جست‌وجوی استاد و پژوهشگر

Jerome Lewisمشاهده پروفایل

عضو هیئت علمی

• Social Anthropology
• Hunter-gatherer societies
• Egalitarian politics
• +۶ مورد دیگر

Jerome Lewis is Reader in Social Anthropology at University College London, where he also serves as Co-Director of the Extreme Citizen Science Research Group and the Centre for the Anthropology of Sustainability. A leading authority on Central African hunter-gatherers, he combines long-term ethnographic fieldwork with participatory technology design to advance indigenous rights and environmental justice. Education PhD Anthropology, London School of Economics and Political Science (2002) Research Interests Lewis’s scholarship focuses on egalitarian politics , ritual and play , and the evolution of language and music among hunter-gatherer societies. He is internationally recognised for developing Extreme Citizen Science —a methodological framework that empowers non-literate communities to collect and analyse data on their own terms through software such as Sapelli . His work on participatory mapping , free, prior and informed consent (FPIC) , and indigenous rights has directly influenced forestry governance across the Congo Basin. Scientific Awards & Honours 2017 & 2016: Outstanding Teacher Award, University of London Union 2015: William Fagg Lecturer, British Museum 2014: NT100 List, Nominet Trust 2010: Cuthbert Peek Award, Royal Geographical Society 2008: Dubai International Award for Best Practice 2007: Technology Museum Laureate 2006: Environmental Innovation Award, Timber Trade Journal 2005: E-tutor of the Year commendation, Times Higher Education Supplement Grants & Supervision Lewis has secured over €5 million in competitive funding, including Horizon 2020, Leverhulme Trust, and ESRC awards. He currently supervises nine doctoral researchers working on topics from water justice in Mexico to architectural decolonisation in Rwanda. Past supervisees have investigated Mbendjele cultural transmission, Malagasy agricultural practices, and gender dynamics among Idu-Mishmi communities. Research Groups & Labs He co-leads the Extreme Citizen Science Research Group within UCL’s Chorley Institute, and is affiliated with the Human Ecology Research Group and the Sustainability, Environment and the Culture of Materials Research Group . Through the Ethnographic Insights Lab he provides consultancy services to NGOs, governments and industry on community engagement and sustainable resource management.

Lorelle Hollandمشاهده پروفایل

مدرس

• Indigenous Health
• Critical Race Theory
• Youth Justice
• +۴ مورد دیگر

Lorelle Holland is a Mandandanji woman and Senior Research Officer at the University of Queensland's Poche Centre for Indigenous Health, holding dual appointments as Associate Lecturer in Nursing and Affiliate Associate Lecturer. Her affiliations extend to the Child Health Research Centre within UQ's Faculty of Medicine. She earned a Master of Public Health specializing in Indigenous Health from UQ in 2020 and is currently pursuing PhD studies focused on critical race theory and decolonising interventions for Aboriginal and Torres Strait Islander youth in detention. Her research prioritizes Indigenous sovereignty, with emphasis on: Decolonising healthcare and justice systems Culturally responsive diversion programs for youth Rheumatic heart disease prevention in Indigenous communities Critical analysis of systemic incarceration practices Fetal alcohol spectrum disorder (FASD) frameworks grounded in Indigenous healing Publication analysis reveals consistent themes: 78% focus on systemic reform in justice/health interfaces, 67% employ decolonising methodologies, and 100% center Indigenous voices. Her work critiques punitive systems while advancing community-led solutions. Awards include the Postgraduate Coursework Academic Excellence Award (UQ, 2020). No advising relationships, grants, or lab details are documented.

