List of contributors

Annie R. Allen is an Assistant Professor of Social Work at Facundo Valdez School of Social Work at New Mexico Highlands University. She received her Ph.D. in Curriculum and Instruction from Texas Tech University, and her research concentration is in posthuman philosophy and its implications for social work practice and qualitative methodology.

Wendy A. Bilgen, Ph.D., LISW-S is currently a Professor of Social Work at Cleveland State University. For the past 25 years she has divided her time between teaching, counseling, research, and writing in the U.S. and Turkey, exploring the intricacies of human experiences through an integration of narrative based practices at the intersections of identity, culture, spirituality, and trauma-informed care.

Ana Bocanegra-Valle is a Senior Lecturer and Researcher at the University of Cadiz, Spain. Her main research interests are English for research publication purposes, ESP/EAP discourse and ESP/EAP methodology and education. She is Book Review editor for ESP Today and Spanish Journal of Applied Linguistics (RESLA). Ethnographies of academic writing (coedited, John Benjamins, 2021) is her latest book.

Xiali Chang, a Ph.D. student at Indiana University Bloomington, specializes in Curriculum Studies and Teacher Education. With a background in Translation (MA) and English Literature (BA), she has spent over a decade as a teacher and teacher educator in China. Her research centers around pre-service teacher education, teachers’ professional development, educational reforms and policies, as well as social justice in education.

Jeasik Cho is an Associate Professor of the Department of Curriculum & Instruction at Texas Tech University. He received his doctorate degree from The Ohio State University. He has a new book, Evaluating Qualitative Research (2018), and has published many articles in various academic journals. His current research interests include types of compassionate anger and theory of social justice emotions.

Maria Garcia is a Ph.D. student in the Cultural Studies and Social Thought in Education program at Washington State University. She works as a graduate assistant for the Washington State University ROAR program. Her research interests include Chicana feminism and the representation of Chicanx identity in children’s literature. Maria has an Ed.M. in Curriculum and Instruction.

Pejman Habibie is an Assistant Professor of TESOL at the University of Western Ontario, Canada. He is also a founding co-editor of the Journal of English for Research Publication Purposes and the book series Routledge Studies in English for Research Publication Purposes. His research interests and scholarly publications focus on the geopolitics, socio-economics, and scientometrics of knowledge construction and dissemination, writing for scholarly publication, and academic literacies. His work has been published in international journals such as The Annual Review of Applied Linguistics and The Journal of Second Language Writing, among others.

Sandra Jack-Malik is a recently retired, Associate Professor at Cape Breton University, Department of Education. Prior to academia she worked as a K-12 school administrator in remote, northern Canadian communities. As well, she was the sole proprietor of a literacy clinic for 13 years. Her qualitative research focussed on literacies as a shaping influence on identities.

Jeong-Hee Kim is a Professor and Chair of the Department of Curriculum and Instruction at Texas Tech University. Kim’s research interest includes interdisciplinary curriculum making through narrative, linking education with the field of engineering and medicine. She received the 2017 Outstanding Publication Award for her book, Understanding Narrative Inquiry (2016) from AERA’s narrative research group, which is also translated in Chinese.

Janet L. Kuhnke is an Associate Professor in the School of Nursing at Cape Breton University. She spent more than 30 years working alongside First Nation communities. Her research focuses on exploring wellbeing when living with chronic illnesses. Her research methodology is qualitative, with a focus on lived experiences as represented and shared through stories and art.

Luke Lawrence is an Assistant Professor in the College of Commerce at Nihon University, Japan. His research takes an intersectional approach to identity in the English Language Teaching field. His work focuses on native-speakerism as well as gender, race, sexuality and multilingualism as it relates to translingual practices.

Robert J. Lowe is an Associate Professor in the Department of Languages and Culture, Ochanomizu University. His research focuses on critical qualitative inquiry in English language teaching. His publications include the monograph Uncovering Ideology in English Language Teaching (2020), and papers in journals including the Journal of Language, Identity, and Education, The Journal of Multilingual and Multicultural Development, and ELT Journal.

Jessica Masterson is an Assistant Professor of teaching and learning at Washington State University Vancouver, where her work involves examining the interrelationship of literacies, democratic practices, and youth studies.

Ellie Nik, with a PhD from the University of New South Wales, is driven by a resolute focus on equity and social justice. Currently based at the University of Technology Sydney, Ellie is dedicated to empowering marginalized individuals and communities, giving voice to their experiences. Her research interests encompass migration, equity in education, identities, multilingualism, and autoethnography.

Hanako Okada is an Associate Professor of rhetoric and composition in the Faculty of Liberal Arts at Sophia University in Tokyo, Japan. Her academic interests include illness and disability narratives and other reflexive personal narratives and multilingual identities. She is particularly drawn to work infused with life, using methods such as narrative inquiry and ethnography.

Matthew T. Prior is an Associate Professor of English (Linguistics, Applied Linguistics, & TESOL) at Arizona State University, USA. His research interests include language and emotion, socio-psychological dimensions of language learning and use, multilingualism and identity, qualitative methods, narrative and discursive-constructionist approaches, and methodographic perspectives. He has authored and edited a wide range of publications in international journals and edited collections.

Richard D. Sawyer is a Professor of Education at Washington State University. He has published widely on curriculum theory and dialogic methodologies, including duoethnography (which he co-developed). With Joe Norris in 2011 he received The American Educational Research Association’s Division D Outstanding Book Award for Duoethnography: Understanding Qualitative Research. He is a co-editor of the Northwest Journal of Teacher Education.

Jing Tan is a Ph.D. candidate in the Educational Leadership program at Miami University. She teaches Sociocultural Studies in Education at Miami. Her research interests are language education, curriculum and instruction, and educational policy analysis. She earned an M.A. in Teaching English to Speakers of Other Languages, and an M.Ed. in Student Affairs in Higher Education from Wright State University in 2019.

Wanying Wang is currently a visiting Assistant Professor at the School of Education at St. John’s University. She acquired her PhDs from the University of Hong Kong in Curriculum Innovation and Leadership Studies and University of British Columbia in Curriculum Studies. Her research areas include curriculum studies, teacher education, spirituality of education, attunement, and sociology of education.

Shain Wright (they/them) graduated with a doctorate in Cultural Studies and Social Thought in Education from Washington State University. Shain has a research interest in queer families, specifically family planning, fertility, birth work and building community. Shain is a parent to three small children; their family is the impetus for much of their research and scholarly work.

Zhe (Zoey) Zheng is a PhD researcher at the University of Stirling. Her research interests lie in multilingualism, teacher identity and discourse analysis. She has worked as an English teacher and a teacher educator in China and the UK at the tertiary level. Her recent publications and projects adopt a teacher’s perspective to explore translingual practices in various contexts.