جست‌وجوی استاد و پژوهشگر

Michael Hendersonمشاهده پروفایل

مدرس

• Adult Education
• Vocational Education
• Higher Education
• +۴ مورد دیگر

Michael Henderson serves as a Lecturer at Monash University within the School of Curriculum, Teaching and Inclusive Education. His academic profile reflects deep engagement with contemporary educational challenges through research spanning adult learning, digital technologies, and pedagogical innovation. His research interests encompass: Adult and Vocational Education Higher Education Systems Educational Technology Integration Feedback Literacy and Assessment Practices Digital Literacy for Marginalized Populations Artificial Intelligence in Learning Environments Creativity in Educational Contexts Henderson investigates how generative AI transforms feedback mechanisms, with emphasis on student perceptions of AI-generated versus teacher feedback. His work critically examines digital empowerment frameworks for refugee and migrant learners, addressing systemic barriers in technology access. Recent publications reveal growing focus on decolonizing creativity research, ethical AI implementation in Australian policy contexts, and play-based digital safety education for young children. This trajectory demonstrates consistent attention to equity, cultural responsiveness, and practical applications of emerging technologies in diverse educational settings. His scientific recognition includes: Dean's Award for Programs that Enhance Learning (2019) Henderson currently leads the international research project "Active Learning about Academic Publishing through Collaborative Online International Learning" (2024-2025), examining cross-cultural academic skill development. His upcoming presentation at the 2025 Australian Association for Research in Education Conference will address collaborative learning frameworks. Though specific student mentoring details are unavailable, his project leadership suggests active involvement in guiding emerging researchers through international collaborations focused on educational technology and publishing practices.

Greg Urbanمشاهده پروفایل

استاد

• Linguistic Anthropology
• Cultural Anthropology
• Cultural Motion
• +۱۰ مورد دیگر

Greg Urban is the Arthur Hobson Quinn Professor of Anthropology at the University of Pennsylvania , with a career spanning over four decades. His work bridges Linguistic Anthropology , Cultural Motion , and Business Anthropology , focusing on how culture circulates through societies, corporations, and global contexts. He has held leadership roles as Chairman of Anthropology at UPenn (2001-2007, 2014-2018) and directed research initiatives like the Culture and Nuclear War Project . Education : Ph.D. in Anthropology (1978), MA (1973), BA (1971) from the University of Chicago. Key Books : Metaculture: How Culture Moves through the World (2001), The Culture Puzzle (2021), and Nation-States and Indians in Latin America (1991). Urban’s research interests include: Cultural Motion : The dynamics of cultural replication and transmission across societies Discourse Analysis : Rituals, power structures, and semiotic flows in communication Corporate Anthropology : Ethnographic studies of business organizations and citizenship Amerindian Cultures : Sociolinguistics and cultural practices in Brazil and South America His articles (1978-2025) reveal trends in: Corporate semiotics and affective cultural forms Constitutional discourse and citizenship Amazonian mythologies and ethnographic theory Metaculture as a framework for globalization Ritual practices and linguistic relativity Comparative studies of nation-state-indigenous interactions Scientific Awards : Lindback & Ira H. Abrams Awards for Teaching Guggenheim Fellowship Center for Advanced Study Fellowship American Ethnological Society Book Prize Multiple University Research Awards Urban’s advising and grants focus on: Interdisciplinary projects blending anthropology with business and political science Long-term ethnographic fieldwork in Brazil STS (Science and Technology Studies) collaborations Studies of corporate citizenship and constitutional processes

Susanne Jacobsen Perezمشاهده پروفایل

مدرس پاره‌وقت

• Cultural encounters
• Multiculturalism
• Interculturality
• +۱۴ مورد دیگر

Susanne Jacobsen Perez is a Part-Time Lecturer at the Department of People and Technology, Roskilde University, Denmark. Her research focuses on cultural encounters , multiculturalism , and intercultural education , alongside topics like multilingualism , language and content didactics , and equal rights . Key projects include 'For sent? Modtagelsesundervisningens betydning for sent ankomne unge flygtninge og indvandreres indslusning i det danske uddannelsessystem' (2013–2017), which examined reception education for late-arriving refugee and immigrant youth. Her work has been featured in media coverage, such as the 2015 article 'Særskilt sproglæring er vigtigt' (Language learning is important). Research Outputs : 8 publications (3 book chapters, 3 journal articles, 1 literature review, 1 internet publication), with themes spanning multilingual education, postcolonial studies, and cultural diversity in educational systems. Email : susannep@ruc.dk

