- Maxine McKinney de Royston
University of Wisconsin, Madison
MAXINE MCKINNEY de ROYSTON, PhD, is an Assistant Professor in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. Her research focuses on race, identity, and pedagogy, with a focus on STEM learning environments. Her work has been published in journals such as the Harvard Educational Review, Journal of the Learning Sciences, and the Journal for Research in Mathematics Education. Her forthcoming work examines how mathematics classrooms operate as racialized learning environments and the need for teachers’ political clarity about what they teach, who they teach, and to what ends they teach.
- Sepehr Vakil
University of Texas, Austin
SEPEHR VAKIL is an Assistant Professor in STEM Education at the University of Texas at Austin, where he is also Associate Director for Equity & Inclusion in the Center for STEM Education. His research interests include the cultural and political dimensions of STEM teaching and learning, critical approaches to computer science and engineering education, and participatory design research. Recent publications include: "Rethinking race and power in design-based research: Reflections from the field" published in Cognition and Instruction, and “A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App Development in an After-School Program” published in Equity & Excellence in Education.
- Na’ilah Suad Nasir
University of California, Berkeley
NA'ILAH SUAD NASIR is the Vice Provost for Equity and Inclusion and Professor in the Graduate School of Education and African American Studies at the University of California, Berkeley. Her program of research focuses on issues of race, culture, and schooling. She is the author of Racialized Identities: Race and Achievement for African-American Youth, published by Stanford University Press. She has also published over 40 articles in scholarly journals.
- kihana miraya ross
University of Texas, Austin
kihana miraya ross is a postdoctoral fellow in the Institute for Urban Policy Research and Analysis at UT Austin. Her program of research explores the multiplicity of ways that antiblackness is lived by Black students, and critically, the potential for transformative resistance in educational spaces that confront racialization and antiblackness directly. Her most recent publication, “'Be Real Black For Me': Imagining BlackCrit in Education," co-authored with Michael Dumas, theorizes the usefulness of a Black critical theory, or BlackCrit in education. Her forthcoming work examines the ways Black girls experience antiblackness in education, and the ways that Black girl space is imagined, politicized, and embodied by Black students and educators in the construction of what she calls, Black educational sovereign spaces.
- Jarvis Givens
JARVIS GIVENS is a Dean’s Postdoctoral Fellow at the Harvard Graduate School of Education and earned his Ph.D. in African Diaspora Studies from the University of California, Berkeley. His research spans the following areas: 19th and 20th Century History of African American Education, Education and the African Diaspora, and Race and Urban Schooling. Givens is currently working on a book that analyzes the educational philosophy of Carter G. Woodson and his influence on Black schools during the Jim Crow period.
- Alea Holman
California School for the Blind, John F. Kennedy University
ALEA HOLMAN, PhD., MPH, is a school psychologist at the California School for the Blind and an adjunct faculty member in the Doctor of Psychology Program at John F. Kennedy University. She is a graduate of the School Psychology Program in the Graduate School of Education at the University of California, Berkeley. Her research interests include familial racial and gender socialization, including the experiences of parents raising Black children within a racially hostile society. Her recent publications include “Pedagogies of race: Teaching Black male youth to navigate racism in schools” (Nasir, Holman, McKinney de Royston, & ross, 2013).