Dr. Gavin Morris is a Lecturer in Education at Charles Darwin University's College of Education, with over two decades of teaching experience in Australian schools. His academic qualifications include a PhD from Charles Darwin University (2019), Master of Education from University of Sydney (2016), and Bachelor of Education from James Cook University (2000). Morris specializes in Indigenous research methodologies, Health & Physical Education, and Sport Science. His qualitative work focuses on trauma healing, truth-telling, and decolonization practices in Aboriginal communities, particularly using Dadirri (deep listening) methodologies. Recent research explores digital platforms for cultural preservation and community resilience. As a registered postgraduate research supervisor, Morris contributes to undergraduate and postgraduate programs while maintaining active fieldwork in remote Northern Territory communities like Nauiyu at Daly River.
Monica Trieu is an Associate Professor in the School of Interdisciplinary Studies at Purdue University, where she focuses on the intersection of race, ethnicity, and immigration with particular emphasis on children of immigrants. Her scholarly work bridges sociology and Asian American studies through critical examination of identity formation and systemic inequalities. Education: Ph.D. in Sociology, University of California, Irvine (Asian American Studies emphasis) Master's in Sociology, University of California, Irvine Research Focus: Professor Trieu's expertise spans International Migration, Post-1960s Immigrants and Refugees, 1.5 and Second-Generation Identity, Transnational Ties, and Historical/Contemporary Asian American Experiences. Her scholarship critically analyzes internalized racism, regional identity formation (particularly in the Midwest), and the psychological impacts of anti-Asian violence during the pandemic. She employs intersectional frameworks to explore how refugee experiences, cultural adaptation, and transnational connections shape ethnic identity among Southeast Asian Americans and other immigrant communities. Publication Trends: Her 2013-2024 publications reveal evolving engagement with contemporary crises—from pandemic-induced mental health challenges and anti-Asian violence to structural invisibility of Midwest Asian American communities. While maintaining core focus on identity negotiation among second-generation immigrants, her recent work expands into comparative analyses of Asian American/Latina/o transnational patterns and refugee resettlement experiences, demonstrating methodological versatility across ethnographic, survey, and media analysis approaches. Professional Impact: As author of Identity Construction among Chinese-Vietnamese Americans: Being, Becoming, and Belonging (2009) and publications in Journal of Ethnic and Migration Studies and Journal of Asian American Studies , Trieu has established herself as a key voice in Midwest Asian American scholarship. Her research directly informs institutional responses to rising anti-Asian sentiment and contributes foundational frameworks for understanding regional ethnic identity formation beyond coastal enclaves.
Dr. Nima Naghibi is a Professor of English at Toronto Metropolitan University, specializing in postcolonial and diasporic studies with a focus on Iran. She holds a PhD from the University of Alberta. Education: PhD in English, University of Alberta Research Interests: Explores postcolonial theory, diasporic literatures, trauma narratives, and human rights through the lens of immigrant/refugee experiences. Her work emphasizes Middle Eastern studies, particularly Iranian contexts, and the intersections of social justice with literary forms. Publications: Authored two monographs and contributed to journals like English Studies in Canada and Radical History Review . Her 2016 work Women Write Iran examines diasporic Iranian women's narratives, while earlier scholarship interrogates Western feminist frameworks in relation to Iran. Awards: No awards explicitly mentioned in the text. Advisees/Grants: No current advisees or grant details listed. She teaches courses related to life narratives and exile literature.
Laura Maria Lojo Rodriguez is a Professor in the Department of English and German Philology at the University of Santiago de Compostela , specializing in British literature and modernist/postmodernist fiction. She leads the Discourse and Identity research group (GI DI-1924), focusing on English language, literature, and culture through interdisciplinary frameworks. Her work intersects with the Humanities Research Institute (iHUS) . Her research spans: Gender and identity in Woolfian studies Migration narratives in contemporary short fiction Postcolonial themes in British-Irish literature Ecocritical and posthuman anxieties in Johnson's works Recent publications examine border politics, maternal discourses, and cross-cultural literary bonds. She has also contributed to translation studies, particularly Woolf's Spanish reception. Her academic output bridges literary theory with socio-political analysis.
