جست‌وجوی استاد و پژوهشگر

Shamari Reidمشاهده پروفایل

استادیار

• Queer Studies
• Educational Equity
• Social Justice Education
• +۷ مورد دیگر

Shamari Reid (he/him/his) is an Assistant Professor in the Department of Teaching and Learning at New York University’s Steinhardt School of Culture, Education, and Human Development. His work focuses on reimagining schools as equitable spaces for Black LGBTQ+ youth, drawing from ballroom culture and radical love as moral imperatives. Dr. Reid holds a doctoral degree in Curriculum and Teaching from Teachers College, Columbia University, an M.A. in Teaching Spanish as a Foreign Language and TESOL from NYU, and a B.A. in Spanish and Education from Oklahoma City University. His interdisciplinary education underscores his commitment to culturally sustaining practices and intersectional equity. His research explores Black trans and queer youth agency, systemic oppression in schools, and the role of imagination in liberatory education. Reid emphasizes the need for school leaders to protect radical creativity and advocates for anti-oppressive policies. He also critiques the lack of queer/gender studies in teacher training programs, urging educators to embrace intersectional frameworks. In 2022, his dissertation analyzing NYC ballroom culture’s impact on Black LGBTQ+ youth agency earned the Dissertation of the Year Award from AERA’s Queer Studies SIG. His recent book Humans who teach (2024) provides actionable strategies for centering love and justice in classrooms. Reid collaborates on initiatives like the English Education program to foster affirming school environments. His work intersects with theorists like José Esteban Muñoz and Toni Morrison, emphasizing the transformative potential of communal imagination.

Dayna N Scottمشاهده پروفایل

استاد

• Environmental Justice
• Extractivism
• Indigenous Jurisdiction and Land Rights
• +۷ مورد دیگر

Dayna N Scott is a Professor at Osgoode Hall Law School and the Faculty of Environmental and Urban Change at York University, where she holds the York Research Chair in Environmental Law & Justice in the Green Economy (2018–2023). She is the Director of the Environmental Justice and Sustainability Clinic and Co-Coordinator of the joint MES/JD program. Her interdisciplinary work bridges law, environmental studies, and Indigenous governance. Education: PhD in Law, Osgoode Hall Law School LLB, Osgoode Hall Law School MES, York University BSc in Ecology (Honours), University of Guelph Her research centers on environmental justice, extractivism, Indigenous jurisdiction over lands and resources, gender and environmental health, and the justice dimensions of the green economy. She employs critical, community-based, and feminist methodologies to examine legal and regulatory frameworks around pollution, toxics, and resource extraction. Her recent publications explore themes such as sacrifice zones in the green economy, infrastructural dispossession on the critical minerals frontier, Indigenous-led impact assessment, and decolonizing legal geographies. The articles reflect a consistent focus on the intersection of law, colonialism, and environmental harm, particularly in the context of Canada’s Ring of Fire and Indigenous communities like Aamjiwnaang First Nation. Scientific Awards and Recognition: York Research Chair (Tier 2) Fulbright Fellowship York-Massey Fellowship Law Commission of Canada’s 'Audacity of Imagination' Award Canada–US Fulbright Scholarship Sir John A. Mactaggart Essay Prize in Environmental Law Professor Scott actively supervises PhD and LLM students in Environmental Studies, Socio-Legal Studies, and Law, with a focus on critical, community-engaged research. She has led major SSHRC-funded projects such as 'Jurisdiction Back: Infrastructure Beyond Extractivism' and 'Consent & Contract: Authorizing Extraction in Ontario’s Ring of Fire.' Her leadership extends to committee service, including academic governance and equity initiatives. She is also involved in environmental justice activism and policy engagement, including advisory roles with the Government of Canada and Indigenous communities. She is affiliated with research centers such as the Yellowhead Institute and has collaborated with scholars across Canada on decolonizing legal and environmental frameworks. Her work emphasizes relational accountability, Indigenous resurgence, and transformative legal change.