David Caldwellمشاهده پروفایل

دانشیار

• Education
• Sustainability Education
• Transdisciplinary Learning
• +۳ مورد دیگر

David Caldwell is an Associate Professor at the School of Education within UniSA Education Futures at the University of South Australia. His research focuses on transdisciplinary learning, particularly in the context of ecojustice and place-based education. He co-led the Fresh Water Literacies project, funded by UniSA's Research Themes Investment Scheme, which developed interdisciplinary curricula to address sustainability and ecological literacy in primary education. His work often bridges education, environmental science, and social semiotics. Key contributions include publications on pre-service teacher training, linguistic analysis in sports discourse, and innovative pedagogical approaches in diverse educational settings. He collaborates with regional organizations like Natural Resources Management (NRM) and emphasizes collaborative, transdisciplinary research. His recent work explores NLP applications in creativity assessment and the role of language in shaping cultural identities. David also serves as a Research Degree Supervisor, contributing to the academic development of emerging scholars in education and linguistics. His research highlights intersections between education, ecology, and cultural systems, aiming to foster socially just and scientifically literate communities.

Cutcha Risling Baldyمشاهده پروفایل

دانشیار

• Indigenous feminisms
• Decolonization
• California Indian politics & culture
• +۳ مورد دیگر

Cutcha Risling Baldy is an Associate Professor and Program Leader of the Environment & Community Masters Program at California Polytechnic State University, Humboldt. She holds a Ph.D. from the University of California, Davis. Her work focuses on Indigenous feminisms, decolonization, California Indian politics, environmental justice, and community-based research. She co-directs the Rou Dalagurr Food Sovereignty Lab & Traditional Ecological Knowledges Institute. Dr. Baldy has received the 2025 James Irvine Foundation Leadership Award for her contributions to Indigenous education and activism. Her research emphasizes revitalizing Indigenous traditions, particularly through women’s coming-of-age ceremonies and ceremonial practices. She is affiliated with the Native American Studies department and collaborates with the Native Women's Collective. Her articles address topics like Indigenous STEM education, social media activism (#NoDAPL movement analysis), and decolonizing pedagogy. She advocates for integrating Traditional Ecological Knowledge (TEK) into academic and community frameworks while challenging colonial policies impacting Indigenous communities. Dr. Baldy’s book We Are Dancing for You explores Native feminisms through the lens of Yurok coming-of-age ceremonies, emphasizing cultural survivance and community knowledge. She also co-leads the Food Sovereignty Lab, advancing Indigenous food systems and ecological stewardship.

Carsten Rudolphمشاهده پروفایل

استاد

• Cyber Security
• Formal Methods
• Cryptographic Protocols
• +۵ مورد دیگر

Professor Carsten Rudolph serves as Deputy Dean at Monash University's Faculty of Information Technology and directs the Oceania Cyber Security Centre (OCSC). He holds a PhD in Information Security from Queensland University of Technology (2002) and a Diplom in Computer Science from Goethe University Frankfurt (1997). His interdisciplinary research focuses on cybersecurity foundations, including cryptographic protocols, AI-driven security, human factors, and national cybersecurity policy. Key areas include securing smart grids, digital health systems, and transnational energy networks. Notable contributions include establishing the OCSC, leading Pacific region cybersecurity maturity reviews with Oxford University, and advancing frameworks for firmware security in virtual power plants. He chairs major projects like RAI4IoE (Responsible AI for Energy) and Post-Quantum Cryptography initiatives. Teaching responsibilities include cybersecurity modules like FIT3173 and FIT3168. Rudolph's research outputs (137+ publications) emphasize phishing detection via AI, blockchain-based energy trading, and resilient smart grid systems. He collaborates internationally on policy development and has advised 12 major research projects funded by agencies like the U.S. Bureau of East Asia and Pacific Affairs.

