جست‌وجوی استاد و پژوهشگر

• Queer migrations
• Migration, settlement, and belonging
• Language learning in migratory contexts
• +۴ مورد دیگر

Francesca Stella is a Senior Lecturer in Sociology at the University of Glasgow, affiliated with the School of Social and Political Sciences. Her research focuses on migration, sexuality, and queer studies, particularly in the context of Scotland and post-Soviet regions. She has held grants from the ESRC, British Academy, and others, and has supervised numerous PhD students. Her work explores migrant integration, language policies, and LGBTQ+ rights, with a special emphasis on Eastern European and former Soviet populations. She has authored multiple books and articles, including Lesbian Lives in Soviet and Post-Soviet Russia . Research Interests: Queer migrations, language learning, migration policies, Russia/post-Soviet sexualities. Grants: ESRC Postdoctoral Fellowship (2012), British Academy Grant (2019-2022). Teaching: Global Migrations, Sociology of Gender, Migration and Society. Stella’s recent projects include studies on ESOL programs for migrants and queer migrant narratives in Scotland. She is also involved in public engagement, co-developing educational materials for ESOL classrooms and youth groups.

Rachael Gilmourمشاهده پروفایل

استاد

• Postcolonial Studies
• Colonial Literature
• Language Politics
• +۵ مورد دیگر

Professor Rachael Gilmour is a faculty member at Queen Mary University of London, holding the title of Professor of Contemporary Literature and Postcolonial Studies. She serves as Director of Graduate Studies: Admissions (English) within the School of English and Drama. Her academic journey includes a PhD from the University of Manchester, followed by a career at Queen Mary since 2002, focusing on postcolonial literature and theory. She has a multidisciplinary background in linguistics, cultural history, and literary studies. Her research explores language politics, multilingualism, and their intersections with colonial/postcolonial contexts. Notable projects include the Reading/Writing Multilingualism initiative, which engages secondary school students in Tower Hamlets, and her book Bad English: Literature, Multilingualism and the Politics of Language in Contemporary Britain (2020). She has held editorial roles at the Journal of Commonwealth Literature and Wasafiri , and her work bridges literary analysis with applied linguistics and cultural policy. Recent research focuses on literature’s confrontation with language as a bordering practice in the UK asylum regime. She has supervised doctoral projects on topics like multilingualism in contemporary fiction, postcolonial narratives, and literary representations of race and identity. Her publications span monographs, edited volumes, and peer-reviewed articles addressing colonial linguistics, Black British writing, and the global dimensions of literary multilingualism. She actively contributes to pedagogical initiatives that integrate multilingualism into English education.

Dobrochna Futroمشاهده پروفایل

مدرس

• Multilingualism
• Translanguaging
• Art-based Inquiry
• +۴ مورد دیگر

Dr. Dobrochna Futro is a Lecturer in Education at the School of Education, University of Glasgow . Her research focuses on multilingualism, translanguaging, and art-based inquiry, particularly in multilingual and migratory contexts. She explores creative methods of pedagogy and participatory research, collaborating with educators and artists globally. Dr. Futro co-leads the ELINET Language Education and Multilingualism strand and the ENROPE Language Teachers Development SIG , and convenes a cross-university Multilingualism Reading Group. Her work emphasizes the transformative potential of art in language education, including projects in Scotland, Poland, and Vietnam. She has developed CPD courses and teaching resources, such as Arts-based Language Learning: A Resource Book (2023). Dr. Futro has secured grants from institutions like the British Council and GKE Flexible Fund Award, supporting initiatives like Teaching English Multilingually through Art . She also teaches courses such as Language Learning for Children with English as an Additional Language and Which English: Sociolinguistics and Language Teaching . Her research and outreach include workshops on multilingualism and art, such as Polish through Art in Multilingual Scotland , and collaborations with organizations like Bilingualism Matters. Dr. Futro is actively involved in supervising doctoral students focusing on multilingual education and creative research methodologies.

