Currently the Felton G. Clark Professor of Education at Southern University in Baton Rouge, Lisa D. Delpit is the former Executive Director/Eminent Scholar for the Center for Urban Education & Innovation at Florida International University, Miami, Florida. She is also the former holder of the Benjamin E. Mays Chair of Urban Educational Excellence at Georgia State University, Atlanta, Georgia. Originally from Baton Rouge, Louisiana, she is a nationally and internationally-known speaker and writer whose work has focused on the education of children of color and the perspectives, aspirations, and pedagogy of teachers of color. Delpit's work on school-community relations and cross-cultural communication was cited as a contributor to her receiving a MacArthur “Genius” Award in 1990. Dr. Delpit describes her strongest focus as "...finding ways and means to best educate marginalized students, particularly African American, and other students of color." She has used her training in ethnographic research to spark dialogues between educators on issues that have impact on students typically least well-served by our educational system. Dr. Delpit is particularly interested in teaching and learning in multicultural societies, having spent time studying these issues in Alaska, Papua New Guinea, Fiji and in various urban and rural sites in the continental United States. She received a B.S. degree from Antioch College and an M.Ed. and Ed.D. from Harvard University. Her background is in elementary education with an emphasis on language and literacy development.

-- The University of Arizona

Dr. Espinoza is a child of desegregation (Keyes v. Denver School District No. 1, 1973) and a Chicano ethnographer of education working in the scholarly tradition that emerged during the 20th century struggle against racism in the U.S. He sees the labor in this historical vineyard as one of linking social scientific research to everyday struggles for a just society. Historically, this line of social science has provided the law with intellectual and empirical resources to perceive social life anew. To illustrate, consider the contributions of social scientists in landmark cases such as Brown v. Board of Education of Topeka (1954), Loving v. Virginia (1967), and Grutter v. Bollinger (2003). With his Right to Learn Dignity Lab, founded in 2007 and now comprised of five generations of undergraduates, he is developing two interconnected strands of research: 1) an inquiry into the historical and legal origins of educational rights; 2) a social interactional method for studying the manifestations of dignity in educational activity.

-- 2021 Ethnography in Education Research Forum Ethnography & Racial Justice

Kris D. Gutiérrez is Associate Dean of the School of Education, University of California, Berkeley. She is also the Carol Liu Professor of Education and brings expertise in the learning sciences, literacy, educational policy, and qualitative and design-based approaches to inquiry. Gutiérrez is an elected member of the National Academy of Education and the American Academy of Arts and Sciences, the Board of Directors of the National Academy of Education and the International Society of the Learning Sciences, and past president of the American Educational Research Association. Gutiérrez held a presidential appointment from President Obama to the National Board for the Institute of Education Sciences, where she served as Vice Chair.  Gutiérrez’s research employs a critical approach to the Learning Sciences and to Cultural Historical Activity Theory, examining the cultural dimensions of learning in designed learning environments, with attention to students and families from non-dominant and translingual communities. For example, her work on Third Spaces examines the affordances of syncretic approaches to literacy and learning, new media literacies, STEM learning, and the re-mediation of functional systems of learning. Her work in social design-based experiments (SDBEs) foregrounds the historical, political, and ethical dimensions of design research and our theories of learning. Gutiérrez developed this new design methodology as a democratizing form of inquiry that seeks to make the design experimentation process a co-construction between different institutional stakeholders and communities.

-- UC Berkeley

Decolonizing pedagogies; critical educational theory; sociology of education

Carlos Tejeda is a professor in the Education department at California State University Los Angeles.

To listen to Professor Tejeda speak about decolonizing pedagogies, link HERE.

Du Bois graduated from Fisk University, a historically Black institution in Nashville, Tennessee, in 1888. He received a Ph.D. from Harvard University in 1895. His doctoral dissertation, The Suppression of the African Slave-Trade to the United States of America, 1638–1870, was published in 1896. Although Du Bois took an advanced degree in history, he was broadly trained in the social sciences; and, at a time when sociologists were theorizing about race relations, he was conducting empirical inquiries into the condition of Blacks. For more than a decade he devoted himself to sociological investigations of Blacks in America, producing 16 research monographs published between 1897 and 1914 at Atlanta University in Georgia, where he was a professor, as well as The Philadelphia Negro: A Social Study (1899), the first case study of a Black community in the United States.

-- Britannica

Kenji Hakuta teaches at Stanford University in the Graduate School of Education, where he has been on the faculty since 1989, except for three years (2003-2006) when he left to start the University of California, Merced and got to know the Central Valley. UC Merced is already fulfilling its role in shoring up the state's fabled (but eroding) Master Plan for Higher Education, and especially serving a new generation of students. Back at Stanford, he holds an endowed chair as the Lee L. Jacks Professor. His areas of teaching and research are in the education of English Language Learners, second language acquisition, education policy and practice, and research methods.

His past few years have been increasingly consumed by matters related to the Common Core State Standards, Next Generation Science Standards, and the related (""corresponding"") English Language Proficiency Standards. He never meant for his life to be taken over by the standards movement, but now that he looks back on his career, he got his start through his work in leading the Stanford Working Group back in 1992, which developed recommendations during the first phase of standards-based reform back in the Clinton Administration, where he served on Clinton's transition team. He is engaged in many aspects of the new standards.

-- Stanford University

Luis C. Moll, born in Puerto Rico, joined the faculty of LRC in 1986. Prior to that, from 1979-1986, he worked at the Laboratory of Comparative Human Cognition and the Communication Department, both at the University of California, San Diego. His research addresses the connections among culture, psychology and education, especially in relation to the education of Latino children in the US. Among other studies, he has analyzed the quality of classroom teaching, examined literacy instruction in English and Spanish, studied how literacy takes place in the broader social contexts of household and community life, and attempted to establish pedagogical relationships among these domains of study.

Luis Moll was the Associate Dean for Academic Affairs for the College of Education from 2004 to 2007. He was involved in providing support to faculty for proposal generation in a variety of areas including informal science education, early childhood education, and transnational educational initiatives.

-- The Laboratory of Comparative Human Cognition

Danielle Olden is Assistant Professor of History at the University of Utah. She received her Ph.D. in modern U.S. history at Ohio State University in 2013. She currently is at work on her first book, Racial Uncertainties: Mexican Americans, School Desegregation, and the Making of Race in Post-Civil Rights America. Her publications have appeared in Western Historical Quarterly and Qualitative Inquiry, as well as the forthcoming volume Beyond the Borders of the Law: Critical Legal Histories of the North American West (edited by Katrina Jagodinsky and Pablo Mitchell). Her scholarship has been supported by the National Endowment for the Humanities, the University of Utah Tanner Humanities Center, the Charles Redd Center for Western Studies at Brigham Young University, and the Ohio State University Graduate School, among others.

-- Women Also Know History