• Military History
• British Army History
• First World War
• +۵ مورد دیگر

Dr. Spencer Jones is a Senior Lecturer in Armed Forces and War Studies at the University of Wolverhampton, within the Faculty of Arts, Business, and Social Sciences and the Department of History, Politics and War Studies. He is a leading historian specializing in the British Army during the Anglo-Boer War and the First World War, particularly the years 1914–1915. He also serves as the Regimental Historian for the Royal Regiment of Artillery, highlighting his deep institutional engagement with British military heritage. His research interests focus on: Military history of the British Army in the 20th century Tactical reform between the Boer War and World War I Military leadership and command Combat effectiveness and battlefield adaptation Colonial warfare influences on European conflict Dr. Jones's extensive publication record reveals a consistent focus on British military performance, leadership, and tactical evolution during the early years of World War I and the preceding Boer War. His works analyze primary sources, official records, and personal correspondence to reassess historical narratives. The articles span themes such as artillery use, infantry formations, marksmanship, leadership under pressure, and the adaptation of colonial experiences to continental warfare. A recurring thread is the examination of how the British Army learned—or failed to learn—from past conflicts. His scientific recognition includes: Douglas Haig Fellow (2018–2019), awarded for significant contributions to First World War studies Runner-up for the Templer Medal (2014) for his book Stemming the Tide: Officers and Leadership in the British Expeditionary Force 1914 Dr. Jones actively supervises doctoral and research-based degree students, with completed projects covering topics such as manpower, conscription, brigade command, and the influence of the American Civil War on British military thinking. He has secured competitive research grants from the Arts and Humanities Research Council (AHRC) under the Connected Communities program, supporting public engagement with military history. Additionally, he co-hosts the popular podcast Not So Quiet on the Western Front and has contributed to major television documentaries, including those by the BBC and Channel 4, enhancing public understanding of military history. He is associated with the Royal Artillery Historical Society and serves as Guild President of the Guild of Battlefield Guides, reflecting his commitment to both scholarly and public-facing military history.

• Education Equity
• Quantitative Methodologies in Education
• Educational Policy Analysis
• +۳ مورد دیگر

Dr. Dave Hicks is a Lecturer in Data Analysis and Assessment in Education at the University of Tasmania's Faculty of Education. His research focuses on education equity, quantitative methodologies, and systemic barriers affecting marginalized student groups. He holds a PhD (2021), Grad Cert (Research) (2021), and Bachelor of Education (Honours) (2014) from the University of Tasmania. Education Background: PhD in Education, University of Tasmania (2021) Graduate Certificate in Research, University of Tasmania (2021) Bachelor of Education (Honours), University of Tasmania (2014) Research Interests: Dr. Hicks applies data-driven approaches to analyze educational policies and practices, particularly addressing inequities in low SES, regional, and Indigenous student populations. His work emphasizes collaboration with schools, governments, and NGOs to drive systemic change. Key areas include: Online engagement strategies for disadvantaged students Teacher retention and wellbeing in secondary education Culturally responsive pedagogies for Indigenous learners VR technology in place-based education Recent Research Trends: His 2023-2025 publications highlight: Quantitative analysis of literacy gender gaps VR-based educational innovations Policy frameworks for Indigenous student success Online pedagogies for diverse student groups Grants & Partnerships: Active grants include: $177,574 DECYP literacy training package (2023-2024) $58,077 Table Cape VR Education Project (2024) $49,997 National Centre for Student Equity grant (2024-2025) Labs/Teams: Collaborates with CALE (College of Arts Law and Education) and interdisciplinary teams on projects like the Table Cape VR initiative and TBRI professional learning programs.

