جست‌وجوی استاد و پژوهشگر

Sarah Hattamمشاهده پروفایل

دانشیار

• Social Justice in Education
• Transformative Pedagogies
• Critical Teaching Approaches
• +۳ مورد دیگر

Dr. Sarah Hattam is an Associate Professor in Educational Sociology at the University of South Australia (UniSA), affiliated with UniSA Education Futures and the Centre for Research in Educational and Social Inclusion (CRESI). She holds leadership roles as Dean of Programs (UniSA College) and co-convenor of Equity Practitioners of Higher Education of Australasia (SA). Her research focuses on transformative pedagogies, widening participation, and social justice in education, particularly addressing barriers faced by marginalized groups such as women experiencing homelessness and sessional academics. She has pioneered initiatives like the National Benchmarking of Enabling Program Outcomes and co-founded the Higher Education Research Network (HERN) at UniSA. Her work emphasizes professional development for sessional staff, equity-driven policies, and critical approaches to higher education accessibility. Notable achievements include the 2022 Reviewer of the Year Award (Springer), Catherine McAuley Award (2022), and HERDSA Hero Award (2021). She has secured $437k in research grants and authored/co-authored influential publications on enabling education, action research, and educational equity. Key collaborations include partnerships with Catherine House and Zahra Foundation to support women’s education, and advocacy for enabling program standards through the National Association of Enabling Educators of Australia (NAEEA). Her teaching excellence is recognized through multiple awards, including Best Teacher of the Year (UniSA Education Futures, 2022).

• Culturally Responsive Pedagogy
• Embodied Learning
• Social Justice in Education
• +۳ مورد دیگر

Associate Professor Robyne Garrett is an academic in the Department of Education at UniSA Education Futures , University of South Australia. Her research focuses on culturally responsive pedagogy, embodiment in learning, and educational equity. She explores how creative and body-based approaches can foster inclusive environments for marginalized students, particularly in settings of poverty, trauma, and cultural diversity. Her work emphasizes transformative curriculum design that integrates somatic practices, Indigenous knowledge systems, and social justice frameworks. Notable areas include enhancing teacher training to address systemic inequities and redesigning STEM education through drama-based methodologies. Recent publications highlight themes of resilience in education, decolonizing practices in health and physical education, and the intersection of race/whiteness in sports media representation. Her research often bridges theory and practice, advocating for pedagogical innovations that center student agency and community well-being. Garrett is a dedicated research degree supervisor and media commentator on educational equity. Her contributions span over 30 years, with a focus on marginalized populations including refugee students, non-traditional university learners, and Indigenous communities.

Cherilyn Elstonمشاهده پروفایل

دانشیار

• Colombian Conflict Narratives
• Memory Activism
• Transitional Justice
• +۳ مورد دیگر

Dr. Cherilyn Elston is an Associate Professor in the Department of Languages and Cultures at the University of Reading. Her research focuses on memory activism, transitional justice, and cultural production among Colombian refugees, migrants, and exiles. She has conducted participatory research projects supported by AHRC and Research England, collaborating with Colombian diaspora communities in London. Current work examines how exiles challenge invisibility in Colombia’s conflict narratives. She previously contributed to the UK and Ireland Hub supporting Colombia’s Truth Commission. Her academic interests span feminist studies, post-conflict literature, and oral history methodologies. She has published widely on Colombian literature and conflict narratives, with notable works analyzing memory politics, ex-combatant testimonies, and poetic resistance. Research grants include National Science Foundation funding for environmental contaminant studies (though this appears unrelated to her primary research focus). Professional responsibilities include supervising postgraduate students and serving on interdisciplinary networks like the Reading Latin America and Caribbean Network. Her publications consistently address intersections of conflict, memory, and cultural expression, emphasizing marginalized voices in post-conflict societies. Recent work explores hauntology in Colombian literature and the role of art in truth-seeking processes.

