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Notes on Contributors

Rebecca Alexander

is an Associate Professor of Education Studies at DePauw University. Her research focuses on segregated schools and communities and the ways in which young people and their families use processes of border crossing and border making to grapple with social, spatial and educational dispossession. Drawing on themes of educational sovereignty, decoloniality, and illegality she looks at how communities contest marginalization and force assimilation and work to defend and sustain critical educational spaces and frameworks. Recent publications include “A Mama No La Vas a Llevar en la Maleta: Undocumented Parents Crossing and Contesting Borders for Their Children’s Education,” “Thinking through the Decolonial Turn in Research and Praxis: Advancing New Understandings of the Community-School Relation in Latina/o Parent Involvement” and “Equity Issues in Parental and Community Involvement in Schools: What Teacher Educators Need to Know.”

Barbara Applebaum

is professor in Cultural Foundations of Education at Syracuse University whose training is in philosophy of education but whose work and teaching is interdisciplinary in nature. Her academic research focuses on the ways in which whiteness is reproduced through education especially in the guise of good intentions and, more specifically, within the context of social justice pedagogy. She has published extensively in such journals as Hypatia, Race, Ethnicity and Education and Educational Theory and her book, Being White/Being Good: White Complicity, Responsibility and Social Justice Education (2010, Lexington Books) received the 2011 AESA Critics’ Choice Award.

David I. Backer

is an activist, teacher, and researcher living in the Philadelphia area. He is an assistant professor of social and cultural foundations of education at West Chester University of Pennsylvania, USA and his research can be found in the Harvard Educational Review, Educational Theory, and Critical Education. He is also a member and organizer with the Philadelphia Democratic Socialists of America.

Jesse Bazzul

is Associate Professor of Science and Environmental Education at the University of Regina. He believes imaginative work in education is needed more than ever to find new collective ways of living together. Jesse recently published a co-edited volume with Dr. Christina Siry entitled: Critical voices in science education research: Narratives of hope and struggle.

Brian Becker

is a founder and leading member of the Party for Socialism and Liberation, a Marxist-Leninist party in the United States.

Jesse Benjamin

is is an Associate Professor at Kennesaw State University and a Board Member of the Walter Rodney Foundation. He recently co-edited the book The Russian Revolution: A View from the Third World.

Matt Bernico

is the Assistant Professor of Communication and Media Studies at Greenville University in Greenville Illinois. He recently published a collection of essays on the digital Humanities titled, Ontic Flows: From Digital Humanities to Posthumanities. His primary research interests are Media Studies, the philosophy of technology and Media Archeology.

Elijah Blanton

received his BA from Antioch College and attended the Rust Belt School in Yellow Springs, Ohio. Elijah is a member of the Party for Socialism and Liberation in Philadelphia.

Polina-Theopoula Chrysochou

is a Research Associate in the Department of Education at the National and Kapodistrian University of Athens and in the Institute for Education Policy Studies (IEPS) in UK. She completed her funded PhD in the Department of Education at Anglia Ruskin University, UK. She is Deputy Chief Editor of the Journal for Critical Education Policy Studies, a member of the Editorial Board of International Book Series, Marxist and Socialist Studies in Education (Information Age Publishing), as well as of several Academic Societies. Among the subjects of her research are: Sociology, History, Philosophy and Political economy of Education, Critical Pedagogy, Research Methodology, Labour Relations and Class Analysis. She is an Invited Visiting Lecturer at the Universities of Athens and Thessaloniki.

Clayton Cooprider

is an undergraduate student at DePauw University, double majoring in Education Studies and Asian Studies. He plans on graduating next year and becoming a teacher.

Katie Crabtree

is a PhD Candidate at Leeds Trinity University, University of Leeds. She serves on the board of the American Journal of Education Student Forum and has published articles on higher education, philosophy of education, and Lyotard.

Sandra Delgado

is a PhD candidate at the Department of Curriculum and Pedagogy of the University of British Columbia. Her scholarly work is influenced by liberatory, critical and feminist pedagogies. She is interested in analyzing social problems that inquiry power, the nature of knowledge, ideology and resistance. She has published articles in Workplace: A Journal for Academic Labor and Revista Íber: Didáctica de las Ciencias Sociales, Geografía e Historia. Her interests include social movements, critical pedagogy, curriculum studies, academic capitalism and academic freedom.

