Our editorial collective evolves with each volume, inviting a rotating collaboration of agitators. To learn about the editorial collective active during the development of Volume 2, please see below. To learn about our current editorial collective, please visit our “About Us” page.
Elizabeth Sumida Huaman
The granddaughter of humble farmers with great love for their homelands, Indigenous educational researcher Elizabeth Sumida Huaman works to fulfill her ancestors’ visions for a beautiful world. She is Wanka/Quechua from the Mantaro Valley, Peru, and associate professor of Comparative and International Development Education at the University of Minnesota, Twin Cities. Her work focuses on the relationship between Indigenous lands and natural resources, cultural practices, and in and out-of-school educational development in the Americas. Her research includes collaborative participatory projects with Indigenous communities and institutions rooted in Indigenous knowledge systems and that explore impacts of modernization and development, Indigenous community-based education and environmental sustainability, and Indigenous rights. She utilizes Indigenous research methods rooted in goals of Indigenous self-determination and aims to contribute to Quechua research and educational methodologies.
Hale is a lecturer and PhD candidate in Gender, Women, and Sexuality Studies at the University of Minnesota. Situated between political theory and feminist philosophy, their research attends to the junctions and conflicts of nationalism, archives, exhumation and testimony to document and name violence in Guatemala. They have been a gender violence victim advocate in St. Paul, Minnesota for four years. In addition to advocacy, research, and teaching, Hale is a creative writer and musician.
Julie is a PhD candidate in geography at the University of Minnesota. Her work focuses on struggles over resource extraction, particularly gold and uranium mining, in the Black Hills of western South Dakota. In this, she critiques the various ways that non-Indigenous worldviews attempt to minimize, eliminate, and otherwise do violence to Lakota knowledges of their ancestral homelands. Julie lives in Rapid City, SD, in the shadow of the beautiful Black Hills. She considers it an honor to live and work alongside creative, brilliant defenders of Lakota sovereignty.
Keavy is a PhD Candidate in geography at the University of Minnesota. Drawing on urban geography, critical education studies, and feminist methodologies, Keavy’s research explores the centrality of education landscapes to imaginations, negotiations, and enactments of urban futures in Chicago. Through her work, Keavy explores how narrow conceptions of education politics within geography might be productively expanded beyond formal schooling to include alternative spaces of learning and knowledge production/transfer. In doing so, she argues that such spaces are key sites through which to understand urban politics more broadly in Chicago. In addition to her work on education, Keavy is interested in critical cartography, poetry, and questions of epistemic justice and solidarity.
Richa writes, organizes, performs, shares, and builds in whatever languages, genres, and modes of learning are available to her. She has studied and worked in the US since 1989, but feels most alive when she is immersed in the thick honey of the everyday Urdu, Hindi, and Awadhi that she grew up with in the narrow lanes of Old Lucknow. An anti-disciplinary border-crosser, she believes in agitating stabilized ways of knowing and telling through collective creativity. Richa has learned from, and grown with, her colleagues-students-teachers at the University of Minnesota-Twin Cities, where she has been a faculty member since 1997. She has worked intimately with the Sangtin Kisan Mazdoor Sangathan and Parakh Theatre since their founding in the mid-2000s. To read more, click ‘Richa Nagar’ above.
Sara was raised along the shores of two archipelagoes, Bahrain and the Philippines, with songs and stories of moon-swallowing whales, mountains bursting into flames, and giants reigning over ancient plains. Focusing on K-12 education in Bahrain, Sara’s research crosses multiple borders to bring into question the intertwining histories and structural conditions producing a particular knowledge about the desired girl citizen-subject. Through girls’ enactments of political agency and imaginations of success, Sara also traces how they creatively engage with this knowledge and move past its rationales and scripts. In her other life, Sara is a teacher, writer, storyteller, and community-organizer.
Sima’s work has been shaped by experiences of living through a revolution, a war, and displacement. Multiple itineraries, from Tehran to San Francisco, Oakland, Toronto, Houston, suburbs of Boston, Philadelphia, and Minneapolis have inspired Sima’s activism, poetry, and scholarship on immigration, queerness, refugeedom, and geopolitics. Sima’s commitment to social justice is informed by the relationship between people’s struggles transnationally. To learn more about Sima’s work, click ‘Sima Shakhsari’ above.