• Second Language Acquisition
• Psycholinguistics
• Cognitive Linguistics
• +۱۳ مورد دیگر

Cyrille GRANGET is a Professor in the Department of Language Sciences at Toulouse Jean Jaurès University (UT2J), where he also serves as Director of the NeuroPsychoLinguistics Laboratory (LNPL, UR4156). He is actively involved in academic governance, holding elected positions in the Departmental Council of Language Sciences, the CLESCO Doctoral School Council, and the Qualified Scientific College (CSQ). He is also the Educational Coordinator for International Relations and outgoing mobility in Language Sciences. His research lies at the intersection of linguistics, cognition, and education, with a strong focus on second and third language acquisition. Key interests include: Linguistic and cognitive representation of events in L2 Inflectional verbal morphology in L2 French Effects of orthography and metrical structure on pronunciation Role of context, prior languages, and literacy in language learning Sociolinguistic variation and critical appropriation of dominant varieties Language acquisition among migrant populations His recent publications reflect a multidisciplinary approach combining psycholinguistic experiments (eye-tracking), computational modeling, and sociolinguistic fieldwork. He frequently collaborates across languages including French, German, Japanese, Spanish, Arabic, and Portuguese, often in educational or migratory contexts. His work is published in journals such as Languages , Education Sciences , and Revue Romane , and presented at major conferences like EuroSLA and CMLF. Scientific contributions and service include: Member of the editorial board of Langage, Interaction, Acquisition (LIA) Member of the office of the Thematic Network Recherche en Acquisition des Langues Secondes (RéAL2) Participant in the Toulouse Political Ecology Workshop (Atecopol) Supervision of multiple research projects and students in linguistics and language education He is deeply committed to inclusive language education, particularly for newly arrived migrant adolescents, and integrates theoretical linguistics with practical pedagogical applications. His leadership in LNPL and involvement in national research networks underscore his significant role in advancing psycholinguistic and sociolinguistic research in France.

• Addressing the Shoah in primary school lessons
• Political dimensions of German didactics
• Research on prospective teachers and students
• +۵ مورد دیگر

Fritz Kempas is a Researcher in the Department of German Didactics within the Department of Education and Psychology at Freie Universität Berlin. His academic work focuses on linguistic and cultural education specifically within primary school settings, with particular emphasis on addressing challenging historical and societal topics in German language instruction. His research interests form a cohesive program examining difficult subjects in primary education: Addressing the Shoah (Holocaust) in primary school lessons Political dimensions of German language didactics Research on prospective teachers' orientations toward difficult topics Multilingualism in the context of colonial continuities Power dynamics, colonialism, and language education Children's literature for sustainability education Kempas's scholarly work reveals a consistent focus on how to approach historically and politically complex subjects in primary education. His research examines both the pedagogical possibilities and limitations of introducing topics like the Shoah and climate catastrophe to young learners, while simultaneously investigating how future teachers develop their professional stances toward these challenging subjects. Methodologically, he employs qualitative-empirical approaches to understand the intricate dynamics of teaching and learning in primary school German education. As an educator, Kempas teaches specialized courses on didactic concepts for German instruction, with recent offerings focusing on literary approaches to difficult topics, Holocaust education in primary settings, and the intersection of power, colonialism, and language. He also conducts class visits during practical semesters, providing direct mentorship to student teachers in classroom environments. His academic contributions include presentations at major national and international symposia including the International Workshop for University Learning Facilities, the Symposium for German Didactics at Johannes Gutenberg University Mainz, and the Annual Conference of the Association for Migratory Pedagogical Second Language Didactics, demonstrating active engagement with the broader academic community in German education research.

• Children's and Young Adult Literature Didactics
• Reading Education in Digital Contexts
• Literary and Media Didactics
• +۳ مورد دیگر

Dr. Bettina Wild is a Lecturer for special tasks at the German Institute in the Department of Literature Didactics at Johannes Gutenberg University Mainz (since April 2023). Previously, she held roles including Deputy Professor at the University of Wuppertal (2016-2017), Deputy Junior Professor at Bielefeld University (2014-2015), and Managing Director of the Center for Children's and Young Adult Literature at the Heidelberg University of Education (2012-2020). She earned a Master's degree in German and English from the University of Heidelberg and Manchester (1996-2003), followed by a PhD in Heidelberg (2010). Her research focuses on children’s and young adult literature didactics, reading education in digital contexts, and literary media analysis. Key interests include intertextuality in modern children’s literature, reading socialization, and the implementation of reading culture at universities. She has contributed to projects like DigitalManufaktur (Mainz) and heiEDUCATION (Heidelberg), emphasizing interdisciplinary and digital pedagogy. Her publications span monographs like Topology of Rural Space (2011) and over 30 essays across journals and edited volumes, exploring topics such as animal figures in children’s literature, historical crime narratives, and multicultural education strategies. She co-edited works like Sophie von La Roche (2010) and contributed to teacher-training materials integrating digital tools. Wild’s academic service includes managing the Center for Children’s Literature and collaborating with libraries and cultural institutions. Her office hours are Thursdays 2:30-3:30 PM at Mainz, with digital availability by appointment.

