Sue L.T. McGregor
Sue L. T. McGregor is a Canadian home economist (40 years) at Mount Saint Vincent University, Canada. She is a Professor in the Faculty of Education. Her intellectual work pushes the boundaries of consumer studies and home economics philosophy and leadership towards integral, transdisciplinary, complexity and moral imperatives. She is Docent in Home Economics at the University of Helsinki, a Kappa Omicron Nu Research Fellow (leadership), an TheATLAS Transdisciplinary Fellow, and an Associate Member of Sustainability Frontiers. In 2009, she was awarded the TOPACE International Award (Berlin) for distinguished consumer scholar and educator in recognition of her work on transdisciplinarity and consumer-citizenship education. Affiliated with 19 professional journals, she is Associate Editor of two home economics journals and part of the Editorial Team for Integral Leadership Review. Sue has delivered 35 keynotes and invited talks in 15 countries and published over 150 peer-reviewed publications, 21 book chapters, and 9 monographs. She published Transformative Practice in 2006. Consumer Moral Leadership was released in 2010. With Russ Volckmann, she co-published Transversity in 2011 and, in 2012, she co-edited The Next 100 Years: Creating Home Economics Futures.
Active on social networks, she curates information on e-learning and media on
Karen Hamilton is a professor and online coordinator in the School of Liberal Arts & Sciences at George Brown College in Toronto, Canada. Partially seconded to the e-Learning & Teaching Innovation division, she helps mentor and train faculty in educational technology. Her interests in technology and education include personal learning networks, augmented reality in education, open educational resources, and the future of education. She holds a BSc in psychology from the University of Toronto, and a MEd -Curriculum, Technology & Education Reform from the University of Illinois-Urbana.
Dr. Rupert Collister has worked in the post-compulsory education sector for over fifteen years and his experience reflects the diversity of the sector in its broadest sense, particularly in the areas of distance, face-to-face, and blended learning.
Rupert’s personal philosophy of teaching and learning is guided by a deep belief in the transformative power of learning and that it is the context within which that learning occurs that determines whether the transformation is positive or not. He believes that it is the role of those who support learning (in any context) to create learning environments that facilitate such a positive transformation. Finally, he believes that the systems and processes which underpin teaching and learning (including technology) should be transparent and should simply be the catalyst for community building including communities of praxis (practice and reflection).
His first book, ‘A journey in search of wholeness and meaning’, was published in 2010 by Peter Lang Publishers (Switzerland).
Paul Davies is a Lecturer in Science Education at the Institute of Education, University of London. He has a background in teaching science, and in particular biology in high school and training pre-service science teachers. His research interests include teachers’ understanding of biological concepts and pedagogical approaches and the use of digital technology to support teaching and learning. Much of his work involves working with pre-service teachers in supporting them in their thinking about teaching and learning and developing their classroom practice.
Sara Price is a Reader in Technology-enhanced Learning at the London Knowledge Lab, Institute of Education, University of London. She has a background in Psychology, with extensive experience in HCI (Human Computer Interaction). Her research interests focus on the role of digital technologies (as external tools that offer new opportunities for interaction and cognition) for supporting new ways learning and teaching in schools and medical education contexts. Much of her work involves the design, development and evaluation of emerging digital technologies (mobile, tangible, sensor), exploring ways in which they can enhance learning through mediating new forms of thinking and reasoning; and the development of methodological approaches in HCI.
Lynette Noel is an instructor in Reading at the University of Trinidad and Tobago. She was chairperson of the International Development Committee for the Caribbean of the International Reading Association (IRA) and served on its Publications Committee. On two occasions, she was president of the Trinidad and Tobago Reading Association (TTRA), and also served in other executive positions. She has taught at all levels of the education system in her country, and facilitated workshops there, in Barbados, Bermuda and the USA.
Her passion for literacy and the academic improvement of adolescents, has propelled her to create resources that engage students and help them see reading and writing as enjoyable literate experiences. In 2004, she co-authored an educational series with Caribbean Language Arts teachers entitled, Kaleidoscope. In 2009, she pioneered an out-of-school literacy intervention for adolescents. Having won a Developing Countries literacy grant from IRA, she held a Trainers’ workshop in 2010, to assist members of the Trinidad and Tobago Reading Association in leading a family literacy initiative.
