جستجوی استاد راهنمای دانشگاهی

Kihana Miraya Rossمشاهده پروفایل

استادیار

• Black Education Studies
• Antiblackness in Education
• Educational Fugitivity
• +۵ مورد دیگر

Kihana Miraya Ross is an Assistant Professor in the Department of Black Studies at Northwestern University, affiliated with the Weinberg College of Arts & Sciences. She holds a Ph.D., M.A., and B.A. from UC Berkeley in Social and Cultural Studies of Education, African American Studies, and Sociology. Her research focuses on antiblackness in education, Black educational fugitivity, and educational reparations, employing critical ethnography and participatory design methods. Her book project examines the afterlife of school segregation and strategies for Black educational futurities. She co-directed the documentary Stolen School , exploring the closure of Evanston’s Foster School and its lasting impacts. Ross has received major grants from the Spencer Foundation and fellowships from the Ford Foundation. Education: Ph.D. in Social and Cultural Studies of Education (UC Berkeley, 2016) M.A. in Social and Cultural Studies of Education (UC Berkeley, 2011) B.A. in African American Studies, Sociology, and Education (UC Berkeley, 2002) Key Projects: Spencer Foundation-funded research on Evanston’s educational reparations Documentary Stolen School (2023) Awards: 2021 Spencer Foundation Large Grant 2017 Ford Foundation Postdoctoral Fellowship Ross’s work bridges historical analysis and contemporary activism, advocating for systemic change through frameworks like Black fugitivity. She collaborates with community organizations like Shorefront Legacy Center and mentors interdisciplinary projects on race, education, and spatial justice.

• Colonialism and coloniality
• imperialism
• Third-Worldism
• +۱۹ مورد دیگر

Dr. Ali Kassem is a Lecturer in Sociology and Anthropology at the National University of Singapore (NUS), Faculty of Arts and Social Sciences. His academic work spans multiple disciplines, focusing on decolonial approaches to understanding power dynamics, knowledge production, and social formations across the Arab-majority world and beyond. Dr. Kassem received his PhD from the School of Law, Politics, and Sociology at the University of Sussex. He completed postdoctoral research at the Institute for Advanced Studies at the University of Edinburgh and was an early career fellow with the Arab Council for Social Sciences funded by the Carnegie Corporation of New York. His academic journey includes teaching and research positions at Ludwig-Maximillian University in Munich, EHESS in Paris, American University of Beirut, and Lebanese American University. Dr. Kassem's research examines contemporary coloniality across questions of power and knowledge. His work spans anti-Muslim racism within Arab-majority contexts, transformations in Islamic educational institutions, dehumanization of Syrian refugees, and urban transformations in Lebanon. His transdisciplinary approach engages ethnic and racial studies, sociology of religion, social psychology, migration studies, and urban studies, working alongside anticolonial thinkers including Frantz Fanon, Ali Shariati, and James Baldwin. His recent publications reveal a strong focus on decolonial theory applied to education, urban studies, and Islamic contexts. Dr. Kassem's work consistently challenges Eurocentric frameworks while exploring alternatives emerging from the Global South. His research demonstrates particular attention to Lebanon and the eastern Mediterranean region as sites for theorizing global coloniality. Dr. Kassem has authored the book "Islamophobia and Global Coloniality: the Lived Erasure of Visibly Muslim Women in Lebanon" (Bloomsbury Academic, February 2023) and is currently editing "Decoloniality and Arabo-Islamicate Worlds" (Bristol University Press, 2025). His scholarly contributions appear in journals including Ethnic and Racial Studies, Globalizations, Contemporary Religion, and Review of Middle East Studies.

• Chican@-Latin@ vernacular discourse
• testimonio and gendered violence
• womyn of color, academe, and intersectional microaggressions
• +۵ مورد دیگر