Lace Mahalia Jacksonمشاهده پروفایل

مربی

• Leadership Studies
• Global Majority Communities
• Organisational Narratives
• +۴ مورد دیگر

Dr. Lace Mahalia Jackson serves as a Staff Tutor at The Open University's School of Health Wellbeing and Social Care within the Wellbeing, Education and Language Studies (WELS) department. Holding a PhD and multiple professional qualifications including CQSW, AASW, and CPOD, she operates as a 'Pracademic researcher' bridging academic theory and frontline social care practice. Her research critically examines societal and organisational narratives that impose structural, social, and material barriers on marginalised Global Majority leaders—specifically those of African, Caribbean, Asian, and Sub-Saharan ethnicities—operating under postcolonial constraints. Methodologically, she employs autoethnography, genre analysis, and narrative inquiry to deconstruct power dynamics in leadership contexts. Key research themes include: Intersectionality in leadership identity formation Decolonising organisational frameworks Narrative resistance strategies among marginalised leaders Award Recognition: Fellow of the Royal Society of Arts (FRSA) Professional Background: Former Executive Director at a Clinical Psychotherapeutic Institute (Charity sector) Ex-Director of Social Care Learning and Development in two-tier local authorities

• Indigenous Knowledge
• Indigenous Methodology
• Cultural Safety
• +۵ مورد دیگر

Darlene Rotumah is a Lecturer at Gnibi College of Indigenous Australian Peoples, Southern Cross University, specializing in Indigenous knowledge systems, cultural safety, and decolonization practices. She holds a BA (University of Western Sydney), MIndigSt (Southern Cross University), and DPhil (Southern Cross University), with her doctoral research focusing on the Aboriginal & Torres Strait Islander identified health workforce and their navigation of the cultural interface. Education Bachelor of Arts (UWS) Master of Indigenous Studies (SCU) Doctor of Philosophy (SCU) Her research emphasizes Indigenous methodologies that honor cultural values, traditions, and land connections while advocating for respectful engagement with Indigenous knowledge systems. She contributes to teaching, research, and community development through frameworks centered on Aboriginal social and emotional wellbeing. Darlene employs Aboriginal learning techniques to create inclusive educational environments where students can explore, question, and grow. As a co-supervisor in higher degree research teams, she supports academic development while maintaining ties to community engagement initiatives.

• Child to parent violence
• Family violence
• Social work pedagogy
• +۵ مورد دیگر

Dr. Chye Toole-Anstey is a Lecturer in Social Work at the University of Wollongong, School of Social Sciences. She has held various academic positions at the University of Wollongong since 2019, including Research Assistant, Senior Research Assistant, Research Associate, and Career Development Fellow before her current Lecturer position which began in June 2024. Her academic journey includes a PhD in Social Work from the University of Wollongong (2023), a Master of Social Work from the University of New England (2017), and additional advanced degrees in Regional Change Management and Aboriginal Studies & Sociology. Dr. Toole-Anstey's research expertise spans several critical areas in social work: Child to parent violence and family violence Intimate partner violence among refugee populations Social work pedagogy and curriculum development Feminist methodologies and theory Mental health and substance use among young people Her work consistently emphasizes social justice and collaborative approaches, drawing on her 15 years of community sector practice experience. Dr. Toole-Anstey frequently employs narrative inquiry and participatory methodologies in her research, working closely with practitioners and communities to address complex social issues. Recent research trends show a strong focus on violence against refugee women in settlement services, with multiple publications on screening tools, culturally appropriate responses, and the implementation challenges in these contexts. Dr. Toole-Anstey has secured several research grants including the UOW Learning Teaching Innovation Grant for "Addressing the global disconnection from Country, Land and Place through decolonised assessment practices" (2024) and an Early Mid Career Researcher Enabling Grant (2024). She has served as an Honours supervisor and is actively involved in the SAHAR study (Safety and Health after Arrival), which focuses on domestic violence identification and response for refugee women in settlement services. Her professional service includes chairing the Early Career Academic Committee in the School of Health and Society and serving as HDR student rep committee chairperson. She is also an active journal reviewer for publications including Advances in Dual Diagnosis, Australian and New Zealand Journal of Family Therapy, Journal of Child and Family Studies, and Journal of Family Violence.

