جست‌وجوی استاد و پژوهشگر

• Political Anthropology
• Visual Ethnography
• Curiosity Studies
• +۴ مورد دیگر

Dr. Arjun Shankar is an Assistant Professor at Georgetown University's Edmund A. Walsh School of Foreign Service, where he also serves as Research and Faculty Director. His work bridges political anthropology, visual ethnography, and curiosity studies. He holds a Ph.D. from the University of Pennsylvania, an MST from Pace University, and a B.A. from Columbia University. Shankar's research interrogates racial capitalism, caste systems, and transnational NGOs through his book Brown Saviors and their Others (2023). He advocates for decolonial visual methodologies and co-founds Curiosity Studies, exploring new paradigms for knowledge production. His articles span topics like border politics, global labor movements, and multimodal pedagogy. His filmography includes Sent Away Boys (2017) and Mardistan (Macholand) , critiquing representations of marginalized communities. He is an editor of American Anthropologist 's multimodal section and contributes to experimental academic publishing. Shankar's work challenges neoliberal academia's constraints on curiosity and advocates for participatory, ethical research practices.

• Early Childhood Education
• Literacy Development
• Professional Learning
• +۳ مورد دیگر

Pauline Harris is a Research Professor at the University of South Australia, affiliated with UniSA Education Futures. Her work focuses on early childhood education, literacy development, and culturally sustaining pedagogies, particularly in diverse and Indigenous contexts. She leads projects such as the Aboriginal Reading Project (ARP), which emphasizes equitable professional learning for educators and sustainable literacy practices. Her research integrates dialogic approaches, community collaboration, and policy analysis to address educational inequities. Education & Affiliation: University of South Australia (UniSA Education Futures) Key Research Themes: Literacy, multilingualism, professional learning, and community engagement. Dr. Harris’s studies explore how educators can co-construct culturally responsive practices with families and communities, especially in Fiji and Australia. Her publications highlight the importance of integrating children’s voices, intertextual literacy, and global citizenship education. She actively contributes to policy discussions on early childhood literacy and teacher training. Her projects emphasize sustainability and accessibility, ensuring that pedagogical strategies are adaptable to varying cultural and linguistic contexts. While no specific awards are listed, her extensive body of work reflects significant scholarly impact in early childhood and literacy studies.

Michelle Pettyمشاهده پروفایل

استاد آموزشی

• Black Feminism
• Diversity in Academia
• Creative Writing
• +۳ مورد دیگر

Dr. Michelle Petty is an Assistant Teaching Professor at the University of California, Santa Barbara (UCSB), affiliated with the College of Creative Studies and the Writing Program. She specializes in interdisciplinary research at the intersection of Black feminism, educational equity, and digital writing practices. Her work critiques systemic barriers in academia while advocating for linguistically just pedagogies. Michelle teaches in the Writing Program and the Writing and Literature Major within the College of Creative Studies. Her research explores Black students' linguistic agency, decolonial education frameworks, and Afrofuturism as a tool for literacy innovation. She actively contributes to conversations about diversifying academic curricula through evidence-based strategies. Her recent publications address topics such as linguistic justice, anti-racist pedagogical practices, and preparing graduate students for intersectional research in writing studies. Though currently no grants or awards are listed, her work emphasizes actionable solutions for educational equity. Michelle’s advising and mentorship focus on fostering critical thinking in writing instruction. She is involved in campus initiatives promoting inclusive academic environments, leveraging her dual role in creative studies and traditional university programs.

Wendy Steeleمشاهده پروفایل

استاد

• Sustainability
• Critical Urban Governance
• Climate Activism
• +۴ مورد دیگر

Wendy Steele is a Professor in Sustainability and Critical Urban Governance at RMIT University's School of Global Urban and Social Studies (GUSS). Her research bridges urban studies, social sciences, and environmental humanities, focusing on climate change governance, regenerative futures, and planetary commons. She leads transdisciplinary initiatives like the Planetary Civics Initiative with Dark Matter Labs and Politics for Tomorrow, emphasizing the social sciences' role in addressing global challenges. Recent publications include Planning Wild Cities (2020), Quiet Activism (2021), and Hot Cities (2023). She currently serves as Research Director at RMIT Europe and previously held roles such as Urban Futures Director and Associate Dean. Her supervisory work includes projects on climate policy, urban greenspace governance, and environmental justice. Steele is a member of the International Science Council’s Global Roster of Experts, Australian Research Council’s College of Experts, and Future Earth Australia’s National Steering Committee. Her research interests emphasize regenerative urban development, climate activism, and transformative higher education agendas. Collaborations include transnational partnerships addressing climate equity, urban resilience, and planetary-scale challenges.

