ABSTRACT. Three art educators who are deeply committed to ant-racist and anti-oppressive work were awarded a SSHRC grant to study the ways in which anti-racist and anti-oppression focused artists can work with students, faculty, and the public in a university gallery during a residency to study and practice anti-racism and anti-oppression.

ABSTRACT. This study highlights student demonstration of enriched critical civics education (ECCE) by conducting a local history research project about the COVID-19 pandemic. Major findings show that students display ECCE through examining 1) historical contexts of the pandemic, 2) multiple perspectives of experiences, 3) community values, and 4) how to take informed action.

ABSTRACT. This paper proposes Sankofa as a decolonial pedagogy for reclaiming democratic educational futures. It comes against the backdrop of concerted efforts to control and manage school curricula and pedagogy. Being an onto-epistemological Indigenous Ghanaian philosophy, Sankofa allows educators to learn from the past to reimagine democratic futures in education.

ABSTRACT. We are submitting this presentation for the November Virtual Conference:

50 word Abstract:

This presentation explores interconnectedness in k-12 classrooms through currere, dis/Ability justice, and LatDisCrit as frameworks for understanding educational practice. The authors draw from experiences as a Latinx student and a parent of a child in special education to demonstrate hope for embracing complex identities of teachers and students and the role of LatDisCrit in fostering relational care.

Proposal Abstract:

This presentation will extend a forthcoming chapter drawing on the collaborative critical currere work of the authors. We will draw on currere, dis/Ability justice, and Latino Critical Race Studies (LatCrit) and Disability Critical Race Studies (DisCrit) (LatDisCrit) as frameworks that both inform our understandings of our autobiographies and our recommendations for pre- and in-service teachers and teacher-educators. One author draws on his experiences as a Latinx student identified for special education in his childhood and the other draws on her experiences as a mother of a child identified for special education services including the perceived need for a paraprofessional dedicated aide. We write specifically about the practice of bringing paraprofessional dedicated aides into classroom spaces and how we might honor the experiences of students and families better by understanding teaching practice at the intersections of dis/Ability and race through the ways that LatDisCrit (Padilla, 2022) helps us to realize relational networks of care between general educators, special educators, paraprofessionals, parents, and, most importantly, students. This presentation will emphasize the importance of dis/Ability justice tenets like interconnectedness and solidarity across movements (Berne, 2017; Piepzna-Samarasinha, 2018) as we offer practical suggestions for how educators can more reflexively engage their multiple social locations, with an emphasis on how white allies or co-conspirators (Love, 2019) can contend with the deficit medical models prevalent in special education and how their engagement with frameworks like LatDisCrit will benefit both Latinx and dis/Abled students, and also students with other identities through critical engagement with anti-oppressive pedagogies and practice. We will also offer a praxical tool for educators working in and caring for young people within the constraints of public education as we know it within the United States and transnational global contexts. For this presentation, as we specifically take up “reclaiming and reimagining of democratic futures takes place in the classroom,” as stated in the call for proposals. Specifically, by drawing on both of our currere writing, we will make suggestions for: how drawing on LatDisCrit, our autobiographies, and interconnectedness as realized with dis/Ability justice show us relationality in the classroom; how the dis/Ability justice principle of cross-movement solidarity teaches us to ‘speak with’ rather than ‘speak for’ k-12 students; specific suggestions for educators for bringing paraprofessionals into the classroom; and how LatDisCrit is a framework that should be taken up to nurture liberatory and relational educational spaces for Latinx teachers and student and for teachers and students who do not identify as Latinx. We assert that this framework is a way to advance justice and radical love in educational spaces.

References

Berne, P., Morales, A. L., Langstaff, D., & Invalid, S. (2018). Ten principles of disability justice. WSQ: Women's Studies Quarterly, 46(1), 227-230.

Love, B. (2019). We want to do more than survive: Abolitionist teaching and pursuit of freedom. Beacon Press.

Padilla, A. (2022). Disability, Intersectional Agency, and Latinx Identity: Theorizing LatDisCrit Counterstories. Routledge.

Piepzna-Samarasinha, L. (2018). Care Work: Dreaming Disability Justice. Arsenal Pulp Press.

