جست‌وجوی استاد و پژوهشگر

• Artificial Intelligence in Organizations
• Algorithmic Management
• Digital Labor Platforms
• +۳ مورد دیگر

Hatim Rahman serves as Associate Professor of Management and Organizations and Sociology (by courtesy) at Northwestern University, holding the prestigious PepsiCo Chair in International Management. His research fundamentally examines how artificial intelligence and algorithms reshape work structures, employment relationships, and labor market dynamics, with particular focus on digital platform ecosystems and algorithmic management systems. Professor Rahman's academic credentials include a PhD in Management Science & Engineering (2019) and MS in Organizations, Technology, Entrepreneurship (2014) from Stanford University, complemented by a BA in Business Process Management with Minor in Technology and Management from the University of Illinois-Urbana Champaign (2009). His scholarly work centers on the sociotechnical transformation of work through algorithmic systems, investigating worker reactivity to opaque evaluations, platform power dynamics, and emergent resistance movements in digital labor markets. Key contributions explore the "invisible cage" of algorithmic control, the experimental nature of platform management, and the sociological implications of AI-driven workplace restructuring. His research bridges management theory, sociology of work, and technology studies to address critical questions about fairness, autonomy, and accountability in the algorithmic age. Analysis of his publication trajectory reveals a clear evolution from creative occupations research (2017) toward concentrated investigation of algorithmic labor platforms (2021-2025). His work consistently demonstrates how digital platforms reconfigure worker autonomy through experimental management practices, opaque evaluation systems, and novel control mechanisms, while simultaneously generating new forms of worker resistance and activism. The 2024 book "Inside the Invisible Cage" synthesizes these insights into a comprehensive framework for understanding algorithmic worker control. Professor Rahman's exceptional contributions have earned him significant recognition: National Science Foundation CAREER Award recipient for bridging STEM skills and employment gaps George R. Terry Book Award winner from the Academy of Management Named among Poets & Quants' Best 40 Business School Professors Under 40 (2023) Thinkers50 Radar listing for influential management thinking Multiple Academy of Management best paper awards across divisions Microsoft Research AI and Society Fellowship International Labour and Employment Relations Association prizes His research program includes substantial grant funding from the NSF CAREER award, while his academic service encompasses editorial board membership at Administrative Science Quarterly and review work for top management journals. As an educator, he develops innovative courses like "Artificial Intelligence and the Future of Work" that prepare MBA students for technology-driven organizational transformation, emphasizing practical integration of AI systems while addressing ethical implications for workers and organizations.

Andrew M. Olneyمشاهده پروفایل

استاد

• Natural Language Processing
• Intelligent Tutoring Systems
• Dialogue Systems
• +۵ مورد دیگر

Andrew M. Olney is Professor in both the Institute for Intelligent Systems and Department of Psychology at the University of Memphis. His work bridges artificial intelligence, cognitive science, and education, with a primary focus on natural language interfaces for learning. His educational background includes a Ph.D. in Computer Science from the University of Memphis (2006), an M.S. in Evolutionary and Adaptive Systems from the University of Sussex (2001), and a B.A. in Linguistics with Cognitive Science from University College London (1998). Dr. Olney's research centers on intelligent tutoring systems and natural language processing applications in education. His specific interests include vector space models, dialogue systems, unsupervised grammar induction, and computational representations of meaning. He has made significant contributions to conversational intelligent tutoring systems and task-oriented natural language interfaces, with particular emphasis on dyadic interaction and engagement in learning contexts. Analysis of his recent publications reveals a consistent focus on leveraging AI for educational enhancement, particularly through automated content creation, question generation, and adaptive learning systems. His work spans multiple disciplines including computer science, cognitive science, linguistics, and education, demonstrating strong interdisciplinary integration. Scientific Awards and Recognition: Best Paper Award, Proceedings of Empowering Education with LLMs (2023) Associate Editor, International Journal of Artificial Intelligence in Education (Impact Factor 4.9) Dr. Olney has been actively involved in mentoring graduate students and securing research funding. He has served as Principal Investigator on $6M of federal grants within a total of $18M in federal grant funding. His service includes former editorship of the Journal of Educational Data Mining (2017-2022) and former leadership roles as Director/Associate Director of the Institute for Intelligent Systems (2006-2017). He currently coordinates both the Cognitive Science Graduate Certificate and Undergraduate Minor in Cognitive Science at the University of Memphis. His BrainTrust project, funded by the NSF, addresses the knowledge engineering bottleneck for intelligent tutoring systems through innovative approaches to virtual student simulation and knowledge representation.