Felicity McArdle is a Professor in the Department of Early Childhood Education within the Faculty of Education at Queensland University of Technology. With a distinguished career spanning over two decades, her work centers on reimagining early childhood pedagogy through critical lenses of social justice, art education, and play-based learning. Her research has significantly influenced Australian early childhood policy and practice. McArdle's research interests demonstrate a consistent commitment to transformative education. She critically examines how art and play function as vehicles for social justice, challenging neoliberal discourses in early childhood education. Her work on refugee children's artistic expression and anti-bias curriculum development reveals her dedication to equity-oriented pedagogy. Through collaborative drawing methodologies and visual research approaches, she has pioneered innovative ways of understanding children's perspectives. Her publication trends reveal a sophisticated evolution from foundational work on visual arts in education (2001-2010) toward increasingly critical examinations of power, policy, and social justice (2011-2021). The consistent citation impact of her work—particularly her 2002 paper 'Early Childhood Art Education: A Palimpsest' with over 13,000 citations—demonstrates her field-defining contributions to reconceptualizing art education as critical praxis. McArdle has held significant editorial roles including co-editing the influential 2013 volume 'Young Children, Pedagogy and the Arts' and serving on the editorial board of Australian Journal of Early Childhood. Her collaborations with leading scholars like Susan Grieshaber, Jennifer Sumsion, and Linda Knight have produced seminal work on intentional teaching and play-based learning. Her research methodology expertise centers on visual and arts-based approaches, particularly collaborative drawing techniques that engage children as active research participants. This methodological innovation reflects her commitment to ethical research practices that honor children's agency while generating meaningful insights about early childhood experiences.
Douglas K. Snyder is a Professor in the Department of Psychological and Brain Sciences within the College of Liberal Arts at Texas A&M University. He previously served as Director of Clinical Training from 1991 to 2012 and has been internationally recognized for his research on marital assessment and outcome research on marital therapy, particularly through his development of the Marital Satisfaction Inventory. Dr. Snyder earned his bachelor's degree from Wittenberg University in 1974, received his doctoral degree from the University of North Carolina at Chapel Hill in 1978, and completed his internship at Duke University Medical Center. Prior to his appointment at Texas A&M, he served on the faculty at Wayne State University in Detroit and at the University of Kentucky in Lexington, where he also served as Director of Clinical Training and Associate Dean in the College of Arts and Sciences. Dr. Snyder's research emphasizes the assessment, treatment, and prevention of couple relationship distress. His work centers on the Marital Satisfaction Inventory, a multidimensional measure of relationship accord now published in several languages and used worldwide. His treatment research focuses on tailoring therapy to specific partner and relationship characteristics by integrating cognitive, behavioral, emotion-focused, and insight-oriented interventions. His specific clinical interests include treating difficult couples with emotional, behavioral, and health problems, with particular attention to military and veteran couples and those dealing with infidelity. Dr. Snyder's recent publications demonstrate continued leadership in couple therapy, with emphasis on evidence-based approaches, treatment of infidelity, military couples, and cross-cultural applications of couple assessment tools. His work spans theoretical advancements and practical clinical applications. Outstanding Research Publication Award, Association for Marriage and Family Therapy, 1991 Professor of the Year Award, Texas Psychological Association - Division of Students, 1993 Award for Distinguished Contributions to Family Psychology, American Psychological Association, 2005 Outstanding Contributions to Science Award, Texas Psychological Association, 2008 Distinguished Alumnae Award, University of North Carolina (Chapel Hill), 2012 Distinguished Psychologist Award for Lifetime Contributions to Psychotherapy, American Psychological Association, 2015 Fellow of the American Psychological Association (Divisions 5, 12, 19, 29, 43) Fellow of the Association for Behavioral and Cognitive Therapies Fellow of the Society for Personality Assessment Dr. Snyder has served as Editor of the Clinician's Research Digest and as Associate Editor for the Journal of Consulting and Clinical Psychology and the Journal of Family Psychology. His research has been supported by the National Institute of Mental Health, with significant focus on military couples and relationship distress. He has developed evidence-based approaches for assessing and treating relationship problems across diverse cultural contexts. Dr. Snyder is affiliated with the Personality Processes research cluster at Texas A&M University, focusing on objective personality assessment and clinical assessment of couples and families. His work bridges research and clinical practice, with emphasis on developing practical assessment tools and treatment approaches for clinicians working with distressed couples.
Loli Kim is a Lecturer on Modern Korea at the Faculty of Asian and Middle Eastern Studies, University of Oxford, with a Leverhulme Postdoctoral Research Fellowship (2022–2025). She specializes in cross-cultural multimodal analysis of Asian communication systems, particularly Korean cinema, folklore, and representation in media. Education: DPhil in Asian and Middle Eastern Studies (2019–2022), University of Oxford Research Focus: Multimodal discourse analysis, foodscaping theory, haenyeo women’s communication Editorial Roles: Assistant Editor of European Journal of Korean Studies; General Editor of 'Foodscaping Asia' series Her work develops the Segmented Film Discourse Representation Structures (SFDRS) methodology for analyzing Korean films' narrative conventions, including violence in revenge cinema and socio-pragmatic dimensions of fashion. She collaborates globally as a visiting lecturer and conference organizer. Kimi’s recent publications examine multimodal translation gaps, cultural representation in children’s literature, and the sociocultural implications of foodscaping. She has delivered keynote talks at institutions including Edinburgh University and SOAS, and co-organizes the Translating Squid Game talks series.
