Edwin Nii BonneyEdwin Nii Bonney earned his Ph.D. in educational leadership and policy analysis from the University of Missouri in 2021. His research centers on how educational leaders and educators disrupt and/or reinforce the marginalization of their minoriized, vulnerable, and racialized students’ languages, cultures, and histories. Dr. Bonney pays particular attention in his research to moments of disruption in and beyond educational spaces where students and community members are centering their own languages, cultures, and histories and are reshaping what is considered “normal” or standard. He has published several articles, book chapters, and policy briefs on decolonizing educational leadership, discourse analysis of educational policies and programs, refugee and immigrant education, school-community partnerships, and school-family engagement. Dr. Bonney teaches courses and advises students in the doctoral education program. He is interested in learning and working alongside educational leaders in tackling problems of practice so that their students can be equitably served. Sarah Capello earned a Ph.D. in Administrative and Policy Studies in 2018 from the School of Education at the University of Pittsburgh and has nearly ten years of experience teaching in higher education at the undergraduate and graduate levels. One strand of Dr. Capello’s research focuses on transformative EdD education and supporting the growth and development of educational leaders who are scholarly practitioners through practitioner inquiry, doctoral assessments, and dissertation writing. A second strand of research focuses on instructional supervision for pre-service and in-service teachers. Dr. Capello has published articles in the Journal of Educational Supervision, Action in Teacher Education, College Teaching, Impacting Education, and has a forthcoming article in Teaching and Teacher Education. She currently teaches practitioner inquiry courses in the EdD program as well as chairs and serves on EdD dissertation committees. Read More Read Less