Dr. Vonzell Agosto is an associate professor of curriculum studies in the Educational Leadership & Policy Studies Program at the University of South Florida. Her primary line of inquiry asks how educational contexts can be (more or less) oppressive especially with regard to culture, race, gender, and dis/ability. This research is published in handbook chapters, articles and journals including Teachers College Record, Educational Researcher, Review of Research in Education, Journal of Curriculum Theorizing, Journal of Curriculum and Pedagogy, and the Journal of School Leadership.
Luis F. Alcocer, a native of Merida, Mexico is a Doctoral Candidate in Education, Curriculum & Instruction at the University of Texas Rio Grande Valley (UTRGV). His research interests focus on Global Citizenship, Global Education issues in the US-Mexico Border, and Hispanic Higher Education. He currently works as an International Programs Specialist, and serves on the Staff Senate at The University of Texas Rio Grande Valley.
Pauli Badenhorst earned his dual Ph.D in Curriculum & Instruction and Comparative & International Education from The Pennsylvania State University. A teacher educator and educational anthropologist, Pauli specializes in integrated research surrounding politically-sustainable and culturally-relevant educational approaches and practices rooted in equity and social justice. He is also particularly focused on the design of holistic epistemological and pedagogical frames to inform antiracism and intersectional teaching, learning, and curriculum. Pauli is Assistant Professor of Teacher Education in the Department of Teaching & Learning at The University of Texas Rio Grande Valley.
Jake Burdick is an Assistant Professor of Curriculum Studies in the College of Education at Purdue University, where he teaches courses in curriculum theory, multicultural education, and qualitative inquiry. Jake’s research centers on public pedagogy, deepening conceptualizations of education via extra-institutional studies, and theorizing activism as a pedagogical practice. Jake is the co-editor of the Handbook of Public Pedagogy(Routledge), Complicated Conversations and Confirmed Commitments: Revitalizing Education for Democracy(Educators International Press), Problematizing Public Pedagogy (Routledge), and the forthcoming New Henry Giroux Reader (Myers Education Press). He has published work in Qualitative Inquiry, Curriculum Inquiry,Review of Research in Education, Review of Educational Research, and the Journal of Curriculum and Pedagogy.
Brandon Bush is the Director of Educator Preparation Services at Texas Woman’s University. Brandon continues to research the link between teacher candidate performance data to graduate outcomes in the education field including, but not limited to, principal evaluations, educator dispositions, and K-12 student evaluations. He also collaborates with programs within Texas Woman’s University to support program assessment and accreditation efforts throughout the University. He holds a two Master’s degrees, from Texas Woman’s University in Teaching and Business Administration, and a Ph.D. in Curriculum and Instruction from the University of North Texas. His research and writing focus on educator accreditation, assessment, and evaluation.
Freyca Calderon-Berumen works as an Assistant Professor in Elementary and Early Childhood Education at Penn State Altoona. She completed her Ph.D. in Curriculum Studies at Texas Christian University. Her research interests are around linguistic diversity and multicultural education through the lens of critical pedagogy as an avenue to address social equity and justice. Her research work privileges qualitative methods as she advocates for seeking in-depth understandings and meanings of phenomena as people experienced them. Freyca wants to continue exploring possibilities for community building for marginalized and under-theorized groups and contributing to the teacher education field by linking theoretical perspectives with everyday experiences and developing culturally relevant understandings. Particularly, she is interested in exploring the ways Latina/Hispana women shape their identity and their survival strategies in educating bilingual and bicultural children in American society. She is also interested in expanding the concept of parent involvement to include the cultural knowledge that parents produce with the pedagogies of the home.
Melinda Cowart began her career in bilingual education in 1975, having taught in both bilingual and ESL settings. Currently, she is a Professor of Bilingual/ ESL teacher education within the Teacher Education Program at Texas Woman’s University. She and her husband, Ron Cowart, have worked extensively with refugee youth and adults. Her research interests include the consequences of language loss, the effective, equitable education for linguistically and ethnically diverse students and the appropriate preparation of teachers who will be teaching diverse populations. In 2015, Dr. Cowart was selected to participate in the nationally recognized OpEd Project as a Public Voices Fellow. Currently, Dr. Cowart is Series Editor for monographs on issues affecting English language learners and their teachers. In 2018, Dr. Cowart was named Editor of the International Academic Forum (IAFOR) Journal of Language Learning.
