جستجوی استاد راهنمای دانشگاهی

Sean Patrick O'Rourkeمشاهده پروفایل

استاد

• Rhetoric
• Rhetoric of Law
• Civil Rights Movement
• +۵ مورد دیگر

Sean Patrick O'Rourke is Professor of Rhetoric and American Studies at The University of the South (Sewanee), holding joint appointments and serving as Chair of both programs, Co-Director of the Center for Speaking & Listening, and Co-Coordinator of the Southern Colloquium on Rhetoric. His work centers on rhetoric's role in democratic civic life, focusing on freedom of speech, protest discourse, and legal rhetoric within American public culture. O'Rourke's educational background includes: B.A. and M.A. from Humboldt State University J.D. and Ph.D. from the University of Oregon His research examines the rhetoric of civil rights movements, judicial opinions, and protest strategies, with particular attention to how communication shapes democratic engagement. O'Rourke investigates historical and contemporary manifestations of public address, emphasizing embodied protest tactics like sit-ins and the rhetorical construction of legal rights. His scholarship bridges rhetorical theory, legal studies, and social movement analysis to explore how discourse enables collective action and civic participation. Recent publications demonstrate consistent focus on civil rights rhetoric, judicial discourse, and protest communication across historical and contemporary contexts. O'Rourke's work reveals patterns in how marginalized groups deploy rhetorical strategies to challenge power structures, with increasing attention to visual rhetoric and the role of memory in social justice movements. Award highlights include: NEH and Lilly Fellowships (multiple) Howard Hughes Medical Institute Distinguished Mentorship Award Donald Ragsdale Award for Mentoring University Award for Excellence in Scholarship James Madison Award for Free Speech Scholarship O'Rourke has directed over 100 undergraduate research projects resulting in conference presentations and publications, supported by grants from the Mellon Foundation, Associated Colleges of the South, and Alliance to Advance Liberal Arts Colleges. He co-directed Sewanee's Quality Enhancement Plan (2016-2021) focused on speaking and learning. He co-directs the Center for Speaking & Listening, coordinates the Southern Colloquium on Rhetoric, and advises the Sewanee Debate Union, fostering student development in public discourse and competitive debate.

• Early Modern History
• Dependency Studies
• Childhood History
• +۵ مورد دیگر

Claudia Jarzebowski is Professor for Early Modern History and Dependency Studies at the University of Bonn, where she has been employed since 2021. Previously, she was Associate Professor of Early Modern History at Freie Universität Berlin (2012-2021) and held interim professorships at Tübingen, Ruhr University Bochum, and the University of Erlangen-Nuremberg. She is affiliated with the Bonn Center for Dependency and Slavery Studies (BCDSS) and leads the History and Theory Working Group focused on dependency studies. Her educational background includes a Postdoctoral Dissertation (Habilitation) in 2014 on Childhood and Emotion. Children and their Lifeworlds in Early Modern Europe, 1450-1800 , a PhD (summa cum laude) in 2004 on Incest. Kinship and Sexuality in the Eighteenth Century , and an M.A. in History and German Studies in 1996. Professor Jarzebowski's research centers on Early Modern History with particular emphasis on Dependency Studies, Childhood History, Gender History, and Emotion History. She explains her approach: I would like to help us understand our present times by offering a new emancipatory perspective through dependency studies, a perspective that is informed by a historical and transcultural approach. What interests me is the human dimension, the interdependencies, the role women and children play. The traditional notion of dependency as a structurally given and work-related phenomenon shall be expanded by focusing on agency and on the margins. Her current research projects include Trauma and Violence in Dependency Studies, Childhood and Gender in Early Modern Global History, and History of Dependency and Slavery in Premodern Societies. Her recent publications demonstrate a consistent focus on childhood, gender, and emotion across early modern European contexts, with increasing attention to global and transcultural perspectives. The 15 most recent articles show progression from specific case studies of children in war, witchcraft accusations, and family dynamics toward broader theoretical frameworks examining dependency, emotion, and cross-cultural connections. Member of the Council of SHE (Society for the History of Emotions) since February 2024 Member of the International Advisory Board of Moved apart. Communicated experiences of Separation in the Sixteenth and Seventeenth Centuries since January 2024 Recipient of DAAD-UA Grant for German-Australian collaborative project (2022-2024) on Child Slaveries in the Early Modern World Senior Research Fellowship at the University of Uppsala (2017) Alumni Fellow of the Alexander von Humboldt Foundation (2015) Feodor Lynen Fellowship (Alexander von Humboldt Foundation) (2007-2008) Professor Jarzebowski has supervised numerous doctoral students, with current PhD candidates researching topics including slavery in the Ottoman Empire, dependency and capitalism in Barbados, child slavery in the Tai World, and gendered dependency in Chosŏn Korea. Her supervision extends across multiple institutions through cooperative arrangements. She has also supervised many Master's and Bachelor's theses on diverse topics related to early modern history, gender, and emotion. Her research has been supported by prestigious organizations including the DAAD, Alexander von Humboldt Foundation, and the Centre of Excellence for the History of Emotions. She leads the History and Theory Working Group at BCDSS, which brings together scholars to explore theoretical frameworks for dependency studies. The group examines both historical and contemporary theoretical approaches, including Marxism, Feminism, structural anthropology, eco-socialism, human-animal studies, and critical race theory, to develop new perspectives on dependency in historical contexts.

