Alison Baker is a Senior Lecturer at the University of East London within the School of Childhood and Social Care. She specializes in Education and teaches modules on inclusion, Primary English, children's literature, and reflective practice in Primary Teaching. PhD candidate researching white working-class children in children's fantasy fiction Areas of expertise: Social class representation, reading for pleasure, inclusive pedagogy Research Focus: Investigates how social class portrayal in fantasy literature impacts children's reading engagement, with particular attention to working-class disempowerment in fictional narratives. Her work bridges literary analysis with educational practice through projects like the UEL Goodreads discussion group. Key Publications: Contributions on social class in Harry Potter, children's comics, and critical reading pedagogy. Notable works include analyses of social capital in fantasy fiction and the use of social media for teacher development. External Roles: Served as Children's Programme Coordinator at Eastercon 2019 (Ytterbium) and currently sits on the Editorial Board of the Journal of Historical Fiction.
Professor Miranda Griffin is a medieval French literature scholar at the University of Cambridge, affiliated with the Faculty of Modern and Medieval Languages and Linguistics and Murray Edwards College. Her research focuses on landscape representation, manuscript culture, and ecocritical approaches to medieval texts. Professor of Medieval French Literature Fellow at Murray Edwards College Researcher in medieval manuscript studies and ecocriticism Contributor to BBC Radio 4's In Our Time Her work explores medieval theories of temporality, text-image relationships in manuscripts, and the intersection of gender studies with literary analysis. She has published extensively on Ovid's influence, metamorphosis themes, and bestiary studies. Recent research highlights include analyses of medieval ecologies, spatial narratives, and manuscript materiality. Her contributions span academic publications, educational outreach, and media collaborations like the Netflix documentary on fabulous beasts. Professor Griffin supervises PhD students in medieval French literature and actively participates in academic societies and teaching initiatives within the Faculty.
Yoshiko Matsumoto is the Yamato Ichihashi Professor in Japanese History and Civilization and Professor of East Asian Languages and Cultures at Stanford University, with a courtesy appointment in Linguistics. She has been a faculty member at Stanford since 1992, progressing from Assistant Professor to her current distinguished position. Matsumoto also serves as coordinator of the Japanese Language Program and has held significant administrative roles including Chair of the Department of Asian Languages (2003-2005) and Interim Chair of the Department of East Asian Languages and Cultures (2016). Matsumoto earned her Ph.D. in Linguistics from the University of California, Berkeley (1989), following M.A. degrees in Linguistics from UC Berkeley and General and Applied Linguistics from the University of Tsukuba, an M.I.A. in American Studies from the University of Tsukuba, and a B.A. in English Language & Literature from Japan Women's University. Professor Matsumoto's research focuses on linguistic pragmatics from cross-linguistic perspectives, with particular expertise in Japanese language. Her work spans structural and sociocultural aspects of language in use, including noun-modifying clause constructions, honorifics, discourse markers, and the intersection of language with gender and aging. She has pioneered research on conversational narratives of older adults, examining how ordinary framing strategies help individuals navigate difficult experiences. Her current projects explore intergenerational communication through haiku, communicative abilities of people with dementia, and noun-modifying constructions across Eurasian languages. Matsumoto's scholarship consistently bridges theoretical linguistics with practical applications for understanding human communication in diverse social contexts. Matsumoto's recent publications reveal a growing focus on practical applications of linguistic research for social benefit, particularly in intergenerational communication and dementia care. Her work increasingly integrates arts-based approaches, especially haiku poetry, to bridge generational divides and enhance communication with elderly populations. The research shows a consistent trajectory from theoretical linguistic frameworks toward applied, human-centered language studies that address real-world challenges in aging societies, with particular attention to how ordinary language practices help individuals navigate life transitions and difficult experiences. Dean's Award for Distinguished Teaching, School of Humanities and Sciences, Stanford University (2000) Richard E. Guggenhime Faculty Scholar, Stanford University (2000-2003) Violet Andrews Whittier Fellow, Stanford Humanities Center (2019-2020) Faculty Research Fellow, Michelle R. Clayman Institute for Gender Research (2014-2015) Research Fellow, Japan