Letitia E. Basford is an assistant professor in the School of Education at Hamline University. Her teaching and research interests focus on immigrant and refugee students’ equitable access to education, with a focus on culturally relevant and reform-based pedagogy.
Jean Baxen is currently an associate professor in the Department of Education and Deputy Dean (Research) in the Faculty of Education at Rhodes University in Grahamstown, South Africa. She obtained her Ph.D. in education from the University of Cape Town. Her research interests include social identity and HIV and AIDS, diversity in education, curriculum theory, and philosophy of education. She has also worked as a teacher, curriculum developer, researcher, and consultant on curriculum and HIV/AID. She is the author of many peer-reviewed papers, numerous research reports, and book chapters on aspects of education in South Africa. Her published books include Performative Praxis: Teacher Identity and Teaching in the Context of HIV/AIDS, and she is coeditor of the volume HIV/AIDS in Sub-Saharan Africa: Understanding the Implications of Culture and Context (2009).
Lisa García Bedolla is an associate professor of social and cultural studies in the Graduate School of Education at the University of California, Berkeley, and is chair of Berkeley’s Center for Latino Policy Research. She received her Ph.D. in political science from Yale University and her B.A. in Latin American studies and comparative literature from the University of California, Berkeley. She is author of Latino
Politics (Polity, 2009) and Fluid Borders: Latino Power, Identity, and Politics in Los Angeles (University of California Press, 2005), and winner of the American Political Science Association’s Ralph Bunche Award and a best book award from the American Political Science Association’s Race, Ethnicity, and Politics section. She is coauthor, with Melissa R. Michelson, of the forthcoming Mobilizing Inclusion: Redefining Citizenship Through Get-Out-the-Vote Campaigns (Yale University Press). Her work has appeared in the Journal of Politics, Politics & Gender, Latino Studies, American Politics Research, JESPAR, Harvard Journal of Hispanic Policy, State Politics & Policy Quarterly, and Social Science Quarterly and in numerous edited volumes. Her research focuses on the civic engagement of Latinos and other racial/ethnic groups in the United States, with particular emphasis on the intersection of race, class, and gender.
Nina K. Buchanan is a professor emerita of educational psychology at the University of Hawai‘i Hilo. She is consulting editor for the Journal of School Choice, contributing editor for Roeper Review, and reviewer for the Gifted Child Quarterly and Teachers
College Record. She has published articles in Roeper Review, the Journal of School Choice, Education Policy Analysis Archives, MAGIS International Journal of Research in Education, Irish Educational Studies, and other journals.
Jake Burdick is a doctoral candidate in the Curriculum Studies program at Arizona State University, where his research focuses largely on public sites of pedagogy and curriculum. Jake is the coeditor of Handbook of Public Pedagogy and of Complicated Conversations and Confirmed Commitments: Revitalizing Education for Democracy. He has published scholarly work in Review of Educational Research, Qualitative Inquiry, Curriculum Inquiry, Journal of Curriculum and Pedagogy, and The Sophist’s Bane, as well as creative nonfiction in The Mississippi Review. Furthermore, he has upcoming work in Critical Methodologies<=>Cultural Studies. He serves as publications chair on the governing council of the Curriculum and Pedagogy Group and as nominations chair for the Critical Issues in Curriculum and Cultural Studies SIG of the American Educational Research Association. Currently he is working on a narrative study of the pedagogical ontologies of grassroots social justice activists, as well as a follow-up volume on public pedagogy. He holds a master’s and a bachelor’s degree in English from Northern Arizona University, and he expects to earn his Ph.D. in December 2011.
Anne T. Craig is currently a research assistant and lecturer in the School of Education at the University of Michigan. She received an M.A. in Educational Administration and Policy from the University of Michigan and a J.D. from the University of Michigan Law School. Her research interests include access to educational opportunity among youth in the United States and South Africa and how education policies, school practices, and social resources shape students’ educational opportunities.
Suzanne E. Eckes is currently an associate professor in the Educational Leadership and Policy Studies Department at Indiana University. She has published over 70 school-law articles and book chapters, is an editor of the Principal’s Legal Handbook, and is a member of the board of directors for the Education Law Association. Her published works have appeared in the American Educational Research Journal, Teachers College Record, Educational Policy, and Education Week.