Priyasha Saksenaمشاهده پروفایل

دانشیار

• International Law
• Imperial Legal History
• Law and Society
• +۳ مورد دیگر

Dr. Priyasha Saksena is an Associate Professor at the School of Law, University of Leeds. She holds a SJD from Harvard University and a BA LLB from National Law School of India University. Her research focuses on imperial legal history, particularly the development of legal concepts under the British Empire and their contemporary impacts. Key areas include international law's role in colonial authority and the regulation of migrant healthcare workers. She co-leads the AHRC-funded 'Making it to the Registers' project (£535,114), examining migrant healthcare workers' regulatory challenges in the UK. Notable awards include the 2021 Sutherland Prize for legal history and a 2024 Hart-SLSA Prize shortlist for her book on princely states' sovereignty. She is affiliated with the Centre for Law and Social Justice and the Centre for Innovation and Research in Legal Education. Education: SJD, Harvard University BA LLB, National Law School of India University Research interests span two main themes: 1) international law's use as a tool of imperial authority, exemplified by her book analyzing princely states' sovereignty debates, and 2) legal frameworks governing migrant workers, particularly healthcare professionals. Her work bridges historical and contemporary legal systems, emphasizing colonial legacies in modern legal structures. She collaborates with institutions like the British Association of Physicians of Indian Origin to produce policy-informed historical analyses. Her recent publications explore domicile law's evolution in divorce jurisdiction, colonial legal hybridity, and migrant healthcare regulation. Awards highlight her contributions to legal historiography, while her current projects address systemic barriers faced by migrant professionals. Supervising postgraduate researcher Damarie Kalonzo, she mentors scholars in law and society studies. Awards: Hart-SLSA Prize for Early Career Academics (2024, shortlisted) ASLH Sutherland Prize (2021) Dr. Saksena’s work intersects legal academia with social justice advocacy, addressing gaps between historical legal practices and contemporary governance. She actively participates in interdisciplinary collaborations, such as the 'Making it to the Registers' project, which combines historical research with qualitative interviews to document migrant carers' regulatory experiences.

Stephanie Deckerمشاهده پروفایل

استاد

• Business History
• Organization Studies
• Strategy
• +۱۲ مورد دیگر

Professor Stephanie Decker is a leading academic at the University of Birmingham, affiliated with the Birmingham Business School and the Department of Strategy and International Business. She is Professor of Strategy and Co-Vice Chair for Research & Publications at the British Academy of Management (2022–2025). Her interdisciplinary work connects history and the social sciences, particularly in organization studies, strategy, and international business. Her research focuses on business history, especially the historical development of organizations and entrepreneurs in Africa, with attention to multinational corporations and postcolonial transitions. She is a pioneer in developing historical and archival methods for management research, including digital and email archives. She has published extensively in top journals such as Academy of Management Review , Journal of Management Studies , and Business History , and co-edited the Handbook of Historical Methods for Management (2023). Her recent work explores decolonizing curricula, generative AI, and organizational wrongdoing. Stephanie has secured research funding from the ESRC, AHRC, Leverhulme Trust, Newton Fund, Mellon Foundation, and British Academy. She has held visiting appointments at universities in Italy, Denmark, and Germany. Her awards include the Emerald Citations of Excellence (2017), the Henrietta Lawson Prize (2018 and 2021), and Best Paper Awards at the British Academy of Management (2020, 2024). She is a Fellow of the Academy of Social Sciences (2024) and the Higher Education Academy (2013). She supervises doctoral students at the University of Birmingham and the University of Bristol. She is a member of Unilever’s Independent Research Panel and serves on several scientific advisory boards, including those of the Chartered Association of Business Schools and Austrian Society of Business History. She also contributes to professional development for archivists and knowledge managers.

