Kelly R. Allen
is an Assistant Professor of Curriculum Studies in the College of Education and Human Development at Augusta University. Her research explores the disruption of anti-Blackness in education, particularly through hip-hop education. She is the co-author of the book Teaching for Liberation: On Freedom Dreaming in the Field of Hip-Hop Education.
Jennie Baumann
is a PhD candidate at Michigan State University. Her research interests occur at the intersection of dialogic talk, metacognition, and knowledge use for text-based meaning-making. She has certifications in community engagement, college teaching, and diversity, equity, and inclusion.
Lauren Beal
is an Ethnic Studies, African American Studies, and Social Science teacher at Edison High School in southwest Fresno, CA. Lauren also serves as a history instructional coach with the Hollyhock Fellowship at Stanford University. Lauren shares a passion for teacher activism as a way to attain educational justice. She is a piloting member of the Fresno Ethnic Studies Coalition.
Romola Bernard
is an Assistant Professor in the Middle Grades, Secondary, and Science Education Department at the University of North Georgia. Her interests include the use of quantitative and mixed methods research in science education.
Cory Buxton
is a Professor of Science Education at Oregon State University. His research fosters more equitable and justice-centered science learning opportunities for all students, and especially for multilingual learners, by bringing together teacher professional learning and family engagement experiences in both school-based and out of school settings.
Ya-Fang Cheng
is an Associate Professor of the Early Childhood Studies Program at Western Oregon University. Her research focuses on early literacy, professional development, teacher beliefs and identities, reflective practices, and equity in teacher education.
is a PhD candidate in Language, Equity, and Educational Policy at Oregon State University. She is working as a doctoral research assistant for the NSF project Supporting Students’ Language, Knowledge, and Culture through Science (LaCuKnoS) in the College of Education. Diana’s research interests include understanding how family engagement enhances children’s science learning.
Felisha Dake
is a doctoral student in STEM Education at Oregon State University. Her research focuses on fostering justice-centered science teaching and learning with pre-service teachers through their planning and implementation of culturally sustaining science curricula.
Andrea R. DiMola
is the Director of Strategic Partnerships at Drexel University School of Education. Her work focuses on building strong partnerships with K-12 schools and creating opportunities for university students and faculty to support schools through programming, professional development, and research.
Elizabeth R. Drame
is a Professor in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee where she prepares special educators and coordinates the Autism Spectrum Disorders Certificate Program. Her research centers on fostering positive educational outcomes for students with disabilities in inclusive schools, and social justice and equity issues in special education locally, regionally, and internationally with a focus on the African Diaspora.
Andrea M. Emerson
is an Associate Professor and Program Coordinator of the Early Childhood Studies Program at Western Oregon University. Her research interests are related to young children, their families, equitable relationships, and the utilities of play of children and adults.
Barbara Ettenauer
is a doctoral candidate in Language, Equity, and Educational Policy in the College of Education at Oregon State University. Her research interests focus on fostering equitable opportunities in formal and informal science learning, socio-cultural science learning through artifacts, such as science maps and multilingual family engagement.
is an Associate Professor and Inclusive Early Childhood Education Co-Chair in the Department of Teaching in Learning at the University of Wisconsin-Milwaukee. Her research and teaching interests are focused on culturally responsive, equity-oriented teacher education practice in urban schooling.
Samina Hadi-Tabassum
is the Dean of the School of Education at Elmhurst University. Her research focuses on race and culture, language and literacy, and bilingual education.
Karla Hale
is a Professor of Science Education at Western Oregon University. Her research focuses on building inclusive STEM spaces in K-12 by fostering critical identities in pre-service teachers that promote engagement with diverse students using culturally sustaining and socially just practices and tools.
Sheri C. Hardee
is the Dean and a Professor in the College of Education at the University of North Georgia. She has a Ph.D. in Social Foundations in Education and an M.A. in English from the University of South Carolina, Columbia. Her research explores equity, equality, and inclusion in regard to access to and support in institutions of higher education, utilizing postcolonial and feminist theories.
Kristen Jackson
is a graduate student at Stanford University in the Curriculum Studies and Teacher Education (CSTE) and Race, Inequality & Language in Education (RILE) programs. Her research includes social justice ideologies and identities in new teachers and new principals. Additionally, she considers how Black women educators are protective spaces for one another against anti-Blackness in schools. She’s deeply devoted to her family, friends, and her dog.
Cory D. Johnson
is the Program Manager for Drexel University’s Action for Early Learning Initiative, where she oversees program implementation, budgeting, evaluation, grant writing, and reporting. Cory co-led the design and implementation of a Summer Kindergarten Bridge Program, benefiting Philadelphia children and families, college student teachers, and public schools through this transition to school program.
is an Associate Professor in the Department of Early, Elementary, and Reading Education at James Madison University. Her research is focused on the micropolitical contexts of urban schools, policies and reforms that harm urban schools, and social justice-oriented teacher education.