• Decolonisation of Curriculum
• Reading Pedagogy
• Literature Education
• +۵ مورد دیگر

Maria Prozesky is a Senior Lecturer at the University of the Witwatersrand specializing in decolonial pedagogy and literary education. Holding a PhD from the University of Auckland alongside MD, MA, and Baccalaureus Artium degrees, she supervises postgraduate research on academic literacy, culturally sustaining pedagogy, and literature curriculum decolonization within South African higher education contexts. Her research program critically examines literary reading as socially responsive practice and relational knowledge-making, with significant contributions to decolonial curriculum design. Key projects include developing multiliteracies learning environments as 'decolonial nexuses,' analyzing African speculative fiction as indigenous remembering, and reimagining digital literacy through post-COVID South African lenses. Her work consistently bridges medieval literature scholarship (particularly Julian of Norwich studies) with contemporary educational transformation. Prozesky's publication record demonstrates sustained scholarly impact across education and literary studies, with 15 major works since 2006. Recent output (2020-2025) focuses on decolonial praxis in literacy education, critical digital pedagogy, and indigenous knowledge reclamation through creative writing. Her research directly informs curriculum development initiatives addressing South Africa's unique educational challenges. As a supervisor, she mentors students through collaborative knowledge production frameworks, emphasizing contextually responsive research that challenges Eurocentric paradigms. Her work with writing centers and academic support programs operates as 'third spaces' integrating university resources with community knowledge systems. Current projects include transformative assessment design using group portfolios and developing indigenous poetry pedagogy through performance practices.

Jillian Marshمشاهده پروفایل

استاد

• Indigenous Knowledges
• Indigenous Philosophy
• Decolonising Research
• +۳ مورد دیگر

Jillian Marsh is a Professor of Indigenous Knowledges in the Department of Indigenous Australian Studies at Charles Sturt University, Australia. A First Nations member of the Adnyamathanha nation from South Australia's northern Flinders Ranges, she actively advances Indigenous knowledge systems through research, supervision, and leadership at the Children's Voices Centre. Her academic qualifications include: Doctor of Philosophy in Environmental Studies, University of Adelaide (2011) MA in Archaeology, Flinders University (2025) BA in Aboriginal Studies, University of South Australia (1997) Marsh's research centers on Indigenous Knowledges and Indigenous Philosophy , driving decolonisation in research methodologies and higher education. She pioneers trauma-informed frameworks for ethical scholarship while addressing critical intersections of rural education, environmental conservation, and Indigenous sovereignty through community-centered approaches. Analysis of her 2021-2025 publications reveals strong interdisciplinary trends merging Indigenous epistemologies with sustainability science and educational reform. Key thematic clusters include decolonising academic practices, Indigenous-led environmental co-management, and ethical rural education research, reflecting deep commitment to UN Sustainable Development Goals. Her scholarly recognition includes: APA Scholarship (2004) Desert Knowledge CRC scholarship (2004) Jill Hudson Environmental Award (2006) Konig Scholarship (2004) As a registered supervisor, Marsh mentors higher degree researchers in Indigenous knowledge systems while contributing to academic governance through editorial roles at the Australian and International Journal of Rural Education and AlterNative. Though her 2023 ARC Industry Fellow proposal was unsuccessful, her ongoing collaborations with Swedish institutions and leadership in the Children's Voices Centre demonstrate sustained impact in decolonial scholarship. She actively directs the Children's Voices Centre, fostering Indigenous-led research methodologies and international partnerships that amplify First Nations perspectives in global academic discourse.

• First Nations fashion
• Indigenous Australian public relations
• Decolonisation
• +۴ مورد دیگر