Christa Jonesمشاهده پروفایل

استاد

• Francophone Literature
• Postcolonial Studies
• North African Literature
• +۷ مورد دیگر

Christa Jones is a Professor in the Department of World Languages and Cultures at Utah State University, within the College of Humanities and Social Sciences. She has been a faculty member since 2008, advancing from Assistant to full Professor by 2019. Her academic background includes a PhD and MA in French Literature from Washington University in Saint Louis and a BA in French and English Literatures from Universität des Saarlandes. PhD, French Literature, Washington University in Saint Louis, 2006 M.A., French Literature, Washington University in Saint Louis, 1996 B.A., French and English Literatures, Universität des Saarlandes, 1994 Her research centers on colonial and postcolonial North African Francophone literature, film, and music, with a strong focus on Maghrebi cultural expression, fairy tales, and women's voices. She explores themes of identity, decolonization, and narrative form across genres. Her work bridges literary analysis with cultural and gender studies, often highlighting underrepresented voices in Francophone contexts. The 15 most recent scholarly outputs reflect a consistent engagement with Francophone North Africa, particularly Algeria and the Maghreb. Her publications span literary studies, film, music, folklore, and pedagogy, with recurring keywords including postcolonial studies, cultural identity, and Francophone literature. Subfields such as Maghrebi oral traditions, feminist narratives, and cinematic social critique demonstrate the interdisciplinary breadth of her scholarship. Her scientific contributions have been recognized through multiple honors: Researcher of the Year, Department of World Languages and Cultures, 2024 Researcher of the Year Award, LPSC, Utah State University (2017, 2011) Advisor of the Year Award, LPSC, 2009 GEM Seed Grant, $5,000, 2009 CARE Award, $1,902, 2017 Multiple travel and research grants from USU and affiliated centers Outstanding Professor Award, University of Nebraska, 2008 Christa Jones has been an active mentor and advisor, recognized with the Advisor of the Year Award in 2009. She has secured significant grant funding for research, including interviews with filmmaker Merzak Allouache and the development of study abroad programs. Her professional service includes editorial roles, participation in NEH seminars, and leadership as Associate Department Head (2015–2017). She continues to co-edit major scholarly volumes and is deeply involved in curriculum development, particularly in business French and cultural studies. While no formal lab or research team is mentioned, her editorial projects and collaborative research indicate leadership in scholarly communities focused on Francophone studies, folklore, and North African cultural production.

Bakheit Mohammed Nurمشاهده پروفایل

پژوهشگر ارشد

• Anthropology of Islam
• Islamic Epistemology
• Education and Knowledge
• +۳ مورد دیگر

Dr. Bakheit Mohammed Nur is a Research Fellow at the University of Bayreuth's Bayreuth Academy, where he focuses on the Islamization of knowledge in African Islamic universities. Previously, he served as a postdoctoral fellow (2019-2021) at the Chair of Anthropology and a lecturer (2018-2019) at the University of Khartoum. He holds a PhD in Anthropology from the University of Bayreuth and degrees from Khartoum University. His research explores Islamic epistemology, education policies, and the intersection of religion and technology. Key areas include Sudanese Islamist educational reforms and the role of faith-based universities in decolonizing knowledge. Publications highlight his work on automobility in Africa, mnemonic techniques in Islamic pedagogy, and the socio-political dynamics of Islamic institutions. His current project examines Sudan’s Islamic higher education networks and their global influence. Affiliations: Bayreuth Academy, University of Bayreuth Grants: Fritz Thyssen Foundation-funded project on Sudanese Islamist education Labs/Teams: Involved in interdisciplinary research on African studies and Islamic epistemology