Professor Duc Duy (Louis) Nguyen is Professor in Finance at Durham University Business School. Previously, he was Associate Professor at King's College London and Assistant Professor at University of St Andrews. His research has been featured in Forbes, Harvard Business Review, and BBC. He holds a BSc in Computing from National University of Singapore, MSc in Accounting, Finance, and Management from University of Bristol, and PhD in Finance from University of Edinburgh. Research foci include: Climate risk integration in mortgage markets and corporate finance Impact of social policies (e.g., marriage equality) on credit access Corporate governance and misconduct prevention in banking Local information environments and fraud detection Cross-cultural dimensions of executive decision-making His publication portfolio demonstrates consistent examination of how institutional frameworks (regulation, culture, governance) shape financial behaviors and market outcomes, with recent emphasis on climate finance and social equity impacts. Awards include: David Hume Publication Prize (2015) Semi-finalist, FMA Europe Best Paper Award (2018) Finalist, FMA Asia/Pacific Best Paper Award (2019) Best Registered Report on "Politics and Corporate Power" Vietnam Symposium in Climate Transition Best Paper Award (2024) He currently supervises PhD candidates Bingzhi Zhang and Jing Wei. His externally funded research includes grants from British Academy/Leverhulme Trust and Carnegie UK Trust. He serves as Associate Editor for European Journal of Finance and British Accounting Review. As frequent speaker at central banks and policy forums (Federal Reserve Banks of New York & St. Louis), he translates research insights into regulatory practice and policy development.
Akanksha Mehta is a Lecturer in Gender, Race and Cultural Studies at Goldsmiths, University of London , where she co-directs the Centre for Feminist Research. She joined Goldsmiths in September 2018 after lecturing at the School of Global Studies, University of Sussex (2016-2018). Research Focus: Intersections of gender, sexuality, race, and everyday politics/violence; affective and material structures in nationalist movements; decolonial pedagogies. Key Projects: Co-founded the 'Mind the BAME Gap' initiative at Sussex; ongoing book project on right-wing women's mobilizations. Recognition: Recipient of the EISA Best Dissertation Award (2018) and Rachel Tanur Memorial Prize (2016). Publication Trends: Her work spans feminist critiques of Hindutva, queer rights in post-377 India, ethnographic analyses of right-wing women, and decolonial pedagogical frameworks. Recent outputs engage with racial justice in universities, affect theory, and visual sociology. Scientific Awards: Best Dissertation Award, EISA (2018) Rachel Tanur Memorial Prize, ISA (2016) Collaborative Work: Engages with decolonial visual practices, collective complaint mechanisms in academia, and intergenerational feminist dialogues through the podcast 'The F Less Travelled'.
Dr. Ariel Lang is a Professor In Residence in the Department of Psychiatry at the University of California San Diego (UCSD) and holds an Adjunct Professor position in the Department of Family Medicine and Public Health. She serves as Co-Director of the Experimental Psychopathology Track in the SDSU/UCSD Joint Doctoral Program in Clinical Psychology, and directs the VA San Diego Healthcare System (VASDHS) Center of Excellence for Stress and Mental Health (CESAMH). She co-leads the VASDHS Advanced Fellowship in Women's Health and specializes in evidence-based psychotherapeutic approaches for anxiety and trauma-related disorders in military populations. Education: Bachelor of Arts (BA), Psychology, Stanford University (1991) Master of Arts (MA), Clinical Psychology, UCLA (1994) Doctor of Philosophy (PhD), Clinical Psychology, UCLA (1998) Master of Public Health (MPH), Public Health (Biometry), SDSU (2007) Research Interests: Dr. Lang's work centers on assessing and treating PTSD, anxiety disorders, and trauma-related conditions with a focus on complementary and integrative approaches. Her studies frequently intersect with military/veteran populations, women's health, and public health issues such as systemic racism and environmental exposures. She has pioneered interventions like Compassion Meditation , Adaptive Disclosure , and Mantram Repetition Program , often using randomized controlled trials (RCTs) to evaluate efficacy. Her research also addresses co-occurring disorders (e.g., PTSD and substance use), pregnancy/postpartum mental health, and intergenerational trauma effects. Publications Trends: Her recent articles emphasize trauma-focused treatments, integrative health modalities, and veteran-specific healthcare challenges. Over 50% of her recent work involves clinical trial methodologies, particularly RCTs evaluating novel interventions. She consistently explores interdisciplinary topics like the intersection of mindfulness and clinical psychology, and the impact of systemic stressors on mental health outcomes. Awards: In 2022, she was honored as the UCSD Dept of Psychiatry Faculty Champion of Diversity . Grants/Advising: She is Principal Investigator on NIH grants exploring compassion meditation and yoga interventions for veterans, and has led projects funded by the VA and DoD. Her role in the 2023 VA/DoD PTSD Clinical Practice Guideline underscores her influence in shaping national healthcare policies. Labs/Teams: Her work is anchored in the VASDHS CESAMH, a multidisciplinary research center focused on stress-related mental health conditions. She collaborates extensively with researchers in public health, neurology, and military medicine, evidenced by frequent co-authorships in these domains.
