2009 Conferences > Participants

Bios of Selected Participants

Philip Bell

Associate Professor, Learning Studies, University of Washington

Philip BellPhilip Bell pursues a cognitive and cultural program of research across diverse environments focused on how people learn in ways that are personally consequential to them. He is an associate professor of the Learning Sciences at the University of Washington and the Geda & Phil Condit Professor of Science & Mathematics Education. He directs the ethnographic and design-based research of the Everyday Science and Technology Group and the UW Institute for Science and Mathematics Education. Bell has studied how people learn across settings; expertise development in science and health; the design and use of novel learning technologies in the classroom; children's argumentation; culturally responsive science instruction; and approaches to authentic science instruction. He is a co-lead of the Learning in Informal and Formal Environments (LIFE) Center and a member of the Board on Science Education with the National Academy of Sciences. He has a background in human cognition and development, science education, computer science, and electrical engineering.

Sunil Bhatia

Associate Professor of Human Development, Director of the Holleran Center, Connecticut College

Sunil BhatiaSunil Bhatia, Ph.D., is an Associate Professor of Human Development and Director of the Holleran Center for Community Action and Public Policy at Connecticut College. His most recent book, American Karma: Race, Culture, and Identity and the Indian Diaspora (New York University Press, 2007), is based on an extensive, two-year ethnography of the middle-class Indian diaspora in Southern Connecticut. Bhatia has published over 25 articles and book chapters on issues related to culture, self, immigrant identity and history and cultural psychology. Professor Bhatia received the 2006 Sigmund Koch Award for Early Career Contribution to Psychology, which is presented to a psychologist each year who is within 10 years of having earned a doctorate degree and has made promising contributions to theoretical or philosophical psychology. In September 2005, Sunil received Connecticut College's prestigious John King Teaching Award. In 2001, the students of Unity House awarded Bhatia the Tyrone Ferdnance Award for excellence in teaching and community service. Read "Achievements and Awards: So What? Now What?", his remarks on the occasion of the college's Honors and Awards Ceremony 2006. In 2009, he received the Martin Luther King Jr. Faculty Service Award, given to a faculty who upholds the legacy of Dr. King’s work with their demonstrated commitment to social justice and serving underrepresented communities either on campus and/or the New London community. In 2007, he also received a Community Service Award that is given by the Connecticut Department of Higher Education.

Thomas J. Bouchard, Jr.

Professor of Psychology and Director of the Minnesota Center for Twin and Adoption Research, University of Minnesota

Thomas J. Bouchard, Jr.Bouchard was Chairman of the Psychology Department at the University of Minnesota for six years before becoming the Director of the Minnesota Center for Twins and Adoption Research in 1983, for which he was a principal investigator. The Registry included some 8,000 pairs of twins born in Minnesota from 1936 to 1955, plus some 1,200 pairs of male twins born between 1971 and 1981. In 2005 he was awarded the Kistler Prize in recognition of his scientific research regarding human individual differences caused by genetic and environmental influences.

Bouchard is the author of more than 170 publications. Additional awards presented to him include the American Psychological Association Distinguished Scientific Speaker Award (1995), Galton Award from the Galton Institute for the Study of Biology and Society (UK, 1995), and the Dobzhansky Memorial Award for a Lifetime of Outstanding Scholarship in Behavior Genetics (2001). He has served as Associate Editor of both the Journal of Applied Psychology and Behavior Genetics. He also served as President of the Behavior Genetics Association and Vice President of the International Society for Twin Studies.

Robert T. Craig

Communication, University of Colorado at Boulder (Communicative Practices in relation to the Construction of Knowledge)

Robert T. Craig Craig is the series editor of the International Communication Association Handbook Series. He is the co-editor of the well-received book Theorizing Communication: Readings Across Traditions (Sage Publications, 2007). Craig has done extensive research on topics such as pragmatism in the field of communication theory, communication theory in the public interest, and communication in the conversation of disciplines. He is currently patterns of argumentation in public discourse about communication and is working on updating the methodology of Grounded Political Theory.

