Michael W. Apple is John Bascom Professor of Curriculum and Instruction and Educational Policy Studies at the University of Wisconsin, Madison and Professor of Educational Policy Studies at the Institute of Education, University of London. Among his recent books are: The Routledge International Handbook of Critical Education, with Wayne Au and Luis Armando Gandin (2009) and Global Crises, Social Justice, and Education (2010).
Marvin J. Berlowitz is a Professor in the Department of Educational Foundations in the College of Education at the University of Cincinnati, where he also serves as the Director of the Urban Center for Peace Education and Research (UCPER).
Enora R. Brown is Associate Professor of Social and Cultural Foundations in Education at DePaul University. She has published articles on racial and class dimensions of human development in sociohistorical context. Her research in critical psychology includes discursive analyses of children’s negotiations of power and educators’ identity construction processes. Her academic work grows out of her long history of social service and activism.
Noam Chomsky is Institute Professor and Professor of Linguistics at the Massachusetts Institute of Technology in Cambridge, Massachusetts. A major figure in the field of linguistics, Chomsky has also written extensively on matters of U.S. foreign and domestic policy. Some of his best-known works include: Power and Prospects: Reflections on Human Nature and the Social Order, Year 501: The Conquest Continues, and Necessary Illusions: Thought Control in Democratic Societies.
Four Arrows, aka Don Trent Jacobs, is a faculty member in the College of Educational Leadership and Change at Fielding Graduate University. He is the author of twenty books, including Primal Awareness, Unlearning the Language of Conquest, The Authentic Dissertation, Critical Neurophilosophy and Indigenous Wisdom, and Last Song of the Whale. Recipient of the 2004 Martin Springer Institute Award for Moral Courage for his activism, he writes and teaches from his home in Mexico.
David A. Gabbard is Professor in the Department of Curriculum and Instruction in the College of Education at East Carolina University. He is the editor of Knowledge and Power in the Global Economy: Politics and the Rhetoric of School Reform, Education Under the Security State (with E. Wayne Ross), and Knowledge and Power in the Global Economy: The Effects of School Reform in a Neoliberal/Neoconservative Age.
Robin Truth Goodman is an Associate Professor of English at Florida State University. Her publications include: Feminist Theory in Pursuit of the Public: Women and the “Re-privatization” of Labor (2010); Policing Narratives and the State of Terror (2009); World, Class, Women: Global Literature, Education, and Feminism (2004); Strange Love: Or, How We Learn to Stop Worrying and Love the Market (2002; co-written with Kenneth J. Saltman); and Infertilities: Exploring Fictions of Barren Bodies (2001).
Haggith Gor is the head of the Center of Critical Pedagogy, Kibbutzim College of Education. She is the author of different curricula in peace education, human rights, and gender equality. She is also an academic consultant for several social justice educational projects.
Jason Goulah is Assistant Professor of Bilingual-Bicultural Education and Director of World Language Education at DePaul University. His research interests include transformative learning approaches to second and foreign language education, Makiguchi and Ikeda studies in education, and language, culture, identity and multiple literacies. He recently co-edited a special issue of Educational Studies dedicated to Tsunesaburo Makiguchi’s (1871–1944) educational philosophy, and his article, “Village Voices, Global Visions: Digital Video as a Transformative Foreign Language Learning Tool” was awarded the 2009 Stephen A. Freeman Award from the Northeast Conference of Teachers of Foreign Languages.
Sandra Jackson is Professor of Women’s Studies at DePaul University in Chicago. Her published works include the following co-edited books: Talking Back and Acting Out: Women Negotiating the Media Across Cultures; I’ve Got a Story to Tell: Identity and Place in the Academy; and Beyond Comfort Zones: Confronting the Politics of Privilege as Educators.
Pepi Leistyna is an Associate Professor of Applied Linguistics Graduate Studies at the University of Massachusetts Boston, where he coordinates the research program and teaches courses in cultural studies, media literacy, and language acquisition. His books include: Breaking Free: The Transformative Power of Critical Pedagogy; Presence of Mind: Education and the Politics of Deception; Defining and Designing Multiculturalism, and Cultural Studies: From Theory to Action. His recent documentary film is called Class Dismissed: How TV Frames the Working Class for which he is the 2007 recipient of the Working-Class Studies Association’s Studs Terkel Award for Media and Journalism.
Pauline Lipman is Professor of Educational Policy Studies, University of Illinois-Chicago. Her research focuses on the political economy of urban education, race and class inequality, globalization, and intersections of education, housing and urban development. Her forthcoming book is The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City. She is active in social movements including Chicago Teachers for Social Justice.
Nathan A. Long is an Academic Dean and Assistant Professor of General Education at The Christ College of Nursing and Health Sciences in Cincinnati, OH.
