جست‌وجوی استاد و پژوهشگر

Georgia Coleمشاهده پروفایل

مدرس ارشد

• Refugee Studies
• Migration Studies
• Political Geography
• +۵ مورد دیگر

Dr Georgia Cole is a Senior Lecturer at the School of Social and Political Sciences, University of Edinburgh, specialising in refugee and migration studies. Her research explores alternatives to formal asylum pathways, plural geographies of refuge, and displacement dynamics in the Horn of Africa and Gulf States. She leads the Foundations for All project, a blended learning initiative for refugees in Uganda, and collaborates with the Mixed Migration Centre and Refugee Law Project. Cole previously held research fellowships at Cambridge and Oxford, where she completed her DPhil in International Development. Education: DPhil in International Development (University of Oxford). Her recent work focuses on refugee education technology, longitudinal migration analysis, and policy alignment in displacement contexts. Cole’s publications address semiotics in refugee politics, UNHCR funding dynamics, and systemic ambivalence in authoritarian regimes. She teaches courses on qualitative research methods, social work, and refugee studies, currently convening the BSc in Social Work Dissertation Course. Scientific Awards: Chancellor's Fellow Joyce Pearce Junior Research Fellow Book Review Editor for Journal of Refugee Studies She contributes to media outlets like The Guardian and The Conversation , and her research projects include collaborations with the Refugee Law Project, American University of Beirut, and Danish Refugee Council. Cole is accepting PhD students and engages in editorial and consultancy work.

Chris Hackleyمشاهده پروفایل

استاد

• Marketing
• Advertising
• Consumer Behavior
• +۶ مورد دیگر

Chris Hackley is Professor of Marketing at Royal Holloway University of London's School of Business and Management, where he established the marketing teaching and research department as founding Chair in Marketing in 2004. His academic career includes previous positions at Birmingham University, Aston Business School, and the Open University. He holds a PhD from Strathclyde University (awarded 1999) focusing on the creative advertising development process in UK advertising agencies. Professor Hackley's research centers on managerial, cultural and policy issues around marketing and advertising communication. His work spans critical marketing studies, qualitative research methods, product placement regulation, business education, and media ethics. He has published extensively including the Routledge textbook 'Qualitative Research in Marketing and Management' (3rd edition), 'But...How Do You Teach, Business?' (Edward Elgar, 2024), and 'Rethinking Advertising as Paratextual Communication' (co-authored, Edward Elgar, 2022). His recent scholarly output shows a trajectory toward critical examinations of business education, evolving advertising practices in digital environments, and the sociocultural implications of marketing. His work on product placement regulation has been particularly influential in UK broadcasting policy debates. He has supervised PhD students researching TV product placement, political marketing, children's gaming consumption, and influencer marketing. Editorial Board: Marketing Theory, Journal of Marketing Management, European Journal of Marketing Media Contributor: BBC TV Breakfast, ITV1, Channel 4 News, BBC Radio 4 Publications: 133 research outputs including 73 articles, 34 book chapters Hackley has been active in public discourse through The Conversation, Times Higher Education, and other media outlets. His research has been cited in Harvard Business Review, Times of India, and major UK national newspapers. He maintains active research collaborations across Europe and has appeared on international media discussing advertising psychology and marketing practices.

Yuwei Xuمشاهده پروفایل

دانشیار

• Gender and Education
• Early Childhood Education
• Cross-cultural Studies
• +۳ مورد دیگر

