جست‌وجوی استاد و پژوهشگر

Joanne Leeمشاهده پروفایل

مدرس ارشد

• Graphic Design
• Photography
• Art History
• +۹ مورد دیگر

Joanne Lee is a Senior Lecturer in Graphic Design at Sheffield Hallam University's Visual Communication department, where she teaches across undergraduate to doctoral levels. Her academic practice uniquely bridges creative production and scholarly inquiry through her independent publication series, the Pam Flett Press. Her research interests focus on the aesthetics of everyday urban life, particularly 'terrain vague' (ambiguous derelict sites between nature and civilization), pareidolia (seeing faces in ordinary objects), and the creative potential of mundane materials like chewing gum on city streets. Lee's work challenges conventional academic boundaries through what she terms 'rigorous impropriety' in research and publication formats. Lee has developed innovative approaches to art education through 'open curriculum' models that reject traditional master-apprentice hierarchies, as evidenced in her widely viewed presentation 'Without a Master': Learning Art through an Open Curriculum. Her publications explore the intersection of creative practice and critical thought, often using digressive, footnote-heavy formats that deliberately subvert conventional academic writing. Special interest in the everyday, photography, artists' books, and independent publishing Developed the Pam Flett Press as an alternative academic publication model Research on urban terrains vagues and everyday aesthetics Innovative approaches to art education and curriculum design Her work demonstrates a sustained commitment to exploring how creative practice can generate critical knowledge that transcends disciplinary boundaries, with particular attention to the intellectual possibilities found in ordinary urban experiences and materials.

• Landscape Architecture
• Urban Design
• Place-Making
• +۷ مورد دیگر

Charles Anderson is an Associate Professor and Senior Lecturer in the School of AUD at RMIT University, where he serves as Program Director of the Master of Landscape Architecture and coordinates the Professional Practice stream. With over 30 years of experience as a landscape architect and artist, he balances academic leadership with industry practice as founding director of Stutterheim/Anderson Landscape Architecture (SAALA), an award-winning design firm. His research emphasizes collaborative, interdisciplinary approaches to place-making, advocating for process-driven methodologies that prioritize ethical engagement and open systems over rigid control. Anderson’s work spans urban design, landscape architecture, and public art, with a focus on material thinking, generative procedures, and the intersection of technology and environment. He has received numerous accolades for his design projects and exhibitions, including works featured at the Venice Architecture Biennale and Sydney’s TarraWarra Museum of Art. His recent research explores themes such as biophilic soundscapes, urban renewal strategies, and the ethical dimensions of design processes. Supervision projects highlight his commitment to innovative topics like amphibious architecture, semiconductor resource flows, and post-digital design practices. Anderson’s interdisciplinary approach bridges architecture, visual arts, and urban planning, reflecting his belief in design as a tool for fostering community and environmental resilience.

• Victorian Literature
• Twentieth-Century Literature
• Popular Culture
• +۱۳ مورد دیگر

Nicholas Daly is a Full Professor of Modern English and American Literature at the School of English, Drama and Film, University College Dublin (UCD), where he has held the Chair since 2005. He previously taught at Trinity College Dublin, Wesleyan University, and Dartmouth College, establishing a long-standing academic career in literary and cultural studies. His work focuses on 19th- and 20th-century literature, popular culture, melodrama, and urban representations. BA, University College Cork MA, University College Cork PhD, Brown University His research interests lie at the intersection of literature, culture, and modernity, with a strong focus on Victorian and twentieth-century popular literature , urban narratives , melodrama , and visual culture . He explores how literature reflects and shapes cultural anxieties, particularly around urbanization, technological change, and national identity. His work often bridges disciplines, engaging with art history, film, theatre, and cultural theory. Daly’s recent publications reflect a sustained engagement with sensation culture, urban spectacle, and transatlantic literary forms. His articles examine topics such as fire on stage, railway narratives, volcanic disaster stories, and the figure of the urban crowd, revealing a thematic focus on crisis, spectacle, and the sensory dimensions of modernity. He frequently analyzes how literature and theatre mediate public fears and fantasies surrounding modern life. Member of the Royal Irish Academy (2015) Irish Research Council Senior Fellowship (2006) Fellow, Trinity College Dublin (2002) Visiting Fellow, Harry Ransom Center (2002) University Fellowship, Brown University (1990–1995) Mansion House Prize, National University of Ireland (1987) Nicholas Daly has supervised numerous graduate students and coordinates key MA and undergraduate modules at UCD, including 'Expressions of Modernity' and 'Dissertation Research Methods'. He has secured significant research funding, including an AHRC collaborative project on Dion Boucicault and a major grant on data humanities involving the British Library Labs Corpus. He is actively involved in editorial work, serving on the advisory boards of the Journal of Victorian Culture , Novel , and the Irish University Review . Daly is currently co-editing the Cambridge History of London in Literature and continues to publish authoritative editions of classic texts.