Elisio Macamoمشاهده پروفایل

استاد

• Sociology
• African Studies
• Development Sociology
• +۵ مورد دیگر

Elisio Macamo is Professor of Sociology with a focus on Africa at the University of Basel, Faculty of Humanities, Department of Social Sciences. He is actively engaged in research and teaching on African studies, sociological theory, and the intellectual agendas of the global South. His research interests include African studies, development sociology, intellectual history of the global South, post-comparative area studies, and sociological methodology. He emphasizes the epistemic contributions of African thought and critiques Eurocentric frameworks in social science. His recent publications explore decolonizing knowledge, the presence of absence in intellectual history, and the freedom to differ in African sociological discourse. These works reflect a strong trend towards epistemic justice, critical theory, and recentering African perspectives in global academic debates. Scientific Awards: No awards mentioned. Prof. Macamo advises doctoral students and participates in academic training, notably offering methodological workshops for lusophone African PhD candidates through CODESRIA. He has been involved in research projects such as Reversing the Gaze: Towards Post-Comparative Area Studies , Pilot African Postgraduate Academy , and International Digital Exchange between Africa and Switzerland (IDEAS) , though no specific grants are listed. He leads academic initiatives focused on African postgraduate training and intellectual exchange between Africa and Europe, contributing to capacity building in social sciences across the continent.

• Teaching and Learning in Higher Education
• Digital Learning
• Blended Learning
• +۱۲ مورد دیگر

Robert Morris Gray Jr. is an Associate Professor in the Department of Pedagogy at the University of Bergen, Norway. He is affiliated with the UiB Learning Lab and the Research Group for Teaching and Learning in Higher Education (TeLEd). His work spans the Scholarship of Teaching and Learning (SoTL), digital and blended learning, and the philosophical dimensions of teaching as a 'writerly' act. His educational background and professional development are rooted in pedagogy and higher education, with a focus on how digital tools can transform teaching and assessment. His research interests include: Online and blended learning Digital assessment and feedback Formative assessment strategies Philosophy of teaching and learning Critical discourse in digital competence Race, privilege, and social justice in education Gray's recent publications reflect a strong thematic focus on the 'writerly' framework in teaching, drawing from Roland Barthes to reconceptualize learning as interpretation and rewriting. His work explores how digital tools, especially Canvas, have reshaped assessment and interaction in higher education, particularly during and after the pandemic. He investigates how transparency in teaching design fosters deeper engagement and critical thinking among students. His scientific contributions include numerous peer-reviewed articles and presentations at international conferences such as ISSOTL and EuroSoTL. While no formal awards are listed, his leadership in educational development projects underscores his impact. Gray advises several graduate students and has led key projects such as HyComm (Erasmus+) and CABUTE (NORHED II), focusing on AI-enriched hyflex communities and capacity building in Uganda. He has also contributed to textbook development and teacher training resources, including Tools for the Development of Teaching at University (2016). He is actively involved in labs and research groups centered on SoTL, digital pedagogy, and educational innovation at UiB, fostering both local and international scholarly communities.

Ann-Kathrin Bretfeld-Wolfمشاهده پروفایل

دانشیار

• Religious Studies
• South Asian Religions
• Postcolonial Theory
• +۶ مورد دیگر

Ann-Kathrin Bretfeld-Wolf serves as an Associate Professor in the Department of Language, Art and Culture at Diakonova University College, where she is a core member of the Research Group for Religion, Beliefs and Ethics (RLE). Her primary responsibilities include teaching Religion, Worldview and Ethics (RLE) across multiple bachelor's programs, with specific course-responsibility for BMSRL1023 and BMSRL2023 during the 2024-2025 academic year while also instructing BKNSRL2023, BHSRL2023, and BDBUL1002. She further contributes to the BA program in Early Childhood Teacher Education with an Emphasis on Multicultural Understanding as the coordinator for Society, Religion, Worldview and Ethics (SRLE) courses. Educational Background: PhD in Religious Studies, NTNU Trondheim, 2023 MA in Religious Studies, Ruhr University Bochum, 2012 BA in Religious Studies and German Language & Literature, Ruhr University Bochum, 2010 Research Focus: Bretfeld-Wolf's scholarship critically examines South Asian religious history through narrative analysis and postcolonial frameworks, with concentrated expertise in Buddhist textual traditions. Her work investigates how religious stories—particularly Buddha Gotama's life narrative—undergo cross-cultural adaptation in Norwegian kindergarten settings and children's literature, highlighting power dynamics in multicultural education. She also explores historical intersections between religion and print culture in colonial Sri Lanka and contemporary civil society roles of Thai-Buddhist centers. Publication Trends: Her scholarly output reveals a cohesive trajectory across Buddhist studies in South/Southeast Asia, emphasizing narrative adaptation as a lens for understanding religious agency. Key themes include decolonizing religious historiography (evident in her Pāli textual research), resistance to missionary influence through print media, and Buddhist contributions to civil society. The recurring focus on Norway's multicultural educational landscape demonstrates applied relevance of historical/religious analysis to modern pedagogical challenges. Scientific Awards: No awards, fellowships, or medals are documented in the source materials. Advising and Grants: While actively teaching undergraduate courses, no evidence of graduate student supervision (PhD/Master's) or externally funded research grants appears in the provided texts. Her dissemination activities include academic lectures on Buddhist narrative adaptation in early childhood education, suggesting knowledge mobilization priorities. Research Infrastructure: She operates within Diakonova's Research Group for Religion, Beliefs and Ethics (RLE), which provides the organizational context for her investigations into religious ethics, worldview pluralism, and multicultural pedagogy in Norwegian educational institutions.