• Translation Studies
• Cognitive Translation
• Emotion in Translation
• +۴ مورد دیگر

Beatriz Naranjo Sanchez is a researcher at the University of Murcia, Spain, currently affiliated with the Translation, Didactics and Cognition research group and previously with the Translation, Lexicology and Writing Group. Her work bridges translation studies, cognitive psychology, and musicology through experimental methodologies. She earned her PhD from the University of Murcia in 2017 with the dissertation La influencia de la música sobre la calidad y la creatividad en traducción literaria (inglés-español, inglés-italiano) una aproximación estético-psicológica , supervised by Dr. Ana María Rojo López. Her research centers on psychological and emotional dimensions of translation processes, particularly examining how background music influences literary translation creativity, how anger affects decision-making with offensive content, and emotional processing in dubbing. She employs cognitive-experimental approaches to investigate narrative engagement, vocal qualities in emotionally charged scenes, and pandemic-related stressors on evaluative language translation. Analysis of her 2015-2023 publications reveals consistent focus on music-translation interactions and emotional variables, with methodological emphasis on laboratory experiments, psycholinguistic measurements, and cognitive assessments. Her work demonstrates interdisciplinary innovation through the fusion of aesthetic theory, cognitive science, and translation practice. Scientific awards: No awards documented in provided sources. Regarding advising and grants, while she supervises research within university groups, no specific students or funded projects were mentioned. Her institutional affiliation suggests collaborative research within translation psychology frameworks. She actively contributes to the Translation, Didactics and Cognition research group, which investigates cognitive-affective translation processes through experimental paradigms, likely involving lab-based studies on emotional and musical variables in professional translation contexts.

Oliver Alonzoمشاهده پروفایل

استادیار

• Human-Computer Interaction
• Computing Accessibility
• Digital Accessibility for People with Disabilities
• +۳ مورد دیگر

Oliver Alonzo is an Assistant Professor in the School of Computing at DePaul University. His academic journey includes a Ph.D. in Computing and Information Sciences from the Rochester Institute of Technology, a B.S. in Computer Science from Creighton University with minors in Graphic Design and Musical Theatre. Prior to joining DePaul, he served as a post-doctoral assistant professor at Creighton University and completed internships at Meta (Facebook) and Adobe Research. Dr. Alonzo's research focuses on Human-Computer Interaction and Computing Accessibility, with particular emphasis on creating technologies that improve digital access for people with disabilities, especially those who are Deaf or Hard-of-Hearing (DHH). His work spans several key areas: Design and evaluation of automatic text simplification tools for DHH readers Captioning and visualization of non-speech sounds in multimedia content Accessibility solutions for social media platforms Tools to assist American Sign Language learners Multimedia accessibility in emerging technologies like virtual reality His recent publications demonstrate a consistent focus on developing and evaluating accessibility technologies through rigorous user-centered design with DHH communities. His research has evolved from foundational work on text simplification and sign language interfaces to broader explorations of digital accessibility across multiple platforms and contexts. Dr. Alonzo has received notable recognition for his work, including: CHI 2025 Honorable Mention for research on Deaf and Hard-of-Hearing user experiences with misinformation on social media An NSF CRII grant for a two-year project focused on making videos accessible by design for Deaf, Hard-of-hearing, Blind and Low-Vision viewers As an educator, Dr. Alonzo teaches courses including HCI 440 Introduction to User-Centered Design, HCI 445 User Research Methods, and HCI 511 Accessibility Considerations in HCI. His teaching philosophy emphasizes practical, hands-on learning experiences that connect theoretical concepts to real-world accessibility challenges. Outside academia, Dr. Alonzo is fluent in Spanish, English, and Portuguese, and is learning American Sign Language. He has a background in musical theatre and enjoys black & white photography, which informs his creative approach to accessibility research.

