Marissa Bellino
is an assistant professor in the Department of Educational Administration and Secondary Education at The College of New Jersey (TCNJ). She teaches social foundations, urban education, and science methods courses with Secondary and Elementary preservice teachers. She is also involved in Environmental Sustainability Education and Urban Education at TCNJ. Marissa’s research interests include youth experiences in urban environments, environmental education, critical place-based pedagogies, and participatory research.
Melissa Bradford
is a professional lecturer in Educational Leadership at DePaul University. She received her PhD in Curriculum Studies in June 2018. Previously, she taught eighth grade science and founded a democratically run K-12 Sudbury model school. Her research interests include value-creative dialogue; democratic, self-directed education; and collaborative qualitative research methodologies.
Greer Burroughs
is an assistant professor at The College of New Jersey in the Department of Elementary and Early Childhood Education. She teaches courses in multicultural approaches to elementary social studies and education for sustainability. Her research interests include educating for democratic and global citizenship and education for sustainability, with a focus on critical, place-based learning experiences and participatory research methods. She has mentored students in undergraduate research projects which have led to national conference presentations. Through a current project, she will bring a team of undergraduate researchers to Ecuador to study methods of economic, cultural, and environmental sustainability.
Nataly Chesky
is an associate professor at the State University of New York at New Paltz in the Teaching and Learning Department. Dr. Chesky teaches undergraduate mathematics pedagogy courses and several STEM related graduate courses; of particular note is a workshop in environmental/outdoor education, which focuses on integrating environmental and sustainability awareness and experiences in elementary mathematics and science curricula. Her public school career began in 2001 in a middle school just outside the New York City limits, where she taught mathematics and writing. Dr. Chesky has authored two books, several
Brandon Edwards-Schuth
(he/him, they/them) is a doctoral candidate in the Cultural Studies and Social Thought in Education program at Washington State University. His research is situated at the intersections of anarchist pedagogies, democratic education, social ecology, and sound curriculum/podcasts research methodologies. Brandon’s focus is on the radical possibilities for (re)imagining education, rooted in prefigurative and non-hierarchical praxis.
Alison Happel-Parkins
is an associate professor in the Department of Counseling, Educational Psychology and Research at the University of Memphis. Her research is focused on social and environmental justice. In the past, both her theoretical and empirical work has explored issues related to race, class, gender, and sexuality in K-12 spaces. In her theoretical work, she continues to focus on environmental justice, specifically the ways in which ecofeminist and ecocritical frameworks can help K-12 educators expand their curriculum in order to help students recognize their interconnections with other humans and the more-than-human world. Her most recent empirical research focuses on how women’s experiences of sexuality and health are influenced by various institutions, such as the medical system, religion, education, etc.
Kevin J. Holohan
is an associate professor in the Department of Educational Foundations within Grand Valley State University’s College of Education. Dr. Holohan brings a unique set of understandings to the complex relationship between teachers, learners, and the communities in which they are situated through teaching experiences in a wide variety of contexts including a Chicago public high school, a juvenile detention center, state universities, and an adult literacy center. His research examines the ways in which critical place-based education is enacted in schools to guide youth in identifying and addressing social and environmental injustices within their own communities.
Agnes C. Krynski
works as an adjunct lecturer in Teacher Education at Eastern Michigan University. In her pedagogical practice with aspiring teachers and in her research in philosophy of education, she draws on many varied years of public
John Lupinacci
(he/him) is an associate professor of Cultural Studies and Social Thought in Education at Washington State University. His work as an ecocritical scholar-activist in teacher education, environmental education, and curriculum studies contributes to his research on teaching to address speciesism and the conditions of the Anthropocene in K-12 schools and higher education. He is co-author of the book EcoJustice Education (Routledge), and has co-edited with Anthony Nocella and Amber George Animals, Disability, and Capitalism: Voices from the Eco-ability Movement and with ICAS members the volume Education for Total Liberation: Critical Animal Pedagogy and Teaching against Species.
Emilia Maertens
is a high school math and science educator of 9 years in southeast Michigan. She earned her Master’s Degree in EcoJustice Education from Eastern Michigan University under the influence of her mentor, Rebecca Martusewicz. Emilia is currently an independent ecojustice scholar hoping to influence math and science curriculum in a more sustainable, democratic direction for all of her students.
