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Authors

 
Rachel Endo
Rachel Endo

Rachel Endo is Chair of the Teacher Education Department at Hamline University, a position she has held since 2010. She will assume the position as the inaugural Dean of the School of Education at the University of Washington Tacoma in summer 2017.


R. P. Clair
R. P. Clair

Robin Patric Clair is a Full Professor, Diversity Fellow and a Fellow to the Center of Creative Endeavors at Purdue University. She has won research awards in rhetoric, narrative, ethnography and organizational communication, including two 'Outstanding Book of the Year' awards, two 'Best Research Article of the Year' awards, the 'Golden Anniversary Award' and multiple 'Top Paper' Awards for her research.  www.robinclair.com

 

 

 


Inna Semetsky Alexandra J. Cutcher
Alexandra J. Cutcher

Alexandra Cutcher is an academic in the School of Education, Southern Cross University, Australia. She comes to her teaching and research as a second-generation migrant woman for whom the Arts were an escape from marginalization and alienation. As a practicing artist she knows well from her own experiences of difference how powerful the Visual Arts can be as a vehicle for transformation, education, inspiration and relief. As a high school Creative Arts Head Teacher for almost thirty years, her experience has informed her practice and made her hyperaware of others who do not feel or look or act as if they belong. In her teaching, it has made Alexandra responsive to and appreciative of uniqueness and it has caused her to consciously and subconsciously cater for individual student need, utilizing curriculum and behaviour modification programs to that end. This hyperaware state has been of great benefit to Alexandra’s teaching and to the learning of her students. She brings this powerful experience to her work in Teacher Education and as such has been recognized for her expertise through perfect student feedback scores and a national teaching award.

Alexandra’s foundational experiences also informed her award-winning doctoral work which specifically examined migrant identity and belonging through the lens of arts-based research. Alexandra’s current research and teaching interests focus on what the Visual Arts can be and do: educationally, expressively, as research method, as language, as catharsis, as reflective instrument and as documented form. To this end, the provision of high quality Visual Arts education for students of all ages is a professional priority. These understandings inform Alexandra’s teaching and her spirited advocacy for Arts education.


Judit Orgoványi-Gajdos
Judit Orgoványi-Gajdos

Judit Orgoványi-Gajdos is a teacher educator of Pedagogy Department in Eszterházy Károly University, Hungary. She graduated as a teacher in Hungarian literature and grammar in 2005 and she is also a teacher of curriculum development. She has been teaching more than ten years, and she gained teaching experiences from primary school to adult teaching. Her current research interests include models of teacher education, teachers’ competencies, case-based learning in teacher education, and the development of teachers’ practical knowledge.


Andrew Miller
Andrew Miller

Dr Andrew Miller is a lecturer at Flinders University in South Australia, and President of the Flinders Branch of the National Tertiary Education Union. His research interests include autoethnography, creative non-fiction, arts-based inquiry, critical pedagogies, empowering education, and multi-literacies.

Andrew has published critical and creative work in Wet Ink, TEXT, Teaching and Teacher Education, Creative Approaches to Research, English in Australia, Liminalities, the Journal of Academic Language and Learning, and New Writing: The International Journal for the Practice and Theory of Creative Writing.


Carlos Alberto Torres
Carlos Alberto Torres

Carlos Alberto Torres is a political sociologist of education who is a Professor of Social Sciences and comparative education at the Graduate School of Education and Information Studies, University of California, Los Angeles (UCLA). He is also the Director of the Paulo Freire Institute, and Associate Dean for Global Programs. 

See more detail at carlosatorres.com


Jo-Anne Wilson-Keenan
Jo-Anne Wilson-Keenan

Jo-Anne Wilson-Keenan, Ed. D. has served as an educator for over forty years. She received a Bachelor of Science in Elementary Education and Master’s of Arts in Educational Psychology from American International College in Springfield, Massachusetts. She earned her Doctorate of Education in Instructional Leadership from the University of Massachusetts, Amherst. During her career, she has worked as a teacher, writing coach, literacy specialist, and college professor at both Fairfield University and the University of Massachusetts. She also served as the Principal of Mary O. Pottenger School in Springfield and as the Director of Reading for the district. Jo-Anne participated as a teacher-researcher in a ten-year postdoctoral project with two professors from the University of Massachusetts, Judy Solsken and Jerri Willett. As a result of that work, she became the director of a family-school initiative called the Springfield Learning Community Collaborative (SLCC). The Annenberg Institute at Brown University identified the SLCC as a site that contributed to the work of understanding public engagement. Jo-Anne has authored several book chapters, and her writings have appeared in educational journals including: Language Arts, Democracy in Education, and Linguistics and Education.  She has presented her work at several national conferences including the National Council of Teachers of English and the International Reading Association. She is the co-founder of Keenan Literacy Associates. Currently, Jo-Anne serves as an Education and Literacy Consultant for the Hasbro Summer Literacy Initiative (HSLI).


