جست‌وجوی استاد و پژوهشگر

• Architectural Theory
• Urban Studies
• Architectural Design
• +۲ مورد دیگر

Fatma Sinem Özgür is an Assistant Professor in the Department of Architecture at Mimar Sinan Fine Arts University's Faculty of Architecture, specializing in the Building Information subdivision. Her academic trajectory includes a Bachelor of Architecture (2004–2009), MSc in Architecture (Non-thesis, 2009–2011), and PhD in Architectural Design (2012–2019), all completed at Istanbul Technical University. She demonstrates proficiency in English, evidenced by her YDS (Foreign Language Proficiency Exam) score of 83.75 in 2020. Research Focus: Her work centers on architectural theory, urban studies, and cultural narratives, with emphasis on: Mimesis and precedent knowledge in design processes Semiotics and meme theory in architectural epistemology Urban identity, transnational spaces, and sensory experiences in cities Narrative structures as tools for spatial analysis Publication Trends: Her 15 most recent articles (2011–2023) reveal consistent engagement with architectural phenomenology, cultural transmission, and urban morphology. Key thematic clusters include: Mimesis and knowledge representation in design (2023, 2019, 2018) Urban identity in Istanbul, Lyon, and Aegean towns (2016, 2015, 2013, 2011) Temporality and existential dimensions of space (2021, 2018) Methodologically, she integrates semiotics, phenomenology, and memetics to analyze spatial narratives. Awards & Advising: No awards, supervised students, or grants are documented in the available sources.

Yuliya Minetsمشاهده پروفایل

دانشیار

• Late Antiquity
• Early Christianity
• Byzantine Studies
• +۴ مورد دیگر

Yuliya Minets is an Associate Professor of Classics at the University of Alabama's Department of Modern Languages & Classics. Her academic journey includes a PhD in Early Christian Studies from Catholic University of America and a PhD in History from National University of "Kyiv-Mohyla Academy", alongside graduate degrees in Medieval Studies from Central European University. Late Antiquity Early Christianity Byzantine Studies Syriac Studies Coptic Studies Linguistic identity in ancient Mediterranean Her research focuses on multilingualism, language ideologies, and identity formation in Late Antique Christianity, particularly examining Syriac, Byzantine, Latin, and Coptic traditions. She explores how linguistic differences shaped confessional identities and how Christian intellectuals navigated language hierarchies. Recent publications include studies on the Tower of Babel's linguistic symbolism, Ephrem the Syrian's primordial language theories, and Persian language representation in Roman sources. Her edited volume Shaping Letters, Shaping Communities investigates material aspects of multilingualism in Byzantine and early Islamic contexts. Scientific accomplishments include: Faculty Scholar Lecturer Award College of Arts and Humanities Excellence in Scholarly/Creative Activity Award Supported by Lindsay Young Visiting Faculty Fellowship Seeger Center for Hellenic Studies fellowship Notre Dame Institute for Advanced Study fellowship CAH Professional Development Grants She has taught at the University of Notre Dame's Department of Classics and Jacksonville State University's Department of History and Foreign Languages. Her work bridges textual analysis with broader socio-cultural inquiries into language's role in religious identity formation.

Joi Carrمشاهده پروفایل

استاد

• African American Literature and Film
• Black Women's Studies
• Religion and the Arts
• +۳ مورد دیگر