ABSTRACT. This paper delves into the foundational role of Kanoon in fostering art education in Iran in the 1960s and 1970s. Conducted by Lily Amir-Arjomand, Kanoon emerged as more than just an institution; it was a sanctuary where Iranian youth could explore their creative potential through libraries, educational programs, and artistic activities.

ABSTRACT. This paper explores Arabic fantastical literature through worldbuilding and design thinking, presenting an innovative undergraduate curriculum focused on imaginative exploration. It discusses practical applications in pedagogy, providing a detailed syllabus and reflections on design and implementation. A textual analysis of a fantastical text demonstrates its educational use.

ABSTRACT. Young learners have minimal awareness of the functions of the branches of government, particularly the judicial branch. The Capitol Hill riot and civil rights cases necessitate young learners’ consciousness of the U.S. legal system and the role and significance of the judicial branch in upholding the U.S. Constitution and democracy.

ABSTRACT. Understanding the impacts of political issues, political discourse, media coverage, and the 2024 US presidential election on preservice teachers’ sense of teacher identity is paramount to their success in their teacher preparation program. This study examines preservice teachers’ response to these issues and how it frames their future classrooms.

ABSTRACT. Teaching mathematics and science embedded contents in historical/cultural contexts is mostly absent in many secondary classrooms. This qualitative study examines the reflections of 16 teachers on teaching and learning embedded in historical/cultural context. The findings suggest teaching mathematics and science in the historical/cultural context brings new conscious awareness for teachers.

ABSTRACT. Building on antiracist work from Ibram X. Kendi, Felicia Rose Chavez, and Brene Brown, I blend Chavez’s antiracist creative writing workshop with Brown’s sensibilities regarding hierarchical power and apply them to my first year composition teaching practices, describing how antiracist approaches improve both my classroom environment and student success.

ABSTRACT. As higher education institutions become more diverse, there is an increasing need to align curriculum, pedagogical practices, and assessment methods with the diverse needs of the student population. In this presentation, I will explore the importance of reevaluating traditional assessment methods through a culturally responsive lens. I will emphasize that to achieve equity in assessments, they must reflect and honor the diverse cultural backgrounds and lived experiences of all students. I will also argue that traditional assessment methods, often rooted in colonial education, frequently overlook the cultural contexts, experiences, and knowledge that students bring to the classroom. Finally, through this self-study inquiry into my own teaching practices and through a culturally relevant and responsive framework I will reflect on my own practices as an educator in an online Master of Education program and share how I have been rethinking traditional assessment methods through a culturally relevant pedagogy lens.

ABSTRACT. Students enrolled in a pre-program education course focused on diversity, equity, and inclusion grapple with learning outcomes in a state with newly passed laws that intentionally limit the freedom and autonomy of people of color, educators, women, and LGBTQ individuals.

ABSTRACT. Literacy learning holds infinite possibilities for empowering and transforming students of all levels through the power of language. However, barriers to these possibilities limit the agency that teachers should possess in their classrooms. These challenges restrict teachers from embracing students’ many ways of being and promote dominant literacies instead.

ABSTRACT. 2024 Utah legislation sought to erase diversity, equity, and inclusion in higher education institutions. Presenters will provide an overview of the new laws enacted, while also providing some perspectives on how faculty are utilizing academic freedom and other important tools to ensure DEI work continues in the classroom and beyond.

ABSTRACT. This book talk focuses on The Catholic Teacher: Teaching for Social Justice with Faith, Hope, and Love (Bloomsbury, 2023), which is a reflective account of what it means to being an educator of faith, drawing on the rich history of the Church and its inclusive nature through ecumenical, interfaith, and interreligious dialogue, along with the Church's social teachings and its link to liberation theology and a critical pedagogy in the light of faith. While the book is written for “the Catholic teacher” as its primary audience, whether one works in a public or private school setting, the tone is written in an ecumenical spirit, suggesting a welcoming regardless of faith position or job title.

ABSTRACT. Date and Time: Saturday, November 16

Event Description:

The Curriculum & Pedagogy Mentorship Committee invites Ph.D. students and early career scholars to a valuable panel discussion on "From Dissertation to Publication: A Guide for Emerging Scholars" This event aims to provide practical insights and strategies for leveraging one's dissertation work as a foundation for post-graduate publishing and to offer general publishing strategies for beginning scholars.

