- Our Contributors
Lucy E. Bailey is a feminist, activist, and assistant professor of Social Foundations and Qualitative Inquiry at Oklahoma State University, where she is also core faculty in the women’s studies program. She has worked in women’s studies in a variety of capacities since 1995, pursuing graduate coursework, developing curriculum, advising students, and teaching feminist theory, pedagogy, qualitative methodology, and the history of women’s education, among other topics. With Nancy Rhoades, she recently edited a collection of letters written by women during the American Civil War, entitled Wanted—Correspondence: Women’s Letters to a Union Soldier (Ohio University Press, 2009), and she is currently at work on an interpretive biography of a female ancestor and educator.
Alice E. Ginsberg is a feminist scholar who specializes in issues of gender equity and urban education. She is the author or editor of Gender in Urban Education (2004), Gender and Educational Philanthropy (2007), and The Evolution of American Women’s Studies (2008). She is currently finishing two new books: “And Finally We Meet” (2010), a collection of dialogues among feminist activists, academics, and students, and Re-framing Failure in Urban Education (2011), which focuses on the importance of using critical pedagogy in schools for “at-risk” students.
Nels P. Highberg is an associate professor in the Department of Rhetoric and Professional Writing at the University of Hartford, where he is also the former director of the Program in Gender Studies. He teaches a range of undergraduate courses from first-year writing and introductory courses in gender studies to advanced honors seminars on Virus Narratives and Interdisciplinary Perspectives on Pain. He is the coeditor of Landmark Essays in Basic Writing and Writing Groups Inside and Outside the Classroom, both from Lawrence Erlbaum Associates, and his essays have appeared or are forthcoming in Medical Humanities Review, Feminist Foundations, and Get Real: Documentary Theatre Past and Present.
Erin Hurt is an assistant professor of English at West Chester University in Pennsylvania, where she teaches courses in U.S. Latina/o literature and women and gender studies. Her current project examines the relationship between contemporary feminist texts and the marketplace, and she has published articles in thirdspace: a journal of feminist theory and culture (Summer 2008) and MELUS (Fall 2009).
Karen Robertson teaches English and women’s studies at Vassar College. She is co-editor with Susan Frye of Maids and Mistresses, Cousins and Queens, a collection of essays on women’s alliances in early modern England, and she is completing a book called Pocahontas at the Masque, about Jacobean responses to Pocahontas. [End Page 181]
Victor Sensenig is a PhD student in educational theory and policy at the Pennsylvania State University. He studies education and inequality in Indonesia and previously worked with relief and development agency Mennonite Central Committee in Central Java.
Stephanie Springgay is an assistant professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto. Her research focuses on curriculum theory, relational art practices, gender and youth studies, embodiment, feminist pedagogy, and justice-oriented education. In addition, as a multidisciplinary artist working with installation and video-based art, she investigates the relationship between artistic practices and methodologies of educational research. She is currently co-editing the book M/othering a Bodied Curriculum: Theories and Practices of Relational Teaching with Debra Freedman and Natalie Jolly; is the co-editor (with Deborah Freedman) of Curriculum and the Cultural Body (2007); and the author of Body Knowledge and Curriculum: Pedagogies of Touch in Youth and Visual Culture (2008). Her work has also appeared in such journals as Qualitative Inquiry, Studies in Art Education, Journal of Curriculum Theorizing, and the Alberta Journal of Educational Research. Currently, Dr. Springgay is a co-investigator on a Social Sciences and Research Council of Canada (SSHRC) research and creation grant. This is a large-scale study that explores community- based relational art practices in sites such as India; Argentina; Cape Breton, Nova Scotia; and Toronto. The study is an artistic inquiry into walking as a bodily way of knowing, as a political act, and as a form of corporeal public pedagogy. The study is situated to...