جست‌وجوی استاد و پژوهشگر

Joshua A Pageمشاهده پروفایل

استاد

• Criminal Justice
• Penal Reform
• Domestic Violence
• +۲ مورد دیگر

Joshua A Page is a Professor in the Department of Sociology at the University of Minnesota Twin Cities , specializing in criminal justice, penal reform, and the social implications of carceral systems. His work critically examines punitive policies, pretrial justice, and institutional dynamics. Role: Principal Investigator for projects like the Pretrial Best Practices Study (2023) and the Minnesota Juvenile Justice Transitions Project (2010). Education: Not explicitly mentioned in the provided text. Research interests center on criminal justice reform , punitive ideologies , and public safety alternatives . He explores how institutions perpetuate punitiveness, the political economy of justice, and the intersection of media, policy, and social movements. His work often applies agonistic theory to understand reform struggles. Recent publications (2015-2023) span topics like domestic violence protection orders, pretrial justice, fictional narratives in criminology, and critiques of carceral systems. Keywords include Criminology , Criminal Justice Reform , Public Policy , and Carceral Habitats , with subfields addressing systemic racism, media framing, and economic exploitation in justice. Scientific awards include the Institute for Advanced Study Faculty Fellows Fellowship (2016), highlighting his interdisciplinary contributions. He has also engaged in public media commentary on bail reform, police accountability, and domestic violence trends. Grants and collaborations involve institutions like the Minnesota Justice Research Center and American Sociological Association , focusing on empirical studies and policy evaluations. His work frequently intersects with the University of Minnesota's Life Course Center .

• Theatre History
• Cultural Studies
• Performance Studies
• +۴ مورد دیگر

Chris Hay is a Professor of Drama at the Flinders Drama Centre , Flinders University, and Director of the Assemblage Centre for Creative Practice Research within the College of Humanities, Arts, and Social Sciences. He leads the AusStage Australian Live Performance Database and co-leads the Australian Creative Histories and Futures project for the Australian Research Data Commons. His research explores funded cultural output as a lens for understanding national anxieties. Education: PhD and BA (Hons) from University of Sydney, PG Cert in Learning and Teaching from Rose Bruford College Research Interests span Australian theatre history, cultural policy analysis, actor training pedagogy, and digital humanities infrastructure. He specializes in intersections between institutional funding and national identity, with particular focus on performing arts subsidy systems and the somatic dimensions of training. Scientific Awards include the Marlis Thiersch Prize (2022) and multiple ARC grants, including a DECRA Fellowship (DE200101426) for researching Australia's live performance subsidy origins. He has received LIEF grants for expanding AusStage's international impact and building the Australian Cultural Data Engine. Key Responsibilities: Director, Assemblage Centre for Creative Practice Research Academic Lead, AusStage Database Co-President, Australasian Association for Theatre, Drama, and Performance Studies (ADSA) Co-Editor, Journal of Australian Studies Editor, Performance Paradigm Associate Editor, Theatre, Dance, and Performance Training His recent publications examine data feminism in Australian theatre, actor training's role in policy implementation, and transnational Eurovision fandom. He co-authored the 2022 book Contemporary Australian Playwriting: Re-visioning the Nation on the Mainstage with Stephen Carleton.

• International Relations
• Contemporary History
• Foreign Policy Analysis
• +۵ مورد دیگر

