Dr. S. Ama Wray
Alex Tsado
Dr. Jackie Berry
Dr. José Cossa
Dr. Jasmine Blanks Jones
Saidah Nash Carter
Dr. Sela Adjei
Femi Omere
Dr. Reginold Royston
Ashley Baccus-Clark
Dr. Dele Olajide
Dr. Hanétha Vété-Congolo
Dr. Mamadou Kaba Traoré
Martha Shaka
Comfort Arthur
Kishau Rogers
Nana Opoku
Dr. Funmi Arewa
Essa Mohamedali
Mustapha Diyaol Haqq
Marcia Brock
Dr. Thomas F. DeFrantz
Tawanda Chabikwa, PhD.
Dr. Marketus Presswood
Nyasha Mugavazi
Azeddine Elhassouny
Grisha Coleman
Amaria Stern
Teki Akuetteh Falconer
Anatola Araba
Alexander Otuka
Dr. Elen Nas
Dr. José Cossa
José Cossa, Ph.D., is a Mozambican scholar, writer/author, researcher, poet, blogger, “twitterer”, podcaster, entrepreneur, and an Associate Professor in the College of Education at Pennsylvania State University. Most recently, Cossa served as a Visiting Associate Professor in the Graduate School of Education at the American University in Cairo and a Senior Lecturer at Vanderbilt University’s Peabody College. Cossa holds a Ph.D. in Cultural and Educational Policy Studies with a depth area in Comparative and International Education from Loyola University Chicago. He is the author of the book Power, Politics, and Higher Education: International Regimes, Local Governments, and Educational Autonomy, the recipient of the 2012 Joyce Cain Award for Distinguished Research on People of African Descent, awarded by the Comparative and International Education Society (CIES), and a member of the MacArthur Foundation 100&Change Panel of Judges for two consecutive competitions (Inaugural Challenge and 2019/2020). Cossa’s research focus is on power dynamics in negotiation over educational policy; unveiling issues inherent in the promise of modernity and working towards de-colonializing, de-bordering, de-peripherizing, and de-centering the world; higher education policy and administration; system transfer; international development; and, global and social justice. In addition, Cossa is currently engaging in a new (exterior to modernity) theorizing, i.e., Cosmo-uBuntu, to offer alternative theoretical grounding to research, analysis, and practice.