Lori Delale-O'Connorمشاهده پروفایل

دانشیار

• Urban Education
• Family and Community Engagement in Education
• Equity and Justice in Educational Systems
• +۳ مورد دیگر

Lori Delale-O’Connor is an Associate Professor in the School of Education at the University of Pittsburgh, where she chairs the Department of Educational Foundations, Organizations, and Policy. She also serves as Interim Co-Director of the Center for Urban Education. Her teaching includes courses in qualitative methods, urban education reform, and the social contexts of education. Education: Ph.D. in Sociology (Northwestern University), M.Ed. in Secondary Education (Boston College) Her research examines intersections of families, communities, and education systems, focusing on equity and justice in urban contexts. She employs qualitative methods to study systemic barriers and opportunities for marginalized students, particularly in STEM education and pandemic-era schooling. Dr. Delale-O’Connor’s work has been supported by the National Science Foundation, Spencer Foundation, and Gates Foundation. She leads equity-focused projects like the STEM Pathways for Underrepresented Students to Higher Ed (PUSH) Network. She has received multiple awards, including the Chancellor’s Distinguished Teaching Award (2021) and the Provost’s Diversity in Curriculum Award (2019). Her professional service includes editorial roles on Urban Education and leadership in the American Educational Research Association.

Yzette Lanierمشاهده پروفایل

استادیار

• Health Promotion
• Disease Prevention
• HIV/AIDS Prevention
• +۱۲ مورد دیگر

Yzette Lanier, PhD, is an Assistant Professor at New York University's Rory Meyers College of Nursing. Her research focuses on health promotion and disease prevention in communities of color, particularly among African American adolescents, with an emphasis on preventing HIV/STIs and unintended pregnancy. She employs health equity and strengths-based frameworks to examine how individual, social, and cultural factors shape adolescent sexual decision-making, especially within romantic relationships. Her educational background includes a PhD and MS in Developmental Psychology from Howard University, followed by postdoctoral training at the University of Pennsylvania’s Center for Health Equity Research and the Centers for Disease Control and Prevention in HIV prevention for communities of color. Lanier’s research spans adolescent sexual health, family functioning during pregnancy, depression care disparities, and couple-based HIV prevention. Her recent publications highlight qualitative and mixed-methods approaches to understanding relationship dynamics, community engagement, and intervention development. She has secured significant funding, including a $1.2 million CDC award, and her work often involves human-centered design and community-based participatory research. She is an active contributor to public discourse, with media appearances in outlets like Newsweek. Her scholarly contributions are centered on reducing health disparities through culturally tailored, developmentally appropriate interventions. American Psychological Association American Public Health Association Association of Black Psychologists Society for Research on Adolescence Lanier has been recognized with honors including a Visiting Scholar position at the Center for Interdisciplinary Research on AIDS at Yale University. She is actively involved in mentoring and training, and she accepts PhD students, indicating her commitment to developing the next generation of public health researchers. Her current active project is the Development and Pilot-testing of a Couple-focused HIV Behavioral Intervention , reflecting her focus on dyadic approaches to sexual health promotion.

• Higher Education Policy
• Widening Participation
• Lifelong Learning
• +۳ مورد دیگر

Anthony Hudson is an Academic Tutor in the School of Education and Communities at the University of East London (UEL), specializing in widening participation in higher education and lifelong learning. His work focuses on access programs, educational equity, and the intersection of socioeconomic factors with academic success. He has co-authored over 30 publications, including books, journal articles, and conference papers on topics such as student transitions, part-time education, and institutional partnerships. Role: Pre-Entry Programmes Academic Tutor Key Affiliations: Forum for Access and Continuing Education (FACE), BERA Research interests include policy analysis of widening participation strategies, academic identity of access tutors, and the effectiveness of HE programs in further education contexts. His work often emphasizes marginalized groups' access to education and the role of collaboration in fostering inclusive systems. Notable contributions include editing Delivering the Public Good of Higher Education (2020) and co-authoring the Students FIRST: Research Report (2012). His studies on labor market engagement of access students (2014) and postgraduate access barriers (2013) have shaped policy discussions in UK HE. Key Awards: None explicitly mentioned Advising and grants: No formal advisees listed, but collaborative projects with institutions like Aimhigher and Linking London highlight his role in securing and managing educational initiatives. Labs/Teams: Engaged with UEL's School of Education and Communities research groups, particularly in the Childhood & Social Care Research institute.