• Medieval literature
• World literature
• Comparative literature
• +۵ مورد دیگر

Eva Banki is an Associate Professor at the Department of Ancient and Classical Hungarian Literature, Institute of Hungarian Language, Literature and Cultural Studies, Faculty of Humanities and Social Sciences at Károli Gáspár University of the Reformed Church in Hungary. Previously, she served as a Lecturer at ELTE BTK (Eötvös Loránd University Faculty of Arts). Her academic career spans medieval literature, world literature, and creative writing. Banki earned her PhD in Romance studies/world literature from ELTE BTK in 1999 with a dissertation titled "Lyrical temporal relations in Provençal troubadour poetry." She completed her MA in Hungarian language and literature – Portuguese language and literature at ELTE BTK in 1991-92. She has advanced proficiency in Portuguese, intermediate in German, and reading comprehension in Spanish, Italian, and French. Her research focuses on medieval literature, particularly Provençal troubadour poetry, world literature, and creative writing. She has made significant contributions to the study of hard-boiled crime fiction in Hungarian literature and courtly literature. Her scholarly work explores themes of identity, time, cultural memory, and political discourse across historical periods and literary traditions, bridging medieval studies with contemporary literary analysis. Banki's recent publications demonstrate a scholarly trajectory examining Arthurian legends, chivalric romances, and medieval poetry while engaging with modern Hungarian authors like Tar Sándor and Bodor Ádám. Her work consistently explores the intersections of identity, politics, and literary form across historical periods, with particular attention to narrative structure and symbolic representation. Fiction Observer Award (2004) Mikes Kelemen Award (2008) Fiction Writers Award (2021) Attila József Award (2024) Literary Magazine Award (2024) Banki has been actively involved in doctoral education, serving as an opponent at doctoral defenses for topics including female characters in French literature, gender and structure in Bernardim Ribeiro's novel, and contemporary Brazilian literature. She co-founded the Creative Writing specialization at her institution with István Géher in 2014 and has served as subject manager for multiple courses including World Literature and Translation in Culture. She participates in several research groups including the Latin America Research Group (KRE), the Hungarian Branch of the International Courtly Literature Society, and the Contemporary Central European Novel Research Group (KRE), reflecting her interdisciplinary approach to literary studies across historical periods and cultural contexts.

Angela Falter Thomasمشاهده پروفایل

دانشیار

• Teacher Education
• English Language Arts
• Middle Childhood Education
• +۴ مورد دیگر

Angela Falter Thomas, Ph.D., serves as Associate Professor, AREP Coordinator, and Middle Childhood Education & MCE Endorsement Coordinator at Bowling Green State University's School of Inclusive Teacher Education within the College of Education & Human Development. A faculty member since August 2009, she teaches courses including Middle Childhood Language Arts, Phonics Instruction, and Reading Methods while coordinating key educator preparation programs. Education: Ph.D., The Ohio State University (2009) M.A., Heidelberg University (1993) B.S., Bowling Green State University (1989) Dr. Thomas's research centers on enhancing teacher content knowledge and pedagogy in English language arts for middle childhood education through teacher inquiry, professional development, and preparation. Her work addresses literacy instruction, reading workshop models, vocabulary development, and technology integration to improve student learning outcomes. She examines how innovative approaches like literature circles and digital tools transform reading engagement and comprehension. Her 2012-2015 scholarly output reveals a consistent focus on literacy education across multiple contexts, with recurring themes in middle school reading motivation, technology-enhanced instruction, and teacher development. Publications span journals including Voices from the Middle and Journal of Ethnographic and Qualitative Research, emphasizing practical applications for classroom educators. Scientific Awards: National Board Certified Teacher (2007) - Early Adolescent English Language Arts National Board Certified Teacher (2004) - Early Childhood Generalist Dr. Thomas secured $27,500 in external funding as Principal Investigator for Library of Congress (2015) and NEA (2012) grants supporting literacy initiatives. She actively serves the profession through International Reading Association committee work and manuscript reviewing for Journal of Adolescent and Adult Literature and Voices from the Middle. In memory of her deceased daughter Christi, she advocates for pediatric cancer research while championing her motto: 'Those who love teaching teach others to love learning!'

