Professor of Education
Harvard University, USA
Meira Levinson is a normative political philosopher who writes about civic education, multiculturalism, youth empowerment, and educational ethics. In doing so, she draws upon scholarship from multiple disciplines as well as her eight years of experience teaching in the Atlanta and Boston Public Schools. Her most recent books include the co-edited Making Civics Count (Harvard Education Press, 2012) and No Citizen Left Behind (Harvard University Press, 2012). The latter book shows how schools can help tackle a civic empowerment gap that is as shameful and antidemocratic as the academic achievement gap targeted by No Child Left Behind. In 2013, it was awarded the Michael Harrington Award from the American Political Science Association, the Exemplary Research in Social Studies Award from the National Council for the Social Studies, and a Critics Choice Award from the American Educational Studies Association. It also won the 2014 North American Society for Social Philosophy Book Award. Levinson fosters civic education scholarship at Harvard as co-convener of HGSE's Civic and Moral Education Initiative.
Levinson has been awarded a 2014 Guggenheim Fellowship to support her newest project, on "Justice in Schools." In this work, she combines philosophical analysis and school-based case studies to illuminate the complex dimensions of evaluating, achieving, and teaching justice in schools. The project is intended to give educators tools for making just decisions in their own practice, and also to push political theorists to develop theories of justice that are robust enough to address complex school-based dilemmas. This project, like her previous research, reflects Levinson's commitment to achieving productive cross-fertilization without loss of rigor among scholarship, policy, and practice.
Division of Research and Commercialisation,
Indigenous Research & Engagement Unit
Distinguished Professor Aileen Moreton-Robinson is a Goenpul woman from Minjerribah (Stradbroke Island), Quandamooka First Nation (Moreton Bay) in Queensland, Australia. As Dean of the Indigenous Research and Engagement Unit her primary responsibilities are:
Research interests Professor Moreton-Robinson has researched and published in anthologies and journals in Australia and abroad in the areas of:
She was the founding President of the Australian Critical Race and Whiteness Studies Association. As one of Australia’s leading Indigenous academics, Professor Moreton-Robinson receives numerous invitations to give keynote presentations nationally and internationally. She has been invited to and presented at the University of Washington, University of California Los Angeles, Oberlin College, University of London, University of Geneva, University of Illinois, Dartmouth, Wesleyan University, University of Hawaii, University of Michigan and the University of Alberta.
Head of Department
Location Maynooth University School of Education, Ireland
Born and educated in Montréal, Québec, I began my university studies in 1981, pursuing a Bachelor’s degree in Art History, followed some years later by a Postgraduate Diploma in Education. I returned to university after teaching in public school for a few years and obtained a M.A. in Philosophy of Education at McGill University and then a Ph.D. in Humanities at Concordia University in 1996. I became a Postdoctoral Fellow of the Social Sciences and Humanities Research Council of Canada at OISE, University of Toronto, where I worked on a study of representations of homelessness. In 1997 I became a faculty member at York University, Toronto, where I remained until my move to Sweden in 2004, where I took up a post at Stockholm University, becoming Professor of Education with a focus on internalisation and interculturalism. My interests over the course of my academic life have been interdisciplinary in nature, and I bring into conversation the humanities-based traditions of scholarship with a social science commitment to concrete change and analysis. I have benefited enormously, both personally and professionally, from living in different cultural contexts and how they shape educational policies and practices.