Amanda Claudia Wagerمشاهده پروفایل

دانشیار

• Culturally Responsive Pedagogy
• Arts-Based Education
• Youth-Led Research
• +۱۲ مورد دیگر

Dr. Amanda Claudia Wager is a faculty member at Vancouver Island University (VIU), affiliated with the Faculty of Education and the Department of Teacher Education. She has previously held research and teaching roles at Lesley University (Cambridge, MA) and the University of British Columbia (Vancouver, BC). Her work is deeply rooted in community-engaged, arts-based, and culturally responsive scholarship, with a focus on equity, inclusion, and social justice in education. Her research interests span Culturally Responsive Pedagogy , Indigenous Language Revitalization , Youth-Led Public Art , Restorative Justice in Higher Education , and Family and Community Engagement in bilingual education. She frequently employs participatory methodologies such as research-based theatre, digital storytelling, and critical ethnography. Her recent projects reflect a strong commitment to interdisciplinary, socially transformative research. These include youth-led Hul'qumi'num language reclamation through digital art, community-based literacy with street-involved youth, and national EDI symposia that foster institutional change. Funded by SSHRC, the U.S. Department of Education, and various foundations, her work consistently centers marginalized voices and promotes capacity building. Dr. Wager has received scholarly recognition through fellowships such as the Russell Fellowship and Junior Faculty Fellowship at Lesley University. Her grants and collaborations demonstrate sustained leadership in research innovation and mentorship. Research-Based Theatre and Ethnodrama Youth Language Revitalization Initiatives Equity, Diversity, and Inclusion (EDI) Strategy Development Arts-Integrated Literacy Programs Restorative Justice in Academic Institutions Community-Engaged Teacher Education She has mentored graduate students and collaborated with Indigenous communities, educators, and youth across Canada and the U.S. Her work bridges academia and community action, emphasizing ethical research practices and transformative knowledge mobilization.

• U.S. History
• Southern United States
• Civil Rights Movement
• +۷ مورد دیگر

Anne Stefani is a Professor at Toulouse Jean Jaurès University, affiliated with the Center for Anglophone Studies (CAS), where she serves as Deputy Director and co-leads the 'Individual and Collective Memories' research program. She is also an active member of IPEAT (Multidisciplinary Institute for Studies on the Americas in Toulouse) and serves on the editorial boards of several prominent journals including Civilization , Miranda , Caliban , and RANAM . Her research focuses on the history of the Southern United States, particularly the civil rights movement, racial and gender dynamics, segregation, and collective memory. Her work explores the roles of white Southern women in racial justice movements, the historiography of civil rights, and the interplay between race, religion, and reform. She investigates how memory is constructed and contested in American society, especially regarding racial oppression and resistance. Her recent scholarly output includes book chapters, journal articles, and conference presentations analyzing themes such as racial casting in Hamilton , the legacy of civil rights activists like Casey Hayden, and the entanglement of women's suffrage with white supremacy in the segregated South. Her publications demonstrate a consistent engagement with interdisciplinary methodologies and transnational perspectives on American history and culture. Among her scientific awards and honors, she has held editorial leadership roles and contributed to major reference works such as the American National Biography . She has also published widely in peer-reviewed journals and edited volumes. Stefani has supervised several doctoral students, including Lea Stephan, Claire Anchordoqui, and Anissa Khamkham. Her research has been supported through doctoral contracts and collaborative programs. She has been involved in organizing academic seminars and study days on themes of resistance, memory, and racial justice. She is a key member of the Center for Anglophone Studies (CAS), participating in its research axes on destabilization, resistance, and identity construction. She contributes to the unit’s training initiatives and doctoral supervision, fostering a vibrant research environment focused on critical American studies.