• Semantics
• Pragmatics
• Linguistic Worldview
• +۶ مورد دیگر

Dorota Piekarczyk is a full Professor at the University of Marie Curie-Skłodowska (UMCS) in Lublin, Poland, affiliated with the Faculty of Languages, Literatures and Cultures. She has served since 2002 and held the position of Deputy Director at the Institute of Polish Philology from 2013-2019. Her research focuses on the intersections of language and cognition, particularly through semantic analysis , pragmatic frameworks , and linguistic worldview studies. She specializes in paratextual elements of publications, examining how covers, blurbs, and series information shape reader expectations and societal knowledge reception. The 2020 monograph on book covers represents her most comprehensive work on paratextual analysis. Her recent publications (2020-2019) investigate paratextual persuasion techniques popular culture integration in science communication publisher-reader dynamics while maintaining long-term contributions to floral categorization studies and cognitive schemata in texts. Scientific achievements include 2014 Prime Minister's Award for 'Metafory metatekstowe' ORCID: 0000-0002-8859-7897 648 total ministerial points across 12 publications

Lillian Leeمشاهده پروفایل

استاد

• Natural Language Processing
• Social Computing
• Computational Social Science
• +۴ مورد دیگر

Lillian Lee is a Professor of Computer Science at Cornell University, affiliated with the College of Computing and Information Science. Her research bridges natural language processing (NLP) and social interaction, focusing on how computational methods can analyze and facilitate socially embedded processes. She co-developed the course “Natural Language Processing and Social Interaction” and leads the Cornell NLP Group. Her work spans sentiment analysis, computational social science, and multimodal interaction, with notable contributions to understanding language features in persuasion, online debate dynamics, and humor comprehension. Key research interests include analyzing digital traces of social interaction, evaluating AI systems through human-centered criteria, and exploring the interplay between language structure and societal influence. Recent projects examine pivotal moments in mental health counseling, cross-cultural historical narratives on Wikipedia, and the role of wording in message propagation. Awards: ACM Fellow, ACL Distinguished Service Award (2021), Test of Time Award, Fellow of the Association for Computational Linguistics Labs/Teams: Member of the Cornell Natural Language Processing Group Advising: Mentored numerous students whose work has driven impactful projects in NLP and computational social science

David O'Reillyمشاهده پروفایل

مدرس

• Metaphoric Competence in First and Second Languages
• Vocabulary Knowledge
• Language Play/Creativity
• +۴ مورد دیگر

Dr. David O'Reilly is a Lecturer in Education (Research and Teaching) at the University of York's Department of Education since 2022. Previously, he held roles as Lecturer (2021–2022) and Associate Lecturer (2017–2021). His academic journey includes a PhD in Applied Linguistics from the University of York (2013–2017), an MA in Applied Linguistics (2012–2013), and a BA in English Language and Literature from the University of Manchester (2003–2006). His research focuses on metaphoric competence in first and second languages, language play/creativity, test design, and quantitative methods. He leads projects like OASIS (Open Accessible Summaries in Language Studies) and contributed to the IRIS repository for second language research materials. He is a Fellow of the Higher Education Academy and holds editorial roles, including Review Editor at Metaphor and the Social World . Key Projects: OASIS (ESRC/British Academy funded), IRIS Repository Awards: RaAM Early Career Research Paper Prize (2021), Vice-Chancellor’s Teaching Award (2021) Professional Roles: Secretary of RaAM (2020–2022), Member of RaAM Executive Committee (2014–2020) Dr. O'Reilly teaches undergraduate and postgraduate modules in educational research methods, language assessment, and applied linguistics. He actively promotes open research practices and digital literacy in academia.

Catherine Bovillمشاهده پروفایل

استاد

• Co-created Curriculum
• Student-Staff Partnership
• Higher Education Pedagogy
• +۳ مورد دیگر

