Contributors

Abstract

Previous article FreeContributorsPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreNour Abu-Assab ([email protected]) is a feminist sociologist with a PhD (2012) from the University of Warwick. She is cofounder and codirector of the Centre for Transnational Development and Collaboration, and a multidisciplinary practitioner and scholar with over 15 years of experience working on issues related to social justice in the Global South.Dilraba Anayatova ([email protected]) is a PhD student in the Educational Policy and Evaluation Program at Mary Lou Fulton Teachers College at Arizona State University. Dilraba is interested in rural education and its intersection with environmental education in and outside classrooms in Kazakhstan.Demet Arpacik ([email protected]) is a lecturer affiliated with the City University of New York. Her research is situated at the intersections of sociolinguistics and education and covers themes such as the politics of languages, decolonial language and education practices, and language ideologies. Her dissertation focused on the Kurdish language movement.Bilal Barakat ([email protected]) is a researcher, policy analyst, and lecturer specializing in education statistics and demography; former monitoring lead for the Global Education Monitoring Report; and founding partner of benedex. His analyses have appeared in leading academic journals and have informed the work of international organizations, including UNESCO and the IPCC.Dana Burde ([email protected], www.danaburde.com) is associate professor of international education and politics, director of the International Education Program at NYU Steinhardt, and founding editor-in-chief of the INEE-NYU Journal on Education in Emergencies. Her book Schools for Conflict or for Peace in Afghanistan won the 2017 Grawemeyer Award for Ideas Improving World Order.Martin Gustafsson ([email protected]) is an education economist working for Research on Socioeconomic Policy (RESEP), a unit within Stellenbosch University; does occasional work for the UNESCO Institute for Statistics (UIS); and is a part-time analyst and planner at the Department of Basic Education, the government body responsible for South Africa’s schooling sector.Sreemali Herath ([email protected]) is an assistant professor in the Faculty of Education of the University of Manitoba. Her research includes critical teacher education, postconflict reconciliation, and refugee narratives. She is a coeditor of Critical Action Research Challenging Neoliberal Language and Literacies Education: Auto and Duo Ethnographies of Global Experiences (2022).Dong Wook Jeong ([email protected]) is a professor in the Department of Education at Seoul National University. His research focuses on educational decentralization, school governance, educational opportunities and resource allocation, and education policy analysis for school effectiveness and equity.Carrie Karsgaard ([email protected]) is a postdoctoral fellow in the Mary Lou Fulton Teachers College at Arizona State University funded through Canada’s Social Sciences and Humanities Research Council. Her research focuses on social, epistemic, and climate justice in formal and nonformal education, including social media.Elisabeth King ([email protected], www.elisabethking.com) is professor of international education and politics at New York University’s Steinhardt School and founding director of NYU’s minor in peace and conflict studies. She is author of Diversity, Violence, and Recognition (with Cyrus Samii) and From Classrooms to Conflict in Rwanda.Rinat Kiperman ([email protected]) has a BSc in biology and psychology with an emphasis on neuroscience from Tel Aviv University and is currently working as a data analyst, developing AI for the detection of online toxicity.Thomas F. Luschei ([email protected]) is a professor in the School of Educational Studies at Claremont Graduate University. The primary focus of his research is the impact and availability of educational resources for marginalized children and youth.Shira Eva Marshall ([email protected]) is a doctoral student at the School of Education, Tel Aviv University, conducts research in the field of career development, and is currently working as an educational counselor with at-risk youth.Chan Ju Moon ([email protected]) is an associate research fellow at the Korea Research Institute for Vocational Education & Training. His work focuses on the effectiveness of education programs and policies, with an additional research focus on the studies of school-to-work transition in the view of career education.Heewon Moon ([email protected]) is a PhD candidate in educational administration at Seoul National University, where she earned her MA in economics. During the course of her PhD, she has focused on issues regarding the economics of education, such as peer effects in online classes and spillover effects of parental involvement in school.Clara Morgan ([email protected]) conducts research in the fields of global governance of education, comparative education policy, and disability and accessibility policy. She has published in several scholarly journals, including Disability & Society, and is the founder of Qudraat.org. Morgan is director with the Government of Canada’s Office of Public Service Accessibility.Nof Nasser-Eddin ([email protected]) is a feminist sociologist with a PhD (2011) from the University of Warwick. Nof is the cofounder and codirector of the Centre for Transnational Development and Collaboration, with over 15 years of experience beyond academia. She has also worked with different international, national, and local NGOs.Ann Nielsen ([email protected]) is the director of the Office of Global Engagement in Mary Lou Fulton Teachers College at Arizona State University. Her research explores the subjectivities of teachers, educator leadership, and school-level change. Her recent research has begun to explore teacher perspectives of education for sustainability in the context of the Anthropocene.Maissam Nimer ([email protected]) is an assistant professor at Istanbul University, Faculty of Political Sciences, working at the intersection of migration governance and experiences, social and gender inequalities, and development. She examined the transformation of intellectual production in exile in France, as well as the experiences of Syrian refugee youth in Turkey and language learning.Avner Rogel ([email protected]) is a PhD candidate at the School of Education, Hebrew University of Jerusalem, and serves as the head of the Magnus Hirschfeld Research Institute and the rector of the Marsha College for LGBT+. Research areas including queer pedagogy; LGBT+ students and teachers; and SOGIE within formal, nonformal, and informal education spaces.Leslie Rutkowski ([email protected]) is professor of quantitative research methodology at Indiana University–Bloomington. Her research emphasizes the investigation and development of models, methods, and designs for international large-scale assessments.Orphée Senouf-Pilpoul ([email protected]) is a PhD candidate at the School of Cultural Studies, Tel Aviv University, and serves as the deputy head of the Magnus Hirschfeld Research Institute. Among her research interests are critical theory, feminist and queer studies, history of ideas, and French Continental philosophy.Iveta Silova ([email protected]) is professor and associate dean of global engagement at Mary Lou Fulton Teachers College. Her research focuses on building transcultural and transdisciplinary foundations for reenvisioning education futures toward planetary sustainability. She is especially interested in exploring childhood memories, ecofeminism, and environmental sustainability.Isa Steinmann ([email protected]) is associate professor at Oslo Metropolitan University. One strand of her research focuses on how education systems and schools affect student achievement and educational inequality outcomes. Another strand of her research interests concerns how properties of international large-scale assessments affect their results and interact with the respondents. Previous article DetailsFiguresReferencesCited by Comparative Education Review Volume 67, Number 3August 2023 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/725588 © 2023 Comparative and International Education Society. All rights reserved.PDF download Crossref reports no articles citing this article.