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John Novak
John Novak

 

John Novak is a Professor of Graduate Studies in the Faculty of Education at Brock University, Ontario, Canada. As an invited speaker around the world, he has given keynote addresses from north of the Arctic Circle to the bottom of New Zealand. A former public school teacher and three time chair of his department and former President of the Society of Professors of Education, he has written a dozen books and monographs on inviting schools, educational leadership, and John Dewey.


Brooke A. Hofsess
Brooke A. Hofsess

BROOKE ANNE HOFSESS is an art educator and qualitative methodologist immersed in aesthetic and poetic approaches to inquiry contemplating teacher education and renewal. These approaches are informed by her creative practices of papermaking, book arts, letterpress printing, and writing. Currently an Assistant Professor of Art Education at Appalachian State University, she comes to academia with seven years of professional experience in K-12 education and community arts, and holds a MA in Art & Art Education from Teachers College, Columbia University and a PhD in Art Education from the University of Georgia. Her research has received honors including the Elliot Eisner Doctoral Research Award in Art Education from the National Art Education Association, and the Outstanding Dissertation Award from the Arts Based Educational Research special interest group of the American Educational Research Association. Her work has been published widely in academic journals (International Journal of Education and the Arts, Visual Arts Research, Critical Studies <=> Cultural Methodologies, Qualitative Inquiry), and she is the author of Unfolding Afterglow: Letters and Conversations on Teacher Renewal (Sense Publishers).


Scott Richardson
Scott Richardson

Scott Richardson is a curriculum theorist and gender studies scholar interested in understanding the experiences of people within educational and institutional contexts. His research pulls from disciplines like sociology, disability studies, philosophy, curriculum and instruction, comparative/international education, and gender and sexuality studies, while blending narrative, arts-based, (auto)biographical, and ethnographic methodologies. He has worked as a classroom teacher, administrator, academic,and consultant. 


Maria Teresa Tatto
Maria Teresa Tatto

Dr. Maria Teresa Tatto serves as director and principal investigator for the IEA Teacher Education and Development Study in Mathematics -TEDS-M, and for the First Five Years of Mathematics Teaching Study - FIRSTMATH. Dr. Tatto has published more than 50 research articles and research monographs in English and Spanish, has served as guest editor for the International Journal of Educational Research. In 2010 she served as President of the Comparative and International Education Society (CIES).


Mieke Lunenberg
Mieke Lunenberg

The focus of my research and teaching is the professional development of teacher educators. I am convinced that good education depends on good teachers. Teachers who are taught by well-informed and passionated teacher educators.

 

George Sirrakos Jr.
George Sirrakos Jr.

George Sirrakos is an Assistant Professor in the Department of Secondary Education at Kutztown University of Pennsylvania where he also serves as Director of the Integrative STEM Education program.  Dr. Sirrakos teaches courses in education research, Hip Hop and multicultural education, education foundations, education psychology, and methods of science instruction. His research interests include fostering equity in education, creating opportunities for students to inform the teaching and learning process, and cross-national studies of learning environments. In 2013, Dr. Sirrakos was named a Phi Delta Kappa Emerging Leader in Education for his work in urban science education.


hune margulies
hune margulies

 

this book is a poetic reading of the dialogical philosophy of martin buber. my reading of martin buber takes me to this principal insight: god is not in heaven nor on earth. god is not above nor below. not within and not without. not in the soul or in the flesh. god is not an entity anywhere: god is the between of an i and a thou. these pages are not an academic study in the strict sense. my meditations in this book are not a literal description of buber's philosophy, for buber would never have approved of taking his words in any way other than in dialogue. buber wrote in-dialogue with the reader, and i read buber in the poetic philosophy of his words. in other words: we can say that the essential thinking in martin buber's philosophy is that the presence of god in us is always enacted as the presence of god between us. god, like love, like poetry, is a deed we do. the god-deed is actualized not in rituals or temples, but in the practices of the sacraments of the neighbor. for there is nothing we can predicate of god, but we can still meet god in the embrace of the neighbor. we meet god as we meet with one another in genuine relationship. god is not in the relationship, god is the relationship. god is no-thing, but there is nothing that isn't god in the between of an i and a thou.

