Tina Besley (President)
Philosophy of Education Society of Australasia (PESA)
Tina Besley is foundation President of AVP. She is Distinguished Professor at Beijing Normal University. Tina has a strong international focus. Until 2018 she was Professor, Associate Dean International and Director of Centre for Global Studies in Education at University of Waikato. Prior to this she was Research Professor at University of Illinois Urbana Champaign, California State University San Bernardino and University of Glasgow.
Tina has wide research interests including: the philosophy of education, school counselling, educational politics and policy, research assessment in higher education, subjectivity, youth studies, interculturalism and global knowledge economy and cultures. Her recent work now examines contemporary global issues such as truth-telling, fake news, immigration, environmental issues and social justice.
She has considerable editorial experience in journal publication: Educational Philosophy and Theory, Open Review of Educational Research, Knowledge Cultures and formerly, Policy Futures in Education, E-Learning and Digital Media.
She is President and a Fellow of the Philosophy of Education Society of Australasia (PESA)
; President of the Association of Visual Pedagogies and a Fellow of Royal Society of Arts, UK (FRSA).
Jayne White (Vice-President & Co-editor VJEP)
RMIT University, Melbourne, Australia
Professor E. Jayne White is Associate Dean (ECE) at RMIT University in Melbourne, Australia. As Co-Editor of the Video Journal of Education and Pedagogy and Vice-President of AVP Jayne’s life-long interest is in the infinite promise of video in education in revisioning pedagogies. Jayne’s research focuses on the complex creative processes and practices of meaning-making, with an emphasis on the early years of learning. She maintains a strong emphasis on dialogic pedagogy and the work of the eye/I and is currently co-authoring two books on both as research methodologies.
Video has been central to this focus, providing a means for her to gain insights into everyday encounters by ‘seeing’ pedagogies across multiple visual fields by developing polyphonic methods based on the concept of ‘visual surplus’. Jayne writes and edits for a range of international journals and books. She has authored or edited six books, including “Introducing dialogic pedagogy: Provocations for the early years” (2016) and is co-editor of a new Springer series on under three year-olds in policy and pedagogy.
Jayne looks forward to working with the Association of Visual Pedagogies to explore new forms of knowledge production – revisioning pedagogies and philosophies of the moving image. Her first article in the very 1st volume of VJEP is More than meets the “I”: A polyphonic approach to video as dialogic meaning-making brings some of her thinking to bear on early years research, and she has since published several other pieces for our journal with her peers in the field.
Kirsten Locke (Treasurer)
Faculty of Education, University of Auckland
Kirsten is Associate Dean Teaching & Learning in Faculty of Education & Social Work at the University of Auckland and lectures in philosophy of education and sociology of education. Her academic research is informed by fifteen years of teaching experience in primary, secondary, and tertiary education in New Zealand and overseas.
Kirsten’s research brings poststructuralist and feminist theories and methodologies to bear on a range of intersecting and overlapping interests in education that encompass architecture, gender, policy and practice, art, and music.
Through the approaches of discourse analysis, genealogy, metaphor and narrative, and intersectionality, Kirsten’s overall project is to contribute to the renewal of the field of education studies in ways that highlight and promote the transformative power of education.
Michael A. Peters FRSNZ (Ex-Officio – VJEP Founding Editor & Editor-in Chief)
Beijing Normal University, P.R. China
Michael A. Peters is Distinguished Professor in Faculty of Education at Beijing Normal University. He is Emeritus Professor at the University of Illinois at Urbana-Champaign. Until September 2018 he was Professor in the Wilf Malcolm Institute of Educational Research at Waikato University. He is the Executive Editor of Educational Philosophy and Theory and founding editor of several other international journals: Open Review of Educational Research; Video Journal of Education and Pedagogy; Policy Futures in Education; E-Learning & Digital Media; Knowledge Cultures; Beijing International Review of Education. His wide experience in academic publishing sees him on the International boards of many other journals and editor of book series and renowned education encyclopedias.
His interests are in education, philosophy and social policy and he has written over 100 books, including, Post-Truth, Fake News: Viral Modernity & Higher Education (2018); The Idea of the University: a Reader (Vol 1) & Contemporary Perspectives (Vol 2), with Ron Barnett; The Global Financial Crisis and the Restructuring of Education (2015), Paulo Freire: The Global Legacy (2015) both with Tina Besley. He is now a Fellow of the Royal Society of New Zealand, having been an Honorary fellow since 2010. He has been honoured by being awarded honorary doctorates by State University of New York (SUNY) in 2012 and University of Aalborg in 2015.
