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 1, please see below. To learn about our current editorial collective, please visit our “About Us” page.
Beaudelaine Pierre est née et a grandi en Haïti. Son premier roman Testaman a remporté le premier prix du Concours de Roman en Créole du journal Bon Nouvèl. En 2012, elle a coédité avec Nataša Ďurovičová, How to Write an Earthquake, une anthologie sur le tremblement de terre du 12 janvier 2010 en Haïti. Pierre vit aujourd’hui à Saint-Paul, Minnesota avec ses deux enfants, Max en Annie.
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 is interested in political struggles related to gold and uranium mining in the Black Hills of western South Dakota, focusing on the entangled processes of Indigenous dispossession and resource extraction in the region. In this, she takes seriously the incommensurabilities between settler and Lakota knowledges of and relationships to the Black Hills. Julie lives in Rapid City, SD, where she is involved in racial justice and anti-discrimination work.
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.
Khoi Nguyen previously taught Asian American Studies at the College of Ethnic Studies, San Francisco State University, and currently at the University of Minnesota in American Studies. Khoi’s research examines the genealogy of the heteronormative family structure in U.S. migration and refugee history to reveal how queerness is articulated within refugeeism. Their project examines the intersectionality of U.S. militarization, imperialism, and globalization in relations to articulation of queer refugeeism. They are involved with The Diasporic Vietnamese Artists Network (DVAN) in the Bay Area.
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.