Lillie Padilla is an Assistant Professor of Spanish Linguistics at Sam Houston State University's Department of World Languages and Cultures. Holding a Ph.D. and M.A. in Spanish Linguistics from Arizona State University alongside a Bachelor of Arts from the University of Ghana, her research explores interdisciplinary connections between: Afro-Latinx representation in educational materials Discourse analysis and language ideologies Sociolinguistic studies in Equatorial Guinea Critical race theory applications in language teaching Her work focuses on Spanish subject pronoun expression patterns in multilingual contexts and curriculum development for inclusive pedagogy. Recent publications examine: Representation gaps in Spanish language textbooks Methodological challenges in Equatorial Guinea research Critical discourse analysis of Netflix's Elite series Intersectional representation of Afro-Latinx women Scientific achievements include: Finalist for American Association of Linguistics 2025 award for co-edited volume Representation, Inclusion and Social Justice in World Language Teaching Padilla's research continues to shape conversations about linguistic diversity and marginalized voices in language education through both empirical studies and theoretical frameworks.
Jonathan Rosa is Associate Professor in the Graduate School of Education, Center for Comparative Studies in Race and Ethnicity, and, by courtesy, Departments of Anthropology, Linguistics, and Comparative Literature at Stanford University. He serves as Director of Stanford's Program in Chicanx-Latinx Studies and has held leadership positions including President of the Association of Latina/o and Latinx Anthropologists of the American Anthropological Association. Dr. Rosa's educational background includes: Ph.D. in Sociocultural and Linguistic Anthropology from the University of Chicago (2010) M.A. in Sociocultural and Linguistic Anthropology from the University of Chicago (2006) B.A. in Linguistics and Educational Studies from Swarthmore College (2003) Dr. Rosa's research examines the co-naturalization of language and race as a key feature of modern governance, tracking colonially structured interrelations among racial marginalization, linguistic stigmatization, and institutional inequity. His scholarship centers on raciolinguistic ideologies, Latinx studies, and educational justice, with a community-based approach that develops tools for challenging systemic vulnerability. He investigates how race and language are jointly defined across historical, geopolitical, and institutional contexts, with particular focus on Latinx communities and educational settings. His recent publications demonstrate a consistent thematic focus on decolonizing linguistic and educational frameworks, challenging standard language ideologies, and examining the intersections of race, language, and power. The work spans multiple disciplines including sociolinguistics, anthropology, education, and critical race studies, increasingly emphasizing undoing raciolinguistics and addressing coloniality in language education and assessment practices. Dr. Rosa has received numerous prestigious awards for his scholarship: Distinguished Summer Scholar, Banks Center for Educational Justice, University of Washington College of Education (2024) Outstanding Book of the Year Award for "Looking like a Language, Sounding like a Race," American Association of Teaching and Curriculum (2022) First Book Award for "Looking like a Language, Sounding like a Race," American Association for Applied Linguistics (2021) Prose Award for Excellence in Language & Linguistics for "Looking like a Language, Sounding like a Race," Association of American Publishers (2020) Charles A. Ferguson Award for Outstanding Scholarship, Center for Applied Linguistics (2018) Dr. Rosa actively mentors doctoral students across multiple programs, serving as primary advisor for students researching race, ethnicity, language, and education. His research has been supported by major grants from the National Science Foundation, Andrew W. Mellon Foundation, Woodrow Wilson National Fellowship Foundation, and Ford Foundation. He collaborates extensively with community organizations, particularly in Chicago, to develop educational approaches grounded in decolonial praxis, focusing on how scholarship can serve as a platform for social transformation. Dr. Rosa co-directed Stanford's Center for Global Ethnography (2021-2023) and directed Stanford's Program in Chicana/o-Latina/o Studies (2020-2023). He serves on multiple editorial boards including Current Anthropology and Equity & Excellence in Education, and has held leadership positions in professional organizations including President of the Association of Latina/o and Latinx Anthropologists (2020-2022).
