Editors

Paula Carbone, currently a doctoral candidate, spent the majority of her adult life as a high school English teacher. Her work focuses on the issues surrounding literacy in urban secondary schools. Her research investigates into how new teachers’ literacy practices interact with their formative identities as social justice educators. The relationship between the enactment of a critical writing pedagogy and student writing is the topic of her dissertation. Paula’s work is informed by a commitment to equity and access to allow for student intellectual advancement and engagement in economic, political, and social arenas.

Christopher S. Collins is a student in the Higher Education and Organizational Change program at the Graduate School of Education and Information Studies at UCLA. His research interests include the role of international policies in shaping higher education, specifically as it affects developing countries. He earned a B.A. in Sociology from Pepperdine University and an M.A. in Ministry at Oklahoma Christian University. Before coming to UCLA, he served as a Peace Corps volunteer in Vanuatu, an island nation in the South Pacific. There he developed the desire to study the function of education in developing countries.

Patrick Keilty is a PhD student in the Department of Information Studies at UCLA. His research explores philosophical approaches to information structure and policy, especially feminism and queer, as well as relations concerning Internet culture, transnationalism, performance, self-fashioning, and the body. He is originally from southern California but has lived in South Africa, the UK, and Washington, DC.