Michelle Angelo Dantas
Michelle Angelo Dantas Rocha is a Brazilian doctoral student in the Educational Leadership & Policy Studies program at the University of South Florida (USF). She earned her Master’s degree in Latin America and Caribbean Studies with a concentration in Sociology and Human Rights at USF, and Journalism at the Universidade Católica de Brasília. Michelle’s research agenda focuses on social justice issues such as human trafficking, femicide, indigenous education in Brazil, multilingual education in the U.S, and media analysis. Her study efforts are on underprivileged Latino immigrant families in the United States and Latin America. Michelle has experience working as a volunteer teacher assistant helping adult refugees to learn English in the Tampa Bay area. She conducted ethnographic research with immigrant victims of human trafficking in Florida, and with women victims of femicide in Argentina. Michelle worked with service providers, non-governmental organizations, human rights activists, educators, policymakers, and law enforcement that work directly with Latinas trafficking victims and refugees. She previously held positions in higher education and coordinated educational workshops and events for educators, international and underprivileged students from Hillsborough County Public Schools.
Miryam Espinosa-Dulanto is faculty at The University of Texas-Rio Grande Valley, Teaching & Learning Department. Dr. Espinosa-Dulanto holds a Ph.D. in Curriculum Theory and Educational Policies for Linguistic Minorities from the University of Wisconsin-Madison. Dr. Espinosa-Dulanto’s writing as well as her academic research departs from identifying herself as a woman of color, a Borderlands Mestiza, and a non-mainstream person in the US. From that perspective, she explores the construction and transmission of knowledge. Dr. Espinosa-Dulanto is a veteran teacher, she has taught in urban and rural settings, in the United States, Latin America, Europe, and Asia. In addition, Dr. Espinosa-Dulanto is an avid ethnographer who uses narrative inquiry, photography, and poetry as tools to learn and communicate.
Nathalia E. Jaramillo is Deputy Chief Diversity Officer and Professor of Interdisciplinary Studies at Kennesaw State University. Prior to her appointment, Jaramillo held faculty appointments at the University of Auckland New Zealand, Faculty of Education, School of Critical Studies (2011-2014) and Purdue University, College of Education, Department of Educational Studies (2007-2011). Jaramillo collaborated closely with a number of departments at her respective institutions, conducted research and taught courses on social justice, critical theory, and critical methodologies. She is the author of Immigration and the Challenge of Education and co-editor of Epistemologies of Ignorance in Education.L
Jim Jupp is Professor and Chair in the Department of Teaching and Learning at the University of Texas Rio Grande Valley. He worked in rural and inner-city Title I settings for eighteen years before accepting a position working with teachers, administrators, and researchers at the university level. A public school teacher in diverse rural poor and inner-city Title I schools, his first line of research focuses on White teachers’ understandings of race, class, language, and difference pedagogy in teaching across cultural and racial difference. Drawing on his experiences as teacher and researcher, he was the Lead Editor of a special issue of the International Journal of Qualitative Studies on “Second-wave White Teacher Identity Studies,” and he recently published a review of literature on the same theme in Review of Educational Research, the top-ranked journal in education research in 2017. Additionally, drawing on his experiences living and studying in Spanish language traditions in Mexico and Texas, his second line of research develops transnational sensibilities in education with an emphasis on decolonial Hispanophone curriculum targeted at informing education in Latinx serving institutions, teacher education programs, and preservice and professional teacher education. Overall, he has published more than thirty scholarly articles in a variety of journals including the Review of Educational Research, Teachers College Record, Curriculum Inquiry, Gender and Education, Whiteness and Education, International Journal of Qualitative Research in Education, Multicultural Perspectives, Urban Education, the Journal of the American Association for the Advancement of Curriculum Studies, the Journal of Curriculum and Pedagogy, the English Journal, and Multicultural Review. His second book, Becoming Teachers of Inner-city Students, was published on Sense Publishers in 2013.J
Shalin Lena Raye
Shalin Lena Raye is a doctoral student in Purdue University’s Curriculum and Instruction program. She earned her Master’s degree in English from Radford University in 2001, and has been teaching in higher education for 18 years. She has taught courses in Multicultural Education, Gender and Sexuality in Popular Cultural, literature, and composition. Her current research focuses on the role of affect and emotional forms of knowledge as it relates to social justice education, arts-based research methods, and public pedagogy.
