Contributors

Chijioke D Uba

Senior Lecturer in International Business & Sustainability, University of Northampton

Senior Lecturer in International Business & Sustainability, University of Northampton

Claude Villeneuve

Professeur titulaire Chaire en éco-conseil spécialiste des changements climatiques, Université du Québec à Chicoutimi (UQAC)

Professeur titulaire Chaire en éco-conseil spécialiste des changements climatiques, Université du Québec à Chicoutimi (UQAC) Claude Villeneuve est biologiste. Depuis plus de 45 ans, il partage sa carrière entre l'enseignement supérieur, la recherche et les travaux de terrain en sciences de l'environnement. Il est actuellement professeur titulaire au département des sciences fondamentales de l’UQAC et dirige la Chaire en éco-conseil et l’infrastructure de recherche « Carbone boréal ». Il a publié treize livres dont cinq sur les changements climatiques. Il a aussi développé avec son équipe une série d’outils pour l’analyse systémique de durabilité dont la Grille d’analyse de développement durable reconnue par les Nations Unies en 2017. Conférencier recherché il est reconnu pour ses qualités de vulgarisateur scientifique. Il a reçu tout au long de sa carrière de nombreux prix et reconnaissances.

Caroline R. Nagel

Professor of Geography, University of South Carolina

Professor of Geography, University of South Carolina Caroline is a broadly trained human geographer whose interests lie at the intersection of urban, cultural, and political geography. As a migration specialist, Caroline has long been interested in the politics of identity, integration, and citizenship in immigrant-receiving contexts. Her work on British Arab and Arab American activists (with Lynn Staeheli) and on Christian outreach to immigrants in the U.S. South (with Patricia Ehrkamp) has explored themes of transnationalism, ethnic formation, multicultural discourse, immigrant activism, and religious identity. Underlying all of her work on migration is a concern with the everyday, place-based production and negotiation of social membership and belonging. Her years of teaching and research on immigration are reflected in her 2016 book, co-authored with Liz Mavroudi, entitled Global Migration: Patterns, Processes, and Politics (Routledge). Caroline also has an interest in Lebanon that stems from her work on Arab immigrants. Having visited Lebanon shortly after the country’s civil war, Caroline returned as a Fulbright scholar in 2010-11 and was based at the American University of Beirut. Her work on Lebanon has focused on the redevelopment of Beirut and the role of NGOs in producing new citizenship discourses in a fragmented political landscape. Caroline’s current research explores the political subjectivities of young Christians who participate in short-term overseas missions. This research asks how young people come to understand themselves as being in community with, and as having obligations to, faraway people and places. It also examines the tensions and overlaps between ideas of Christian mission and more secular conceptions of ‘global citizenship’ and humanitarianism.

Claudine Storbeck

Professor and Founder of the Wits Centre for Deaf Studies, University of the Witwatersrand

Professor and Founder of the Wits Centre for Deaf Studies, University of the Witwatersrand Prof Claudine Storbeck is the Director & Founder of the Centre for Deaf Studies at The University of the Witwatersrand. She started the first professional teacher training programme for Teachers of the Deaf in South Africa, and the Centre currently offers both undergraduate and postgraduate training specialization for teachers of the Deaf focusing on among other things Deaf Pedagogy, Literacy, SASL, Deaf Culture and Literature. Claudine founded the 1st home-based family-centred early intervention programme for families of deaf and hard of hearing infants in South Africa and the rest of the continent, and recently played a central part in the launch and roll out of the first National Universal Newborn Hearing Screening Progamme in South Africa. The World Federation of the Deaf named her a world specialist in Deaf Education and as a fluent user of SASL (who interpreted at the inauguration for both Pres Mandela and Pres Mbeki) she has been part of the evaluation panel for International Sign Language Interpreters for the WFD. The Centre for Deaf Studies has been named a Centre of Excellence by the Dept of Higher Education, and in 2023 it will celebrate its 25th Anniversary.

Cameron Shackell

Visiting Fellow, Queensland University of Technology

Visiting Fellow, Queensland University of Technology Dr Cameron Shackell completed his undergraduate degree in Economics at UQ, his Master of Letters in Applied Linguistics at ANU, and his PhD in Semiotics and Information Technology at QUT. He is currently a Visiting Fellow at the QUT School of Information Systems and works in the private sector as CEO of GeneriTrend, a firm using AI to quantify brand and trademark genericness. His research interests include semiotics, artificial intelligence, data science, branding and marketing, trademark evidence, and the economics of intellectual property. He writes for World Trademark Review and Brandingmag.

Chenkai Chi

PhD candidate, Faculty of Education, University of Windsor

PhD candidate, Faculty of Education, University of Windsor Chenkai Chi is a Ph.D. candidate in educational studies at the Faculty of Education, University of Windsor. His PhD supervisor is Dr. Shijing Xu. He was awarded SSHRC Doctoral Fellowship and Ontario Graduate Scholarship. His research interests include teacher education and professional development, mathematics and literacy education with cross-cultural perspectives, West-East Reciprocal Learning, curriculum integration, and English as Second Language Acquisition. He worked as a research assistant in Xu and Connelly's SSHRC Partnership Grant Project from 2016-2022 and in Xu's Canada Research Chair Program from 2019-now. He received his Master's Degree from the University of Windsor, where he worked with Dr. Sefton to integrate arts into English language learners’ English learning.