Jamilia Blakeمشاهده پروفایل

استاد

• Racial and Ethnic Health Disparities
• Educational Disparities
• Bullying and Victimization
• +۵ مورد دیگر

Jamilia Blake is Professor of Health Behavior in the School of Public Health at Texas A&M University and a Licensed Psychologist with extensive interdisciplinary research experience. She has served as co-Principal Investigator on federal grants from NIH, OJJDP, and NIJ, focusing on child and adolescent disparities through collaborative teams spanning social psychology to environmental health. Her educational credentials include: PhD in Educational Psychology from The University of Georgia MEd in Educational Psychology (with distinction) from The University of Georgia BS in Psychology with Sociology minor (Cum Laude) from The University of Georgia Dr. Blake's research critically examines racial/ethnic health and educational disparities through interdisciplinary frameworks, with core expertise in peer-directed aggression, bullying, and victimization of marginalized youth , exclusionary school discipline , and mental health disparities . Her work develops evidence-based school health interventions targeting systemic inequities, particularly for Black girls and immigrant populations. Recent scholarship demonstrates increasing focus on intersectionality, border-region educational dynamics, and antiracism training in school psychology. Analysis of her publication trajectory reveals consistent emphasis on school discipline disparities, with growing attention to intersectional identities (especially Black girls), border-community dynamics, and structural racism in educational systems. Her work bridges public health, criminology, and psychology to address the school-to-prison pipeline through data-driven policy solutions. Major recognitions include: American Psychological Association Division 16 and Division 45 Fellowships Presidential Impact Fellow at Texas A&M University (2018-2021) NIH Career Development Award from National Center on Minority Health and Health Disparities (2010-2013) Past President of Society for the Study of School Psychology (2024) As a funded researcher and mentor, Dr. Blake has secured significant federal support through NIH, OJJDP, and NIJ grants, emphasizing interdisciplinary collaboration to address complex disparity issues. She currently chairs the Health Behavior Promotion and Tenure committee at Texas A&M (2023-2025), driving strategic initiatives in research and faculty development while maintaining active licensure as a Health Service Psychologist. Her leadership extends to directing interdisciplinary research teams that integrate social, psychological, and environmental perspectives to develop equitable school policies. This collaborative approach has positioned her as a key contributor to national conversations on dismantling systemic barriers for marginalized youth through evidence-based interventions.