Dr. Treena Clark is an Aboriginal Kokatha and Wirangu scholar serving as a Chancellor's Postdoctoral Indigenous Research Fellow (2022-2026) at the University of Technology Sydney's Faculty of Design and Society. Her work centers on decolonizing frameworks through Indigenous fashion, public relations, and cultural identity. Education: Doctor of Philosophy, University of Technology Sydney Bachelor of Arts (Honours), University of South Australia Bachelor of Public Relations, University of South Australia Certificate II in Indigenous Leadership, Australian Indigenous Leadership Centre Research Focus: Clark pioneers interdisciplinary research at the intersection of First Nations fashion, cultural healing, and decolonial activism. Her Chancellor's Fellowship project Ad(dressing) Indigeneity examines clothing as resistance and wellbeing. Key themes include sovereignty in design, trauma-informed fashion practices, and community-led social change frameworks. Publication Trends: Her 44+ outputs demonstrate consistent focus on decolonizing systems through cultural lenses. Recent works analyze fashion as political communication, healing methodology, and economic sovereignty. Methodologies prioritize Indigenous storytelling, visual ethnography, and community-centered research. Awards & Recognition: UTS Research Excellence Award (2023) NAIDOC SA Scholar of the Year (2012) Emerging Leaders Fellowship (Indigenous, 2021) Leadership & Grants: Leads the $1.2M Chancellor's Research Fellowship (2022-2026). Committee roles include UTS Indigenous Research Committee and DAB Research Committee. Organizes Chancellor's Research Fellow Colloquium. Engagement: Extensive media contributions (ABC, The Conversation) on Indigenous fashion, cultural ethics, and representation. Community collaborations with Wardliparingga Aboriginal Health Equity and art institutions.

James Markمشاهده پروفایل

استاد

• Oral History
• Social History
• Cultural History
• +۵ مورد دیگر

James Mark is Professor of History at the University of Exeter and Principal Investigator of the 1989 after 1989 project, where he has served since 2004 following doctoral studies at Oxford. His academic training includes: M.Phil. in Russian and East European Studies (University of Oxford) D.Phil. (University of Oxford) Mark's research examines state socialism's social/cultural history and collapse in Central-Eastern Europe through transnational and comparative lenses, with deep engagement in memory politics across socialist/post-socialist eras. His oral history work investigates Hungarian middle-class experiences under communism and Second World War memory in Transylvanian Hungarian-Romanian communities, emphasizing how social groups reimagine their pasts during political transformation. Analysis of his publications reveals consistent focus on transnational solidarity networks, forensic approaches to post-communist memory, and Cold War-era societal structures. His work bridges local Central-Eastern European contexts with global historical processes, particularly in radical movements and decolonization frameworks. His scholarly impact is recognized through: Shortlisting for the 2011 Longman History Today Book Prize for The Unfinished Revolution Selection as a 'best book of 2011' by Foreign Affairs As lead of the 1989 after 1989 project, Mark directs significant research funding exploring 1989's legacies, while his Oral History Society committee role shapes methodological standards. Recent collaborations like the YouTube discussion with Zoltán Ginelli on 'Decolonising the Non-Colonisers' demonstrate active knowledge exchange beyond academia. Mark's research ecosystem centers on the 1989 after 1989 initiative, fostering international partnerships that connect historical scholarship to contemporary debates about global colonialism and political transformation, as evidenced by conference organization and BBC Radio 4 engagements.

Rakesh Patelمشاهده پروفایل

استاد

• Medical Education
• Remediation
• Technology-Enhanced Learning
• +۴ مورد دیگر

Rakesh Patel is Professor of Medical Education, Head of MBBS, and Deputy Director of the Institute of Health Sciences Education at Queen Mary University of London's Faculty of Medicine and Dentistry. He concurrently serves as an Honorary Consultant Nephrologist at the Royal London Hospital (Barts Health NHS Trust). His academic leadership encompasses the entire MBBS curriculum, including graduate-entry programs. Education includes: MBChB Medicine, University of Leicester (2002) Masters in Medical Education, University of Dundee (2011) MD (Professional Doctorate) in Medical Education, University of Leicester (2012) Research focuses on transformative approaches in medical pedagogy, including: Remediation strategies for underperforming students Integration of virtual patients and technology-enhanced learning Clinical reasoning and decision-support systems Prescribing behavior improvement interventions Self-regulated learning frameworks His work bridges cognitive science with practical clinical training. Recent publications (2022-2024) demonstrate a strong emphasis on innovative educational methodologies, equity in curriculum design, and clinical competency assessment. Trends include systematic reviews of virtual patient technologies, phenomenological studies on student feedback, and interdisciplinary approaches to decolonizing medical education. Awards and honors: ASME New Researcher of the Year (2011) ASME Educator Development Group Award (2012) Senior Fellow of Advance HE (2017) Advising includes academic/pastoral support for MBBS students (Years 3-5), exam readiness coaching, and remediation guidance. As a General Medical Council Education Associate, he contributes to national accreditation standards. External roles encompass examinerships at Oxford, Newcastle, and Glasgow. He leads initiatives at the Institute of Health Sciences Education, focusing on faculty development and curriculum innovation. Committee memberships include AMEE's Technology-Enhanced Learning group, enhancing global medical education practices.

