Leadership
Dr. Limarys Caraballo teaches in the Arts and Humanities and Curriculum & Teaching at Teachers College. Dr Caraballo has been a Cultivating New Voices (CNV) Fellow and a member of the Latinx Caucus of the National Council of Teachers of English. She has been recognized for her teaching and scholarship, most recently with an American Educational Research Association (AERA) Early Career Award. As an affiliate of the Gordon Institute for Advanced Study since 2012, she co-founded and currently directs Cyphers for Justice, a program that promotes intergenerational inquiry via youth participatory action research (YPAR). Before joining the faculty at Teachers College, Dr Caraballo taught high school English and held administrative roles in secondary schools.
Dr. Limarys Caraballo teaches in the Arts and Humanities and Curriculum & Teaching at Teachers College. Dr Caraballo has been a Cultivating New Voices (CNV) Fellow and a member of the Latinx Caucus of the National Council of Teachers of English. She has been recognized for her teaching and scholarship, most recently with an American Educational Research Association (AERA) Early Career Award. As an affiliate of the Gordon Institute for Advanced Study since 2012, she co-founded and currently directs Cyphers for Justice, a program that promotes intergenerational inquiry via youth participatory action research (YPAR). Before joining the faculty at Teachers College, Dr Caraballo taught high school English and held administrative roles in secondary schools.
Dr. Regina Cortina, Professor of Education in the Department of International and Transcultural Studies at Teachers College, Columbia University, served as President of the Comparative and International Education Society (CIES) in 2018–2019. Her Presidential Address, “‘The Passion for What Is Possible’ in Comparative and International Education,” was published in the Comparative Education Review (2019). Professor Cortina edited a Special Issue of Teachers College Record on “Teachers College and the Rise of Public Education in Latin America” (2022). Her other areas of expertise are gender and education, the education and employment of teachers, and the schooling of Latinx students in the United States.
Dr. Regina Cortina, Professor of Education in the Department of International and Transcultural Studies at Teachers College, Columbia University, served as President of the Comparative and International Education Society (CIES) in 2018–2019. Her Presidential Address, “‘The Passion for What Is Possible’ in Comparative and International Education,” was published in the Comparative Education Review (2019). Professor Cortina edited a Special Issue of Teachers College Record on “Teachers College and the Rise of Public Education in Latin America” (2022). Her other areas of expertise are gender and education, the education and employment of teachers, and the schooling of Latinx students in the United States.
Director, Edmund W. Gordon Institute for Advanced Study
Ezekiel Dixon-Román is Professor of Critical Race, Media, & Educational Studies at Teachers College, Columbia University, where he is the Director of the Edmund W. Gordon Institute for Advanced Study (formerly the Institute for Urban and Minority Education). He’s co-founder of the Institute in Critical Quantitative, Computation, & Mixed Methodologies and co-founder of the Critical Computation Bureau. His research seeks to make cultural and critical theoretical interventions toward rethinking and reconceptualizing the technologies and practices of quantification as mediums and agencies of systems of sociopolitical relations whereby race and other assemblages of difference are byproducts. He is the author of Inheriting Possibility: Social Reproduction & Quantification in Education (2017, University of Minnesota Press). He also co-guest edited “Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture” (2016, Cultural Studies-Critical Methodologies), “Control Societies @30: Technopolitical Forces and Ontologies of Difference” (2020, Social Text Online), and most recently “Dialogues on Recursive Colonialism, Speculative Computation, and the Techno-Social” (2021, e-flux journal). He is also a co-editor of the Duke University Press book series, “Anima: Critical Race Studies Otherwise”, a member of the Social Text Editorial Collective and the Communication, Culture & Critique Editorial Collective, and associate editor of the 2023 and 2025 volumes of the Review of Research in Education. He is currently working on a book project that examines the haunting formations of the transparent subject in algorithmic governance and the potential for transformative technopolitical systems
Director, Edmund W. Gordon Institute for Advanced Study