Karin Ann Lewis is an associate professor in the Teaching & Learning Department at the University of Texas Rio Grande Valley (UTRGV). Following a teaching career in public education, she earned her Ph.D. in Educational and Counseling Psychology from the University of Kentucky. Dr. Lewis teaches courses at the undergraduate, graduate, and doctoral levels in Educational Psychology (in the areas of cognition, learning, and human development, adult learning theory), writing for inquiry, and diversity, equity, and inclusion. Her scholarly focus explores complexities of identity and agency from a social justice perspective intended to challenge the status quo and open transdisciplinary discourses. She seeks ways to transcend traditional educational paradigms through transformative, culturally responsive pedagogies. Dr. Lewis’s scholarship is grounded in qualitative, collaborative, collective ethnographic methodologies.
Erik L. Malewski is Chief Diversity Officer and Professor of Curriculum Studies at Kennesaw State University. Prior to his appointment, Malewski was Associate Professor of Curriculum Studies at Purdue University where he conducted research and taught courses focused on diversity, multiculturalism, equity, and global issues in education. Malewski has held leadership roles in national and international research organizations and is well published in prominent journals and texts. He has worked in educational equity, private industry, social service, and diversity consulting prior to his role at Kennesaw State University.
As faculty, Malewski studied the effects of international cross-cultural experiences on undergraduate students’ cultural perceptions. He also engaged in synoptic study of the direction of the curriculum field and examined the implications of conceptions of ignorance for teaching and learning. Along with a colleague, Malewski developed a study abroad program in Honduras for teacher education students and a hybrid place-based and virtual field experience program. Under his mentorship, Malewski’s graduate students received national recognition for their research, including the prestigious American Educational Research Association’s Outstanding Dissertation of the Year Award. Malewski has published numerous books, articles, and chapters focused on domestic and international diversity issues.
Karla is a doctoral student in Curriculum Studies at Texas Christian University. She is also an instructor in the Department of Spanish and Hispanic Studies at the same institution. Her research interests include Latino intellectual traditions and its connection to critical pedagogy, foreign language teacher education, and the use of Spanish for specific fields and purposes. Her efforts focus on working with underrepresented students on her campus, service-learning projects in the community, and a Spanish academy for faculty and staff.
Cole Reilly is an associate professor of education at Towson University who routinely teaches social studies methods courses, as well as class focused on social justice, diversity/multiculturalism, and urban education. At various times in his tenure at TU, he supervised senior ELED majors in their yearlong PDS internships as well. In each course he teaches, he and his students investigate how practice stands to inform theory (and vice versa) in terms of exploring progressive pedagogies, critical feminist methodologies, and the development of more socially just and empowering curricula.
As has been the case with much of his work, Cole’s interests represent a braiding of seemingly contrasting realms of thought. His research and scholarly work often draw upon the practitioner world of teacher preparation and professional development, focusing upon reflective growth among teachers, self-study, inquiry, social studies methods, and teacher identity development, as well as service learning, curricular (re)design, pedagogical discourse(s), school climate, and pop-culture. He likes to conduct empirical research that focuses upon matters of social constructivist meaning making around notions of gender(ing), sexuality, race, and class, as well as other matters of identity, equity, perspective, and socially just praxis in K-12 classrooms (and beyond).S