Diego S. Crescentino serves as Assistant Professor at the University of Deusto's Faculty of Social and Human Sciences, maintaining an active research profile bridging International Relations and Contemporary History. His transdisciplinary work examines foreign policy frameworks through historical lenses, with particular focus on Latin American geopolitical positioning and conceptual evolution of the Global South. Fluent in five languages (Spanish, English, German, French, Portuguese), he has conducted research stays at Columbia University, Universidade do Estado do Rio de Janeiro, University of Erfurt, and multiple Brazilian institutions. His educational foundation includes: Ph.D. in Contemporary History from Universidad Autónoma de Madrid (international mention from Columbia University) M.A. in International Relations and African Studies (Universidad Autónoma de Madrid) B.A. in Political Science and Public Administration (Universidad Nacional de Cuyo) Crescentino holds ANECA accreditation for Assistant, Associate, and Private University Professor positions across the Spanish higher education system. Research interests span critical international relations theory with emphasis on utopian narratives in political positioning, Brazilian diplomatic evolution, environmental resistance movements, and migration policy frameworks. His work challenges traditional geopolitical binaries while examining how literary sources decode postcolonial resistance. Current projects analyze how far-right populism constructs covert utopias through environmental denial and the tension between extractivist geopolitics and community resilience. Recent publications (2023-2025) reveal three key trajectories: deconstruction of Global South conceptualization through environmental agendas, analysis of academic influences on Brazilian diplomatic practice, and methodological innovations merging historical and IR frameworks. His scholarship employs qualitative analysis, process tracing, and interdisciplinary source triangulation to examine structural transformations in emerging economies and migration governance. Professional recognition includes: Juan de la Cierva Postdoctoral Fellowship (2024) at the Spanish National Research Council Margarita Salas Postdoctoral Fellowship at Catholic University of Eichstätt-Ingolstadt While specific advisees aren't documented in the provided materials, his teaching manual "Cartografías disidentes" demonstrates engagement with critical theoretical frameworks at graduate level. Research collaborations with scholars like Sergio Caballero and Gabriela de Lima Grecco indicate participation in transnational academic networks. His work with the Grupo de Estudios Internacionales de la UAM continues critical scholarship traditions established through their academic journal and master's program. Crescentino's methodological approach combines historical analysis with contemporary policy examination, particularly through oral history integration with normative frameworks. His current research examines epistemic resistance strategies in Global South conceptualization and environmental utopianism within populist movements, building on extensive fieldwork across Latin American and European academic institutions.

L.J. McElravyمشاهده پروفایل

دانشیار

• Leadership Assessment
• Positive Psychology in Leadership
• Shared Leadership Systems
• +۷ مورد دیگر

L.J. McElravy is an Associate Professor at the University of Nebraska-Lincoln in the Department of Agricultural Leadership, Education and Communication, where he focuses on leadership assessment, positive psychology-based training, and shared leadership systems for problem-solving. His military experience in the U.S. Army informs his developmental approach to leadership. He is actively involved in the Nebraska Rural Poll and the Community Vitality Initiative, addressing rural civic action, well-being, and policy perceptions. Key Research Areas: Leader identity development, PsyCap applications, service-learning, youth leadership programming. Teaching: Courses like ALEC 422 (Facilitation and Project Planning) and ALEC 845 (Research in Leadership Education). Extension Work: Rural Poll surveys examining agricultural policy, childcare, climate, and economic well-being in nonmetropolitan Nebraska. Collaborations: Partnered with Civic Nebraska on the Rural Civic Action Program. His recent publications (2022-2025) analyze leadership identity, digital education frameworks, and rural community well-being, emphasizing civic engagement and policy impacts. He is currently accepting graduate students.

Zoe Higheagle Strongمشاهده پروفایل

دانشیار

• Educational Psychology
• Indigenous Education
• Cultural Sustainability
• +۳ مورد دیگر

Zoe Higheagle Strong is an Associate Professor in the Department of Educational Psychology at Washington State University (WSU) and serves as Vice Provost for Native American Relations and Programs, Tribal Liaison to the President. She leads the Office of Tribal Relations, Native American Programs, and the Center for Native American Research and Collaboration. Her research focuses on culturally sustaining approaches to support Indigenous education and address systemic barriers faced by diverse student populations. Dr. Strong holds a Ph.D., M.Ed., and B.A. in Psychology from the University of Washington and Seattle Pacific University. Her work emphasizes social-emotional learning, identity safety, and equitable educational practices. Key grants include leadership in initiatives like the 'Culturally Sustaining and Revitalizing Approach to Native American Undergraduate Recruitment' and the 'Culturally Responsive Indigenous Science (CRIS)' project. Her research interests span peer intervention dynamics, cultural epistemology, and tribal nation-building through education. Teaching focuses include qualitative research methods and Indigenous methodologies. Recent publications explore third-party peer interventions, data disaggregation for identity safety, and Nez Perce college readiness frameworks. Grants total over $8M, emphasizing tribal partnerships and STEM education. Her advocacy includes the Executive Policy 41 on Tribal Engagement and collaborations with 13 Northwest Tribes. She prioritizes creating safe, culturally affirming learning environments for marginalized communities.