Walter Feinberg holds a Ph.D. in philosophy from Boston University and is the Charles D. Hardie Emeritus Professor of philosophy of education at the University of Illinois in Urbana. He is a cofounder of the Institute of Philosophy of Education at Fudan University, China. Feinberg has served as the Benton Resident Scholar at the University of Chicago and was appointed a Spencer Foundation Resident Faculty Fellow. He is the author of a number of books and articles addressing the relationship between education and democracy, including For Goodness Sake: Common Schools/Uncommon Identities (Yale University Press), and is a coeditor of Citizenship Education
in Liberal Democratic Societies (Oxford University Press, 2002). His latest book, For Goodness Sake: Religious Schools and Education for Democratic Citizenry, is published by Routledge. He has served as president of the North American Philosophy of Education Association and the American Educational Studies Association. His current work, supported by the Spencer Foundation, examines the teaching of religion in public schools. Feinberg has been a keynote speaker at the British Philosophy of Education Society Oxford; he has delivered the Butts lecture at AESA and the Dewey Lecture at AERA.
Shlomo Fischer is a fellow in the Jewish People Policy Institute in Jerusalem. He also teaches in the Department of Sociology and Anthropology at Tel Aviv University and in the School of Education of the Hebrew University of Jerusalem. He was awarded his Ph.D. in 2007 from the Department of Sociology and Anthropology at the Hebrew University. He recently published (in Hebrew) The Burden of Tolerance: Religious Traditions and the Challenge of Pluralism (coedited with Adam Seligman; HaKibbutz HaMeuchad, 2007). He has also published extensively on religion, politics, and class in Israel. Fischer has worked in the field of education for the past 25 years. He is the founder of Yesodot: Center for Torah and Democracy, which works to advance education for democracy in the State religious school sector, and was its executive director from 1996 to 2007.
Gustavo E. Fischman is a professor in the Mary Lou Fulton Teachers College and the School of Transborder Studies at Arizona State University. He obtained his Ph.D. in social sciences and comparative education at the University of California, Los Angeles in 1997. His areas of specialization are comparative education, higher education policy studies, and gender studies in education. His doctoral dissertation won the 1998 Gail P. Kelly Outstanding Dissertation of the Year Award of the Comparative and International Education Society. In 2005, he was selected as Research Fellow for the annual Program of Research of the Institute of Advanced Studies, Lancaster University. In 2008 he was a Visiting Fellow in the Mundusfor Masters (Erasmus Mundus Program, European Union) and in 2009 he obtained a New Century Scholar Award from the William Fulbright Foreign Scholarship Board. He actively collaborates on projects in the United States, Brazil, Argentina, Spain, Portugal, and Mexico. His books include Imagining Teachers: Rethinking Teacher Education and Gender and Education, Crisis and Hope: Tension and Change in Latin America, and he has written numerous articles on comparative education, teacher education, and gender issues in education. He is the lead editor of Educational Policy Analysis Archives and coeditor of Education Review/Reseñas Educativas.
Robert A. Fox is a professor emeritus of physics at the University of Hawai‘i at Hilo. He is consulting editor for the Journal of School Choice and cochair of its First Annual School Choice and Reform International Conference, and serves as an education book reviewer for the American Library Association’s Choice journal. Fox’s work has been published in the Journal of School Choice, Education Policy Analysis Archives, MAGIS International Journal of Research in Education, Irish Educational Studies, and elsewhere.
Gene V Glass is a research professor and a senior researcher in the National Education Policy Center in the School of Education at the University of Colorado at Boulder. He is an Emeritus Regents’ Professor of Arizona State University. He was elected President of the American Educational Research Association in 1974 and received that organization’s Distinguished Contributions to Education Research award in 2008. He is a member of the National Academy of Education.