Session Objectives: The panel will cover various aspects of the transition from dissertation writing to publishing in academia, including but not limited to: Using Your Dissertation as a Springboard: Learn how to transform your dissertation into publishable research articles and books. Publishing Strategies for Beginning Scholars: Discover effective strategies for entering the world of academic publishing. Navigating the Publishing Process: Gain insights into the submission, review, and revision processes. Overcoming Common Challenges: Understand common obstacles in academic publishing and how to overcome them. Q&A and Personalized Advice: Engage with experienced scholars and receive personalized advice tailored to your specific goals.

This panel discussion is designed to bridge the gap between completing a dissertation and becoming a published academic. By providing targeted advice and strategies, the session aims to support Ph.D. students and early-career scholars to successfully navigate the academic publishing landscape.

Participant Engagement: We encourage attendees to submit their questions and topics of interest in advance to ensure the panel addresses the most relevant and pressing issues. This approach will help tailor the discussion to meet the participants' specific needs and concerns.

Contact Information: For more information or to submit your questions and topics of interest, please contact Michelle Angelo-Rocha: michelleangelorocha@gmail.com

ABSTRACT. This paper lingers over the potentialities of queer futurities enabled through art and its public pedagogies. What if thriving queer bodies reorient and renegotiate encounters with other bodies and objects in such straight spaces as small Texan towns? This question is thought with the exhibition Keep Left at the Fork.

ABSTRACT. My pig. My student. My teacher: Queering our perceptions of pigs

Virtual

For program: An [auto]ethnographic story of becoming a mama, teacher, and student of Randy, my pig. Hear how our interactions provide opportunities to teach and learn, create special bonds, and serve within the community on behalf of mini pigs. Finally, learn the legitimate place pigs have in queer multicultural social justice education.

In this session, I share part of an [auto]ethnographic story of becoming a mama, teacher, and student of Randy, my potbelly pig. After I introduce you to Randy, I reflect on how our interactions provide opportunities to teach and learn, create special bonds, and serve within the community on behalf of nonhuman animals—in this case, mini pigs. Finally, I discuss the legitimate place pigs and other nonhuman animals have in queer multicultural social justice education (Knaier, 2020, 2021)—the framework within which I teach and learn. Within this discussion, I include a brief [pig]story of how pigs are used and perceived (e.g., meat, service animals, ugly, dirty) and I encourage you to seek out the nonhuman animal teachers in your life.

Knaier, M. L. (2020). Queer multicultural social justice education: Curriculum (and identity) development through performance. Information Age Press.

Knaier, M. L. (2020). Our stories as curriculum: In S. L. Raye, S. Masta, S. Taylor Cook, & J. Burdick (Eds.) Ideating pedagogy in troubled times: Approaches to identity, theory, teaching, and research (pp. 141-156). Charlotte, NC: Information Age Press.

Michelle L. Knaier, Purdue University, mknaier@purdue.edu

Individual paper

ABSTRACT. Based on my Master dissertation presented to a Brazilian University, this work aims to identify the presence of gender stereotypes within English textbooks used in Brazil. Content analysis was used as a methodology, and It was expected to find sexist patterns, and social standards, which were historically established and disseminated.

ABSTRACT. This paper examines a phenomenological study exploring teachers' exceptional experiences with practices of heightened consciousness. Framed by Anzaldúa’s (2015) “Coyolxauhqui imperative” (p. 9) highlights how these experiences are reflected in teachers' understanding of their own and others' lived curriculum. An "epistemological loosening" process that distances from Eurocentric notions of consciousness.

ABSTRACT. This paper asks questions about living and learning. How do we learn to live, or what is a pedagogical atmosphere? And what kind of living allows for learning, or what is an atmospheric pedagogy? Through a critical reading of pedagogic theory, this paper illuminates a vapid aesthetics of power that functions atmospherically.

ABSTRACT. This study employs a variety of theoretical and philosophical frameworks, including postcolonial theory, border theory, and performance studies. I explore the strategies implemented by the burlesque community that have transgressed traditional social boundaries – rooted in racism, classism, and sexism – and which have served to establish a carefully cultivated community of acceptance. Using burlesque as a symbolic frame, I assert that even very young children resist domination and oppression through behaviors – performances of culture – that parody public education, make a mockery of their classrooms, resist conformity, and preserve identity. The research, therefore, examines the performances of children as they encounter borders that constrain culture, language, movement, and expression, in hope of better understanding the ways they manage to subvert the system of borders and boundaries in effort to maintain their personal, cultural, and linguistic identities.