Foundation (2002) Internal Fellow, Stanford Humanities Center (2005-2006) Presidential Fund for Innovation in the Humanities, Stanford University (2009-2011) Professor Matsumoto has mentored numerous students through her teaching in Japanese language and linguistics courses, including specialized offerings on language and aging, points in Japanese grammar, and haiku-based communication. Her research has been supported by prestigious grants from the National Endowment for the Humanities, the Japan Foundation, and Stanford's Presidential Fund for Innovation in the Humanities. She has served on multiple editorial boards including the Journal of Pragmatics since 1992, demonstrating long-standing leadership in her field. Matsumoto has also advised students through individual studies and thesis projects in East Asian Languages and Cultures. Matsumoto leads several collaborative research initiatives including the 'Sharing Conversations' project which examines intergenerational communication through haiku, and research on communicative abilities of people with dementia. Her work often involves interdisciplinary teams spanning linguistics, gerontology, and creative arts, with fieldwork conducted in both Japan and the United States. The 'Noun-Modifying Constructions in Languages of Eurasia' project represents a major international collaboration examining linguistic structures across cultural boundaries. She also directs the 'Language, Old Age and Gender in Japan' project supported by the Stanford University/Japan Foundation, and the 'Difficult Conversations Continue: Memories of the 3.11 Disaster and Bereavement Narratives' project focused on post-disaster communication.
Amanda Konkle serves as Associate Professor in the Department of English at Georgia Southern University and holds an affiliate appointment in the Women's, Gender & Sexuality Studies Program. Her academic profile spans film history, stardom studies, and gender/sexuality research with particular focus on Hollywood's Production Code era and contemporary media representations. Her educational credentials include: Ph.D. in English, University of Kentucky (2016) M.A. in English Literature, Miami University (2008) B.A. in English, Hanover College (2004) Graduate Certificate in Gender and Women's Studies, University of Kentucky (2010) Professor Konkle's research critically examines stardom construction (especially Marilyn Monroe's persona), gender performance in Westerns and comedies, censorship frameworks in Hollywood, and postfeminist television . Her work interrogates how domesticity narratives, racial dynamics, and method acting techniques shape cultural memory through film and media artifacts, with strong connections to UN Sustainable Development Goals regarding gender equality. Analysis of her 2021-2025 publications reveals concentrated exploration of Marilyn Monroe's cinematic legacy (including three Blonde adaptations), Production Code-era subversion strategies, and critical reevaluations of 1990s television reboots through intersectional feminist lenses. Recent scholarship increasingly addresses pedagogical innovation in composition instruction alongside media studies. As an active mentor, Professor Konkle currently accepts PhD students and maintains research collaborations examining precarious whiteness in television and adaptation theory across biographical media.
Sean Brayton serves as an Associate Professor in the Department of Kinesiology & Physical Education at the University of Lethbridge, where he bridges cultural theory with critical analyses of visual media and embodied practices. His academic credentials include a Bachelor of Arts from the University of Lethbridge, a Master of Arts from the University of Alberta, and a Doctor of Philosophy from the University of British Columbia. Brayton's research interrogates intersections of race, labor, and the body within film and television narratives, with concentrated focus on comedy, science fiction, and melodrama genres. He examines how popular media constructs whiteness, represents migrant labor, and processes economic crises like the Great Recession through horror and reality television frameworks. His scholarship consistently applies critical multiculturalism and visual culture theory to deconstruct power dynamics in contemporary cultural production. His 15 publications from 2005-2013 reveal a cohesive scholarly trajectory analyzing racialized labor, embodiment, and identity in media. Brayton frequently investigates how comedy and horror genres negotiate multiculturalism, with recurring attention to whiteness, masculinity, and economic structures across diverse formats from children's cartoons to Hollywood blockbusters. Scientific Awards: None documented in available records. Advising and Grants: No graduate students or research funding details are specified in current institutional materials. Brayton operates within the Socio/Cultural Lab at the University of Lethbridge, which facilitates interdisciplinary research on cultural representations and social phenomena, as evidenced by his 2009 media appearance discussing zombie culture for CityTV's Your City segment.