Michelle A. Holling, Ph.D. is a Full Professor of Communication at California State University San Marcos, where she also serves as Director of Ethnic Studies. She joined the Department of Communication at CSUSM in 2007 and has held significant leadership roles including Director of the Ethnic Studies Program, Chair of the Communication Department, and member of the Ethnic Studies Steering Committee. Dr. Holling earned her interdisciplinary Ph.D. in Communication from Arizona State University and her M.A. and B.A. in Communication from San Francisco State University. Her academic journey has been marked by leadership and scholarly excellence within the field of communication studies with a focus on ethnic and gender perspectives. Her research expertise centers on Chican@-Latin@ vernacular discourse; testimonio and gendered violence; and womyn of color, academe, and intersectional microaggressions. Dr. Holling's work bridges critical race theory, gender studies, and communication scholarship, examining how marginalized communities navigate systems of power through discourse and performance. She has developed innovative courses including COMM 405, Feminist Rhetorics and COMM 485, Chican@s-Latin@s in Film & TV. Dr. Holling's scholarly contributions demonstrate a consistent focus on intersectional approaches to communication, with particular attention to Latin@ experiences, gendered violence, and critical race perspectives. Her work often examines how marginalized communities use discourse to resist oppression and create liberatory spaces. Outstanding Article Award (2022) from Feminist Gender Studies Division of NCA Outstanding Book Chapter Award (2021) from Latino/a Communication Studies Division of NCA Cordova-Puchot Scholar of the Year Award (2009) from Latino/a Communication Studies Division of NCA B. Aubrey Fisher Outstanding Journal Article (2007) from Western States Communication Association Dr. Holling has been actively involved in professional organizations, founding the Communication, Identities, and Difference interest group in the Western States Communication Association (WSCA), where she served as President (2017-2018) and Immediate Past President (2018-2019). She was also President of the Organization for Research on Women and Communication (2007-2010). Her leadership extends to editorial work, including co-editing "Race(ing) Intercultural Communication: Racial Logics in a Colorblind Era" (2016) and "Latina/o Discourse in Vernacular Spaces: Somos de Una Voz?" (2011).

Stuart Carrollمشاهده پروفایل

دانشیار

• Teacher Education
• Inclusive Education
• Special Education
• +۵ مورد دیگر

Stuart Carroll is an Associate Professor of Elementary Education and Co-Chair of the Department of Elementary and Early Childhood Education at The College of New Jersey's School of Education. He also serves as Faculty Director of Global Graduate Programs, demonstrating his commitment to international education experiences. Dr. Carroll earned his Ph.D. in Teaching and Curriculum from Syracuse University (1999), an MEd in Teaching ESL from Trenton State College (1995), a Bed in Elementary Education from the University of Manitoba (1987), a J.D. from the University of Manitoba (1983), and a B.A. in History from the University of Manitoba (1981). Carroll's research focuses on inclusive education, particularly for students with intellectual disabilities, teacher preparation programs, global education experiences, and ESL teaching methods. His work examines how preservice teachers develop through experiences with diverse learners, especially those with disabilities, and how these experiences shape their professional identities. He has extensively studied the impact of inclusive classroom experiences on teacher development and has developed innovative approaches to teacher education that emphasize compassion and care, particularly in the post-pandemic educational landscape. His recent publications show a clear trajectory toward examining teacher preparation in challenging contexts, including the Ukrainian refugee crisis and pandemic recovery. His work consistently emphasizes the importance of inclusive practices, compassionate teaching, and global perspectives in teacher education. Dr. Carroll has received numerous honors including The College of New Jersey School of Education's Teacher of the Year (2015) and the Northeastern Association of Graduate Schools Graduate Teaching Award (2007). The College of New Jersey School of Education's Teacher of the Year (2015) Northeastern Association of Graduate Schools Graduate Teaching Award (2007) Dissertation award, Syracuse University (1999) Berj Harootunian Award for Outstanding Dissertation Proposal (1997) Carroll has coordinated the MAT Program (2002-2008) and the Global Student Teaching Program (2001-2007), demonstrating his leadership in teacher preparation. He has secured significant grant funding including a $96,000 grant from the Developmental Disabilities Council of the State of New Jersey (2008-2009) and participation in a federal TPSID grant with Bergen Community College (2018-2019). His service includes numerous committee memberships related to faculty excellence, certification, departmental awards, and curriculum development. Through his leadership of the Career and Community Studies Program and his extensive research on inclusive education, Carroll has established TCNJ as a leader in inclusive postsecondary education for students with intellectual disabilities. His work bridges theory and practice, creating meaningful opportunities for preservice teachers to learn alongside peers with disabilities.