Rochona Majumdarمشاهده پروفایل

استاد

• Modern Indian History
• Bengali Studies
• Gender and Sexuality
• +۹ مورد دیگر

Rochona Majumdar is Professor and Chair at the Department of South Asian Languages and Civilizations, and Professor of Cinema and Media Studies at the University of Chicago. She serves on the editorial boards of multiple journals and is affiliated with the Department of History, Center for the Study of Gender and Sexuality, and Chicago Center for Contemporary Theory. Focus on modern India, particularly Bengal Research spans gender/sexuality, postcolonial theory, Indian cinema, and emotional history Current projects include translating Abul Mansur Ahmad's works and editing The Hindoo/Presidency College: Excellence and Exclusion Her monograph Art Cinema and India's Forgotten Futures (2021) won the Chidananda Dasgupta Memorial Award and received MSA Book Prize Honorable Mention. She has held prestigious fellowships from American Institute for Indian Studies and Harry Frank Guggenheim Foundation. Bombay cinema scholar and Shahrukh Khan/Zoya Akhtar enthusiast Collaborating with Presidency University Kolkata on archival database Advocates for international collaboration in South Asian studies

• Music Education
• LGBTQ Studies in Music Education
• Critical Pedagogy
• +۵ مورد دیگر

Brent C. Talbot is a Professor at the Sunderman Conservatory of Music at Gettysburg College, where he has established himself as a leading scholar in critical approaches to music education. His faculty position is evidenced by numerous publications in the Sunderman Conservatory of Music Faculty Publications series and his active scholarly contributions to the field. Talbot's research focuses on creating more inclusive and socially just music education environments through several intersecting areas: LGBTQ+ experiences and inclusion in music teacher education programs Critical discourse analysis as a methodological approach to understanding music teaching and learning Urban music education and community-based pedagogical models Ethnomusicological perspectives, particularly on Balinese gamelan traditions Superdiversity and its implications for contemporary music classrooms Queer theory and Afrofuturism as frameworks for reimagining music education His publication trajectory reveals a movement from examining specific case studies of preservice teacher identity development toward broader theoretical engagements with systemic issues in music education. Recent work demonstrates increasing sophistication in applying critical theories to music education contexts, with publications addressing positionality in research, decolonial approaches, and emancipatory pedagogical practices. Talbot consistently challenges traditional paradigms and advocates for transformative approaches to music teaching and learning that center marginalized voices. Talbot has been a significant contributor to conversations about LGBTQ+ inclusion in music education, notably through his research on the experiences of LGBTQ+ students in teacher education programs across Pennsylvania and Texas. His editorial work, including guest editing special issues and serving as editor for Action, Criticism, and Theory for Music Education (ACT), demonstrates his leadership in shaping scholarly discourse in the field.