Eric Haas is a senior research associate at WestEd, where he conducts research on education issues, with a focus on English language learners and the link between education research and policy development. He is currently the principal investigator on a 4-year, $2.6 million study funded by the U.S. Department of Education that is examining the effectiveness of an English language learner writing program. He has also conducted extensive research on the process of education policymaking. His research on the influence of cognitive frames and education research on the development of specific education policies has been published in academic journals, including the American Educational Research Journal, the Peabody Journal of Education, and the Bilingual Research Journal, as well as in books and the popular press. In 2005, the Institute for Advanced Studies at the University of Lancaster (England) recognized Haas’s contributions to the field with a Visiting Scholar award. In 2010, he presented a keynote address to the Alberta Teachers Association (Canada) annual convention on the political framing of education issues. He obtained his Ph.D. in educational leadership and policy studies from Arizona State University in 2004 and his law degree from Catholic University in 1990.
Lori Diane Hill is an assistant professor in the School of Education and the Department of Afroamerican and African Studies at the University of Michigan. She is also a faculty associate at the University’s African Studies and National Poverty Centers. She holds a Ph.D. in sociology from the University of Chicago. Her research interests include urban education, stratification and inequality, youth social networks and social capital, and organizational analysis. Her work focuses on access to educational opportunity among youth of color in urban contexts in the United States and South Africa and examines how education policies, school practices, and social resources within families cooperatively shape students’ social mobility trajectories. Her research has investigated how high school structures and practices vary in ways that influence racial/ethnic and social class inequality in access to postsecondary education. Her work has been published in Sociology of Education, Review of Research in Education, and The Urban Review.
Mark C. Hogrebe is an institutional researcher in the Department of Education, Washington University in St. Louis. He compiles data and conducts research about K–12 attainment and other education indicators for the Center for the Study of Regional Competitiveness in Science and Technology. He served as a research and statistical analyst for two National Science Foundation–funded programs at Washington University: Center for Inquiry in Science Teaching and Learning and the Math and Science Partnership program in Science Outreach. He received his Ph.D. in educational psychology from the University of Georgia and has taught courses in applied statistics, research methods, tests and measurement, and GIS for education researchers at American Educational Research Association conferences. His interests include research and evaluation methodologies in applied settings, education in science and technology fields, and the use of GIS to give geospatial perspective to education data.
Yotam Hotam is currently an assistant professor at the Faculty of Education at the University of Haifa, Israel. He is also the chief editor of the Hebrew journal Tabur: A Yearbook for European History, Culture, Society and Thought. He obtained his Ph.D. in history from the Hebrew University of Jerusalem in 2004. His research interests include the study of alternatives in education, imagination in education, students’ perspectives of learning, postsecular education, and critical theology. His published books include Space Theodyssey: Science Fiction, Religiosity and Education in a Post-Secular Age (Resling, 2010; in Hebrew) and Modern Gnosis and Zionism: Culture Crisis, Life Philosophy and National Jewish Thought (Vandenhoeck & Ruprecht, 2009; in German).
Kavitha Mediratta is a program executive at The Atlantic Philanthropies and is responsible for grant making to reform school discipline policies nationally. She was previously a program officer at the New York Community Trust. Before joining the trust, she led the youth organizing and community organizing research programs at Brown University’s Annenberg Institute for School Reform. She is the lead author of Community Organizing for Stronger Schools:
Strategies and Successes by Harvard Education Press. She has also served as a senior research scientist at New York University and a Warren Weaver Fellow at the Rockefeller Foundation and has taught in public and private schools in the United States and India.
Roslyn Arlin Mickelson is a professor of sociology, public policy, information technology, and women and gender studies at the University of North Carolina at Charlotte. She taught social studies in an urban high school for 9 years before she received a Ph.D. from the University of California, Los Angeles, in 1984. She has published widely on minority educational issues, desegregation, social science and the law, gender and education, the education of homeless children, and educational policy. With Kathryn Borman, she coedited three Teachers College Record special issues (2010, Vol. 112, Nos. 4, 5, 6) about the effects of school racial and socioeconomic composition on educational outcomes. Currently, she is writing a book synthesizing social science research on the effects of integrated schooling. In 2011, University of North Carolina at Charlotte awarded her the First Citizens Bank Scholars Medal to honor her distinguished career as a researcher.