Dr. Yuwei Xu serves as Associate Professor in Early Childhood Education at the University of Nottingham since 2023, holding concurrent Visiting Professorships at Zhejiang Normal University and Central China Normal University. She founded the Global Childhoods Research Group (GCRG), co-directs Nottingham's Taught Courses (2025-2027), and leads community engagement for the UNESCO Chair in International Education and Development. Previously, she held academic positions at UCL, University of Portsmouth, and Tianjin Normal University. Her educational background includes: PhD in Gender and Early Childhood Studies, University of Glasgow (2018) MA in Child Studies, King's College London (2012) B.Ed. in Early Childhood Education, Shanxi University, China (2011) Dr. Xu's research centers on gender dynamics in early childhood education, cross-cultural comparisons between China and the UK, and inclusive practices for marginalized communities. She investigates children's perspectives on gender, culturally responsive curriculum implementation, and teacher education frameworks that challenge heteronormative discourses. Her work bridges theoretical feminist analysis with practical interventions to promote equity in educational settings globally. Analysis of her recent publications reveals consistent focus on pandemic-era parenting adaptations, cultural negotiations in curriculum frameworks, and gender representation in early years settings. Her cross-cultural methodology (particularly China-UK comparisons) produces actionable insights for culturally reflective practice, while her work on low-income family engagement addresses structural barriers in educational research. Her scientific recognition includes: BERA Early Career Researcher Award (2019) Two Nottingham Recognition Scheme awards (2021/22, 2022/23) Lord Dearing Award for Decolonizing Curriculum (2022/23) Dr. Xu currently supervises eleven PhD students across gender studies, teacher education, and higher education topics while leading multiple funded projects including the Froebelian philosophy initiative (£43,243) and Hong Kong immigrant family study (£11,927). Her grants portfolio demonstrates strong international collaboration, particularly UK-China partnerships addressing teacher development and children's rights. She founded the Global Childhoods Research Group (GCRG) and actively contributes to the Education and Development Forum (UKFIET) and Gender and Education Association, fostering international networks that advance childhood studies through decolonial and intersectional lenses.

Mirjam Kallandمشاهده پروفایل

استاد

• Diversity in Education
• Multilingualism
• Social Justice in Education
• +۲ مورد دیگر

Mirjam Kalland is a Professor at the Department of Educational Sciences , University of Helsinki, and a docent in the Faculty of Social Sciences . She supervises doctoral programs in Social Sciences, Cognition/Learning, and School/Education/Society. Her research focuses on Diversity, Multilingualism, Social Justice in Education , and Parental Reflective Functioning . She leads funded projects like SAGA 2.0, FutureLearn, and Families First. Arvo Ylppö Medal (2015) Edita Award for Best Textbook (1999) Fredrika Runeberg Award (2004) Golden Helsinki Medal (2012) Knight, First Class of the Order of the Lion of Finland (2013) Her recent 15 articles (2024-2025) explore topics such as parental reflective functioning, health-related quality of life in ECEC, and socioemotional development in early education. She actively participates in media discussions on educational reforms, parenting ethics, and social justice, with notable mentions in outlets like Hufvudstadsbladet . Her work bridges academic research and policy implementation, focusing on Finnish and Nordic educational contexts.

Sandra Chang-Kredlمشاهده پروفایل

دانشیار

• Early Childhood Education
• Teacher Education
• Children's Popular Culture
• +۴ مورد دیگر