Lori McKeeمشاهده پروفایل

دانشیار

• Literacy Education
• Multimodal Pedagogies
• Elementary Language Arts
• +۳ مورد دیگر

Dr. Lori McKee is an Associate Professor and Graduate Chair in the Department of Curriculum Studies at the University of Saskatchewan's College of Education. With 20 years of elementary teaching experience, her work bridges classroom practice and academic research in literacies, pedagogies, and teacher professional learning. She specializes in multimodal pedagogies, intergenerational learning, and equity-centered literacy instruction. Education: Ph.D. in Multimodal Pedagogies, Western University (2018) M.Ed. in Multiliteracies and Multilingualism, Western University (2013) B.Ed. in Primary-Junior Education, Queen’s University (1997) B.A.Sc. in Child Studies, University of Guelph (1996) Research Interests: Dr. McKee’s research focuses on literacies education across diverse contexts, including: Intergenerational learning programs connecting elders and children Equitable pedagogical strategies for literacy instruction Professional development for teacher educators Integration of digital and multimodal tools in teaching Teaching Contributions: She teaches graduate courses in curriculum research and project design, as well as undergraduate courses in elementary English Language Arts and literacy assessment. Her pedagogy emphasizes reflective practice and adapting instruction to contemporary educational challenges. Collaborations: Engages with schools, elder care facilities, and teacher communities to co-design curricula. Active in national and international research networks, including the Reading Pedagogies of Equity Project.

Carole Brownerمشاهده پروفایل

استاد پژوهشی

• Medical Anthropology
• Reproductive Health
• Gender Studies
• +۵ مورد دیگر

Carole Browner is a Research Professor in the UCLA Department of Anthropology, Department of Gender Studies, and the David Geffen School of Medicine's Center for Social Medicine. She previously served as Chair of Anthropology (2010–2013). Her work focuses on gender, reproduction, health, and the social impact of biomedical advancements like genetic testing. Her research spans Colombia, Mexico, and the U.S., addressing topics like abortion access, prenatal care medicalization, and neurogenetic diagnoses. Education: B.A. Social Sciences (New School, 1969); M.A. & Ph.D. Anthropology (UC Berkeley, 1974/1976); M.P.H. Health Administration (UC Berkeley, 1977). Key research interests include: reproductive politics, Latin American health systems, genetic medicine ethics, and healthcare equity. She has conducted long-term fieldwork with Mexican indigenous communities and advised on U.S.-Mexico border health policies. Her recent work explores Mexico’s healthcare reforms under AMLO and the legacy of Lázaro Cárdenas’ policies. She co-authored Neurogenetic Diagnoses (2011) and edited Reproduction, Globalization, and the State (2012), which won a prize for best edited volume in medical anthropology. Awards : Society for Medical Anthropology’s MASA Mentoring Award (2009), Russell Sage Foundation Fellowship (1998–99), and leadership roles in professional organizations. Grants : Funded by NIH, NSF, CDC, and private foundations for projects on genetic testing, reproductive health disparities, and cross-border health equity. Current research includes collaborative work on Mexican health policy reforms and ethnographic studies of rural Mexican healthcare access.

Marianne Ignaceمشاهده پروفایل

استاد

• Ethnobotany
• Indigenous Studies
• Linguistics
• +۶ مورد دیگر

Marianne Ignace is a Distinguished Professor in the Department of Indigenous Studies and Department of Linguistics at Simon Fraser University (SFU), with a joint appointment. She holds a PhD in Anthropology from SFU and an MA in Cultural Anthropology from the University of Göttingen. Her research focuses on Indigenous knowledge systems, particularly among the Secwepemc (Shuswap) people of the Plateau, emphasizing land use, ethnobotany, traditional ecological knowledge, and language revitalization. She directs the First Nations Language Centre and Indigenous Languages Program at SFU. Education: PhD (Anthropology, SFU), MA (Cultural Anthropology, University of Göttingen) Her work bridges anthropology, linguistics, and applied research, collaborating with First Nations communities to document languages like Secwepemctsin, St’at’imcets, Haida, and Sm’algyax. Key research areas include Secwepemc oral histories, Indigenous legal frameworks, and the intersection of language, environment, and cultural heritage. She has authored/co-authored over 30 peer-reviewed publications, including monographs like Secwepemc People, Land and Laws (2017) and contributed to language revitalization projects such as the Tlli7sa Secwepemc Story App . Dr. Ignace has received numerous awards, including the 2019 Governor General’s Innovation Award for her transformative work in Indigenous language and cultural preservation. She teaches courses on Indigenous ethnobotany, linguistics, and language pedagogy, integrating community-based and digital approaches. Awards: 2019 Governor General’s Innovation Award, 2018 BC Book Prize Finalist, 2005 CUFA BC Career Achievement Award Her advising and grants work includes partnerships with the Secwepemc Cultural Education Society and communities like Skeetchestn, focusing on language immersion programs, cultural impact assessments, and expert witness reports on Indigenous rights. She leads initiatives like the First Nations Language Platform, advancing digital tools for endangered language preservation.