Catherine Bovill serves as Personal Chair of Student Engagement in Higher Education at the University of Edinburgh's Institute for Academic Development (IAD). As a member of the Learning and Teaching Team, she leads the Programme Design and Teaching Enhancement Team, which provides comprehensive support for designing programs and courses, enhancing teaching approaches, and administering the Principal's Teaching Award Scheme. Professor Bovill actively contributes to the University's strategic educational initiatives as a member of the Learning and Teaching Strategy Implementation sub-stream, Senate Quality Assurance Committee, Student Lifecycle Management Group, and Bristol Case Working Group. Her leadership extends to organizing the University's annual Learning and Teaching Conference and managing the influential Teaching Matters blog. Professor Bovill's research program centers on co-created curriculum and student-staff partnership in learning and teaching, establishing her as a globally recognized authority with nearly 100 keynote presentations across 15 countries. Her scholarship examines how students and staff can collaboratively design curriculum, assessment, and teaching approaches to create more democratic, inclusive, and effective educational experiences. She has developed influential frameworks for understanding different types and levels of co-creation in higher education settings, with particular attention to power dynamics, identity, and equity considerations within partnership models. Her work bridges theoretical foundations with practical implementation strategies, making significant contributions to transformative educational practices. Analysis of Professor Bovill's recent publications reveals an evolving research trajectory with increasing focus on practical applications of student-staff partnership, particularly in assessment design and implementation. Her scholarship consistently demonstrates attention to identity, power dynamics, and equity considerations within partnership frameworks. The pandemic period expanded her research into online and hybrid learning environments, examining how co-creation principles can be maintained during remote education. Her work increasingly addresses intersectional aspects of partnership, recognizing diverse student experiences and backgrounds, while maintaining her signature emphasis on practical tools and frameworks that educators can implement in their teaching contexts. National Teaching Fellow Principal Fellow of the Higher Education Academy Fellow of the Staff and Educational Development Association Member of the Society for Research in Higher Education Member of UK National Teaching Excellence Awards Panel Visiting Fellow at the University of Bergen, Norway Professor Bovill plays a significant role in academic development through her teaching on the PGCAP programme and mentoring staff undertaking the Edinburgh Teaching Award, the University's CPD framework for Advance HE recognition. She assesses colleagues seeking Advance HE recognition as part of this scheme, directly influencing teaching excellence across the institution. Her strategic leadership in educational development extends to supporting implementation of the University's Learning and Teaching Strategy and enabling colleagues to develop and enhance their teaching practice and expertise through various workshops and networks. Within the Institute for Academic Development, Professor Bovill leads the Programme Design and Teaching Enhancement Team, which serves as a central hub for educational innovation at the University of Edinburgh. This team not only provides direct support to academic staff but also organizes major institutional initiatives like the annual Learning and Teaching Conference. Her work connects with broader educational communities through her editorial roles, including previously serving as Associate Editor (Europe) of the International Journal for Academic Development and currently as a Review Board member for Higher Education.

Joanne Yooمشاهده پروفایل

مدرس ارشد

• Writing as Inquiry
• Autoethnography
• Narrative Inquiry
• +۶ مورد دیگر

Dr Joanne Yoo is a Senior Lecturer in the School of Education within the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). She specializes in teacher education with expertise in writing pedagogy, academic literacy, and qualitative research methodologies. Her academic profile demonstrates extensive engagement with pre-service teacher education across primary and secondary programs at UTS, where she has worked intensively in quality teacher education development. Joanne began her career teaching English and ESL to secondary students in South Korea, where she first explored autoethnography and narrative inquiry methodologies. Her educational background in teaching English and ESL formed the foundation for her current research trajectory focused on writing as inquiry and embodied practices in academic contexts. Her research centers on writing as inquiry and embodied practices in academic work, investigating how creative, poetic, and sensory-rich writing approaches can transform research and teaching. She challenges conventional academic writing norms by advocating for methodologies that bridge personal and professional knowledge through lived experience. Her book Evocative Qualitative Inquiry Writing and Research Through Embodiment and the Poetic (2022) provides a comprehensive framework for understanding writing as an aesthetic and embodied practice in academic research. Analysis of her publication record reveals consistent exploration of feminist research methodologies , time and temporality in academia , and the relationship between embodiment and knowledge production . Her work often examines the tensions between institutional demands and authentic academic practice, particularly how writing can serve as a transformative tool for both teachers and researchers navigating contemporary academic pressures. Joanne actively supervises Masters Research and PhD students and has secured significant research funding including 'A day in a life' of a child in Australia and Korea (2019-2026), the Claremont PBL project (2016-2017), and research on the Implementation of the New English K-10 Syllabus (2015-2017). Her collaborative work extends through the UTS Hub School partnership with Sydney primary schools, demonstrating her commitment to bridging theory and practice in teacher education with attention to how creative writing approaches enhance both teacher development and student learning outcomes.