Sandra Chang-Kredl is an Associate Professor in the Department of Education at Concordia University's Faculty of Arts and Science, where she has been teaching since 2012. Her research and teaching focus on children's popular culture, play, and early childhood education, with a particular emphasis on teacher identity, cultural representations of childhood, and the impact of technological changes on children's symbolic and social play. She brings practical experience from her background as a certified teacher and administrator in early years education to her academic work. Her educational background includes: PhD in Education (Curriculum & Instruction), McGill University (2010) MA in Education (Child Study), Concordia University BEd in Elementary Education, McGill University Chang-Kredl's research program intersects teacher education, curriculum studies, media literacy, children's popular culture, and early childhood education. She examines teachers' conceptualizations of childhood through their memories and cultural tropes, investigates how children construct their perceptions of self and other through media engagement, and explores the societal devaluation of childcare educators. Her work takes a cultural studies perspective on children's media experiences and technological impacts on play. She has developed a strong focus on how teachers use childhood memories to construct beliefs about childhood and how these shape educational practices. Analysis of her recent publications reveals a consistent trajectory examining the intersections of memory, childhood representations, and teacher identity. Her work increasingly focuses on how technological changes impact children's play and social interactions, while maintaining a strong foundation in cultural studies and critical pedagogy. A significant portion of her recent work involves collaborative research examining how teachers' conceptualizations of childhood influence their educational practices and how childhood is socially constructed through cultural artifacts and media. Her research has been supported by significant funding including: SSHRC (Social Sciences and Humanities Research Council) grants FRQSC (Fonds de recherche du Québec - Société et culture) funding Public Safety Canada grants (as collaborator and co-investigator) School of Graduate Studies' Horizon Fellows program Project Someone initiative Chang-Kredl actively supervises graduate students and has been involved in multiple collaborative research projects examining teacher identity, childhood representations, and media literacy. Her research activities include the comparative study 'Teacher Conceptualizations of Childhood: Memories and Cultural Tropes,' the project 'Caring as a Feminist Issue' which interrogates societal devaluation of childcare educators, and 'Children's Construction of Self and Other' which explores how children construct perceptions of self through media engagement. She has been particularly active in public engagement, translating her research for broader audiences through media appearances and opinion pieces.

Marcelo Staricoffمشاهده پروفایل

استادیار

• Creative Thinking
• Critical Thinking
• Multilingual Thinking
• +۷ مورد دیگر

Dr Marcelo Staricoff is an Assistant Professor in Primary Education at the University of Sussex School of Education and Social Work (ESW), where he serves as Course Leader for the Masters in Education program and BA Primary & Early Years Course (BAPEYE) with Qualified Teacher Status. He also leads the Department's Bolashak Scholars initiative from Kazakhstan, acts as External Examiner for Durham University's Primary Education program, and represents Sussex on the UK-Uzbekistan Education Forum. Former research scientist and primary school headteacher Author of two influential educational books International consultant for UNICEF and Coram Life Education Active in educational policy through APPG and IAFOR Recognized with two major fellowships (Chartered College of Teaching & HEA) His work emphasizes creative, critical and philosophical thinking in multicultural classrooms, with a focus on bilingual education and values-led leadership. He promotes lifelong learning dispositions through his JONK approach, which has inspired schools across England and international initiatives. Recent publications include explorations of AI in education and multilingual pedagogy. Awards include being named Founding Fellow of the Chartered College of Teaching (2019) and Higher Education Academy Fellowship (2023). He actively contributes to educational discourse through speaking engagements and charity work, including chairing the Global Empathy Conference.

Theresa Alviar-Martinمشاهده پروفایل

دانشیار

• Citizenship Education
• Global Citizenship
• Multicultural Education
• +۳ مورد دیگر

Theresa Alviar-Martin is an Associate Professor of Curriculum and Instruction at the Bagwell College of Education, Kennesaw State University . Her scholarship focuses on citizenship education in culturally diverse democracies, particularly examining intersections of global citizenship and education. With extensive experience teaching ESOL in a refugee camp and primary education in international schools across Manila, Bangkok, and Hong Kong, she brings a global perspective to her research. Her academic career includes previous appointments as an assistant professor at the National Institute of Education (Singapore) and the Education University of Hong Kong . She serves on the editorial board of Theory and Research in Social Education , the journal of the US National Council for the Social Studies' College and University Faculty Assembly. Alviar-Martin's research has appeared in prominent peer-reviewed journals such as Education Policy Analysis Archives , Teachers College Record , and Teaching and Teacher Education . She has contributed chapters to influential works including the Palgrave Handbook of Global Citizenship and Education and the Routledge International Handbook on Schools and Schooling in Asia . Currently, she is co-editing a volume titled Research on Global Citizenship in Asia for the Research in Social Education series. Her recent publications reveal a focus on comparative education systems, particularly analyzing citizenship discourses in Singapore and Hong Kong. Notable works include studies on curriculum integration, civic competence ecologies, and multicultural education challenges. She also explores tensions in teaching controversial topics and historical memory across different national contexts.