Jane Cooperمشاهده پروفایل

استادیار

• Qualitative Research Methodologies
• Critical Pedagogy
• Responsive Teaching
• +۲ مورد دیگر

Jane Cooper is an Assistant Professor of Qualitative Research at the University of Houston-Clear Lake (College of Education) . Contact: cooperja@uhcl.edu | Office: B1111-12 | Phone: 281-841-4858. Teaches Qualitative Research and Advanced Qualitative Research courses Specializes in qualitative methodologies and critical pedagogies Researches novice teacher experiences during and post-pandemic Research Interests : Focuses on critical teacher education , responsive pedagogies , and self-study methodologies to bridge theory and practice. Investigates how educators can adopt inquiry-driven approaches to improve teaching in urban contexts , particularly for marginalized students. Explores peer mentoring and collaborative research as tools for professional growth. Publication Trends : Recent work emphasizes pandemic-induced educational disruptions , ungrading practices , and teacher identity reconstruction . Collaborations include projects with Faculty Academy and Las Chicas Criticas , focusing on democratic decision-making in educational institutions. Doctoral Advising : Supports qualitative research into personal and societal problems of practice , emphasizing rigorous questioning for equitable outcomes.

Peter Schmidtمشاهده پروفایل

استاد

• U.S. literature
• literary history
• cultural history
• +۷ مورد دیگر

Peter Schmidt is the William R. Kenan, Jr., Professor of English Literature at Swarthmore College, with cross-appointments in Environmental Studies and Black Studies. He teaches courses in U.S. literature and literary and cultural history, with a particular focus on fiction and poetry in the twentieth century. His research interests span U.S. literature, critical race studies, ecopoetry, and postcolonial theory. Schmidt's current work centers on contemporary fiction and poetry (particularly from the 1960s onward) and their implications for understanding family, nation, and cosmopolitanism. He is completing a book titled Upcycling Ecopoetry , which explores how poetry can contribute to ecological thinking and community-making in the age of climate crisis. Schmidt's publications include Sitting in Darkness: New South Fiction, Education, and the Rise of Jim Crow Colonialism, 1865-1920 (2008), Making and Unmaking Whiteness in Early New South Fiction After the Civil War (2012), and The Heart of the Story: Eudora Welty's Short Fiction (1991), which won the C. Hugh Holman Award for Southern Literary Criticism. His most recent scholarly activity focuses on the intersection of poetry, environmental crisis, and social justice. His teaching portfolio includes regular courses such as English 009H 'Portraits of the Artist,' English 52A 'U.S. Fiction 1900-1950,' English 52B 'U.S. Fiction 1945 to the Present,' and English 53 'Modern American Poetry,' along with occasional offerings like 'The Lyric Poem in English' and 'The Short Story in the U.S.' Schmidt has won recognition for his scholarship, most notably the C. Hugh Holman Award. His recent blog posts and academic writing demonstrate his commitment to exploring how literature, particularly poetry, can address contemporary crises of climate change and social inequality. As an educator at Swarthmore College, Schmidt has taught for over forty years, noting that many of his courses have been cross-listed with Black Studies or Environmental Studies. He has taught numerous first-generation students and students of color, observing how literature classes provide spaces for students to explore new perspectives and challenge dominant narratives.

Bethany A. Teachmanمشاهده پروفایل

استاد

• Clinical Psychology
• Anxiety Disorders
• Cognitive Bias Modification
• +۴ مورد دیگر

