Ahoud Alasfour
is Assistant Professor at the Department of Educational Foundations and Administration at the College of Basic Education—the Public Authority for Applied Education and Training in Kuwait (PAAET). Alasfour completed her master’s degree in Education Policy International (MEPI) at the University of Melbourne before completing her PhD in Higher Education Privatization Policies in Kuwait from the same university in Australia in 2015. Her main research area is Comparative Education with a focus on Higher Education and policy reforms. She has published several books, book chapters, and journal articles in both English and Arabic. She is the former president of the Gulf Comparative Education Society (GCES), 2018–2023. Also, she is a managing editor and a member of editorial and advisory boards of the Gulf Education and Social Policy Review (GESPR) and World Voices Nexus (WVN): The WCCES Chronicle.
Everaldo dos Santos Almeida
is a PhD student in Education at Lusófona University of Humanities and Technologies, Lisbon (Portugal).
N’Dri T. Assié-Lumumba
is a Professor at Cornell University in the Africana Studies and Research Center, Director of the Cornell Institute of African Development (IAD); President of the World Council of Comparative Education Societies (WCCES); Chair of the Scientific Advisory Committee (SAC) of UNESCO’s Intergovernmental programme for the Management of Social Transformations (MOST); and Past President of Comparative and International Education Society (CIES), USA. She has been Distinguished Visiting Professor at the University of Johannesburg. Her past and current positions at other institutions include Université Félix Houphouët-Boigny in Côte d’Ivoire, Institute for Higher Education Law and Governance at the University of Houston, UNESCO International Institute for Educational Planning (IIEP) in Paris, Center for the International Cooperation in Education at Hiroshima University, Distinguished Visiting Professor in the Graduate School of Education at the American University in Cairo, Extraordinary Professor in the Department of Education Policy Studies at Stellenbosch University and Carnegie Diasporan Fellow in the Department of Sociology at the University of Ghana. She has published extensively on various areas and
Emiliano Bosio
(PhD) is an educator, author, and public intellectual. Professor Bosio reads at Tokyo University, Japan. He is the editor of Conversations on Global Citizenship Education (Routledge, 2021), Global Citizenship Education in the Global South (Brill, 2022), The Emergence of the Ethically Engaged University (Springer, 2023), and Value-Creating Education: Teachers’ Perceptions and Practice (Routledge, 2021). His most recent journal publications include “Revolutionary Critical Pedagogy and Critical Global Citizenship Education” (with Peter McLaren, 2022), “Ethical Global Citizenship Education” (with Hans Schattle, 2021), “Critical Pedagogy and Global Citizenship Education” (with Henry Giroux, 2021), and “Global Citizenship Education at the Crossroads” (with Carlos Alberto Torres, 2020).
José Brás
is Associate Professor at the Lusófona University in Lisbon. He has obtained a PhD in History of Education, University of Lisbon, 2006, a Postdoctoral in History of Education, 2014, Salamanca, Spain and a Postdoctoral in Socio History, 2017, Lyon 2, France. He is an integrated researcher at CeiED, Professor of History Physical Education and Sport, History of Education, Philosophy of Education, Philosophy of Physical Activity and Ethics and Deontology Professional. He is also a coordinator of the Research Group Culture(s), Education and Memories of the CeiED-ULHT. He is the editor of the Journal, Lusophone of Education.
Juan Carlos Rodriguez Camacho
studies human-culture-nature-human relationality from Indigenous and non-Indigenous perspectives in the individual, local, national, regional and planetary contexts. Specifically, he is interested in exploring how people’s cultural transactions affect natural balances and how interventions can reverse those effects and promote relationality, social change, and justice. He works with education for sustainable development, health and mental health challenges from the individual, community, city, country and global perspectives. In his field, epistemological models for knowing based on complexity, the
Michael Cottrell
is born in Cork, Ireland, and has a PhD from Usask. He is Graduate Chair in the Deparment of Educational Administration at the University of Saskatchewan, Canada. His research and teaching interests include Indigenous Education, International Education and Study Abroad and Trauma-Informed Educational Practices. Dr. Cottrell has conducted a large body of applied and advocacy research, through the Saskatchewan Educational Leadership Unit and other venues.