• Decolonial urbanism
• Urban planning
• Urban design
• +۱۱ مورد دیگر

Antonio Di Campli is an Associate Professor at the Interuniversity Department of Regional and Urban Studies and Planning (DIST), Politecnico di Torino. He is actively involved in teaching and research, with affiliations extending to Sapienza University of Rome through the National PhD in Peace Studies. He contributes to doctoral education as a member of multiple PhD collegia, including Urban and Regional Development at Politecnico di Torino. Associate Professor, DIST, Politecnico di Torino PhD Supervisor, Urban and Regional Development Member, PhD Collegium in Peace Studies, Sapienza University of Rome Editorial Director, 'Descamino' book series, Letteraventidue His research centers on debt and space and rural ecologies , exploring how financialization, extractivism, and platform economies reshape rural and urban territories. He investigates debt as a 'practice of dwelling' and examines the invisibility of rural presence in contemporary planning discourse. His work is deeply rooted in decolonial urbanism, challenging Eurocentric planning paradigms and advocating for epistemic justice in spatial knowledge production. The recent publications reveal a strong thematic coherence around financialized spatial production, infrastructural politics, and ecological transitions. His work frequently engages with the Global South, particularly Ecuador and Brazil, and critically analyzes gendered, racialized, and spatial dimensions of debt and exclusion. He combines theoretical rigor with design-oriented research, often positioning utopian and counter-hegemonic thinking as tools for ecological and spatial justice. Antonio Di Campli supervises several PhD students, including Alessio Mazzaro and Sofia Leoni, whose research explores Taobao villages in China and infrastructural transformations. He leads a funded research agreement with Universidad Técnica Particular de Loja (Ecuador), reflecting his international collaborative engagement. His teaching includes doctoral courses on decolonial urbanism and epistemological perspectives in planning, as well as master's level instruction in urban design and planning. He is affiliated with research groups focusing on territorial governance and contributes to interdisciplinary debates on migration, land use, and conflict resolution. His work aligns with multiple UN Sustainable Development Goals, particularly SDG 11 (Sustainable Cities), SDG 10 (Reduced Inequalities), SDG 5 (Gender Equality), and SDG 16 (Peace and Justice).

• Sociology of Military Institutions
• Gender and Society
• Security Studies
• +۷ مورد دیگر

Helena Carreiras is a Full Professor and Vice-Rector at Iscte - University Institute of Lisbon, affiliated with the School of Sociology and Public Policy and the Center for Research and Studies in Sociology (CIES-Iscte). She specializes in sociology, public policy, and social research methodology, with a strong focus on gender, military institutions, and security policies. PhD in Social and Political Sciences, European University Institute (2004) Aggregation in Sociology, ISCTE (2021) Master’s and Bachelor’s in Sociology, ISCTE (1994, 1987) Her research centers on gender and the military , civil-military relations , security and defense public policies , and qualitative research methodology . She has pioneered studies on gender mainstreaming in military institutions and the gender dimension of international security. Her work combines rigorous sociological analysis with policy relevance, particularly in defense and public administration. The 15 most recent publications reflect a consistent trajectory in military sociology , gender studies , and public policy research . They span from methodological works on studying the military to comparative analyses of women’s integration, oral history projects on colonial war veterans, and large-scale European research initiatives on sustainable cities. Her scholarship bridges theory and practice, influencing both academic discourse and policy development. Scientific Awards: No awards explicitly mentioned in the provided text. She has supervised over 20 Master’s and PhD students, contributing significantly to academic training in sociology and public policy. Her leadership extends to major research projects such as PIONEER, The Impact of Social Research on the Military, and studies on Portuguese armed forces post-Cold War. She has also held key administrative roles, including Director of the School of Sociology and Public Policy and coordination of numerous international conferences and workshops. She leads the Laboratório de Estudos sobre Militares and has been instrumental in organizing academic events through CIES-Iscte and international associations such as ERGOMAS and the International Sociological Association. Her work continues to shape research on military and society in Europe and beyond.