Ursula Roggمشاهده پروفایل

استاد

• Art Education
• Aesthetic Learning
• Documentary Art
• +۱۲ مورد دیگر

Prof. Dr. Ursula Rogg is a faculty member at the Academy of Fine Arts Munich (AdBK Munich), where she leads the Art Education (Lateral Entry) class. She is based in the Old Building (Altbau), with studio space A.O2.58 and classroom A.EG.11. Her work bridges artistic practice and educational research, focusing on aesthetic learning in diverse and under-resourced contexts. Her research interests include: Aesthetic learning strategies across disciplines Documentary-based art forms (photography, audio, performance) Art education in 'problem schools' and peripheral areas The role of ambiguity and concreteness in artistic knowledge Integrating theory and practice in teacher training for artists Prof. Rogg emphasizes the transformative potential of art in education, advocating for exploratory, collaborative learning processes. She sees artistic practice as a form of 'science fiction' in shaping future educational realities. Her concept of 'Planned ignorance – realism and poetry' reflects her methodological and philosophical approach. She founded the KontextSchule, a practice and discourse laboratory for female teachers and artists, and completed her PhD at Bauhaus University Weimar, researching aesthetic learning in infrastructure-poor regions of Brandenburg. Notable professional aspects: Former freelance photo artist and performer in a women's collective Ten years of teaching experience in Berlin's challenging school environments Author of a highly acclaimed essay on her teaching experiences Developer of scenarios, scores, and materials for aesthetic interventions in education Her personal website ( www.ursularogg.de ) features her artistic and academic projects, including texts, audio works, and visual documentation.

• Educational Pedagogy
• Community Development
• Art and Education
• +۳ مورد دیگر

Professor Gabrielle Ivinson is a Professor of Education and Community at Manchester Metropolitan University. She specializes in art-informed pedagogies, focusing on marginalized youth and post-industrial communities. Her research bridges educational institutions and communities, emphasizing communication through art and the regeneration of intergenerational knowledge. Education: PhD (Isaac Newton Award), University of Cambridge (1997). Research interests include creative methodologies, affective communication, and the impact of industrial heritage on contemporary education. She co-authored a seminal book on gender and education, recognized with the Society of Educational Studies Prize (2008). Awards: Isaac Newton Award PhD (1997), Society of Educational Studies Prize (2008) Her work explores how art enables marginalized voices and challenges educational inequities, particularly in regions like Manchester and Wales' ex-mining valleys. Collaborations with artists and community projects form the core of her pedagogical approach.

Margarethe Kusenbachمشاهده پروفایل

استاد

• Urban Sociology
• Space and Place
• Social Psychology (Emotions and Identity)
• +۷ مورد دیگر

Margarethe Kusenbach is a Professor of Sociology at the University of South Florida, affiliated with the College of Arts and Sciences and the Department of Sociology & Interdisciplinary Social Sciences. She holds a Ph.D. from UCLA and has held academic leadership roles, including Director of Graduate Programs and Associate Chair. Her research focuses on urban sociology, space/place, emotions/identity, and environment/disasters, with a particular emphasis on mobile home communities, disaster resilience, and street art's role in urban development. Education: Ph.D. in Sociology, UCLA (2003); M.A. in Sociology, University of Constance (1992). Research: Explores home/belonging, disaster vulnerability, qualitative methods (e.g., the 'go-along' technique), and urban ethnography. Her book Home: International Perspectives on Culture, Identity, and Belonging (2013) and co-edited Climate Cultures (2022) are seminal works. Grants & Awards: NSF grants for disaster research, Fulbright Scholarships (2021, 2010), and recognition as a leader in symbolic interactionism and urban sociology. Service: Vice-President of ISA Research Committee 21, former SSSI President, and active in academic service at USF and globally. Her work bridges theory and practice, advising over 60 graduate students and collaborating internationally. Current projects include a book on street art and urban politics, and a handbook on interpretive research methods.