Paolo Rotaمشاهده پروفایل

استادیار

• Computer Vision
• Machine Learning
• Multimodal AI
• +۹ مورد دیگر

Paolo Rota is a tenure-track Assistant Professor at the University of Trento, affiliated with the Department of Information Engineering and Computer Science (DISI) and the Center for Mind/Brain Sciences (CIMeC). His research lies at the intersection of computer vision, machine learning, and multimodal AI, with a strong emphasis on vision-language models and activity recognition. His research interests include zero-shot action recognition, temporal action localization, open-world recognition, and person image synthesis. He explores how large multimodal models can be leveraged for practical applications in video analytics and industrial AI, often developing training-free or source-free adaptation methods that improve model generalization. Recent publications show a consistent trend in utilizing large vision-language models (e.g., CLIP, LMMs) for tasks such as image classification, domain adaptation, and action recognition, emphasizing simplicity, zero-shot capabilities, and real-world applicability. His work frequently appears in top venues including CVPR, NeurIPS, ICCV, and ICIAP. He actively mentors PhD students including Benedetta Liberatori, Jiaqi Liu, Yan Shu, Shiyao Xu, and Alessandro Conti, often co-advising with faculty such as Elisa Ricci and Nicu Sebe. He also contributes to teaching, including delivering lectures on machine learning for the MSc in Data Science program. He co-founded Mountain Maps, a startup using AI to enhance outdoor navigation and mountain exploration. His work bridges academic research and practical innovation, aiming to increase the real-world impact of AI systems.

Niharika Panditمشاهده پروفایل

مدرس

• Feminist Theory
• Postcolonial Studies
• Gender and Racialization
• +۳ مورد دیگر

Dr. Niharika Pandit is a Lecturer in Sociology at Queen Mary University of London's School of Politics and International Relations, joining in September 2023. A feminist theorist, her interdisciplinary research examines gender, racialization, and post/coloniality through transnational and anticolonial frameworks. Educational background comprises: BA (Sophia College, University of Mumbai) MA Gender Studies (SOAS) PhD (London School of Economics) PGCertHE (LSE) Research focuses on everyday politics in conflict zones, epistemic justice in Global South contexts, and liberatory feminist/queer praxis. Current projects include a monograph analyzing gender/coloniality in Kashmir and research on 'Azadi' as political imaginary. Publications demonstrate consistent engagement with militarization's gendered impacts, feminist methodologies, and anticolonial resistance. Recent articles received the Feminist Theory Essay Prize and ISA recognition. Awards highlight excellence in both scholarship and teaching, including the prestigious Michael Nicholson Thesis Prize, Feminist Theory Essay Prize, and multiple teaching commendations. Secured funding from International Peace Research Association Foundation and Felix Scholarship. Editorial collective member for Engenderings and Otherwise Magazine. Teaches POL180 Global Sociology and POL109 Global Histories.

Alani Hicks-Bartlettمشاهده پروفایل

استادیار

• Medieval and Early Modern Literature
• Gender Studies
• Disability Studies
• +۴ مورد دیگر

Alani Hicks-Bartlett is an Assistant Professor in the Departments of Comparative Literature, French and Francophone Studies, and Hispanic Studies at Brown University. She holds affiliations with the Department of Italian Studies, the Program in Early Cultures, the Program in Medieval Studies, the Center for the Study of the Early Modern World, and the Institute at Brown for Environment and Society. Her research integrates gender, race, disability studies, and critical theory, focusing on Medieval and Early Modern literature across English, French, Italian, Portuguese, and Spanish traditions. She explores themes like artistic failure, disability representation, and (proto)feminist writing. Educated at Bryn Mawr College (BA, MA), Middlebury College (MA, DML), and UC Berkeley (PhD), her work has been supported by the Mellon Foundation, Ford Foundation, and others. Recent publications analyze race in Shakespeare, disability in Arthurian Romance, and exemplarity in Petrarchan intertexts. She teaches courses on Early Modern theater, medieval gender studies, and literary theory. Her current book project examines disability narratives in Petrarch, Montaigne, and Cervantes, linking bodily diversity to selfhood and political health. She has held fellowships at UCL’s Institute of Advanced Studies and the Consortium for History of Science, Technology and Medicine.

