Philippe Cathé is a Professor at Sorbonne University, specializing in 20th-century French music (1870-1950), harmonic analysis via Nicolas Meeùs' theory of harmonic vectors, and the interplay of sound and image in cinema. He teaches seminars on harmonic vectors and courses on tonality, analytical methods, and music-cinema relationships at both Sorbonne and New York University. His research integrates theoretical innovation with extensive repertoire analysis, spanning from Renaissance to pop music. His publications focus on Charles Koechlin and Claude Terrasse, with notable works including co-edited volumes like Charles Koechlin, Composer and Humanist (Vrin, 2010) and monographs such as 500 Years of Harmonic Music (HDR thesis, 2012). He co-developed the Charles software for harmonic vector analysis. Scientific Awards: Manuscript Prize of the General Council of the Rhône (2003) Conference Organization: Co-organized multiple Petites Biennales de Musique Française and international symposia on musicology, including topics like harmonic vectors and film music. Radio Work: Regular contributor to France-Musique programs on French operetta and composers like Terrasse and Koechlin.
Joanna Grisinger is an Associate Professor of Instruction and Director of Legal Studies at Northwestern University’s Center for Legal Studies, within the Weinberg College of Arts & Sciences. She holds a J.D. and Ph.D. in History from the University of Chicago. Her research focuses on the modern administrative state, civil rights law, and legal-political history. Notable works include The Unwieldy American State: Administrative Politics Since the New Deal (2012) and articles examining anti-apartheid activism, municipal constitutionalism, and administrative governance. Her teaching spans courses like Legal and Constitutional History, Constitutional Law, and Gender and the Law. Recognitions include multiple Associated Student Government Honor Roll awards (2012-13, 2014-15, 2018-19) and the National Administrative Law Judiciary Foundation Fellowship (2013). She co-founded the Law & History Collaborative Research Network and co-edits the Legal History section of Jotwell.com. Her current research explores airline regulation as a site for activism around race, disability, and environmental issues.
Roberto Franzosi is a Professor of Sociology and Linguistics at Emory University's Department of Sociology within the Emory College of Arts and Sciences. He specializes in narrative analysis, content analysis, and historical sociology. His research focuses on social protest, political violence, and language measurement, with notable projects on Italian fascism and racial violence in Georgia. Franzosi has authored influential books such as From Words to Numbers and Quantitative Narrative Analysis , advancing methodologies for analyzing textual and narrative data. Education: PhD in Sociology, Johns Hopkins University, 1981 BA in Literature, University of Genoa, 1975 Research Interests: Franzosi's work bridges sociology and linguistics, emphasizing the application of quantitative methods to narrative data. His projects include analyzing labor strikes in Italy, the rise of fascism, and racial lynchings using newspaper archives. He advocates for integrating narrative analysis with computational tools to study historical and social phenomena. Publications: Franzosi's recent articles explore semantic grammars, frame analysis, and network analysis of narrative content. His work addresses methodological debates in mixed-methods research, emphasizing the synergy between qualitative and quantitative approaches. Teaching & Engagement: He teaches courses on data science, sociolinguistics, and historical sociology. His office is located at Tarbutton Hall 212, and he can be reached via email at rfranzo@emory.edu .
Professor Oakleigh Welply holds dual roles as Professor in the School of Education and Deputy Executive Dean for People and Culture in Durham University's Faculty of Social Sciences and Health. She specializes in intercultural education, global citizenship, and the sociological dimensions of migration and identity. Her research integrates theories from Paul Ricoeur, Frantz Fanon, and Pierre Bourdieu to examine immigrant youth experiences and educational policies in Europe. Dr. Welply’s academic journey includes a Sociology and Politics degree from Sciences Po Paris, an M.Phil from the University of Cambridge, and a Ph.D in Sociology of Education from Cambridge. She previously taught at the University of Cambridge, focusing on sociopolitical education and migration studies. Her research emphasizes cross-national methodologies, particularly analyzing language education, multicultural inclusion, and the decolonization of curricula. Notable projects include evaluations of Global Citizenship Education's impact on youth attitudes and a WISE-funded study using ICCS data across 23 countries. She co-led the Bell Foundation’s EAL education initiative and contributed to the Durham Award’s Global Citizenship component. Publications span books like Immigration, Integration and Education and peer-reviewed articles examining media discourses around migration, school inclusion strategies, and human rights pedagogy. Her work bridges theoretical frameworks with empirical analysis, addressing global educational challenges through comparative and interdisciplinary lenses.