Michele S. Moses is professor of educational foundations, policy, and practice and associate dean for graduate studies at the University of Colorado at Boulder. She specializes in philosophy and education policy studies, with particular expertise in issues related to race, class, and gender, such as affirmative action and other equal opportunity policies. Her work has appeared in journals such as American Educational Research Journal, Educational Researcher, Harvard Educational Review, and Journal of Social Philosophy, as well as The Chronicle of Higher Education and Inside Higher
Ed. In addition, she is the author of Embracing Race: Why We Need Race-Conscious Education Policy (Teachers College Press, 2002). Her current research is aimed at gaining a deeper understanding of the roots of the political debates over race-conscious policies that profoundly affect meaningful opportunities for higher education. She is examining the nature of persistent moral disagreement about affirmative action and the effects of eliminating affirmative action through the state ballot initiative process. She has been a National Academy of Education/Spencer Postdoctoral Fellow and a Fulbright New Century Scholar and recently was awarded the Early Career Award from the American Educational Research Association.
Halima Namakula is currently studying toward her master’s degree in the Education Department at Rhodes University in Grahamstown, South Africa. She holds a bachelor of arts degree from Makerere University, Uganda, and a bachelor of education (Hons) degree from Rhodes University, South Africa. Her research interests include access to education, literacy in early childhood, HIV/AIDS and education, and information and communications technologies and education.
Mokubung Nkomo is a professor of education at the Tshwane University of Technology in South Africa and director of the Center for Diversity and Social Cohesion. He obtained his Ph.D. at the University of Massachusetts in 1983. He serves on many boards and is author of numerous articles in academic journals.
Trevor Norris is an assistant professor of philosophy of education at the Ontario Institute for Studies in Education at the University of Toronto. His research and teaching focus on the intersection of education, politics and philosophy, and political philosophy of educational thought. Topics include globalization, (neo) liberalism, and democracy; the contributions of philosophy of education to educational research; and the political and pedagogical implications of consumerism. A 2011 book with University of Toronto Press, Consuming Schools: Commercialism and the End of Politics, investigates the origins and nature of consumerism within Western political, pedagogical, and philosophical thought and its current impact on the public and democratic functions of education. Cases drawn from current trends in school commercialism explore how schools are increasingly sites for the promotion of consumer values and lifestyles. He is the founder and director of research for the Ontario Institute for School Commercialism Studies. A second key research area regards high school philosophy in Ontario and explores teachers’ conceptions of the aims of philosophy education and of how philosophy is enacted in the classroom. He has consulted with the provincial government regarding revisions to the Grade 12 philosophy curriculum. His essays have appeared in Educational Researcher, Studies in Philosophy and Education, Policy Futures in Education, Philosophical Studies in Education, the Philosophy of Education Yearbook, Paideusis: The Canadian Journal of Philosophy of Education, and Our Schools/Ourselves.
John Rogers is an associate professor in the Graduate School of Education and Information Studies and the director of the Institute for Democracy, Education, and Access at the University of California, Los Angeles. He also serves as the cochair of American Education Research Association’s Special Interest Group on Grassroots Community and Youth Organizing. He studies the role of public engagement in equity-focused school reform and civic renewal. He is the coauthor of Learning Power: Organizing for Education and Justice (2006) and the coeditor of Public Engagement for Public Education: Revitalizing Democracy and Equalizing Schools (2010). He is also an expert on the quality and distribution of learning conditions in California public schools and communities and for several years has authored the California Educational Opportunity Report that is widely used by state lawmakers as well as civic and community organizations.
A. G. Rud is the dean and a professor in the College of Education at Washington State University. He holds an A.B. in religion from Dartmouth College and an M.A. and a Ph.D. in philosophy from Northwestern University. He researches the moral dimensions of teaching, learning, and leading in both K–12 and higher education. His most recent books include Albert Schweitzer’s Legacy for Education: Reverence for Life and, edited with Jim Garrison, Reverence and Teaching: Reviving an Ancient Virtue for Today’s Schools, published by Palgrave Macmillan in 2011 and 2012, respectively. Rud has served as chair of the editorial board of Purdue University Press as well as a member of the editorial or review boards of notable educational journals such as Educational Theory, Education Policy Analysis Archives, Journal of Thought, and Studies in Philosophy and Education. He has recently completed a 6-year term as the editor of Education and Culture, the journal of the John Dewey Society.
