Conference Chair, Editor of the Journal of Curriculum Theorizing (JCT), and President of the Foundation for Curriculum Theory
Rob Helfenbein is the Associate Dean, Interim Chair of Teacher Education, and Associate Professor of Curriculum Studies at Loyola University in Maryland. He comes to Loyola Maryland and from Indiana University-IUPUI where he was Associate Professor of Curriculum Studies and Director of the Center for Urban and Multicultural Education (CUME). He earned his Ph.D. and B.A. from the University of North Carolina at Chapel Hill. Dr. Helfenbein has offered courses in Teaching Secondary Social Studies, Middle School Methods, and graduate level courses in curriculum theory, qualitative research methods, social foundations, and urban education. Dr. Helfenbein has published and edited numerous research articles and book chapters about contemporary education analysis in urban contexts in journals such as Curriculum Inquiry, the Journal of Curriculum Theorizing, Educational Studies, The Urban Review, the Review of Education, Pedagogy, and Cultural Studies, and co-edited the books Unsettling Beliefs: Teaching Theory to Teachers (2008) and Ethics and International Curriculum Work: The Challenges of Culture and Context (2012). In 2008, Dr. Helfenbein served as the Section Chair for Critical Perspectives and Practices of AERA Division B-Curriculum Studies followed by serving as overall Program Chair for Division B in 2009 and was nominated into the Professors of Curriculum at AERA 2011. His current research interests include curriculum theorizing in urban contexts, ethics and international education work, cultural studies of education, and the impact of globalization on the lived experience of schools.
Conference Leadership Member, Managing Editor of JCT, and Treasurer for the Foundation for Curriculum Theory
Gabriel Huddleston is an Assistant Professor and Advisor of Curriculum Studies at Texas Christian University. He earned his Ph.D. from Indiana University. Dr. Huddleston teaches classes in curriculum studies and qualitative inquiry. His work in curriculum studies utilizes a Cultural Studies theoretical framework within qualitative research to examine intersections between schools and society. His other research interests include popular culture, spatial theory, new materialism, and postcolonial studies. He taught high school theatre for five years in Indianapolis, IN. Apart from serving as the Managing Editor of the Journal of Curriculum Theorizing, Dr. Huddleston is also the Program Chair of the AERA SIG — Critical Issues in Curriculum and Cultural Studies.
Theodorea Regina Berry
Vice President of the Foundation for Curriculum Theory and Associate Editor of JCT
Theodorea Regina Berry, Ed.D., is an Associate Professor of Curriculum Studies, Department of Interdisciplinary Learning and Teaching, College of Education and Human Development and the Associate Dean of Academic Affairs and Director of Recruitment and Engagement for the Graduate School at the University of Texas at San Antonio. Dr. Berry’s scholarship focuses on the lived experiences of women of color as pre-service teachers and teacher educators and the critical examination of race, ethnicity, and gender for teaching and teacher education. Her teaching and research focuses on curriculum theory, critical cultural perspectives/critical race theory/critical race feminism, and qualitative research methodologies. Theodorea Berry currently serves as 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). She is also co-editor of The Evolving Significance of Race in Education: Living, Learning, and Teaching (with Sherick Hughes, 2012, Peter Lang).
Section Editor of JCT–Engaging Texts
Jacqueline Bach is an associate professor of English Education and Curriculum Theory at Louisiana State University. Her scholarship examines how young adult literature engages teachers and students in conversations about social issues, the ways in which popular culture informs (and might improve) pedagogy, and the preparation of secondary English/ Language Arts teachers. She is the co-editor for the “Engaging Texts” section of The Journal of Curriculum Theorizing. She is a former high school English teacher.
Section Editor of JCT–Engaging Texts
Jennifer Job is Assistant Professor of Curriculum Studies at Oklahoma State University. She has been published in Interchange, Gifted Child Today, Youth Voice, and National Teacher Education Journal, among others. She received her Ph.D. in Culture, Curriculum, and Change in 2013 from the University of North Carolina at Chapel Hill. Prior to her doctoral work, she taught high school English for six years. Dr. Job’s expertise includes Analysis of Teaching, Political Speech in the Classroom, Education Policy, Curriculum Studies, and Curriculum about Political Trauma.
Ann G. Winfield
Conference Leadership Member and Secretary of the Foundation for Curriculum Theory
Ann G. Winfield has a Ph. D. in Educational Research and Policy Analysis with a concentration in Curriculum Studies. An educational historian, Dr. Winfield’s (2007) book entitled Eugenics and Education in America: Institutionalized Racism and the Implications of History, Ideology, and Memory reflects her concern with the role of eugenic ideology in the establishment of our modern form of education as well as its manifestation in present educational policy. Dr. Winfield is an Associate Professor of Philosophical and Social Foundations of Education at Roger Williams University in Bristol, Rhode Island where, in addition to teaching both undergraduate and graduate Foundations of Education classes, she also teaches courses in Issues in Multicultural Education, and the interdisciplinary ‘Core’ Human Behavior in Perspective.