Ezekiel Dixon-Román is Professor of Critical Race, Media, & Educational Studies at Teachers College, Columbia University, where he is the Director of the Edmund W. Gordon Institute for Advanced Study (formerly the Institute for Urban and Minority Education). He’s co-founder of the Institute in Critical Quantitative, Computation, & Mixed Methodologies and co-founder of the Critical Computation Bureau. His research seeks to make cultural and critical theoretical interventions toward rethinking and reconceptualizing the technologies and practices of quantification as mediums and agencies of systems of sociopolitical relations whereby race and other assemblages of difference are byproducts. He is the author of Inheriting Possibility: Social Reproduction & Quantification in Education (2017, University of Minnesota Press). He also co-guest edited “Alternative Ontologies of Number: Rethinking the Quantitative in Computational Culture” (2016, Cultural Studies-Critical Methodologies), “Control Societies @30: Technopolitical Forces and Ontologies of Difference” (2020, Social Text Online), and most recently “Dialogues on Recursive Colonialism, Speculative Computation, and the Techno-Social” (2021, e-flux journal). He is also a co-editor of the Duke University Press book series, “Anima: Critical Race Studies Otherwise”, a member of the Social Text Editorial Collective and the Communication, Culture & Critique Editorial Collective, and associate editor of the 2023 and 2025 volumes of the Review of Research in Education. He is currently working on a book project that examines the haunting formations of the transparent subject in algorithmic governance and the potential for transformative technopolitical systems
Dr. Amanda K. Earl is a Lecturer in the International and Comparative Education program at Teachers College, Columbia University. Her research examines the relationships between schooling and the maintenance of nondominant and heritage languages, cultures, and ways of knowing. Dr. Earl is currently conducting research projects in New York City and rural Mexico. She has also worked as a middle and high school teacher in Philadelphia and a college access professional in New York City. She holds a Ph.D. and M.A. in Comparative and International Education from Teachers College and a B.A. in Greek and Latin from Brown University.
Dr. Amanda K. Earl is a Lecturer in the International and Comparative Education program at Teachers College, Columbia University. Her research examines the relationships between schooling and the maintenance of nondominant and heritage languages, cultures, and ways of knowing. Dr. Earl is currently conducting research projects in New York City and rural Mexico. She has also worked as a middle and high school teacher in Philadelphia and a college access professional in New York City. She holds a Ph.D. and M.A. in Comparative and International Education from Teachers College and a B.A. in Greek and Latin from Brown University.
Paola Heincke is the Head of Operations and Strategic Initiatives at the Edmund W. Gordon Institute for Advanced Study at Teachers College, Columbia University. She has more than 20 years of experience in the field of educational research, leading strategic projects, partnerships, and operations at several organizations like the ETS AI Labs; the Office of the VP of Research, the Academic to Career Research Center, and the Gordon Commission for the Future of Assessment in Education, at Educational Testing Service (ETS); and the State University of New York (SUNY). Her research interests include AI and social justice, the cultivation and measurement of non-cognitive skills, and equity and excellence in education. Paola also has experience in Corporate Affairs, Public Relations, and Communications.
Paola Heincke is the Head of Operations and Strategic Initiatives at the Edmund W. Gordon Institute for Advanced Study at Teachers College, Columbia University. She has more than 20 years of experience in the field of educational research, leading strategic projects, partnerships, and operations at several organizations like the ETS AI Labs; the Office of the VP of Research, the Academic to Career Research Center, and the Gordon Commission for the Future of Assessment in Education, at Educational Testing Service (ETS); and the State University of New York (SUNY). Her research interests include AI and social justice, the cultivation and measurement of non-cognitive skills, and equity and excellence in education. Paola also has experience in Corporate Affairs, Public Relations, and Communications.
Doctoral Research Assistants
Jonathan Beltrán is a Comparative and International Education doctoral student at Teachers College, Columbia University. He holds a B.A. in Literature, a B.A. in Philosophy, and an M.A. in History from Pontificia Universidad Javeriana in Bogotá, Colombia, and an M.A. in Economics and Education from Teachers College, Columbia University. He has experience as a teacher, teacher’s coach, curriculum writer, and researcher in education and social sciences projects. He is Interested in contextualized and actionable research to help practitioners and policymakers expand educational opportunities. His research program revolves around teachers, crucial actors in all education systems.
Jonathan Beltrán is a Comparative and International Education doctoral student at Teachers College, Columbia University. He holds a B.A. in Literature, a B.A. in Philosophy, and an M.A. in History from Pontificia Universidad Javeriana in Bogotá, Colombia, and an M.A. in Economics and Education from Teachers College, Columbia University. He has experience as a teacher, teacher’s coach, curriculum writer, and researcher in education and social sciences projects. He is Interested in contextualized and actionable research to help practitioners and policymakers expand educational opportunities. His research program revolves around teachers, crucial actors in all education systems.
