2019 Curriculum Inquiry Writing Fellows
Read more about the 2019 Curriculum Inquiry Writing Fellows
Tianna Dowie-Chin is a doctoral candidate at the University of Florida in the Teachers, Schools and Society program in the School of Teaching and Learning. Tianna is an international student from Toronto, Canada, who worked as a high school teacher for several years before entering graduate school. Tianna is a graduate of OISE’s initial teacher education program. Her research broadly examines race in education with a particular focus on teacher education, global anti-Black racism, Critical Race Feminism and Black Feminist Thought. Her most recent work focuses on initial teacher education and the education of teacher educators in regards to their practice of critical approaches to teaching including culturally relevant pedagogy, and anti-racist pedagogy.
Tommy Ender is an Assistant Professor of History and Secondary Education at Rhode Island College. His research interests include culture and identity in teacher education, critical theories and practices in social studies, and music as critical media literacy. Prior to earning his Ph.D., Tommy spent ten years teaching in the K-12 setting.
Matilda Keynes is a doctoral candidate at the Australian Centre for Public History, University of Technology, Sydney and 2018-19 Endeavour Postgraduate Research Scholar at Umeå University, Sweden. Her doctoral research project explores the role and utility of history education in historical justice processes in Australia. She is interested in the various ways that history is used in contemporary societies, particularly in education, as well as the transformative potential of learning history. In 2020, she has an edited volume forthcoming with Palgrave Macmillan on the theme of historical justice and history education. Matilda has won multiple awards for her research including an Endeavour Postgraduate Scholarship 2018-19, and the University Medal from La Trobe University in 2014. She has lectured and led seminars in history and education at the Australian Catholic University and in history and interdisciplinary studies at La Trobe University. Prior to that, she worked with the History Teachers’ Association of Victoria in various roles supporting teachers and students of history.
Ligia (Licho) López López
Ligia (Licho) López López is a Lecturer at the Melbourne Graduate School of Education at the University of Melbourne. Her research focuses on youth popular visual cultures, interrogating diversity,, and Black and Brown affect as curricular trans-formation. Licho is the author of The Making of Indigeneity, Curriculum History and the Limits of Diversity (Routledge, 2018). Her work has appeared in The British Journal of Sociology (UK), Discourse (Australia), and Journal of Curriculum and Pedagogy (USA). She is currently working on three books, Migrating Americas (edited with Ivón Cepeda Mayorga and María Emilia Tijoux), Taking place: Indigenous perspectives on future(s) and learning(s) (edited with Gioconda Coello), and Woking Curriculum.
Katie Newhouse is a doctoral candidate at Teachers College in the department of Curriculum and Teaching. Her research focuses on the experiences of youth mandated to attend specialized programs (such as special education or juvenile justice) and the spatial implications of enrollment in these programs. Her fields of study include disability studies in education, DisCrit (disability studies in education and critical race theory), Disability Justice and critical spatial theory.
She is finishing up her dissertation project, Small Spaces, Big Moments: Understanding the spatialized implications for youth and adults in restricted educational environments, which uses qualitative ethnographic multimodal methods alongside narrative inquiry to theorize about restricted educational spaces from the lived experiences people who occupy them.
Raymond, Mississippi native, Dr. ReAnna S. Roby, is Postdoctoral Scholar at Vanderbilt University’s Peabody College in the Department of Teaching and Learning. She obtained a Ph.D. in Interdisciplinary Learning and Teaching from the University of Texas at San Antonio, a Master's in Curriculum and Instruction from Washington State University, and a Bachelor's in Chemistry from the nation’s oldest land-grant HBCU, Alcorn State University. Currently, she works with the NSF funded Fisk-Vanderbilt Bridge Program Regional Center of Excellence in Broadening Participation.
As a first-generation scholar, Roby’s background as a Black Southern woman in science greatly informs her service, research, and teaching—praxis. Roby’s scholarship employs Critical Race Feminism, Curriculum Theory, and Critical Qualitative methodologies to explore the ways in which the narratives of Black women and girls in science (formally and informally) could be used to reconceptualize science.
Muna Saleh is an Assistant Professor of Education at Concordia University of Edmonton. Her research interests include Muslim mothering and motherhood, social and curriculum inquiry/studies, familial curriculum-making, and research alongside children and youth with exceptionalities and their families.
Veena Vasudevan recently completed a Postdoctoral Fellowship at the American Museum of Natural History where she led a program evaluation of an early childhood science learning partnership. Her broader research agenda explores STEM learning, educational equity, and urban education with an emphasis on understanding the lives of children and youth through the lenses of identity, learning, and literacies. She spent three year as a member of the Scratch research team at University of Pennsylvania, leading teaching and research on game design for learning and computational thinking using Scratch and technology construction kits like MaKey MaKey with middle and high school students. She currently teaches Introduction to Computational Thinking and designs professional learning for educators in University of Pennsylvania’s Experiences in Applied Computational Thinking (EXACT) program. She holds a Master of Public Administration (MPA) from the School of International and Public Affairs at Columbia University, and a PhD from University of Pennsylvania’s Graduate School of Education.