Calvert W. Jones is an Associate Professor in the Department of Government and Politics at the University of Maryland. Her research focuses on political behavior, citizen-building processes, and authoritarian governance, particularly in the Middle East. She holds a Ph.D. from Yale University, an MPhil from the University of Cambridge (as a Gates Scholar), and master's degrees from UC Berkeley and Columbia University. Her work explores topics such as gender bias, the impact of dystopian fiction on political attitudes, and the role of experts in authoritarian regimes. Education: Ph.D., Political Science, Yale University MPhil, International Relations, University of Cambridge (Gates Scholar) MIMS, Information Management & Systems, UC Berkeley B.A., Philosophy & Computer Science, Columbia University Research Interests: Jones examines the intersection of political theory and empirical practice, with a focus on state-led citizen-building initiatives, gender dynamics in authoritarian contexts, and the effects of media narratives on political action. Her work combines qualitative fieldwork with experimental methods to challenge conventional assumptions about tolerance, legitimacy, and governance. Publications: Her book Bedouins into Bourgeois: Remaking Citizens for Globalization (Cambridge, 2017) analyzes UAE social engineering efforts. Recent articles address gender bias in MENA surveys, the impact of dystopian fiction on radicalization, and the paradoxical role of experts in authoritarian decision-making. Awards & Recognition: Recipient of the Gates Scholarship (University of Cambridge) Citations in Science , New Yorker , New York Times , and Foreign Affairs Teaching: Courses include comparative politics, Middle East governance, and international relations. Recent courses: GVPT459Y (Seminar in Comparative Politics), GVPT200 (International Political Relations), and GVPT459E (Comparative Politics of the Middle East). Labs & Teams: Collaborates with interdisciplinary teams on gender studies, experimental political science, and Middle East policy analysis. Active in the Arab World Research Network and the Security Studies Group at UMD.
Dr. Amy Blair is an Associate Professor of English at Marquette University and co-editor of the journal Reception: Texts, Readers, Audiences, History . She specializes in late 19th- and early 20th-century American literature, reception studies, and the history of print culture. Her research explores how middle-class readers engaged with canonical and popular texts through advice columns in magazines like Good Housekeeping and Ladies' Home Journal . Blair has authored two books: Reading Up (2012) and the upcoming Tasting and Testing Books (2024), which investigate literary reception and consumerism. She has received multiple grants and awards from Marquette University and the National Humanities Center. Her teaching focuses on American literature, material cultures, and gender studies, with courses like Moby Dick and Material Cultures: The Midwest . She currently serves as volume editor for The Gods Arrive in the Complete Works of Edith Wharton for Oxford University Press. Blair's work bridges historical literary analysis with modern interdisciplinary methods, emphasizing the role of readers in shaping cultural narratives. Awards: National Humanities Center Summer Institute (2005) Multiple Marquette University Faculty Fellowships (2004–2006) Faculty hall-STAR Award (2004, 2007) Her research trends emphasize magazine studies, middlebrow culture, and gendered reader agency, with recent work expanding into digital humanities frameworks for studying contemporary reading behaviors.