Piia Seppänen
Piia Seppänen

Piia Seppänen, PhD, is University Researcher an adjunct professor in the Centre for Research on Lifelong Learning and Education (CELE), University of Turku, Finland. Her research interests are in the fields of educational policy and politics,
particularly in school choice policy, pupil selection and comprehensive schooling systems as well as in comparative, sociological and urban research on education.Seppänen recently worked for a year as a visiting researcher in the Policy, Cultural and Social Studies in Education Department, University of Waikato, New Zealand. She is a member of The Nordic Centre of Excellence (NCoE) Justice through Education in the Nordic Countries (JustEd).


Sheila Squillante
Sheila Squillante

Sheila Squillante is the author of the poetry collection, Beautiful Nerve, as well three chapbooks of poetry: In This Dream of My Father (Seven Kitchens, 2014), Women Who Pawn Their Jewelry (Finishing Line Press, 2012) and A Woman Traces the Shoreline (Dancing Girl Press, 2011).

She has published work widely in print and online journals like Brevity, The Rumpus, Eleven Eleven, No Tell Motel, Prairie Schooner, MiPoesias, Phoebe, Cream City Review, TYPO, Quarterly West, Literary Mama, South Dakota Review and elsewhere.

She  currently works as associate director of the MFA programs in creative writing and assistant professor of English at Chatham University. There, she serves as editor-in-chief of The Fourth River, Chatham’s nationally respected journal of nature and place-based writing.

She lives in Pittsburgh, PA, with her husband and children.


Anita Simons
Anita Simons

Anita Yellin Simons is a political activist and playwright who combines both her love of history and activism in her many award-winning plays. From her first play Goodbye Memories about Anne Frank before going into hiding to a later play This We’ll Defend about female rape in the military, Simons presents thought-provoking theater with humor and pathos.


Josephine Ryan
Josephine Ryan

Josephine Ryan is a teacher educator and researcher at Australian Catholic University's Melbourne Campus. She is interested in shaping international knowledge about models of teacher education that successfully prepare teachers to work in contemporary classrooms.


Gregory S. Poole
Gregory S. Poole

Gregory S. Poole is Professor of Sociocultural Anthropology and Dean of The Institute for the Liberal Arts at Doshisha University, Kyoto, Japan. Prior to coming to Kyoto he was a faculty member in the Graduate School of Humanities and Social Sciences at the University of Tsukuba outside of Tokyo. His areas of research includes the anthropology of education, language, and Japan and his publications include Reframing Diversity in the Anthropology of Japan (2015, co-edited with John Ertl, John Mock, and John McCreery), Foreign Language Education in Japan: Exploring Qualitative Approaches (2015, co-edited with Sachiko Horiguchi and Yuki Imoto), “‘International’ Higher Education In Japan: Expanding Intracultural Knowledge or (Re)defining Intercultural Boundaries?” (2015, in Mock, Naganuma, and Kawamura, eds., The Impact of Internationalization on Universities in Japan: Is Japanese Higher Education Really Changing?), The Japanese Professor: An Ethnography of a University Faculty (2010), Higher Education in East Asia: Neoliberalism and the Professoriate (2009, co-edited with Ya-chen Chen), and “The Japanese University in Crisis,” (Higher Education, 2005, coauthored with Ikuo Amano).


Debra M. Pane
Debra M. Pane

Debra Mayes Pane, Ph.D. is Founding President of Eradicating the School-to-Prison Pipeline Foundation, Inc. (E-SToPP), a 501(c)3 not-for-profit organization dedicated to building a grass-roots network of transformative schools and educational opportunities for youth at risk of or already involved in suspension, expulsion, incarceration, and/or reentering to family, school, and community.  Ultimately, E-SToPP seeks to transform systems, policies, and mindsets that disproportionately funnel youth out of school and into prison.

For over 20 years, Dr. Pane has been a teacher, teacher educator, curriculum developer, and researcher in Miami-Dade County from elementary through university graduate levels.  She was Lead Reading Teacher for 9 years at TROY Community Academy, a Miami-Dade County Public Educational Alternative Outreach Program for youth in the juvenile justice system.  She is the 1998 Teacher-of-the-Year for M-DCPS Educational Alternative Outreach Program.

