Cole Reilly

Cole Reilly is an associate professor of education at Towson University who routinely teaches social studies methods courses, as well as classes 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).”

Vonzell Agosto

Dr. Vonzell Agosto is an associate professor of curriculum studies in the Educational Leadership & Policy Studies Program at the University of South Florida. Her primary line of inquiry asks how educational contexts can be (more or less) oppressive especially with regard to culture, race, gender, and dis/ability. This research is published in handbook chapters, articles and journals including Teachers College RecordEducational ResearcherReview of Research in EducationJournal of Curriculum TheorizingJournal of Curriculum and Pedagogy, and the Journal of School Leadership.

Katherine Fogelberg

Katherine Fogelberg earned a PhD in Science Education from Texas Christian University and a Doctor of Veterinary Medicine from Texas A&M University.  She has clinical experience with companion, wildlife, and zoo animals. Dr. Fogelberg taught in a school of public health for almost 9 years prior to joining LMU-CVM, which helped develop her research interests in faculty professional development, global public health, and higher education.  An Army veteran, her final duty assignment was at Fort Sam Houston, TX as the Officer in Charge of Training for the Combat Casualty Care Course, a 9-day, in-residence course that trained military healthcare providers from around the world in their field combat mission. She is currently an active member of numerous veterinary medicine and public health societies, serves as a reviewer for a number of scholarly journals covering education, veterinary medicine, and public health, and is a an associate editor for the peer-reviewed journal Disaster Medicine and Public Health Preparedness.  She also founded and is the Executive Director of MSoMI Academy for Girls (, a 501(c)(3) recognized non-profit organization that is working to co-create access to education for school-age children in Kenya.  Her hobbies including sewing, reading, baking, and proving surgeons wrong when they tell her that she will “never do X again after surgery”!

Jim Jupp

Jim Jupp 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 2017. Additionally, drawing on his experiences living and studying in Spanish language traditions in Mexico and Texas, his second line of research develops transnational sensibilities in education with an emphasis on decolonial Hispanophone curriculum targeted at informing education in Latinx 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.

Freyca Calderon-Berumen

Freyca Calderon-Berumen works as an Assistant Professor in Elementary and Early Childhood Education at Penn State Altoona. 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. She 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.

Christen Sperry García

Originally from the San Diego/Tijuana borderlands, García’s visual and written work is informed by Latina/x theories. García is co-founder of the Nationwide Museum Mascot Project (NWMMP). Examining the borders that exist between the public and art institutions, NWMMP has performed at over 40 museums and art venues in the US, Latin America, and Europe. For six years, she worked for internationally known video artist Bill Viola and collaborated with the artist’s galleries in New York, London, and Seoul. García has published in peer-reviewed journals including: Art Education, The Drama Review, and Visual Arts Research. She has over 15 years of experience teaching in university, K-12, and community settings. García received her PhD in Art Education at Penn State. She earned an MFA in Sculpture/4D from California State University, Long Beach. She is Assistant Professor at the University of Texas Rio Grande Valley.

Jake Burdick

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

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.

Karla O’Donald

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.

Michelle Angelo Dantas Rocha

Michelle Angelo Dantas Rocha is a Brazilian doctoral student in the Educational Leadership & Policy Studies program at the University of South Florida (USF). She earned her Master’s degree in Latin America and Caribbean Studies with a concentration in Sociology and Human Rights at USF, and Journalism at the Universidade Católica de Brasília. Michelle’s research agenda focuses on social justice issues such as human trafficking, femicide, indigenous education in Brazil, multilingual education in the U.S, and media analysis. Her study efforts are on underprivileged Latino immigrant families in the United States and Latin America. Michelle has experience working as a volunteer teacher assistant helping adult refugees to learn English in the Tampa Bay area. She conducted ethnographic research with immigrant victims of human trafficking in Florida, and with women victims of femicide in Argentina. Michelle worked with service providers, non-governmental organizations, human rights activists, educators, policymakers, and law enforcement that work directly with Latinas trafficking victims and refugees. She previously held positions in higher education and coordinated educational workshops and events for educators, international and underprivileged students from Hillsborough County Public Schools.

Miryam Espinosa-Dulanto

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 Jaramillo

Nathalia E. Jaramillo is a Professor of Interdisciplinary Studies at Kennesaw State University. She is the author of Immigration and the Challenge of Education (Palgrave-MacMillan, 2012) and co-editor of Epistemologies of Ignorance in Education (Information Age Publishing, 2011). She is also co-editor of a forthcoming collection, Disrupting Colonial Pedagogies: Theories and Transgressions (University of Illinois Press). Nathalia has written extensively in the fields of critical educational thought and politics of education. Her work is interdisciplinary and examines questions around culture, politics, gender, and epistemology utilizing the frameworks of decolonial and feminist thought.  

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.

Karin Lewis

Karin Ann Lewis is an associate professor in the Teaching & Learning Department at the University of Texas Rio Grande Valley (UTRGV). Following a teaching career in public education, she earned her Ph.D. in Educational and Counseling Psychology from the University of Kentucky. Dr. Lewis teaches courses at the undergraduate, graduate, and doctoral levels in Educational Psychology (in the areas of cognition, learning, and human development, adult learning theory), writing for inquiry, and diversity, equity, and inclusion. Her scholarly focus explores complexities of identity and agency from a social justice perspective intended to challenge the status quo and open transdisciplinary discourses. She seeks ways to transcend traditional educational paradigms through transformative, culturally responsive pedagogies. Dr. Lewis’s scholarship is grounded in qualitative, collaborative, collective ethnographic methodologies.

Jairo I. Fúnez-Flores

Jairo I. Fúnez-Flores, PhD is an Assistant Professor of Curriculum Studies at Texas Tech University. His research works at the intersections of sociocultural studies of education, curriculum studies, decolonial theory, and qualitative methodology. He has a particular interest in the ways in which Latin American student movements create alternative pedagogical spaces within and beyond educational institutions. Through critical ethnography his work interprets how student activists construct political identities, knowledges, pedagogies, and practices of resistance that unsettle neoliberal education reform. Jairo’s research also theorizes the geopolitics of curriculum and examines how curriculum reform perpetuates coloniality within the context of neoliberal globalization. His most recent work advances transgressive decolonial hermeneutics in activist education research and examines the conceptual and methodological points of convergence between the decolonial and ontological turn in social theory.

Erik Malewski

Erik L. Malewski is a Professor of Curriculum Studies at Kennesaw State University in the Bagwell College of Education. His scholarship has focused on cross-cultural international experiences for pre-service teachers, the implications of ignorance for curriculum and pedagogy, and synoptic study of the field of Curriculum Studies. He has taught courses focused on diversity, multiculturalism, equity, and global issues in education.

His current research focuses upon ignorance in education and the implications of epistemologies of ignorance for current political and educational movements. He is also working on a sole-authored book on the connection between the teaching and life of Mahatma Gandhi and contemporary curriculum theorizing. In addition to his current work, he has published in journals that include Curriculum Inquiry, the Journal of Curriculum Theorizing, Teachers College Record, Teachers and Teacher Education, among others. He also edited the Curriculum Studies Handbook: The Next Moment.

Prior to his current faculty appointment, he served eight years as a chief diversity officer at Kennesaw State University and was an Associate Professor of Curriculum Studies at Purdue University. 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.




We seek to create a space in which to advance the ideals of progressive curriculum and democratic leadership in education through dialogue and action.