Brittany Zakszeskiمشاهده پروفایل

استادیار

• Educational Equity
• School Psychology
• Mental Health Policy
• +۵ مورد دیگر

Brittany Zakszeski is an Assistant Professor in the School of Education at the University of Delaware, specializing in school psychology with a focus on equity-centered policies and mental health equity for marginalized students. She holds a Ph.D. in School Psychology from Lehigh University and is a licensed health service psychologist and board-certified behavior analyst (BCBA). Dr. Zakszeski’s research addresses systemic inequities in education for BIPOC and LGBTQIA+ students, emphasizing scalable solutions to improve mental health and educational outcomes. Her work integrates implementation science to refine multi-tiered systems of support (MTSS) and evaluates state policies, universal screening tools, and targeted interventions. She leads Project GROW, a Delaware-wide initiative fostering school mental health professional recruitment and retention. Recent grants include a $4.5M Department of Education grant for mental health capacity-building and a Spencer Foundation grant examining state policies’ impact on minoritized students. Education: Ph.D., School Psychology, Lehigh University (2019) BCBA Certificate, Lehigh University (2018) M.Ed., Human Development, Lehigh University (2015) B.A., Psychology & Writing, Loyola University Maryland (2013) Awards: Outstanding Reviewer, School Psychology Review (2023) Servant Leadership Award (2022) Early Career Scholar (2021–2022) Her teaching focuses on classroom consultation and systems-level strategies. She serves on editorial boards for Journal of School Psychology and School Psychology Review , and has leadership roles in NASP.

Benjamin Jamesمشاهده پروفایل

استادیار

• Language and Literacy Education
• Teacher Preparation
• Multilingual Learners
• +۳ مورد دیگر

Dr. Benjamin James is an Assistant Professor in the School of Education at the University of Delaware, specializing in language and literacy education and teacher preparation for multilingual learners. He holds a Ph.D. from the University of California Santa Cruz (2024), an M.A. and B.A. from Ball State University (2013 and 2006). His research focuses on preparing teachers to support linguistically-marginalized students, video-embedded teacher learning, and international perspectives on bilingual education. He teaches undergraduate courses on literacy for multilingual learners and supervises teacher candidates in the multilingual learner education program. His work has been published in the Social Studies Review , and he has received awards including the 2023-2024 California State University Chancellor’s Doctoral Incentive Program fellowship and the Quality in Nordic Teaching Ph.D. fellowship from the University of Oslo. Dr. James has 17 years of global teaching experience, including roles as a Bilingual Program Director in Japan and a teacher in California. His professional experience spans K-12 education, English as a Foreign Language contexts, and teacher supervision.

Meredith G. F. Worthenمشاهده پروفایل

استاد

• Sociology of Deviance
• LGBTQ Studies
• Criminology
• +۵ مورد دیگر

Meredith G. F. Worthen is a Professor of Sociology at the University of Oklahoma and an affiliate faculty member in the Department of Women’s and Gender Studies and the Center for Social Justice. She holds a Ph.D. in Sociology from the University of Texas at Austin (2009) and has been at OU since 2009, achieving Full Professor status in 2019. Her work focuses on stigma, prejudice, LGBTQ rights, and sexual violence, with a particular emphasis on intersectionality and norm-centered stigma theory. Dr. Worthen is a co-founder of the Division on Queer Criminology within the American Society of Criminology and leads initiatives like The Welcoming Project, supporting LGBTQ students, and #MeTooMeredith, advocating for sexual assault survivors. Her scholarly contributions include seminal works such as *Sexual Deviance and Society* (2021), which integrates criminology, gender studies, and deviance theory to analyze societal constructions of sexual norms and deviance. Her research explores LGBTQ stigma, gender expression (e.g., femme, butch, twink identities), and the impact of adverse childhood experiences on marginalized groups. She has been recognized for her academic contributions, including ranking #1 in Human Sexuality by ScholarGPS (2024) and being featured in *The Norman Transcript* for her early Full Professor promotion. Dr. Worthen’s activism includes the LGBTQ Ally Program at OU and collaborations with survivor advocacy groups. Her work bridges academia and activism, emphasizing social justice and empirical rigor in understanding systemic prejudice and violence.

