Dr. Iker Zirion Landa is a Professor of Public International Law at the University of the Basque Country (UPV/EHU) , where he also serves as faculty member at the Department of Public Law and Historical-Legal Sciences and of Political Thought History . As a researcher at Hegoa Institute for Development and International Cooperation Studies, he leads the Feminism and Conflict research group. PhD in International Studies Specialist in gender analysis within peacebuilding Expert on Democratic Republic of the Congo post-conflict dynamics Research Interests span critical peace studies, feminist international law, gendered power structures in humanitarian action, and the intersection of masculinity studies with post-conflict reintegration. His work problematizes the liberal peace paradigm while emphasizing voluntary simplicity , empathetic legal frameworks , and transformative justice mechanisms . Recent scientific contributions focus on gender analysis in DDR programs, feminist approaches to transitional justice, and critical evaluations of international legal frameworks for sexual violence protection in conflict zones. Current projects examine masculinity transformation in humanitarian contexts and gender-sensitive policy implementation across African Great Lakes region.
Peter Gouzouasis is a Full Professor in the Department of Curriculum & Pedagogy (EDCP) within the Faculty of Education at the University of British Columbia. His academic home is situated within the Centre for Early Childhood Education & Research (CECER), where he contributes to interdisciplinary research on early childhood learning and development. Professor Gouzouasis's research interests span a wide range of topics in arts education, with particular focus on qualitative assessment of learning, arts learning, storied forms of assessment, and music acquisition from birth through age 9. His scholarly work encompasses action research, adolescent issues, art education research, artistic and aesthetic development, cultural studies, curriculum theory, educational technologies, literacy, music education research, pedagogy, and teacher education research. He has made significant contributions to the development and application of arts-based educational research (ABER) and creative analytical practices (CAP), especially in the areas of artography and autoethnography. His recent publications reveal a strong emphasis on autoethnographic and a/r/tographic approaches to music education research, exploring the intersections between music, poetry, and narrative forms of inquiry. His work frequently examines emotional and social dimensions of music learning, including how music making relates to empathy, prosocial behavior, and happiness in young learners. He has also conducted important population-level research examining the relationships between school arts participation and academic achievement, providing empirical evidence for the value of arts education. Professor Gouzouasis has been actively involved in mentoring doctoral students and collaborating with colleagues on innovative research projects. His work with Matthew Yanko on elementary school music ateliers grounded in the pedagogies of Freinet, Reggio Emilia, and the maker movement demonstrates his commitment to practical applications of theoretical frameworks. He has also contributed significantly to the development of learning stories and Reggio Emilia-inspired documentation as formative assessment methods for music classrooms.
Suzanne Grant is a Senior Lecturer in Medical Anthropology at the University of Dundee, working within the School of Medicine and Population Health and Genomics department. She holds a prominent position in medical anthropology research and teaching, with a focus on healthcare quality and safety improvement. Dr. Grant actively supervises PhD students and leads multiple research projects addressing critical healthcare challenges. Her educational background includes: Master in Science, Public Health Research from the University of Edinburgh (2010) Doctor of Philosophy in Social Anthropology from the University of St Andrews (2006) Master of Arts in Social Anthropology from the University of St Andrews (1999) Dr. Grant's research is situated at the innovative intersection of anthropology and healthcare improvement. She specializes in applying ethnographic methods, particularly video reflexive ethnography (VRE), to understand and enhance health, care, and wellbeing contexts. Her work uniquely combines insights from anthropology, improvement science, and design to develop novel approaches for improving healthcare systems. A key aspect of her methodology involves actively engaging professionals, patients, carers, and NHS stakeholders in the co-design of improvements across diverse healthcare settings. Her research focuses on critical areas including patient safety, medication management, and healthcare system optimization, with particular attention to socio-technical aspects of healthcare delivery. Dr. Grant's recent publications demonstrate a consistent focus on applying ethnographic approaches to address pressing healthcare challenges, particularly in medication safety, inter-professional collaboration, and care home settings. Her work spans multiple healthcare contexts including acute medical units, pediatric care, and community care settings, reflecting her commitment to improving healthcare systems across the continuum of care. Her notable scientific achievements include: Economic and Social Research Council (ESRC) studentship Emslie Horniman/Sutasoma Trust Award from the Royal Anthropological Institute Medical Research Council (MRC) Population Health Scientist Postdoctoral Fellowship As an academic advisor, Dr. Grant supervises PhD students and research projects at both undergraduate and postgraduate levels. Her extensive grant portfolio demonstrates significant research leadership, with funding from major organizations including the Scottish Government, Medical Research Council, Economic and Social Research Council, and NHS Scotland. These projects address critical issues in healthcare improvement, medication safety, and system redesign. Dr. Grant also co-convenes the British Sociological Association Medical Sociology Scottish Regional Group and is an active member of the Video Reflexive Ethnography International Association, highlighting her leadership in these specialized research communities. Dr. Grant leads the BMSc Healthcare Improvement degree programme and several key modules focusing on ethnography and healthcare improvement. Her interdisciplinary approach connects medical education with design anthropology through collaborations with the Duncan of Jordanstone College of Art and Design, creating innovative educational pathways for future healthcare professionals.
