Hope and Joy in Education Authors

Theodorea Regina Berry, Ed.D. is Vice Provost for Student Learning and Academic Success and Dean of the College of Undergraduate Studies at the University of Central Florida.  Dr. Berry also has a faculty appointment as Professor of Curriculum Studies in the Department of Learning Sciences and Educational Research in the College of Community Innovation and Education at UCF. Dr. Berry is a pioneer scholar on critical race feminism in the context of curriculum studies with numerous journal articles and book chapters. She is the author of States of Grace: Counterstories of a Black Woman in the Academy (Peter Lang, 2018), lead editor of Latinx Curriculum Theorizing (Lexington Books, 2019), lead editor and contributing author of From Oppression to Grace: Women of Color and their Dilemmas Within the Academy (2016, Stylus Publishing) and co-editor and contributing author of The Evolving Significance of Race: Living, Learning, and Teaching (with Sherick Hughes, Peter Lang, 2012).

Mitch Bogen is Publications Associate at the Ikeda Center for Peace, Learning, and Dialogue in Cambridge, MA. He has been a writer and editor for a number of Boston-area peace and education nonprofits, taught comparative religion at the college level in Boston, and been a contributing writer for the Harvard Education Letter and Krista Tippett’s On Being. Mitch holds a Masters of Theological Studies from Harvard Divinity School and a Masters of Education in Teaching and Curriculum from the Harvard Graduate School of Education.

Melissa Riley Bradford is a professional lecturer in Ikeda/Soka Studies and Educational Leadership at the DePaul University College of Education, where she also serves as the principal preparation and superintendent internship program director. She teaches leadership theory and practice, qualitative research methodologies, and dialogue and education. Her research interests include value-creative dialogue, value-creative leadership, democratic education, and dialogic research methods. She was awarded the Ikeda research fellowship in 2015. She is a former 8th grade teacher and is also the founder of Tallgrass Sudbury School, a democratically run school of self-directed education.

Elora Halim Chowdhury is Professor of Women’s, Gender, and Sexuality Studies at the University of Massachusetts Boston. Her teaching and research interests include transnational feminisms, critical development studies, gender violence and human rights advocacy, and narrative and film with an emphasis on South Asia. She is the author of Transnationalism Reversed: Women Organizing Against Gendered Violence in Bangladesh (SUNY Press, 2011), which was awarded the National Women’s Studies Association Gloria  Anzaldúabook prize in 2012; and the coedited volumes South Asian Filmscapes: Transregional Encounters (University of Washington Press, 2020, with Esha Niyogi De); Interdisciplinary Approaches to Human Rights: History, Politics, Practice (Routledge, 2019 with Rajini Srikanth); and Dissident Friendships: Feminism, Imperialism and Transnational Solidarity (University of Illinois Press, 2016 with Liz Philipose). Her current book project is titled, Ethical Encounters: Women, War and Cinema in Bangladesh. Elora serves as the Series Editor to the Dissident Feminisms book series at the University of Illinois Press.

Deborah Donahue-Keegan is a Senior Fellow in the Jonathan M. Tisch College of Civic Life at Tufts University, and a faculty member in the Tufts Department of Education. Deborah also directs the Tisch College Initiative on Social Emotional Learning and Civic Engagement (SEL-CE). Deborah’s current research and teaching focus on social-emotional learning, equity, and well-being in higher education, with focus on faculty professional development. She serves on the Advisory Board for SEL4US (SEL Alliance for the U.S.), a national advocacy organization. Deborah also serves on the steering committee for SEL4MA (SEL Alliance for Massachusetts). She cofounded and coleads the Massachusetts Consortium for Social-Emotional Learning in Teacher Education (MA SEL-TEd).  

Walter S. Gershon (Ph.D.) is Associate Professor of Critical Foundations of Education and Program Coordinator of Urban Education in the Department of Language, Literacy, and Sociocultural Education at Rowan University. His scholarship focuses on questions of justice about how people make sense, the sociocultural contexts that inform their sense-making, and the qualitative methods used to study those processes. Although his scholarship most often attends to how marginalized youth negotiate schools and schooling, Walter is also interested in how people of all ages negotiate educational ecologies outside institutions. In addition to other scholarly publications, Dr. Gershon is editor and/or author of five books, including Sound Curriculum: Sonic Studies in Educational Theory, Method, and Practice, 2018 Outstanding Book Award Winner, Division B (Curriculum Studies) of the AERA.

Jason Goulah is Professor of Bilingual-Bicultural Education and Director of the Institute for Daisaku Ikeda Studies in Education at DePaul University in Chicago, IL, and Executive Advisor at the Ikeda Center for Peace, Learning, and Dialogue in Cambridge, MA. At DePaul, he is also director of programs in Bilingual-Bicultural Education, World Language Education, and Value-Creating Education for Global Citizenship. His research focuses on transformative language learning; Ikeda/Soka studies in education; socio-ecological justice; and language, culture, identity and new literacies. His scholarship has appeared in multiple edited volumes and scholarly journals. His books include Daisaku Ikeda, Language and Education, which received the 2015 AESA Critics Choice Book Award; Makiguchi Tsunesaburo in the Context of Language, Identity and Education; Makiguchi Tsunesaburo (1871–1944): Educational Philosophy in Context (with Andrew Gebert); and TESOL and Sustainability: English Language Teaching in the Anthropocene Era (with John Katunich).

