ESPHE Student Bios

My research focuses on democratic education and educational ethics in international and comparative contexts. I explore how educators navigate questions of justice, identity, and care in their practice, with particular attention to the implications of this work for teacher education.

Through study of political philosophy and educational ethics, I seek to transform schooling into a more inclusive and just system by promoting dignitary safety, the flattening of hierarchy, intellectual freedom, and equitable collaboration among students, families, and educators.

I am interested in the role of libraries as educational institutions, rather than book depositories, and also the role of librarians as educators and faculty members. In my regular role, I am an associate professor and Teaching & Learning Engagement Librarian in the University Libraries at Ohio State.

My research examines the history of 19th century American education, focusing on the emergence and development of early public schooling. I use historical, philosophical, and socioeconomic perspectives to investigate how structural racism and social class shaped the foundations of the U.S. educational system. I am particularly interested in how these factors collectively influenced the origins of educational inequality and institutional structures.

My academic research includes educational ethics, higher education policy, and the aims of higher education. I have a specific interest in exploring institutional responses to injustice through formal and informal policies and practices.

Historical novels, inclusivity in museums, cultural heritage, and gender equality for teaching history in Indonesia.

I research the challenges of the digital age to education, focusing on social media disinformation and AI’s impact on knowledge and democracy. I advocate for education that fosters critical thinking, social justice, and resilience against propaganda.

My work tends to center around the role that religion (and other identity-based moralities) has played and ought to play in educational spaces. I also find myself drawn to past and present conversations that comment on what we consider to be public/private, religious/secular, or "common sense."

Sally is a Ph.D. candidate in Philosophy of Education studying conceptual engineering in U.S. higher education. Her research examines how intentional conceptual change shapes public trust and the trustworthiness of public universities. When she’s not writing, she creates ceramic sculptures or bikes the Olentangy Trail.

Hello! I am an MA student and full-time teacher with a large interest in educational history. My interests of study are in the history of modern education, teacher education, educational administration, LGBTQ+ rights in education, and education research.

I’m broadly interested in civic education and in the particular role of pedagogy, as a practice, in the replication of civil society within liberal democracies. My work synthesizes theory (the work of GWF Hegel, John Dewey and Jean Jacques Rousseau) and practice (mine and others’ experiences as social studies educators).

My studies focus on John Dewey, progressive education and education as a practice of freedom, moral dimensions of teaching and learning, and ethical and political implications of teaching for teachers under oppressive contexts.

Historical and philosophical perspectives on law, education, and race particularly the construction and promulgation of legal education vs. generalized civic education regarding the law - what does an average citizen know about the law, how, why, and to what end.

I’m interested in the Ethics of Parenting, Book Banning and Censorship, Educational Ethics, Democratic Education, and the Ethical and Normative Implications of Educational Policy.