Will Valley is an Associate Professor of Teaching in Applied Biology at the Faculty of Land and Food Systems, University of British Columbia . With a PhD in Sustainable Food System Education and a background in Secondary Sciences education, Valley specializes in pedagogical innovations for sustainable food systems, systems thinking, and community-engaged scholarship. PhD, Sustainable Food System Education (UBC) BEd, Secondary Sciences (UBC) BSc, General Biology (UBC) His research focuses on regenerative education frameworks, decolonial pedagogy, and urban agriculture's multifunctionality. He teaches courses like LFS 100: Introduction to Land and Food Systems and LFS 400: Audio Storytelling . Selected publications analyze community-based food systems, decolonizing methodologies, and equity-centered pedagogies. Recent work explores reparative just transitions (2025) and ethical engagements between Western and Indigenous sciences (2024).
Ian Corrie is a Principal Lecturer in the Department of Nursing, Health and Professional Practice at the University of Cumbria. He also serves as the Honorary Colonel of 335 Medical Evacuation Regiment and as a Special Advisor to EMCC. His work integrates military and academic leadership, particularly in paramedic training and healthcare education. Research Focus: Transformative learning and disruptive pedagogy in health and social care education Healthcare leadership development through coaching and experiential learning Emotional labour and psychological resilience in paramedic practice Interdisciplinary doctoral education and translational research Crisis management and disaster response training Recent Trends: His recent publications emphasize the application of transformative learning theory in real-world healthcare and military contexts, particularly during the COVID-19 pandemic. He explores how emotional preparedness, leadership coaching, and interdisciplinary collaboration can enhance both individual and organizational capacity in crisis response. Collaborations: Ian Corrie frequently collaborates with academics such as Catherine Hayes, David Bates, Ron Lawson, and others across institutions. He is active in international conferences and contributes to edited volumes on healthcare education, leadership, and crisis strategy.
Raúl Álvarez Pérez is an Associate Professor in the Department of Social Work and Social Services at the Faculty of Social Sciences, Pablo de Olavide University, Seville. He concurrently serves as Director General of Social Policies under the Vice-Rectorate for Culture and Social Policies and as Academic Director of the Interuniversity Master's Degree (UPO, UCO, US) on "Policies and Practices for Sustainable Human Development." His academic credentials include: Diploma in Social Work from the University of Seville Bachelor's Degree in Sociology from Pablo de Olavide University PhD from the Autonomous University of Madrid (Thesis: "Political Participation and Collective Action of Older Persons. The Consequences of Aging and Generational Replacement in Democratic Spain") Official Master's Degree in Social Problems from UNED Master's Degree in Gerontology from the University of Salamanca His research spans rural social services organizational models, impact assessment of social programs in rural Andalusia, participatory processes in marginalized communities, ethics of care in social work practice, political participation of older adults, and women's health issues in correctional settings. He integrates theoretical frameworks with practical interventions to address systemic inequalities in vulnerable populations. Analysis of his 15 most recent publications reveals consistent thematic threads: human rights integration into social work education, ethical dilemmas in gerontological care, and political mobilization of aging populations. His work demonstrates methodological rigor through participatory action research while maintaining critical engagement with neoliberal policy frameworks affecting rural communities and prison systems. His recognition includes: Salgado Alba Award (2011) from the Spanish Society of Geriatrics and Gerontology for best social sciences communication Álvarez Pérez has secured research grants for evaluating the GRUSE strategy in primary healthcare and Andalusian rural social service models. His supervisory approach emphasizes critical reflexivity, preparing students to navigate complex ethical terrain in social work practice through community-based projects and policy analysis. He actively contributes to the Social Research and Participatory Action Group (GISAP) and the Social Sciences Laboratory (FCSlab), fostering interdisciplinary collaborations that bridge academic research with grassroots social movements across Andalusia.
Professor Jeff Bezemer is a leading academic in Communication at the UCL Institute of Education, University College London, with appointments in the Culture, Communication & Media school. He holds an MA in Intercultural Communication (Tilburg University, 1999) and a PhD in Educational Linguistics (Tilburg University, 2003). Research: Focuses on clinical communication, health education, and multimodal analysis of professional interactions. Key Projects: Body-worn cameras in paramedic work, surgical education, inter-professional communication, and neurodisability early intervention. Teaching: Supervises PhD students and teaches Master’s modules on multimodal communication. Professional roles include Vice-Dean (Health) and UCL conference committee membership.