Joi Carr is a Professor of English & Film and the Blanche E. Seaver Professor of Humanities and Teacher Education at Pepperdine University's Seaver College, where she serves as Director of Film and Academic Director of the Institute for Entertainment, Media, and Sports. Her interdisciplinary work bridges film, literature, and cultural studies with a focus on African American experiences and artistic expression. Her academic credentials include: PhD in English, Literature and Film Studies, Claremont Graduate University MA in Interdisciplinary Studies (English, Theater, History), Texas Tech University MA in Religion Interdisciplinary History, Pepperdine University MLS and MDR in Law (Legal Studies and Dispute Resolution), Pepperdine University BS in Bible and Ministry and BA in Liberal Arts, Lubbock Christian University (Summa and Magna Cum Laude) Post-Doctoral Certificates in Women's and Gender Studies and African Studies, Claremont Graduate University Carr's research explores intersections of African American literature, film, and cultural identity, with particular emphasis on Black women's voice, vocation, and representation. She investigates how religion, music, and the arts shape narratives of identity and social justice, developing innovative models for arts-based critical pedagogy that engage diverse student populations through creative practice. Her scholarly publications analyze representations of Blackness across Hollywood and independent cinema, examining historical realism in films like Django Unchained , agency in works by Kasi Lemmons, and cultural significance of figures like Reginald Hudlin. Concentrated in the last decade, her work frequently appears in Black Camera International Journal , contributing to critical discourse on race, gender, and cinematic representation. Carr founded and directs Pepperdine's Multicultural Theatre Project, producing over 15 original plays since 2001 that explore social justice themes through music and narrative. These productions, often featuring nationally recognized artists like Tony Award winner L. Scott Caldwell, connect academic inquiry with creative practice while leading the Institute for Entertainment, Media, and Sports to bridge classroom learning with industry opportunities.

Dominique Skye McDanielمشاهده پروفایل

استادیار

• Adolescents' activism on social media
• Critical approaches to digital literacies
• Culturally Digitized Pedagogy
• +۲ مورد دیگر

Dr. Dominique Skye McDaniel is an Assistant Professor of English Education in the Department of English at Kennesaw State University’s College of Humanities and Social Sciences. She teaches and researches at the intersection of literacy, digital media, and social justice, centering the voices of Black and Brown adolescents in online spaces. Education Ph.D. in Educational Studies (Teacher Education concentration, Literacy & English Education cognates), University of North Carolina at Greensboro, 2022 North Carolina teaching licensure: Elementary Education, Middle Grades Language Arts, High School English, Reading Research Interests Dr. McDaniel’s scholarship interrogates how adolescents leverage social media for civic engagement and activism. She develops Culturally Digitized Pedagogy , a framework that marries culturally sustaining teaching with critical digital literacies. Her work explores how justice-oriented teacher education can amplify youth voice, particularly for Black and Brown teens whose digital practices resist systemic inequities. Her recent publications trace patterns across case studies of teen activists, demonstrating how multimodal composition on platforms such as TikTok, Twitter, and Instagram becomes a conduit for civic participation. Collectively, her articles argue that educators must reimagine curricula to honor students’ out-of-school literacies and position youth as co-researchers in the struggle for educational justice. Awards & Honors 2023 James Berlin Memorial Outstanding Dissertation Award, NCTE-CCC 2024 Richard A. Meade Award for Research in English Education, ELATE/NCTE Grants & Funding #OnlineLiteraciesMatter: Take Two – KSU Radow College Seed Grant, $7,500 (PI, 2024) Project CULTURE Phase II – KSU Radow College Project Development Grant, $2,300 (PI, 2023) Project CULTURE Phase I – KSU Radow College Extramural Funding Seed Grant, $7,500 (PI, 2022) Mentoring Culturally and Linguistically Diverse Preservice English Teachers – KSU Division of Organizational Effectiveness & Inclusive Excellence Grant, $8,000 (PI, 2023) Labs & Collaborations Dr. McDaniel directs Project CULTURE, a multi-phase professional learning community that mentors BIPOC preservice English teachers. She currently co-leads the #BlackBookTok study with Dr. Sarah Jerasa (Clemson University), examining how Black youth curate literary cultures on TikTok to resist dominant narratives. These collaborative projects position her at the forefront of justice-oriented English teacher preparation in the digital age.