Noah De Lissovoy

is Associate Professor of Cultural Studies in Education at the University of Texas at Austin. His research centers on emancipatory approaches to curriculum, cultural studies, and philosophy, with a special focus on the intersecting effects of race, class and capital. He is the author of Power, Crisis, and Education for Liberation (Palgrave) and Education and Emancipation in the Neoliberal Era (Palgrave), co-author of Toward a New Common School Movement (Routledge), and editor of Marxisms and Education (Routledge). His work has appeared in many journals, including Harvard Educational Review, Curriculum Inquiry, Critical Sociology, Discourse, and Educational Philosophy and Theory.

Dean Dettloff

is a freelance journalist and a Junior Member at the Institute for Christian Studies in Toronto, Ontario, where he studies the intersections of media philosophy, politics, and religion. Together, Bernico and Dettloff co-host The Magnificast, a podcast exploring Christianity and leftist politics.

Derek R. Ford

is assistant professor of education studies at DePauw University. His scholarship is interested in how educational theory can help us re-imagine and re-enact our ways of being together in the world. His scholarly work has appeared in journals such as Cultural Politics, Journal of Curriuculum and Pedagogy, and Educational Philosophy and Theory. He has written and edited eight books, including Politics and Pedagogy in the “Post-truth” Era: Insurgent Philosophy and Praxis. He is chair of the education department at The Hampton Institute, an organizer with the Answer Coalition, and co-editor of LiberationSchool.org. He is also the associate editor of Journal for Critical Education Policy Studies.

Raúl Olmo Fregoso Bailón

is a Normalista and Assistant Professor in the Department of Educational Foundations & Policy Studies at West Chester University. He previously worked at the Universidad Pedagógica Nacional, Mexico. He received his PhD from The University of Texas at Austin in cultural studies in education. He has conducted fieldwork in the majority of Latin American countries and is the author of ¿Qué tan Diferente es México de la Venezuela de Chávez? He is a member of the International Advisory Committee of the UNESCO Chair in Democracy, Global Citizenship and Transformative Education.

Michelle Gautreaux

is a PhD candidate in the Department of Curriculum Studies at the University of British Columbia. Her research examines how movements for educational justice and racial justice are intersecting in her home city of Chicago, IL. Her work has been published in Workplace: A Journal for Academic Labor, Educational Studies, Critical Education, and Education Policy Analysis Archives. She can be reached at: michelletgautreaux@gmail.com.

Salina Gray

currently teaches 7th and 8th grade science in Inglewood Unified School District. She also holds an adjunct faculty position in the Department of Education at Mount Saint Mary’s University in Los Angeles, California.

Aashish Hemrajani

received his Master’s degree from the Department of Anthropology of the University of Hawai‘i at Manoa, focusing his thesis on homelessness and medical care in Honolulu. He is currently doing homeless outreach and HIV/AIDS medical case management full-time with Hawai‘i Health and Harm Reduction Center (formerly The CHOW Project, the oldest statewide syringe exchange program in the US), with the hope of building on this work for a PhD project sometime in the near future.

Caitlin Howlett

is a PhD candidate in Philosophy of Education and an Associate Instructor at Indiana University. She is also visiting assistant professor in Education Studies at DePauw University.

Khuram Hussain

is associate professor of education at Hobart & William Smith Colleges. His book Weapons for minds is under contract with Johns Hopkins University Press.

Petar Jandrić

(PhD) is Professor and Director of BSc (Informatics) programme at the Zagreb University of Applied Sciences, Croatia. His previous academic affiliations include Croatian Academic and Research Network, National e-Science Centre at the University of Edinburgh, Glasgow School of Art, and Cass School of Education at the University of East London. Petar’s research interests are situated at the post-disciplinary intersections between technologies, pedagogies and the society, and research methodologies of his choice are inter-, trans-, and anti-disciplinarity. He is Editor-in-Chief of the journal Postdigital Science and Education (Springer). Personal website: http://petarjandric.com/.

Colin Jenkins

is founder and editor-in-chief of The Hampton Institute, a working-class think tank.

