The Editorial Board


Vanessa Andreotti,

  University of British Columbia, Canada


Wayne Au,

University of Washington, Bothell, USA


Stephanie Daza,

Manchester Metropolitan University, UK


Dennis Francis,

University of the Free State, South Africa


Anneli Frelin,

University of Gävle, Sweden


Robert J. Helfenbein,

Loyola University, Maryland, USA


Elizabeth Macedo,

Universidade Estadual do Rio de Janeiro (UERJ), Brazil


Bradley Porfilio,

University of California, East Bay, USA


Kylie Smith,

University of Melbourne, Australia

Editors’ Bios

Walter S. Gershon (Ph.D.) is an Associate Professor in the School of Teaching, Learning & Curriculum Studies at Kent State University where he also serves as Provost Associate Faculty for Diversity, Equity & Inclusion (2014-2016) and as LGBTQ Affiliate Faculty. His scholarship focuses on questions of how educational actors make sense as processes of sensation and signification. These questions are often explored through examinations of the relationship between curriculum and students, the ways in which sociocultural precepts inform educational ecologies, and the qualitative research methodologies utilized to consider such relationships.  

He has served on the leadership and/or program committees of the Curriculum and Pedagogy Group, the American Association for the Advancement of Curriculum Studies, Division B (Curriculum Studies) of the American Educational Research Association (AERA), and is the acting section editor for the Curriculum/Cultural Studies section of the Journal of Curriculum Theorizing. In addition to publishing multiple book chapters and journals including Qualitative Inquiry, Cultural StudiesCritical Methodologies, Critical Studies in Education, and the International Journal of Education & the Arts, Walter is the editor of The Collaborative Turn: Working Together in Qualitative Research (2009, Sense) and a special issue of the Journal of Curriculum Theorizing on Sensual Curriculum (2011). His work in sonic ethnography lead to a sound/installation at the Akron Art Museum (March 17-July 15, 2012) and received recognition from national organizations (American Anthropological Association; AERA). He is the recipient of the 2007 Outstanding Theory Award from the Narrative Research Special Interest Group (SIG) and the 2013 Early Career Award from the Critical Issues in Curriculum and Cultural Studies SIG of the AERA.

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Theodorea Regina Berry, EdD is an Associate Professor at the University of Texas at San Antonio, College of Education and Human Development in the Department of Interdisciplinary Learning and Teaching.  Her scholarship focuses on the lived experiences of women of color as pre-service teachers, in-service teachers, and teacher educators, critical examination of race, ethnicity, and gender for teaching and teacher education, and critical race feminism, and curriculum theory.  

Dr. Berry is the Immediate Past President, Critical Race Studies in Education Association (CRSEA) and Immediate Past Chair, Critical Examination of Race, Ethnicity, Class, and Gender Special Interest Group of the American Educational Research Association (AERA). She currently serves as President for the Georgia Educational Research Association (GERA), Co-Chair, Membership Committee for the American Association for the Advancement of Curriculum Studies (AAACS), Vice-President for the Foundation for Curriculum Theory, and Member-at-Large for the Executive Council of the American Educational Studies Association (AESA).  

 Dr. Berry has published several articles and book chapters and is lead editor and contributing author of From Oppression to Grace: Women of Color and their Dilemmas Within the Academy (2006, Stylus Publishing) and editor and contributing author of States of Grace: Counterstories from Women of Color in the Academy (forthcoming, 2015, Peter Lang).  She is also co-editor of The Evolving Significance of Race in Education: Living, Learning, and Teaching (with Sherick Hughes, Peter Lang, 2012) and author of Qualitative Research Methods and Intersectionality of Identity: Knowledge Construction and Transformation at the Crossroads (forthcoming, 2014, Sense Publishers).

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Boni Wozolek is a doctoral candidate in the School of Teaching, Learning and Curriculum Studies at Kent State University.  Her work focuses on questions of social justice, qualitative research methods, teaching practice and the examination of race, gender and sexual orientation in schools.  

In 2012 Boni was the recipient of the James T. Sears award for her paper The Nested Nature of M/othering: Complicating Curriculum Conversations. In addition to her work as a scholar, Boni teaches world language to high school students.  She has served for several years as a Gay-Straight Alliance advisor, facilitating the creation of safe spaces and places for LGBT students in schools.  She also leads inservices in her district for K-12 educators that aim to foster conversations about student marginalization and supporting ideas and ideals of equity and access for all students.



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