Laurent Cammarata is Associate Professor in Education at the Faculté Saint-Jean, University of Alberta. He has an in-depth knowledge of the challenges related to the initial and ongoing professional development of immersion and foreign language teachers, as well as those in the Francophone minority context. His work, which has won several research awards (Paul Pimsleur Award, Stephen A. Freeman Award, and Alberta Teachers’ Association Educational Research Award), focuses on the use of pedagogical approaches that can optimize the integration of language and literacy teaching during subject-matter instruction. He is the new co-editor of the Journal of Immersion and Content-Based Language Education (JICB) published by John Benjamins.

Alexa Martin-Storey is a professor in the psychoéducation department at the Université de Sherbrooke and holds the Canada Research Chair in Stigma and psychosocial development. Trained in developmental psychology, her work focuses on how stigma around identity and place shape adolescent and young adult psychosocial outcomes.

Stephanie Hancock is a cross-disciplinary research consultant and data analyst. She holds a Doctorate in Experimental Psychology and has contributed to research projects in the fields of education, social work, neuroscience, pharmacy, and pharmacology. Stephanie’s expertise is in the areas of research design and methodology, statistics, drug and behavioural addictions, and the impact of early-life experiences on the development of psychopathologies.

Darron Kelly is an Assistant Professor with the Faculty of Education at Memorial University of Newfoundland. His research centres on the intersection of Critical Social Theory and Educational Leadership Studies – including moral policymaking, communicative rationality and agency, and resisting processes of rationalization in educational settings.

Jaya Dixit is a Graduate Academic and International Specialist at the University of Calgary, where she supports and advises students managing complex, non-routine academic situations. She contributes to development of programming and best practices in graduate student support. By training, Jaya is a sociologist whose own research obliges curiosities about projects of self and identity, and visual discourses of food and healthism. Jaya has worked on and published with teams researching physician wellness, and readers of self-help books. She is also a contributing author at Girls Gone Strong, an online platform of feminist, evidence-based information for women’s wellness and fitness.

Martine Cavanagh is Professor and Vice-Dean of the Education Division at the University of Alberta’s Faculté Saint-Jean. Her research has to do with teaching the writing of different types of text to elementary and secondary students in Francophone minority settings. She is also interested in issues in the initial and on-going training of teachers for Francophone schools and French immersion programs.

Sylvie Blain détient un doctorat en didactique des langues de l’Université de Montréal (1997) et elle est professeure à la Faculté des sciences de l’éducation depuis 1997. Elle a été enseignante au primaire au Québec et en Colombie-Britannique entre 1987 et 1992. Elle donne les cours de didactique du français et elle est responsable Test de compétences langagières en français. Ses projets de recherche portent sur l’apprentissage de la lecture, de l’écriture en milieu francophone minoritaire ainsi que sur de l’intégration pédagogique des technologies. Elle a été directrice du Service d’animation et de soutien à l’enseignement (SASE) de 2007 à 2014. Elle a présidé le Conseil de la langue française de l’Université de Moncton de 2010 à 2014. Elle a dirigé le Centre de recherche et de développement en éducation de 2004 à 2007.

Scott McLean is a Professor of Sociology at the University of Calgary, where from 2005 through 2015 he served as the Director of Continuing Education. He is currently conducting historical and sociological research about the extension and continuing education programs of the National Autonomous University of Mexico. In recent years, Scott’s research focused on exploring the learning experiences of readers of self-help books relating to health and well-being, career success, and interpersonal relationships. His past research projects have included studying the history of university extension and continuing education at five major Canadian universities, and studying the history of adult education in Nunavut.