 

 

 


Christopher Boyle
Christopher Boyle

Dr Chris Boyle is a Senior Lecturer in Educational Psychology and Inclusive Education in the School of Education at the University of New England. His main research interests are in the area of teacher perceptions of inclusion and students attributions for success and failure in learning. Previously Chris has worked as a secondary school teacher and as an educational psychologist in Scotland. He is currently editor of the Australian Educational and Developmental Psychologist and he has published widely in psychology and education.


Philip Wing Keung Chan
Philip Wing Keung Chan

Philip Wing Keung Chan is an Assistant Lecturer in the Faculty of Education, Monash University. He has worked in course development and training at the Chinese University of Hong Kong, the University of Hong Kong and the Hong Kong Federation of Education Workers. He was a convenor of Monash Education Research Community (MERC) and is leading two publishing projects titled ‘Asia as Method in Education Studies: A Defiant Imagination’ and 'Equality in Education: Fairness and Inclusion' at Monash University. His recent edited book is 'Asia Pacific Education: Diversity, Challenges and Changes' published by Monash University Publishing in August 2012.


Theo Wubbels
Theo Wubbels

Theo Wubbels is a full professor of Education at Utrecht University. He has published over 200 scholarly articles. He is fellow of the American Educational Research Association and president-elect of the European Educational Research Association.


David Anderson
David Anderson

Dr. David Anderson is a Professor and the Director of the of Museum Education program at the University of British Columbia (UBC), Vancouver, Canada. His academic work is situated in the fields of Museum Education and Science Education, and he has made contributions to these fields through initiating, reforming and strengthening collaborations between museums, schools and universities. He is a Japan Foundation, Ritsumeikan and Unversitas 21 Research Fellow. His research contributions span the globe, but have had particular impact and relevance for the nations of Asia. E-mail: david.anderson@ubc.ca


Rubby Dhunpath
Rubby Dhunpath

 

Dr Rubby Dhunpath

Dr Rubby Dhunpath is the Director of Teaching & Learning at the University of KwaZulu- Natal (UKZN). He holds a PhD in Education; MEd (Cum Lade); BEd (Hons); UDE from the University of Durban-Westville; a BA (Arts) from UNISA and a TESOL qualification from Cambridge University. Prior to re-joining UKZN, Rubby was the Head of Language and Literacies Studies at the Human Sciences Research Council (HSRC) and Rockefeller Research Fellow at the University of Illinois. Rubby was also recipient of the SANPAD scholarship; and fellowships to the University of Universities of Ohio and Stanford. 

 

A Fulbright Fellow (SETI) and Spencer Scholar, Rubby has researched and published in education policy, language policy, organizational ethnographies and doctoral education. His current interests include Higher Education Research, Institutional Research and the Scholarship of Teaching & Learning. His recent publications include a series of interdisciplinary articles on higher education; an edited book: Dhunpath, R & Vithal R (2012) Alternative Access to Higher Education: Underprepared Students or Underprepared Institutions? a monograph: Dhunpath, R (2010) Archaeology of a Language Development NGO: Excavating Organisational Identity; Dhunpath, R, & Samuel, M. (2009), Life History Research: Ethics, Methodology, Representation, Sense Publishers, Netherlands.  A former managing editor of the journal, “Perspectives in Education”, he is currently a guest editor of the Alternation Journal.


Marie-Claire Patron
Marie-Claire Patron

Marie-Claire Patron has a background in education through teaching French and Spanish in Australia, France and Spain. During her eight years in Spain, she had industrial experience in business, law, banking and the building industry, using extensively her skills in Interpreting and Translation. Marie-Claire is an Assistant Professor in language teaching and her research focuses on the intercultural field and the internationalisation of students. She has been at Bond University, Australia for 21 years, 18 as Head of French and Spanish Language. This is Marie-Claire’s third book.