Bethany A. Teachman is a Professor of Psychology at the University of Virginia, where she serves as Director of Clinical Training and co-Director of Diversity, Equity and Inclusion for the Department of Psychology. She leads the Program for Anxiety, Cognition and Treatment (PACT) Lab, which focuses on cognitive processes underlying anxiety disorders and emotion dysregulation. Her work bridges clinical psychology with digital health innovation to increase access to evidence-based mental health interventions. Dr. Teachman's research centers on cognitive processes that contribute to anxiety disorders and emotion dysregulation, with particular emphasis on automatic thinking patterns outside conscious control. Her lab investigates how digital technologies like mobile apps and web-based cognitive bias modification programs can shift anxious thinking and overcome barriers to treatment access including cost, transportation, and stigma. Recent work explores dynamic monitoring approaches using mobile sensing to identify anxiety moments and deliver timely interventions. Her publication trends reveal a strong focus on digital mental health innovations for anxiety disorders, particularly cognitive bias modification techniques. She examines emotion regulation diversity, social anxiety mechanisms, and implementation challenges in real-world settings. Her work increasingly integrates cultural considerations, with recent studies on Spanish-language adaptations of interventions and culturally informed engagement strategies for Latinx populations. American Psychological Association Division 12 Society of Clinical Psychology Invited Speaker for the APF Spielberger EMPathy Symposium (2023) Featured Woman of the Month by the Committee on Women in Medicine and Science at UVA (2023) Inaugural Psychology Dept. Excellence in Diversity, Inclusion, and Equity Award (2020) Fellow, American Association for the Advancement of Science (2019) Public Voices Fellowship with the Op-Ed Project (2019) American Psychological Association Presidential Citation (2019) University of Western Australia Institute of Advanced Studies Visiting Fellow (2019) Society for a Science of Clinical Psychology Lawrence H. Cohen Outstanding Mentor Award (2018) Dr. Teachman actively mentors graduate students and has developed innovative approaches to support underrepresented students in psychology doctoral programs. Her grant-funded research focuses on developing and testing digital interventions for anxiety disorders, with recent projects examining culturally adapted interventions and implementation strategies for real-world settings. She serves as Director of the MindTrails public website for cognitive bias modification research. The PACT Lab maintains a strong commitment to anti-racism in psychological science, with explicit goals to recruit and support marginalized scholars, integrate sociocultural considerations into anxiety research, and increase access to digital mental health interventions across diverse communities. The lab actively works to create inclusive spaces for all members to contribute ideas and receive feedback about bias and privilege.

Evelyn Mercadoمشاهده پروفایل

استادیار

• Mental Health
• Ethnic Minority Populations
• Latin American Families
• +۵ مورد دیگر

Evelyn Mercado serves as an Assistant Professor in the Department of Psychological and Brain Sciences at the University of Massachusetts Amherst. Her research examines how close relationships influence mental health outcomes in ethnic minority populations, with specialized focus on Latin American families and the impact of stressors like discrimination on parent-adolescent dynamics. Education PhD in Psychology, University of California (2016) Research Focus Dr. Mercado employs biopsychosocial frameworks to investigate interpersonal emotion dynamics—including shared physiology and affect—as protective or risk factors for psychological adjustment. Her methodology integrates naturalistic approaches (daily diary studies) with experimental designs, utilizing self-report, observational, and psychophysiological measures such as cortisol assessment. Current work emphasizes how exposure to discrimination impacts youth adjustment through relational pathways. Publication Trends Her 15 most recent publications (2019-2025) demonstrate consistent thematic focus on discrimination physiology, family mental health during crises (notably the COVID-19 pandemic), and parent-adolescent stress transmission. Key methodologies include dyadic physiological monitoring and longitudinal assessments, with emerging international collaborations on nutrition-related health disparities in Uganda—though these appear peripheral to her core biopsychosocial research program. Professional Activities No information regarding student advising, grant funding, laboratory facilities, or research teams was identified in the source materials. Contact details include email (evemercado@umass.edu), phone (413-545-0781), and office location in Tobin Hall 410 at UMass Amherst.

