Professor Gavan Titley is a faculty member in the Department of Media Studies at Maynooth University since 2005. His research focuses on racisms in European politics, media's role in shaping discourse around multiculturalism, and contemporary debates on free speech. He is the author of influential works such as The Anti-Racist Media Manifesto (2024) and Is Free Speech Racist? (2020). He leads the EU Horizon Europe-funded project RESIST (2022–2026), addressing anti-gender politics. Titley also supervises two doctoral students researching climate migration and journalistic framing of scandals. Additionally, he holds a Docent position in Media and Communications at the University of Helsinki and co-edits the Challenging Migration Studies book series. Awarded Maynooth University’s 2022 Research Achievement Award, his work bridges media theory with critical analyses of racism, nationalism, and digital communication. His contributions extend to public engagement via The Guardian and policy-oriented writing on austerity and migration.
Astri Dankertsen is an Associate Professor in Sociology at the Faculty of Social Sciences, Nord University. She leads the MINS Research Group and specializes in Sámi and Indigenous studies, focusing on identity, urbanization, colonization, and gender. Her work addresses decolonization, Indigenous policymaking, and Nordic social dynamics. She has held a faculty position since 2010 and earned her PhD in Sociology from Nord University in 2014. Education : PhD in Sociology (2014), University of Nordland (now Nord University). Teaching : Courses on gender, ethnicity, Indigeneity, and gender equality. Research Projects : Leads the NFR-funded Indhome project on Indigenous homemaking and contributes to initiatives on gender balance and Nordic truth commissions. Research Interests : Sámi urbanization, colonialism, gender perspectives in Nordic contexts, and Indigenous methodologies. Her recent work explores Sámi resistance through haunting narratives and urban Indigenous identity formation. Collaborates with the Læra Institute for Circumpolar Education and serves on Nord University’s PhD committees. Grants & Projects : Norwegian Research Council grants for Indhome and urban Sámi studies. Engaged in truth and reconciliation processes in the Nordic region. Local Role : City council member in Bodø, advocating for Indigenous and cultural issues. Labs/Teams : MINS Research Group, Nord University’s Arctic Vulnerabilities specialization, and partnerships with international Indigenous networks. Her interdisciplinary approach bridges sociology, gender studies, and decolonial theory.
Radhika Gajjala is a Professor of Media and Communication and American Culture Studies at Bowling Green State University (BGSU) within the College of Arts and Sciences. She holds a PhD from the University of Pittsburgh (1998) and has held prestigious Fulbright roles: Professor of Digital Culture at the University of Bergen (2015-2016) and Senior Scholar at Soegijapranata Catholic University (2012). Her research focuses on globalization, digital labor, feminism, and social justice, with notable works including Digital Diasporas (2019) and Online Philanthropy (2017). Her teaching spans global media studies, gender and technology, and critical research methods. She co-edits the Fembot Collective, promoting digital publishing and podcasting through the Manifold platform. Key research interests include transnational feminist media activism, digital diasporas, and the intersection of technology with marginalized communities. Awards: Fulbright Professorships (2015-2016, 2012) Leadership: Former Chair of BGSU’s Faculty Senate, Interim Director of Women’s Studies, and Director of American Culture Studies Publications: Over 50 articles/books addressing digital labor, cyberfeminism, and South Asian digital publics Her recent work examines transnational queer cultures, feminist digital archiving, and resistance to right-wing digital enclaves. She actively mentors students in collaborative digital projects, emphasizing critical engagement with technology’s societal impacts.