ABSTRACT. This article is intended to document a story about three teacher educators and a preservice teacher educator working on the border who believe cross disciplinary practices can transform schools. We saw a need to move beyond our siloed classes in higher education and to set expectations that move towards integrated approaches but also model these integrated approaches for pre-service teachers. We say move towards because we are always learning, we are a working model of colleagues that want to conduct best practices in our higher education classrooms. Practices which move towards teaching which is not based on test scores, or one size fits all approaches like science of teaching reading. Learning is varied, it’s for students who cross the border, it’s for teachers and students that code switch, it’s for innovative ways of looking at problems with manipulatives, and hands-on learning. We hope our essays and our writing bring you some insights into ways to collaborate with your colleagues.

ABSTRACT. Alternative educational spaces, such as summer enrichment programs, are excellent opportunities for teachers to create authentic curriculum that meets students' needs and capitalize on educators' expertise. Instead of relying on trending, packaged materials that claim learning gains, or standards-based lesson plans to guide instruction, Brockport Summer Learning uses principles associated with Restorative Practices, NYS Culturally-Sustaining Education Framework, authentic literacy practices, and play-based activities to create meaningful spaces for (who)listic education.

ABSTRACT. Through an interdisciplinary lens of western and non-western scholarship and storytelling, this author explores Agape, unconditional love—a hidden and explicit curriculum of selfless and radical love, in pursuit of social justice in the learning space, and an indispensable component of a transformative learning environment that heals and inspires.

ABSTRACT. Inspired the work of abolitionist early childhood educator, cultural organizer and creator Uhkiea “Ki” Gross, we propose this presentation as a radical and delusional imagination of curriculum and pedagogy in the early years as liberated from the grip of neoliberal, developmental and racist ideology and logics.

ABSTRACT. Experiences of pre-service and in-service mathematics teachers reflect their concerns relative to online teaching and learning. This qualitative research studies 25 teachers’ online teaching and learning experiences. The findings indicate attributes such as interactions, communication, and peer support impact the mathematics teachers’ beliefs and practices toward online teaching and learning.

ABSTRACT. Our paper examines ways we, doctoral students and professor, approached mentoring relationships. We will share stories, conversations, images related to our goal: creating community among students and advisors that honors intersections of identity and a wide variety of interests while working toward equity in university, secondary school, and public settings.

ABSTRACT. This presentation explores embedding radical self-care within literacy education courses as a powerful strategy for promoting justice for marginalized populations. By integrating self-care practices, educators can foster resilience, equity, and empowerment, creating transformative learning environments that challenge systemic inequities and support holistic student well-being.