Veronika Fuechtner

Associate Professor of German, Dartmouth University

Associate Professor of German, studied German literature, media, history and political science at the Philipps-University in Marburg and the Free University in Berlin. She received her M.A. from Washington University in St. Louis and her Ph.D. from the University of Chicago (2002). Before coming to Dartmouth in the fall of 2002 she taught at John Carroll University in Cleveland. She has published articles on Herbert Marcuse, Alfred Döblin, Magnus Hirschfeld, and on the state of German Studies in the U.S. Her book Berlin Psychoanalytic: Culture and Psychoanalysis in Weimar Republic Germany and Beyond is due to be published by the University of California Press, and she is currently working on a new project titled "The Racial Unconsciousness in 20th-Century German Culture." Other research and teaching interests include history of science, multiculturalism, gender studies, drama, and film. She has received research grants from the American Psychoanalytic Association, the Deutsche Schillergesellschaft, the National Endowment for the Humanities, and the American Council of Learned Societies and has served on the steering committee of Women in German.

Rubén Gallo

Associate Professor of Spanish, Princeton University

Ruben Gallo, Associate Professor of Spanish, Princeton University, is an award-winning writer and scholar. He is the author of Mexican Modernity: the Avant-Garde and the Technological Revolution (2005), an essay about machines and modern culture in early twentieth century Mexico. He has also published two books about Mexico City’s urban art and visual culture: New Tendencies in Mexican Art (2004) and The Mexico City Reader (2004). He is currently at work on a new book: Freud in Mexico: The Neuroses of Modernity. He teaches at Princeton University and lives in New York City.

Daniel Hutto

Philosophy, University of Hertfordshire, U.K. (Philosophical Psychology, Folk Knowledge, & Practice)

Daniel HuttoBorn and schooled in New York but now resides in Hertfordshire where he has been at the University since 1993. A former Head of Philosophy, Hutto is now the Research Leader of Philosophy. His research has involved sustained attempt to understand human nature in a way which respects natural science but which nevertheless rejects the impersonal metaphysics of contemporary naturalism, even those versions that sponsor non-reductionism. Hutto is the author of The Presence of Mind (1999), Beyond Physicalism (2000), Wittgenstein and the End of Philosophy (2006) and Folk Psychological Narratives (2008). He is also the editor of Narrative and Understanding Persons (2007), Narrative and Folk Psychology (2009) and co-editor of Folk Psychology Re-Assessed (2007). A special yearbook issue of Consciousness and Emotion, entitled Radical Enactivism, which focuses on his philosophy of intentionality, phenomenology and narrative, was published in 2006.

Wendy Larson

Professor of East Asian Languages and Literatures, Vice Provost for Portland Programs, University of Oregon

Wendy Larson received her advanced training in modern Chinese literature, film, and culture at the University of California, Berkeley, and Beijing University. She is the author of three monographs, two co-edited collections, and numerous articles. Larson's most recent book, From Ah Q to Lei Feng: Freud and Revolutionary Spirit in 20th Century China (Stanford University Press 2009), compares the models of the mind that emerged from both Chinese tradition and developing revolutionary culture to those put forward by the new psychology of the early 20th century, in particular the theories proposed by Freud, whose work was widely translated. While intrigued by Freud's ideas, Chinese theorists of the mind steadily put forward the anti-Freud: a mind shaped not by an isolated interiority with a sexual core that must be excavated by professionals, but molded instead by social and cultural interactions. Under the influence of revolutionary culture, this mind was injected with a compelling spiritual component that anchored revolutionary subjectivity from the pedestrian to the extreme. Twentieth-century Chinese novelists and film directors understood this focus and its relationship to Mao's powerful revolutionary ethos, and persistently engage with the spiritual qualities of the revolutionary mind. Larson's earlier research, including Women and Writing in Modern China (Stanford UP 1998) and Literary Authority and the Chinese Writer: Ambivalence and Autobiography (Duke UP 1991), interrogates the assumptions of cultural interaction and emphasizes deep critical reading as well as historical geneology and contextualization. Her current project, Performing China: National Culture on the Global Stage, examines the cultural mandate of the nation-state, which implies that each nation wishing to join the "family of nations" must possess, recognize, develop, and express a unique national culture.

Na’ilah Suad Nasir

Associate Professor, African American Studies, University of California, Berkeley

Na’ilah Suad Nasir

Professor Na’ilah Suad Nasir’s research centers on how issues of culture and race influence the learning, achievement, and educational trajectories of African American and other non-dominant students in urban school and community settings. She is interested in the intertwining of social and cultural contexts (cultural practices, institutions, communities, societies) and the learning and educational trajectories of individuals, especially in connection with inequity in educational outcomes. Specific studies have focused on the nature of mathematical thinking and learning for African American students in practices outside of school, such as basketball and dominoes; relations between racial/ethnic identity and mathematics learning and achievement in a diverse urban high school; the nature of connection and disconnection for African American high school students (and the role the institutional structures of the school played in these processes); racial/ethnic identities and stereotypes of African American students.

