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.
Rupert Collister has worked in the post-compulsory education sector for over nineteen years and his experience reflects the diversity of the sector in its broadest sense. He graduated with a Ph.D. from the University of New England, New South Wales, Australia, which explored the interconnections between holistic and transformative learning, Indigenous ways of knowing, and Eastern philosophy. His professional interests fall squarely within the field of post-compulsory education. They specifically include: pre-service teacher education and continuing teacher professional development, curriculum theory, praxis (the ongoing cycle of practice and reflection), holistic and transformative learning, meaningful work, wholeness, and contemplative pedagogy. His first book, ‘A journey in search of wholeness and meaning’, was published in 2010 by Peter Lang Publishers (Switzerland). ‘The Art of Noticing Deeply: Commentaries on Teaching and Learning and Mindfulness’, co-edited with two colleagues from Laurentian University was published in 2016 by Cambridge Scholars Press (Great Britain). A refereed chapter was published in the book ‘Holistic Education and Embodied Learning’ in 2017, published by Information Age Publishing. An e-book, entitled “International Conversations of Teacher educators: Collaborations in Education” co-edited with colleagues from Mount Saint Vincent University was published in 2018. A refereed chapter (with two of his former students) will be published in 2019 in the e-book ‘Globalization and Diversity: What Does It Mean for Canadian Teacher Education’ edited by Mueller, J., & Nickel, J., Eds., for the Canadian Association for Teacher Education. His current solo project in search of holistic approaches teacher education curriculum is ongoing.
Sarah Taylor Cook is a Spanish language instructor at a public middle school in Maryland. She also is a Spanish language interpreter at Johns Hopkins Bayview Medical Center. Sarah’s research focuses on critical pedagogy and its capacity for transforming educational institutions and their constituencies. She holds a Master’s degree, cum laude, from the Universidad Nacional Autónoma de México, a second Master’s from SUNY Buffalo in multidisciplinary studies, and a PhD in Educational Leadership from Keiser University.
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.
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.
Laura Jewett is an Assistant Professor of Curriculum Theory in the Department of Teaching, Learning and Innovation at the University of Texas at Brownsville where she teaches graduate curriculum courses at the Doctoral and Master level and undergraduate philosophic foundations and pedagogy courses. Dr. Jewett holds a Ph.D. in Education specializing in Curriculum Theory from Louisiana State University. She is the author of one book, A Delicate Dance: Autoethnography, Curriculum, and the Semblance of Intimacy published by Peter Lang as well as book chapters and journal articles focusing primarily on issues of curriculum, culture, epistemology and qualitative research. She serves on the guiding Council of the National Curriculum and Pedagogy Group and as Secretary/Treasurer of the John Dewey Society Special Interest Group for the American Educational Research Association. She also serves as co-editor of the Vignette section of ‘Complicity: An International Journal of Complexity and Education and on the Editorial Board of The Journal of Curriculum and Pedagogy. Research interests continue to focus on issues of culture, curriculum, and auto/ethnographic research along with an emerging interest on chaos and complexity influenced models of emergent change.
James C. Jupp
James C. Jupp works 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 2016. Additionally, drawing on his experiences living and studying in Spanish language traditions in Mexico and Texas, his second line of research develops internationalized sensibilities in education with an emphasis on decolonial Hispanophone curriculum targeted at informing education in Latin@ 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.
Jeffry King is a lecturer in the Curriculum and Instruction department at Texas State University. He teaches courses on pedagogy and instructional strategies, classroom management, middle school philosophy and learning, and science education. His research focuses on the understandings and practices of dialogic tension in the secondary classroom.
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.
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).
Sam Tanner is an assistant professor of literacy education in The Pennsylvania State University system at the Altoona campus. He received his PhD in critical literacy and English education from The University of Minnesota in the spring of 2014. Sam, along with Dr. Erin Miller, is the incoming co-editor of the Journal of Curriculum and Pedagogy. Previously, he worked as a high school English and drama teacher in the Twin Cities for twelve years. Sam’s teaching and research is committed to democratic education and concerns critical whiteness studies, arts-based pedagogy, and arts-based research.