Claire Bowern is Professor of Linguistics at Yale University specializing in historical linguistics, language documentation, and Australian Indigenous languages. Her research employs computational phylogenetics to study language evolution and supports language revitalization through digital archives and fieldwork methodologies. Recent publications address: Phylogenetic signal in lexical evolution across language families Digital infrastructure for endangered language documentation (FLEx software analysis) Decolonizing linguistics pedagogy and research practices Her work consistently integrates linguistic, anthropological, and computational approaches to analyze language diversity and change. She contributes to global databases including Grambank and D-PLACE, examining links between linguistic, cultural, and environmental patterns.
H. Samy Alim is a Professor and David O. Sears Presidential Endowed Chair in the Division of Social Sciences at UCLA, holding a joint appointment in the Department of Anthropology. He serves as Associate Director of the Ralph J. Bunche Center for African American Studies and leads the UCLA Hip Hop Initiative. Alim’s research focuses on Hip Hop Culture, Black Language, and Culturally Sustaining Pedagogies, with over 25 years of scholarship in these areas. His work bridges academia and activism, emphasizing Hip Hop’s transformative role in global social justice movements. Alim earned his PhD in Anthropology from Stanford University (2003), following MA (2002) and BA (1999) degrees. His academic contributions include twelve authored/edited books, such as Freedom Moves (2023) and Articulate While Black (2012). His research spans Hip Hop’s linguistic innovations, racialized language politics, and its pedagogical potential in education. Key projects include ethnographic studies in Cape Town, South Africa, and collaborative initiatives like the UC Press Hip Hop Studies Book Series. He co-edits the Oxford Handbook of Language and Race and directs the Center for Race, Ethnicity, and Language. Alim has engaged with global Hip Hop artists (e.g., Chuck D of Public Enemy) to co-produce knowledge, emphasizing Hip Hop as a site of theorizing and activism. His teaching and research highlight intersections of language, race, and power, advocating for pedagogies that sustain cultural identities while fostering equity. Collaborations with organizations like Heal the Hood in South Africa reflect his commitment to community-driven scholarship.
Prof. Ahmet Atay holds the rank of Professor of Communication Studies at the College of Wooster, serving as Program Chair of Global Media & Digital Studies and liaison to the Digital Visual Storytelling Pathway. His academic journey includes degrees from Marmara University (B.A., 1998), Ohio University (M.A., 2001), University of Northern Iowa (M.A., 2003), and Southern Illinois University (Ph.D., 2009). His research focuses on transnational communication, digital media's societal impact, cultural identity formation in global contexts, and queer diasporic experiences. He actively explores media representation of gender/sexuality, critical pedagogy, and autoethnography as research methodologies. Notable projects include editing works on millennial media ecology, intercultural communication pedagogy, and transnational queer cinema. Teaching responsibilities include courses on intercultural communication, mediated gender studies, and digital storytelling for social justice. He has held leadership roles in professional organizations like the National Communication Association and Central States Communication Association. Prof. Atay's recent publications emphasize digital ethnography, decolonizing communication studies, and queer pedagogy innovations. His work bridges theoretical frameworks with practical educational applications, addressing contemporary issues like diversity in academia and media's role in shaping cultural narratives.
Mary Bucholtz is a Professor in the Department of Linguistics at the University of California, Santa Barbara (UCSB). She holds affiliations with multiple departments including Anthropology, Feminist Studies, Spanish and Portuguese, the Gevirtz Graduate School of Education, Comparative Literature, and Latin American and Iberian Studies. Her research integrates sociocultural linguistics with anthropological, gender, and social justice frameworks. Education: PhD in Linguistics, University of California, Berkeley (1997) Bucholtz's work examines how language shapes and is shaped by social identities, particularly among youth, through dimensions like race, gender, and cultural practices. She emphasizes community-centered research , linguistic activism , and interdisciplinary methodologies to address systemic inequalities. Recent publications explore affective agency in Latinx youth, educational equity, and antiracist linguistics. Her collaborative projects often involve partnerships with educational institutions and youth communities in California, focusing on translanguaging , Black language justice , and raciolinguistic ideologies . Grants from the National Science Foundation, Spencer Foundation, and Wenner-Gren Foundation support her research. She co-edited the open-access volumes Decolonizing Linguistics and Inclusion in Linguistics (Oxford University Press, 2024), alongside authoring White Kids: Language, Race, and Styles of Youth Identity (Cambridge, 2011) and Talking College: Making Space for Black Language Practices in Higher Education (Teachers College Press, 2022).