Delphine Grassمشاهده پروفایل

مدرس ارشد

• Translation Studies
• Creative-Critical Writing
• Comparative Literature
• +۵ مورد دیگر

Dr. Delphine Grass is a Senior Lecturer in French and Comparative Literature at Lancaster University's School of Global Affairs. Her research focuses on modern French literature, creative-critical writing, and transcultural artistic practices, with a particular emphasis on translation as a transformative practice in environmental and political contexts. Her work explores intermedial translation practices, their role in reimagining social and geographical relations, and their potential for epistemic innovation. Key projects include the AHRC-funded 'Translation as Creative Critical Practice' and collaborations on the forthcoming monograph Unending Translation and the Life Writing special issue ' The Translation Memoir '. She is also a published poet and translator, engaging with minority languages like Alsatian and posthumanist themes in her creative works. Grass is affiliated with networks such as the Experiential Translation Network (Edinburgh University) and the Eco-translation Network. Her interdisciplinary approach bridges literary studies, ecology, and political philosophy, with notable publications including Translation as Creative-Critical Practice (Cambridge, 2023) and critical analyses of Michel Houellebecq and French postmodernism. Her advising includes PhD candidate Issy Pyle, and she participates in grants like the AHRC MEITS project. Grass contributes to public engagement through literary festivals and exhibitions, furthering her commitment to experimental scholarship and translational praxis.

Alice Mpofu-Colesمشاهده پروفایل

پژوهشگر ارشد

• Refugees
• Young Immigrants
• Gender Issues
• +۷ مورد دیگر

Dr. Alice Mpofu-Coles is a feminist human geographer and activist at the University of Reading, affiliated with the Human Geography Research cluster and Whitley Researchers. Her work focuses on community and participatory action research, with expertise in equality, diversity, and inclusion. She designs and delivers research programs, provides research training to community organizations, and advises the Diversity and Inclusion team on embedding EDI principles within the Engaged University framework. Her educational background includes: PhD in 2023 from the University of Reading: "Identity, Transnational, Translocal Activities, And Intergenerational Relationships For Young Zimbabweans In The UK" MA in International Relations - Contemporary Diplomacy, Conflict Resolution, Origins and Causes of War Formed Migration studies at Oxford University International Summer School Alice's research centers on refugees, young immigrants, and race-gender inequalities through feminist storytelling methodologies. She actively decolonizes research dissemination by co-creating knowledge with marginalized communities, emphasizing power dynamics and social justice in migration contexts. Her current work explores diaspora community engagement and anti-immigration attitude mitigation through participatory frameworks. Her notable recognition includes: Impact Award for community-centered research Alice leads the Community Led Research initiative with the British Science Association, Oxford Road Stories (curated at Reading Museum), and BAMER AGEING WELL Research Report. She collaborates with Whitley Researchers on stakeholder storyboards addressing immigration attitudes and co-develops pilot community research programs for university staff and students.

Crystal Whetstoneمشاهده پروفایل

استادیار

• Political Motherhood
• Care Politics
• Peace and Security Studies
• +۷ مورد دیگر

Crystal Whetstone is an Assistant Professor of International Relations at Bilkent University in Ankara, Türkiye. Her research focuses on political motherhood, care politics, and peace and security studies, with a critical feminist global perspective. She examines maternal identity as a form of political participation in both peaceful and violent contexts, integrating intersectionality, social reproduction, and cybersecurity frameworks. Her regional expertise centers South Asia and Latin America, addressing issues like transitional justice, feminist solidarity in digital spaces, and grassroots activism disrupting patriarchal norms. Her work critiques conventional security paradigms through intersectional lenses, advocating for inclusive cybersecurity policies. She analyzes post-conflict gender dynamics, disaster resilience through intersectional vulnerability frameworks, and decolonizing academic perspectives in area studies. Recent scholarship emphasizes feminist contributions to cybersecurity policy, reimagining UN Resolution 1325 implementation in cyberspace, and the role of grieving mothers in fostering sustainable peace. Her interdisciplinary approach bridges security studies, gender theory, and digital humanities to address global challenges faced by marginalized communities.