Inga Oliynyk is a Senior Lecturer in Sports Science at Linnaeus University, affiliated with the Faculty of Social Sciences and the Department of Sports Science. She holds responsibility for the specialization in sports and health within the subject teacher education program and is actively involved in curriculum development, quality assurance, and strategic educational planning. Her work bridges academic research and practical teaching, emphasizing scientific foundations and professional relevance. Her research is grounded in didactic and sociocultural theories, with a strong focus on gender, embodiment, norms, and power relations in physical education and health. She investigates how teachers and students interact within institutional frameworks, and how historical and societal contexts shape educational practices. Her work promotes inclusive, equitable, and reflective teaching, particularly in early school years. The recent publications indicate a consistent thematic trajectory centered on gender equity, didactic choices, and inclusive pedagogy in sports education. Her work spans academic, popular science, and anthology formats, often employing ethnographic and qualitative methodologies. She is particularly interested in how feedback, progression, and assessment can enhance student learning and professional development in teacher education. Scholarly contributions emphasize gender equity and inclusive practices in physical education. Research integrates sociocultural theory, ethnography, and curriculum studies. Publications appear in both peer-reviewed and practice-oriented outlets. Work bridges research, teacher training, and educational policy. Inga Oliynyk is actively involved in two research environments: Etnografiskt forum , which focuses on ethnographic and qualitative research methods, and Health, Gender and Embodiment , an interdisciplinary group exploring the intersections of health, gender, and bodily experience. These affiliations reflect her methodological rigor and thematic depth. While no formal awards or student supervision list is mentioned, her leadership role in program coordination and her sustained publication record indicate significant academic engagement and impact.
Marc-Antoine Berthod is a Professor at the School of Social Work and Health (HES-SO University of Applied Sciences and Arts Western Switzerland) , where he serves as Co-doyen and leads the LaReSS research lab. His work focuses on death studies, palliative care, and funeral practices through qualitative research. Current project Necropolis (2021-2025) examines funeral transitions among the elderly in Switzerland Completed studies include ecological cemetery requalification (2023) and assisted suicide ethnography (2017-2020) His research integrates anthropological perspectives on mortality, with particular attention to: Funeral spatial transformations Pandemic-induced grief dynamics Corporate bereavement support systems End-of-life care for disabled individuals Legal norm appropriation during crises Techno-scientific immortalism critique Collaborations span multiple institutions including CNRS (France), Antipodes publishers, and various Swiss funeral organizations. His publications appear in journals like Anthropological Quarterly , Death Studies , and Swiss Journal of Sociology .
Elizeu Clementino de Souza is a part-time Associate Professor at the State University of Bahia (UNEB) and holds affiliations with multiple institutions including the Laboratoire EXPERICE at Université Sorbonne Paris Nord and the Brazilian Association for Biographical Research (BIOgraph). They coordinate the GRAFHO/UNEB research group and serve on editorial and administrative boards in education research. Education and contemporaneity graduate program faculty Researcher with CNPq Level 1B fellowship Active in biographical research methodology Specializing in biographical research, their work bridges education, health, and rural studies. Key themes include teacher training in rural contexts, chronic illness narratives, and identity reconfiguration through storytelling. They employ narrative-based interventions and ethnographic approaches to explore educational spaces and temporalities. Their recent publications focus on rural education challenges, biographical health studies, and methodological innovations. Articles analyze multigrade classrooms, pandemic impacts on teaching, and self-writing practices among educators and patients. Common keywords include educational ethnography, rural teacher resilience, and illness identity construction. CNPq Fellowship Level 1B Treasurer of BIOgraph Editorial roles in Brazilian biographical research journals
Anne Dizerbo is a researcher affiliated with the GIS "Le sujet dans la cité" at Sorbonne Paris Nord, focusing on biographical research in education. She co-leads the Training Center and directs initiatives at the Campus Condorcet. Key research areas: Inclusion, well-being, narrative pedagogy, autism integration, and digital media impact. Projects: Participated in "E-Plateform Innov' Maladies rares" (2015-2018) and AMI SHS Santé Campus Condorcet. Her recent publications (2021-2016) explore: Ethical frameworks for autoimmune disease research Dialogic approaches to student well-being Digital media's role in self-construction Teacher agency in autism inclusion Architectural influences on educational identity Biographical competence in a narrative society Email: dizerboanne@sujetdanslacite.org
