Some of the brightest minds in the field of education spoke at the University of Kentucky College of Education’s Diversity, Equity, and Inclusion Symposium in September.
The group of distinguished speakers focused on research surrounding issues in education.
“These talks are informing our ongoing conversations and work in these vital areas,” said UK College of Education Dean Julian Vasquez Heilig.
The free event was sponsored by the UK College of Education.
Jameson Brewer, Ph.D., assistant professor of social foundations of education at the University of North Georgia Teacher Education Department. His research focuses on the impacts of privatization and marketization of public education by way of school vouchers, charter schools, homeschooling, and alternative teacher preparation.
Anthony Brown, Ph.D., professor of curriculum and instruction in social studies education at The University of Texas at Austin. He also is an affiliated faculty member in cultural studies in education, the John Warfield Center of African and African American studies, and the Department of African and African Diaspora Studies. His work pursues a theoretical argument, which suggests the examination of the historical and racial constructions of African Americans within the social sciences, educational literature, popular discourse and curriculum is vital to making sense of how questions are raised and how educational and curricular reforms are pursued for African American students in the present.
Keffrelyn Brown, Ph.D., professor and University Distinguished Teaching Professor of Cultural Studies in Education at The University of Texas at Austin. Her research and teaching focuses on the sociocultural knowledge of race in teaching and curriculum, critical multicultural teacher education and the educational discourses and intellectual thought related to African Americans and their educational experiences in the U.S.
Cristalis Capielo Rosario, Ph.D., assistant professor in the College of Integrative Sciences and Arts at Arizona State University. She investigates how external and internal colonial oppression influence Puerto Ricans’ pre-migration and post-migration overall well-being.
Kevin Lawrence Henry Jr., Ph.D., assistant professor of education policy studies and practice at the University of Arizona. Henry’s program of research revolves around two central, interrelated questions. The first question critically examines how power and dominance shape and structure educational policies, practices, and reforms. The second question is concerned with how educational actors—marginalized by race, gender, class, and/or sexuality—understand, resist, reconstitute and transform educational fields to be more equitable and socially just.
Cheryl Matias, Ph.D., associate professor in the School of Education & Human Development at the University of Colorado Denver. Her research focuses on race and ethnic studies in education with a theoretical focus on critical race theory, critical whiteness studies, critical pedagogy and feminism of color.
Zitsi Mirakhur, Ph.D., a researcher at the Research Alliance for NYC Schools at New York University who focuses on inequality in K-12 educational experiences and outcomes.
Steven L. Nelson, JD., Ph.D., assistant professor of education law and education policy at the University of Memphis. His research interrogates the intersection of education law, education policy, and race in urban environments.
Justin Nichols, Ed.D., director of the Life Fitness Program in the University of Kentucky College of Education. His work focuses on kinesiology and health promotion as well as educational policy studies and evaluation, particularly in the area of how living environments influence physical activity.
Steve Roberson, Ed.D., dean of students at Cristo Rey High School in Sacramento, Calif. He is founder of The Graduation Code, a video platform to help high school students, undergraduates, and students in masters and doctoral programs to stay on track to graduation.
David Woo, Ph.D. candidate in the Department of Leadership, Policy, and Organizations at Vanderbilt University’s Peabody College. Before starting his Ph.D. program, he worked as a high school English teacher on Chicago’s south side for six years. His interests include the influence of school leadership and policy on outcomes for students of color and the teachers that serve them. His current research examines the factors that influence how assistant principals allocate their time, the relationship between prior work experiences on early career principal performance, and factors that influence collective bargaining in the charter school context.