• Diversity, Equity, and Social Justice
• Inclusive and Indigenous Education
• Educational and Social Policy
• +۳ مورد دیگر

Jo-Anni Joncas is an Associate Professor at the Université de Sherbrooke since 2025. She holds a doctorate in Educational Administration and Policy from Université Laval (2018) and has held academic roles including Assistant Professor at the same institution (2020-2025). Her research focuses on Diversity, Equity, and Social Justice , particularly in Indigenous and Inclusive Education , Vocational Training , and Knowledge Mobilization for marginalized communities. Her recent publications analyze Indigenous participation in vocational education, equity in post-secondary contexts, and policy impacts on educational access. She has secured significant grants from FRQSC , CRSH , and international bodies for projects on Indigenous education, refugee resilience, and vocational equity. Notably, she co-led the M8wwa mamu team recognized for teaching excellence in 2021. Doctorate in Educational Administration and Policy (2018), Université Laval Master’s in Education (2013), Université du Québec à Chicoutimi Bachelor’s in Sociology (2009), Université du Québec à Chicoutimi Key grant-funded projects include Justice sociale et formation professionnelle (FRQSC, 2023-2026), Digital agripreneurship for refugees (CRDI & SSHRC, 2023-2025), and Indigenous university accessibility (SSHRC, 2023-2026). Her work bridges academic research with community-driven solutions, particularly for Indigenous and refugee populations. Prix de reconnaissance de la qualité de l’enseignement (2021) 1er prix d’excellence pour la thèse de doctorat (2018) Inscription au Tableau d'honneur de la Faculté des études supérieures et postdoctorales (2018) Prix Charles Bujold (2016)

Candace Kaleimamoowahinekapu Gallaمشاهده پروفایل

دانشیار

• Indigenous Language Revitalization and Reclamation
• Indigenous Literacy and Education
• Decolonizing Methodologies
• +۵ مورد دیگر

Candace Kaleimamoowahinekapu Galla is an Associate Professor in the Department of Language and Literacy Education at the University of British Columbia's Faculty of Education, with a cross-appointment in the Institute for Critical Indigenous Studies within the Faculty of Arts. Her work centers on Indigenous language revitalization, decolonizing methodologies, and the integration of digital technology in language education and cultural practices, grounded in her Kanaka Hawaiʻi identity and commitment to community-centered approaches. Her educational background includes a B.A. in Linguistics, M.A. in Native American Linguistics, and Ph.D. in Language, Reading and Culture from the University of Arizona, preceded by secondary education at Kamehameha Schools Kapālama. She previously served as Program Coordinator for the American Indian Language Development Institute and as a Visiting Assistant Professor at Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language, University of Hawaiʻi Hilo. Galla's research focuses on Indigenous Language Revitalization and Reclamation, Indigenous Literacy and Education, Decolonizing Pedagogies, and the role of digital technology in language preservation, emphasizing community-driven frameworks and traditional cultural practices like hula. Her scholarship bridges academic rigor with community engagement to support Indigenous well-being through language reclamation. Her recent publications (2023-2025) demonstrate a cohesive trajectory exploring community-centered language revitalization, relational accountability to Indigenous languages, and innovative pedagogical materials. She examines the intersection of language, technology, and cultural practices while advocating for systemic decolonization within academic institutions to create space for Indigenous knowledge systems. Galla has secured funding for significant projects including 'Building Indigenous Language Teacher Proficiency and Fluency for Hawaiian and CHamoru Language Medium Education' and 'Digital Technology Use for First Nations Language Education and Revitalization in British Columbia.' She actively organizes community events such as the 'Living Our Indigenous Languages' workshops at UBC's First Nations Longhouse, fostering collaboration between language advocates, educators, and community members. She maintains strong connections with the First Nations and Endangered Languages Program at UBC and continues collaborative work with the American Indian Language Development Institute, demonstrating sustained commitment to Indigenous language communities across North America and the Pacific.

