Season 2 guests

Roderick L. Carey, PhD, is an Assistant Professor in the Department of Human Development and Family Sciences, in the College of Education and Human Development at the University of Delaware. His research tries to make sense of the school experiences of Black and Latino adolescent boys in urban contexts. Dr. Carey researches and writes about issues related to families and schools, teacher education, professional development for equity, Black Boy Mattering, and the ways Black and Latino adolescent boys conceptualize their postsecondary school futures and enact college-going processes. 

Dr. Carey is the Founder and Director of The Black Boy Mattering Project, a high school partnership study that investigates how adolescent Black boys and young men articulate their mattering across multiple school and social domains. This work is primarily funded through his University of Delaware Partnership for Public Education Fellowship, the National Academy of Education/ Spencer Research Development Award, and the Spencer Foundation Small Grant Award.

Dr. Carey received his Ph.D. in Curriculum and Instruction with a concentration on Minority and Urban Education, from the University of Maryland College Park; his Ed.M. in Human Development and Psychology from the Harvard University Graduate School of Education; and his B.A. in Secondary Education and English from the Lynch School of Education and Human Development of Boston College. Dr. Carey is a native of Wilmington, DE. 

Jennifer Markides, PhD, is a member of the Métis Nation of Alberta, Tier II Canada Research Chair in Indigenous Youth Wellbeing and Education, and an Assistant Professor in both the Werklund School of Education and the Faculty of Social Work at the University of Calgary. Her research and teaching focuses on the holistic wellbeing of youth and Indigenous education. Critical pedagogy, arts creation, and ethical engagement are at the heart of her practices. She values relationship building and prioritizes listening in community-led projects, allowing her to be responsive to the immediate goals and long-term visions of Indigenous communities.

Jeremy C. Young is the senior manager of free expression and education at PENAmerica. In this role, he advances PEN America’s advocacy for free expression in educational institutions, advocates against censorious legislation and politically-motivated efforts to ban books and curricular materials, and supports academic freedom in higher education and the freedom to read, learn, and teach in K-12 schools. A former history professor, Young holds a Ph.D. in U.S. history from Indiana University and is the author of The Age of Charisma: Leaders, Followers, and Emotions in American Society, 1870-1940 (Cambridge University Press, 2017). He was a 2021 New Leaders Council Fellow and a recipient of the Roger D. Bridges Distinguished ServiceAward from the Society for Historians of the Gilded Age and Progressive Era.

Shirley Steinberg, Ph.D. is an educator, author, activist, filmmaker, and public speaker whose work focuses on critical pedagogy, transformative leadership, social justice, and cultural studies. She has written and edited numerous books and articles about equitable pedagogies and leadership, urban and youth culture, community studies, cultural studies, Islamophobia, and issues of inclusion, race, class, gender, and sexuality. Steinberg was the Research Chair of Critical Youth Studies at the University of Calgary for two terms, executive director of the Freire Project freireproject.org, and a visiting researcher at University of Barcelona and Murdoch University. She has held faculty positions at Montclair State University, Adelphi University, Brooklyn College, The CUNY Graduate Center, and McGill University. Steinberg directed the Institute for Youth and Community Research at the University of the West of Scotland for two years.

She is a frequent media contributor to CJAD Radio, CBC Radio One, CTV, The Toronto Globe and Mail, The Canadian Press, and The Montreal Gazette. Steinberg worked at Peter Lang Publishing as the executive editor of education for twenty years, and with Joe L. Kincheloe she created Counterpoints: Studies in the Postmodern Theory of Education, the largest book series on Education in publishing. The organizer of The International Institute for Critical Pedagogy and Transformative Leadership [freireproject.org], her work centers on creating a global community of transformative educators and community workers engaged in radical love, social justice, and the situating of power within social and cultural contexts.

Dr. Gregory C. Hutchings, Jr. is the founder and chief executive officer of Revolutionary ED, LLC. He is a nationally recognized educational leader, antiracism activist, and published author who unapologetically advocates for Black, Indigenous, and People of Color (BIPOC) and racial equity in education. Dr. Hutchings is the first Executive In Residence at American University’s School of Education and plays a key role in elevating the school’s Antiracist Administration, Supervision, and Leadership (ARASL) certificate program. 

Dr. Hutchings has over twenty years of combined educational experience as a college admissions counselor, teacher, school principal, central office administrator, superintendent, and college professor. He specializes in antiracism in education, educational leadership, strategic planning, strategic thinking, professional learning, school board and superintendent relations, and executive coaching.Dr. Hutchings is the co-author of the book, Getting Into Good Trouble at School: A Guide to Building an Antiracist School System. He has contributed his expertise in education on CNN with Jake Tapper, The Kojo Nnamdi Show, C-SPAN, NPR, and as an opinion writer for EdWeek. 

Dr. Hutchings earned his doctorate in educational policy, planning, and leadership from the College of William & Mary. He currently serves on numerous national boards and is a member of Alpha Phi Alpha Fraternity, Incorporated. Dr. Hutchings is a native of Alexandria, Virginia. He and his wife, Cheryl, are proud parents of two children

De Nichols is an arts-based organizer, social impact designer, serial entrepreneur, and keynote lecturer who mobilizes change-makers nationwide to develop creative approaches to the social, civic, and racial justice issues that matter most within communities. Currently, De is a Senior User Experience Researcher of Product Inclusion at YouTube. She additionally serves as a Core Organizer of the global Design as Protest collective and is formerly the Principal of Design & Social Practice at Civic Creatives, a design strategy agency she created in St. Louis to develop interactive experiences, tools, and initiatives that help communities engage issues of civic disengagement, youth development, racial justice, food access, and arts policy.

De's efforts as an arts organizer during the 2014 Ferguson Uprising catapulted her to an international spotlight as one of her collective’s most celebrated works, The Mirror Casket, was cited in an article by Angela Davis entitled “The Art of Protest” and collected by the Smithsonian Institute’s National Museum for African-American History and Culture. She has been deemed a national Sappi Ideas that Matter recipient, a two-time Clinton Global Initiative innovator, and a St. Louis Visionary recipient for her community impact in the arts. 

De holds a Bachelor of Fine Arts degree in communications design from Washington University in St. Louis and earned her Master of Social Work specialization in social entrepreneurship from its Brown School of Social Work. She additionally is a Monument Lab Fellow, Harvard Loeb Fellow, Citizen Artist Fellow of the John F. Kennedy Center for Performing Arts, and Artist Fellow with the Regional Arts Commission in St. Louis. She recently published her first book, Art of Protest, via Bonnier UK and Candlewick.

Mikel Cole is Associate Professor and Bilingual/ESL Program Director in the Department of Curriculum and Instruction at the University of Houston. He studies multilingual learners and emergent bilingual students in K–12 settings and is particularly interested in the development of teaching methods and practices that utilize linguistic and cultural strengths in the classroom. Mikel engages in the preparation of teachers to provide equitable and effective instruction for these students as well as the research that explores the intersections of language policy with classroom instruction.”