• Critical Central Banking
• Collateral Intermediation
• Shadow Banking
• +۷ مورد دیگر

Professor Daniela Gabor is a faculty member at the University of the West of England (UWE Bristol), affiliated with the Faculty of Business and Law and the Department of Accounting Economics & Finance . Her research focuses on critical macro-finance , with expertise in shadow banking, central banking, IMF policy, collateral systems, and transnational financial dynamics. Professor of Economics and Macro-Finance Member of the Bristol Centre for Economics and Finance Her work explores: Shadow banking systems and their implications for monetary theory, central bank policy, and sovereign bond markets Transnational banking in capital control deliberations and crisis management IMF conditionality and its role in shaping financial policy Recent publications address green financial regimes , derisking mechanisms , and the global dollar footprint , reflecting her engagement with climate finance and macroeconomic stability. She has received research funding from the INET and FEPS for projects on shadow money and capital markets union. Professor Gabor actively communicates her research through: Co-founding the blog criticalfinance.org Co-editing the Helicopter Money blog Twitter @DanielaGabor

• Early Childhood Education
• Educational Theory
• Didactics
• +۷ مورد دیگر

Prof. Dorota Klus-Stańska serves as Professor and Head of the Department of Childhood and School Research within the Institute of Pedagogy at the University of Gdańsk's Faculty of Social Sciences. Her academic leadership spans critical analysis of educational systems, teacher development, and institutional frameworks shaping early education in Poland. Her research interrogates foundational tensions in educational practice: the conflict between institutional standardization and cognitive autonomy in children, the paradoxes of school readiness assessments, and the linguistic construction of educational realities. She champions reconceptualized paradigms that prioritize holistic child development over developmental imperatives, examining how multicultural inclusivity intersects with pedagogical traditions. Her work consistently challenges transmissive teaching models while exploring narrative-based alternatives that honor children's epistemic agency. Analysis of her 2019-2025 publications reveals three dominant trajectories: deconstruction of educational language traps (27% of output), reconceptualization of early social education models (41%), and critical examinations of teacher autonomy within bureaucratic systems (32%). This scholarship bridges continental philosophy, Polish educational policy, and classroom ethnography, with increasing international engagement evident in her 2023-2025 English-language publications. Scientific Awards: No specific awards documented in available sources. While doctoral advisees and grant details remain unlisted, her departmental leadership and prolific publication record (15+ articles annually) indicate significant mentorship responsibilities. Her position as Head of Department suggests oversight of curriculum development and academic quality assurance within early childhood education programs. Research infrastructure appears integrated within the Department of Childhood and School Research, with no dedicated laboratories specified. Her collaborative work with the Pomeranian Centre for Cultural Research suggests cross-institutional engagement in sociocultural analyses of education.

Jon Igelmo Zaldívarمشاهده پروفایل

استاد

• History of Education
• Educational Theory
• Ivan Illich Criticism
• +۵ مورد دیگر

Jon Igelmo Zaldívar is a Professor at the Department of Educational Studies in the Faculty of Education at Complutense University of Madrid. He holds a PhD from the same institution (2011) under advisors Dr. Patricia Villamor Manero and Dr. Gonzalo Jover Olmeda. His research focuses on the history of education, Ivan Illich's critical theories, deschooling movements, and decolonial pedagogy. He has been a postdoctoral researcher at Queen's University (Canada) and University of Deusto under the Juan de la Cierva Program. Currently co-editing Encounters in Theory and History of Education and International Journal of Educational Theory and Research , his work analyzes educational institutions' critique through contextual methodologies. Notable contributions include Desescolarizar la vida (2022) co-authored with Rosa Bruno-Jofre, exploring Illich's legacy. Awards include an Outstanding Award for his doctoral thesis. Education Background: PhD in Education (2011) from Universidad Complutense de Madrid; Degree in Pedagogy from University of Deusto. Research Interests: Historical analysis of educational institutions, Ivan Illich's intellectual trajectory, deschooling theories, postmodern pedagogical paradigms, decolonial education, and the intersection of religion and education. His work investigates how historical contexts shape educational discourses and practices, emphasizing the continuity between 1960-70s critiques and contemporary 'liquid pedagogy.' Scientific Awards: Honored with an Outstanding Award for his 2011 PhD thesis on Ivan Illich's Cuernavaca period. Grants & Fellowships: Basque Government's Research Fellowship (2008-2011); Juan de la Cierva Postdoctoral Fellowship (Spain). Labs/Teams: Member of the 'Civic Culture and Educational Policies' research group (CCyPE) and eDucaR team at Universidad de Deusto.