Lucimar Dantas
is an integrated researcher at Lusófona University, CeiED. Her research interests are on the mother tongue teaching, school learning and the role of language in this process. She has coordinated some funded projects and presented the results in papers, book chapters and a large number of international conferences. She is a co-director of a Master Program in Cognitive Science and Education. She is an executive director of CeiED’s Doctoral College Citizen Science. She is a member of the editorial team of Revista Lusófona de Educação (RLE) and reviewer of the Social Sciences and Humanities Open (Elsevier).
Amanda Fiore
received her PhD in International Education Policy from the University of Maryland. She was the recipient of a Boren Fellowship to Taiwan in 2021, funded by the National Security Education Program, and currently teaches at the University of Maryland. Her research interests include English as an international language, expatriates, neocolonialism, and the global power dynamics of language.
Carla Galego
is a sociologist with a master’s and PhD in Education. She is a professor of Social Sciences, Comparative Education, and Research Methodologies at Lusófona University. She is also a co-director of Comparative and International Education and a director of Educational Sciences Master’s degrees. As an integrated researcher at the CeiED-Interdisciplinary Research Centre for Education and Development, she has participated in several national and international educational projects in a comparative perspective related to her research interests, which include higher education policies, the academic profession, literacy skills, and research methodology.
has obtained a PhD in Education Sciences. She is Director of Lusophone Higher School of Education, a master’s in Education Sciences, Lusófona University, a postgraduate in Civic Formation by the Faculty of Social Sciences and Humanities of the Portuguese Catholic University. She completed a specialized training course in Educational Administration. She is an integrated researcher at CeiED and a member of research teams of projects funded by FCT. She is the co-editor of the Lusófona Journal of Education, member of the Scientific Committee of various scientific events, author of books and articles published in international journals and she obtained a post-doctorate in History of Education and Social Sociohistory of Education.
Logan Govender
is Senior Lecturer at the Ali Mazrui Centre for Higher Education Studies at the University of Johannesburg. He has worked as a teacher, research manager, senior analyst, independent researcher and thematic lead in South Africa. He earned a PhD in Education Policy and Management from the University of the Witwatersrand and an MA in Applied Linguistics from the University of Illinois, Chicago. His research interests span student epistemic access, histories and teacher unionism. His most recent publication is a co-edited book with Michael Cross and Ahmed Essop titled, SADTU and the Struggle for Professional Unionism (University of KwaZulu-Natal Press, 2023). https://orcid.org/0000-0002-2889-2827
Beatriz Koppe
is a PhD candidate in Education at Lusófona University. Her research is on reading literacy and academic literacy levels of 1st year Bachelor students in online courses. She got a Master degree in Communication Sciences (concentration area: Semiotics) and a Bachelor degree in Portuguese and German Languages, by Unisinos/RS—Brazil. She has two postgraduate courses: Active Learning and Knowledge Management in Higher Education. She is a teacher in higher education in Brazil in disciplines related to language, such as Semiotics, Communication Theory, Academic Communication and Scientific Research Methodology.
Sibonokuhle Ndlovu
is a postdoctoral fellow at Ali Mazrui Centre for Higher Education Studies, University of Johannesburg. Her research interests are in the inclusion of students with disabilities in higher learning and transformation in higher education. Her
Phefumula Nyoni
is an anthropologist and sociologist lecturer and researcher. He has been actively involved in curriculum design, implementation and programme quality assurance. He completed his PhD on Economic Anthropology at the University of the Witwatersrand. His research interests are multidisciplinary and include education transformation, quality assurance and curriculum design in tertiary institutions, particularly from a culture-centric perspective, reconfiguration of urban spaces, access to socio-economic amenities for marginalised communities, poverty alleviation and human rights, community development, urban artisanal mining, gender and entrepreneurship. Nyoni is currently a postdoctoral fellow at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg. Prior to joining the centre, he has been a lecturer at various South African universities as well as a research and policy consultant with several organisations. His recent chapter publications include Pedagogy and Agency in Postgraduate Student Supervision in a Rural South African University (IGI Global Publishers, 2020).