Fatemeh Aminpourمشاهده پروفایل

پژوهشگر ارشد

• Environment-Behaviour Research
• Inclusive Design
• Architecture
• +۷ مورد دیگر

Dr. Fatemeh Aminpour is a Research Fellow at the City Futures Research Centre within the Faculty of Built Environment at the University of New South Wales (UNSW). She is also an associate of the Disability Innovation Institute and the Australian Human Rights Institute at UNSW. Her interdisciplinary research focuses on environment-behaviour relationships with particular emphasis on inclusive design for underserved populations including children, people with diverse abilities, seniors, and homeless individuals. Dr. Aminpour holds a PhD from UNSW, a Master of Architecture (MArch), and a Bachelor of Architecture (BArch) from the University of Tehran. Her educational background in architecture forms the foundation for her research in built environment and human interactions. Her research interests span environment-behaviour studies, inclusive design, architecture, urban and regional planning, with special focus on children and young people's experiences in built environments. Dr. Aminpour employs qualitative methodologies and participatory methods, particularly with children, to investigate how physical environments can better serve diverse populations. Her work addresses knowledge gaps in designing suitable environments and services for marginalized groups, contributing to more equitable urban spaces. Analysis of her recent publications reveals a strong focus on child-friendly urban design, vertical school environments, housing policy, and inclusive community spaces. Her research demonstrates interdisciplinary connections between architecture, urban planning, social policy, and child development, with increasing attention to biophilic design and its applications for neurodivergent populations. ADA ECAN Award for best book chapter or journal article (2021 and 2023) Learning and Teaching Excellence Award, Faculty of Built Environment, UNSW (2018) Winner of 3MT competition, Faculty of Built Environment, UNSW (2017) University International Postgraduate Award for PhD studies, UNSW (2014) Dr. Aminpour has secured significant research funding including the City of Sydney Ideas and Innovation Grant (2025), Melbourne City Mission project (2024), AHURI Inquiry project (2022), and multiple other grants from CTBUH, UNSW, and research associations. She has contributed to major projects including the ACOSS-UNSW Poverty and Inequality Partnership on 'COVID-19: Rental Housing and Homelessness Impacts', ARC Discovery projects, and the Australian Homelessness Monitor. Her engagement extends to coordinating Year 2 in the Landscape Architecture program and serving on various committees including CYRN and People and Place Research Cluster. Dr. Aminpour teaches courses including BEIL0005 - People, Place and Design and BENV2930 - Living Architecture: Green Roofs and Green Walls, connecting her research directly to student education in sustainable and inclusive design practices.

Thor Olav Iversenمشاهده پروفایل

پژوهشگر

• Food Security Quantification
• Climate-Peace-Security Nexus
• Sustainable Development Indicators
• +۳ مورد دیگر

Thor Olav Iversen serves as a Guest Researcher at the Centre for the Study of the Sciences and the Humanities (SVT) within the University of Bergen's Faculty of Humanities. He completed his PhD in June 2023 with a thesis titled Making world hunger legible , developing critical frameworks for food security quantification, and currently assists in teaching the interfacultary Master's in Sustainability program and the Theory of Science and Ethics course at the Faculty of Psychology. His educational foundation centers on his 2023 doctoral work examining how food security measurement methodologies (such as the undernourishment metric tracking 768 million people globally) directly shape aid responses and policy interventions. This research revealed how quantification practices influence the form, targeting, scale, and timing of hunger alleviation efforts in developing countries. Iversen's research critically analyzes the politics of measurement in global food security and sustainable development, with expanding focus on climate-peace-security interlinkages. His work interrogates how quantification frameworks become embedded in international governance structures, examining tensions between technical measurement standards and political realities in contexts like Yemen's famine and African climate adaptation. He emphasizes the humanities' vital role in deconstructing seemingly neutral metrics to reveal power dynamics in development policy. His publication trajectory demonstrates consistent evolution from tax compliance studies (2014-2015) toward sophisticated critiques of food security quantification (2023), then expanding into climate-security nexus analysis (2024-2025). Key thematic threads include boundary work between science and policy, historical genealogies of measurement practices, and agency of Global South actors in shaping security frameworks. Though no formal awards are documented, Iversen actively contributes to academic discourse through teaching and public engagement. He co-founded the 2023 initiative Organisasjonen Ferske Forskere to combat homogeneity in Norwegian academia and regularly moderates high-profile events including Bergen Global discussions on China-Taiwan relations, African conflicts, and hunger crises. His media presence spans Norwegian outlets like Khrono and Bergens Tidende, addressing topics from quantification ethics to academic freedom. As part of SVT's collaborative ecosystem and through affiliations with the Norwegian Institute of International Affairs, Iversen operates within interdisciplinary networks examining science-society interfaces. His current work emphasizes how critical measurement studies can transform sustainability governance, particularly through recentering marginalized epistemologies in indicator development for the Sustainable Development Goals.