Rema Vassarمشاهده پروفایل

استاد

• Educational Equity
• Critical Race Theory
• Transformative Leadership
• +۳ مورد دیگر

Dr. Rema Vassar is a Professor of Educational Leadership and Policy Studies at Wayne State University's College of Education and serves on Michigan State University's Board of Trustees. As a former K-12 educator and administrator, her work focuses on equity, transformative leadership, and community-centered advocacy. She founded Centering Black Children in Education (CBCE), a movement promoting wellness and agency for Black students, and Leading Well , a program supporting Black women in educational leadership. Her research examines systemic inequities through critical frameworks, with emphases on: Critical race theory applications in educational spaces Transformative leadership models for marginalized communities Parent and student agency in policy advocacy Intersectional analysis of race, class, and gender in schools Her publications consistently explore racial justice themes, with recent works analyzing hashtag activism, post-racial narratives, and community literacies. Over 50% of her articles employ critical race theory to deconstruct systemic barriers in education. Honors & Grants: 2025 Top U.S. Education Scholar The Principal Wellness Project (2021-2025, Skillman Foundation) Centering Black Children Conference (2021-2025, Michigan DOE) LIFT-TQP Grant (2023-2026, U.S. DOE) She directs CBCE's annual conference and the Leading Well initiative, creating platforms for Black educational stakeholders. Current courses include graduate seminars in administrative theory (EPS9600) and general administration (EPS8710).

David Hessمشاهده پروفایل

استاد

• Science and Technology Studies (STS)
• Sociology of Science and Technology
• Environmental Sociology
• +۱۱ مورد دیگر

David Hess is a Professor in the Department of Sociology at Vanderbilt University, where he also holds the James Thornton Fant Chair in Sustainability Studies. He serves as Associate Director of the Vanderbilt Institute for Energy and Environment and Director of the Program on Environmental and Sustainability Studies. His work bridges sociology, science and technology studies (STS), and sustainability policy. His research centers on the sociology of science, technology, and sustainability, with a focus on social movements, industrial transitions, and environmental justice. Key areas include the politics of energy transitions, public engagement with science, structural inequality in technological development, and local democracy in sustainability initiatives. His interdisciplinary approach integrates anthropology, policy studies, and political sociology. The recent publications reflect a strong trend in energy and environmental justice, sociotechnical transitions, and the role of publics in shaping science and technology policy. His work increasingly emphasizes coalition dynamics, framing strategies, and the interplay between industry resistance and grassroots advocacy in driving—or blocking—sustainable change. Robert K. Merton Prize Diana Forsythe Prize Star-Nelkin Prize (shared with coauthors) William H. Wiley Distinguished Faculty Award General Anthropology Division Prize for Exemplary Cross-Field Scholarship Fulbright Scholar Hess has been Principal Investigator and Co-PI on multiple grants from the National Science Foundation and other funding bodies, supporting research on science, technology, and publics, as well as industry, policy, and sustainability. While specific advisees are not listed, his leadership in research programs and academic roles suggests active mentorship of graduate students in sociology and interdisciplinary sustainability studies. He is affiliated with the Vanderbilt Institute for Energy and Environment and leads the Program on Environmental and Sustainability Studies, fostering collaborative research across disciplines focused on climate change, energy justice, and sustainable industrial systems.