Tracey Galloway is an Associate Professor in the Department of Anthropology at the University of Toronto Mississauga (UTM), where she conducts critical research on Indigenous health disparities and policy interventions in northern Canada. Her work bridges medical anthropology, public health, and community-based participatory research to address systemic inequities affecting circumpolar populations. Education: PhD, McMaster University, 2008 MA (institution unspecified) BA (institution unspecified) BScN (institution unspecified) Dr. Galloway's research program centers on chronic disease risk assessment and health system improvement in Indigenous communities, with specific expertise in nutrition transition, food security, child growth patterns, and public health policy evaluation. She examines the impact of federal programs like Nutrition North Canada while developing community-led solutions for health equity. Her methodological approach combines quantitative analysis of health outcomes with qualitative community engagement, emphasizing Indigenous research sovereignty and decolonizing methodologies. Her publication record reveals consistent thematic focus across 15 recent articles, demonstrating interdisciplinary collaboration between anthropology, epidemiology, and health economics. Key trends include rigorous evaluation of colonial impacts on Indigenous food systems, innovative analysis of subsidy program effectiveness, and centering Indigenous patient experiences in healthcare design. Her work consistently prioritizes community-defined research questions and actionable policy recommendations. Dr. Galloway actively mentors graduate students including Darci Belmore, Carly Checholik, Neda Maki, and Hiliary Monteith, guiding research on Indigenous health determinants and policy interventions. While specific grant details aren't publicly enumerated, her collaborative projects involve partnerships with Indigenous communities across Northern Canada and interdisciplinary teams addressing complex health system challenges. She maintains strong community partnerships for her applied research, particularly in Nunavut and Northwestern Ontario, working directly with Anishinabeck and Inuit communities to translate findings into culturally safe health initiatives and policy reforms that address the root causes of health inequities.
Lana Wells is an Associate Professor at the University of Calgary's Faculty of Social Work and holds the Brenda Strafford Chair in the Prevention of Domestic Violence. As Founder/Director of Shift: Primary Prevention Research Hub and Research Fellow at the School of Public Policy, she specializes in preventing gender-based violence through systems change, policy innovation, and community engagement. Key research areas: Gender equity, Indigenous sovereignty, AI ethics for social work, and male allyship in violence prevention Led over $11M in research funding and 22.5M+ in prevention initiatives 2023 Killam Professor Award recipient Recent publications focus on AI applications for violence prevention, gamification in male engagement, and rural/small-town violence reduction strategies. Her work spans interdisciplinary collaborations with public health agencies, Indigenous communities, and international organizations. Major projects: Alberta's Primary Prevention Playbook, Strong Women's Circle with Indigenous communities, ConnectED Parents virtual intervention Active in policy advisory roles for governments and NGOs Scientific awards include: 2023 Killam Annual Professor Award 2022 Queen Elizabeth II Platinum Jubilee Medal 2019 Alberta Inspiration Award 2015 & 2013 Carthy Foundation Leadership Awards 2012 School of Public Policy Fellowship As a graduate supervisor in Social Work and Public Policy, she develops prevention workforce capacity through Shifttolearn.com. Current initiatives include data-driven dashboards for real-time violence prevention and cultural transformation in male-dominated institutions.