• American Indian Studies
• Tribal Governance
• Public Policy
• +۴ مورد دیگر

Michelle Hale is a Teaching Professor in the Department of American Indian Studies at Arizona State University (ASU). She holds affiliations with the Julie Ann Wrigley Global Institute of Sustainability as a Senior Sustainability Scholar and serves as Honors Faculty for Barrett, The Honors College. Her research focuses on tribal governance, state-tribal relations, and Navajo community development. Hale teaches courses on federal Indian policy, reservation economic development, and tribal planning. Education: Ph.D., M.A., and B.A. in American Indian Studies/Cultural Anthropology from the University of Arizona Affiliations: ASU University Senate, College Senate for Liberal Arts and Sciences, and multiple national Indigenous studies associations Research Interests: Hale’s work bridges policy and practice, emphasizing culturally grounded approaches to planning and development. Her upcoming book, Doing for Themselves: Navajo Community Development Through Localized Decision-Making , advocates for Indigenous-led planning frameworks. Recent publications explore state-tribal partnerships and Navajo women’s roles in grassroots activism. Grants & Service: Coordinates student internships and mentors honors research projects. Serves on boards for Native American Connections and Cook Native American Ministries Foundation. Actively involved in curriculum development for American Indian Studies programs.

Mauricio Soto-Rubioمشاهده پروفایل

دانشیار

• Innovative construction materials
• Climate change adaptation
• Affordable housing
• +۳ مورد دیگر

Mauricio Soto-Rubio is an Associate Professor at the University of Calgary's School of Architecture, Planning and Landscape (SAPL). He leads the Building Construction Innovation Group (BCI Group), focusing on interdisciplinary research in sustainable building technologies, material science, and socially responsible design. His work emphasizes affordable housing, biogenic materials, and climate change adaptation, bridging architecture with environmental and social equity. Education: Master of Architecture (MArch), University of Michigan, 2003 Bachelor of Architecture (BArch Cum Laude), Universidad de los Andes, 1999 Research interests include innovative construction materials, modular systems, and community participation in design. He teaches courses on structural systems, building technologies, and design studios addressing global challenges like housing inequality and climate resilience. Mauricio actively engages in initiatives such as the UCalgary Latin American Working Group and fosters international academic exchange. His research combines technical innovation with social justice, advocating for environmentally sustainable solutions that serve underrepresented communities. Collaborations span architecture, engineering, and environmental studies, contributing to academic discourse and practical applications in urban development.

Marie-Hélène Brunetمشاهده پروفایل

استادیار

• History Education
• Teacher Education
• Women's History
• +۵ مورد دیگر

Marie-Hélène Brunet is an Assistant Professor in the Faculty of Education at the University of Ottawa, where she specializes in history education, teacher education, and the history of women and gender. She has held academic positions since 2017 and is actively involved in teaching, research, and student supervision. Education: Ph.D. in Didactique, Université de Montréal, 2016 M.A. in History, Université de Montréal, 2006 Research Interests: Brunet’s research focuses on how historical agency—especially that of women—is understood by students and teachers. She examines the role of teaching tools such as textbooks, films, video games, and children's literature in shaping historical consciousness. Her work also explores the teaching of sensitive topics and power dynamics (language, race, class, gender) in history classrooms. Publications and Contributions: Her scholarly output spans peer-reviewed articles, book chapters, and policy critiques. Major themes include feminist pedagogy, curriculum reform, and the representation of women in Canadian history education. She is also the creator of the podcast Histoire d’enseigner , a VoiceEd radio partnership. Awards and Recognition: 2023–2024 Excellence in Education Prize – Office of the Provost and Vice-President, Academic Affairs Teaching and Supervision: Brunet teaches a range of courses in history and social science education at both the undergraduate and graduate levels. She currently supervises two graduate students and is actively involved in curriculum development and teacher training initiatives. Affiliations: Member, Faire de l'histoire / Making History , Université d’Ottawa Collaborator, RéQEF (Quebec Network for Feminist Studies)

