Dr. Audrey Bryan

Assistant Professor, School of Human Development, Dublin City University.

Audrey Bryan is an Assistant Professor in the School of Human Development, DCU, where she teaches courses across the range of programme offerings on the Humanities (Human Development) and Education programmes. Her academic background spans the fields of Comparative and International Education, Sociology, Applied Social Research and Psychology.  Her research interests lie in an exploration of the subjective experiences of those who are ‘othered’ or marginalised by inequitable and discriminatory educational structures, relations, and practices, and with the broad pedagogical and ethical question of what it means to educate for social and global justice.   Much of her work to date has been concerned with disrupting comfortable assumptions about the role that education plays in resolving conflict, in fostering tolerance, or in promoting development.  Audrey has published nationally and internationally on issues relating to racism and anti-racism, gender and sexuality, climate change and citizenship education.  Some of her most recent publications include an exploration of global citizenship education as a public pedagogy, the challenges of teaching ‘difficult’ or emotionally complex knowledge and the complexity of suicidality discourses among sexually minority youth.  


Dr. Linnea Bodén

Stockholm University, Department of child and Youth studies.

Inspired by posthumanist new materialist perspectives, Bodén has a specific interest in entangling theoretical explorations and empirical engagements. In a recent project, she focuses on young children’s experiences of participating in a scientific research project. Emphasizing ethics, she explores methodologies to work with these questions together with the participating children.


Fin Cullen

Senior Lecturer in Education and Social Science at St Mary’s University, Twickenham, UK.

Fin Cullen is a feminist educator, activist and youth worker. She currently is Senior Lecturer in Education and Social Science at St Mary’s University, Twickenham, UK.  Her research interests explore sex-gender equalities, young people’s cultures, gendered politics of care, and feminist and queer pedagogies in education and youth services.


Prof. Miriam E. David

PhD, FAcSS, FRSA. Professor Emerita, Sociology of Education, UCL Institute of Education.

Miriam E. David was a Professor of Sociology of Education at UCL IOE and became EMERITA 8 years ago. She has still continued to write since then. She is currently co-editing the SAGE international Encyclopaedia of Higher Education (5 volumes) with Marilyn Amey of Michigan State University USA. It will be published in print and digital forms in May 2020. She also published two books in 2016: one based upon an EU-funded research project on Challenging Violence amongst children and young people. This was A Feminist Manifesto for Education (Cambridge: Polity Press). She also published Reclaiming Feminism: Challenging Everyday Misogyny (Bristol: Policy Press). This is a personal memoir linked to the lives of other feminist activists and academics, over the last 50 years. It is a critique of the transformations of feminism in relation to academia. It was also based on previous research of hers which culminated in a book entitled Feminism, Gender and Universities: Politics, Passion and Pedagogies (2014: London: Ashgate/Taylor and Francis). Hitherto, she spent over 6 years as a Professor at IOE, and as Associate Director for the ESRC’s Teaching and Learning Research Programme, responsible for Higher Education, including access and widening participation. She published in 2010 David, M.E. ed., Improving Learning by Widening Participation in Higher Education (London: Routledge). Between 1999 and 2005, she was a Professor of Education at Keele University, responsible for their doctorate of education. She has also been Dean of Research at the London Institute, (now the University of the Arts), and an inaugural Professor, Director of Research and Head of the Department of Social Sciences at London South Bank University.  She also was a lecturer at the University of Bristol and helped set up the first women’s studies centre and teaching there. As an activist academic feminist, she set up and chaired the Gender and Education Association and was co-chair of the Women’s Studies Network Association (UK), now the Feminist & Women’s Studies Association. She was also chair 2005-2009 of the Academy of Social Sciences, and of the trustees of the Women’s Therapy Centre (2010-2018).


Dr. Nikki Fairchild

Institute of Education, Health and Social Sciences, Programme Coordinator Professional Doctorate in Advanced Practice, Programme Coordinator BA (Hons) Early Childhood Studies, University of Chichester.

Nikki’s PhD, research interests and publications enact posthumanist theorising, including the work of Deleuze and Guattari and new material feminisms, to extend existing theorisations of classroom practices, professionalism, and more-than-human distributed gendered subjectivities in Early Childhood. She is also interested in interdisciplinary ways to enact methodology and method via post-qualitative research practice.