Sheila Landers Macrine is an Associate Professor in the Literacy Department at New Jersey City University in New Jersey, USA. Professor Macrine is the editor of the book, Critical Pedagogy in Uncertain Times: Hopes and Possibilities, and co-editor, with Peter McLaren and Dave Hill, of the book entitled Revolutionizing Pedagogy. She has published recent scholarly articles and chapters on inclusion, neoliberalism in education, the impact of No Child Left Behind, and instruction and assessment in the literacy classroom.
Alex Means is a PhD candidate at the Ontario Institute for Studies in Education at the University of Toronto. His research interests include the sociology of urban education, policy studies, educational philosophy, cultural studies, and the politics of research. His work has appeared in Educational Philosophy and Theory, Policy Futures in Education, Foucault Studies, Politics and Culture, and the Journal of Critical Educational Policy Studies.
Christopher G. Robbins is an Assistant Professor of Social Foundations at Eastern Michigan University. He studies social and educational policy, racism and racial inequality, and the processes of criminalization and militarization. Most recently, he is the author of Expelling Hope: The Assault on Youth and the Militarization of Schooling (2008) and the editor of The Giroux Reader (2006). He is currently working on a book-length study of Henry Giroux’s thought, Pedagogy and the Promise of Democracy: Henry Giroux’s Social Thought.
E. Wayne Ross is Professor in the Department of Curriculum Studies at the University of British Columbia and a former secondary social studies and day care teacher in North Carolina and Georgia. He is co-founder of the Rouge Forum (www.rougeforum.org ) and author and editor of numerous books and articles, including The Social Studies Curriculum: Purposes, Problems and Possibilities, Battleground Schools, Education Under the Security State, and The Nature and Limits of Standards-Based Reform and Assessment. He is on the web at www.ewayneross.net.
Kenneth J. Saltman is Professor of Educational Policy Studies and Research at DePaul University. He is the author most recently of The Gift of Education: Public Education and Venture Philanthropy (2010), Capitalizing on Disaster: Taking and Breaking Public Schools (2007) which was awarded the 2008 American Educational Studies Association Critics Choice Book Award, and The Edison Schools (2005). His recent edited collections include (with David Gabbard) Education as Enforcement: the Militarization and Corporatization of Schools, 2nd Edition (2010), Schooling and the Politics of Disaster (2007) and (with Enora Brown) The Critical Middle School Reader (2005). He was a Fulbright scholar in 2006 on Globalization and Culture.
Ron Scapp is the founding director of the Graduate Program in Urban and Multicultural Education at the College of Mount Saint Vincent, the Bronx, where he is also a professor of humanities and teacher education. He has authored and edited a number of books on education, politics and culture, among them Teaching Values: Critical Perspectives on Education, Politics and Culture, and collaborates with many people including bell hooks (Teaching to Transgress, Teaching Community and Teaching Critical Thinking). He is currently working on the topic of metaphors and teaching and completing a book about urban experience and culture. He is a senior associate of the Urban Educators Forum (sponsored by the United Federation of Teachers/NYC) and a fellow of EPIC (Education in the Public Interest Center) at the University of Colorado, Boulder.
Kevin D. Vinson is Senior Lecturer in the School of Education at the University of the West Indies, Cave Hill Barbados, where he specializes in Social Studies Education and Critical Educational Philosophy. He is the co-author (with E. Wayne Ross) of Image and Education: Teaching in the Face of the New Disciplinarity (Peter Lang) and co-editor (with E. Wayne Ross) of Defending Public Schools: Curriculum Continuity and Change in the 21st Century. His work has appeared in numerous books and journals and has been presented at a range of U.S. and international scholarly conferences. He is currently at work with E. Wayne Ross on a new book, tentatively titled iCitizenship: The Foundations of a Contemporary Critical Social Pedagogy.
Julie Webber is Associate Professor of Politics and Government at Illinois State University. Her research focuses on the intersection of politics and education, especially theories of violence in education. She is the author of Failure to Hold: The Politics of School Violence (2003).
John F. Welsh is an independent scholar located in Sante Fe, NM. Dr. Welsh has extensive experience in higher education, including both faculty and administrative responsibilities. He has published widely in social science and higher education research journals, including the Journal of Higher Education, Race, Ethnicity and Education, Journal of Higher Education Policy and Management, Workplace: A Journal For Academic Labor, Humanity and Society, Free Inquiry, and Quarterly Journal of Ideology. He is the author of After Multiculturalism: The Politics of Race and the Dialectics of Liberty (2008) and the forthcoming Max Stirner: Dialectical Egoism and the Revolt Against Modernity (in press).