Christopher Hall is a PhD candidate in the University of Massachusetts Boston Urban Education, Leadership, and Policy Studies program. His research interests center around students labelled as severely disabled and their educational spaces of displacement. Informed by the tenets of Disability Studies in Education, he uses inclusive methodologies, adapting and modifying qualitative research methods to provide his participants with an opportunity to share their unique “voice” using both traditional and nontraditional forms of communication. Chris is a special education art teacher for Boston Public Schools and specializes in facilitating the creation of large-scale collaborative mosaics that showcase the talents of his 200 students diagnosed with Autism Spectrum Disorder. 

M. Francyne Huckaby is Associate Dean of the School of Interdisciplinary Studies and Professor of Curriculum Studies at Texas Christian University (TCU). She is former director of TCU’s Center for Public Education and current president of the Society of Professors of Education. She works (as pedagogue, curricularist, and scholar) to create openings and spaces for anti-oppressive discourses and practices. She is most interested in spaces where divergent worldviews coexist. These, she argues, are sites of power relations that are educational and political. Her scholarship on community organizing and resistance to neoliberal education reform puts filmmaking to work as a form of inquiry and making public—publicaré—research and sites of resistance and struggle. Her books include Researching Resistance: Public Education after Neoliberalism (2019) and Making Research Public in Troubled Times: Pedagogy, Activism, and Critical Obligations (2018).

Nozomi Inukai is a translation and research scholar at the DePaul University Institute for Daisaku Ikeda Studies in Education. She teaches in DePaul’s graduate and undergraduate programs in Value-Creating Education for Global Citizenship, Bilingual-Bicultural Education, World Language Education, and Curriculum Studies. She was a 2018–2020 Education Fellow at the Ikeda Center for Peace, Learning, and Dialogue in Cambridge, MA, and is a former Japanese-English dual immersion elementary school teacher. Her scholarship has appeared in multiple scholarly journals.

Patricia Krueger-Henney is an associate professor at the University of Massachusetts in Boston. With her scholarship, she examines educational policies in urban school systems and how these occupy physical school space and the ways these inform young people’s stances toward their educational trajectories. Through participatory action research, Krueger-Henney documents how young people perceive and experience social, and particularly racial, injustices produced and reproduced by current structures and practices in education. Past projects have outlined how youth-centered visual narratives situate purposes, ethics, and pedagogies as embodied and spatialized knowledges. Prior to joining the Department of Leadership, she was a faculty member of various teacher education programs and directed various human education-centered after-school programs for public school youth.

Nina M. Kunimoto is a Ph.D. student at the University of Massachusetts Boston in the Urban Education, Leadership and Policy Program and is interested in research exploring teacher education and liberatory pedagogy. Nina is a faculty member of the Spark Teacher Education Institute where the program focuses on teaching, learning, and social justice, and she teaches Global Social Problems at the Community College of Vermont. In the past, she taught secondary social studies and in refugee camps internationally. Also, Nina is part of the hosting collective for Indigo Radio. 

John Lupinacci is an Associate Professor of Cultural Studies and Social Thought in Education at Washington State University. His work as an ecocritical scholar-activist in teacher education, environmental education, and curriculum studies contributes to his research on teaching to address the conditions of the Anthropocene in K–12 schools and higher education. He is coauthor of the book EcoJustice Education (Routledge), and is on the editorial boards for Educational Studies, Critical Education, and Journal for Critical Media Literacy. Dr. Lupinacci was recognized by the Washington Education Research Association (WERA) with the Research Award in 2018. 

Allison Mattheis is an Associate Professor in the Division of Applied and Advanced Studies at California State University Los Angeles, where she teaches and advises students in the Ed.D. in Educational Leadership and M.A. in Educational Foundations programs. She is a former secondary school science teacher and holds a K–12 Principal's License (administrative credential) from the state of Minnesota. Her research interests include sociocultural analysis of educational policy, ethnographic explorations of educational and workplace cultures and climates, and LGBTQ identities and queer epistemologies in education and STEM fields. Her work is driven by a commitment to empowering teachers as change agents, students as decision makers, and educators as solidarity builders.

Jayna McQueen Baker has been serving students, families, and communities through her role in public education since 2007. She has taught students in grades K–8 as well as undergraduate students. She now serves as the Dean of Students at a high school where she integrates restorative practices throughout her daily work. She earned her Doctorate of Curriculum Studies at Texas Christian University in 2019, where her scholarship focused on understanding the needs of children in poverty as well as the teachers who serve them. Dr. Baker’s work has been published in the Currere Exchange Journal and the Education Research for Social Change. She actively participates in and presents at educational conferences and currently holds the position of Assistant Section Editor for the Journal of Curriculum Theorizing.