Prof. Floor Rink is a Professor of Organizational Behaviour and Identity Management at the Faculty of Economics and Business, University of Groningen. She specializes in diversity, governance, status dynamics, and strategic leadership. Rink holds a master’s from the University of Groningen and a PhD in social psychology from Leiden University (cum laude). Her research bridges psychology and management, addressing topics like diversity in organizations, leadership during crises, and board governance. She has received a VIDI grant (2016) for her work on top management regulation and has published extensively in journals like the Academy of Management Journal and Psychological Science. Education: PhD in Social Psychology (Leiden University, 2005, cum laude) Master’s in Organizational Psychology (University of Groningen) Research Interests: Rink’s work focuses on identity processes in diverse teams, governance dynamics in leadership, and gender equity in organizational settings. She explores how status, power, and identity influence decision-making and collaboration. Recent studies examine resistance to DEI initiatives and sustainable development in corporate leadership. Awards & Recognition: VIDI grant from NWO (2016) Associate Editor, Academy of Management Journal (2019–2025) Research Affiliate, ANU Global Institute for Women’s Leadership Advisory & Grants: Rink advises boards and executives on governance and diversity strategies. Her recent projects include analyzing boardroom dynamics and ethical leadership. She collaborates with institutions like PwC’s Supervisory Board and the Dutch Healthcare Governance Association. Labs/Teams: Leads the Organizational Behavior research group at the University of Groningen, focusing on interdisciplinary projects combining qualitative and quantitative methods.
Dalitso Ruwe is an Assistant Professor of Philosophy and Black Political Thought at Queen's University, holding a cross-appointment in the Department of Gender Studies. He is affiliated with the Centre for the Study of Democracy and Diversity. His research focuses on the Intellectual History of Africana Philosophy, Anti-Colonial Theory, and Black Male Studies. Ruwe's work bridges historical analysis with contemporary social justice issues, particularly regarding Black freedom struggles and educational equity. Education: Ph.D. in Philosophy from Texas A&M University. His postdoctoral research (2020-2021 at University of Guelph) examined Black abolitionist debates and the role of Canada in shaping Black socio-political critiques of American slavery. He is currently developing a manuscript titled *Ontological Sovereignty: The Quest of Black Freedom in the Age of Slavery*. Recent publications explore themes like Black resistance, critical race theory in education, and anti-Black propaganda. Research interests also include Hip Hop Philosophy, Africana Legal History, and culturally sustaining pedagogy. Ruwe’s interdisciplinary approach integrates philosophy with historical, legal, and cultural studies frameworks.
Mikael Carleheden is an Associate Professor at the Department of Sociology, University of Copenhagen, within the Faculty of Social Sciences. He holds editorial roles including Main Editor of Acta Sociologica and membership on editorial boards of Distinktion and Utbildning & Demokrati . His academic career includes prior roles as Full Professor at University of Örebro (2008–2010), Head of PhD Program at University of Copenhagen (2010–2016), and Coordinator of CAPS (2015–2022). His research focuses on social theory methodology, structural transformation, civil society dynamics, and critiques of modernity. Education includes a PhD from Lund University (1996) and postdoctoral work at Columbia University (1997–1998). His teaching includes courses like Critical Theory: Capitalism, Democracy and Intersectionality and Sociological Diagnosis of Our Times . Research interests span theoretical methodological debates, freedom discourses in the Anthropocene, and societal pathologies. Collaborations include international networks like the European Sociological Association (ESA Research Network 29 Coordinator) and membership in Nordic and Danish Sociological Associations. Recent publications emphasize pluralizing theorizing methods, diagnosing contemporary societal crises, and rethinking modernity’s epochs.
Eric Legg is an Associate Professor in the School of Community Resources and Development at Arizona State University, affiliated with the Watts College of Public Service & Community Solutions and the Global Sport Institute. He holds a Ph.D. from the University of Utah, an M.S.S. from the United States Sports Academy, an M.A. from Wake Forest University, and a B.A. from the College of William & Mary. His research focuses on socio-ecological approaches to youth sport development, exploring how community experiences can maximize positive outcomes through coaching education, transformational leadership, and collaboration between non-profits and government agencies. Key themes include sense of community in sports, grit, empathy, and public-private partnerships. Legg has published extensively in journals like SCHOLE , Journal of Park & Recreation Administration , and Sport, Education, and Society , emphasizing applied research with community partners. His recent work addresses pandemic-era educational pivots, diversity in sport governance, and sport’s role in post-conflict peacebuilding. He serves as National Council Chair for the U.S. Tennis Association (USTA), chairs its Training Advisory Group, and founded the nonprofit Tennis on the Hill. Legg teaches courses on youth sport management, nonprofit assessment, and community service evaluation at both undergraduate and graduate levels.