Lynette holds a Bachelor of Arts (University of the West Indies); Master of Education in Literacy (Mount Saint Vincent University), and is a doctoral student at the University of Trinidad and Tobago. A strong believer in the benefits of professional development, she avails herself of every opportunity to refine her skills and interact with other educators. Lynette Noel is a recipient of the 2010 CBIE Scholarship for research, pursued at Mount Saint Vincent University.
In 2010, she and a team of educators and parents launched the first issue of Reading Educators AtLarge (REAL). The Night Nopat Was Left Out is her first published short story, for which she was honoured by the National Library and Information System Authority (NALIS), “in recognition of World Book and Copyright Day”, April 2012.
Ann V. Dean
Ann V. Dean is an associate professor in the Educational Studies Department of the School of Education at the State University of New York at New Paltz. She earned her PhD at Dalhousie University and taught for many years at St. Mary’s University and the University of Prince Edward Island. Her interests include: the relationship between authorship, authenticity & authority; literacy narratives, autobiography and education; narrative inquiry; postcolonial autobiographies and intersectionality and the politics of difference.
Dr. Fatuma Chege is the Dean of the School of Education of Kenyatta University (KU), Kenya, and the first woman to ever hold this position. She is also an Associate Professor of Education in the Department of Educational Foundations of Kenyatta University, where she served as the immediate former chairperson. Dr. Chege holds a Doctoral degree from the University of Cambridge (UK) with specialization in Gender and Education. Her areas of research include gender issues in education, HIV/AIDS and education, human well-being education, interdisciplinary research, international cooperation in education, and qualitative research.
She has published widely in peer reviewed journals including comparative education, Journal of International Cooperation in Education, and British Journal of Sociology of Education as well as the African Journal of Aids Research.
Zhanna Barchuk is a professor in the Faculty of Education at Mount Saint Vincent University, Halifax, Nova Scotia, Canada. She teaches in both the undergraduate (Bachelor of Education) and the graduate programs in the areas of curriculum studies and social studies. Prior to coming to the Mount, she was an International Baccalaureate (IB) Geography teacher at SEK International School in Quito, Ecuador. Her current research interests include globalization, teacher education, collaborative research, and technology in education. She has conducted research and participated in various humanitarian and ecological projects in Canada, Ukraine, Spain, Poland, Moldova, Ecuador, Peru, and Kenya
Mary Jane Harkins
Mary Jane Harkins is an Associate Professor in the Faculty of Education at Mount Saint Vincent University, Halifax, Nova Scotia, Canada. Dr. Harkins teaches in both the graduate and undergraduate (Bachelor of Education) programs in the areas of curriculum studies, literacy education and learners with exceptionalities. Prior to coming to the Mount, she was a school board administrator with the Tri County Regional School Board in Yarmouth, Nova Scotia where she worked as the Student Services Coordinator and Professional Development Consultant. Her current research interests include environmental education and globalization, Aboriginal studies, teacher education, inclusive education and university-community collaborative research. She has conducted research across Canada, the United Stated of America, Barbados, Trinidad and Tobago and Kenya.
Mindy R. Carter
Dr. Mindy R. Carter is an Assistant Professor at McGill University in the Department of Integrated Studies in Education. She has taught a range of education courses specializing in arts education and curriculum theory. Her research focuses on a/r/tography, teacher identity, teacher education, arts based educational research and curriculum. Her publications have addressed knowledge mobilization, democracy and arts education, the impact of autobiographical and a/r/tographical dispositions on teacher candidates and the impact of creating art on teacher’s pedagogical development and identity. She is actively involved in local and international arts education organizations.
Ashwani Kumar is an Assistant Professor of Education at Mount Saint Vincent University, Canada, where he teaches and conducts research in the areas of curriculum studies, holistic education, and philosophy of education. His research focuses upon understanding the relationship among human consciousness, meditative inquiry, and education. He has published his research in Asia-Pacific Journal of Education, Journal of the American Association for the Advancement of Curriculum Studies, Journal of Critical Education Policy Studies, Transnational Curriculum Inquiry, among others. He is also the author of Curriculum As Meditative Inquiry (Palgrave Macmillan, 2013).