Nur Diyanah Anwar
is a PhD candidate at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. She is a recipient of the Nanyang Technological University Research Student Scholarship (NTU-RSS). She is also an Adjunct Research Associate at the Centre of Excellence for National Security (CENS), S. Rajaratnam School of International Studies (RSIS), where she was a senior analyst previously. Her research interests revolve around identity issues, multiculturalism, education and state-society relations.
Miguel Baique
is currently the Director of the David T. Kearns Center for Leadership & Diversity in Arts, Sciences, and Engineering at the University of Rochester. Prior to his current role, Dr. Baique served as the Assistant Dean for Diversity, Equity, and Inclusion (DEI) at the Thomas J. Watson College of Engineering and Applied Science, Binghamton University, State University of New York (SUNY). Holding multiple minoritized identities (e.g., low-socioeconomic background, first-generation, Latino), Dr. Baique knew early on in his postsecondary career (as a student and professional) that he wanted to champion change and advocate for underrepresented and marginalized populations. Dr. Baique has a keen interest in diversity, equity, inclusion, and social justice values and practices and is eager to step into a chief diversity officer role in the future. Dr. Baique earned his doctor of education degree from the University of Rochester, Margaret Warner Graduate School of Education and Human Development, a master’s degree in public administration (MPA) from SUNY College at Brockport, and bachelor’s degrees in sociology and communication from SUNY College at Geneseo. Dr. Baique holds several certificates specializing in DEI and is a graduate of the SUNY Hispanic Leadership Institute.
Nina Bascia
was appointed chair of the Department of Leadership, Higher and Adult Education (LHAE) at the Ontario Institute for Studies in Education of the University of Toronto (OISE) for a five-year term beginning July 1, 2015. Her extensive leadership service includes associate chair of the theory and policy studies program since 2013; associate chair of the former Department of Theory and Policy Studies in Education from 1998 to 2001, and department chair from 2002 to 2006; as well, she has served on countless OISE committees. Her research emphasizes educational policy analysis and program evaluation;
Kathy Bickmore
is Professor of Curriculum and Pedagogy affiliated with the Comparative and International Development Education Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE). In 2022–23, she was William Lyon Mackenzie King Visiting Professor of Canadian Studies at the Weatherhead Center for International Affairs and the Harvard Graduate School of Education. Her research and teaching focus on young people’s and teachers’ school learning opportunities for engagement in building and making just peace, gender equity, and deepened democracy, in Canada and Latin America, from comparative transnational and local perspectives. Recent chapters appear in Contestations of Citizenship: Children and Youth, Democracy, and Education in an Era of Global Change (Routledge) and International Handbook on Critical Theories of Education (Palgrave).
Jinny Menon
is a postdoctoral fellow at MacEwan University in Edmonton, Alberta. Currently, she is a member of a research team engaging in a narrative inquiry, funded by the Canadian Institutes for Health Research Research (CIHR), into the experiences of children, youth, and families who are waiting for mental health services in this time of COVID. Recognized for her feminist scholarship and innovative pedagogy, Jinny was awarded the 2021 Graduate Student Award for her doctoral research, by the Canadian Association for the Study of Women and Education (CASWE). Jinny was also recently awarded the University of Alberta’s 2021 Outstanding Teacher Education Doctoral Dissertation Award for her anti-racist work in amplifying the voices and stories of her coparticipants. Her artful narrative inquiry into the experiences of South Asian girls, mothers, and teachers was supported through various funding, including The Social Sciences and Humanities Research Council (SSHRC) of Canada. Jinny’s research illuminates the ongoing resiliency and daring agency of South Asian girls and women. Challenging imposed and monolithic narratives, she values
Elizabeth Montaño
is Associate Professor of Teaching and Chair of the Capital Area North Doctorate in Educational Leadership (CANDEL) program at the School of Education, University of California, Davis. Her previous research has explored the experiences of teachers and youth in culturally and linguistically diverse settings, and the experiences of charter-school teachers who are unionizing. Currently she is exploring the experiences of first-generation doctoral students in EdD programs. She earned a BA in Political Science and Chicana/o Studies from UCLA, and an MA/Credential in Education, Language, Literacy and Culture from UC Berkeley. She taught 6th–8th grade English, Social Studies, Humanities, Math, and Science for 11 years in both Oakland and Los Angeles, California. She earned a doctorate degree in Educational Leadership for Social Justice from Loyola Marymount University and has published in Linguistics in Education, Theory into Practice, Equity and Excellence in Education, and Multicultural Perspectives along with contributions to various edited volumes. She was born and raised in Los Angeles and is a first-generation college graduate.