Professor Sally Hines is a Chair of Sociology and academic in the School of Sociological Studies, Politics and International Relations at the University of Sheffield. Her work bridges sociology, gender studies, law, and health studies. Hines holds a BA, MA, and PhD, and has held roles at the University of Leeds (Director of the Centre for Interdisciplinary Gender Studies) and Newcastle University. She focuses on gender diversity, transgender theory, sexual citizenship, and intersectionality. Her research explores topics like trans pregnancy, gender recognition policies, and youth understandings of gender diversity. She has co-authored ESRC-funded projects on young people’s gender experiences and trans masculinity in reproduction. Notable publications include Is Gender Fluid? (2018) and articles in SSM - Qualitative Research in Health and Journal of Youth Studies . Hines engages in public sociology, advising on the Gender Recognition Act and trans reproductive rights. Her work addresses societal debates on gender, feminism, and legal frameworks. She supervises PhD research on topics like masculinities, gender violence, and asexuality. Key grants include ESRC-funded projects on trans pregnancy and youth gender diversity. She teaches feminist theory, sexuality studies, and social movements, emphasizing interdisciplinary approaches.
William Nickley is an Assistant Professor in the Department of Design at The Ohio State University, holding an MFA and BSD in Design from the same institution. His research bridges industrial design with social impact, focusing on co-design methodologies, youth development through design-based making (DBM), and person-centered design (PCD). He leads the Ohio State DESIS Lab, emphasizing practice, pedagogy, and research to create equitable futures. Nickley has pioneered frameworks for youth empowerment through design, including grant-funded projects with Columbus City Schools and the Boys & Girls Clubs of Central Ohio. His education includes a MFA (2020) and BSD (2010) in Industrial Design from OSU. He previously worked in consultancy, freelance design, and non-profit leadership. Current courses include Design 4650/5650 (Collaborative Design Studio) and Design 4151 (Intermediate Industrial Design II). Research interests include design for social justice, LGBTQIA+ youth healthcare engagement, and the intersection of design with Positive Youth Development. Notable projects include the ISPARK Mobile Maker Cart (2024), CoDe Rainbow training platform (2023), and the Hayes 210 Student Space Redesign (2024-25), a grant-funded interdisciplinary initiative enhancing campus spaces through student input. He has received the 2024 IDSA Young Educator Award and serves on multiple committees including the IDSA Education Council. His service includes leadership in Local Tech Heroes, a nonprofit promoting tech access for underserved communities.
Dr. Kerry H. Alexander is an Assistant Professor of Literacy Education in the Department of Teaching and Learning, Policy and Leadership at the University of Maryland, College Park. She holds a Ph.D. in Language and Literacy Studies from The University of Texas at Austin. Her research focuses on sociocultural dimensions of early literacy, critical literacy, and justice-focused coaching, emphasizing equitable practices in elementary education. Alexander has published extensively in journals such as Language Arts , English Education , and Journal of Education and Social Justice , and co-authored works on teacher education and equity-focused networks. She teaches courses like ‘Materials and Instruction for Creating Skilled and Motivated Readers’ and ‘Culturally Responsive Language and Literacy Teaching.’ Her work integrates community-centered inquiry, exploring how state policies shape classroom practices and teacher identities. Recent research includes playful languaging, neuro-affirming pedagogies, and critical discourse analyses around literacy instruction. Alexander previously taught elementary English Language Arts for ten years and is committed to supporting preservice teachers through mentorship and anti-racist professional discernment. Dr. Alexander leads the Elementary Writing Teacher Development and Practice: From UMD to MS DoE grant, funded by UMD’s College of Education. She mentors graduate students interested in connecting teaching practice with research, particularly those with public elementary school experience. Her lab, part of the Literacy, Language, and Social Innovation (LLSI) initiative, focuses on innovative literacy education strategies.