• Family Engagement in K-8 Schools
• Bilingual Education
• Educational Policy
• +۶ مورد دیگر

Jasmine Alvarado serves as an Assistant Professor of Education Studies at Brandeis University, where she specializes in family engagement, bilingual education, and educational policy. Her research sits at the critical intersection of societal inequities, educational policies, and family experiences in K-8 schools, employing ethnographic, narrative, and participatory methodologies informed by critical race theory, intersectional feminism, and sociolinguistic perspectives. Educational Background: Ph.D. in Education from Boston College M.Ed. from CUNY Hunter College B.A. from Harvard University Jasmine's extensive teaching experience spans over a decade, encompassing university-level instruction, teacher candidate supervision, conference workshops for educational leaders, elementary bilingual youth education, and adult language development classes. Her personal background as a member of an Ecuadorian family with Quechua roots, combined with her experiences as a student, teacher, administrator, and after-school program director in NYC and Greater Boston Public Schools, deeply informs her commitment to collective learning and educational equity. Research Focus: Her work particularly emphasizes urban education contexts, examining how race, ethnicity, and language intersect with educational policies and practices. Through critical ethnographic approaches, she explores how families navigate and negotiate educational systems, especially in bilingual and dual-language program contexts. Scientific Awards: Outstanding Reviewer for AERA/Review of Educational Research Journal (2024-2025) Bilingual Research Issues Outstanding Dissertation Award-Second Place (2024-2025) AERA Latino/a/x Outstanding Dissertation Award (2023) Spencer Foundation Research Development Award (2020) Multiple fellowships from AERA, Ford Foundation, and Spencer Foundation Research Impact: Her publications demonstrate a consistent focus on bilingual education policy, family engagement in diverse communities, and the racialized experiences of families in educational settings. Recent work particularly examines the impacts of COVID-19 on bilingual programs and family-school relationships, while earlier work traces the historical evolution of bilingual education in Massachusetts.

Sophie Tamasمشاهده پروفایل

دانشیار

• Emotional Geography
• Autoethnography
• Narrative Methods
• +۴ مورد دیگر

Sophie Tamas is an Associate Professor cross-appointed between Canadian Studies and the Department of Geography and Environmental Studies within the Faculty of Arts and Social Sciences at Carleton University. She is currently on leave. Her educational qualifications are: B.I.S. from the University of Waterloo M.A. from Carleton University PhD from Carleton University Dr. Tamas specializes in emotional geographies, autoethnography, and the ethical complexities of personal narrative across academic, artistic, and therapeutic domains. Her methodological approach integrates feminist, Indigenous, and arts-based perspectives with trauma-informed and new materialist theories to investigate subjectivity and knowledge construction. Analysis of her recent scholarly output reveals a consistent focus on narrative techniques and emotional landscapes, particularly examining how material practices like scrapbooking mediate experiences of trauma and loss. Her work critically engages with the boundaries of self-disclosure in research contexts. Her notable scientific awards include: SSHRC Postdoctoral Fellowship Banting Postdoctoral Fellowship As a dedicated mentor, Dr. Tamas supervises graduate students in Canadian Studies and Geography programs. Her research initiatives are bolstered by significant grant funding: Advising: Guides MA and PhD candidates in emotional geography and narrative research methodologies. Grants: Principal investigator on projects funded by SSHRC and the Banting Postdoctoral Fellowships program. She co-founded The Emotional Geography Collective and is developing an arts-based research laboratory focused on creative approaches to processing trauma and loss.

Anna Lundhمشاهده پروفایل

دانشیار

• Library and Information Science
• Reading Practices
• Information Literacy
• +۵ مورد دیگر

Anna Lundh is an Associate Professor at the Swedish School of Library and Information Science, University of Borås, and an Adjunct Senior Research Fellow at Curtin University's School of Media, Creative Arts and Social Inquiry. Her research focuses on reading practices, information literacy, and accessibility, particularly in educational and digital contexts. University of Borås: Department of Library and Information Science Curtin University: Libraries, Archives, Records and Information Science Her work explores the politics of reading, audio-based technologies for accessible reading, and historical shifts in information literacy from the 20th to 21st centuries. She leads the national research school ReSource (2023-2026) funded by the Swedish Research Council. Anna's publications span critical studies of reading, disability rights-based perspectives on listening-based reading, and the sociopolitical implications of assistive technologies. She has supervised doctoral students in Sweden and Australia, emphasizing socially and discursively shaped information practices.