Lisa Nathanمشاهده پروفایل

دانشیار

• Climate Justice Informatics
• Indigenous Information Studies
• Information Ethics & Policy
• +۲ مورد دیگر

Lisa Nathan is an Associate Professor and current PhD Program Chair at the University of British Columbia's School of Information, situated on unceded Musqueam territory. Her academic home resides within the Department of Library, Archival and Information Studies under the Faculty of Arts, where she directs doctoral studies and teaches specialized courses in information ethics and climate justice. Her research examines the critical intersection of information policy, sustainability, and Indigenous knowledge systems, exploring how information ecosystems shape societal values through frameworks like climate justice and multi-lifespan design. Nathan's work consistently centers on disrupting colonial information practices while developing ethical alternatives through community-engaged scholarship, particularly evident in her collaborations with Indigenous communities on language preservation and cultural protocols. Analysis of her recent publications reveals a strong trajectory toward decolonial computing and environmental justice, with increasing emphasis on Indigenous-led information initiatives and the inclusion of 'other-than-human' participants in design processes. Her scholarly output spans high-impact journals including Journal of Documentation and First Monday, alongside influential books like Digital Technology and Sustainability: Engaging the Paradox. Outstanding Information Science Teacher Award (2017) Honorable Mention Paper Award at ACM CSCW (2016) Leadership in ACM SIGCHI Sustainability initiatives British Columbia Library Association Climate Action Committee Nathan actively supervises doctoral research through UBC's Indigenous Information Studies pathway, currently mentoring Rodrigo dos Santos while having guided recent graduates including Shaffer, Shankar, and Kaczmarek to completion. Her service includes chairing the First Nations Curriculum Concentration (2010-2018) and developing innovative courses like LIBR 564: Information Practice and Protocol in Support of Indigenous Initiatives. As Director of the Centre for Climate Justice research cluster, she fosters interdisciplinary collaborations addressing information policy's role in environmental crises.

• Northeastern North American Archaeology
• Indigenous Studies
• Hunter-Gatherer Societies
• +۳ مورد دیگر

Mary Ann Levine is a Professor of Anthropology and Department Chair at Franklin & Marshall College. Before joining F&M in 1998, she served as a Visiting Assistant Professor of Anthropology at Ithaca College from 1996 to 1998. Her research focuses on challenging assumptions about indigenous hunter-gatherer societies in the Northeast, post-contact colonial interactions, and integrating public archaeology with community service learning. Levine holds a BA in Anthropology with First Class Honours from McGill University, where she was mentored by Bruce Trigger, Fumiko-Ikawa Smith, and Michael Bisson. She earned an MA with Distinction and a PhD from the University of Massachusetts Amherst, with her doctoral research addressing native copper provenance using trace element analysis, supported by the Social Sciences and Humanities Research Council of Canada and Sigma Xi. Her research interests include redefining understandings of hunter-gatherer land use patterns, particularly in upland regions of New York’s Finger Lakes, and examining intercultural mediation through figures like Madame Montour. She has led archaeological projects at Otstonwakin—a multinational village—and the Thaddeus Stevens/Lydia Hamilton Smith site, contributing to historic preservation awards and student collaborative work. Levine’s work spans critiques of outdated ethnographic analogies, analysis of material culture in colonial contexts, and advocacy for inclusive archaeological narratives. She has emphasized the importance of marginalized landscapes and their role in indigenous lifeways, while her recent studies highlight colonial encounters and resistance to historical erasure. She has been recognized with the 2003 Historic Preservation Trust of Lancaster Elvin N. Heisey Award and the 2005 Preservation Pennsylvania Historic Preservation Award for Archaeology. Her teaching and research foster student engagement through field schools and service-learning initiatives.