• Architectural Education
• Urbanism
• Architecture
• +۷ مورد دیگر

Monica Pacheco is Associate Professor and Deputy Director at the Department of Architecture and Urban Planning, School of Arts, Technology and Architecture (ISTA), ISCTE-Instituto Universitário de Lisboa. She is also an Integrated Researcher at DINÂMIA'CET-Iscte, a center for studies on socioeconomic change and territory. Her academic and research profile spans architectural education, urbanism, housing, and post-colonial development. Education: PhD in Architecture, Faculty of Architecture, Technical University of Lisbon (2013) Master in Housing and Urbanism, Architectural Association, London (2004) Bachelor in Architecture, Faculty of Architecture, Technical University of Lisbon (2001) Her research interests focus on architectural education, representation, urban and housing development, especially in post-colonial contexts. She explores transnational knowledge flows, middle-class mass housing, and the legacy of colonial infrastructure in Africa and Asia. Her work often bridges theory and practice, with strong emphasis on historical analysis and spatial resilience. Her recent publications center on middle-class mass housing, transnational consultants like Otto Koenigsberger, and urban narratives in West Africa and Southern Europe. Key themes include the evolution of housing estates, the role of experts in development, and the adaptation of modernist models in the Global South. Her work reflects a deep engagement with comparative urban studies and the socio-political dimensions of architecture. Scientific Awards: No specific awards listed in the provided text. Monica Pacheco has supervised students and led or contributed to numerous research projects, including FCT- and EU-funded initiatives such as COST Action 18137 and "Middle-Class Mass Housing in Europe, Africa, and Asia." She has collaborated with institutions in Portugal, Angola, Belgium, Italy, and China. Her work includes organizing workshops, exhibitions like "Optimistic Suburbia," and producing documentaries. She has also been a Visiting Research Fellow at the Bartlett (UCL) and participated in the Venice Biennale. She is active in academic networks and regularly presents at international conferences on architecture, urban planning, and global development. Labs and Research Groups: DINÂMIA'CET-Iscte – Center for Studies on Socioeconomic Change and Territory Involved in COST Action 18137 – European Middle-Class Mass Housing Coordinator of the "Optimistic Suburbia" research initiative

