Annalisa Sannino, President

Professor at Tampere University, Finland, a learning scientist, a cultural-historical activity theorist and a formative intervention scholar

I completed my PhD in Social Psychology at University of Nancy, France in 2000. At Tampere University, Faculty of Education and Culture, I lead the team RESET (Research Engangement for Sustainable and Equitable Transformations). My research supports enacted utopias by means of participatory inquiries of collective transformative agency and expansive learning for long-lasting partnerships between the university and the civil society.

Photo: Jonne Renvall, Tampere University

Adolfo Tanzi Neto, Vice-President

Ph.D. in Applied Linguistics and Languages studies, Chair of the Anglo-Germanic Languages Studies Department - Languages and Arts Center at the Federal University of Rio de Janeiro, Brazil

At UFRJ I conduct research in the Interdisciplinary Graduate Program in Applied Linguistics and I also lead a team for Studies and Research of Vygotsky School in Applied Linguistics (NUVYLA/CNPq). My scholarly interests include discourse and social practices, human development, cognition and semiotics linked with social activism, linguistic mobility, social change and justice, identity and agency.

Aydin Bal

Professor of Education at the University of Wisconsin—Madison

My research focuses on the interplay between culture, learning, and dis/ability in local and global education systems. Cultural-historical activity theory, emancipatory pedagogies, and decolonizing epistemologies inform my work. I have been involved in developing the Learning Lab methodology, a formative intervention model that facilitates collective agency, systemic transformation, and expansive learning in schools. I work toward creating inclusive, just, and joyful alternatives to capitalism.

Brett Bligh, Communication and Visibility

Senior Lecturer (Associate Professor) in the Department of Educational Research, Lancaster University, and Co-Director of the Centre for Technology Enhanced Learning.

My research interrogates issues of technology and institutional change in post-compulsory education, and prioritises Activity Theory conceptions of human practice and interventionist methodologies. I am pursuing two current strands of work. One is an attempt to understand the potential for conducting distributed Change Laboratory research-interventions using digital platforms. The other focuses on analysing the range of practices underpinning the pursuit of ‘digital transformation’ in post-compulsory education.

John Cripps Clark

Doctor of Philosophy at Deakin University, teaches and researches Science, Physics and Design & Technology education, and Science Communication to pre-service and practicing teachers in schools across Victoria, Australia.

Over the past quarter of a century, I have been running a reading group and Summer Schools for doctoral and early career researchers in Cultural-Historical & Activity Theory. My research covers a variety of topics including: science and technology education; online learning (Activity Based Instructional Design), play in Physics, Peirce and graphing, entrepreneurship education and school gardens.

Viviana Alejandra Hojman Ancelovici

Educational Psychologist, Master’s in Social Communication and PhD in Education, Universidad del Desarrollo, Santiago, Chile

I have worked to improve the educational system in Chile and Latin America in diverse contexts, from international organizations, university, NGOs and consulting companies.  I pursues research and develop programs concerning family-school relationship, change and leadership, social-emotional skills and collaboration for learning.

Sergey Kosaretsky

PhD in Psychology, Director of the Centre of General and Extracurricular Education (Pinsky Centre), Institute of Education, National Research University Higher School of Economics (NRU HSE)

I am Representative of Russian Education Research Association (RERA) in WERA (World Education Research Association) and have served as expert in UNICEF, OECD, World Bank projects. My research interest include education inequality, low achievement students, learning disability, inclusive education, and extracurricular education.

Marco Mazereeuw

Professor of Lifelong Development at NHL Stenden University of Applied Sciences and Firda Vocational Education and Training, and Researcher in the Lifelong Learning Research Group at the University of Groningen, in the Netherlands.

My research interests concern partnerships between vocational education, business, and government, with a focus on the contradictions that these collaborations reveal between human capital and humanistic perspectives on lifelong development.

Mutizwa Mukute, Secretariat

Ph.D. in Environmental Education, is a senior research associate at Rhodes University, South Africa, co-chair of the global Prolinnova Network for farmer-centered participatory innovation development, and advisor to the East Africa Agroecology Regional Fund

I have used CHAT in academic and development work since 2008 with formative intervention research and learning-oriented evaluations which focus on facilitating knowledge co-production and generating solutions between and among diverse practitioners and scientists in agroecology and food systems, biodiversity conservation, natural resources management, climate change, gender equality, and community development. History and context, people and the planet, expansive learning, transformation, justice, rigor, and inclusiveness are central to my work and publications.

Margarida Romero, Treasury

Associate Professor at Universitat Internacional de Catalunya and a Full Professor at Université Côte d'Azur

I began my career at Universitat Autònoma de Barcelona, where I was granted a PhD in Psychology with a doctoral thesis award, before continuing my academic journey in Canada and France. Myresearch explores human creative problem-solving, human-AI co-creativity, and teacher agency in technology-enhanced learning, from  epistemological and methodological pluralist perspectives.