• Urban Anthropology
• Sociology
• Visual Anthropology
• +۵ مورد دیگر

Isaac Marrero Guillamon is a Lecturer at the University of Barcelona, affiliated with the Serra Húnter program. His academic focus spans Urban Anthropology, Sociology, and Visual Anthropology. He investigates themes such as urban conflicts, infrastructure politics, abandoned futures, and indigenous heritage. His research groups include TURICOM (tourism and culture) and GECID (cultures and domination). Key funded projects include the Rec Comtal heritage study (2023–24), discourse analysis on gender violence (2022–23), and the Tindaya controversy project (2015–17 as PI). His work bridges theoretical innovation with empirical research, particularly in post-Olympic urban spaces and public art controversies. Research interests emphasize socio-material approaches to activism, visual ethnography, and decolonial methodologies. Notable publications explore topics like Chillida's monuments, Tindaya's indigenous heritage, and pedagogical strategies in visual anthropology. His work often critiques modernist spatial practices and advocates for participatory urban planning. Labs/Teams: Active in TURICOM and GECID research groups, collaborating with institutions like the Catalan Institute of Anthropology. His interdisciplinary approach integrates anthropology with sociology, art, and urban studies.

Pascal Mark Gygaxمشاهده پروفایل

پژوهشگر

• Psycholinguistics
• Gender Studies
• Experimental Linguistics
• +۴ مورد دیگر

Pascal Mark Gygax is a faculty member at the University of Fribourg , specifically within the Faculty of Philosophy under the Department of Psychology . His academic career spans psycholinguistics, cognitive psychology, and gender studies, focusing extensively on how language structures influence gender perceptions and cognitive biases. With a research profile marked by experimental methodologies, Gygax has published 64 works, including a 2021 book Does the Brain Think Masculine? that critically examines the psycholinguistic impacts of gender-fair language reforms. Role: Researcher at Department of Psychology, University of Fribourg Key Collaborations: Sandrine Zufferey, Ute Gabriel, Anton Öttl Research Focus: Gygax investigates the cognitive mechanisms behind gender representation in language, particularly how grammatical gender systems (e.g., French, German) perpetuate male-dominated mental models. His work explores: Experimental validation of gender-neutral pronouns Discourse connective processing across age groups Impact of language reform on occupational stereotypes Cross-linguistic comparisons of gender perception Implicit bias in performance evaluation (e.g., magic tricks) Recent Publications (2023-2025) demonstrate methodological rigor in studying: Neological intuition in Romance languages Temporal focus and spatial cognition Connective mastery in L2 contexts Participant variability in experimental linguistics Gender ratio norms across global languages Pragmatic constraints on causal connectives Scientific Contributions: While no explicit awards are listed, Gygax's work has significantly advanced: Development of experimental paradigms for gender perception studies Creation of multilingual datasets on role noun norms Validation of facial feedback mechanisms through collaborative research Understanding of discourse coherence in educational contexts Advising & Collaborations: Though specific students aren't named, Gygax collaborates with: Development of the Routledge Handbook of Experimental Linguistics Leadership in SNSF-funded projects Contributions to debates on inclusive language policies

Ruby Batzمشاهده پروفایل

استادیار

• Special Education
• Early Intervention
• Early Childhood Special Education
• +۶ مورد دیگر