Dolly Chughمشاهده پروفایل

استاد

• Bounded Ethicality
• Implicit Bias
• Organizational Behavior
• +۷ مورد دیگر

Dolly Chugh is the Jacob B. Melnick Term Professor and Faculty Director of the Leadership Accelerator at the New York University Stern School of Business. She joined NYU Stern in 2006 and has made significant contributions to the fields of behavioral ethics, organizational behavior, and social psychology. Her research focuses on bounded ethicality, implicit bias, and strategies for fostering inclusive and ethical organizations. Chugh earned her Ph.D. in Organizational Behavior from Harvard University, an M.A. in Social Psychology and an MBA from Harvard Business School, and a B.A. in Psychology and Economics from Cornell University. Prior to her academic career, she worked in finance at firms including Morgan Stanley, Merrill Lynch, and Time Inc. Her research interests include bounded ethicality, implicit bias, diversity and inclusion, negotiation, leadership, and ethical decision-making. She explores how well-intentioned individuals and organizations can still perpetuate bias and injustice due to cognitive limitations and social dynamics. Her work emphasizes the importance of humility, learning, and systemic interventions to promote equity. The 15 most recent publications reflect a strong focus on gender and racial bias, organizational ethics, diversity thresholds, and psychological tools for social change. Her work spans experimental studies, theoretical models, and public scholarship, often bridging academic research with real-world applications in media, policy, and organizational practice. SPSP Fellow, Society of Personality and Social Psychology (2018) Academy of Management Journal Best Paper Award (2020) Distinguished Teaching Award, New York University (2020) Dr. Martin Luther King Jr. Faculty Award, New York University (2013) Top 100 Most Influential People in Business Ethics, Ethisphere Magazine (2014) Siena Medal, Theta Phi Alpha (2021) Top 25 TED Talks of 2018 Chugh has advised numerous students and contributed to academic and public discourse through her books, media appearances, and speaking engagements. Her books The Person You Mean to Be (2018) and A More Just Future (2022) have been widely recognized. She has received multiple teaching awards and research grants, including from the Russell Sage Foundation. Her work has been featured in major media outlets such as the New York Times , Wall Street Journal , NPR, TODAY Show, and TED. She leads the Leadership Accelerator at Stern and is actively involved in public scholarship, translating behavioral science for broader audiences. Her TED Talk has nearly 5 million views, and she contributes regularly to public conversations on ethics, identity, and inclusion.

Kathleen Smithersمشاهده پروفایل

مدرس

• Educational Equity
• Social Justice in Education
• Higher Education Policy
• +۱۲ مورد دیگر

Kathleen Smithers is a faculty member at Charles Sturt University, affiliated with the Environmental and Social Justice Research Group. She serves as the HDR Pathways Course Director and is actively involved in research supervision and academic leadership. Her work bridges education, social justice, and labor studies. Research Interests: Educational Equity and Social Justice Precarious Labor and Casualization in Academia Higher Education Policy and Governance PhD and Honors Student Experience Philanthropic Tourism and its Impact on African Education Foucauldian and Critical Theoretical Approaches Her recent publications (2022–2025) reflect a strong focus on the structural challenges faced by insecurely employed academics, including time pressures, mobility, and institutional responses to casualization. She also critically examines the ethics and impacts of school tourism in Zimbabwe, challenging dominant narratives and advocating for sustainable, community-led educational support. Scientific Awards: Excellence as an Early Career Researcher – Faculty Citation Award (2023) Advising and Grants: Kathleen is a registered HDR supervisor and has led and co-supervised honors theses at Charles Sturt University and the University of Newcastle. She has served as an examiner for multiple theses and is actively involved in mentoring early career researchers. Her research is supported through institutional and collaborative grants, particularly in the areas of higher education reform and educational equity. Labs and Research Groups: She is a key member of the Environmental and Social Justice Research Group at Charles Sturt University, contributing to collective research initiatives focused on sustainability, equity, and policy transformation.

Ingo Cornilsمشاهده پروفایل

استاد

• German Literature and Culture (20th/21st Century)
• Utopian Thought
• Science Fiction
• +۱۲ مورد دیگر

Professor Ingo Cornils is a leading scholar in German Studies at the University of Leeds, where he holds the position of Professor in the Department of German within the School of Languages, Cultures and Societies. His academic leadership includes roles as Head of Department, Director of Student Education, and Digital Education Lead. He is an internationally recognized expert on Hermann Hesse, German science fiction, and the 1968 student movement, with a strong focus on utopian and dystopian thought in literature and film. First Staatsexamen (MA) in English, German, and Pedagogy Second Staatsexamen (PGCE) PhD from the University of Hamburg His research centers on the intersections of politics, utopia, and the fantastic in German literature. He has published extensively on Romanticism, science fiction, and the cultural memory of 1968. His monograph Writing the Revolution (2016) reframes '1968' as a mythic identity construct, while Beyond Tomorrow (2020) explores how German SF engages with ethical challenges of technology and climate change. He co-edited New Perspectives on Contemporary German Science Fiction (2022) and Hermann Hesse’s Global Impact (2024), highlighting transcultural and interdisciplinary dimensions of German literature. His recent publications reveal a growing interest in climate fiction, artificial intelligence, and digital culture, often through the lens of Hesse’s enduring relevance. These works combine literary analysis with philosophical inquiry, emphasizing how speculative narratives help societies anticipate and navigate uncertain futures. Shortlisted for Leeds University Union Partnership Awards (2016, 2021) Cornils has supervised PhD and MA students on topics ranging from protest gentrification to Hesse’s reception in Japan. He has secured grants for innovative teaching, including the German dissertation as a research project, and led the 'Languages for All' initiative. He regularly contributes to public discourse through blog posts, conferences, and media engagement. He is co-editor of literatur für leser:innen and active in professional networks such as the International Hermann Hesse Society and the German Studies Association. He leads research groups on the transcultural fantastic and German world literatures, and continues to develop new projects on Günter Grass, Hesse’s parables, and AI in German literature. His work bridges academic scholarship with public intellectual engagement, shaping both pedagogy and research in German Studies.