Kelsey Dayle John

is a PhD Candidate at Syracuse University in the Cultural Foundations of Education Department. She is a current National Academy of Education Spencer dissertation Fellow. She works with her community Navajo Nation on knowledge frameworks that center Diné land, animals, language and culture. Currently she works as a volunteer advocate at Sexual Assault Services of North-West New Mexico and at the Four Corners Equine Rescue Center. Her work includes Indigenous animal studies and settler colonial studies. Through her research and service, she works to build healing frameworks for Diné research.

Lenore Kenny

has been a teacher for 45 years. Her passion has always been working together for a society that is just for all and that puts people and the planet before profit and power.

Tyson E. Lewis

is a professor of art education at the University of North Texas where he teaches courses in aesthetic philosophy, critical theory, and educational philosophy. He has published widely in a number of journals such as Cultural Critique, Cultural Politics, Rethinking Marxism, thesis 11, and Educational Theory. In addition, his work on studying as a unique educational logic has formed the central concern of two of his books, including On Study: Giorgio Agamben and Educational Potentiality (2015) and Inoperative Learning: A Radical Rewriting of Educational Potentialities (2017), both published through Routledge.

Curry Malott

is an associate professor in the Department of Educational Foundations and Policy Studies at West Chester University of PA. Dr. Malott is an officer in his faculty union and a member of the Party for Socialism and Liberation (pslweb.org) and a national organizer with The People’s Congress of Resistance (congressofresistance.org).

Peter McLaren

is Distinguished Professor in Critical Studies, the Attallah College of Educational Studies, Chapman University and Chair Professor, Northeast Normal University, Changchun, China.

Zeyad El Nabolsy

is currently a PhD student at the Africana Studies and Research Centre at Cornell University where he is working on African Marxism. He obtained a BEng and an MA in philosophy from McMaster University. He has published on German philosophy; “Why did Kant conclude the Critique of Pure Reason with ‘the history of pure reason’?,” Kant Studies OnlineKSO (2016, pp. 78–104), “Hegel and the Historiographic Consequences of Systematicity,” Hegel-Jahrbuch (forthcoming), as well as on Marxist historiography of philosophy; “Aristotle on Natural Slavery: An Analysis Using the Marxist Concept of Ideology,” Science & Society (forthcoming).

Glenn Rikowski

is a Visiting Fellow in the College of Social Science, University of Lincoln, UK. From March 2014–March 2015, he was a Visiting Scholar in the Department of Education at Anglia Ruskin University, Chelmsford, UK. Up to 31st October 2013, Rikowski was a Senior Lecturer in Education Studies in the School of Education at the University of Northampton. He was previously a supply teacher in East London (2001), a Senior Research Fellow in Lifelong Learning at the University of Central England (1999–2001), and a Research Fellow in the School of Education, University of Birmingham (1994–1999). Prior to that, Glenn taught in further education colleges and schools in Essex and London (1985–1989) and at Epping Forest College (1989–1994). Rikowski was a member of the Hillcole Group of Radical Left Educators from 1994–2002. With Anthony Green (University of London, Institute of Education), Dr. Rikowski co-founded and ran the Marxism and Education: Renewing Dialogues seminars twice-yearly (May and October) from 2002–2007. Also with Anthony Green, he co-founded the world’s first book series on Marxism and Education: the Palgrave Macmillan Series on Marxism and Education, in 2004. He is a member of the London Branch of the Philosophy of Education Society of Great Britain (PESGB). Many of Rikowski’s papers can be viewed at Academia: http://independent.academia.edu/GlennRikowski Email for correspondence: Rikowskigr@aol.com

Marelis Rivera

current teaches upper level chemistry and biology courses as well as science research in Southern Arizona. As the science instructional leader for her school, she has a deep passion for ensuring that ALL students have access to interesting and rigorous curriculum in science.

Alexa Schindel

is assistant professor of learning and instruction at the University of Buffalo.

Steven J. Singer

is an Assistant Professor of Deaf education and Deaf studies at The College of New Jersey. His publications and general research interests include: Deaf identity development in the 21st century, Disability Studies in Education, emancipatory research methodologies, and life-writing. Nationally, Singer serves on the board of the American Sign Language Honors Society and is a reviewer for several journals. On campus, he enjoys advising student organizations including an honors society and the college’s outdoor club. At home, Singer has become a learner all over again as a new parent.

