Sangeeta Kamat is Professor in Education Policy Studies in the College of Education at the University of Massachusetts Amherst and principal investigator for this project. Her research is on globalization, neoliberalism and educational inequality in South Asia. Her forthcoming project is on ‘Globalization, Higher Education and Uneven Development’ based on research in Hyderabad and the region. She is co-author of ‘Profiting from the Poor: The Emergence of Multinational Edu-businesses in Hyderabad, India’ (2016), and author of Development Hegemony: NGOs and the State in India (Oxford University Press, 2002). Professor Kamat received her PhD in Comparative and International Education from the University of Pittsburgh.
Anagha Tambe is Director of the Krantijyoti Savitribai Phule Women’s Studies Centre, Savitribai Phule Pune University. Her research areas include gender, caste and sexuality, gender and social history and women’s studies and higher education. She is interested in developing pedagogies and teaching learning resources in women’s studies in regional language. She has conducted research on the educational attainment of children from de-notified tribes. She is presently working on a research project on ‘Developing Teaching and Research Capacity in Women’s / Gender Studies in India’. In 2017, she was elected to be the General Secretary of the Indian Association of Women’s Studies.
Ximena Zúñiga PhD, is Professor of Social Justice Education in the Department of Student Development, College of Education at the University of Massachusetts Amherst. She is a national leader of diversity education and critical approaches to dialogue across differences in higher education. She is co-editor of Multicultural Teaching in the University (Praeger, 1993) and Readings for Diversity and Social Justice (Routledge, 2001) and co-author of Intergroup dialogue in higher education: Meaningful learning about social justice (2007), Dialogues across Differences (Russell Sage, 2013) and Engaging Identity, Difference and Social Justice (Routledge, 2014). Her research and teaching centers on undergraduate and graduate students learning and development in social justice education, particularly in the context of race/ethnicity and gender identity based intergroup dialogues. She co-led the Five College Faculty and Staff Intergroup Dialogue initiative and consults regularly with college campuses interested in fostering inclusive pedagogies and intergroup dialogue practices.
Swati Dyahadroy is Assistant Professor in the Krantijyoti Savitribai Phule Women’s Studies Centre, Savitribai Phule Pune University. Her areas of interest include gender, nation and nationalism, gender and development, rethinking of curricular and pedagogic practices. She is part of the research project on ‘Developing Teaching and Research Capacity in Women’s / Gender Studies in India’.
Sylvia Hurtado is a Professor in the Graduate School of Education and Information Studies and was Director of the Higher Education Research Institute at the University of California, Los Angeles. In nearly 150 publications, she has written extensively on student development and college experiences, campus climate, and diversity in higher education. She is co-editor of two recent books that won awards for academic- themed nonfiction from the International Latino Book Awards: Hispanic-Serving Institutions: Advancing Research and Transformative Practice (2015, Routledge Press) and The Magic Key: The Educational Journey of Mexican Americans from K-12 to College and Beyond (2015, University of Texas Press). She received the 2015 Research Award from the American Educational Research Association, was named an AERA Fellow in 2011, and served as President of the Association for the Study of Higher Education(ASHE) in 2005. Black Issues in Higher Education (Diverse magazine), named her among the Top 15 influential faculty who personify scholarship, service and integrity and whose work has had substantial impact on the academy. She has led several national projects on diverse learning environments and student retention, STEM education and diversification of the scientific workforce, and innovation in undergraduate education.