I recently completed my doctoral work at the University of Exeter, using a Kittlerian perspective to focus on the treatment of art-objects in fin-de-siècle texts by Michael Field, Vernon Lee, Dante Gabriel Rossetti and Oscar Wilde: Encounters with art-objects in discourse network 1890. I am the UK Administrative Director for NAVSA’s Central Online Victorian Educator (COVE) project, as well as an editor at HARTS&Minds, an interdisciplinary journal based at the University of Bristol.
Dr. Carla Suhr joined the Spanish and Portuguese Department at UCLA in 2016 after finishing her PhD at the Universidad Complutense de Madrid. Professor Suhr focuses her academic work on the integration of culture, language, and cognition as a way to improve cross-cultural communication and inclusive teaching. She has worked in the field of Spanish linguistics and service-learning for the past 13 years at organizations such as Universidad Complutense de Madrid and University of New Haven, and her experience as a Spanish teacher trainer provides her the ability to implement diverse teaching strategies towards a specific project, program, and course. She cofounded IDESLI International Institute of Linguistics in San Francisco in 2009, where she directed the Language Courses and developed programs geared to industries conducting businesses with Spanish-speaking countries and professionals as well as non-profit organizations working with the Latino community. She currently teaches Spanish and Service-learning courses in the Department of Spanish and Portuguese at UCLA, from which she emphasizes the positive learning outcomes attained from connecting students with the community. Learn more about these courses here https://www.youtube.com/watch?v=hbXr-3-YXLI. Her current area of research is within the cognitive sciences, specifically on conceptualization processes and how this understanding enables us to acquire strategies as a valuable tool for Second Language Acquisition.
African Literature, British Literature, Caribbean Literature, Literature in English
My research is inspired by questions of diversity, equity, and access in multilingual educational contexts, especially as they pertain to the circulation of English as a “global” language. It combines the analysis of educational policy and practice with methods from the fields of applied linguistics, second language acquisition, linguistic anthropology, and literacy studies. A primary aim of my work is to illuminate the role of discourses, ideologies, and everyday practices in the production and reproduction of hierarchical relations within educational systems. In terms of research projects, I have been conducting ethnographic research on the language and literacy socialization of young boys at an anathashram (orphanage) since 2007 in suburban New Delhi, India. A newer project examines safety and educational rights of adolescent underprivileged girls in suburban Mumbai, India.
My research focuses on the intersection of materiality, affect and history the senses in the early modern Iberian world. I worked for the Department of Incunabula and Rare Books at the National Library of Spain, where I catalogued a significant part of the early modern poetic and theatrical manuscripts. I am currently working on a book-length manuscript provisionally entitled Materia Poetica: The Affective Life of Texts in the Early Modern Iberian World.
I’m a first-year doctoral student in Texts and Technology at the University of Central Florida. My research interests include the rhetoric and discourse that fans use in their online spaces, specifically focusing on the ways that disability is represented in fan works and fan fiction.
South Asia; South Asian diaspora; History and Public Memory; Nationalism and Masculinity; 1985 Air India bombings; Bollywood
My research interests are in the area of Second Language Acquisition, particularly L2 Phonology and the development of L2 reading, listening and speaking proficiency. I am committed to research-led teaching and also a strong proponent of community engagement and the transfer of knowledge generated within the academy to society at large. For the past few years I have worked actively with the public school system in Utah as it has rolled out school dual language immersion programs in Chinese, French, German, Portuguese, Spanish and most recently Russian. For the latter I have consulted on translation of the mathematics curriculum and selection of a literacy program from among those used in Russian primary schools. In my spare time, I ski, hike, read mystery novels and travel to challenging places.
Joseph P. Fisher is the Executive Director of the Academic Resource Center at Georgetown University. Previously, he served as Assistant Director at Disability Support Services at The George Washington University. He is the lead editor of the essay collection The Politics of Post-9/11 Music: Sound, Trauma, and the Music Industry in the Time of Terror, which was published by Ashgate Publishing in 2011. His work has appeared in a variety of publications, including the website PopMatters and Hybrid Pedagogy. His current research explores the intersections of disability and athletics.