Danielle Bobker is a Professor in the Department of Women's Studies and an English Fellow at Concordia University. She is affiliated with the Simone de Beauvoir Institute and specializes in 17th-18th century literature & culture, critical humour studies, gender & sexuality studies, and pedagogy. Education BA, English & Drama, University of Toronto BEd, English, Drama, & French, University of Toronto MA, English, Concordia University PhD, English, Rutgers University Danielle’s research explores intersections of 17th-18th century British literature, satire, critical humour studies, gender & sexuality, and pedagogy. Her work analyzes how private spaces like closets shaped interpersonal relationships and how humor intersects with human rights and legal discourse. She is currently working on a SSHRC-funded project, Ward v. Quebec: A Case for Literary-Critical Humour Studies (2024-2026), and an upcoming book Flayed: How to Talk about Jokes without Hurting Anyone . Danielle’s publications span topics like closet rhetoric in 18th century literature, affect theory in autobiographical writing, and feminist approaches to humor. Her recent projects integrate AI and humor studies, reflecting her interdisciplinary methodology. She welcomes doctoral students interested in critical humour studies, satire, and gender studies.
Lisa S. Starks is a Professor at the University of South Florida specializing in Shakespearean and early modern British literature. Her work bridges literary analysis with cultural studies, focusing on adaptation, gender studies, and ethical philosophy. Education: B.A. in English, California State University - Fullerton M.A. in English, University of South Florida Ph.D. in English, University of South Florida Research Interests: Starks examines how Shakespeare’s works intersect with modern ethical frameworks (e.g., Levinas’s radical ethics), cinema, Jewish cultural memory, and representations of violence/trauma in early modern drama. Her current monograph explores Levinasian ethics in Shakespeare adaptations. Publications Trends: Her recent work analyzes intersections of gender, trauma, and cultural memory in Shakespearean adaptations across media (stage, film, TV). She critiques modern issues like transmisogyny through a Shakespearean lens and explores ethical frameworks in tragic plays. Awards/Grants: No specific honors listed, but her extensive publications indicate sustained academic recognition. Advising/Teams: No formal student advisees listed. Collaborates with scholars like Courtney Lehmann and Jessica Jessica (Merchant of Venice chapter).
Steven D. Zohn is the Laura H. Carnell Professor at Temple University’s Boyer College of Music and Dance. He holds a PhD and MA in musicology from Cornell University and an AB in music from Vassar College. As a leading Telemann scholar, his research spans intersections of style and genre, print culture, reception history, domestic music-making, historical performance practices, and music as intellectual property. PhD, Musicology, Cornell University MA, Musicology, Cornell University AB, Music, Vassar College Zohn’s research emphasizes Telemann’s instrumental works, sacred vocal music, and cultural contexts, as well as Bach family studies and Enlightenment-era salon culture. His publications include influential books like Music for a Mixed Taste and Telemann Studies , alongside critical editions and articles in Journal of the American Musicological Society and Oxford Handbooks Online . In 2022, he received the Georg Philipp Telemann Award from Magdeburg for his contributions to Telemann research. Other accolades include the Noah Greenberg Award and the William H. Scheide Prize. He co-edits the Bach Perspectives series and serves on editorial boards, including Telemann’s Musikalische Werke . Zohn also performs on historical flutes with ensembles like Night Music and Philadelphia Bach Collegium, with recordings on Acis, Avie, and Chandos labels. His courses explore domestic musicking, Bach’s cantatas, and unaccompanied instrumental works.
