We are a network of individuals – scholars, educators, and activists – committed to democratizing knowledge production. Any and all are invited to join!
Dr. Lonnie Rowell is a scholar-activist, educator, and ARNA co-founder. He recently retired as Associate Professor in the Counseling Program, School of Leadership and Education Sciences, University of San Diego, USA, where he taught graduate courses in action research, group dynamics, and research methods in counseling. Lonnie serves on the editorial board of Educational Action Research, co-edited The Palgrave International Handbook of Action Research, and co-chaired the 1st Global Assembly for Knowledge Democracy in 2017. He now Chairs ARNA’s team for Strategic Priority #1.
Dr. Mary McAteer is former Director of Professional Learning Programmes at Edge Hill, UK. Having moved to part-time she is now Programme Lead for an MA Educational Enquiry and Professional Learning. She teaches courses on research methodology and evidence-based practice, and supervises research students. Her own research has an action-oriented, interdisciplinary focus, drawing on eclectic and episto-flexible methodologies. Its purpose is always directed towards theorising as a means to understand and improve human and social conditions and practices.
She founded and leads the interdisciplinary CREATE Research Network at Edge Hill University, and is a member of the Collaborative Action Research Network (CARN) coordinating group. She has published articles, books and book chapters on action research in a range of contexts, including professional learning and development of teachers, and community-based participatory work.
Melissa Hauber-Özer is a PhD candidate and Graduate Research Assistant in George Mason University’s College of Education and Human Development who lives and works in Hatay, Turkey. With a background in adult second language and literacy instruction, Melissa employs critical participatory methodologies to examine educational access and equity in migration contexts. Her work can be found in Action Research, Forum: Qualitative Social Research, and Forced Migration Review along with various edited volumes.
Sharon M. Ravitch, Ph.D. is a Professor of Practice at the University of Pennsylvania’s Graduate School of Education. Ravitch co-founded Penn’s Inter-American Educational Leadership Network for leaders. She serves as the Principal Investigator of several international applied development research initiatives in Nicaragua and India. Ravitch has the distinct honor of being designated as a GIAN Scholar of the Government of India and serves as a Fulbright Fellow to Dr. BMN College for Women in Maharashtra, India. Ravitch’s research and applied work integrate the fields of qualitative research, educational anthropology, international development, business, and human development.
Dr. Ravitch’s approach to sustainable, assets-based institutional and practice-based research is grounded in her decades-long collaboration with and service as an advisor to, educational leaders and practitioners as well as business, not-for-profit, and non-governmental organization leaders and policy-makers who foster equitable change and transformation at the individual, community, state, and national levels around the globe. Ravitch earned two master’s degrees from Harvard University in Human Development and Education, and a doctorate from the University of Pennsylvania. She has published six books on topics including leadership development and brave space leadership; qualitative, applied, and participatory research; multicultural and critical race counseling and education, conceptual frameworks and theories of action, storytelling and identity-based stress management.
José Maria Ramos is director of the boutique foresight consultancy Action Foresight, is Senior Consulting Editor for the Journal of Futures Studies, and Senior Adjunct Professor at the University of the Sunshine Coast. His consulting work has involved federal, state and municipal governments, as well as citizen innovation experiments. He has taught and lectured at universities in Australia, Singapore, and Germany. His scholarly work addresses varied topics in futures studies and social innovation. Using action research, he has co-founded numerous civil society organizations, a social forum, a maker lab, an advocacy group for commons governance, and a peer to peer leadership development group. He holds a B.A. in Comparative Literature, a Master’s degree in Strategic Foresight, and a Ph.D. in Critical Globalisation Studies. He is originally from California of Mexican ancestry and now lives in Sydney, Australia with his wife and two children.
Víctor Manuel Rubio Carrillo is an Ecuadorian contemporary Musician-Educator-Researcher. As conductor of the Musical Learning Community, part of the Action Research Network of the Americas, he collaborates with various learners, artists, educators, and action-researchers, as they study their surroundings, investigate and face the socio-cultural problems of their environments, and work towards sustainable communal solutions. His vision is in a world away from conflict, places where redirection towards serene interactions serve as catalysts of creation and wellbeing.
Emily Park is a School Counselor in Los Angeles, CA and serves as Technical Assistant for Social Publishers Foundation. Park received her M.A. in Counseling from University of San Diego (USD), where she conducted an action research project entitled: “Teacher’s Perspectives on the Zones of Regulation.” The project focused on how her classroom interventions at a local elementary school, using Kuypers’s  Zones of Regulation curriculum, influenced 3 rd grade teachers’ perceptions of student behaviors. During her time at USD, she also participated in a research lab for two years that focused on addiction and trauma. In the lab, she worked on a project investigating aversive racism in the United States, which she presented at the Western Association of Counselor Educators and Supervisors conference in 2018. As a practitioner and investigator, Park is driven by her determination to bridge the gap between research and practice and to find evidence-based curriculums that are applicable for elementary school counselors.