Professor George Palattiyil is a Personal Chair of Social Work and Refugee Studies at the University of Edinburgh , with a focus on forced migration, HIV/AIDS, human rights, and social work education. He leads interdisciplinary initiatives like the Global Refugee Health Research Network and contributes to teaching across BSc, MSW, and MSc programmes. PhD in Social Work (University of Strathclyde, 1999) Masters in Social Work (Kerala, India) His research bridges social work and public health, emphasizing lived experiences of refugees, HIV-affected families, and older populations. Recent projects include: Impact of COVID-19 on families of care home residents in Scotland Adolescent reproductive health in Uganda, Jordan, and Bangladesh HIV/TB care barriers for refugees in Kampala Human rights of HIV-positive asylum seekers Cross-border surrogacy ethics Scientific achievements include: Senior Fellow , UK Higher Education Academy Best Personal Tutor Award (2019) Editorial work on Social Work in a Global Context He supervises PhD projects on topics like Queer women in Kerala , Refugee detention alternatives , and intergenerational care in China . His teaching integrates cross-cultural experiences, including abroad programmes to India.
Wendy Gay Pearson serves as Associate Professor in the Department of Gender, Sexuality, and Women's Studies at Western University. Her academic work spans multiple interdisciplinary fields with a particular focus on identity, citizenship, and belonging through the lenses of gender and sexuality. Professor Pearson's research interests encompass gender and sexuality studies, queer theory, feminist theory, critical race theory, and cultural studies. She approaches these topics through postmodernist and postcolonial theoretical frameworks, with emerging intersectional approaches to race, ethnicity, and diaspora. Her work specifically investigates these issues within science fiction, Canadian literature and film, and Indigenous film, examining connections between seemingly disparate areas such as analyzing Eden Robinson's Monkey Beach through both science fiction and Indigenous studies perspectives. Professor Pearson's scholarly output demonstrates a clear trajectory toward increasingly intersectional analyses, particularly in the most recent publications that bridge Indigenous studies with gender and sexuality frameworks. Her work consistently explores how science fiction functions as a space for imagining alternative gender and sexual possibilities, while simultaneously examining how Canadian cultural production engages with queer identities. The publications reveal a growing emphasis on Indigenous perspectives in film and literature, with multiple forthcoming 2024 contributions to the Routledge Handbook of Indigenous Film . As evidenced by her extensive editorial work including The Routledge Companion to Gender and Science Fiction (2023) and Reverse Shots: Indigenous Film and Media in an International Context (2014), Professor Pearson has established herself as a significant contributor to scholarly conversations at the intersection of gender studies and speculative fiction. Her book Zero Patience (2011) with Susan Knabe demonstrates long-standing engagement with queer cinema. Professor Pearson's academic supervision extends across multiple disciplines, reflecting her interdisciplinary approach. Her work has been supported through various academic channels that enable her to explore connections between Indigenous film, queer Canadian culture, and science fiction, though specific grant details are not provided in the available information. Her research methodology combines close textual analysis with theoretical frameworks from queer studies, feminist theory, and critical race theory, creating innovative approaches to understanding how cultural texts negotiate complex identity formations. This integrative approach is particularly evident in her examination of works by authors like Hiromi Goto, Nalo Hopkinson, and Larissa Lai, where she simultaneously considers sexuality, gender, race, and science fiction elements.
Maisha T. Winn serves as the Excellence in Learning Graduate School of Education Professor at Stanford University and is Faculty Director of the Stanford Accelerator for Learning's Equity in Learning Initiative. She leads the Futuring for Equity Lab as Principal Investigator and holds significant leadership positions including President-Elect of the American Educational Research Association and membership in the National Academy of Education. Dr. Winn's research examines how non-dominant youth and communities develop literate trajectories across historical and contemporary settings. As an ethnographer by training, she investigates how communities depicted as under-resourced create their own educational practices, processes, and institutions. Her scholarship bridges historical analysis with contemporary educational practice to build more just, collaborative, and equitable futures in education. Her work spans restorative justice in education, Black literacy studies, and transformative justice approaches, with particular attention to the school-to-prison pipeline, independent Black institutions, and futures-oriented educational frameworks. Dr. Winn analyzes how historical educational models can inform contemporary practices that center community knowledge and cultural identity. Andrew W. Mellon Fellow at CASBS (2022-23) American Educational Research Association Fellow Member of the National Academy of Education Dr. Winn advises doctoral students including Christina Hewko and Misbah Naseer, and leads research initiatives focused on educational equity. Her Futuring for Equity Lab develops frameworks for understanding how marginalized communities have historically created educational spaces that affirm their identities and knowledge systems, with direct implications for contemporary educational practice and policy. Her research team collaborates with community organizations and schools to translate scholarly insights into practical applications that promote educational justice, particularly in areas of school discipline reform and literacy education for marginalized youth.