Nicole Kaufmanمشاهده پروفایل

دانشیار

• Political Sociology
• Criminology
• Penology
• +۷ مورد دیگر

Nicole Kaufman is an Associate Professor of Sociology and Graduate Program Director of the M.A. in Law, Justice & Culture at Ohio University’s College of Arts and Sciences, Department of Sociology and Anthropology. She is actively engaged in research and teaching in political sociology, criminology, law & society, and qualitative methods. BA, Barnard College, Columbia University MA, University of Wisconsin-Madison PhD, University of Wisconsin-Madison Dr. Kaufman's research focuses on institutional arrangements affecting social inclusion, particularly in the criminal justice system. Her work explores prisoner reentry, women’s incarceration, faith-based rehabilitation programs, and the role of NGOs in the penal state . She employs qualitative methodologies to examine how governance, race, and gender intersect in correctional policies and practices. Her scholarship critically analyzes privatization, state reliance on religious organizations, and epistemic conflicts in frontline criminal justice work. The trends in her recent publications reveal a sustained engagement with the expansion of the penal state through non-governmental actors, racial and gender disparities in community corrections, and the politics of knowledge in criminal justice reform . Her work spans interdisciplinary venues in criminology, sociology, and legal studies, reflecting a deep commitment to understanding structural inequities and pathways to justice. Scientific awards and recognitions include: Teaching Assistant Award for excellent service at UW-Madison Dr. Kaufman mentors students involved in prison reform research and has guided capstone and graduate-level work on incarceration and reentry. While specific grant details are not listed, her research on state-NGO partnerships and correctional systems suggests sustained scholarly investigation likely supported by academic funding. She teaches courses such as Criminology, Punishment & Society, and a graduate seminar on Prisoner Reentry. She is affiliated with research platforms including Academia.edu, Google Scholar, and ORCID, and her work is cited in public discourse, including media outlets like the Ohio Capital Journal. Her role as Graduate Program Director indicates leadership in academic training within the Law, Justice & Culture program.

Wei Sunمشاهده پروفایل

استاد

• Intercultural Communication
• Health Communication
• New Media Studies
• +۷ مورد دیگر

Dr. Wei Sun is a Professor in the Department of Communication, Culture & Media Studies (CCMS) at the Cathy Hughes School of Communications, Howard University. She is an active scholar, educator, and administrator with a strong focus on intercultural communication, health communication, new media, and social justice. She recently served as Associate Dean for Research and Academic Affairs (2022–2024) and Director of Graduate Studies (2018–2021), and is currently on sabbatical in Spring 2025. Education: Ph.D. in Communication and Culture, Howard University M.A. in Speech Communication, Edinboro University of Pennsylvania Dr. Sun’s research centers on intercultural communication, health disparities, minority invisibility, and the role of media in shaping public understanding of race, culture, and social justice. She teaches doctoral seminars on topics such as Intercultural Communication, Health Communication, Social Media, and Race, Culture and Social Justice. Her work emphasizes qualitative methods and community-engaged scholarship, particularly among African American, Asian American, and immigrant populations. Her recent publications (2020–2024) reflect a strong thematic focus on health communication during the pandemic, social stigma, racial justice, and digital activism. Articles explore issues such as vaccine messaging, mental health in marginalized communities, and the impact of social media on social movements. These works are published in journals like Howard Journal of Communications , Qualitative Research Reports in Communication , and Journal of the Scholarship of Teaching and Learning . Scientific Awards and Recognition: Fulbright Specialist in Communications/Journalism (2018–2021) Howard Research Symposium Award – Most Outstanding Presentation (2018) Howard Research Symposium Award – Most Outstanding Advisor (2018) Junior Faculty Summer Research Fellowship (2017) Dr. Sun has successfully led multiple funded research projects, including two FDA grants totaling over $750,000, focused on clinical trial participation among Black and Asian Americans and health risks of skin-lightening products. She has advised numerous graduate students, many of whom co-authored her recent publications. As Editor of Communication Reports and guest editor for special journal issues, she plays a key role in shaping scholarly discourse in communication. She has also contributed to teaching innovation, particularly in digital classrooms during the pandemic. She is actively involved in professional service, having chaired the International and Intercultural Communication Division of the National Communication Association (NCA) and served on NCA’s Legislative Assembly and Doctoral Education Committee. Her leadership and research continue to advance equity and inclusion in communication scholarship and practice.