Angela Robbins is an Associate Professor of History and Chair of the Department of History, International Studies, Political Science, and Religious Studies at Meredith College. She holds a Ph.D. in U.S. History from the University of North Carolina at Greensboro (UNCG), an M.A. in Museum Studies from UNCG, and a B.S. in Middle Grades Education from UNCG. Robbins has taught at UNCG, Salem College, and Wake Forest University before joining Meredith College, where she emphasizes women’s educational traditions. Her research focuses on women’s economic roles in post-Civil War North Carolina, particularly businesswomen in the Piedmont region. She has published on topics such as the 19th Amendment, the Equal Rights Amendment, and women’s contributions to World War I homefront efforts. Robbins is also active in public history initiatives, including organizing conferences on historical accountability and women’s leadership. Her recent presentations include discussions on the 'Great Resignation,' Title IX at 50, and Meredith College’s historical projects confronting institutional legacies. Robbins combines academic rigor with community engagement, frequently lecturing at Osher Lifelong Learning Institute programs and contributing to public dialogues on voting rights and immigration history.
Dr. Aviah Day is a Lecturer at the School of Social Sciences, Birkbeck, University of London. Her work integrates academic research with activism focused on domestic violence, social justice, and carceral feminism. Prior to academia, she worked in frontline domestic violence services including advocacy roles and helpline work. She is affiliated with Sisters Uncut (fighting cuts to domestic violence services) and the London Renters Union. Research Focus: Intersectional analysis of domestic violence policy Critical examination of carceral feminism Community-based alternatives to criminal justice systems Transformative justice and decolonial frameworks Current Doctoral Supervision: Barriers to reporting domestic violence in London's Polish community Exploring agency and victimization in drug-dependent women's experiences Key Research Trends: Her publications critically analyze systemic vulnerabilities faced by marginalized groups within criminal justice frameworks, emphasizing abolitionist and intersectional approaches.
Jessi Streib is an Associate Professor of Sociology at Duke University’s Trinity College of Arts & Sciences. Her research focuses on mechanisms of social class inequality, including cross-class marriages, educational outcomes, and socioeconomic mobility. Streib earned her Ph.D. in Sociology from the University of Michigan, Ann Arbor (2013). She is affiliated with the Duke Population Research Institute as a Faculty Research Scholar. Her work includes influential books such as *The Power of the Past: Understanding Cross-Class Marriages* (2015), which explores how class origins shape marital dynamics, and *The Accidental Equalizer: How Luck Determines Pay after College* (2023), analyzing post-graduate wage disparities. She has also written on downward mobility (*Privilege Lost*, 2020) and cultural signaling in job markets (*Class and the Cultural Styles Applicants Present to Gatekeepers*, 2021). Streib’s research has been funded by grants such as the Institute for Humane Studies’ *Young Voices: The Political Socialization of America's Next Generation* (2024–2025) and the Spencer Foundation’s study on post-college labor market inequality (2014–2018). Her findings appear in venues like the *American Journal of Sociology* and have been featured in *The Washington Post*, *NPR*, and *The Atlantic*. Her current research examines intersections of race, gender, and class in contemporary U.S. society, as seen in her 2025 work *Is It Racist? Is It Sexist?* She teaches courses on social stratification and qualitative research methods at Duke.