Katie Caster is a doctoral candidate at Teachers College, Columbia University, where she also teaches in the TESOL and English Education programs. With over 18 years of experience in education, she has worked across K–12 schools, higher education, and nonprofit leadership. Her research explores Latina educators’ identity development within mentorship relationships, and her professional work focuses on culturally responsive curriculum, equity in education, and community-based leadership development.
Katie Caster is a doctoral candidate at Teachers College, Columbia University, where she also teaches in the TESOL and English Education programs. With over 18 years of experience in education, she has worked across K–12 schools, higher education, and nonprofit leadership. Her research explores Latina educators’ identity development within mentorship relationships, and her professional work focuses on culturally responsive curriculum, equity in education, and community-based leadership development.
Vivett Dukes is an experienced NYC educator and current Ph.D. student in English Education at Teachers College, Columbia University. Her work centers on the literacies and lived experiences of Black youth, particularly those impacted by familial and personal incarceration. Vivett’s research focuses on letter writing as a transformative literacy practice—one that fosters identity, sustains connection, and affirms the humanity of system-impacted youth. She is a dynamic speaker, curriculum developer, and adult ally in youth participatory action research. Her work lives at the intersection of education, liberation, and self-actualization.
Vivett Dukes is an experienced NYC educator and current Ph.D. student in English Education at Teachers College, Columbia University. Her work centers on the literacies and lived experiences of Black youth, particularly those impacted by familial and personal incarceration. Vivett’s research focuses on letter writing as a transformative literacy practice—one that fosters identity, sustains connection, and affirms the humanity of system-impacted youth. She is a dynamic speaker, curriculum developer, and adult ally in youth participatory action research. Her work lives at the intersection of education, liberation, and self-actualization.
Carolina Gómez (she/her) is a doctoral fellow in the Curriculum and Teaching Department at Teachers College, Columbia University. Before pursuing her doctoral studies, she spent seven years as a middle school teacher in Queens, New York, and she is now an adjunct lecturer at Queens College. Her experience working with students with disabilities led to her current research, which focuses on Disability Studies, Critical Race Theory (DisCrit), and settler colonialism. She is particularly interested in how inclusion is shaped by colonial legacies and how educators work to create inclusive practices within their school communities.
Carolina Gómez (she/her) is a doctoral fellow in the Curriculum and Teaching Department at Teachers College, Columbia University. Before pursuing her doctoral studies, she spent seven years as a middle school teacher in Queens, New York, and she is now an adjunct lecturer at Queens College. Her experience working with students with disabilities led to her current research, which focuses on Disability Studies, Critical Race Theory (DisCrit), and settler colonialism. She is particularly interested in how inclusion is shaped by colonial legacies and how educators work to create inclusive practices within their school communities.
Sara is a Doctoral Fellow pursuing a PhD in Comparative and International Education at Teachers College, Columbia University. She is the 2024-25 editor-in-chief of the Current Issues in Comparative Education journal. With a passion for advancing education policy and practice, Sara brings a wealth of interdisciplinary experience from her engagements in Switzerland, India, Italy, the United States, the United Arab Emirates, Canada, Venezuela, and the United Kingdom. She was a Hillary Rodham Clinton Global Challenges Scholar in 2021-22 and an International Fellow at Columbia University’s School of International and Public Affairs (SIPA) in 2023-24.
Sara is a Doctoral Fellow pursuing a PhD in Comparative and International Education at Teachers College, Columbia University. She is the 2024-25 editor-in-chief of the Current Issues in Comparative Education journal. With a passion for advancing education policy and practice, Sara brings a wealth of interdisciplinary experience from her engagements in Switzerland, India, Italy, the United States, the United Arab Emirates, Canada, Venezuela, and the United Kingdom. She was a Hillary Rodham Clinton Global Challenges Scholar in 2021-22 and an International Fellow at Columbia University’s School of International and Public Affairs (SIPA) in 2023-24.
Fabiola Quiñones is a doctoral student in the Curriculum and Teaching department. Her research centers on the inclusion and representation of current colonies in US History, the co-development of curricula with youth using Youth Participatory Action Research and Latino Critical Race Theory, and the use of multimedia as teaching tools. She works as a Research Assistant at the Gordon Institute for Advanced Study and is an Adult Ally for Cyphers for Justice. Fabiola is also an educational consultant working with District 7 in the Bronx. Previously, she has been an instructional coach, leadership coach, middle school STEM teacher, department head, curriculum developer, and instructional fellow. Fabiola identifies as Puerto Rican and Panamanian, and her personal experiences drive her to create opportunities for other Latinx students. She holds a BA in Psychology from the University of Notre Dame, a MAM in Arts Management from Columbia College, and a MsEd from Hunter College. Go Irish!