Gilah Kletenik is a Research Fellow in Jewish Studies at the Stroum Center for Jewish Studies, University of Washington, holding the Hazel D. Cole Fellowship (2024-2026). She specializes in Jewish philosophy from medieval through modern periods with concentrated expertise in Spinoza's thought and its intellectual lineage. Her educational background includes: Ph.D. in Hebrew and Judaic Studies, New York University (2020) M.A. in Hebrew and Judaic Studies M.A. in Bible and Talmud Kletenik's research interrogates how power structures shape Western conceptions of reality, reason, and humanity, excavating alternatives in Jewish naturalism and immanence. She critically engages Spinoza's philosophy through medieval precursors (Maimonides, Gersonides), early modern contemporaries (Descartes, Anne Conway), and modern heirs (Marx, Deleuze), while situating this work within critical theory, new materialism, object-oriented ontology, affect theory, and queer theory frameworks. Her scholarship consistently bridges historical philosophical analysis with contemporary sociopolitical critique. Her public scholarship demonstrates thematic continuity across publications, examining institutional power dynamics in Jewish Studies through lenses of gender, antisemitism, and decolonization. These works reveal persistent patterns connecting medieval philosophical concepts to modern systemic issues in academia and society. Her distinguished fellowships include: Hazel D. Cole Fellow in Jewish Studies, University of Washington (2024-2026) Postdoctoral Associate, Elie Wiesel Center for Jewish Studies, Boston University Alan M. Stroock Fellow, Center for Jewish Studies, Harvard University Currently completing her monograph "Sovereignty Disrupted: Spinoza and the Disparity of Reality," Kletenik maintains active public engagement through lectures and critical commentary, advancing interdisciplinary dialogue between Jewish philosophy and contemporary theoretical movements while challenging institutional norms in academic Jewish Studies.
Emma Trentman is an Associate Professor of Arabic at the University of New Mexico (UNM) and Director of the Language Learning Center. Her research focuses on Applied Linguistics, particularly on language learning during study abroad programs, virtual exchange, and the impact of language ideologies on multilingual approaches. Research Interests: Multilingualism, Language Ideologies, Study Abroad Programs, Intercultural Communication, Arabic Language Education, and Curriculum Development. Key Publications: Co-editor of Language Learning in Study Abroad: The Multilingual Turn (2021), with works featured in The Modern Language Journal , Foreign Language Annals , and Critical Multilingualism Studies . Teaching: Offers Arabic language courses and the Languages Capstone class, integrating critical perspectives into language pedagogy. Editorial Work: Co-editor for Critical Multilingualism Studies Journal , advocating for plurilingual practices in education. Publications: Explores topics such as translanguaging, sociolinguistic competence, and decolonizing language learning frameworks across diverse contexts (Egypt, Tanzania, China). Advocacy: Engages in critical discussions on equity, identity, and sociocultural dimensions in language education.
Monica Trieu is an Associate Professor in the School of Interdisciplinary Studies at Purdue University, where she focuses on the intersection of race, ethnicity, and immigration with particular emphasis on children of immigrants. Her scholarly work bridges sociology and Asian American studies through critical examination of identity formation and systemic inequalities. Education: Ph.D. in Sociology, University of California, Irvine (Asian American Studies emphasis) Master's in Sociology, University of California, Irvine Research Focus: Professor Trieu's expertise spans International Migration, Post-1960s Immigrants and Refugees, 1.5 and Second-Generation Identity, Transnational Ties, and Historical/Contemporary Asian American Experiences. Her scholarship critically analyzes internalized racism, regional identity formation (particularly in the Midwest), and the psychological impacts of anti-Asian violence during the pandemic. She employs intersectional frameworks to explore how refugee experiences, cultural adaptation, and transnational connections shape ethnic identity among Southeast Asian Americans and other immigrant communities. Publication Trends: Her 2013-2024 publications reveal evolving engagement with contemporary crises—from pandemic-induced mental health challenges and anti-Asian violence to structural invisibility of Midwest Asian American communities. While maintaining core focus on identity negotiation among second-generation immigrants, her recent work expands into comparative analyses of Asian American/Latina/o transnational patterns and refugee resettlement experiences, demonstrating methodological versatility across ethnographic, survey, and media analysis approaches. Professional Impact: As author of Identity Construction among Chinese-Vietnamese Americans: Being, Becoming, and Belonging (2009) and publications in Journal of Ethnic and Migration Studies and Journal of Asian American Studies , Trieu has established herself as a key voice in Midwest Asian American scholarship. Her research directly informs institutional responses to rising anti-Asian sentiment and contributes foundational frameworks for understanding regional ethnic identity formation beyond coastal enclaves.