Dr. Frank Thomas Grub is Professor of German and Head of the Department of Modern Languages at Uppsala University. Educated at Universität des Saarlandes (Dr. phil. 2003) and promoted to Associate Professor at Gothenburg University (2012) before joining Uppsala as Professor (2018), he has been recognized as Excellent Teacher (2021). As founder of the Landeskunde Nord network since 2012 and editor of the Peter Lang book series since 2013, his career bridges academic research, educational innovation, and international collaboration. His research focuses on contemporary German-language literature , GDR cultural studies , and transcultural didactics . Key projects explore autobiographical writing, post-Wall literary representations, and the intersection of travel literature with cultural memory. Recent publications (2024-2025) examine media narratives of reunification and cultural stereotypes in language pedagogy. Prof. Grub contributes to German as a foreign language curriculum development Intercultural competence frameworks Editorial leadership in Northern European Germanistics His 2023-2025 works analyze graphic novels in education, migration discourse in literature, and media transitions during the Cold War.
Matthew Grizzard is an Associate Professor in the School of Communication at The Ohio State University. His research focuses on media psychology and mass communication, particularly exploring how audiences form moral judgments when engaging with media narratives. He investigates character evaluation, narrative context's role in shaping perceptions, and applications to real-world phenomena like polarization and Schadenfreude. Grizzard holds a PhD from Michigan State University and serves as an Associate Editor for the Journal of Media Psychology , alongside editorial roles in other journals. His work bridges media effects and moral psychology, with recent studies addressing character depth measurement, affective disposition theory, and the impact of video games on guilt. He has explored narrative dynamics across films, social media, and interactive media, emphasizing audience cognition and emotional engagement. Grizzard has held leadership positions within the National Communication Association's Communication and Social Cognition Division. Grizzard's research trends highlight interdisciplinary approaches to media's moral influence, with a focus on theoretical frameworks like disposition theory and their validation through empirical experiments. His articles consistently address narrative structures, character development, and the psychological mechanisms underlying audience responses to media content.
Maura Nolan is an Associate Professor in the Department of English at the University of California, Berkeley. She specializes in late medieval English literature, particularly focusing on the 14th and 15th centuries, and examines the relationship between medieval aesthetics and early modern developments. Her work bridges sensory experience, cultural cognition, and literary style. Education: A.B. in English, Dartmouth College M.A. and Ph.D. in English, Duke University Research Interests: Nolan’s research explores the role of the aesthetic in medieval vernacular literature, particularly through analyses of sensation, style, and cultural context. Current projects include studies of John Gower’s contingency and sensation, and the intersection of medieval beauty concepts with emerging literary style. She interrogates how medieval texts engage with sensory perception and how these inform modern understandings of aesthetics. Publications: Her work spans monographs, edited volumes, and articles, with a focus on figures like Chaucer, Gower, and Lydgate. Key themes include textual criticism, medieval manuscript studies, and interdisciplinary approaches to aesthetics. Recent publications address Ovidian allusions, Lancastrian literature, and digital humanities methodologies in medieval text analysis. Teaching and Affiliations: Nolan teaches undergraduate and graduate courses at Berkeley and has held roles such as Wheeler Fellow (2005–2008). Her office is in Wheeler Hall 230, and she holds office hours by appointment.
Grace Heneks is a Lecturer in the Department of English at Texas A&M University, within the College of Liberal Arts. Her academic background includes a PhD in English from Texas A&M (2021), an MA from the University of Colorado at Denver (2014), and a BA from the same university (2010). She specializes in contemporary African American literature, critical race studies, and humor studies, focusing on satire’s role in addressing racial dynamics and cultural narratives. Her research interests encompass 20th/21st century American literature, African diaspora studies, and the intersection of humor with critical race theory. She has published in journals like MELUS , The Comparatist , and Studies in American Humor , analyzing works by authors such as Colson Whitehead and Jordan Peele. Awarded the Murray and Celeste Fasken Distinguished Graduate Teaching Award (2020), she emphasizes student engagement and critical thinking in her teaching. Her recent publications explore Obama-era black satire’s critique of whiteness and racial history in contemporary literature. Grace’s work bridges literary analysis with broader cultural discourse, addressing topics like post-racial allegory, the satirical gaze in horror films, and historical narratives of race. She actively contributes to American humor studies through peer-reviewed articles and academic grants.