Michelle Fosterمشاهده پروفایل

استاد

• Refugee Law
• Human Rights
• Statelessness
• +۳ مورد دیگر

Professor Michelle Foster is the Dean of the Melbourne Law School at the University of Melbourne. She holds the William Hearn Professorship of Law and previously directed the Peter McMullin Centre on Statelessness, the world’s first university-based interdisciplinary centre addressing statelessness. Her research focuses on refugee law, human rights, and socio-economic rights, with significant policy impact globally. She has been recognized as a Fellow of the Australian Academy of Social Sciences and Law, and awarded the Woodward Medal (2009) and Barbara Falk Award (2013) for her contributions to scholarship and teaching. Education: B.Com (Hons Class 1 & Medal) and LL.B from UNSW; LL.M and J.S.D from the University of Michigan. Leadership: Served as Associate Dean (Research & Training) at MLS (2014–2017) and established the Peter McMullin Centre in 2018. Global Engagement: Research Affiliate at Oxford’s Refugee Studies Centre and London’s Refugee Law Initiative. Her work bridges law and policy, advocating for marginalized groups through publications on statelessness, refugee protections, and racial discrimination in nationality laws. Over 20 years at MLS, she has championed legal education reforms and curriculum development, earning accolades for pedagogical excellence. Research outputs emphasize the intersection of socio-economic rights and refugee protection, with articles analyzing temporal thresholds in asylum claims, legal frameworks for statelessness, and climate-driven displacement. Her work highlights systemic gaps in international law’s response to modern challenges like climate migration and discriminatory citizenship policies. Awards: Woodward Medal (2009), Barbara Falk Award (2013), Fellowship in Australian Academies of Law & Social Sciences. Advising and grants include ARC-funded research and philanthropic support. She leads MLS’s strategic direction while maintaining affiliations with global research networks.

Diana Trujillo Cárdenasمشاهده پروفایل

دانشیار

• Sustainability Governance
• Public Administration
• Inclusive Development
• +۷ مورد دیگر

Diana Trujillo Cárdenas is an Associate Professor in the Faculty of Management at Universidad de los Andes, Colombia, where she actively contributes to teaching, research, and academic leadership. She serves as the Director of the Teaching Committee and teaches courses such as Sustainability Management, Governance, Institutions and Policies, and Theories of Development at both undergraduate and graduate levels. PhD in Public Administration, New York University (2016) Master’s in Education, Universidad de los Andes (2006) Specialization in Human Resources Management, Universidad de los Andes (2002) Bachelor’s in Industrial Engineering, Pontificia Universidad Javeriana (1993) Her research centers on sustainability governance, public management, inclusive development, and multi-stakeholder collaborations, particularly in Latin American contexts. She investigates topics such as hybrid governance, inclusive distribution networks, post-conflict development, and systemic change through cross-sector partnerships. Her work often bridges theory and practice, focusing on how institutions and communities co-create value and address societal challenges. The analysis of her recent publications reveals a strong focus on sustainability in both environmental and social dimensions. Her work spans sustainable industrial processes, land use policy, conservation governance, and inclusive business models. A recurring theme is the role of collective action and governance mechanisms in achieving sustainable development, especially in marginalized or post-conflict settings. She has contributed to impactful research through case studies, book chapters, and peer-reviewed articles in journals like the Journal of Business Ethics and ACS Sustainable Chemistry & Engineering. Her work has been presented at international conferences including the Academy of Management and the International Process Symposium. Diana Trujillo leads the research project 'Balancing Environmental Protection and Social Rights and Inclusion in Colombia’s Parques Naturales Nacionales', funded by City U. She is also affiliated with the Organizational Studies research group and advises doctoral students. Her leadership in curriculum development and teaching innovation underscores her commitment to academic excellence.