Catrine Torbjørnsen Halåsمشاهده پروفایل

استاد

• Social Work
• Practical Knowledge
• Experiential Learning
• +۱۳ مورد دیگر

Dr. Catrine Torbjørnsen Halås is a Professor of Social Work at Nord University, a position she has held since 2023. She previously served as an Associate Professor at the University of Nordland from 2012, which later became part of Nord University. She has held significant leadership roles including Head of the Center for Practical Knowledge and Program Manager for the PhD program in Professional Science. She was also the cohort coordinator for the National Research School for Teacher Education (NAFOL) at NTNU from 2018 to 2020. Her research centers on practical knowledge , experiential learning , and qualitative methodologies , with a strong emphasis on ethnographic and narrative approaches. She explores how professional practice in social work can be informed by lived experience and reflective processes. Her work with vulnerable youth focuses on participation, involvement, and creating meaningful change through dialogue and recognition. The recent publications of Dr. Halås reveal a consistent engagement with knowledge-reflected practice , praxeology , and democratic knowledge production . Her research spans topics such as the role of practical knowledge in education, youth narratives challenging social norms, and participatory methods like the Dialogue Café. She emphasizes the integration of theory and practice in professional training and advocates for inclusive, reflective, and ethically grounded research. She is actively involved in research networks such as the European Association of Social Work Research (EASWR), where she convenes a Special Interest Group on Social Work Practice Research, and the International Community for Practice Research in Social Work. She leads the PrepChild Research Center for Children and Youth and Social Preparedness and contributes to the Nordic research network on youth, belonging, and outsiders. Her editorial work includes influential anthologies like Practical Knowledge: An Introduction (2023) and Humanistic Research Approaches to Professional Practice (2017), which have shaped discourse in the field. Dr. Halås has extensive experience in both academic and practical social work. Before her academic career, she served as a Senior Advisor to the County Governor of Nordland (1996–2011) and as a caseworker and manager in Oslo’s Grorud social welfare office (1989–1996). This background deeply informs her research, grounding it in real-world challenges and professional practice. She has not received any explicitly mentioned scientific awards, but her sustained scholarly output and leadership in research networks indicate significant influence in her field.

• Black Storytelling
• Afrofuturism
• Speculative Fiction
• +۳ مورد دیگر

Stephanie Renee Toliver is an Assistant Professor of Curriculum and Instruction at the University of Illinois, specializing in English Education and Adolescent/Secondary Literacy. Her research focuses on Black storytelling, Afrofuturism, and arts-based pedagogies to address systemic inequities in education. She authored the award-winning book Recovering Black Storytelling in Qualitative Research: Endarkened Storywork , and her work appears in journals like Teachers College Record and Journal of Literacy Research . Toliver has received multiple accolades, including the Steve Cahir Early Career Award and the AERA Qualitative Research SIG Award. Her scholarship emphasizes speculative fiction as a tool for social justice and culturally sustaining pedagogies for Black youth. Key research areas include: Black storytelling as social critique, speculative fiction for youth empowerment, and critical literacy pedagogies for pre-service teachers. Her recent work explores intersections of AI, digital literacy, and historical trauma. Toliver advocates for radical imagination in education to challenge anti-Blackness and promote equitable learning environments. Education: Ph.D. in Education. Grants & Collaborations: Active in interdisciplinary research networks, focusing on qualitative methods and Black feminist epistemologies. Labs/Teams: Engages with communities through arts-based research initiatives and public scholarship in media like Chicago Tribune and Ms. Magazine .

Julie E. Owenمشاهده پروفایل

دانشیار

• Leadership Identity
• Women's Adult Development
• Critical and Emancipatory Research Methods
• +۳ مورد دیگر

Julie E. Owen is an Associate Professor of Leadership Studies at the School of Integrative Studies, George Mason University. She coordinates the leadership studies major/minor, serves as graduate faculty in Mason’s Higher Education Program, and is affiliate faculty with Women and Gender Studies. Education: Ph.D. in College Student Personnel, University of Maryland (2008) M.Ed. in College Student Personnel Administration, James Madison University (1996) Certificate in Non-Profit Administration, Duke University (2000) B.A. in Psychology and English, College of William and Mary (1993) Her research focuses on intersections of leadership identity and women’s adult development, critical/emancipatory research methods, and liberatory leadership pedagogy. She explores decolonizing leadership knowledge, equity in leadership education, and narratives of marginalized leaders. Key publications include 8 books and over 60 refereed articles. Recent works address college student activism, leadership burnout, and Japanese-American transnational leadership studies. She leads the Multi-Institutional Study of Leadership (MSL-IS) and co-develops the Leadership Identity Development (LID) model. Scientific Awards: AAC&U K. Patricia Cross Future Leaders Award ACPA Annuit Coeptis & Diamond Honoree NASPA Ruth Strang Research Award George Mason Teaching & Mentoring Excellence Awards University of Maryland Distinguished Alumni Magoon Award Grants include AllState Foundation Youth Leadership Research Awards (2024-2025), Aspen Impact Fellowship (2023), and Bringing Theory to Practice research grants (2015-2018). She frequently presents at the International Leadership Association and ACPA conferences.