• Curriculum Theory
• Social Justice Education
• Arts-Based Research
• +۶ مورد دیگر

Patrick Slattery is a Professor and Associate Department Head for Graduate Studies in the Department of Teaching, Learning & Culture at Texas A&M University's College of Education and Human Development. His work focuses on curriculum theory, social justice, and arts-based research. He holds a Ph.D. in Educational Curriculum and Instruction from Louisiana State University (1989) and has authored/co-authored influential books such as Curriculum Development in the Postmodern Era and Ethics and the Foundations of Education . Slattery's research integrates process philosophy, queer studies, and ecological sustainability to advocate for equitable educational systems. He has served as editor of the Journal of Curriculum Theorizing and co-editor of the Journal of Curriculum and Pedagogy , and held leadership roles in organizations like the American Association for the Advancement of Curriculum Studies (AAACS). His awards include the AERA Division B Lifetime Achievement Award (2019). Notable contributions include exploring LGBTQ+ issues in education, visual culture’s role in public pedagogy, and using arts-based methods like photovoice for social justice advocacy. Slattery has advised over 20 doctoral students and led research projects such as the Summer Arts and Humanities Institute for Urban Leadership . Education: Ph.D., Louisiana State University (1989); M.Ed., Louisiana State University (1986); M.A., Theology, St. Mary's College (1980); B.A., English/Mathematics, College of Santa Fe (1975). Leadership: Past President of AAACS, former chair of AERA's Arts-Based Research SIG, and council member of the Curriculum and Pedagogy Group. Research Themes: Curriculum theory, social justice, queer studies, ecological pedagogy, and public visual culture.

Christopher McGrathمشاهده پروفایل

دانشیار

• Access and Inclusion in Higher Education
• Critical Theory
• Social Justice Leadership
• +۳ مورد دیگر

Christopher McGrath is an Associate Professor and Vice-President, Student Success at George Brown College in Toronto. With over 20 years of leadership experience in Canadian and US post-secondary institutions, his work focuses on access, anti-oppression, and equity in higher education through a post-structural lens informed by critical theory and social justice. Doctor of Education in Educational Leadership (Higher Education), Western University (2021) Certificate in Human Rights Theory and Practice, York University (2017) Certificate in Adjudication for Administrative Tribunals, York University (2016) Master of Education, Higher Education & Student Affairs Administration, University of Vermont (1999) Bachelor of Arts (Hons), French Studies, University of Waterloo (1996) His research interrogates higher education quality through critical theory, focusing on leadership as social performance, power enactment in organizations, and intersections of personal/professional ethics. Recent publications analyze equity in teacher education admissions, student leadership development, and organizational improvement plans. McGrath contributes to policy advisory groups for MyCreds, Colleges & Institutes Canada, and mental health initiatives, while previously serving on committees with the Ontario Ministry of Colleges and Universities and the Centre for Innovation in Campus Mental Health.