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Ernest Morrell is an associate professor in the Urban Schooling division of the Graduate School of Education and Information Studies (GSE&IS) and Associate Director for Youth Research at the Institute for Democracy, Education, and Access (IDEA) at the University of California at Los Angeles. For more than a decade he has worked with adolescents, drawing on their involvement with popular culture to promote academic literacy development. Morrell is also interested in the applications of critical pedagogy in urban education and working with teens as critical researchers. Morrell previously taught

Monisha Bajaj, Ed.D., is a professor of international and multicultural education at the University of San Francisco, where she directs the M.A. program in human rights education. She has authored multiple books, including the award-winning Schooling for Social Change: The Rise and Impact of Human Rights Education in India (Bloomsbury, 2012), as well as numerous articles. Bajaj has also developed curriculum—particularly related to peace education, human rights, anti-bullying efforts and sustainability—for nonprofit organizations and inter-governmental organizations, such as UNICEF and UNESCO

Kris D. Gutiérrez, Professor in the School of Education, is the inaugural recipient of the University of Colorado at Boulder Provost’s Chair. Gutiérrez, renowned for her groundbreaking research in language, literacy, and human development, joined the CU faculty this year. Prior to accepting a professorship at the School of Education, Gutiérrez was a Professor of Social Research Methodology in the Graduate School of Education & Information Studies at the University of California, Los Angeles, where she also served as Director of the Education Studies Minor and Director of the Center for the

Amber is the director of Curriculum and Research at the University of Hawai‘i Uehiro Academy for Philosophy and Ethics in Education and an associate specialist at the University of Hawaii at Manoa College of Education Institute for Teacher Education Secondary Program. She is a dedicated practitioner of philosophy for children in Hawai‘i and achieved National Board Certification while teaching secondary social studies in the Hawaii State Department of Education for over 10 years. In 2011 she won the Teaching Tolerance Award for Excellence in Culturally Responsive Teaching. Her current projects

As Managing Director of Programs at the Tanenbaum Center for Interreligious Understanding, Mark E. Fowler is responsible for program development, project management and the expansion of Tanenbaum programs nationally and internationally. Mark is a skilled facilitator/trainer who worked at the Anti-Defamation League on prejudice reduction, conflict resolution and reducing bias, and bullying programming. He is a sought-after keynote speaker and facilitator who has addressed organizations globally on issues of equality in race, gender, sexual orientation and religion. Prior to joining Tanenbaum

Carol D. Lee has developed a framework for the design and enactment of curriculum that draws on the forms of prior knowledge that traditionally underserved students bring to classrooms. She is the author of Signifying as a Scaffold for Literary Interpretation: The Pedagogical Implications of an African American Discourse Genre. She is co-editor, with Peter Smagorinsky, of Neo-Vygotskian Perspectives on Literacy Research. Lee recently completed a research project in a Chicago inner city high school that involves restructuring the English Language Arts curriculum in ways that build on social and

Elizabeth Birr Moje is an Arthur F. Thurnau Professor of Literacy, Language, and Culture in Educational Studies at the University of Michigan, Ann Arbor, MI. Moje teaches undergraduate and graduate courses in secondary and adolescent literacy, literacy and cultural theory, and qualitative and mixed research methods. Moje also serves as a Faculty Associate in the University’s Institute for Social Research, and a Faculty Affiliate in Latino/a Studies. Her research interests revolve around the intersection between the literacies and texts youth are asked to learn in the disciplines (particularly

Sonia Nieto is Professor Emerita of Language, Literacy, and Culture, School of Education, University of Massachusetts, Amherst. Starting as a teacher at P.S. 25 in the Bronx (the first fully bilingual school in the Northeast) Nieto has taught students at all levels from elementary grades through graduate school, and she continues to speak and write on multicultural education, teacher preparation, and the education of Latinos and other culturally and linguistically diverse student populations. Her book Affirming Diversity: The Sociopolitical Context of Multicultural Education, is widely used in

Kate Shuster, Ph.D., is an education researcher and author based in Montgomery, Alabama. Her work as project director for Teaching Tolerance’s Teaching Hard History initiative has included the following: researching for and writing the widely cited report Teaching Hard History: American Slavery; leading a team of experts to write and revise a suite of innovative K–12 curricular resources; producing the Teaching Hard History podcast; and creating and managing partnerships with related interpretive centers and institutions. Kate is also the author and researcher of Teaching Tolerance’s Teaching