• Pedagogy
• Moral Education
• Family Pedagogy
• +۵ مورد دیگر

Giuseppina D'Addelfio is a Full Professor at the University of Palermo (UNIPA) in the Department of Psychological, Pedagogical, Physical Exercise and Training Sciences. Her research focuses on the intersection of ethics, phenomenology, and education, particularly in family and community contexts. Expertise: Phenomenological Pedagogy, Moral Education, Intercultural Training, and Educational Philosophy. Recent Work: Explores pandemic-era educational co-responsibility, intergenerational emotional dynamics, and the application of philosophy for children in curricula. Key publication trends include analyses of care ethics, gender bias, and transformative learning frameworks. She actively contributes to public engagement through UNIPA's Third Mission initiatives.

Mariah Kornbluhمشاهده پروفایل

استادیار

• Developmental Psychology
• Critical Consciousness Development
• Youth Sociopolitical Development
• +۵ مورد دیگر

Mariah Kornbluh is an Assistant Professor in the Department of Psychology at the University of Oregon, affiliated with the College of Arts and Sciences. Her research focuses on critical consciousness development among marginalized youth, exploring how awareness of systemic inequities and agency to challenge them influence educational attainment, wellness, and sociopolitical development. She employs youth-led participatory action research (YPAR) to bridge the gap between academic inquiry and community-driven policy reform. Research Interests: Dr. Kornbluh investigates how marginalized adolescents navigate structural constraints through critical consciousness and YPAR. Her work emphasizes anti-racist developmental science, civic media literacy, and the role of adult allies in fostering youth agency. She also examines how community-based research can disrupt deficit narratives in education and promote health equity. Scientific Awards: William T Grant Scholar Program (2023-2028) Early Career Award, Society for Community Research and Action (2023) Jacobs Foundation Junior Research Member (2019) APA Division 27 Research Scholar (2019) Teaching and Mentoring: Dr. Kornbluh teaches courses on developmental psychology, community psychology, and equity-focused research methods. She mentors graduate students through hands-on involvement in YPAR projects and publishes collaboratively with them. Her lab, the Oregon YPAR Lab, engages undergraduates, graduate students, and community partners in high-impact research teams. Grants and Projects: She has secured grants from the William T Grant Foundation and Spencer Foundation to study civics education policy integration, YPAR’s impact on school decision-making, and civic media literacy in digital spaces. Her work often involves partnerships with institutions like UC Berkeley and San Jose State University.

Philip Swansonمشاهده پروفایل

استاد

• Latin American Literature
• Hispanic Cinema
• Identity and Politics in Literature
• +۸ مورد دیگر

Professor Philip Swanson is the Hughes Professor of Spanish at the School of Languages, Arts and Societies at the University of Sheffield. His academic career spans teaching and research roles across Europe and the USA, with expertise in Latin American literature, Hispanic cinema, and cultural studies. Education: BA and PhD from the University of Liverpool and University of Edinburgh, with studies in Oxford, Lisbon, and Seville Academic Rank: Hughes Professor of Spanish Affiliation: School of Languages, Arts and Societies Email: p.swanson@sheffield.ac.uk Research interests include Latin American literature , Hispanic cinema , and comparative literature . He specializes in the Boom and Post-Boom movements, magical realism , crime fiction , and Spanish-Latin American cultural dialogues . His recent publications analyze Latin American identity in global contexts, political allegory in film , and transnational crime narratives . Scientific awards and grants include: Man of the Year, American Bibliographical Institute Board Senior Fulbright Fellowship Leverhulme Fellowship Grants from British Academy, Carnegie Trust, and Society for Latin American Studies Teaching and professional activities encompass leadership roles like past President of the Association of Hispanists of Great Britain and Ireland . He has served on editorial boards, grant panels, and as an external PhD examiner for 50+ candidates. His supervised research topics range from Magical Realism to Disability in Spanish Culture , reflecting interdisciplinary breadth.

