Professor Constant Leung
Constant Leung is Professor of Educational Linguistics in the School of Education, Communication & Society at King’s College London. He also serves as Deputy Head of Department. He was the founding chair of the National Association for Language Development in the Curriculum (NALDIC), a national subject association for teachers of English as an Additional Language in UK. His research interests include additional/second language curriculum, language assessment, language policy, and teacher professional development. He is Joint Editor for Language Assessment Quarterly and Editor of Research Issues for TESOL Quarterly.
Dr Philomena de Lima
Philomena is the Director of the Centre for Remote and Rural Studies, University of the Highlands and Islands, Inverness, Scotland. Her research interests include equalities and social justice issues with a particular focus on a range of groups in rural communities and cross-national comparisons. She has applied her interests in the following areas: demographic changes, migration and labour market strategies, ethnicity and belonging, poverty and environmental impacts and responses to changes.
Professor Alison Phipps
Alison Phipps is Professor of Languages and Intercultural Studies, and Co-Convener of Glasgow Refugee, Asylum and Migration Network (GRAMNET) at the University of Glasgow where she teaches languages, Religious Studies, Anthropology and Intercultural Education. Her research interests focus on languages and intercultural studies, with a particular critical concern for the different ways in which people learn to live and communicate together by stepping outside comfortable or familiar contexts. Her work is interdisciplinary and draws on the resources of social and cultural anthropology, theatre and cultural studies, theology, law, modern languages and education. Professor Phipps is also a Senior Adviser to the British Council and to the World Council of Churches on intercultural learning.
Reed Swier is a Project Associate at The Metropolitan Center for Research on Equity and the Transformation of Schools, an NYU Steinhardt department, focused on promoting equity and opportunity in education. Currently, his work with the Technical Assistance Center on Disproportionality (TAC-D) focuses on building capacity for regions throughout New York in understanding systems of inequality that disproportionally impact students, particularly through exclusionary discipline and special education assignment. Reed is a Michigan native who has taught for 10 years in elementary schools in Oakland, California and New York City. As the Director of School Culture and Family Engagement at East Harlem Scholars Academy, Reed supported staff, students and families by promoting culturally responsive teaching and developing a school culture philosophy and practice imbedded in restorative approaches. In 2018, Reed spent 7 months in Scotland as a Fulbright Scholar, participating in the Fulbright Distinguished Awards in Teaching program. In Scotland, Reed worked with local educators and University of Edinburgh students and faculty around issues of racial identity, whiteness and restorative practices. Under the advisement of Dr. Rowena Arshad, Reed partnered with CERES and the MSc cohort in Transformative Learning and Teaching. During this time, he carried out an inquiry project, creating a handbook for educators titled: Starting with Self: A Restorative Approach to Engaging with School Communities. Reed holds a B.A. from the University of Michigan, an M.S. in Teaching grades 1-6 from Pace University and an M.Ed in Learning and Teaching from the Harvard Graduate School of Education.