David Justiceمشاهده پروفایل

مدرس

• Theology and Activism of Martin Luther King, Jr.
• Decolonial and Liberatory Study of Religion
• African-American Studies
• +۵ مورد دیگر

David Justice is a Full-Time Temporary Lecturer in the Baylor Interdisciplinary Core program, which is part of Baylor University's Honors College in Waco, Texas. He teaches interdisciplinary courses combining theology, religious studies, African American studies, Women and Gender studies, and philosophy, including Examined Life I, World of Rhetoric, and Social World. Dr. Justice earned his Ph.D. in Christian Theology from Saint Louis University, with a Graduate Minor in Women's and Gender Studies. He also holds an M.A. in Theological Ethics from Saint Louis University, an M.A. in Philosophy from the University of Missouri—St. Louis, and a B.A. in Philosophy, Cum Laude, from Greenville University. His research focuses on the political theology of Martin Luther King Jr., particularly exploring the fundamental transformation necessary to realize the Beloved Community. Drawing on King's rootedness in the Black church, Dr. Justice places King in conversation with feminist, womanist, and decolonial thought to recover the radical dimensions of King's theology and connect it with contemporary activism. His publications reveal a strong engagement with themes of justice, racial capitalism, prophetic tradition, and the Beloved Community concept. His work spans academic journals, online publications like Sightings and The Bias Magazine, book reviews in Reading Religion, and regular contributions to Conciliar Post from 2019-2022. His writing demonstrates consistent attention to connecting theological concepts with practical social justice concerns. Saint Louis University Dissertation Fellowship Religion and Public Life Graduate Fellowship Culturally Responsive Graduate Fellow SLU College of Arts and Sciences Distinguished Thesis Award Henry Luce Foundation: Religion and Public Life Fellow Thulin Prize for Excellence in the Study of Religion Students' Choice 'Best Classes at GU' Dr. Justice has extensive teaching experience since 2013, with his Major Issues in Philosophy course named one of the Students' Choice 'Best Classes at GU.' He completed a year-long Culturally Responsive Teaching fellowship in 2020. His current work continues to explore how we can theorize a decolonized, holistic understanding of the Beloved Community and begin constructing that community in the present.

Shamari Reidمشاهده پروفایل

استادیار

• Queer Studies
• Educational Equity
• Social Justice Education
• +۷ مورد دیگر

Shamari Reid (he/him/his) is an Assistant Professor in the Department of Teaching and Learning at New York University’s Steinhardt School of Culture, Education, and Human Development. His work focuses on reimagining schools as equitable spaces for Black LGBTQ+ youth, drawing from ballroom culture and radical love as moral imperatives. Dr. Reid holds a doctoral degree in Curriculum and Teaching from Teachers College, Columbia University, an M.A. in Teaching Spanish as a Foreign Language and TESOL from NYU, and a B.A. in Spanish and Education from Oklahoma City University. His interdisciplinary education underscores his commitment to culturally sustaining practices and intersectional equity. His research explores Black trans and queer youth agency, systemic oppression in schools, and the role of imagination in liberatory education. Reid emphasizes the need for school leaders to protect radical creativity and advocates for anti-oppressive policies. He also critiques the lack of queer/gender studies in teacher training programs, urging educators to embrace intersectional frameworks. In 2022, his dissertation analyzing NYC ballroom culture’s impact on Black LGBTQ+ youth agency earned the Dissertation of the Year Award from AERA’s Queer Studies SIG. His recent book Humans who teach (2024) provides actionable strategies for centering love and justice in classrooms. Reid collaborates on initiatives like the English Education program to foster affirming school environments. His work intersects with theorists like José Esteban Muñoz and Toni Morrison, emphasizing the transformative potential of communal imagination.