Adaobiagu N. Obiagu
is an educator and a lawyer. She lectures in the Department of Social Science Education, University of Nigeria, Nsukka. Her research interests include pedagogy and themes of gender, citizenship, human rights and peace education. She has authored and co-authored papers in these research areas.
Peter Oluwaseyi Oyewole
is graduate teaching assistant at Kent State University, USA. https://orcid.org/0000-0002-3371-825X
is a researcher employed at Saskatchewan Polytechnic, Canada. Her research interests focus on Indigenous Education, that extends to a comparative international context, through discovering strategies that have the capability to improve educational outcomes for Indigenous students globally. As a post-secondary instructor, she has introduced gamification into her classrooms and explored entrepreneurship as instructional approaches. She is the recipient of various university and provincial scholarships, awards of recognition, and two Social Sciences and Humanities Research Council (SSHRC) research grants.
Martyn Reynolds
(PhD) was born in the UK but has worked as an educator in Tonga, Papua New Guinea and New Zealand. He is a researcher, writer and provider of professional learning and development. Martyn is the secretary of the Oceania Comparative and International Education Society.
Ishola Akindele Salami
is Lecturer of Childhood Education, University of Ibadan (Nigeria). http://orcid.org/0000-0002-9788-5532
Kabini Sanga
(PhD) was born and grew up in Solomon Islands. He is a mentor and teaches at Victoria University of Wellington, New Zealand. He was the Immediate Past Co-President of the Oceania Comparative and International Education Society and the OCIES rep on the WCCES Executive Committee, 2018–2022.
V. Sucharita
received her PhD in the discipline of Anthropology from the University of Hyderabad, Hyderabad. She is currently working as Assistant Professor in the National Institute of Educational Planning and Administration (NIEPA), New Delhi. She has widely published in journals of international repute and presented papers at both national and international conferences. Some of her works are published in journals like Compare: A Journal of Comparative and International Education, Contemporary Education Dialogue, and International Journal of Inclusive Education. She has been working on educational governance at the school level and gathered rich empirical insights by interacting with field level functionaries across the states. Her areas of interest include: School Culture, Quality, Low Fee Private Schools, Privatization of School Education, Equity in Education, Innovation and Change in Public Systems. She has
Yusef Waghid
is considered as an African philosopher of (higher) education intent on advancing democratic citizenship education, cosmopolitan education, and global citizenship education in the context of equitable redress and change, equality, non-discrimination, non-sexism, and justice for all. Epistemologically, he draws on multiple traditions of thought, most notably combining dominant aspects of Western and non-Western theories of knowledge to rethink philosophy of education in Africa as is evident in his latest book: Philosophical, Educational and Moral Openings in Doctoral Pursuits and Supervision: Promoting the Values of Wonder, Wander, and Whisper in African Higher Education (Routledge, 2024). He is emeritus professor at Stellenbosch University in South Africa.
Emnet Tadesse Woldegiorgis
is Associate Professor and Director at the Ali Mazrui Center for Higher Education Studies (AMCHES), University of Johannesburg. He holds a PhD from the University of Bayreuth, Germany, where he also worked as a researcher between 2015 and 2019. Emnet holds a joint Master’s Degree in Higher Education Studies from Oslo University (Norway), Tampere University (Finland), and Aveiro University (Portugal). He is a distinguished NRF-rated researcher with a portfolio of over 30 peer-reviewed academic publications, primarily focusing on higher education research. Emnet has received advanced-level research training in higher education from the Centre for Institutional Cooperation (ICIS) at Vrije Universiteit, Amsterdam, as well as specialised training in Leadership and Management of Higher Education Institutions from Maastricht School of Management. Prior to pursuing his PhD, Emnet served in various roles, including Head of Quality Assurance Office, Department Head, and team leader. https://orcid.org/0000-0001-6371-7832