• Environmental Ethics
• Deep Ecology
• Animal Ethics
• +۶ مورد دیگر

Chris Diehm is a Professor in the Department of Philosophy at the University of Wisconsin–Stevens Point, where he has taught since 2005. He serves as the Environmental Ethics Program Coordinator and co-coordinates the Environmental Studies Program. He earned his Ph.D. and M.S. in Philosophy from Villanova University and a B.A. in Philosophy from Salisbury University. His research focuses on environmental philosophy, including deep ecology, animal ethics, wildlife conservation ethics, and the philosophy of nature . He has published extensively on topics such as the ethics of hunting, factory farming, biodiversity, and ecotage. His work often engages with key environmental thinkers like Aldo Leopold and Holmes Rolston III. The recent publications of Chris Diehm demonstrate a consistent focus on ethical dimensions of human relationships with nature. His work spans themes in conservation ethics, animal rights, deep ecology, and moral identity in environmental contexts . These articles reflect interdisciplinary engagement with ecology, philosophy, and social ethics, emphasizing normative questions in environmental policy and personal behavior. Scientific Awards and Honors: UW-Stevens Point Excellence in Teaching Award (2013) Visiting Scholar, Pace Institute for Environmental and Regional Studies, Pace University (Fall 2002) Professional Engagement and Advising: Diehm has played a central role in developing one of the few undergraduate majors in Environmental Ethics in the U.S. He advises students through the Environmental Ethics and Environmental Studies programs and serves on the Animal Care and Use Committee. His professional memberships include the International Society for Environmental Ethics (since 2005). While no formal list of graduate students is provided, his leadership in academic programs indicates significant mentorship and curriculum development. Labs and Research Teams: Though no formal lab is mentioned, Diehm is affiliated with the Environmental Ethics program and contributes to interdisciplinary environmental scholarship at UW-Stevens Point.

Ava L.J. Kimمشاهده پروفایل

استادیار

• Trans Studies
• Postcolonial Studies
• 20th Century Literature
• +۷ مورد دیگر

Ava L.J. Kim is an Assistant Professor in the Department of Gender, Sexuality, and Women's Studies at the University of California, Davis, and affiliate faculty in Cultural Studies. Her interdisciplinary scholarship bridges trans studies, postcolonial theory, and 20th-century literature, with regional focus on Latin America and Asia. Education: Ph.D. in English, University of Pennsylvania B.A. in Creative Writing, Macalester College Her research critically examines the concept of "transition" as applied to both gender and national development, exposing how neoliberal ideologies co-opt transformative narratives. Her work appears in TSQ , GLQ , American Studies , Radical History Review , and the edited volume About Face: Stonewall, Revolt, and New Queer Art . Her book-in-progress, Still / Life: Trans Genre and the Politics of Anti-Development , analyzes case studies from Argentina, Chile, the Philippines, and Vietnam to trace the entanglement of personal and national transitions under global capitalism. The 15 most recent articles reflect a consistent engagement with trans theory, postcolonial critique, and literary analysis, emphasizing anti-neoliberal resistance, decolonial epistemologies, and the intersection of gender, race, and state power. Her publications span interdisciplinary journals in gender studies, cultural studies, and political theory, demonstrating a commitment to rethinking dominant narratives of progress and identity. Scientific Awards: Chancellor's Postdoctoral Research Fellowship in Trans Studies, University of Illinois Urbana-Champaign (2022–2023) Dr. Kim advises emerging scholars in gender and cultural studies, though specific students are not listed. Her research has been supported by postdoctoral funding and institutional affiliations that enable transnational, interdisciplinary inquiry. She contributes to shaping curricula in trans and postcolonial studies, and her future work promises to deepen critiques of development, modernity, and identity formation. She is affiliated with research communities in trans studies and cultural studies, contributing to collaborative intellectual projects that challenge normative frameworks of gender, nation, and progress.

• Indigenous activism
• Federal Indian education
• US historiography
• +۹ مورد دیگر

Claire Anchordoqui is a Researcher at the Department of English-Speaking World Studies, University of Toulouse Jean Jaurès, and a member of the Center for Anglophone Studies (CAS). She earned her doctorate in 2023 with a thesis on the history of education among the D/N/Lakota people of South Dakota. Her academic work focuses on the intersection of history, education, and Indigenous rights. Her research interests are deeply rooted in the historical and contemporary experiences of Native American communities. Key areas include Indigenous activism, federal policies on Indian education, the historiography of the United States, the content of history textbooks, oral history methodologies, and the development of culturally responsive pedagogy. Her work critically examines the mechanisms of settler colonialism and assimilation, while also highlighting Indigenous resistance and efforts to reclaim educational sovereignty. The analysis of her 15 most recent articles reveals a consistent focus on the politics of knowledge and representation in the context of Indigenous education. Her publications trace the evolution of historical narratives in US textbooks, investigate federal policies from the boarding school era to the present, and explore the cultural and political dimensions of tribal sovereignty in education. A significant thread in her recent work is the impact of contemporary crises, such as the COVID-19 pandemic, on Native communities, which she contextualizes within a longer history of marginalization. Research grant from the Institute of the Americas, in partnership with the Franco-American Fulbright Commission (August 2020) Franco-American Fulbright Commission Research Grant (May 2020) George Lurcy Foundation Research Grant (April 2020) Research Fellowship from the Institute of the Americas, Southwest Pole (September 2019) She has been actively involved in the academic community, serving as a co-organizer for the Indigenous Worlds webinar and various research study days at the University of Toulouse Jean Jaurès. Her work extends beyond academia through public engagement, including presentations at the Pint of Science Festival and the Marathon des Mots Festival, where she discusses her research on Native American tribes and the American imagination. Her primary research unit is the Center for Anglophone Studies (CAS), which serves as the hub for her collaborative projects and academic activities.