Newton Asakhulu Mukolwe
holds a BEd (Arts), and an MEd and PhD in Education Psychology. He is a Senior Lecturer at Maasai Mara University in Narok, Kenya. He has participated in workshops, seminars and conferences, consultancy, and community services. He belongs to several professional bodies (for example, International Society for the Study of Behavioral Development, ISSBD and Society for Educational Research of Kenya, SEREK), and has won travel and research grants from ISSBD and Africa Early Childhood Network (AfeCN), respectively. He has participated in staff mobility and an exchange program by Inter-University Council of Eastern Africa (IUCEA), where he was based at Kabale University in Uganda for a period of three months in the year 2019. He has taught for over 15 years at more than five universities in Kenya and East Africa, as adjunct staff and full-time lecturer in the field of education psychology.
R. Nanre Nafziger
is an educator-organizer-scholar who serves her various communities through writing, research, teaching, and pan-Africanist organizing. She currently works as an Assistant Professor of African/Black Studies in Education at McGill University. Nanre’s research contributes to debates and collective knowledge production in the areas of critical education policy studies, decolonial approaches
Yecid Ortega
completed his doctoral program in language and literacies education (LLE) with a collaborative specialization in Comparative International and Development Education (CIDE) at the Ontario Institute for Studies in Education of the University of Toronto (OISE). He is a lecturer in Applied Linguistics and TESOL at Queen’s University Belfast in Northern Ireland (United Kingdom). He has over 20 years of experience in language education in Colombia, the USA, Canada, and the UK. He has worked with educators to create social justice and anti-oppressive curricula to address issues that affect the most marginalized communities in different international contexts. Dr. Ortega explores how globalization, capitalism, and neoliberalism influence educational policy decision-making processes and their effects on classroom practices and students’ lived experiences. His general research interests are within critical ethnographic and creative approaches to research in collaboration with migrant communities to understand how languages and cultures intersect and how celebrating and amplifying them help with social, emotional, and economic integration.
Crystena A. H. Parker-Shandal
is Associate Professor of Social Development Studies at Renison University College at the University of Waterloo, Canada. Dr. Parker-Shandal’s research expertise is in curriculum and pedagogy, restorative justice in education, conflict resolution, inclusion, anti-racism, peacebuilding, and dialogue in diverse global communities. Dr. Parker-Shandal’s research on peacebuilding for democracy and social justice in diverse classrooms shows how dialogic and anti-oppressive pedagogies facilitate inclusive spaces where all students have the opportunity to participate and have their voices heard. She is the author of Restorative Justice in the Classroom: Liberating Students’ Voices through Relational Pedagogy; Peacebuilding, Citizenship, and Identity: Empowering Conflict and Dialogue in Multicultural Classrooms; and co-editor of Finding Refuge in Canada: Narratives of Dislocation. Dr. Parker-Shandal has a PhD from the Ontario Institute for Studies in Education of the University of Toronto (OISE). She holds an honors BA from the University of Toronto and a master’s degree in teaching. She is an Ontario Certified Teacher, with specializations in teaching history, English, and visual arts.
is an administrator, educator, and mentor of all students who want to pursue an academic degree. She is currently serving working professionals who are seeking an EdD. Her research has focused on students of color and how their learning of academic writing is viewed by academia. More recently her work has focused on working professional EdD programs and how their policies and practices facilitate the completion of the educational journey of the educational doctorate. She is an advocate for students as they pursue their degree in institutions that do not always know how to successfully work with nontraditional students. In 2021, she has been awarded the Outstanding Gradate Program Coordinator by UC Davis Graduate Studies and was the 2022 NACADA Region 9 Excellence in Advising Award Winner. She strives to support students more holistically. To that end, she continues to learn about how to best mentor and advocate for students who are highly successful leaders and how to translate that knowledge into their research and their research journey.
Janel Janiczek Smith
completed a bachelor’s degree in mathematics and a master of arts in teaching at the elementary education level from the University of Pittsburgh in Pittsburgh, Pennsylvania. When moving to Savannah, Georgia to begin her teaching career, she began the journey toward a doctoral degree in curriculum studies from Georgia Southern University, in Statesboro, Georgia. After graduating in 2013 and finishing nine years as a public school teacher, Dr. Smith made the transition to higher education. As a lecturer and now senior lecturer, she teaches a variety of courses in mathematics education, curriculum, and field supervision for elementary and secondary education teacher candidates. Her greatest accomplishment is seeing students grow and evolve into exciting and impactful educators in K–12 schools. Her research interests include literacy in the content areas, the integration of content areas in STEM fields, and identity formation of educators through social justice.
Zora Wolfe
is Associate Professor of Education, at Widener University (Chester, PA) where she primarily teaches in the K–12 Educational Leadership Program. Dr. Wolfe’s areas of expertise include developing teacher practice in inquiry-based pedagogy, collaborative inquiry communities, and professional development. Her current research focuses on developing and supporting productive learning communities within universities, schools, and classrooms, including how to support graduate student success. In addition, she focuses on developing these ideas within online spaces, such as through online and hybrid courses, and