(Re)framing vulnerability as social justice work: Lessons from hacking our teacher education practices

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Notes on contributors

Carey E. Andrzejewski

Carey E. Andrzejewski is an Associate Professor of Social Foundations of Education and Research Methods at Auburn University. Carey’s scholarship focuses on equitable practices in schools and the development of critical consciousness in students, pre-service teachers, and school-based practitioners. Her research has appeared most recently in journals such as Taboo: The Journal of Culture and Education, Critical Questions in Education, and Whiteness and Education.

Kira J. Baker-Doyle

Kira J. Baker-Doyle is an Associate Professor of Curriculum and Instruction and the Director of the Center for Literacy at the University of Illinois at Chicago. She founded the Transformative Teacher Educator Fellowship.

Jocelyn A. Glazier

Jocelyn A. Glazier is an Associate Professor of Teacher Education at the University of North Carolina at Chapel Hill. Her research and teaching focus on supporting teacher expansion of innovative and empowering pedagogies to support all students, particularly those most marginalized in schools. Her qualitative work raises important questions about the potential of transformative, experiential teaching practices at all levels of education and across multiple contexts in support of equity and justice. Her research has appeared most recently in journals such as The New Educator, the Journal of Experiential Education and Teaching Education. Prior to her work in higher education, she was a high school English teacher.

Kristin E. Reimer

Kristin E. Reimer is a Lecturer in the Faculty of Education, Monash University, Melbourne, Australia. Kristin’s teaching and research focus broadly on humanizing and relational approaches in education. Kristin is particularly interested in the potential of approaches - such as restorative justice - to facilitate educational spaces characterized by connection and coherence. Kristin’s first book, Adult Intentions, Student Perceptions: How Restorative Justice is used in Schools to Control and to Engage, was published in 2019.