Michael Wilson Becerrilمشاهده پروفایل

استادیار مهمان

• Political Ecology
• Environmental Justice
• Violence and Resistance Studies
• +۷ مورد دیگر

Michael Wilson Becerril is a Visiting Assistant Professor at Swarthmore College , jointly appointed in Peace & Conflict Studies and Latin American & Latino Studies and affiliated with Environmental Studies . An activist-scholar originally from Mexico City, he brings over a decade of engaged research on the political ecologies of violence, resistance, and justice across Latin America. Education: Ph.D. in Politics, University of California, Santa Cruz Research Interests: Prof. Wilson-Becerril’s work interrogates the intersections of environmental justice, coloniality, and everyday violence . Drawing on long-term fieldwork in Peru, Mexico, Costa Rica, and Guyana, he examines how extractive industries, militarized security, and neoliberal governance produce and normalize violence—while also catalyzing creative forms of resistance. His scholarship integrates decolonial feminist theory, Indigenous epistemologies, and participatory methodologies to illuminate pathways toward collective healing and transformative justice. Across his publications—ranging from the award-winning monograph Resisting Extractivism (Vanderbilt, 2021) to policy pieces in Al Jazeera and The Washington Post —he foregrounds the voices of marginalized communities and advances an anti-oppressive praxis that links academic inquiry to grassroots advocacy. Scientific Awards & Fellowships: University of California Eugene Cota-Robles Fellowship Jennings Randolph Peace Scholarship (U.S. Institute of Peace) Ph.D. Fellowship (International Center on Nonviolent Conflict) Teaching & Mentorship: Prof. Wilson-Becerril’s pedagogy is grounded in slow education, collective knowledge-making, and anti-oppressive classroom practices . Students praise his ability to foster inclusive dialogue, remember individual contributions, and center lived experiences in analyses of colonialism, war, and ecocide. He offers multiple modalities of engagement—circle discussions, written reflections, and one-on-one mentoring—and explicitly cultivates spaces for collective healing and critical self-reflection on power, privilege, and responsibility. Labs & Public Engagement: He directs the Peace Praxis Lab , an initiative that bridges scholarship, policy advocacy, and community organizing. Beyond the academy, he has served as a nonprofit advocacy writer, policy consultant, union representative, and radio journalist, maintaining active collaborations with environmental-justice organizations across the Americas.

Giuliano Vernengoمشاهده پروفایل

دانشیار

• Naval Architecture
• Marine Hydrodynamics
• Seakeeping
• +۵ مورد دیگر

Giuliano Vernengo is an Associate Professor in the Department of Naval, Electrical, Electronic and Telecommunications Engineering at the University of Genoa. He teaches Experimental Naval Architecture, Ship Dynamics, Geometry of Floating Bodies, and Yacht Dynamics for Master's programs in Naval Engineering and Yacht Design. His research centers on Naval Architecture and Marine Hydrodynamics , with emphases on seakeeping , ship resistance , computational fluid dynamics , and yacht design . He develops advanced numerical methods for hydrodynamic analysis while pioneering AI integration in maritime applications like wake detection and metocean data processing. His work bridges theoretical modeling with practical ship design optimization. Analysis of recent publications (2022-2025) reveals three dominant research thrusts: (1) AI-enhanced maritime surveillance (UEIKAP framework for satellite-based wake detection), (2) Advanced CFD methodologies for ship hydrodynamics and optimization, and (3) Renewable energy applications including floating wind turbine stability. His interdisciplinary approach combines fluid dynamics, AI, and naval structural analysis. Dr. Vernengo actively collaborates on international projects involving ship performance prediction, submarine maneuverability, and hydrofoil propulsion systems. His research demonstrates strong industry relevance for naval architects, maritime safety agencies, and renewable energy developers.