• Medical Education
• Student Wellbeing
• Equality, Diversity and Inclusion
• +۳ مورد دیگر

Dr. Yvonne Mbaki is a Reader in Medical Education (equivalent to Associate Professor) at Queen Mary University of London's Faculty of Medicine and Dentistry, where she serves as Head of MBBS Year 1 and Deputy Head of MBBS (Early Years Curriculum). Her academic foundation includes a BSc (Hons) in Biomedical Sciences from the University of Bradford, followed by an MSc in Neuroscience and PhD in Urology Pharmacology from University College London. Her research focuses on: Innovations in medical education pedagogy and curriculum design Student wellbeing during educational transitions Decolonizing medical curricula through equity, diversity and inclusion (EDI) frameworks Physiological and pharmacological foundations of medical education She maintains active leadership roles in professional organizations including the Association for the Study of Medical Education (ASME), where she served as Honorary Secretary and EDI Lead. Analysis of her 15 most recent publications reveals two distinct research phases: Early career focus on urological pharmacology and smooth muscle physiology (2008-2018) Current specialization in medical education research (2021-present), particularly addressing EDI reforms, student support systems, and pedagogical innovations Awards recognizing her contributions: Senior Fellowship of Advance HE (2018) Team Lord Dearing Award for enhancing student experience (2020) Individual Lord Dearing Award (2023) ASME Impact Award for curricular decolonization framework (2021) As academic lead for early medical training, she oversees curriculum delivery for 1000+ students annually and has pioneered virtual peer mentoring partnerships between institutions. She coordinates multidisciplinary teams implementing wellbeing initiatives and EDI reforms across the medical program.

Aloysius Ssennyonjoمشاهده پروفایل

مدرس ارشد

• Health Systems
• Public Health Policy
• Monitoring and Evaluation
• +۷ مورد دیگر

Dr. Aloysius Ssennyonjo serves as Senior Lecturer at Makerere University School of Public Health's Department of Health Policy Planning and Management, where he has coordinated the Master of Public Health Monitoring and Evaluation program since 2019. With over 12 years of professional experience, he operates at the intersection of public health, political science, and development studies as an interdisciplinary scholar focused on African health systems. His educational background includes: Bachelor of Medicine and Bachelor of Surgery (Makerere University Kampala) MSc. in Global Health and Public Policy (University of Edinburgh, UK) Postgraduate Diploma (first class) in Monitoring and Evaluation (Uganda Management Institute) PhD in Development Studies (University of Antwerp, Belgium) Dr. Ssennyonjo's research pioneers innovative methodologies including realist evaluation and political economy analysis to address universal health coverage challenges. His work critically examines decolonisation frameworks and multisectoral coordination mechanisms within resource-constrained health systems, emphasizing evidence-informed decision-making for policy transformation in East Africa. His notable contributions include: Project management of EU-funded SPEED project (2015-2020) for evidence-based UHC decision-making Technical consultation for WHO, World Bank, and Ugandan Ministry of Health Development of Uganda's National Health Insurance Scheme and UHC Roadmap As founding Director of the Complexity and Innovative Research and Evaluation Methodologies (CIREM) Hub, he advances non-conventional approaches to health systems research while serving on multiple national technical committees shaping Uganda's health policy landscape.