Helen Youngمشاهده پروفایل

دانشیار

• Sociology of Education
• Democracy and Citizenship
• Education for Sustainability
• +۶ مورد دیگر

Dr. Helen Young is an Associate Professor in Education, specializing in sociological inquiries into democracy, citizenship, and critical pedagogy. She is affiliated with research centers such as the Health and Wellbeing Research Centre and the Building Future Communities Research Centre. Her teaching includes the BA Education Studies and EdD programs. She holds a PhD (2010-2014), MRes in Educational Research (2009-2010), MA in Values in Education (1997-1998), and BA in Politics (1991-1994). Her research focuses on education sustainability, climate justice, and activism, with notable projects on student rent strikes and deliberative classrooms. She serves as LSS Ethics Chair and contributes to UN Sustainable Development Goals related to education and climate action. Recent work critiques educational systems' responsiveness to societal challenges, advocating for transformative pedagogical practices. Publications emphasize critical pedagogy, student agency, and structural inequities. Her work has been cited in Scopus-indexed journals and widely read on platforms like Mendeley. Supervised research includes two doctoral works exploring educational governance and activism.

• Music Education
• LGBTQ Studies in Music Education
• Critical Pedagogy
• +۵ مورد دیگر

Brent C. Talbot is a Professor at the Sunderman Conservatory of Music at Gettysburg College, where he has established himself as a leading scholar in critical approaches to music education. His faculty position is evidenced by numerous publications in the Sunderman Conservatory of Music Faculty Publications series and his active scholarly contributions to the field. Talbot's research focuses on creating more inclusive and socially just music education environments through several intersecting areas: LGBTQ+ experiences and inclusion in music teacher education programs Critical discourse analysis as a methodological approach to understanding music teaching and learning Urban music education and community-based pedagogical models Ethnomusicological perspectives, particularly on Balinese gamelan traditions Superdiversity and its implications for contemporary music classrooms Queer theory and Afrofuturism as frameworks for reimagining music education His publication trajectory reveals a movement from examining specific case studies of preservice teacher identity development toward broader theoretical engagements with systemic issues in music education. Recent work demonstrates increasing sophistication in applying critical theories to music education contexts, with publications addressing positionality in research, decolonial approaches, and emancipatory pedagogical practices. Talbot consistently challenges traditional paradigms and advocates for transformative approaches to music teaching and learning that center marginalized voices. Talbot has been a significant contributor to conversations about LGBTQ+ inclusion in music education, notably through his research on the experiences of LGBTQ+ students in teacher education programs across Pennsylvania and Texas. His editorial work, including guest editing special issues and serving as editor for Action, Criticism, and Theory for Music Education (ACT), demonstrates his leadership in shaping scholarly discourse in the field.

Celeste Maloneمشاهده پروفایل

دانشیار

• Multicultural Competence in School Psychology
• Educational Equity
• School Mental Health
• +۳ مورد دیگر

Celeste Malone, PhD, is an Associate Professor and Coordinator of the School Psychology Program at Howard University's School of Education. She holds a PhD in School Psychology from Temple University and postdoctoral training from Johns Hopkins University. Her research focuses on multicultural competence in school psychology, diversification of the profession, and culturally responsive practices. She leads the Multicultural School Psychology Research Group (MSPRG), developing tools like the School Psychology Multicultural Competence Scale. Dr. Malone has held leadership roles in NASP (2022–2023 President, first Black woman in the role) and APA, advocating for equity. She received presidential awards from NASP, APA Division 16, and others. Education: Brown University (BA Psychology), Johns Hopkins (MS Counseling), Temple University (PhD School Psychology) Research interests include bridging research-practice gaps, addressing microaggressions, and improving mental health access for marginalized youth. Notable contributions include frameworks for MTSS (Multi-Tiered Support Systems) in anti-racist schooling and pandemic-era advocacy for educational equity. Key awards: 2024 Outstanding Article Award (School Psychology Review), Jean Baker Mid-Career Service Award (APA) Her work emphasizes social justice through leadership development, policy advocacy, and anti-oppressive training. Current projects explore faculty diversity recruitment, LGBTQ+ competency in training, and liberatory mentoring practices.