Allan Pangمشاهده پروفایل

پژوهشگر

• Hong Kong history
• Chinese diaspora
• Southeast Asian history
• +۶ مورد دیگر

Allan Pang is a Researcher in the Department of History within the School of Humanities at the University of Bristol. His work focuses on transregional histories connecting Hong Kong, Chinese diaspora communities, and Southeast Asia. As a historian with expertise in decolonization, cultural policies, and history education, Dr. Pang contributes significantly to understanding the complex interplay between colonialism, Chinese identities, and postcolonial nation-building across East and Southeast Asia. Education: BA, University of Hong Kong MPhil, University of Hong Kong PhD, University of Cambridge Dr. Pang's research engages with themes such as history education, popular music, and decolonisation from a transregional perspective across East and Southeast Asia. His current book project examines the transmission of historical knowledge in Hong Kong, Malaya/Malaysia, and Singapore from the 1950s to the 1990s, analyzing how Cold War politics, decolonization processes, and Chinese politics shaped understandings of 'Chineseness' through educational systems and public historical narratives. He also investigates transregional Chinese popular music across Hong Kong and Southeast Asia since the 1950s, examining how musicians and cultural producers exerted transregional agency through the music industry amidst political transitions, with particular attention to the works of composer Joseph Koo and lyricist James Wong from Hong Kong, Xinyao from Singapore, and campus folk songs from Taiwan. Dr. Pang's publications demonstrate a consistent focus on transregional connections between Hong Kong, Southeast Asia, and Chinese diaspora communities. His work bridges historical analysis with cultural studies, examining how historical narratives are constructed and transmitted through educational systems, popular culture, and public spaces. A notable trend in his recent scholarship is the examination of how Cold War politics shaped cultural production and historical consciousness across Asian contexts, particularly in relation to Chinese identities. His research increasingly incorporates digital humanities approaches, as evidenced by his public education campaign 'Malaysia Unbound' which features a digital interactive map of transregional connections. Scientific Awards: Shortlisted for the Best Article on Global Hong Kong Studies 2023, ICAS (International Convention of Asia Scholars) Book Prize for 'Stamping 'Imagination and Sensibility': Objects, Culture, and Governance in Late Colonial Hong Kong' Associate Fellow of the Higher Education Academy Dr. Pang is actively involved in teaching and public engagement. In 2024-25, he is delivering lectures and seminars for a second-year unit 'Asia in Global Perspective' (team taught). Before arriving at Bristol, he taught courses on empires in maritime East Asia, twentieth-century world history, Hong Kong history, and historiography. His public outreach includes working with Imagined Malaysia, an NGO in Malaysia, on the public education campaign 'Malaysia Unbound: Transregional Histories through Documents,' which explores Malaysia's transregional connections through weekly infographics and a digital interactive map. He also contributes to public initiatives at the Hong Kong History Centre through public talks and online lecture series.

Philip Daviesمشاهده پروفایل

استاد

• Intelligence Studies
• Security Studies
• Comparative Intelligence
• +۵ مورد دیگر