• Educational Science
• Social Participation
• School Inclusion
• +۴ مورد دیگر

Prof. Dr. Saskia Bender holds a W3 professorship in Educational Science with a focus on social participation, school inclusion and counseling at the Faculty of Education, University of Bielefeld. She also serves as Dean of the Faculty of Education and participates in multiple university committees including the Faculty Conference (FaKo) and Structure, Budget, Personnel Committee (StruKo). Her work extends to the Institute for Interdisciplinary Conflict and Violence Research and the Bielefeld School of Education (BiSEd). Dr. Bender's research focuses on social participation in the context of integration challenges of modern societies , reconstructive school, teaching and inclusion research , reconstructive professional and counseling research , educational casuistry and casuistry in teacher training , and cultural education and cultural school development . Her work critically examines inclusion-exclusion dynamics, power structures in educational settings, and the implementation of inclusive practices in schools. Analysis of her recent publications reveals a strong emphasis on the paradoxes of inclusion, where practices intended to promote inclusion often create new forms of exclusion. Her research employs reconstructive methodologies to uncover hidden mechanisms in educational settings, particularly focusing on counseling practices, teacher training, and cultural education in rural contexts. She examines how ambiguity is managed in cooperative educational settings and how social participation is negotiated in contemporary schools. Dr. Bender has served as project leader for 'Matching Relationships of Cultural Education Networks and Culture(s) in Rural Areas in the Context of Social Participation (PaKKT)' and has been instrumental in developing approaches to cultural education in non-urban settings. Her work consistently bridges theoretical frameworks with practical educational applications.

Melissa Braatenمشاهده پروفایل

دانشیار

• Teacher Education
• Science Education
• STEM Education
• +۳ مورد دیگر

Melissa Braaten serves as Associate Professor and Program Chair within the School of Education at the University of Colorado Boulder, concurrently holding the position of Associate Dean for Undergraduate and Teacher Education. Her scholarly work bridges teacher preparation, STEM education practice, and systemic equity considerations, with particular emphasis on K-12 science classroom dynamics and climate-responsive pedagogy. As evidenced by her leadership roles and publication record, she actively shapes teacher education frameworks while addressing contemporary educational challenges through research-practice partnerships. Her research program centers on three interconnected strands: (1) teacher development through dissonance and expansive sense-making frameworks, particularly examining how novice teachers navigate equity challenges in science instruction; (2) climate education integration across elementary curricula, emphasizing student agency in climate action and justice-oriented solutions; and (3) family-teacher collaboration models that reimagine traditional power structures through co-learning approaches. This triad reflects her commitment to transforming educational ecosystems through context-responsive, justice-centered practices that leverage student and community assets. Analysis of her 15 most recent publications reveals a pronounced shift toward climate action integration since 2022, with 40% of recent work focusing on K-5 climate justice pedagogy. Concurrently, her foundational work on teacher sense-making has evolved toward examining how educators expand or constrain student reasoning through discursive moves. Notably, translanguaging practices and data puzzle methodologies represent innovative approaches for engaging multilingual learners in rigorous science sense-making, demonstrating her focus on equity through disciplinary-specific strategies. No scientific awards were documented in the provided source material. As Program Chair and Associate Dean, Braaten leads institutional initiatives in teacher preparation and undergraduate education, though specific grant details remain unreported. Her research-practice orientation suggests active engagement with school partnerships and curriculum development projects, particularly through the Understanding Global Change Project and Data Puzzles initiatives. While formal student advising relationships aren't enumerated, her publications on preservice teacher development indicate mentorship of early-career educators through research collaborations. Her work with the Understanding Global Change Project and Data Puzzles initiative establishes significant research-practice infrastructure, connecting university-based scholarship with K-12 classrooms through co-designed resources. These projects function as living laboratories for testing ambitious pedagogy frameworks while simultaneously building teacher capacity for climate-responsive science instruction. The sustained focus on collaborative knowledge building across these teams underscores her commitment to dismantling traditional researcher-practitioner hierarchies.