Stephen Townsendمشاهده پروفایل

مدرس

• Sports Concussion
• Digital History
• Sociocultural Analysis of Sport
• +۷ مورد دیگر

Dr. Stephen Townsend is a Lecturer in Sport Sociocultural Studies at the School of Human Movement and Nutrition Sciences , The University of Queensland , affiliated with the Centre for Sport and Society . His research focuses on the social, cultural, and medical history of brain injuries in sport , particularly sports concussion , and he employs digital history methodologies to analyze historical narratives and sociocultural factors. Stephen’s work explores how racial, religious, gendered, and political ideologies are transmitted through sports media. He has published extensively in academic journals and books , including co-editorship of Head in the Game: Sociocultural Analyses of Brain Trauma in Sport (2025). His research has been cited in the Australian Senate Inquiry into Repeated Head Trauma in Sport and featured in media outlets like The Conversation and 360 Info . Current projects include the Quantum Concussion Diagnostics program (2024–2027), aiming to understand cultural forces shaping athlete brain health decisions . Former funding includes a Basketball Queensland grant (2018–2019) for historical research.

• Participatory Design
• Co-design
• Learning Sciences
• +۷ مورد دیگر

Dr Katerina Cerna is an Assistant Professor (Associate Senior Lecturer) at the School of Information Technology, Halmstad University, Sweden. She leads research on participatory and more-than-human design, embedding learning sciences, sustainability and care ethics into technology development. She coordinates work in the REBEL research programme, is Area Leader for Participation in CAISR Health, and drives projects such as PadAI, Grow 2B Well and PAS-SAP. Education: PhD in Education Sciences, University of Gothenburg Research Interests: Her scholarship converges around enabling meaningful participation in design processes, especially for marginalised or vulnerable groups. Current strands include: Mental-health technology co-designed with young adults (PadAI) Embodied and multispecies engagements with plants for urban wellbeing (Grow 2B Well) Care-full participatory design with older adults (ACCESS, Demokit) Proxy-user methods for hard-to-reach populations (PAS-SAP) Publications at a glance: The 2022-2025 corpus reveals an intensifying focus on mental health support systems , multispecies and more-than-human design , and care-centred participatory methods . Qualitative, ethnographic and design-research methodologies dominate, often applied in contexts of ageing, disability, youth mental health and environmental sustainability. Scientific Awards & Fellowships: No specific awards listed; recognition is implicit through sustained funding (REBEL, CAISR Health, ACCESS, PadAI, PAS-SAP, Grow 2B Well). Advising & Grants: Principal investigator/supervisor on PadAI (participatory AI for youth mental health) Area Leader for Participation – CAISR Health Work-package leader – REBEL programme “Re-imagining Future Smart Living” Coordinator – ACCESS (postdoc project on older adults’ digital literacy) Workshop leader – I.N.S.E.C.T. summer camps on multispecies design Labs & Teams: She is embedded in the REBEL collective – an interdisciplinary group of researchers, designers and practitioners re-imagining inclusive futures. She collaborates closely with the CAISR Health research environment and has ongoing partnerships with Chalmers University of Technology, University of Gothenburg, Umeå University, Bergen University and Salzburg University.