Her research agenda focuses on transformative literacy and teacher education, critical communities of practice, power relationships, empowering praxis, and critical qualitative research methods that inform social justice to transform the educational outcomes and lives of disenfranchised youth.  The book, Transforming the School-to-Prison Pipeline: Lessons from the Classroom (2014), by Debra M. Pane and Tonette S. Rocco, explores aspects of critical multicultural teaching and learning in oppressive educational settings.  


Azadeh Osanloo
Azadeh Osanloo

Before joining the faculty of the Department of Educational Leadership and Administration at NMSU, Dr. Osanloo received her doctorate in the Educational Leadership and Policy Studies Program, specializing in the Social and Philosophical Foundations of Education at Arizona State University. Her research addressed civic education in a post 9/11 climate focusing on the concepts of democracy, cosmopolitanism, human rights, and citizenship from theory to praxis. She has merged her work in civics and human rights with her new research agenda on collaborative systemic diversity-based interventions for bullying for middle schools. Prior to being in Arizona she taught in the New York City public schools working primarily with junior high school students in the South Bronx and jointly was a program director at the Harlem Educational Activities Fund - a not-for-profit that specialized in closing the gap between educational attainment and disenfranchised students. While in New York City she obtained her Master's in Public Administration from New York University's Robert F. Wagner School. In general, her research agenda focuses on issues of educational equity; educational leadership and policy; the philosophical foundations of education; diversity, multiculturalism, and human rights; bullying interventions; and social justice. Her research agenda is underscored by the four edited books she is currently working on which cover the topics of urban school leadership, diversity-based bullying interventions, student and parent perceptions of bullying, and international and national social justice work. She is currently an Associate Professor and the Stan Fulton Endowed Chair for the Improvement of Border and Rural Schools. She has won the Dean's Awards for her teaching and service.


Philip G. Altbach
Philip G. Altbach

Philip G. Altbach is Research Professor and Director of the Center for International Higher Education at Boston College, USA

EXPERTISE/INTERESTS

Comparative education, history, and philosophy of higher education; international education; student political activism; the academic profession; knowledge networks

My research interests focus on international higher education issues, and especially with topics that relate to developing and emerging economies. These include the academic profession, the role of research universities, student political activism, higher education reform, and others.

I have recently been involved in an international study of academic salaries in 28 countries—reported in our Paying the Professoriate: A Global Comparison of Compensation and Contracts. I am also concerned with global higher education trends, and particularly the implications of mass higher education globally.

More: http://www.bc.edu/research/cihe/about/pga.html

 

 

 

 

 


Keiko Yasukawa
Keiko Yasukawa

Keiko Yasukawa is a lecturer and researcher in adult education, literacy and numeracy at the University of Technology, Sydney. Her research interests include the critical examination of tensions between policy, practice and pedagogy in adult literacy and numeracy; education of adult and vocational education and training teachers; and critical mathematics and numeracy. She is the editor of Literacy and Numeracy Studies: an international journal in the education and training of adults.


Inny Accioly
Inny Accioly

Faculty of Education

Federal University of Rio de Janeiro - Brazil

Universidade Federal do Rio de Janeiro

 


Ole Skovsmose
Ole Skovsmose

Ole Skovsmose has a special interest in critical mathematics education. He has investigated the notions of landscape of investigation, mathematics in action, students’ foreground, and ghettoising. He has been professor at the Department of Learning and Philosophy, Aalborg University, Denmark. He is now retired and lives most of his time in Brazil where he collaborates at the Postgraduate Programme in Mathematics Education at Universidade Estadual Paulista (UNESP), Campus de Rio Claro. He has published more than twenty books including Towards a Philosophy of Critical Mathematics Education, Dialogue and Learning in Mathematics Education (together with Helle Alrø), Travelling Through Education, In Doubt, An Invitation to Critical Mathematics Education, and Opening the Cage (edited together with Brian Green).

 

Ole Skovsmose combines his academic career with an artistic. He has staged exhibitions in galleries and museums in many different countries. Besides, he has participated in various collaborative art projects, for instance combining music and painting. The book Saudade shows many of his paintings, and tells about his work. Ole Skovsmose is a member of the Association Internationale des Arts Plastiques and the Danish Association of Visual Artists (Billedkunstnernes Forbund).

 

www.bkf.dk/ole-skovsmose

www.artguidedenmark.dk/OleSkovsmose

www.sinapespaiap.com.br/index.php?page=artistas.skovsmose

 

E-mail: osk@learning.aau.dk


Cok Bakker
Cok Bakker

Prof.dr. Cok Bakker is professor of Worldview Education at Utrecht University and professor (lector) of Normative Professionalization at HU Utrecht University of Applied Sciences