ABSTRACT. Cultivating democratic futures require students to develop critical perspectives on society’s current state. Teachers committed to helping students reclaim democratic futures must necessarily position themselves as guides through carefully cultivated curricular experiences. These experiences should absorb, reflect, and refract the lives and values of both students and teachers. How teachers sustain these practices is deeply shaped by their individual positionality, unique school contexts, and socio-historical factors in their school communities. In this symposium, three pedagogues across educational contexts will explore how they work to reclaim a democratic future through absorbing, reflecting and refracting teachers’ and students’ lives through curriculum. Paper one will examine how Nadia, an Indo-Caribbean feminist of color, develops critical dispositions with primarily white pre-service teachers in an undergraduate setting. Relying on Lysicott’s fugitive literacies framework (2019), Nadia will analyze how she teaches pre-service English teachers to read the word and the world (Freire, 1970) when learning to craft curriculum for the diverse learners in their future classrooms. Primarily, Nadia will present how she guides students through excavating internalized privilege and bias in order to decenter the literary canon (Aston, 2017). This process for crafting curriculum ultimately sets new teachers on a path toward cultivating democratic classrooms, as their curricular choices reflect more critically aligned, culturally sustaining and equitable values. Paper two will recount how Nick, a white teacher and director of curriculum and instruction at a Catholic high school, critically explores the value of infusing Catholic Social Teaching into the AP African Studies course curriculum in his community (Baker & Riordan, 1998; Massingale, 2010; Massaro, 2016; Rodriguez & Briscoe, 2019). Nick’s paper will examine how he navigates public scrutiny and pressures to censure critical approaches to curricula while he works to reflect the experiences of all students in alignment with Catholic education: namely a commitment to promote a morally-informed pedagogy oriented around human dignity and the common good. Nick’s paper will capture his praxis working to situate the new AP African American Studies curriculum within the unique context of Catholic Social Teaching. Paper three will discuss how Caitlin, a critical disability researcher, engages special education teachers in their understanding of creating curriculum focused on the intersection of multiple disabilities. Caitlin will examine how special education teachers in a therapeutic residential school create meaningful programming that respects how their students' disabilities interact and influence one another. In a refraction of the traditional paradigms of special education, Caitlin will support teachers in understanding how to imbed disability studies into their students’ lessons to emphasize characteristics of disability as an asset (Lopez, 2023). In this symposium, the authors will establish a three tiered approach to cultivating democratic futures through schooling. Each will examine how they first absorb the current state of affairs in order to critically reflect with their students and teachers, ultimately leading to a refraction that illuminates a reimagined democratic future. References Aston, R. (2017). A Culture of Text. The Canon and the Common Core. Journal of Curriculum Theorizing. 32(2), 39-52. Baker, D. P., & Riordan, C. (1998). The “eliting” of the common American Catholic school and the national education crisis. Phi Delta Kappan, 80(1), 16-23. Freire, P. (1970). Pedagogy of the Oppressed. Continuum. Lopez, F. (2023). Asset Based Pedagogy. In Schutz, P. A. & Muis, K. R. (Eds.), Handbook of Educational Psychology (pp. 433-457). Routledge. Lyiscott, J. Black Appetite. White Food. Routledge. Massaro, T. (2016). Living justice: Catholic social teaching in action. Lanham: Rowman & Littlefield. Massingale, B. N. (2010). Racial Justice and the Catholic Church. United Kingdom: Orbis Books. Rodriguez, P. J. (2019). “This is your worth”: Is the catholic school advantage in urban catholic schools’ college culture disappearing in a neoliberal era? Education and Urban Society, 51(1), 3-32. doi:10.1177/0013124517714847

ABSTRACT. The aim of this presentation is to share the analysis of a course book developed with the purpose to teach Portuguese as Welcoming Language with international migrant and refugee children in Brazil. The material was critically designed to provide the opportunity to learn Portuguese without erasing their linguistic and sociohistorical repertoire.

ABSTRACT. Through examining an Indigenous language curriculum designed and implemented in a rural Indigenous Hoche community in Northeast China, this reflective presentation contributes to the awareness of Indigenous linguistic consciousness, and subsequent practices of reframing language pedagogy and curriculum with Indigenous reciprocity.

ABSTRACT. This autoethnography explores my experiences and those of another female participant, reifying and resisting linguistic fear through lived experiences in transcultural spaces. The study reveals how linguistic fear manifests, particularly in educational and professional settings. It emphasizes the critical role of solidarity and empathy in overcoming this fear.

ABSTRACT. An examination of teacher education programs reveals a lack of preparation for the realities of teacher activism and the effects that political “war” has on the agency and resilience of teachers. This paper posits the need for instruction in experiential political knowledge that helps teachers become kinetic transformative activists.

ABSTRACT. This paper investigates how Asian American teachers in PreK-6th grade classrooms teach about diversity, informed by their racialized experiences. Rooted in Asian Critical Theory, this paper draws on in-depth phenomenological interview data to examine Asian American teachers’ experiences grappling with the tension between representing one’s own culture and being essentialized.

ABSTRACT. Trouble in Censorville: The Far Right’s Assault on Public Education – and the Teachers Who are Fighting Back brings readers face-to-face with harrowing first-hand accounts of teachers being threatened, smeared, ostracized, penalized, and fired for teaching the historical truths of racial justice struggles or for offering books by and about LGBTQ+ people.

ABSTRACT. Civil Rights laws are limited in ensuring equitable educational access. This presentation will share preliminary findings from a qualitative study seeking to reclaim, reimagine, and redefine equity in special education through the lived experiences– shared via interviews and curricular documents/artifacts– of K-12 teachers who received K-12 special education services.