Kila van der Starreمشاهده پروفایل

استادیار

• Contemporary Poetry
• Modern Dutch Literature
• Performance Poetry
• +۴ مورد دیگر

Dr. Kila van der Starre is an Assistant Professor at Utrecht University's Faculty of Humanities , Department of Languages, Literature and Communication. She specializes in Modern and Contemporary Dutch Poetry , focusing on its circulation and use beyond traditional books in everyday contexts. Supervises three PhD students: Semmy Claassen (Utrecht University), Jet Oosterheert (University of Groningen), and Steven Van de Putte (Ghent University) Chaired the 2024 P.C. Hooft Prize jury Freelance literary scholar with a focus on poetry education and criticism Her research explores poetry in public spaces (street poetry), social media (Instagram poetry), body art (tattoos), everyday objects , radio , and commemorative practices . She received NWO PhD funding and was awarded the OSL Award for Best PhD Thesis 2021 , Praemium Erasmianum Dissertation Prize 2022 , and shortlisted for the Boekman Dissertation Prize 2022 . She teaches in multiple undergraduate programs ( Nederlandse Taal en Cultuur , Literatuurwetenschap ) and graduate programs ( MA Neerlandistiek , MA Literature Today ), and co-organized interdisciplinary course hubs combining material studies with literary analysis. 2024 : Invited speaker at Oxford University's 'Love and desire in non-book poetry' conference 2023 : Radio 1 interview on poetry and social media 2024 : Co-authored Sprekende Stenen documentary featuring street poetry in Utrecht

Ulrich Schmiedelمشاهده پروفایل

استاد

• Public Theology
• Political Theology
• Interreligious Relations
• +۷ مورد دیگر

Professor Ulrich Schmiedel holds the chair in Global Christianities at Lund University's Centre for Theology and Religious Studies within the Joint Faculties of Humanities and Theology. His work bridges theology with sociology, anthropology, and philosophy to examine religion's role in contemporary societal challenges. Specializes in public and political theology Research focuses on migrant/postmigrant societies and interreligious relations Editor-in-chief of Political and Public Theologies series His research methodologies integrate theological inquiry with sociological/anthropological approaches, particularly examining: Christian-Muslim relations and Islamophobia Populism's impact on religious ethics Multi-faith refugee relief networks Secularization and pluralization dynamics Critical examination of religious supremacy narratives Recent publications explore: 9/11's long-term theological implications Ethics of faith-based humanitarian acts Postmigrant ecclesiological models Critical analysis of religious violence theories Scientific recognition includes: Elected to Royal Society of Letters Lund (2024) Habilitation Prize from Ludwig-Maximilians-Universität München (2021) Member of Center of Theological Inquiry, Princeton (2017) Current projects: FABRIC: Faith-Based Refugee Relief in Europe (ERC-funded, 2024-2028) COMCOM: Christian-Muslim Political Theology (2024-2026)

Tina Høeghمشاهده پروفایل

دانشیار

• Pedagogy
• Dialogic Teaching
• Intercultural Pedagogy
• +۵ مورد دیگر

Tina Høegh is an Associate Professor at the Department of Design, Media and Educational Science, Faculty of Humanities, University of Southern Denmark. Her research focuses on dialogic teaching, intercultural pedagogy, multimodal communication, and the digitalization of classrooms. She leads the InDi project funded by the Independent Research Fund Denmark and co-leads the DiaMu focus area at SDU. PhD and MA in Nordic Studies and Linguistics (University of Copenhagen) Active in Nordic collaborations like QUINT and EU-funded MiCREATE Specializes in second-order didactics and autoethnographic methods Her work bridges micro-level classroom dynamics with macro-level educational policy, emphasizing democratic participation through aesthetic expression. She has supervised Master’s and PhD students and participated in ministerial projects on interdisciplinary teaching. Recent Trends : Recent publications highlight sustainable digital pedagogy, literacy-as-events in techno-scholastic environments, and collaborative production processes. Themes include multimodal interaction, intercultural competence, and AI as a dialogic partner. Scientific Collaborations : Co-founder of the FiDU network on dialogic teaching Chair of the ARLE Special Interest Group on dialogic practices Active in Nordic writing seminars and cross-country educational research