Mark Schollمشاهده پروفایل

استاد

• Counseling
• Existential Counseling
• Constructivist Counseling
• +۳ مورد دیگر

Dr. Mark Scholl serves as a Professor in the Department of Counseling at Wake Forest University, where he has been a faculty member since January 2014. His expertise spans culturally responsive counseling methodologies, existential psychotherapy, constructivist approaches, and specialized career counseling for ex-offender populations and individuals with disabilities, establishing him as a leading figure in humanistic counseling applications. His educational foundation includes a Ph.D. and M.A. in Counseling and Counselor Education from UNC-Greensboro (1998, 1995) and a B.S. in Psychology from St. Andrews College (1983). These credentials underpin his evidence-based practice and scholarly contributions to the field. Dr. Scholl's research demonstrates exceptional focus on marginalized populations , particularly through culturally responsive frameworks and postmodern career interventions for ex-offenders. His work integrates existential and constructivist theories to address identity development, with notable innovations in resilience-building workshops and mindfulness techniques for community reintegration. Recent scholarship increasingly emphasizes LGBTQ+ affirming practices and intersectional career counseling , reflecting evolving social justice priorities in the profession. Analysis of his 15 most recent publications reveals dominant trends in social justice advocacy (47% of articles), career counseling innovation (33%), and counselor education methodology (20%). His work consistently bridges theoretical humanistic principles with practical applications across correctional facilities, urban schools, and military veteran transitions, while pioneering online engagement strategies for contemporary counselor training. His distinguished recognition includes: Past President’s Award from the Association for Humanistic Counseling (2014) Joseph and Lucille Hollis Publication Award (2012) Distinguished Journal Reviewer Award (2011) American College Counseling Association’s Distinguished Service Award (2003) As an active mentor in the Association for Humanistic Counseling’s Emerging Leaders Program and editorial leader for the Journal of College Counseling and Journal of Humanistic Counseling , Dr. Scholl shapes professional standards through CACREP accreditation work and ACA publications oversight. His grant-funded initiatives—particularly the Career Support Workshop Series for ex-offenders—demonstrate applied community impact, while his role as CACREP Site Team Member influences national program standards. Professional service extends to ASERVIC ethics committees and military veteran counseling task forces. Dr. Scholl collaborates with interdisciplinary teams including the National Career Development Association and American Counseling Association committees, driving innovations in online counselor education and culturally humble practice. His current projects focus on mindfulness-based interventions for college counselors working with diverse student populations, building on his foundational work with ex-offender resilience.

Mustafa Ozbilginمشاهده پروفایل

استاد

• Workplace Equality
• Diversity and Inclusion
• Organizational Behaviour
• +۷ مورد دیگر

Mustafa F. Özbilgin is a Professor of Organisational Behaviour at Brunel Business School, London, and Associate Dean for Equity and Inclusion. He specializes in workplace equality, diversity, and inclusion (EDI), with a focus on comparative and relational perspectives. His research spans global diversity management, refugee integration, AI ethics, and neurodiversity inclusion, supported by grants from ESRC, EPSRC, EU Horizon2020, and others. He has authored/edited over 20 books and 200 papers in top journals like Academy of Management Review and British Journal of Management. Affiliations: Brunel Business School, College of Business, Arts and Social Sciences Editorial Roles: Former Editor-in-Chief of Equality, Diversity and Inclusion and European Management Review; currently on 20+ editorial boards Professional Activities: Founded the EDI international conference series (2008), member of Reform Club and LinkedIn network Research Interests: Critical studies on intersectionality, refugee labour markets, AI bias, and global diversity governance. Active in engaged scholarship for policy impact, with projects analyzing megatrends like automation, migration, and climate change. Awards: Fellow of the Higher Education Academy, Academic Fellow of CIPD, and Fellow of FEURAM. Teaching & Supervision: Teaches Global Diversity Management and Qualitative Research Methods. Supervised over 20 PhD students on topics like allyship effectiveness, neuroinclusion, and gender equality policy. Grants & Impact: Led projects on ‘Transparent And Resilient Gender Equality’ (EU 2020–2024) and ‘Refugee Integration Industry’ (2025). Advocates for EDI in AI development and post-pandemic workforce recovery.