Prof. Anna Hickey-Moody

ARC Future Fellow 2017-2021, Vice Chancellor’s Senior Research Fellow 2017-2021, Digital Ethnography Research Centre, Media and Communication.
Research Fellow Affiliate Posts: Education and Social Research Institute and Faculty of Humanities, Languages and Social Science (Manchester Metropolitan University), Centre for Urban and Community Research (Goldsmiths, London) and Department of Gender and Cultural Studies (University of Sydney).

Anna Hickey-Moody is Professor of Media and Communication at RMIT University, ARC Future Fellow and an RMIT Senior Research Fellow. She holds visiting professor positions at Columbia University, USA, Goldsmiths College, London, and the Manchester Metropolitan University, UK. From 2013 to 2016, she was the Head of the PhD in Arts and Learning and Director of the Centre for Arts and Learning at Goldsmiths College. She has also held teaching and research positions at the University of Sydney, Monash, and UniSA, Australia. She has worked with youth with a disability, Aboriginal youth, rural and regional youth living in low SES areas, and refugees. Anna’s work explores the lived realities of youth using digital ethnography to develop representative knowledge on culture and identity and challenge stereotypes in the public domain through film, performance work at high profile events such as the Sydney Paralympics Arts Festival. Anna has published 6 sole and co-authored books, 34 book chapters, 39 journal articles on topics including disability, indigenous youth, and education.

New works: Youth, Technology, Governance, Experience: Deleuze and the Pedagogy of Gender:


Leanne Higham

Studying for a Doctor of Philosophy (Education), University of Melbourne, Melbourne Graduate School of Education. Supervised by Dr Dianne Mulcahy and Prof Jane Kenway.

Leanne’s PhD is a posthumanist ethology of violence in two Melbourne schools. Her work draws on selected concepts from Rosi Braidotti, Gilles Deleuze, and Baruch Spinoza. In 2016 Leanne was the recipient of the Freda Cohen Prize. She holds the degrees of BA LLB GradDipEd(Sec) GradDipLaw (Monash) MEd (Melb).


Prof. Alecia Y. Jackson

Alecia Youngblood Jackson, PhD. Professor, College of Education, Appalachian State University.

Alecia Y. Jackson is Professor of Educational Research at Appalachian State University in Boone, NC – where she is also affiliated faculty in the Gender, Women’s, and Sexuality Studies program. Dr. Jackson’s research interests bring feminist, poststructural, and posthuman theories of power/knowledge, language, materiality, and subjectivity to bear on a range of overlapping topics: deconstructions of voice and method; conceptual analyses of resistance, freedom, and agency in girls’ and women’s lives; and qualitative analysis in the “posts.” Her work seeks to animate philosophical frameworks in the production of the new, and her current projects are focused on the ontological turn, qualitative inquiry, and thought. She has publications in The International Journal of Qualitative Studies in Education, Qualitative Inquiry, The International Review of Qualitative Research, Qualitative Research, Gender and Education, and numerous book chapters, and has presented her methodological scholarship at U.S. university campuses as well as internationally (Australia, Norway, and the UK). With Lisa Mazzei, she is co-author of Thinking with Theory in Qualitative Research (2012), and co-editor of Voice in Qualitative Inquiry (2009).

Co-author of Thinking With Theory in Qualitative Research (**Winner of a 2013 American Educational Studies Association’s Critics Choice Award) and co-editor of Voice In Qualitative Inquiry.


Kay Sidebottom

Leeds Beckett University, Lecturer in Education and Childhood.

Recent research projects include the critical examination of decolonising work in U.K. universities; using interdisciplinary tools (such as art and poetry) and new materialist approaches in teacher education, and employing philosophical enquiry as a pedagogical method for anti-fascist education. She is currently exploring how teachers and students might enact concepts of nomadism, assemblage, and rhizomatics to develop a ‘posthuman curriculum.’


Dr. Katie Strom

Assistant Professor of Educational Leadership, Educational Leadership for Social Justice Ed.D program, California State University, East Bay.

Kathryn Strom is an Assistant Professor at California State University, East Bay and core faculty in the Educational Leadership for Social Justice EdD program. Her research focuses on employing critical posthuman theories to 1) analyze how teachers learn and enact that learning, and 2) inform the preparation and support of teachers and educational leaders.

Newest article out ahead of print: Strom, K., Martin, A., & Villegas, A. M. (2018). Clinging to the edge of chaos: The emergence of novice teacher practice (Teachers College Record). Guest-Edited special issue on “Thinking With Theory in Teacher Education”. My new book: Becoming-Teacher: A Rhizomatic Look at First-Year Teaching.


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