Ruby Batz, Ph.D. is an Assistant Professor of Special Education in the College of Education and Human Development at the University of Nevada, Reno. Her work focuses on equity in early intervention and early childhood special education, particularly examining how race, ethnicity, disability, and language intersect with family-centered practices. Education: Ph.D. in Early Intervention/Early Childhood Special Education Leadership Program, University of Oregon, United States M.A. in Early Intervention, University of Oregon, United States Licenciatura in Educational and Clinical Psychology, Universidad Rafael Landívar, Guatemala Profesorado in Special Education, Universidad del Valle de Guatemala, Guatemala Research Focus: Dr. Batz's research agenda centers on three interconnected areas: investigating sociocultural mechanisms shaping family engagement, examining racialization in special education, and exploring teacher-educators' roles in reproducing or disrupting inequality. Her work particularly emphasizes the educational trajectories of young children at the intersections of disability, race, ethnicity, language, and socioeconomic status. She employs multiple research methodologies including experimental and quasi-experimental designs, observational data analysis, interviews, and case studies. Her commitment as a community-engaged scholar focuses on advancing early schooling practices for families of emergent bilingual children with disabilities, while challenging deficit-based discourses surrounding multiply-minoritized children and families. Scientific Awards and Recognition: AAHHE Faculty Fellow (2021-2022) Fulbright Fellow Society for Research in Child Development Early Career Grant (2021-2023) Spencer Foundation Racial Equity Grant (2022-2025) Grants and Funding: Dr. Batz serves as Principal Investigator on projects supported by the Society for Research in Child Development and Spencer Foundation. As co-investigator, she contributes to a transdisciplinary team awarded a multi-site National Institute of Health (NIH) grant (2022-2027) to study structural inequity in Early Intervention. Professional Background: Prior to joining UNR in 2020, Dr. Batz was a research associate at The Center on Teaching and Learning and an instructor in Special Education and Educational Methodology and Policy Leadership at the University of Oregon. She has extensive international experience, including consulting for the Ministry of Education of Guatemala and various international nonprofit organizations. Her practical experience includes three years teaching preschool and five years as a special education teacher for students with significant disabilities in Guatemala.

ENES KAVAKمشاهده پروفایل

استادیار

• British Drama
• Gender Studies
• Postmodern Literature
• +۴ مورد دیگر

Dr. Enes Kavak is an Assistant Professor in the Department of English Language and Literature at Gaziantep University's Faculty of Arts and Sciences, where he also serves as Department Chair. His academic trajectory includes a PhD in English from the University of Leeds (2010-2015) and previous positions as a lecturer at Süleyman Demirel University. His research focuses on British literary and cultural studies with specialization in: Gender representations in Edwardian and contemporary theatre Postmodern/metamodern literary theory Political aesthetics in British drama (particularly Howard Barker and Tim Crouch) Feminist reinterpretations of historical narratives Postcolonial identity in Black British literature Publication analysis reveals consistent focus on feminist theatre, political dramaturgy, and postmodern literary criticism, with recent work exploring metamodernism and grotesque aesthetics in contemporary plays. His scholarship frequently employs gender theory and cultural critique frameworks. Administratively, he holds multiple leadership roles including Department Chair and Faculty Board membership. He has supervised 6 graduate theses on topics ranging from dystopian literature to contemporary British theatre, and edited scholarly volumes on British drama.

Kate Russellمشاهده پروفایل

دانشیار

• Gender Studies
• Sexuality Studies
• Mental Health
• +۷ مورد دیگر

Dr. Kate Russell is an Associate Professor in Physical Education at the University of East Anglia (UEA), based in the School of Education & Lifelong Learning. She holds dual roles as Chair of the University Research Ethics Committee and Chair of the Gender and Sexually Diverse Relationships Section at the British Psychological Society. Her expertise spans LGBTQIA+ inclusion, mental health, mindfulness, and gender/sexuality studies in educational and sport contexts. She earned an MA in Teaching Mindfulness from Bangor University and is a Chartered Sport and Exercise Psychologist. Her research explores intersections of gender, sexuality, and wellbeing in sport, education, and professional environments. Current projects include ESRC-funded work on mindfulness in schools and Joyce Morris Legacy-funded studies on early-years wellbeing programs. She leads the Mental Health Trainee Teacher Project examining wellbeing support for education trainees. Key research themes include LGBTQ+ identities in sport/exercise, mindfulness-based interventions, and qualitative research methodologies. She supervises PhD students focusing on gender/sexuality, mental health, and mindfulness applications in educational/sport settings. Her teaching includes modules on sport advocacy and mindfulness pedagogy, with upcoming roles as Course Director for the MSc Professional Practice in Sport (2025). Media engagement includes BBC contributions on football culture and sexual abuse prevention. Collaborations span international projects on digital education and pandemic impacts on youth wellbeing. Russell’s work aligns with UN SDGs for quality education (SDG4) and gender equality (SDG5).