Rebecca Martusewicz
is Professor Emeritus at Eastern Michigan University, where she taught for 31 years. Both her scholarship and teaching have been focused on the influence of languaging systems on the ways we learn to think and behave in modern industrial cultures, and the ethical ramifications of these processes for educators across contexts. In particular, she worked to develop lines of analysis in a field now known as EcoJustice Education. She is author of several books including A Pedagogy of Responsibility: Wendell Berry for EcoJustice Education (2018) and EcoJustice Education: Toward Diverse, Democratic and Sustainable Communities (now in its third edition) co-authored with Jeff Edmundson and John Lupinacci. She retired from EMU in August 2019, and now lives with her husband, four dogs, two cats and two horses in southern New Hampshire.
is a doctoral candidate in Educational Psychology at Washington State University. Her current projects include feminist and affect-driven approaches to critical discourse analysis of media, curriculum, and lived experiences of youth and teachers. In her forthcoming dissertation, Emma offers a critical and collaborative exploration of social and emotional learning alongside elementary-school teachers.
Michio Okamura
is a K-8 Japanese language teacher at Chicago World Language Academy in Chicago, IL. He is currently pursuing his doctoral degree in Curriculum Studies at DePaul University. His research interests include value-creating pedagogy, dialogue, and autoethnography.
Clayton Pierce
is an associate professor of Youth and Society in Fairhaven College of Interdisciplinary Studies. As a critical theorist of education, Pierce’s work is engaged in a philosophical and historical study of the development and persistence of racial capitalist schooling in the U.S. He has also developed courses and research at the intersection of food justice and radical educational projects. Working in areas such as school community gardens and campus farms, Pierce is interested in theorizing and practicing how spaces of sustenance production and community knowledge can be part of movements to learn our way out of systems of domination and oppression.
Meneka Repka
(PhD) is a Sri Lankan-Canadian activist, artist, teacher, and scholar living in Victoria, British Columbia. A former public school teacher, she is now a part time lecturer at Lakehead University and at Alberta University of the Arts. Meneka has a background in social justice and equity education and is especially passionate about children’s art and literature that emphasizes themes of justice and compassion towards humans, animals, and the earth. She is currently working full time as a children’s book illustrator; her debut book is slated for publication in fall 2024.
Graham B. Slater
is an independent scholar living in Reno, Nevada. He studies critical theory, cultural studies, and the politics of education. His recent work appears in British Journal of Sociology of Education; Critical Education; Cultural Politics; Cultural Studies; and Educational Philosophy and Theory. He is the Associate
Silvia Patricia Solís
is a lecturer in the School of Interdisciplinary Programs and Community Engagement at the University of Texas Rio Grande Valley. She is the Art Editor of Frontiers: A Journal of Women’s Studies. She earned her PhD at the University of Utah in 2020. Her research expands on land and place-based epistemologies, pedagogies, and methodologies by tracing saberes curativos, curative knowings and practices people hold in relation to taking care and curing within family and community. It centers intergenerational learning, remembering, and everyday practices in the home and gardens of Indigenous, Black, and Afro-descendant peoples in the Mesoamerican diaspora living along the U.S. Mexico border. U.S. Feminists of color, Indigenous Feminists, and decolonial feminist theory are at the center of her theoretical foundations.
JT Torres
is Director of the Center for Teaching and Learning at Quinnipiac University. He approaches education as a means of understanding human relationships within a more-than-human world. His scholarship explores situated identities within posthuman ecologies. His co-authored book, Situated Narratives and Sacred Dance: Performing the Entangled Histories of Cuba and West Africa (University Press of Florida), explores the performance of spirit possession in the ritual ceremonies of Arará communities in Cuba.
Rita Turner
is an independent scholar living in Baltimore, Maryland. Her research focuses on environmental education, environmental racism, and environmental justice, with particular focus on developing ecocritical curriculum materials that explore the cultural roots of environmental injustice. She is the author of Teaching for EcoJustice: Curriculum and Lessons for Secondary and College Classrooms (Routledge).
Robert Unzueta
is a full-time Ethnic Studies faculty at Sacramento City College. Before returning to Sacramento City College, he was the Academic Program Coordinator in Ethnic Studies for Portland Public Schools and an associated professor of Teacher Education and Educational Leadership at Lewis & Clark College Graduate School of Education and Counseling. Dr. Unzueta continues to work with k-12 teachers in various districts to develop their framework of
Mark Wolfmeyer
taught mathematics in secondary public schools before receiving his PhD in Urban Education from the Graduate Center, City University of New York. As a teacher educator at Kutztown University of Pennsylvania, he prepares future mathematics teachers and teaches educational foundations. Dr. Wolfmeyer is the author of several publications including his most recent book Mathematics Education: A Critical Introduction (Routledge, 2017). He regularly presents papers at international conferences including Mathematics Education and Society, American Educational Research Association and American Educational Studies Association.