ABSTRACT. Colonial thoughts have always been afforded room and promoted in the US, and these views seem to have become more explicit lately as they are being expressed not only in political discourse but by policymakers as well. These reactionary discourses have turned into laws being passed that now affect teachers nationwide. To ascertain how reactionary discourses are directly impacting educators, this paper utilizes critical narrative inquiry to answer the research question: “How are secondary humanities teachers in Texas navigating the tensions created by reactionary education reform?” After interviewing three educators, I examined the interview transcripts and discovered themes connected with decoloniality such as dehumanization, coloniality of power, and affect coloniality.

ABSTRACT. This curriculum will invite middle school students to explore their personal food narratives through research and reflection on personal, cultural, political, and historical contexts. By examining their funds of knowledge and the broader food systems at play, students think deeply, analytically, and critically on how food shapes their identities and engage with deeper sociopolitical contexts through creative storytelling.

ABSTRACT. Brief abstract: Socioscientific issues (SSI) help students understand science holistically by considering scientific, economic, ethical, political, and sociopolitical factors. This study in a non-STEM introductory science course used thematic analysis to explore how students interpret scientific issues, with an emphasis on power imbalances, and will explore the role of SSI-based curricula in promoting social justice in education.

Expanded abstract: Socioscientific issues (SSI) have been effective in supporting students in developing an accurate and holistic understanding of science and how science works to solve problems. Successful engagement in SSI scenarios requires students to not only consider correct scientific knowledge, but also economic, ethical, political, and sociopolitical factors when reaching consensus regarding these issues. SSI scenarios have included: the safety of artificial sweeteners, stem cell research, genetic engineering, and global climate change. This curricular approach is developed from a theoretical framework that incorporates elements of developmental psychology, sociology, and philosophy. The negotiation of SSI is dependent on a variety of influences, such as environmental concerns, ethics, economics, political policy, and social culture. Despite the deep connections between science and society, the concept of social justice when negotiating socioscientific issues has not been explored. While social justice in education at its core seeks to create a more equitable and inclusive educational system, there are many perspectives relevant to teaching and learning, including equity and fairness, inclusion and diversity, critical pedagogy, culturally responsive education, and democratic education. A socioscientific issues-based curriculum strongly aligns with aspects of critical pedagogy and democratic education. Critical pedagogy encourages students to critically analyze social issues and become active participants in creating a more just society. Democratic education is a framework that teaches students about their rights and responsibilities as citizens and encourages them to participate in democratic processes. During an introductory science course developed for non-STEM students, students discussed four scenarios: genetically modified foods, a Doomsday flu scenario, water quality and availability, as well as sustainability efforts. In this case we used thematic analysis to understand the domains of knowledge used by students participating in a general education course in science for non-STEM majors as we believe this would provide a more accurate representation of how students in a variety of fields interpret scientific issues. The study was conducted in a large introductory science course designed for non-STEM students within the general education curriculum at a large Southeastern public university. The course was held in an online format by an instructor experienced both in the content and in online pedagogies. Within this study, we are especially interested in a comprehensive examination of the themes that students used that highlighted power imbalances inherent within the issues and then highlighting how a socioscientific issues-based curriculum can support education for social justice.

ABSTRACT. This relational analysis of art and community presents the thrust for Black arts education in the United Sates between the 1930s and 1960s. It examines how women artists-educators of color used their sculptural forms to assert and challenge ideals of identity and align this social justice approach to student art-making.

ABSTRACT. This proposal critically examines the failures of racial equity reforms in the recruitment and retention of Black educators. It argues that interest convergence often leads to superficial strategies that fail to account for the full intersectionality of Black educators' identities, resulting in outcomes that undermine true equity and inclusion.

ABSTRACT. Popular media is leveraged to fuel systemic anti-Black racism. To counter this, I encourage the use of Black educational fugitive spaces to reclaim, repair, and critique public-facing fictional media through the use of fictional framing, critical race theory, and a subjective interpretive method.

ABSTRACT. This presentation offers foundations and strategies to decolonize our instruction in four areas: (1) curriculum, the content we include and exclude from courses and syllabi; (2) pedagogies that support all learners; (3) assessments that consider students’ strengths and needs; and (4) respectful and inclusive classroom environments that embrace students’ differences.

ABSTRACT. This panel will act as the official book launch and introduction to the Curriculum and Pedagogy Groups’ 2024 collected book, Walking Away: Refusing and resisting reactionary curriculum movements. This panel will include the editors of the volume and some of the authors of the chapters in the book.