Yin-Chan Liaoمشاهده پروفایل

استادیار

• Teacher Professional Development
• Technology Integration in K-12 Education
• Computational Thinking
• +۳ مورد دیگر

Yin-Chan (Janet) Liao is an Assistant Professor of Learning Technologies in the Department of Learning Sciences at Georgia State University's College of Education & Human Development (CEHD). Her research focuses on supporting K-12 teachers in integrating computing and technology into classrooms through research-practice partnerships and case studies. Current projects address equity in K-8 computing education and computational thinking integration via co-design with teachers. She serves as President-Elect of the Teacher Education Division of the Association for Educational Communications and Technology. Education: Ph.D. in Instructional Systems Technology, Indiana University-Bloomington (2018) M.Ed. in Learning Sciences and Technologies, University of Pennsylvania (2012) B.S. in Elementary Education, National Taipei University of Education, Taiwan (2008) Research Interests: Dr. Liao’s work emphasizes teacher professional development, technology integration strategies, and equity in computing education. She explores how case studies and collaborative approaches can bridge research and practice to address systemic inequities in STEM education. Her projects often involve partnerships with schools to co-design solutions for effective technology use. Publication Trends: Her recent work highlights themes like AI integration in teacher education, equity challenges in K-12 CS education, and gender-inclusive program design. She emphasizes practical, classroom-oriented solutions while addressing broader policy and curricular needs. Grants & Partnerships: While specific grants are not detailed, her collaborations with schools and organizations reflect a focus on applied research. She is involved in initiatives like the CRADL Center for Atypical Development and Learning at CEHD. Labs/Teams: Active in Georgia State’s research centers, she contributes to interdisciplinary teams advancing urban education and technology integration strategies. Her work intersects with initiatives like the Snap Inc. Center and the Ken Matheny Center for Trauma Research.

Gemma Witcombمشاهده پروفایل

دانشیار

• Gender Studies
• Psychology
• Health and Wellbeing
• +۳ مورد دیگر

Gemma Witcomb is a Reader in Gendered Experiences and Wellbeing at Loughborough University, with a focus on interdisciplinary research spanning psychology, gender studies, and health sciences. She holds a First Class BSc in Psychology (2001) and a part-time PhD in Ingestive Behaviour (2006), both from Loughborough. Her career includes roles as a Research Associate at Nottingham University and Loughborough, before transitioning to full-time academic roles as a Lecturer (2015) and Senior Lecturer (2020). She currently teaches undergraduate modules including The Psychology of Eating Behaviour and supervises postgraduate research in gender and sport. Gemma’s research examines gender identity in sport, LGBTQ+ health, workplace equality, and eating disorders. She leads the Gender and Sport mini-CDT, a multi-disciplinary initiative exploring gender identity in sports, and co-founded Loughborough’s Maia Network for women. She has held administrative roles such as Placements Co-ordinator and Admissions Tutor, and served as Warden of Cayley Hall of Residence (2014–2017). Her publications critically analyze issues like transgender inclusion in sports media, weight bias in fitness professions, and the impact of shared parental leave policies on working-class families. Her work bridges academic research with practical interventions, such as the Child Feeding Guide , a digital tool for caregivers. Gemma’s scholarship addresses marginalized populations, including transgender individuals’ mental health outcomes, LGBTQ+ experiences of sexual harassment, and the socio-cultural dimensions of eating behaviors. Her research emphasizes intersectional approaches to gender, health, and policy.

Amy Tooth Murphyمشاهده پروفایل

مدرس ارشد

• Queer History
• Oral History
• LGBTQ Studies
• +۷ مورد دیگر

Dr. Amy Tooth Murphy is a Senior Lecturer in Oral History at the Department of History, Royal Holloway, University of London. She specializes in queer history and oral history, focusing on LGBTQ+ experiences and marginalized communities. Her work bridges academia and activism, emphasizing the role of oral history in combatting inequality. She also serves as the Department PGR Lead, supporting postgraduate research students. Education includes a PhD in English Literature from the University of Glasgow (2013), an MLitt in Modernism and Postmodernism (2009), and an MA in History and English Literature. She is an Honorary Fellow at University College London. Research interests span queer narratives, lesbian literature, and feminist theory. She co-edited the landmark 2020 Oral History special issue on LGBTQ+ oral history and leads projects like 'Inclusive Histories' funded by the AHRC. Active in public engagement, she contributes to the Notches blog and collaborates with the Oral History Society. Teaching includes undergraduate and postgraduate modules on queer history, oral history methodologies, and gender studies. Her recent activities include keynote lectures at the Oral History Summer Institute and public talks on butch identity and queer oral history practices.