Mellinee Lesleyمشاهده پروفایل

استاد

• Critical Literacy
• Critical Media Literacies
• Adolescent Literacies
• +۷ مورد دیگر

Dr. Mellinee Lesley is a Professor in the Language, Diversity & Literacy Studies program at Texas Tech University's College of Education. She serves as Associate Vice Provost for Outreach and Engagement, leading the Community Engaged Learning initiative. Previously, she worked as a high school English teacher and directed a developmental reading program. Ph.D. in Language in Education, Reading/Writing/Literacy from University of Pennsylvania M.A. in English, Rhetoric and Teaching of Composition from New Mexico State University B.A. in English from University of Iowa Her research focuses on critical literacy , disciplinary writing , and equity in education , particularly for marginalized student populations. She explores intersections of media literacies , gender identity , and literacy reform in K-12 settings. Recent publications highlight trends in adolescent writing pedagogy , critical media frameworks , and community-engaged scholarship . Her work bridges high-stakes testing contexts with student-centered literacy approaches . Community Engagement Scholarship Award for Exemplary Projects (APLU/W.K. Kellogg Foundation) Fellow of the National Writing Project Dr. Lesley mentors graduate students in engaged scholarship and examines the democratization of knowledge through collaborative research methodologies . She co-founded the Llano Estacado Writers' Alliance to support equitable literacy practices.

• Instructed Foreign Language Learning
• Reading Skills and Strategies
• Phonology in L2 Learning
• +۳ مورد دیگر

Robert Woore is an Associate Professor in Applied Linguistics and Course Director of the MSc in Applied Linguistics and Second Language Acquisition (ALSLA) at the University of Oxford's Department of Education. He holds multiple advanced degrees from Oxford, including a DPhil in Applied Linguistics, and previously taught secondary school languages and outdoor education before joining academia in 2007. His research focuses on instructed foreign language learning, particularly in school settings, with emphases on reading strategies, phonological decoding, phonics teaching, and teacher professional development. He actively investigates the teaching of Languages Other Than English (LOTE), including Chinese and Arabic, alongside European languages like French and German. Woore teaches on the PGCE, MSc ALSLA, and doctoral programs. He leads funded projects such as the Qatar Foundation-supported studies on Arabic as an additional language and the Nuffield Foundation’s FLEUR project on L2 reading. His work bridges research and classroom practice, emphasizing evidence-based pedagogy and curriculum reform. Key grants include leadership roles in the Nuffield Foundation’s FLEUR initiative (2016–2018) and Qatar Foundation’s Arabic as Additional Language review (2022–2025). He collaborates widely, co-authoring influential books like Debates in Second Language Education and contributing to policy-relevant studies on language education outcomes.

Janice Blandمشاهده پروفایل

استاد

• Children's Literature
• English Language Education
• Creative Writing
• +۵ مورد دیگر

Janice Bland is a Professor of English Education at Nord University, Norway, focusing on preparing student teachers for English language and literature education in primary and secondary schools. Her work emphasizes creativity, critical literacy, and the use of children’s literature (from picturebooks to young adult fiction) in fostering intercultural understanding and global competence. She specializes in integrating creative writing, visual literacy, and drama into language pedagogy. Research interests include leveraging literature to address contemporary global issues, intercultural learning, and the role of creativity in ELT. She is editor-in-chief of the Children’s Literature in English Language Education journal and authored Children’s Literature and Learner Empowerment (2013), among other publications. Her scholarly work often critiques traditional pedagogical approaches, advocating for deep, context-rich learning through literature. Articles emphasize themes like interculturality, critical literacy, and the transformative potential of creative writing in education. She has edited volumes addressing young learners and challenging reading materials for 8–18-year-olds. Bland’s contributions span teacher education methodologies, curriculum design, and the application of drama and visual media in language classrooms. Her research underscores the importance of empowering students through literature that engages with diverse perspectives and contemporary societal challenges.

Jonas Bakkenمشاهده پروفایل

استاد

• Norwegian Didactics
• Rhetoric
• Children's Literature
• +۷ مورد دیگر

Jonas Bakken is a Professor of Norwegian Didactics at the Department of Teacher Education and School Research, University of Oslo. His work bridges rhetoric, children's literature, and sustainable development education through innovative didactic approaches. As academic director of the Associate Professorship Program, he shapes teacher education and curriculum design. Research Interests: Norwegian language arts, rhetoric integration in education, ecocriticism, multicultural narratives, and bilingual pedagogy. Projects: Evaluation of bilingual education (ETOS), Linking Instruction and Student Experiences (LISE), Scandinavian Narratives of Guilt and Privilege (Scanguilt), Minority Literary Voices in Scandinavia. Publications span textbook analysis, rhetorical strategies in Sámi literature, CLIL education equity, and oral creativity pedagogy. His recent works focus on task culture conflicts and curriculum renewal in Norwegian language arts.