Rachel Brule is an Assistant Professor of Global Development Policy at Boston University’s Pardee School of Global Studies and Core Faculty at the Global Development Policy Center’s Human Capital Initiative. She specializes in comparative politics, international development, and gender studies with a focus on South Asia. Her research examines how political representation impacts social and economic inequality across democratic and hybrid regimes. Brule’s forthcoming book, Women’s Representation and Resistance , explores how women’s political empowerment drives progress in land inheritance rights in India. Brule holds a Ph.D. in Political Science from Stanford University, an M.Sc. from Oxford University, an M.Sc. from the London School of Economics, and a B.A. from Mount Holyoke College. She has conducted fieldwork in India, Africa, and the Middle East, combining randomized controlled trials and survey experiments to study gender quotas, political engagement, and climate resilience. Her work has been recognized with the Pi Sigma Alpha Award (2017), Kellogg Notre Dame Award (2017), Marshall Scholarship, and Truman Scholarship. Her research portfolio includes analyzing climate shocks’ impact on gendered political dynamics in Bangladesh, the effectiveness of multi-dimensional quotas in improving social equality, and the intersectionality of cultural norms and economic disparities in India’s matrilineal tribes. Brule collaborates with institutions like MIT’s Poverty Action Lab and the World Bank, focusing on evidence-based interventions to enhance economic rights and environmental welfare in developing nations.
Chyrell D. Bellamy, PhD, MSW is Professor of Psychiatry at Yale University's Department of Psychiatry and Director of the Yale Program for Recovery and Community Health (PRCH). She also serves as Director of Peer Support Services & Research and Director of the Yale Lived Experience Transformational Leadership Academy (LET(s)Lead). Additionally, Dr. Bellamy functions as a Senior Policy Adviser for the Office of the Commissioner for the State of Connecticut Department of Mental Health and Addiction Services (DMHAS). Yale School of Medicine, Department of Psychiatry Yale Program for Recovery and Community Health (PRCH) Yale Lived Experience Transformational Leadership Academy (LET(s)Lead) Connecticut Mental Health Center Center for Brain & Mind Health Dr. Bellamy's research expertise centers on community-based participatory research and co-design with communities of color and individuals living with psychiatric illness, substance use disorders, HIV, homelessness, and incarceration histories. Her work focuses on healthcare disparities, sociocultural pathways of recovery, development of culturally responsive interventions, qualitative research methods, and community/clinic-based psychosocial and wellness interventions. She brings personal and professional expertise as a frontline service provider, clinician, social worker, and community organizer, openly identifying as a person with lived experience of multiple marginalized identities including mental illness, trauma, and addictions. Dr. Bellamy's publication record demonstrates significant contributions to mental health equity, with a focus on culturally responsive interventions for marginalized populations. Her research trends show a consistent emphasis on community-driven approaches, particularly through initiatives like Harambee (a wellness intervention for serious mental illness) and Imani Breakthrough (a faith-based opioid recovery program). Her recent publications increasingly incorporate technology and AI considerations in mental healthcare while maintaining strong community engagement principles. The breadth of her work spans from local Connecticut implementations to international collaborations in Brazil. PCORI award for co-located primary care for people with mental illness NIMH R34 award for whole health intervention mechanisms CT DMHAS/SAMHSA State Opioid Recovery funds for Imani Breakthrough program NIH Common Fund/NIDA grant for culturally responsive substance use recovery NIH R34 grant for peer support implementation in Brazil NIH NIMHD grant for Recovery Finance study Dr. Bellamy actively mentors researchers through her leadership roles and directs multiple federally funded research initiatives. Her work with the Yale Program for Recovery and Community Health has secured substantial grant funding from NIH, PCORI, NIMH, and state agencies, focusing on innovative approaches to mental health and substance use recovery. Her research portfolio demonstrates strong community partnerships and a commitment to translating research into practice through programs like LET(s)LEAD, which provides leadership training for people with lived experiences. Dr. Bellamy leads the Yale Program for Recovery and Community Health, which operates through a collaborative network of researchers, community members, and practitioners. Her work with the Lived Experience Transformational Leadership Academy (LET(s)LEAD) represents a significant team-based approach that centers lived experience in research and service delivery. She collaborates extensively with community organizations, particularly faith-based institutions serving Black and Latinx communities, and maintains international partnerships in Brazil for mental health system transformation.
