Notes on Contributors
Silvia Cristina Bettez
is a Professor in the Cultural Foundations Program at the University of North Carolina at Greensboro. She has publications in several journals including Equity & Excellence in Education, International Journal of Qualitative Studies in Education, and Educational Studies.
Heather Bower
is the Director of Teacher Education at Meredith College. Bower completed her MSA and doctorate at UNC Chapel Hill and has a background as a teacher and administrator. Her areas of interest include school culture and translational research.
Ashley S. Boyd
(PhD, 2014) is an associate professor of English education at Washington State University. Her research examines equity-pedagogies and critical literacies, and her published work includes Social Justice Literacies: Teaching Practice in Action (Teachers College Press, 2017).
Mary Kay Delaney
(PhD, 1997), University of North Carolina, Chapel Hill, is a Visiting Clinical Professor, University of Denver. Focusing on equity, social justice, and learning in teacher education, her work includes Critical Explorations in Teacher Education (co-edited with Mayer, TC Press, in press).
Joshua Diem
is an Assistant Professor in the Rhode Island College School of Social Work. He teaches and writes on how the purposeful construction of oppressive and unjust social structures and systems manifests in people’s everyday lived experiences. His work includes The Social and Cultural Foundations of Education (Cognella Academic Publishing, 2015).
Deborah Eaker-Rich
is an educational consultant serving as research project director, ethical public policy advocate, and education program strategist after a long equity-driven career in academia as faculty and administrator.
Courtney George
received her PhD in Culture, Curriculum, and Change from UNC-Chapel Hill. Her research interests include culturally and linguistically diverse youth, critical multicultural education, and beginning teacher support. She is an Associate Professor at Meredith College.
Beth Hatt
(PhD, 2004), Illinois State University, is an associate professor of social foundations and qualitative methods. Her research examines the cultural production of smartness, academic/learner identity, and the school to prison pipeline.
Sherick Hughes
(PhD, 2003), University of North Carolina at Chapel Hill is a Professor of Education. His scholarship has informed: teacher education, school districts, nonprofits, and arguments before the NC Supreme Court. Hughes’s work was honored by AERA 2016’s “Distinguished Scholar” award.
Rhonda Jeffries
(PhD) University of North Carolina-Chapel Hill, is a Professor in the College of Education. Her research interests include understanding the educational experiences of marginalized people, and examines educational phenomena through a performance theory lens.
Michael E. Jennings
currently serves as the inaugural Chief Diversity Officer at Furman University. He is also a Professor of Education with a research focus on race in education with an emphasis on Critical Race Theory, autoethnography, and narrative.
Alison LaGarry
(PhD, 2016), University of North Carolina at Chapel Hill, where she is a Clinical Assistant Professor of Education. She is a qualitative researcher and artist who engages art to explore equity and social justice in education.
Monica McKinney
(PhD, 2000), UNC-Chapel Hill, is Professor of Education and Director of Graduate Programs at Meredith College. Recent scholarship explores educational philosophies as a window into beginning and veteran teachers’ thinking about teaching and the purposes of education.
Jason Méndez
(PhD, 2008), Center for Urban Education at the University of Pittsburgh, is a visiting professor of education. His work explores the intersection of public pedagogy, spatial justice, and theories of “home.” He has co-founded the web series, Block Chronicles.
Hillary Parkhouse
is an Assistant Professor of Education at Virginia Commonwealth University. Her research, which focuses on critical pedagogy and teacher education, has appeared in Review of Educational Research, Teachers College Record, and Theory & Research in Social Education.
Summer Melody Pennell
(PhD, 2016), University of North Carolina at Chapel Hill, is an Assistant Professor of English education at Truman State University. Her work includes the 2019 book, Queering Critical Literacy & Numeracy for Social Justice: Navigating the Course (Springer, 2019).
Marta Sánchez
(PhD, 2012), UNC Chapel Hill is an Associate Professor at UNCW, a faculty affiliate at the Cook Center on Social Equity at Duke University, and author of Fathering within and beyond the Failures of the State with Imagination, Work, and Love: The Case of the Mexican Father (Sense, 2017).
M. Billye Sankofa Waters
(PhD, 2012), UNC Chapel Hill, is an Assistant Professor of Educational Leadership at University of Washington Tacoma. She is the author of We Can Speak for Ourselves (Sense, 2016) and co-editor of the Lauryn Hill Reader (Peter Lang, 2019).
Amy Senta
(PhD, 2016), University of North Carolina at Chapel Hill, is an Assistant Professor at the University of North Carolina Wilmington. Her research areas include the social foundations of education, Critical Whiteness Studies, and qualitative methodologies. These guide her teaching in Elementary Education programs.
Amy Swain
(PhD, 2014), University of North Carolina at Chapel Hill, is a Teaching Assistant Professor of Foundations at East Carolina University. Her research focuses on the punitive nature of schools and schooling, racial justice, and rural education. She loves George.
Luis Urrieta, Jr.
is an interdisciplinary scholar studying identity, agency, social movements related to education, and learning in family and community contexts. He is specifically interested in Latinx and Indigenous cultures, migrations, and knowledge systems, and oral and narrative methodologies.