Professor Nasir received her B.A. in Psychology and Social Welfare (with a minor in African American Studies) from the University of California, Berkeley, and her M.A. and Ph.D. in Psychological Studies in Education (with a focus on Human Development) from UCLA. She was the recipient of the Spencer Dissertation Fellowship in 1998, and the Spencer Postdoctoral Fellowship in 2002. From 2000 to 2008, she was an Assistant Professor in the School of Education at Stanford University, where she won the St. Claire Drake Teaching Award in 2007. In 2006, she won the Early Career Researcher Award from Division G of the American Educational Research Association. Recent work has been published in Anthropology and Education Quarterly, the American Educational Research Journal, and Educational Researcher.

Kevin O'Connor

Assistant Professor, University of Rochester’s Warner School of Education and Human Development

Kevin O'ConnorKevin O’Connor is an Assistant Professor in the University of Rochester’s Warner School of Education and Human Development. He holds a Ph.D. in psychology from Clark University. His research interests are in the analysis of situated interaction in learning contexts, with a focus on participants’ trajectories as they work, along with others, to construct their futures and the futures of the communities in which they participate. He is involved in several projects related to this overarching interest. One set of projects involves the ethnographic and discourse analytic study of university students’ trajectories toward possible futures in professional careers. A second project, also using ethnographic and discourse analytic methods, focuses on a major urban community development initiative, and examines how links between children’s and youths’ present and future lives are actively created and maintained as they develop into a developing community that is being developed for—and with—them. His teaching interests include sociocultural theories of communication, cognition, and identity; discourse analysis; and qualitative and interpretive research methods.

Bill Penuel

SRI International

Bill PenuelWilliam R. Penuel is Director of Evaluation Research at the Center for Technology in Learning at SRI International. He is also a lead researcher in the Learning in Informal and Formal Environments (LIFE) Center, Science of Learning center funded by the National Science Foundation. His research focuses on supports for improving science teaching and learning in both school and community settings. His research has appeared in the American Educational Research Journal, Teachers College Record, the Journal of the Learning Sciences, Science Education, and the Journal of Research in Science Teaching. He graduated from Clark in 1991 with an undergraduate degree in psychology, and Michael Bamberg and Bernie Kaplan supervised his thesis on moral reasoning. He returned to Clark in 1993 to pursue a doctoral degree in developmental psychology. His dissertation, completed in 1996 under the supervision of James V. Wertsch, James Paul Gee, and Nancy Budwig, focused on identity development in afterschool programs.

Richard M. Ryan

Professor of Psychology, Psychiatry, & Education, University of Rochester

Richard M. RyanRichard Ryan is a clinical faculty member whose research focuses on the effects of social contexts on human motivation, personality development, and well-being. His current research interests include: the acquisition and impact of materialism and other extrinsic goals in human development and culture; facilitation versus undermining of intrinsic motivation and self-determination; the determinants of subjective vitality and "energy"; and the sources of within-person variability in attachment, well-being, and life satisfaction. He is also involved in applied motivational research in the domains of health care, education, sport, religion, work, psychotherapy and virtual environments.

Recent publications include Living Well: A Self-determination Theory Perspective on Eudemonia (Journal of Happiness Studies, In Press) and Some Costs of American Corporate Capitalism: A Psychological Exploration of Value and Goal Conflicts" (Psychological Inquiry, 2007).

Richard A. Shweder

William Claude Reavis Distinguished Service Professor of Human Development, University of Chicago

Richard A. ShwederShweder studies psychological anthropology and cultural psychology, with special reference to the anthropology of thought and cross-cultural human development; symbol systems and intellectual processes; cultural belief systems; culture and moral development; rationality and moral reasoning; person perception; concepts of the person; culture and health behavior; multiculturalism, immigration and norm conflict between cultures. He is co-director of the internationally renowned NIMH Culture and Mental Health Behavior Training Grant program. Shweder is a past president of the Society for Psychological Anthropology and author of books such as Why Do Men Barbeque? Recipes for Cultural Psychology (Harvard University Press, 2003) and The Child: An Encyclopedia Companion (University of Chicago Press, 2009).

