The Editorial Board
University of British Columbia, Canada
University of Washington, Bothell, USA
Manchester Metropolitan University, UK
University of the Free State, South Africa
University of Gävle, Sweden
Robert J. Helfenbein,
Loyola University, Maryland, USA
Universidade Estadual do Rio de Janeiro (UERJ), Brazil
University of California, East Bay, USA
University of Melbourne, Australia
Walter S. Gershon (Ph.D.) is an Associate Professor in the School of Teaching, Learning & Curriculum Studies; LGBTQ Affiliate Faculty; and served as Provost Associate Faculty for Diversity, Equity, and Inclusion (2014-2017) at Kent State University. His scholarly interests focus on questions of justice 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. Situated at the intersection of social science, humanities, and education, Walter's work often utilizes cutting edge theoretical and methodological applications to explore everyday interactions and experiences for marginalized children and youth, particularly in and through sound and the senses.
In addition to multiple articles and book chapters, Dr. Gershon is guest editor of a special issue of the Journal of Curriculum Theorizing on the topic of Sensual Curriculum (2011) and author of an edited book, The Collaborative Turn: Working Together in Qualitative Research (2009, Sense). His two most recently published books are Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization (2017) in Lexington Press' series, Race and Education in the 21st Century, and Sound Curriculum: Sonic Studies in Educational Theory, Method, and Practice (2017) in Routledge's Studies in Curriculum Theory series. Forthcoming publications include an edited book, Sensuous Curriculum: Politics and the Senses in Education and a special edition at the intersection of social sciences, humanities, education, and sound studies (co-edited with Peter Appelbaum, Arcadia University).
Walter's 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; American Educational Research Association). 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. Prior to his time in higher education, Walter taught in city schools in the United States and in rural and urban contexts in Japan.
Theodorea Regina Berry, ( Ed.D) is Associate Professor of Curriculum Studies in College of Education and Human Development at The University of Texas at San Antonio. Dr. Berry has a Doctorate of Education degree from National-Louis University in Curriculum and Social Inquiry and completed a 3-year American Educational Research Association (AERA) Post-Doctoral Research fellowship at the University of Illinois at Chicago.
Dr. Theodorea Berry, a pioneer scholar of critical race feminism in the context of curriculum studies, has research interests and teaching specialties that are firmly situated in curriculum theory, critical race theory/critical race feminism, and qualitative research methodologies. Her scholarship focuses on the critical examination of race, ethnicity, and gender for curriculum studies, teaching and teacher education and lived experiences of women of color as pre-service teachers and teacher educators using archival, auto-ethnographic, ethnographic, and narrative research designs. This work is grounded in reconceptualists' notions of currere, resting firmly in the regressive, progressive, analytical, and synthetical.
Dr. Theodorea Berry has published several articles and book chapters. Her research appears in such journals as the Review of Educational Research, International Journal of Qualitative Studies in Education, Journal of Curriculum Theorizing, Race, Ethnicity, and Education, Journal of Educational Foundations, and Urban Review. She is the lead editor and contributing author of From Oppression to Grace: Women of Color and their Dilemmas Within the Academy (2006, Stylus Publishing) and co-editor and contributing author of The Evolving Significance of Race: Living, Learning, and Teaching (2012, Peter Lang).
Additionally, Theodorea Regina Berry has received a Scholar-in-Residence appointment at the University of North Carolina at Chapel Hill for Summer 2016. The appointment has its primary assignment in the School of Education with a secondary assignment in the Department of African, African American, and Diaspora Studies. During this residency, Dr. Berry's work focused on qualitative research methodology for (1) physics education evaluation and (2) racial myths.
Dr. Berry currently is the Vice President for the Foundation for Curriculum Theory and Associate Editor, Journal of Curriculum Theory. She also serves as Senior Co-Editor and Founding Co-Editor for the International Journal of Curriculum and Social Justice.
Dr. Theodorea Berry is the recipient of the 2014 Critics Choice Award from the American Educational Studies Association for her work as co-editor and contributing author of The Evolving Significance of Race: Living, Learning, and Teaching (2012, Peter Lang, with Sherick Hughes). She was inducted into the Professors of Curriculum Honorary Society in April 2016. In June 2016, Dr. Berry received the Derrick Bell Legacy Award from the Critical Race Studies in Education Association as a leading scholar in the field of critical race theory.
Dr. Wozolek earned her PhD from the School of Teaching, Learning and Curriculum Studies at Kent State University. Her work considers questions of social justice, qualitative research methods, and teaching practices that focus on the examination of race, gender and sexual orientation in schools. Dr. Wozolek is the recipient of the 2012 James T. Sears Award for her paper The Nested Nature of M/othering: Complicating Curriculum Conversations and a 2016 Outstanding Dissertation Recognition Award from Division B (Curriculum Studies) of the American Educational Research Association for her doctoral dissertation, The Presence of Absence: The Negotiation of Space and Place for Students of color at a Predominantly White Suburban High School. In addition to editing the inaugural issue of this journal, Dr. Wozolek's recently published scholarship includes an article on what she calls the "school-to-coffin pipeline" in a special issue of Cultural Studies↔Critical Methodologies on emerging girl subjectivities and reterritorializing girlhood, a chapter on social justice and teacher education, and editing a special publication of Division B (Curriculum Studies) on Black Lives Matter.
In addition to publications, conference presentations, and invited talks at both the community and institutional levels, Dr. Wozolek is a founding editor for the International Journal of Curriculum and Social Justice. She is on the executive committee for the American Educational Studies Association (AESA). In 2017, Dr. Wozolek was invited by the American Educational Research Association's Division B to run a pre-conference seminar that focused on the Black Lives Matter movement as it relates to questions of education. In 2016, she became a member of the University of Michigan's National Center for Institutional Diversity, a transdisciplinary, international organization that invites emerging and established scholars of color into conversations that foster dialogues that inspire local and national action and scholarship centered on equity and access for traditionally marginalized populations. Dr. Wozolek began her career in education teaching world languages for a decade across K-12 levels in urban, suburban, and rural contexts. In addition to her teaching and service on local and state levels, Dr. Wozolek also started and ran Genders and Sexualities Alliances at each of the high schools where she taught.