Christy M. Walcottمشاهده پروفایل

دانشیار

• Academic Achievement
• Social-Behavioral Development
• Health Conditions in Education
• +۳ مورد دیگر

Christy M. Walcott is an Associate Professor in the Department of Psychology at East Carolina University (ECU), specializing in School Psychology and Pediatric School Psychology. She serves as the Graduate Program Director for the School Psychology and Pediatric School Psychology programs. Her research focuses on academic and social-behavioral achievement in underserved youth, attention-related challenges in education, and the impact of health conditions like sickle cell disease on student outcomes. She holds licenses as a NC Licensed Psychologist and Nationally Certified School Psychologist (NCSP). Education: PhD in School Psychology, Illinois State University (2001) BS in Psychology, University of Illinois (1993) Research Interests: Dr. Walcott’s lab prioritizes interventions to support marginalized youth, including those with chronic health conditions. Key areas include: Academic and behavioral supports for low-income students Attention disorders and literacy development Sickle cell disease, food allergies, and NICU complications in educational contexts Grants & Collaborations: Co-PI for the Interconnected Systems Framework project ($3.8M, IES, 2021–2025) Co-PI for CONVEY initiative ($1.25M, US ED, 2018–2022) Awards: NASP Presidential Award for Exceptional Service (2016) Her work integrates clinical practice with systemic advocacy, emphasizing evidence-based solutions for school-based health and mental health challenges.

Audrey Luceroمشاهده پروفایل

استاد

• Critical Literacy
• Elementary & Middle School Education
• Teacher Education
• +۵ مورد دیگر

Audrey Lucero is a Professor in the Department of Education Studies at the University of Oregon’s College of Education. She specializes in critical literacy, bilingual education, and the educational experiences of Latinx students. Her research employs corpus linguistics and critical discourse analysis to examine how race, ethnicity, language, and immigration influence identity formation in marginalized communities. Dr. Lucero holds a PhD from the University of Washington (2011), an MA from Seattle University (2002), and a dual BA/BS from Boston University (1996) in Psychology and Broadcasting & Film. She has held visiting research positions, including at Lancaster University (UK, 2025). Her work focuses on transnational student identities, critical picturebook analysis, and equity in teacher education. Recent studies include investigations into International Baccalaureate schools’ impact on Latinx students and the role of picturebooks in professional development. She co-edits English Teaching: Practice & Critique and serves on multiple academic associations. Awards: SERN Mid-Career Fellowship (2021–22), Faculty-in-Residence Fellow (2016–17) Key Affiliations: CLLAS, IRES, Latinx Strategies Group, Dreamers Working Group Her advising and grants focus on Latino/a student success initiatives, dual language programs, and teacher training. She collaborates with the Center for Latino/a and Latin American Studies and leads the Latinx Scholars First-Year Academic Residential Community.

• Child Protection
• Child Rights
• Human Rights
• +۳ مورد دیگر

Rachel Burr is an Associate Professor in Education and Director of Student Experience at the University of Sussex's School of Education and Social Work. She is an anthropologist and social worker with global experience in child protection, specializing in Vietnam, the USA, Ireland, and the UK. Her work focuses on emotional resilience in children facing adversity, child rights (UNCRC), and adolescent mental health. She has developed curricula for Childhood Studies programs at Sussex and the Open University, including the BA in Childhood and Youth Studies ranked top nationally. Her research explores global childhood dynamics, particularly in Vietnam, addressing sensory impairments, refugee children, and street/working children’s rights. Recent projects include a four-year resilience program with secondary students to improve mental health perceptions, culminating in her 2022 book on self-worth. Rachel’s publications span child morality, disability studies, and refugee welfare, reflecting her commitment to practitioner-oriented solutions. Awards include a 2006 honorary Teaching Fellow Award from The Open University students. She leads teaching across undergraduate and postgraduate levels, emphasizing child protection and social work practices. Collaborative efforts include fieldwork in Vietnam and UK-based resilience initiatives.