Lee A. Gabay
Lee A. Gabay

As an educator L.A. Gabay has taught in school’s for court involved youth for over twenty–years. Gabay received his Ph. D. in Urban Education at the CUNY Graduate Center and a M.A. in Education from NYU.

His published works can be found in Teaching City Kids: Understanding and Appreciating Them (2006), The Praeger Handbook of Education and Psychology (2007), Key Works in Critical Pedagogy: Joe L. Kincheloe (2011), Critical Youth Studies Reader (2014) and writes for SLAM Magazine.


Jeanette Berman
Jeanette Berman

Jeanette Berman is Associate Professor of Inclusive Education at the University of New England (UNE) in regional Australia. Her professional background is as a teacher and school psychologist as well as working in teacher education at UNE, the University of Canberra and Melbourne Graduate School of Education. Jeanette was Director of Educational Psychology at Massey University in Auckland, Aotearoa New Zealand for three years, preparing psychologists for practice in education. Jeanette’s research and supervision is related to enhancing student learning through inclusive classroom practices, and intervention that responds to student learning needs. Her focus in professional practice in school psychology is on contemporary educational psychology factors that support and hinder learning, and the processes for understanding those through contemporary psychoeducational assessment, in particular, dynamic assessment. 


Emily A. Roper
Emily A. Roper

https://www.shsu.edu/~hpe_www/EmilyRoperHomepage.html

Dr. Emily A. Roper is an Assistant Professor in the Department of Health & Kinesiology at Sam Houston State University. Her area of specialization is Sport and Exercise Psycology/Sport Sociology


Paul R. Carr
Paul R. Carr

I am a Professor in the Department of Education at the Université du Québec en Outaouais in Gatineau, Quebec, Canada. My research is broadly concerned with social justice, with specific threads related to democracy, media literacy, peace studies, intercultural relations, and transformational change in education. I am presently working on a SSHRC grant as the Principal Investigator: Democracy, Political Literacy and the Quest for Transformative Education (see www.education4democracy.net).


Silvia Cristina Bettez
Silvia Cristina Bettez

Silvia C. Bettez received her Ph.D. in Education from the University of North Carolina at Chapel Hill and a Graduate Certificate in Women’s Studies from Duke University. Her primary areas of specialization include: Sociology of Education; Race, Class, and Gender Intersections; Critical Multicultural Education; Qualitative Research Methods; and Feminist Gender Studies. Her dissertation research project explores the life stories of sixteen adult mixed race women who have one white parent and one parent who is a person of color. The research examines how participants navigate their hybridity, what we can learn from their stories in our efforts to communicate across lines of racial difference, and what experiences the women share that cross racial and ethnic lines. Dr. Bettez has publications (current and forthcoming) that cover a variety of topics related to social justice including: social justice activist teaching, the experiences of Latinas in higher education, and teaching globalization to privileged students.


Naved Bakali
Naved Bakali

Naved Bakali is an activist, educator, and researcher based out of Montreal. He has worked in the public school system as a secondary school teacher for over 9 years. Naved completed a PhD from McGill University in educational studies. His research has focused on Islamophobia and Muslim youth experiences in secondary schools since 9/11. Additionally, Naved has been a social activist working with Muslim grassroots organizations in the Greater Montreal Region for over 15 years.


Sabina Habegger-Lardoeyt
Sabina Habegger-Lardoeyt

Sabina Habegger Lardoeyt, Doctora por la Universidad de Málaga, se dedica desde hace más de 10 años al desarrollo de experiencias en participación ciudadana, desarrollo local e inclusión educativa. Ha trabajado los últimos años en España y Argentina, acompañando luchas y resistencias de los movimientos sociales como también diseñando políticas públicas que introduzcan dispositivos para la inclusión, la justicia, la transparencia y el empoderamiento ciudadano. Las metodologías participativas son las herramientas comúnmente utilizadas en sus proyectos dinamizados desde las propias Administraciones Locales. Actualmente pertenece al Observatorio Internacional de CIMAS (Ciudadanía y Medio Ambiente Sostenible).


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