Professor Philip Davies serves as Professor of Intelligence Studies and Director of the Brunel Centre for Intelligence and Security Studies (BCISS) at Brunel University London's Department of Politics and History within the College of Business, Arts and Social Sciences. A political sociologist specializing in intelligence institution-building, he co-founded BCISS and developed the MA in Intelligence and Security Studies program. His academic journey includes a PhD in Sociology from the University of Reading (1997), MA in Social and Political Thought from York University Canada (1987), and BA (Hons) in Sociology from Trent University Canada (1984). PhD Sociology, University of Reading (1997) MA Social and Political Thought, York University Canada (1987) BA (Hons) Sociology, Trent University Canada (1984) Postgraduate Certificate in Teaching and Learning in Higher Education, Brunel (2006) Davies' research focuses on the organization and governance of intelligence agencies, national intelligence cultures, intelligence professionalization, and doctrine development. His work bridges practical intelligence operations with academic theory, examining how intelligence institutions interact with government machinery, international allies, and defense structures. A pioneer in comparative intelligence studies beyond the Anglosphere, he developed the theory of 'intelligence culture' and has conducted extensive research on UK, US, Indian, and Malaysian intelligence systems. His current work centers on defense and military intelligence concepts, doctrine evolution, and cyber-security policy. Analysis of his 15 most recent publications reveals a dominant trend in comparative intelligence studies with strong emphasis on British and US intelligence systems, expanding to include Malaysia and India. His work consistently examines intelligence politicization, accountability mechanisms, and the practical implementation of intelligence doctrine. The publications demonstrate increasing focus on military intelligence integration (evident in ISTAR/ISR debates) and historical case studies of intelligence failures/successes. Davies has made significant impact through practical applications of his research: Provided foundational input for UK Joint Intelligence Doctrine (JDP 2-00) and JDP 04 Understanding Advised on 2016 Investigatory Powers Act as Home Office consultative panel member Led EU INTCEN's Basic Intelligence Assessment course (2013-2019) Contributed to UK military Joint Intelligence Doctrine development (2010-2012) Delivered impact case studies for REF 2014 and REF 2021 through BCISS As an educator, Davies convenes postgraduate modules on Intelligence Concepts and Counterintelligence, while directing BCISS as a University Interdepartmental Research Centre. His media presence includes regular commentary on intelligence matters for outlets like LBC, particularly regarding the ISC Russia Report and Edward Snowden disclosures. He serves on editorial boards for Intelligence and National Security and International Journal of Intelligence and CounterIntelligence, and chairs the UK Political Studies Association/BISA Security and Intelligence Studies Group.

Grant Parkerمشاهده پروفایل

دانشیار

• Classical Philology
• Latin Literature
• Roman Imperial Culture
• +۷ مورد دیگر

Grant Parker is an Associate Professor at Stanford University , with appointments in the Department of Classics and African and African American Studies . He also holds a courtesy appointment in Comparative Literature . Since joining Stanford in 2006, he has led projects like Aftermaths of Enslavement: Curating Legacies , Egypt in South Africa , and Voortrekker Monumentality , focusing on colonial ideologies and legacies of enslavement through digital databases. Education : B.A. in English and Latin, University of Cape Town (1987) B.A. (Honours) in Latin, University of Cape Town (1988) M.A. in Latin, University of Cape Town (1991) Ph.D. in Classical Philology, Princeton University (1999) His research integrates Roman imperial culture with postcolonial and comparative frameworks, examining memorialization , public history , and historical cartography . He works across the ancient Mediterranean and South Africa, comparing imperial legacies. Recent publications analyze monumentality (e.g., obelisks), myth in late antiquity , and subaltern voices in Latin . His edited volume South Africa, Greece, Rome: Classical Confrontations (2016/7) bridges classical and African studies. Honors : Nominated as 'Standout Scholar' under forty, Black Issues in Higher Education (2003) He advises doctoral candidates and leads CESTA projects on South African museums and historical memory. Current teaching includes courses on empire-building , slavery narratives , and classical California .

Rikker Dockumمشاهده پروفایل

استادیار مهمان

• Historical Linguistics
• Phonetics
• Sociolinguistics
• +۳ مورد دیگر

Rikker Dockum (he/him) is a Visiting Assistant Professor in the Linguistics Department at Swarthmore College. His research spans historical linguistics, phonetics, sociolinguistics, computational linguistics, and gender studies, with a focus on Kra-Dai languages, tonal systems, and ethical issues in language technology. Academic Rank: Visiting Assistant Professor University: Swarthmore College Research Focus: Historical linguistics, phonetics, sociolinguistics, computational linguistics, gender studies Contact: rdockum1@swarthmore.edu His recent work explores phonological generalizations from limited data, gender bias in language models and teaching, computational modeling of tone, and decolonizing historical linguistics. Articles highlight functional load dynamics, dialectal variation in Zhongjiang Chinese, and methodological advancements in language documentation. Key trends in his publications include interdisciplinary approaches to phonology, critical examination of sociolinguistic biases, and the application of computational tools to endangered languages. Notable collaborations involve studies of Tai-Khamti sound systems and syntactic borrowing between Khmer and Thai.