Deanna Reder (Cree-Métis) is a Professor in the Departments of Indigenous Studies and English at Simon Fraser University. Her research focuses on recovering Indigenous literary archives and Cree/Métis intellectual traditions. She holds a PhD from UBC and an MA from York University. Reder is a founding member of the Indigenous Literary Studies Association, Indigenous Editors Association, and co-chair of the Indigenous Voices Awards (2018–2023). Her 2022 monograph Autobiography as Indigenous Intellectual Tradition won the Gabrielle Roy Prize. She teaches courses like ENGL 834 and INDG 201W, emphasizing decolonial methodologies. Reder’s work bridges literary analysis with activism, centering Indigenous perspectives in academia. She co-edited major volumes such as Read, Listen, Tell (2017) and Learn, Teach, Challenge (2016). Her research examines colonial censorship in texts like Maria Campbell’s Halfbreed , recovering marginalized narratives. She has held leadership roles in academic associations and contributed to public policy discussions on Indigenous literature and healing. Key Roles: Academic Leadership, Editorial Work, Advocacy Recent Courses: ENGL 834 (20th-Century Lit), INDG 201W (Indigenous Histories) Key Projects: SSHRC-funded The People and the Text project, Indigenous Voices Awards Awards include Royal Society of Canada’s College of New Scholars (2018) and ACQL’s literary prize. Her writing appears in journals like Studies in American Indian Literature and Ariel , focusing on pedagogy, postcolonial critique, and Indigenous storytelling practices.
Linda Pollock is the John Christie Barr Professor of History at Tulane University, specializing in the social and cultural history of early modern England. She earned her PhD from the University of St Andrews in 1982. Her research examines childhood, family structures, emotional expression, medical practices, and religious influences in 1500-1800 Europe, with methodological emphasis on diary analysis and comparative social frameworks. Publications include award-winning books such as Forgotten Children: Parent-Child Relations from 1500 to 1900 (1983) and With Faith and Physic: The Life of a Tudor Gentlewoman (1993), translated into Japanese and Spanish. Recent work explores emotion ethics and merchant life in early modern economies. Notable honors include a national book prize (1984) and Choice Outstanding Academic Title recognition (2003). She teaches courses on Tudor-Stuart England, gender history, and historical methodologies. Dr. Pollock frequently delivers keynote addresses on affective bonds in historical contexts and directs graduate research on pre-industrial European society.
Professor Barley Norton is a distinguished ethnomusicologist and filmmaker at Goldsmiths, University of London, where he serves as Director of the Asian Music Unit (AsMU), convenor of the MA in Music (Ethnomusicology), and leader of the Goldsmiths Gamelan Group. His academic career focuses on the music and culture of Southeast Asia, particularly Vietnam, where he has conducted extensive field research. His research interests span ethnomusicological filmmaking and theory, the cultural politics of musical practice, discourse on cultural heritage and music revival, music and religious experience, music and emotion, music and gender theory, music censorship, improvisation, and performance and modal theory. Norton's academic work is deeply informed by his practical musical engagement; during his field research in Vietnam, he learned to play the dan day and dan nguyet lutes, and he also performs Sundanese music from Indonesia on the kacapi zither and in the gamelan degung orchestra. Norton's scholarly output reveals significant trends in Southeast Asian music studies, particularly focusing on the intersection of traditional musical practices with contemporary political and social contexts. His work consistently examines how musical traditions navigate processes of canonization, heritage safeguarding, and creative innovation within rapidly changing cultural landscapes. A notable thread throughout his research is the relationship between music, ritual, and identity in Vietnamese cultural contexts, with increasing attention to environmental concerns and climate change impacts on musical heritage in his most recent work. American Musicology Society's 2014 Ruth A. Solie Award for 'Music and Protest in 1968' Commendation - Intangible Culture Film Prize at the Royal Anthropological Institute's 12th International Festival of Ethnographic Film for 'Hanoi Eclipse: The Music of Dai Lam Linh' Professor Norton has supervised numerous doctoral students including Christopher Hanby (Applied Ethnomusicology and Jèrriais language revitalization), Lin Lin (Creative Realization in the Compositional Process), Clare Salaman (Reimagining the trumpet marine), and Jasmine Hornabrook (Transnational networks in London's Tamil diaspora). His research has been generously funded by the Getty Foundation, Arts and Humanities Research Council, British Academy, and ASEASUK, supporting projects on Vietnamese music revival and audiovisual archiving. He has also undertaken consultancy work with UNESCO, the British Council, and Vietnamese cultural institutions on music heritage projects. As a key figure in the field, Norton directs Goldsmiths' Asian Music Unit, which serves as a hub for research, performance, and teaching focused on Asian musical traditions. The unit facilitates cross-cultural musical dialogue and supports field research in Asia, while the Goldsmiths Gamelan Group provides hands-on experience with Indonesian musical traditions. His leadership extends to international scholarly organizations, having served as Chair of the British Forum for Ethnomusicology (2015-2018) and as a member of the Society for Ethnomusicology Council (2017-2020).
