Sarah Stitzlein is Professor of Education and Affiliated Professor of Philosophy at the University of Cincinnati. She earned her bachelor’s degree in Philosophy and Master’s Degree in Curriculum and Teacher Leadership from Miami University and earned her doctorate in Philosophy of Education from the University of Illinois. As a political philosopher of education, Professor Stitzlein employs Deweyan pragmatism and political theory to analyze and critique issues of justice and equality in schools. She offers normative arguments for improved education for democracy that supports the agency of students and teachers while also rallying citizens to fulfill their responsibilities to public schools as central institutions of democracy. Her work has appeared in leading journals, including Educational Theory, Teachers College Record, and Review of Educational Research. Her most recent books include American Public Education and the Responsibilities of its Citizens: Supporting Democracy in an Age of Accountability (Oxford University Press, 2017) and Teaching for Dissent: Citizenship Education and Political Activism (Routledge, 2014). Her research has been supported by the Spencer Foundation, Templeton Foundation, American Association of University Women, National Endowment for the Humanities, and Center for Ethics and Education. Her research interests carry over into her service, as she directs the Center for Hope and Justice Education and edits the journal Democracy & Education.
A.G. Rud is a Distinguished Professor in the College of Education at Washington State University, where he also served as dean. Dr. Rud’s research focuses on the cultural foundations of education, with particular emphasis on the moral dimensions of teacher education, P-12 educational leadership, and higher education. He is the editor of the Palgrave Macmillan book series on the social and cultural foundations of education, and has edited several books, including Dewey at 150: Reflections for a New Century with former JDS presidents Jim Garrison and Lynda Stone. Rud was editor of Education and Culture, the flagship journal of the Society, from 2004-2010. His latest sole authored book, Albert Schweitzer’s Legacy for Education: Reverence for Life, is now out in paperback. He has published widely in journals such as Teachers College Record, Education and Culture, Education Policy Analysis Archives, Educational Theory, Studies in Philosophy and Education, Review of Educational Research, and Educational Researcher. Rud was a faculty member and administrator at Purdue University before joining WSU. Early in his career he helped establish a nationally recognized program for teacher development, The North Carolina Center for the Advancement of Teaching, where he was senior fellow. He is a graduate of Dartmouth College and holds an MA and PhD in philosophy from Northwestern University.
Kyle Greenwalt is an Associate Professor in the Department of Teacher Education at Michigan State University. His educational background includes a BA in philosophy at the University of Chicago, a MEd in Social Studies Education at the University of Minnesota, and a PhD in Curriculum and Instruction, also at the University of Minnesota. His professional background includes two years teaching English at a high school in rural Hungary, and four years teaching social studies at a public, PK-12 school in rural, northern Minnesota. His research is grounded in the study of student and teacher experience, drawing upon the traditions of pragmatism, feminism, and phenomenology. His early work looked at the school as a site of nation-building. More recent work has led him to explore the educative potential of home and family in an age of high-stakes, compulsory school attendance. He is the faculty director of the secondary social studies licensure program at Michigan State University, working with teachers across Michigan to prepare the next generation of teachers to educate children for democratic living. He is also the editor of the Journal of School & Society, a journal of intelligent practice for justice-minded educators. He is the father of three children, and loves Spartan basketball, gardening, hiking, canoeing, meditation and yoga.
Jessica A. Heybach, Associate Professor in the School of Education and Human Performance at Aurora University (AU). She is currently the department chair of the EdD Programs at AU, and teaches graduate courses in educational research, curriculum studies, and ethics and philosophy in education. Her scholarly interests include questions of justice and equity in education, how conceptions of teacher neutrality influence curriculum and instruction, and how visual culture informs human understandings of injustice. Dr. Heybach has published in such journals as the Education Policy Analysis Archives, Educational Studies, Education and Culture, Critical Questions in Education, and Philosophical Studies in Education, and co-edited the book Dystopia and Education: Insights into Theory, Praxis, and Policy with Eric C. Sheffield. She is the current president of Ohio Valley Philosophy of Education Society and the past president of the Southeast Philosophy of Education Society.
Charles Lowery is an Assistant Professor of Educational Studies in The Gladys W. and David H. Patton College of Education at OHIO University. He graduated with a B.A. in Spanish from the University of Texas-Tyler and holds the M.Ed. in Educational Administration from Stephen F. Austin State University. He earned his Ed.D. in Educational Leadership from Stephen F. Austin State University. Additionally, he has completed the Superintendent program at the University of Texas-Tyler. He has over 15 years of experience in PK12 instruction and educational leadership with an additional 10 years of prior experience in leadership and supervision. In preparing aspiring educational leaders for theory and practice in the 21st century, Dr. Lowery embraces a Deweyan perspective for experiential learning through deliberative ways of thinking and democratic ways of doing. His research interests include democratic and moral leadership for social justice and care, perceptions and challenges of diverse and marginalized individuals in educational settings, leadership development in high-needs schools, and emerging metaphors of school leadership in the 21st century.
B. Jacob Del Dotto is a PhD student at Loyola University of Chicago. His research interests include the intersection of social justice pedagogy and democratic classroom spaces, interracial teacher-student relationships, and the implications of whiteness in schooling. He holds a bachelors degree from Michigan State University and a masters degree in Teaching and Learning-Elementary Education from DePaul University. He has taught in public education for over 10 years in elementary and middle school classrooms. For the past couple of years, he has served as adjunct faculty at Loyola, teaching courses about the sociology of education and the history of American education. In 2018 his first academic work, Coded To Confront: John Dewey and the Intersection of Race and Class in Jim Crow Era America, was published. His most recent publication is a co-authored piece on school choice entitled School Choice, Youth Voice: How Diverse Student Policy Actors Experience High School Choice Policy.
Zane Wubbena is a Program Specialist in the Division of Monitoring, Review, and Support at the Texas Education Agency. He earned his PhD in education with an emphasis on quantitative methodologies from Texas State University, where he received the 2017 Outstanding Doctoral Student Award and served as a Gabriela Mistral Scholar, traveling to study student movements in Chile, as part of the U.S. Department of State’s 100,000 Strong in the Americas initiative. Dr. Zane’s research focuses on news framing effects and education policy. Another strand of his research focuses on the theory of emotional inhibition and expressive writing therapy as a social-emotional intervention that teachers and school counselors can use for kids who have experienced trauma in school (e.g., bullying and school shootings). Dr. Zane previously taught special education at the primary and secondary levels. He has published in such journals as the Kappa Delta Pi Record, Policy Futures in Education, Journal of Critical Educational Policy Studies, Critical Education, Learning and Individual Differences, Issues in Teacher Education, Journal of Educational Administration, Teaching and Learning in Medicine, International Journal of Medical Education, Educational Philosophy and Theory, Discourse: Studies in the Cultural Politics of Education, and The SoJo Journal. Dr. Zane also serves as education editor for the journal Cogent Education and associate editor for the journals Dewey Studies and The Journal of School & Society.