Isabel Nuñez is professor of educational studies and director of the School of Education at Purdue University Fort Wayne. She holds a PhD in Curriculum Studies from the University of Illinois, Chicago; an MPhil in Cultural Studies from Birmingham University, UK; and a J.D. from UCLA Law. She has been a classroom teacher in Los Angeles and Birmingham; a newspaper journalist in Tokyo; and a visiting professor at the University of San Francisco. She has published two prior books with Teachers College Press: Worth Striking For: Why Education Policy is Every Teacher’s Concern, coauthored with Greg Michie and Pamela Konkol and released in 2015, and the 2014 volume Diving In: Bill Ayers and the Art of Teaching into the Contradiction, edited with Crystal Laura and Rick Ayers. Nunez has also authored chapters in books from Peter Lang, Routledge, SAGE, and Oxford University Press. Her work has appeared in Educational Studies, the Journal of Curriculum Theorizing, and Teachers College Record. She is associate editor for the Oxford Encyclopedia of Curriculum Studies and is currently vice president of AERA for Division B, Curriculum Studies.

Joe Ohlinger is an assistant professor in the School of Education at Purdue University Fort Wayne (PFW), where he teaches social studies methods and foundations courses. He taught elementary school for 7 years in the Chicago Public Schools. While finishing his Ph.D. in Curriculum Studies at the University of Illinois at Chicago, Dr. Ohlinger taught curriculum, foundations, and learning environments courses in both face-to-face and online formats at the university level. His scholarly interests revolve around self-study, narrative inquiry, and phenomenology. His teaching focuses on the theme of empowerment as both an idea and a skill: grounded in students' own identities, cultivated in the classroom dynamic, and explored in the context of society. 

Michio Okamura is a Japanese language teacher at Andrew Jackson Language Academy in Chicago Public Schools. He is also a doctoral student at DePaul University. His research interest is Makiguchi Studies and the application of Makiguchi's pedagogy to Japanese as foreign language education. The value-creating pedagogy gave him the perspective to understand curriculum and learning outcomes in terms of their value. This perspective became his fundamental tool to plan, execute, and reflect on his teaching practice. He believes that knowledge is worth learning because it enables one to produce valuable outcomes and make contributions to various communities. He is convinced that his purpose of teaching the Japanese language is to have his students experience creating value by using knowledge so that they would become intrigued and excited to learn more to create more value.

Anita Patterson is a Professor of English at Boston University and author of From Emerson to King: Democracy, Race, and the Politics of Protest (Oxford University Press, 1997) and Race, American Literature and Transnational Modernisms (Cambridge University Press, 2008). She has published numerous articles on American literature and interculturality in journals such as American Literary History, The T. S. Eliot Studies Annual, Modern Language QuarterlyThe Nanzan Review of American Studies, and Souffle de Perse. She is currently writing a book about East-West dialogue in an American literary tradition extending from Emerson and T. S. Eliot up through the Black Chicago Renaissance, including Gwendolyn Brooks’s engagement with Ezra Pound’s imagism, and Richard Wright’s late haiku-inspired poetry.

Ritsuko Rita is a doctoral candidate at DePaul University and a research fellow at the DePaul University Institute for Daisaku Ikeda Studies in Education. She is a former English teacher in Japan, where she developed academic writing curricula, organized peace studies programs, and prepared applicants for overseas college admissions. At DePaul, she teaches in the degree program in Value-Creating Education for Global Citizenship. She has presented her research in foreign language education, teacher education, curriculum studies, and value-creating education at multiple international conferences across Asia and the United States. 

Sandra K. Vanderbilt is an educator and community-based researcher in Washington, D.C. Her research interests include youth storytelling, counterstory, critical literacy, and critical dis/abilities studies. A longtime school teacher and reading specialist in Chicago and Washington, D.C., she continues to work with schools, neighborhood community centers, and local arts-based and youth activist organizations. Dr. Vanderbilt and her family live in Northeast DC, and she currently teaches research methods at George Washington University.

Zeena Zakharia is Assistant Professor of International Education Policy at the University of Maryland, College Park. Her publications examine the interplay of language, conflict, and peacebuilding in education and advance a critical approach to refugee studies in the Middle East. These interests stem from over two decades of educational research, teaching, and leadership in war-affected contexts. Her current study (with F. Menashy, co-PI) investigates partnership arrangements in the global educational response to the Syria refugee crisis. She was a Tueni Fellow at the Carr Center for Human Rights Policy at Harvard's John F. Kennedy School of Government and a Middle Eastern Studies Postdoctoral Fellow at Columbia University. She regularly works with international and governmental organizations and schools operating in conflict-affected contexts.



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