• Migration Education
• Racism Critique
• Social Pedagogy
• +۵ مورد دیگر

Prof. Dr. Paul Mecheril is a Professor at the Faculty of Education , University of Bielefeld , Germany. His work focuses on Migrationspädagogik (Migration Education) and racism critique, analyzing how difference and inequality shape pedagogical and social practices. Research Interests : Structural features of professional action, moral-theoretical reflection on education, subjectivity and culturality in migration contexts, methodological aspects of understanding, and power-theoretical analyses. Projects : Project management roles in initiatives like Knowledge about Racism , Political Literacy in a Migration Society , and Informal Opportunities and Limits of Higher Education . Memberships : Permanent guest at Faculty Conference (FaKo), Deputy in Research and Young Academics Committee (FoKo) and Equal Opportunities Commission (GleiKo), Board member of the Specialized Language Center, and member of the Institute for Interdisciplinary Conflict and Violence Research. Editorial Work : Co-editor of anthologies on migration education, including Handeln in Organisationen der Migrationsgesellschaft and Regimes of Belonging – Schools – Migrations . Publications emphasize interpretive research paradigms and inquiry-based learning. Recent works explore refugee experiences in German universities, racism in educational institutions, and political speech in schools. His Handbuch Migrationspädagogik (2016) remains a foundational text. Academic Contributions link migration education to broader societal structures, advocating for critical pedagogy that addresses coloniality, epistemic power, and affective dimensions of political legitimacy.

• Languages
• Identity
• Italian
• +۴ مورد دیگر

Elena Anna Spagnuolo serves as Associate Lecturer and Language Instructor in the Department of Modern Languages at Aberystwyth University, concurrently holding a Lifelong Learning Teacher position in Italian within the Department of Lifelong Learning. Her academic profile demonstrates active engagement in language pedagogy and migration-focused research across institutional boundaries. Her research centers on linguistic identity negotiation in migratory contexts, with specialized expertise in Italian migration, transnational communities, and women's narrative strategies. Key thematic areas include social capital formation, integration dynamics, and the intersection of language with cultural displacement, reflecting interdisciplinary approaches spanning sociolinguistics, migration studies, and gender theory. Her 2023 monograph Voices of women writers: Using language to negotiate identity in (trans)migratory contexts establishes her scholarly contribution through critical analysis of female authors' linguistic agency in diasporic settings. This work exemplifies her consistent focus on identity construction among Italian migrant communities. No scientific awards are documented in current records. However, she secured British Academy funding (2022-2024) for the project Forgotten Pages on Italian History: An Investigation into the Initiative 'I Treni della felicita' , examining post-WWII child relocation efforts in Italy. Her research impact extends to public discourse through September 2024 media engagement on child refugee welfare initiatives with co-researcher Hammel.

Tomás Segarra Arnauمشاهده پروفایل

دانشیار

• Theory and History of Education
• Cultural Management
• Citizen Participation
• +۶ مورد دیگر

Tomás Segarra Arnau is an Associate Professor in the Theory and History of Education department at Universitat Jaume I, Castellón. He holds a Humanities degree and a Master's in Cultural Management (Research Track), and is currently pursuing a doctorate in Secondary Education at his institution. As a cultural manager for Sant Mateu City Council, he focuses on citizen participation projects, local cultural initiatives, and non-formal education programs. His research explores intersections between culture and education through qualitative methodologies, particularly in rural contexts and intercultural dynamics. Key themes include collective memory in marginalized communities, participatory museum practices, migration narratives, and inclusive education strategies. He has coordinated community-based projects like the 'Intercultural Missions' program promoting sustainable local development and university social responsibility. Recent publications (2021–2025) highlight collaborative projects with Sant Mateu's Moroccan community, pedagogical uses of historical museum collections, and innovative approaches to teacher training through autobiographical narratives. His work bridges historical analysis with contemporary educational challenges, emphasizing community engagement and cultural heritage preservation. Publications (2011–2025) demonstrate sustained engagement with participatory methodologies, intercultural education, and the role of cultural heritage in shaping educational practices. His research consistently integrates academic rigor with practical community development initiatives.