Maria Nayr de Pinho Correia Ibrahimمشاهده پروفایل

استاد

• Multilingual Education
• Early Childhood Education
• Language Didactics
• +۷ مورد دیگر

Maria Nayr de Pinho Correia Ibrahim is a Professor at Nord University's School of Education within the Department of Language and Communication. Her research centers on multilingual pedagogy, early childhood English language education, and the transformative potential of visual and artefactual methods in teacher development. Her primary research interests include: Multilingual education through translingual frameworks Children's literature as identity validation tools Dominant Language Constellation (DLC) methodology Indigenous language representation (particularly Sámi) Decolonizing ELT curricula Visual research methodologies in language education Her work demonstrates a consistent shift from monolingual to multilingual paradigms, culminating in the Eight-D's Framework for 'demonolingualising education'. Recent publications reveal strong thematic trends: Critical examination of dual-language picturebooks (2022-2025) Development of DLC artefacts for teacher education (2022-2024) Translingual pedagogy for young learners (2021-2025) Indigenous perspectives in language education (2021-2025) Ethical considerations in child multilingual research (2019-2021) Her scholarship consistently bridges theory and practice across Nordic and international contexts.

• Museum Studies
• Cultural Policy
• Exhibition Theory and Practice
• +۳ مورد دیگر

Dr Anna Lawrenson is a Lecturer in Museum and Heritage Studies at the University of Sydney, affiliated with the Sydney Environment Institute and The Vere Gordon Childe Centre. She holds a BA (Hons) from UWS and a PhD from ANU. Her research focuses on museum funding, administration, and the socio-political dimensions of exhibitions, particularly blockbusters and their impact on public engagement. Teaching primarily in the Museum and Heritage Studies postgraduate program, she instructs courses on museum history, administration, cultural property ethics, and audience engagement. She supervises MA and PhD students in these areas, alongside Honours Art History students. Current projects include studies on Australian blockbuster exhibitions, multisensory curatorial practices, and democratizing exhibition development. Her research often bridges theoretical frameworks with practical challenges faced by museums, informed by her dual career in academia and the arts sector. Key publications include *The Rise of the Must-See Exhibition* (2019) and articles exploring museum responses to climate disasters, post-pandemic education, and audience inclusivity. Media engagements include analyses of museum funding models and exhibition trends in *The Sydney Morning Herald* and ABC Radio.

Yusuf Olaniyanمشاهده پروفایل

پژوهشگر

• Decoloniality
• Indigenous Methodologies
• Higher Education
• +۱۱ مورد دیگر

Yusuf Olaniyan is a Postgraduate Research Student and Researcher in the Department of Education at the University of Bath. His work bridges education, sociology, political science, and African studies, focusing on epistemic justice, spatial inequality, and decolonization in educational systems across the Global South. Doctor of Philosophy, Department of Education, University of Bath Researcher, Violence Reduction Unit (London Mayor's Office) project on belonging and inclusion Research Interests: Olaniyan specializes in decoloniality, indigenous methodologies, and educational policy, exploring how colonial histories shape graduate aspirations, access to higher education, and curriculum design in Nigeria and postcolonial contexts. Education: BEd in Primary Education (First Class Honours) MRes in Education (Distinction), University of Bath MA in Education Studies (Distinction), University of Nottingham Projects & Collaborations: He co-leads the Imagined Futures study on Nigerian girls’ access to higher education and contributes to London’s Inclusion Charter for schools. His methodological expertise spans quantitative tools (SPSS, R) and qualitative approaches (autoethnography, critical discourse analysis). Publications: Recent articles examine epistemic injustice in Nigerian decolonization debates, virtual mentorship for international students, and spatial barriers to education. His work intersects with UN Sustainable Development Goals for inclusive education and social justice.