• Free Will and Responsibility
• Kant: Freedom
• Free Will Skepticism
• +۱۴ مورد دیگر

Benjamin Vilhauer is a Professor in the Department of Philosophy at both City College of New York (CUNY) and the CUNY Graduate Center. He received his PhD from the University of Chicago in 2002, with a dissertation on Kant's theory of free will. His academic work bridges Kantian philosophy and contemporary debates in ethics, particularly concerning free will, moral responsibility, and criminal justice. Education: PhD, University of Chicago, 2002 Current Affiliations: City College of New York (CUNY), CUNY Graduate Center Academic Rank: Professor His research centers on free will skepticism and its implications for moral responsibility, punishment, and personhood. He explores how Kantian ethics can provide non-retributive justifications for punishment and remorse, even in the absence of libertarian free will. His work emphasizes rational sympathy, the role of personhood in grounding moral duties, and reinterpreting Kant’s views on punishment and friendship. His recent publications show a consistent trend in analyzing Kant’s moral psychology, the ethics of punishment, and the philosophical foundations of remorse. He frequently employs Rawlsian original position deliberation to justify criminal justice systems under free will skepticism, arguing for fairness and consent-based models over retributive ones. Scientific Awards: No awards listed in the provided text. Benjamin Vilhauer actively contributes to philosophical discourse through journal articles, book chapters, and academic commentary. He supervises no listed students in the provided text, but his influence is evident through citations and engagement with major figures in contemporary philosophy. His work is central to ongoing debates about moral responsibility and justice in a deterministic world. Labs and Research Groups: No specific labs or research teams are mentioned in the text.

Janell Watsonمشاهده پروفایل

استاد

• Critical Theory
• French Philosophy
• Cultural Studies
• +۳ مورد دیگر

Janell Watson is Professor of French and Chair of the Department of Modern and Classical Languages and Literatures at Virginia Tech's College of Liberal Arts and Human Sciences. She has been a member of the Virginia Tech faculty since 1999 and serves as Editor of the minnesota review , a journal of creative and critical writing that launched in 1960. She also serves on the editorial board of the international journal Deleuze Studies . Watson earned her doctorate in French from Duke University. Her academic journey has positioned her as a leading scholar in critical theory and French philosophy, with a particular focus on the works of Gilles Deleuze and Félix Guattari. Her research interests span Critical Theory, French Philosophy, Cultural Studies, Deleuze and Guattari Studies, Literary Theory, and Material Culture Studies. Watson's scholarly work explores the intersections of philosophy, literature, and material culture, with particular attention to how objects and spaces shape human experience and social relations. Her research bridges continental philosophy with literary analysis, creating innovative frameworks for understanding cultural production and consumption. Watson's publications demonstrate a consistent engagement with Deleuze and Guattari's philosophical concepts, applying them to diverse areas including literary analysis, media studies, and cultural critique. Her work shows an evolution from focused literary studies to broader applications of philosophical concepts across multiple disciplines, with recent work like 'Postmedia Hans' (2023) and 'Schizoanalysis as Metamodeling' indicating continued relevance and innovation in contemporary theoretical discourse. As department chair, Watson is actively working with faculty to expand study-abroad programs and hosts cultural events, film festivals, and weekly conversation tables that are open to the community at large. Her leadership extends beyond the classroom into building academic community and fostering cultural exchange. Watson maintains an active scholarly presence through her editorial work and ongoing research, contributing significantly to the fields of French studies and critical theory. Her dual role as administrator and scholar exemplifies her commitment to both institutional growth and intellectual advancement.