Walter S. Gershon
Conference Leadership Member and Section Editor of JCT–Cultural Studies and Curriculum
Walter S. Gershon is an Associate Professor in the School of Teaching, Learning & Curriculum Studies; Provost Associate Faculty for Diversity, Equity, and Inclusion (2014-2016); and LGBTQ Affiliate Faculty at Kent State University. His scholarly interests focus on questions of equity and access about the ways in which young people make sense, the sociocultural processes that inform their everyday sense-making, and the qualitative methods used to study those processes. In addition to multiple book chapters, articles in such journals as Cultural Studies<–>Critical Methodologies, Qualitative Inquiry, and the Journal of Sonic Studies, and other publications, Dr. Gershon is guest editor of a special issue of the Journal of Curriculum Theorizing on the topic of Sensual Curriculum, and lead/founding editor of the International Journal of Curriculum & Social Justice. He is the editor ofThe Collaborative Turn: Working Together in Qualitative Research (2009, Sense) and Walter’s forthcoming book titled Overlooked: Formal Curriculum and Urban Elementary Students in an Era of Standardization is part of Lexington Book’s series Race and Education in the 21st Century and is slated for publication in the winter of 2016. Prior to his time in higher education, Walter taught in urban schools in the United States and in rural and urban contexts in Japan.
Conference Leadership Member and Section Editor of JCT–Higher Education
Roland Mitchell is an Associate Director and Associate Professor of Higher Education and Women’s and Gender Studies at Louisiana State University. He currently serves as the Program Leader for Higher Education Administration and Co-Director of the Curriculum Theory Project. He has a B.A. in History from Fisk University a M.Ed. in Higher Education from Vanderbilt University and a Ph.D. in Educational Research from The University of Alabama. He teaches courses that focus on the history of higher education and college teaching and his articles have appeared in leading education journals such as Urban Education, International Journal of Qualitative Studies in Education and The Review of Education Pedagogy and Cultural Studies. Roland is the Editor of the College Student Affairs Journal, Higher Education Section Editor of the Journal of Curriculum Theorizing, a member Leadership Team of the Bergamo Conference on Curriculum Theory and Classroom Practice and director of the Louisiana State University Writing Project’s Teaching African American Boy’s Summer Institute. His current research interests include theorizing the impact of historical and communal knowledge on pedagogy.
Section Editor of JCT–International Curriculum Discourses
Xin Li is the Coordinator of Curriculum and Instruction Master’s Program at California State University in Long Beach, College of Education. Dr. Li’s research focuses on narrative inquiry in curriculum studies. She utilizes narrative inquiry as a research tool to explore a variety of multicultural, cross-cultural, language minority issues in education. She is particularly interested in the ancient Chinese philosophy of Taoism and its educational and curriculum implications in today’s global societies. She develops her Taoist cross-cultural narrative inquiry to shifting polarizations and peace education. Dr. Li advances the research methodology of narrative inquiry. She explores stories, poetry, and other art forms as innovative research tools. She also develops narrative inquiry into curriculum for pre-and in-service teachers. Service-learning and multicultural autobiographies and biographies are among her specialties.Dr. Li is co-founder and former chair and program chair for the Confucianism, Taoism, and Education Special Interest Group of the American Educational Research Association; and chair and program chair for Lives of Teachers Special Interest Group of the American Educational Research Association.
Dr. Li’s current projects include:
Narrative inquiry research—Urban Public School Teachers Thrive on Arts-Based Teaching
Narrative inquiry research—Enhancing New Immigrant Urban Teacher’s Self-Image through Retired Teachers’ Life Stories
Conference Leadership Member
Jim Garrett is associate professor at the Department of Educational Theories and Practice – Social Studies Education) of The University of Georgia, and on-site instructor of professional development. Jim’s research focuses on the ways in which learning and learning to teach, while rewarding and exciting, are also home to difficulty and burdensome complexity. He is interested in exploring issues related to those difficulties by using psychoanalytic theory. His work has been published in the The Journal of Teacher Education, Curriculum Inquiry, and Theory and Research in Social Education.
Conference Leadership Member
Isabel Nuñez is professor and chair of the Department of Educational Studies at Indiana University Purdue University-Fort Wayne. She holds a Ph.D. in Curriculum Studies from UIC, an M.Phil. in Cultural Studies from Birmingham University, England, and a J.D. from UCLA. She was a classroom teacher in Los Angeles and Birmingham, England, and a newspaper journalist in Tokyo. Her latest book, Worth Striking For: Why Education Policy is Every Teacher’s Concern was released in 2015 by Teachers College Press. She co-edited the 2014 TC Press volume Diving In: Bill Ayers and the Art of Teaching into the Contradiction, and has authored chapters in books from Peter Lang, Routledge and SAGE. She is an associate editor for Multicultural Perspectives, and she edited and introduced the section “Self, Sexuality and Teaching” in Sexualities in Education: A Reader, published by Peter Lang in 2012.