Lecturer in French at the University of Leeds, School of Languages, Cultures and Societies, specializing in the historiography of French grammar and its teaching in England during the Victorian era. Associated researcher with the DILTEC laboratory (EA 2288) at the University of Leeds, focusing on language teaching, texts, and cultures. Educational background includes: BA in English and French as a foreign language from University of Lille 3 MA in British diplomacy in North Africa from Lille 3 University MA in French as a foreign language from Paris 3 University PGCLTHE from Leeds University PhD in Languages and Cultures Didactics from Paris 3 University (2023) Dr. Gaci's research focuses on the history of French language teaching in England, with particular emphasis on grammatical structures and pedagogical approaches. Her doctoral thesis, 'Archéologie et architecture d'une pédagogie : le verbe dans les grammaires du français publiées en Angleterre entre 1750 et 1880,' examines how French grammar was presented in textbooks published in England between 1750 and 1880. She investigates the complex relationship between historical events and language teaching practices, exploring how societal changes impacted the presentation of French grammar to English-speaking learners. Her work reveals how grammatical concepts like verb morphology, pronominal verbs, and past participle agreements were adapted specifically for English-speaking audiences. Her extensive publication record demonstrates a consistent focus on historical perspectives of French language teaching, with particular attention to verb morphology, pronominal verbs, and grammatical contextualization. The research reveals how historical contexts shaped pedagogical approaches and how certain grammatical concepts were presented differently to English-speaking learners compared to French native speakers. Her work bridges historical research with contemporary language teaching practices, offering valuable insights for modern language educators. As a Fellow of the Higher Education Academy (FHEA), Dr. Gaci is committed to excellence in language teaching. She serves as the Health and Wellbeing Champion for the School of Languages, Cultures and Societies at Leeds and is actively involved in several professional organizations including the International Federation of Teachers of French (FIPF), the Association for Language Learning, the British Association for Applied Linguistics, and the Association Internationale de Linguistique Appliquée.
Larissa Krainer serves as Associate Professor at the Institute of Media and Communication Studies, University of Klagenfurt, where she holds the position of Chair of the Senate. Her academic profile centers on ethical dimensions of media practices and transdisciplinary research approaches within communication studies. Her core research domains include: Media Ethics and Philosophical Foundations Transdisciplinary and Intervention Research Methodologies Sustainability Communication Frameworks Philosophy of Science in Media Contexts Critical Analysis of Media Codes and Self-Regulation Recent publications (2022-2025) reveal consistent focus on ethical challenges in digital media environments, particularly examining sustainability integration in media codes across the DACH region, normative shifts in media organizations, and transdisciplinary communication tools. Her work bridges theoretical philosophy with practical media ethics applications, addressing emerging issues like fact-checking platforms, online conflict dynamics, and surveillance normalization. No scientific awards were documented in the source materials. Information regarding student supervision and research grants was not provided in available documentation. She operates within the Institute of Media and Communication Studies at the University of Klagenfurt, contributing to its research profile through active participation in the Senate and scholarly output centered on ethical media practices and transdisciplinary approaches.
Mitia Rioux-Beaulne is an Assistant Professor at the University of Ottawa , affiliated with the Faculty of Arts and the Department of Philosophy . Her research focuses on French Early Modern Philosophy, with an emphasis on figures such as Descartes, Malebranche, Diderot, and Rousseau. She explores themes related to the imagination as a mental faculty , epistemology, aesthetics, and historical progress. Her areas of expertise include the French Enlightenment , history of art, philosophy of history, and theater. Her publications span topics like clandestine literature , the role of imagination in philosophical texts, and the interplay between fiction and epistemic truth in the works of Enlightenment thinkers. She primarily communicates via email at mriouxbe@uOttawa.ca and is conversant in both French and English .
Ida Hummelstedt is a Postdoctoral Researcher at the Department of Education , University of Helsinki. Her work focuses on diversity, multilingualism, and social justice in education , particularly analyzing racism in Finnish school systems and cultural capital dynamics. Current projects: BMR-Hummelstedt 25-27 , SKF-Hummelstedt 25-27 , RILSE: Racism in Lower Secondary Education Education: Utbildningsledarskap (Åbo Akademi, 2013), Pedagogie magister (Åbo Akademi, 2011) Research spans ethnographic studies on racialized positionality, critical analysis of multicultural education, and investigations into institutional racism. Recent publications examine racial humor in schools, cultural capital recognition, and teacher intervention strategies. Active in academic events including the Nordic Educational Research Association Conference and invited talks on anti-racism. Collaborates with scholars like Matikainen-Soreau, Loukola, and Holm. Media contributor on political normalization of racism in educational contexts.