Fabiola Quiñones is a doctoral student in the Curriculum and Teaching department. Her research centers on the inclusion and representation of current colonies in US History, the co-development of curricula with youth using Youth Participatory Action Research and Latino Critical Race Theory, and the use of multimedia as teaching tools. She works as a Research Assistant at the Gordon Institute for Advanced Study and is an Adult Ally for Cyphers for Justice. Fabiola is also an educational consultant working with District 7 in the Bronx. Previously, she has been an instructional coach, leadership coach, middle school STEM teacher, department head, curriculum developer, and instructional fellow. Fabiola identifies as Puerto Rican and Panamanian, and her personal experiences drive her to create opportunities for other Latinx students. She holds a BA in Psychology from the University of Notre Dame, a MAM in Arts Management from Columbia College, and a MsEd from Hunter College. Go Irish!
Sophia Vázquez is a PhD student in Sociology and Education at Teachers College, Columbia University. A former elementary educator and Cuban-American, she holds a Master’s degree in Sociology of Education. Her research interests center on educator identity, race and culture, and the affective and generational transmission of oral histories. Sophia has contributed to several research projects focused on antiracist teacher education and ethnic studies. She is currently on the team developing a Latinidad curriculum for NYC public schools, working closely with youth cohorts through Youth Participatory Action Research (YPAR). Her dissertation plans to honor lived experience and diasporic educational storytelling through multimodal methods.
Sophia Vázquez is a PhD student in Sociology and Education at Teachers College, Columbia University. A former elementary educator and Cuban-American, she holds a Master’s degree in Sociology of Education. Her research interests center on educator identity, race and culture, and the affective and generational transmission of oral histories. Sophia has contributed to several research projects focused on antiracist teacher education and ethnic studies. She is currently on the team developing a Latinidad curriculum for NYC public schools, working closely with youth cohorts through Youth Participatory Action Research (YPAR). Her dissertation plans to honor lived experience and diasporic educational storytelling through multimodal methods.
Shari Wejsa-Stewart is a PhD student in the Teaching of Social Studies program at Teachers College, Columbia University. Her research explores the intersections of citizenship, belonging, and care ethics for Spanish and Portuguese-speaking immigrant-origin youth. She is a former public high school Spanish and social studies teacher and taught Latin American migration history at Emory University. She researched the experiences of refugees from Angola who sought refuge in Brazil during the decolonization of Portuguese Africa. She also received a Fulbright research grant to examine how culturally-relevant curriculum influences educational attainment for Afro-Brazilian girls in Salvador da Bahia.
Shari Wejsa-Stewart is a PhD student in the Teaching of Social Studies program at Teachers College, Columbia University. Her research explores the intersections of citizenship, belonging, and care ethics for Spanish and Portuguese-speaking immigrant-origin youth. She is a former public high school Spanish and social studies teacher and taught Latin American migration history at Emory University. She researched the experiences of refugees from Angola who sought refuge in Brazil during the decolonization of Portuguese Africa. She also received a Fulbright research grant to examine how culturally-relevant curriculum influences educational attainment for Afro-Brazilian girls in Salvador da Bahia.
Graduate Research Assistants
Brenda (she/her/ella) is a first-generation graduate student at Teachers College, Columbia University. She earned her undergraduate degree in Education from the University of Washington. Passionate about culturally relevant education, Brenda serves as the Bilingual Youth Services Manager for the Lopez Island Family Resource Center, where she co-creates culturally relevant curricula and programming for 6th–12th grade students. This work has led to the development of summer camps, collaborations with school districts and communities, and college tours across the state. Beyond her advocacy and academic pursuits, Brenda finds inspiration in exploring museums and historical landmarks in New York City. She values moments of rest and cherishes time with her loved ones.
Brenda (she/her/ella) is a first-generation graduate student at Teachers College, Columbia University. She earned her undergraduate degree in Education from the University of Washington. Passionate about culturally relevant education, Brenda serves as the Bilingual Youth Services Manager for the Lopez Island Family Resource Center, where she co-creates culturally relevant curricula and programming for 6th–12th grade students. This work has led to the development of summer camps, collaborations with school districts and communities, and college tours across the state. Beyond her advocacy and academic pursuits, Brenda finds inspiration in exploring museums and historical landmarks in New York City. She values moments of rest and cherishes time with her loved ones.