Agnes Juhasz-Ormsby is an Associate Professor in the Department of English at Memorial University of Newfoundland, specializing in Early Modern English Literature, Book History and Print Culture, and Neo-Latin Literature. She holds a PhD in English from Eötvös Loránd University (Budapest), an MA in Medieval Studies from Central European University (Budapest), and a BA Hons. in English and Classics from Eötvös Loránd University. Education: PhD, English (Eötvös Loránd); MA, Medieval Studies (CEU); BA Hons., BEd (Eötvös Loránd). Her research focuses on Early Modern English literature, particularly Tudor-era poetry and drama, the history of books and printing, and Neo-Latin works in Renaissance Europe. She has extensively studied the impact of humanist education and classical reception in early modern curricula, including the works of Leonard Cox, Nicholas Udall, and John Palsgrave. Agnes has published numerous articles and edited collections on topics such as translations of classical drama, Tudor educational reforms, and the influence of Erasmus in England. Her recent projects include editing the collected works of William Lily and Leonard Cox. She regularly teaches courses on medieval books, Renaissance literature, and book history. She co-organized the Newfoundland and Labrador Book History Symposium (2016) and the international bilingual conference on early modern stage translations (2015). Her current research explores humanist networks in pre-Reformation Central Europe and the evolution of authorship in early modern publishing.
Jimmy Yu is the Sheng Yen Associate Professor of Chinese Buddhism and Religion at Florida State University's Department of Religion (part of the College of Arts and Sciences). He holds a Ph.D. in Asian Religions from Princeton University (2008). His research focuses on Chinese Buddhist history (1100–1800), Chan/Zen studies, and bodily rituals in East Asian religions. He teaches courses on Chinese and Japanese religious traditions, including Buddhism, Daoism, and Shintō. Yu serves as Editor of the Journal of Chinese Buddhist Studies and Series Editor for the Sheng Yen Series in Chinese Buddhist Studies (Columbia University Press). He advises the Chung-Hwa Institute's Buddhist Studies fellowships for graduate students. His publications include Sanctity and Self-Inflicted Violence in Chinese Religions (1500–1700) (Oxford UP) and Reimagining Chan Buddhism (Routledge). He has presented globally at venues like the American Academy of Religion and Oxford Symposium on Religious Studies. Education: Princeton University (Ph.D. 2008), University of Kansas (MA 2002) Editorial Roles: Journal of Chinese Buddhist Studies, Journal of Religion and Violence Key Interests: Chan/Zen lineage formation, religious violence, and embodied religious practices Yu oversees graduate studies in East Asian Buddhist Studies and mentors students through the Dharma Drum tradition. His work bridges historical scholarship with contemporary Buddhist praxis, emphasizing Chan's doctrinal and ritual innovations.
Holly Dugan is an Associate Professor of English at the George Washington University, affiliated with the Department of English within the Columbian College of Arts & Sciences. Her research focuses on Renaissance literature, medieval and early modern drama, with particular emphasis on sensory history, animal studies, gender/sexuality studies, and material culture. Her work explores intersections between the senses, embodiment, and cultural representation in premodern texts. Notable research areas include the role of smell in historical contexts, animal ethics in literature, and the materiality of early modern objects. Dugan’s publications analyze works by Shakespeare and other early modern authors through interdisciplinary lenses, emphasizing sensory experiences and marginalized voices. Recent scholarship addresses themes like race and animality in King Lear , the sensory dimensions of plague narratives, and transformative pedagogical approaches to special collections. Her contributions bridge literary analysis with historical and cultural studies, offering fresh insights into early modern social dynamics and sensory perception. Dugan’s academic activities are centered at GW’s Department of English, where she contributes to undergraduate and graduate programs. Her research has been disseminated through monographs, edited volumes, and peer-reviewed articles, reflecting her commitment to advancing interdisciplinary humanities scholarship.
