digital Storytelling and the International Institute for Qualitative Methodology. Her academic journey began with a BA in Child and Abnormal Psychology (McGill), followed by an MEd and PhD in Educational Psychology (McGill), and a Certificate in Family Life Education (Concordia). Research Focus Her work centers on trauma’s societal impact, arts-based methodologies, qualitative research, and contemplative practices in education. Key themes include post-traumatic growth, collaborative creativity, and transformative learning. She actively engages communities through art therapy initiatives, exhibitions, and research-based theater. Publications & Recognition Reilly has authored over 30 peer-reviewed articles and chapters, including works on trauma-informed pedagogy and art therapy. Her awards include the President’s Excellence in Teaching Award (2017) and the CCFE Emeritus status (2011). She has led grants totaling over $150,000, focusing on community resilience and arts-based interventions. Teaching & Service She teaches courses like AHSC 620 (Individual Learning and Change) and AHSC 698 (Masters Project). As a former Interim Academic Director of Concordia’s Centre for Teaching and Learning (2014), she championed pedagogical innovation. She also serves as a peer reviewer for international journals and conferences. Artistic Contributions Her arts-informed projects include curated exhibitions on hope, love, and adversity in cancer care, and the play *The Murder Next Door*, addressing community grief through theater.

Erika D Gaultمشاهده پروفایل

دانشیار

• Hip Hop and Religion
• African American Religious History
• Digital Ethnography
• +۳ مورد دیگر

Erika D Gault is an Associate Professor of Africana Studies at the University of Arizona, holding a Ph.D. in American Studies from the State University of New York at Buffalo. Her work bridges religious history, technology, and urban Black life, with a focus on hip hop, digital ethnography, and Black millennial experiences. She is an ordained elder at Elim Christian Fellowship and an award-winning slam poet. Educational Background: Ph.D. in American Studies, SUNY Buffalo (2013) M.A. in Religion, Colgate Rochester Crozer Divinity School (2006) B.A. in Interdisciplinary Studies, New York University (2004) Research Interests: Dr. Gault examines how Black communities navigate digital spaces to reimagine religious practices and cultural identities. Her current projects include No Matter What They Think of Me: Black Millennials, Hip Hop and the New Black Church and a co-edited volume You Gon' Learn Today: The Aesthetics of Christians in Hip Hop . Her work critiques and expands methodologies for studying digital Black religion, emphasizing intersectional approaches to technology, race, and faith. Recent Publications: Her 2022 work explores digital contours of Black religious communities, fugitive research methods, and ethnographic narratives of Black millennials. Earlier studies include analyses of hip hop spirituality, online church networks, and digital tools for studying Black religious life. Professional Engagements: In addition to academic roles, Dr. Gault actively contributes to interdisciplinary dialogues on Black digital culture and serves as a bridge between academic scholarship and community-based practices through her poetry and ordination in the Black church tradition.

Sweta Patelمشاهده پروفایل

مدرس

• Early Childhood Education
• Immigrant Experiences
• Creative Research Methodologies
• +۳ مورد دیگر

Dr. Sweta Patel is a Lecturer in Early Childhood Education at RMIT University's School of Education, specializing in culturally responsive pedagogy and immigrant educators' experiences. She holds a Doctorate and has extensive experience spanning India and Australia, including roles as a Kindergarten Teacher, Centre Director, and Vocational Education Trainer. Her research employs creative methodologies like visual storytelling to explore temporal and cultural dimensions of migration, particularly among early childhood professionals. She actively supervises postgraduate research and collaborates on initiatives like using film for suicide prevention advocacy. Teaching focuses on bridging theory-practice gaps in early childhood education, currently coordinating RMIT's Graduate Diploma program. Research interests include digital literacy, well-being of educators, and temporality in migration narratives. She has published widely on immigrant educators' challenges, cross-cultural pedagogy, and AI applications in language learning. Sweta advocates for epistemic justice in research, emphasizing participant empowerment through pseudonym choices and autoethnographic approaches. She is affiliated with RMIT’s Bundoora West campus and open to supervising Masters/PhD students in relevant fields.

• Physical Education
• Gender Studies
• Sports Sociology
• +۳ مورد دیگر

Daniel Martos García is a Lecturer at the Universitat de València , affiliated with the Faculty of Teacher Training and Department of Physical Education and Sport . He specializes in critical pedagogy and ethnographic research, focusing on gender dynamics, inclusivity, and social identity within physical education and prison environments. Research Areas: Physical Education, Gender Studies, Sports Sociology, Inclusive Education Methodologies: Ethnography, Autoethnography, Action Research Key Themes: Gender discrimination, Embodied pedagogy, Prison sports programs, Curriculum reform His recent publications analyze gender relations in physical education, the role of sport in prison rehabilitation, and innovative assessment methods. He has collaborated internationally, particularly with Dr. Andrew C. Sparkes, and emphasizes participatory approaches in teacher training. Email: daniel.martos@uv.es