Tara Kirton
is a doctoral student and a full‐time instructor in the Early Childhood programs at Teachers College, Columbia University. Tara’s work focuses on equity, justice, and joy. Her research interests include centering the voices and experiences of Black children and their families in early childhood education and culturally relevant teaching.
Nerissa Kuebrich
is a graduate of the Teacher Education Program at Erikson Institute in Chicago. She is currently a dual language teacher in a blended PreK classroom in the Chicago Public Schools.
Vera J. Lee
is Clinical Professor of Literacy Studies at Drexel University School of Education and Chair of the Teaching, Learning, and Curriculum Department. Her research focuses on charter and public schools’ engagement with families of English Language Learners; early literacy practices of multilingual parents and their children; and exploring civic education programs with youth in Germany.
Katie A. Mathew
holds a doctoral degree in Educational Leadership and Policy with a focus on early childhood from Drexel University. She is formerly a K-12 educator in Canada and the United States. Her research interests center on the transition from early education and care to formal K-12 schooling.
Luisiana Meléndez
is a clinical professor at Erikson Institute, Chicago. Her academic and research interests focus on the preparation and professional development of practitioners working with linguistically and culturally diverse young children and their families.
Joi D. Merritt
is the Academic Unit Head of the Early, Elementary, and Reading Education department at James Madison University and an Associate Professor of Science Education. Her areas of expertise and research focus on: (a) designing
Robert D. Mitchell
is an Assistant Professor at the University of Colorado Colorado Springs. His research interests include remote and rural education, global education, and school operations in tourism-based locations.
Winnie Namatovu
is an Associate Professor in the Middle Grades, Secondary and Science Education Department at the University of North Georgia. Her research focuses on creating inclusive learning spaces through the implementation of culturally relevant and responsive practices.
Nikita Patel
is a special education humanities educator in The Bronx, New York and an early career history teacher coach for the Hollyhock program as part of Stanford’s Center for Research and Education Studies. She is also a poet and devoted daughter.
Lorraine Ramirez Villarin
is an Assistant Professor of Middle Grades, Secondary, and Science Education Department at the University of North Georgia. Her research interests include implementing socioscientific issues to promote argumentation and decision-making skills in students considering multilingual learners’ needs.
Ashley Taylor Jaffee
is the Assistant Director of Social Studies & Lecturer in the Program in Teacher Preparation at Princeton University. Her research focuses on diversity, equity, and justice in teacher education; social studies and citizenship education; culturally and linguistically relevant/sustaining pedagogy; and multilingual youth.
Emma S. Thacker
is an Associate Professor in the Early, Elementary, and Reading Education department at James Madison University with an emphasis in social studies education. Dr. Thacker’s area of research is centered on social studies teacher professional learning, social studies inquiry, and the use of inquiry as a tool to prepare students for civic life in a more equitable, democratic society.
is the Assistant Director of Field Experience at the Lurie College of Education at San José State University. She is passionate about supporting humanizing and sustaining pedagogies in curriculum and instruction. Her research interests include refugee narratives, collective memory, community organizing and action, healing justice, and notions of belonging.
Crystasany R. Turner
is an Assistant Professor at the University of Wisconsin-Milwaukee. Rooted in Black feminist epistemologies, her research and scholarship highlight the perspectives of Black women educators and their cultural knowledge as manifested in their care and education of Children of Color. Her decades of experience as a bilingual teacher, scholar, and educator of early childhood professionals inform her unique perspective of equity-oriented educational praxis and policy.
Michele Turner
is the Lead Research Fellow at Madison College. She holds a PhD from the University of Wisconsin Milwaukee in Social Foundations of Education. Her teaching and research focus is equity and inclusion at all levels of education with a primary focus of early childhood and post-secondary education.
Max Vazquez Dominguez
is an Associate Professor in the Middle Grades, Secondary, and Science Education Department at the University of North Georgia. His research focuses on preservice teacher science and engineering education, K-8 emergent bilingualism, and family involvement.
Jay Well
is the Associate Director of the Science Math Investigative Learning Experiences program at Oregon State University. After spending seven years researching wildlife genetics, Jay discovered his passion for working to advance equitable STEM learning opportunities for rural underserved students.
Mira Cole Williams
is the Assistant Head of School at Charlottesville Day School. She is a strong advocate of high-quality teacher preparation in the area of Early Childhood Inclusive and Special Education and is focused on social justice and equity for young children and their families. She presents locally and nationally on a range of topics related to improving teacher preparation, inclusive practices in early childhood education, and disrupting microaggressions in P-16 educational settings.