Nicole Simek

Assistant Professor of French, Whitman College

Nicole Simek is assistant professor of French, Whitman College, and author of Eating Well, Reading Well: Maryse Condé and the Ethics of Interpretation.

Specializing in French Caribbean literature, Professor has also published articles on Baudelaire's figuration of the reader, female friendship in French literature, Caribbean women's autobiography, parody in French Caribbean novels, and trauma theory, and has co-edited volumes devoted to literary cannibalism (Feasting on Words: Maryse Condé, Cannibalism, and the Caribbean Text, Princeton: PLAS, 2006) and representations of trauma in French and Francophone literature (Dalhousie French Studies, Winter 2007). She is currently working on the deployment of humor in the Antillean novel. Her wider research interests include the intersection of politics and literature in Caribbean fiction, trauma theory, and sociological approaches to literature. Professor Simek holds a B.A. and an M.A. in French from Case Western Reserve University, and received her Ph.D. from Princeton University in 2005.

Henderikus Stam

Professor of Psychology, University of Calgary

Henderikus StamHenderikus Stam is a Professor of Psychology at the University of Calgary, Calgary, Canada where he developed the history and theory specialty in the Department of Psychology. His recent research has focused on contemporary theoretical problems in psychology and the historical foundations of 20th century psychology. With René van Hezewijk he is completing a book on the history of European phenomenological psychology. He is founder and current Editor of Theory and Psychology, a bi-monthly journal published by Sage (London), now in its 19th year. Dr. Stam has published more than 100 articles and book chapters including such journals as American Psychologist, Journal of Abnormal Psychology, Journal of Personality and Social Psychology, Journal for the Theory of Social Behavior, Journal of the History of the Behavioral Sciences, and he has edited or co-edited more than half a dozen books. He has lectured widely on theoretical and historical issues in psychology across North America, Europe, China and in Australasia. He is a Fellow of the American and Canadian Psychological Associations. In 2008 he won the award for Distinguished Contributions to the International Advancement of Psychology from the Canadian Psychological Association and the Award for Distinguished Service from the Society for Theoretical and Philosophical Psychology (Division 24 of the American Psychological Association). Dr. Stam is a founding member and former President of the International Society for Theoretical Psychology as well as a former President of Division 24 of the APA.

Cynthia E. Winston

Associate Professor of Psychology, Howard University

Cynthia E. WinstonCynthia E. Winston is an Associate Professor in the Howard University Department of Psychology, as well as Principal and founder of Winston Synergy L.L.C., a psychology and research consulting firm. In addition, she is Principal Investigator of the Identity and Success Research Laboratory and Associate Director of the Center for High Performance Computing in the Department of Electrical and Computing Engineering. Dr. Winston has received several awards including the Howard Hughes Medical Institute Research Professor Fellowship from Brown University, the Emerging Scholar Award from the Howard University Faculty Senate, the Howard University Syllabus of the Year Award, and the National Science Foundation Early CAREER Award. Dr. Winston’s professional career is devoted to narrative personality psychology and engineering education research that pursues questions about identity, as well as the psychology of success within lives and racialized societies. She also has a special interest and expertise in mixed methods research design and narrative data analysis. Dr. Winston is the former Director of Educational, Fellowship, and Internship Programs at the Congressional Black Caucus Foundation (CBCF), and Program Director for the NSF Alliances for Graduate Education and the Professoriate (AGEP) at Howard University. She earned her Ph.D. in Psychology and Education from the University of Michigan and B.S from Howard University in Psychology.

Stanton Wortham

Judy & Howard Berkowitz Professor, Graduate School of Education, University of Pennsylvania (Identity, Practice + Learning)

Stanton WorthamWortham also has appointments in Anthropology, Communications and Folklore. His research applies techniques from linguistic anthropology to study interactional positioning and social identity development in classrooms.  He is particularly interested in interrelations between the official curriculum and covert interactional patterns in classroom discourse, and in how the processes of learning and identity development interconnect. He has also studied interactional positioning in media discourse and autobiographical narrative. Publications include: Narratives in Action (Teachers College Press, 2001), Education in the New Latino Diaspora (Ablex, 2002; coedited with Enrique Murillo and Edmund Hamann), Linguistic Anthropology of Education (Praeger, 2003, coedited with Betsy Rymes), Learning Identity (Cambridge, 2006) and Bullish on Uncertainty (Cambridge, 2009, with Alexandra Michel).  More information about his work.