Christopher Emdin is a Professor of Science Education and Maxine Greene Chair for Distinguished Contributions to Education at Teachers College, Columbia University. He directs the STEAM, DREAM & IdeaLab initiatives. Emdin holds a B.S. in Physical Anthropology/Biology/Chemistry from Lehman College (2000), an M.S. in Natural Sciences from Rensselaer Polytechnic Institute (2003), and a Ph.D. in Urban Education from the CUNY Graduate Center (2007). His research focuses on urban STEM education , culturally responsive pedagogy , and Hip-Hop Education (HipHopEd) . Emdin has received prestigious awards including the Strage Prize (2011) and PDK International Outstanding Dissertation Award (2008) . He pioneered projects like the Science Genius B.A.T.T.L.E.S. , using rap battles to engage urban students in science. His work bridges theory and practice, emphasizing reality pedagogy and cosmopolitan ethics . Key contributions include over 50 publications on urban science education, equity, and hip-hop pedagogy. He is a leader in professional organizations such as NARST and AERA. Emdin’s grants include collaborations with NSF and Fund for Teachers, focusing on science agency and leadership in urban schools. His lab, IdeaLab , advances innovative teaching strategies rooted in youth culture.
Robyn Fox is an Associate Lecturer in the School of Education and Tertiary Access at the University of the Sunshine Coast (UniSC), Australia, teaching in Bachelor of Education (Secondary)/Bachelor of Recreation and Outdoor Environmental Studies programs with emphasis on foundational outdoor studies and paddling-based engagement methods. Her educational qualifications are: MAIntEd, Endicott College MA, DipEd, LaTrobe University BA, LaTrobe University Her research centers on sustainability integration and ecological literacy in outdoor education, driven by her planned PhD investigating embedded sustainable practices. She champions experiential learning through natural environments to foster environmental consciousness and climate-responsive pedagogy. Analysis of her 2022-2025 publications reveals dominant themes in climate change education within outdoor contexts, featuring innovative approaches like near-peer teaching and nature journaling while addressing eco-anxiety and Indigenous knowledge systems. Her scholarship consistently advocates for curriculum transformation toward ecological stewardship and climate action. Robyn actively involves students in community initiatives: Collaborated with Thai army and Regent’s School students to rebuild tsunami-damaged homes in Thailand (2004) Established sports programs between Khartoum International Community School and local institutions in Sudan Coordinated orphanage library setup with Luanda International School in Angola Current participant in Alexandra Headland Community Association’s foreshore regeneration projects
Andrew R. Meyer is an Associate Professor in the Department of Health, Human Performance, and Recreation at Baylor University, where he teaches courses in Sport Psychology and Religion and Sport. His academic work bridges the fields of sport sociology, cultural studies, and theology, with a particular focus on the enduring influence of muscular Christianity in American sports. His research interests include: Contemporary American Sport Culture and Religion Muscular Christianity and its modern manifestations Hero-celebrity athletes in popular culture Character development through sport and education Traditional and contemporary Indigenous sport cultures Sport's cultural impact on communities The themes across his publications reveal a consistent exploration of the moral, spiritual, and cultural dimensions of sport. His work analyzes how religious values, particularly those rooted in Christian traditions, shape athlete identity, media narratives, and public perception of sports figures. He has developed the Contemporary Muscular Christian Instrument (2017, 2020) to measure these values across global sport contexts. His articles appear in interdisciplinary journals spanning religion, sociology, public health, and cultural studies, reflecting the broad relevance of his research. Scientific awards and recognitions include: Baylor Teaching Fellow (2017) Dr. Meyer has been active in academic and public discourse, serving as a keynote speaker at international conferences on sport and Christianity and being featured on media outlets such as NPR and the Sport, Faith, Life podcast. His teaching emphasizes character formation in the classroom, aligning with his research on moral development through sport. While specific grant funding is not mentioned, his extensive publication record in peer-reviewed journals and edited volumes indicates sustained scholarly productivity. He has contributed to discussions on mega-sport events, cycling culture, and the redemption narratives of fallen athletes like Lance Armstrong. He is affiliated with the College of Health, Human Performance, and Recreation at Baylor University, contributing to both graduate and undergraduate education in sport studies.