Ajit Singh

is a lawyer, writer, and graduate student at the University of Manitoba. His work has appeared in Truthout, teleSUR English, NewsClick, Monthly Review Online and The Hampton Institute.

Nicole Kessler Snook

aka known fondly as Snook, has been a disruptor in educational settings since the first time she entered the classroom and realized that the reality of who she was interacting with did not match the traditional model of learning she had experienced in her K-12 schooling nor as a formerly trained practitioner of standard science education. She created #SnookScience in response to this incongruence which resulted in a social justice minded and civically engaged classroom.

Devyn Springer

is a cultural worker, organizer, and educator who studied African & African Diaspora Studies and Art History at Kennesaw State University, is a member of Workers World Party, Social Media & Digital Outreach Coordinator for the Walter Rodney Foundation, former editorial board member for journals ATL and Pamoja, and a visual artist whose work has been exhibited in a number of galleries.

Sara Tolbert

is associate professor of science education and teacher education in Te Rāngai Ako me te Hauora/College of Education at Te Whare Wāngana o Waitaha/University of Canterbury in Aotearoa New Zealand. Sara’s scholarship focuses on justice and ethics of care in science and environmental education. Sara teaches courses on Indigenous science, speculative futures, social justice education, sustainability, science education, and bilingual education. She also enjoys guitar, Brazilian jiu-jitsu, swimming, and family time.

Katherine M. J. Vroman

is a doctoral candidate at Syracuse University completing her degree in Cultural Foundations of Education with a focus on Disability Studies. Her scholarship focuses on inclusive education with a focus on postsecondary education for individuals with disabilities, specifically intellectual and developmental disabilities and autism. Katherine is currently an instructor at The College of New Jersey while also consulting with families and school teams in conjunction with Cheryl M. Jorgensen Inclusive Education Consulting. She also has experience advising youth-run, disability advocacy organizations, and is fluent in American Sign Language.

Anneliese Waalkes

is an undergraduate student at DePauw University, double majoring in Education Studies and Peace and Conflict Studies. She has presented her work “Contemporary Air Conditions and Inequality” at the Conference for Equity and Social Justice in Richmond Virginia, as well as her work “From White Privilege to White Complicity Pedagogy” at the International Critical Media Conference in Savannah, Georgia.

Chris Widmaier

has served as an instructional coach and science educator in Rochester, NY. His work focuses on deeper learning, teacher leadership and student empowerment in and out of the classroom.

Savannah Jo Wilcek

is an undergraduate student at DePauw University, double majoring in Education Studies and English Writing. She has presented her work “From White Privilege to White Complicity Pedagogy” at the International Critical Media Conference in Savannah, Georgia. She is an editorial assistant for the peer-review journal, Issues in Teacher Education.

David J. Wolken

is a PhD Candidate in the Cultural Foundations of Education department at Syracuse University. His research in neuropragmatism and process ontology makes use of Deweyan pragmatism as a resource for developing the concept of anthropathology and addressing the phenomena denoted by that concept. He resides in Denver, CO, USA.

Jason Thomas Wozniak

teaches in The Department of Educational Foundations and Policy Studies at West Chester University. He holds a PhD in philosophy of education from Teachers College, Columbia University. Jason founded and co-directs The Latin American Philosophy of Education Society (LAPES). Currently, he is working on his first book manuscript, provisionally titled: “The Mis-Education of the Indebted Student.”

Weili Zhao

obtained her PhD from the University of Wisconsin-Madison, USA, and is currently an Assistant Professor in the Department of Curriculum and Instruction at the Chinese University of Hong Kong. With intellectual training in both discourse analysis and curriculum studies, she is interested in unpacking China’s current educational thinking and practices at the nexus, and as the (dis)assemblage, of tradition and modernity, East and West. Specifically, her research explicates the historical-cultural-philosophical insights of Chinese knowledge, curriculum, and educational thinking to hopefully dialogue with, for mutual informing and clarifications, the latest intellectual linguistic-body-cultural-study turns in the Western scholarship.

Keywords in Radical Philosophy and Education

Common Concepts for Contemporary Movements

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