Jonathan Hsy is a Professor of English at George Washington University, affiliated with the Columbian College of Arts & Sciences. He holds additional roles as Director of Undergraduate Advising in the English Department, co-director of the GW Digital Humanities Institute, and affiliated faculty in Women’s, Gender, and Sexuality Studies, as well as the Sigur Center for Asian Studies. Hsy’s research focuses on medieval literature, disability studies, critical theory, and global medievalisms. His work bridges historical and contemporary issues, exploring intersections of language, race, gender, and disability. Education: PhD (2007), MA (2002) from the University of Pennsylvania; MA (2001), BA (2000) from Stanford University, with a minor in Human Biology. Research Interests: Hsy’s expertise includes medieval literary and cultural studies, antiracist medievalisms, digital humanities, and Asian American cultural studies. His publications, such as Antiracist Medievalisms: From “Yellow Peril” to Black Lives Matter (2021), challenge traditional narratives by centering marginalized voices. He co-edits A Cultural History of Disability in the Middle Ages (2020) and leads collaborative projects like Global Chaucers. Publications & Grants: Over 20 peer-reviewed articles and books address topics from medieval disability to global Chaucerian studies. Recent grants include a $3.5M Mellon Higher Learning Grant for RaceB4Race and a Folger Shakespeare Library fellowship. His work has appeared in PMLA , Journal of Bioethical Inquiry , and postmedieval . Awards & Leadership: Recipient of the John Hurt Fisher Award (2015) and multiple fellowships. He chairs initiatives like the MLA’s Committee on Disability Issues and co-founded Medievalists of Color. His teaching emphasizes disability justice and digital pedagogy. Labs & Collaborations: Directs the GW Digital Humanities Institute, fostering projects like the Digital Medieval Disability Glossary. Leads crowdsourced efforts such as the Race and Medieval Studies bibliography, promoting equity in academic networks.
Marina B. Aleixo is affiliate faculty in the Comparative and International Development Education (CIDE) program at the University of Minnesota-Twin Cities' Department of Organizational Leadership, Policy, and Development (OLPD). She serves as Director of International Initiatives and Relations at the College of Education and Human Development (CEHD), focusing on global partnerships in teacher education and research. Her work spans international collaborations, refugee education, and immigrant student experiences. Research Interests: Dr. Aleixo’s research examines immigrant/refugee student experiences, including Somali youth in Europe and Cambodian American refugees. She explores immigration policies’ impacts on education and family dynamics. Domestically, she studies the college experiences of immigrant students. Teaching: She teaches courses on immigration policy’s effects on education, including 'Borderland, Education Policy, and the Immigrant Student Experience,' which addresses historical marginalization in U.S. schools. Global Initiatives: Leads the Global Teacher Education Program (GTEP), a professional development initiative for international educators. Coordinates multi-national studies like 'Multi-national Exploration of the School Experience of Somali Immigrant and Refugee Students' and 'Supporting Refugees through Family Separation.'
John Roosa is a Professor at the Department of History , University of British Columbia , specializing in Southeast Asia, Nationalism, Imperialism, Oral History, and Human Rights. His work bridges Empire & Colonialism , Global & International History , and Law & Society , with a regional focus on Asia . Roosa’s research explores the 1965-66 Indonesian anticommunist massacres , truth commissions , political violence , and postcolonial governance . He employs oral history methods to uncover marginalized narratives and critiques state violence and authoritarianism . Co-winner of the George Kahin Prize (2023) for Buried Histories . Focus on historiography , transitional justice , and US imperialism in his publications. His 15 most recent publications span themes like genocide , decolonization , truth commissions , and literary analysis , with subfields addressing state violence , memory studies , and political ideologies .