Akanksha Mehta is a Lecturer in Gender, Race and Cultural Studies at Goldsmiths, University of London , where she co-directs the Centre for Feminist Research. She joined Goldsmiths in September 2018 after lecturing at the School of Global Studies, University of Sussex (2016-2018). Research Focus: Intersections of gender, sexuality, race, and everyday politics/violence; affective and material structures in nationalist movements; decolonial pedagogies. Key Projects: Co-founded the 'Mind the BAME Gap' initiative at Sussex; ongoing book project on right-wing women's mobilizations. Recognition: Recipient of the EISA Best Dissertation Award (2018) and Rachel Tanur Memorial Prize (2016). Publication Trends: Her work spans feminist critiques of Hindutva, queer rights in post-377 India, ethnographic analyses of right-wing women, and decolonial pedagogical frameworks. Recent outputs engage with racial justice in universities, affect theory, and visual sociology. Scientific Awards: Best Dissertation Award, EISA (2018) Rachel Tanur Memorial Prize, ISA (2016) Collaborative Work: Engages with decolonial visual practices, collective complaint mechanisms in academia, and intergenerational feminist dialogues through the podcast 'The F Less Travelled'.
Dr. Andrea R. English is a Senior Lecturer in Philosophy of Education at the Moray House School of Education and Sport, University of Edinburgh. She holds significant academic leadership roles, including President-Elect of the John Dewey Society and Editor-in-Chief of IMPACT: Philosophical Perspectives on Education Policy . Her research focuses on productive struggle in learning, dialogic pedagogy, and decolonizing education. She earned her doctorate from Humboldt University Berlin and has taught globally, including at Mount Saint Vincent University and Humboldt University Berlin. Dr. English leads the Productive Struggle Lab and the Listening Study Group, emphasizing anti-oppressive and democratic educational approaches. She coordinates teacher education initiatives and supervises PhD students exploring critical thinking, inclusive education, and decolonization. Her work bridges philosophy and practice, addressing how teachers foster student resilience through pedagogical listening, particularly in STEM education. She actively contributes to Scotland’s anti-racist curriculum project and collaborates internationally on transformative learning and ethical teaching practices. Dr. English’s teaching spans undergraduate and postgraduate programs, including courses on critical thinking, inclusive pedagogy, and John Dewey’s educational philosophy. Her funded research explores AI tools for identifying student struggle and the role of negativity in transformative learning. She frequently presents at global conferences, advocating for dialogic teaching and moral education reform.
Ryuko Kubota is a Professor in the Department of Language and Literacy Education at the University of British Columbia (UBC), Faculty of Education, since 2009. Her research spans critical applied linguistics , race and language education , and decolonial pedagogies . She has contributed extensively to understanding language ideologies , multicultural education , and critical literacies . Education: BA in English Linguistics, Rikkyo University (1980) MAT in TESOL, School for International Training (1987) PhD in Education, OISE/University of Toronto (1992) Her research interests focus on the intersection of race, language policies, and critical pedagogies. She examines neoliberal paradoxes in language learning, translingual practices , and antiracist engagement in global contexts. Her work addresses systemic inequities in English language education and immersion programs . Recent publications highlight critical approaches to World Englishes , AI-assisted writing , and raciolinguistic hegemony . These studies span interdisciplinary sub-fields including critical race theory , decolonial education , and language teacher identity . Scientific awards include the DSSA Award 2020 . She supervises graduate students like Charu Gupta (PhD) and collaborates with institutions such as the Language Sciences Institute at UBC. Her teaching includes courses on critical multicultural education and language politics .