Dr. Seth Graham is an Associate Professor at the School of Slavonic and East European Studies (SSEES), University College London. His academic journey includes a PhD in Russian literature from the University of Pittsburgh (2003), preceded by MA (1994) and BA (1990) degrees from the University of Texas at Austin. He has held teaching roles at the University of Washington and a post-doctoral fellowship at Stanford University before joining SSEES in 2006. Research interests span cultural studies, literary studies, language studies, and cinema studies, with a focus on Russian/Soviet cultural history, humor, satire, and cinematic representation. His work examines Soviet-era cultural policies, post-Soviet identity formation, and the role of laughter in political resistance. He also organizes student cultural activities involving Russian popular music. His recent publications explore topics like Stalinist cultural control, post-Soviet cinematic narratives, and the role of humor in authoritarian regimes. Notable works include analyses of Soviet film comedy and studies on satire in Putin’s Russia. Despite no listed scientific awards, his contributions to Slavic studies are recognized through his extensive publication record and academic appointments. Advising and grant activities remain unspecified in the provided texts. Labs/teams: None explicitly mentioned. His work primarily involves individual and collaborative academic writing within SSEES frameworks.
Jason Ray Carney is a Senior Lecturer in the Department of English at Christopher Newport University and serves as Director of the Alice F. Randall Writing Center. An internationally recognized expert in pulp fiction and popular literature, he specializes in interwar genre studies with emphasis on Weird Tales magazine and authors like Robert E. Howard and H.P. Lovecraft. His educational background includes: Ph.D. in English, Case Western Reserve University M.A. in English, Ohio University B.A. in English, Otterbein University Dr. Carney's research pioneers Pulp Studies as an academic discipline, examining horror, science fiction, and fantasy through lenses of literary theory, print culture, and modernism. His acclaimed monograph Weird Tales of Modernity (2019) established foundational frameworks for analyzing pulp ephemera, with The Journal of the Fantastic in the Arts praising its "valuable addition to scholarship." His publication trajectory reveals deepening engagement with pulp modernism, evolving from analyses of individual authors (2014) to systemic studies of print culture (2021). This work bridges academic literary criticism and fan communities, evidenced by his dual presence at conferences like the Modernist Studies Association and San Diego Comic Con. While no formal scientific awards are documented, his scholarly influence manifests through leadership roles: Area Chair of the Pulp Studies section at the Popular Culture Association, co-editorship of The Dark Man: Journal of Robert E. Howard and Pulp Studies , and guest editing The Journal of American Culture 's 2021 special issue on pulp studies. As Writing Center Director, he shapes pedagogical approaches to composition while maintaining active research. His service on academic review boards and membership in the Robert E. Howard Foundation underscores his standing in both scholarly and enthusiast communities, though student advising details remain unpublicized.
Jesse Rosenthal is an Associate Professor in the Department of English at Johns Hopkins University, part of the Krieger School of Arts & Sciences. His research focuses on Victorian novels, the theory of the novel, and the intersection of ethics and literature. He also employs quantitative textual analysis methods in his work. His major publication, Good Form: The Ethical Experience of the Victorian Novel (2017), explores how intuition shaped both moral understanding and novel-reading experiences in the 19th century. He co-edited a special Genre issue on 'Narrative against Data in the Victorian Novel' and is currently researching the development of tradition concepts in literary studies and social thought. Key research areas include Victorian narrative ethics, moral epistemology, and the relationship between narrative form and ethical reasoning. His work bridges literary analysis with philosophy, mathematics, and social theory. Rosenthal teaches courses on Victorian literature, narrative theory, and ethics in literature. His recent publications address topics like statistical narratives in novels, the role of humor in moral judgment, and the tension between data-driven and narrative-based approaches to knowledge.
