Director and Senior Lecturer School of Education, Department of Teacher Education and Curriculum University of The West Indies, Cave Hill Campus, Barbados
Dr. Laurette Bristol directs the School of Education at the University of the West Indies Cave Hill Campus, Barbados. She has over twenty-five years of service in the areas of primary education, teacher education, education administration, and education policy in the Caribbean and internationally. Dr. Bristol is a narrative researcher and postcolonial scholar with over forty peer-reviewed, single-authored and co-authored books, book chapters, and journal articles. Her research explores the intersection between history and educational practices and considers such educational matters as education transformation, mentoring, and educational leadership. She is the co-editor for the Caribbean Education Research Journal.
Assistant Professor of Sociology of Education Department of Applied Statistics, Social Science, and Humanities New York University
Dr. Mercy Agyepong is an Assistant Professor of Sociology of Education at New York University. Born in Accra, Ghana, and raised in the Bronx, her research examines how race, anti-Blackness, and immigration shape Black students'—particularly African immigrant youth—educational experiences in U.S. schools. She is the author of the award-winning article, “Africans Do Not Fail”: Examining the Model Minority Stereotype and Anti-Blackness at a New York City Public School (2025), the chapter “Slavery Was a Choice?” (2024), and the forthcoming book The Black Model Minority Student (University of Chicago Press, 2027).
Associate Professor Department of Human Development Thompson Rivers University
Dr. Alicia Noreiga-Mundaroy is an Associate Professor in the Department of Community Development at Acadia University, Canada. Alicia brings more than twenty years of experience as an elementary teacher, teacher educator, and researcher, with a scholarly focus on equity and inclusion, anti-racism, decolonial education, and community- engaged learning. Her teaching and scholarship are grounded in critical race theory, Black feminist thought, Ubuntu, and an ethic of care, centering the experiences of Black, racialized, immigrant, international, and rural learners and communities. Her research examines educational equity, belonging, culturally responsive pedagogy, rurality, community development, and the experiences of historically marginalized students within educational institutions. She is particularly interested in participatory, arts-based, and multimodal approaches that center lived experience, challenge dominant narratives, and amplify underrepresented voices. She currently serves her second year as Co-Program Chair of CASE.
Associate Teaching Professor School of Education, Graduate Programs Thompson Rivers University
Dr. Tanya Manning-Lewis is an Associate Teaching Professor in the School of Education, Graduate Programs at Thompson Rivers University, Canada. She brings more than twenty years of experience as a secondary teacher, teacher educator, and researcher, with a scholarly focus on educational equity, social justice, and the experiences of diverse learners. Her teaching and scholarship are grounded in compassion and the ethic of care, centring the experiences of vulnerable and marginalized populations in local, multicultural, and international contexts. Her research examines equity, diversity, and inclusion; student experience; language and socialization; gender; Caribbean identity; and decolonial pedagogies. She is keen on collaborating with educators, community partners, and graduate students on projects that critically examine the intersectionality of race, gender, and class in social justice education. She is especially drawn to multimodal and participatory approaches that disrupt dominant narratives and amplify diverse voices. She currently serves as Co-Program Chair of CASE.
Assistant Professor of Language, Literacy, and Culture University of Washington College of Education
Dr. Lakeya Afolalu is an Assistant Professor of Language, Literacy, and Culture at the University of Washington College of Education. Her research explores how African transnational youth form and negotiate their identities through language, multilingual literacy, and digital practices across home, school, and community contexts. Her scholarship has appeared in Journal of Literacy Research, Theory Into Practice, and Teachers College Record, among others, and her public scholarship has been featured by NPR, TEDx, and ESSENCE Magazine. Before entering academia, she taught elementary and middle school in Harlem, Detroit, and Newark. She is deeply committed to advancing scholarship and practice that center the humanity and dignity of the Black diaspora.
Doctoral Candidate, Sociology of Education Department of Applied Statistics, Social Science, and Humanities New York University
Faith Northern is a doctoral candidate in the Sociology of Education program at New York University and a communications and outreach specialist at the Research Alliance for New York City Schools. Her research examines the experiences of Afro-Caribbean students in higher education, with attention to Black diasporic identity, antiblackness, belonging, and institutional navigation. As an educator, researcher, and storyteller, she is committed to making scholarship accessible, community-centered, and responsive to the people it represents. As CASE Web Custodian, she hopes to strengthen communication, expand access to information and opportunities, and support the SIG in meeting the needs of its members.