Institute of Digital Humanities, National Taiwan University, Taiwan
Ho-chia Chueh is Associate Professor in the of Department of Bio-Industry Communication and Development at the National Taiwan University.
She teaches communication, cultural studies and rural sociology.
Her research interests in the field of education relate to sustainable development in contemporary Taiwan society, including issues of indigenous education and social justice, agri-food education and agricultural development, and green citizen and rural environment.
University of Applied Sciences, Zagreb (TVZ), Croatia
Petar Jandrić is an educator, researcher and activist. He has written three books, dozens of scholarly articles and chapters, and numerous journalistic articles. Petar’s works have been published in Croatian, English, Serbian, Spanish and Ukrainian. He regularly participates in national and international educational projects and policy initiatives.
Petar’s background is in physics, education and information science, and his research interests are situated at the post-disciplinary intersections between technologies, pedagogies and the wider society. Petar has worked at Croatian Academic and Research Network, the University of Edinburgh, Glasgow School of Art, and the University of East London. He is editor-in chief of Postdigital Science and Education.
At present, he works as professor and director of BSc (Informatics) programme at the Zagreb University of Applied Sciences, and visiting associate professor at the University of Zagreb.
Associate Professor, College of Educational Studies, Chapman University.
Miguel Zavala’s research interests center on decolonizing and Freirean pedagogies, critical literacies, and their intersection in social movements. His most recent praxis involves working with teachers, youth, and parents using ethnic studies and participatory action research as resources for apprenticeship into community organizing.
He is a board member of the Paulo Freire Democratic Project (PFDP) at Chapman University and Co-President of the California Chapter of the National Association for Multicultural Education (CA-NAME).
His forthcoming book is entitled Raza Struggle and the Movement for Ethnic Studies (2018, Peter Lang). He is co-editor of Rethinking Ethnic Studies (2018).
Elin Eriksen Ødegaard
Western Norway University, Norway
Elin Eriksen Ødegaard is Professor and Director of KINDKNOW – Kindergarten Knowledge Centre for
Systemic Research on Diversity and Sustainable Futures at Western Norway University of Applied Science. She is also visiting professor at University of Tromsø – The Arctic University of Norway. She has received research grants from Research Council Norway and was President at OMEP Norway.
She has published extensively on children’s cultural formation (Bildung), narrative and dialogical meaning making and about discursive conditions for institutional practice. Her research interest embraces cultural historical ideas, global and local perspectives, teachers’ pedagogies and changing practices. She often uses narrative and visual methodology in her research and has co-produced several mini- documentaries and digital stories for a history project published on the webpage ‘Barnehagepionerer’ [Kindergarten pioneers].
Wilf Malcolm Institute for Educational Research (WMIER), University of Waikato
Bronwen is Professor and Director of the Wilf Malcolm Institute for Educational Research (WMIER) and Associate Dean Research at the University of Waikato, New Zealand.
Bronwen taught science, physics and mathematics in New Zealand secondary schools for a number of years and has worked on a number of large national research projects including the Laptops for teachers evaluation, the Evaluation of Environmental Education in schools and kura, and the Curriculum Stocktake National Schools Sampling Study.
She has extensive experience in classroom-based research with years 1 to 10 teachers and students using interviews, observation, the collection of student work and video as a data generation tools.
She is a co-director of the Science Learning Hub, which is a MSI initiative to make New Zealand science accessible to New Zealand teachers via a multimedia web-based resource.
Institute of Education, Massey University, New Zealand
John O’Neill is Professor and Director of the Institute of Education at Massey University New Zealand. His research interests include education policy, teachers’ work and learning, applied research and professional ethics, and teaching and learning in the everyday.
Birthe Lund (Ph.d. Associate Professor)
Department of Learning and Philosophy at Aalborg University, Denmark
Birthe Lund, Ph.d. Associate Professor, Department of Learning and Philosophy at Aalborg University, Denmark. Her main research interest is design and evaluation of creative and innovative learning processes in education, as well as philosophy of education. She has been studying and teaching creativity and innovation for more than twenty years within higher education, besides being engaged in the development of new education programmes at masters level. She is actively engaged in international collaborations and publishing as an editor. Among other initiatives, she has participated in the strategic research body for a multi-year interdisciplinary project concerning collective, user-driven innovation in the public sector.