Lauren P. Saenz is an assistant professor at the Lynch School of Education at Boston College. She received her Ph.D. in 2010 in educational foundations, policy, and practice from the University of Colorado, where she was the recipient of the school’s Outstanding Doctoral Graduate award. She is also a past finalist for Outstanding Dissertation awards for both the Politics in Education Association and the American Education Research Association (Division J). Her research focuses on educational evaluation, democratic theory, philosophical foundations of education and research, and race-conscious education policy. She currently serves on the editorial board for the American Educational Research Journal—Social and Institutional Analysis section. Her scholarly publications have appeared in the Harvard Educational Review and the American Journal of Education.
Jennifer A. Sandlin is an associate professor in the Culture, Society, and Education program in the School of Social Transformation at Arizona State University; she is also a faculty member in the Curriculum Studies program at the university. Her research focuses on the intersections of education, learning, and consumption, as well as on understanding and theorizing public pedagogy—especially popular culture and social activist enactments of public pedagogy. In her work, she seeks to understand both how we learn into ideologies of consumerism as well as how we creatively resist and negotiate those ideologies. Her recent work on consumption and education investigates sites of public pedagogy, informal learning, and anticonsumption social activism that question the norms of consumption, create resistance to consumer culture, and focus on “unlearning” consumerism. Current projects that explore the workings of public pedagogy include an exploration of Jack T. Chick religious cartoon tracts as “paranoid (public) pedagogies” that function to constrain desire and to limit how individuals might think and act in the world. Her work has been published in Journal of Consumer Culture, Review of Educational Research, Teachers College Record, Journal of Curriculum & Pedagogy, Adult Education Quarterly, International Journal of Qualitative Studies in Education, Qualitative Inquiry, and Curriculum Inquiry. She recently edited, with Peter McLaren, Critical Pedagogies of Consumption: Living and Learning in the Shadow of the “Shopocalypse” (2010, Routledge); and, with Brian Schultz and Jake Burdick, Handbook of Public Pedagogy: Education and Learning Beyond Schooling (2010, Routledge).
Seema Shah is a research and evaluation consultant based in New York City. Her areas of expertise include youth and community organizing, diversity, urban education, and immigrant and refugee youth. Seema has published and presented widely on these topics over the past decade and is the coauthor of the book Community Organizing for Stronger Schools: Strategies and Successes published by Harvard Education Press. Currently, she is the director of research for special projects at the Foundation Center and has previously held research positions at the Annenberg Institute for School Reform at Brown University, the Consultation Center at Yale University, and the Institute for Policy Research at Northwestern University. She holds a Ph.D. in clinical/community psychology from DePaul University and a B.A. in psychology from Duke University.
William F. Tate IV is the Edward Mallinckrodt Distinguished University Professor in Arts & Sciences at Washington University in St. Louis. He also directs the Center for the Study of Regional Competitiveness in Science and Technology and serves as chair of the Department of Education at the university, where he holds academic and research appointments in the Center for Applied Statistics, Institute for Public Health, and Urban Studies. He is a past president of the American Educational Research Association. Tate is a fellow of the Association as well as the recipient of a presidential citation for his contributions to theory and methods associated with research on opportunity to learn and social disparities. He has concentrated his research efforts in four areas: (a) social determinants of mathematics, engineering, technology, and science attainment and disparities; (b) adolescent development and health; (c) political economy of urban metropolitan regions; and (d) leadership in public–private human services alliances and research collaborations.
Philip Wexler is currently professor of sociology of education and director of the School of Education, Hebrew University of Jerusalem. He has previously served as Scandling Professor of Education and Sociology, and dean, Warner Graduate School of Education, University of Rochester. Wexler’s research interests center on the intersection of sociology, education, and Jewish studies. His most recently published books include Mystical Society (Westview, 2000), Symbolic Movement: Critique and Spirituality in Sociology of Education (Sense, 2007), and Mystical Interactions: Sociology, Jewish Mysticism and Education (Cherub Press, 2007).
