Dr. Mae C. Jemison is currently leading 100 Year Starship (100YSS), an initiative seed funded by DOD’s Defense Advanced Research Project Agency (DARPA) to assure the capability for human interstellar space travel to another star is possible within the next 100 years. She also is founder of the technology consulting firm, The Jemison Group, Inc., which integrates the critical impact of socio-cultural issues when designing and implementing technologies, such as their projects on using satellite technology for health care delivery in West Africa and solar dish Stirling engines for electricity generation in developing countries.
Dr. Jemison, the first woman of color in the world to go into space, served six years as a NASA astronaut. She flew aboard the Space Shuttle Endeavour, STS-47 Spacelab J(apan) mission in September 1992 and was NASA’s first Science Mission Specialist performing experiments in material science, life science and human adaptation to weightlessness.
Started after she left NASA, The Jemison Group also explores and develops stand-alone science and technology programs and companies. BioSentient Corporation, a medical technology devices and services company focused on improving health and human performance through physiologic awareness and self-regulation is such a company.
A strong, committed global voice for science literacy, in 1994 Jemison founded the international science camp The Earth We ShareTM (TEWS) for students 12-16 years old from around the world, and founded and chairs the Dorothy Jemison Foundation for Excellence, a 501(c)3. TEWS-Space Race launched summer 2011 to improve science achievement in Los Angeles area students underserved and underrepresented in the sciences. Over four years, its goal is to directly impact up to 10,000 middle school students and train 600 teachers. In October 2006 the Foundation developed the program Reality Leads Fantasy—Celebrating Women of Color in Flight, which highlighted women in aviation and space from around the world. Dr. Jemison serves as national advocate for Bayer Corporation’s award winning Making Science Make Sense program.
An environmental studies professor at Dartmouth College, Jemison taught sustainable development and technology design and ran The Jemison Institute for Advancing Technologies in Developing Countries. She was an A.D. White Professor-at-Large at Cornell University.
Gloria Ladson-Billings is the Kellner Family Endowed Professor in Urban Education and is Faculty Affiliate in the Departments of Educational Policy Studies and Afro American Studies at the University of Wisconsin-Madison. She was the 2005-2006 president of the American Educational Research Association. Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with African American students. She also investigates Critical Race Theory applications to education.
Ladson-Billings is the author of the critically acclaimed books, The Dreamkeepers: Successful Teachers of African American Children, Crossing over to Canaan: The Journey of New Teachers in Diverse Classrooms, and Beyond the Big House: African American Educators on Teacher Education. She is editor of five other books and author of more than 100 journal articles and book chapters. She is the former editor of the American Educational Research Journal and a member of several editorial boards. Her work has won numerous scholarly awards, including the H. I. Romnes Faculty Fellowship, Spencer Post-doctoral Fellowship, and the Palmer O. Johnson outstanding research award. She was named the 2012 winner of the Brock International Prize in education. In 2012 she was awarded an honorary degree from the University of Alicante, Alicante, Spain. In 2010 she was awarded an honorary degree from the University of Massachusetts – Lowell. In 2002 she was awarded an honorary doctorate from Umeå University, Umeå, Sweden. During the 2003--2004 academic year she was a fellow at the Center for Advanced Study in the Behavioral Sciences, Stanford, California. In fall 2004 she received the George and Louise Spindler Award from the Council on Anthropology and Education for significant and ongoing contributions to the field of educational anthropology. In spring 2005 she was elected to the National Academy of Education and the National Society for the Study of Education. In 2007 she was awarded the Hilldale Award, the highest faculty honor given to a professor at the University of Wisconsin for outstanding research, teaching, and service. She is a 2008 recipient of the state of Wisconsin’s Martin Luther King, Jr. Heritage Award and the Teachers College, Columbia University 2008 Distinguished Service Medal. In 2009 she was elected to Kappa Delta Pi International Education Honor Society’s Laureate Chapter—comprised of 60 living distinguished scholars. Former laureate members include notables such as Albert Einstein, John Dewey and Eleanor Roosevelt. Ladson-Billings is currently one of the NEA Foundation Fellows charged with providing advice on its “Achievement Gap Initiative.” She is the first named honorary faculty affiliate of the University of Pennsylvania’s Graduate School of Education’s Center for the Study of Race and Equity in Education.
Yusef Waghid is currently Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University. He joined Stellenbosch University in 1998 as Director of the Centre for Educational Development and was full Professor of Philosophy of Education in the Department of Education Policy Studies from 2002 to 2014. He was also Chair from 2003 to 2006 and, Dean of the Faculty of Education from 2007 to 2012. He holds three doctorates in the areas of Philosophy of Education (Western Cape), Education Policy Studies, and Philosophy (Stellenbosch). He is a fellow of the Academy of Science of South Africa (ASSAf), and executive member of the International Network of Philosophers of Education, and Editor-in-Chief of South African Journal of Higher Education. His six most recent books that accentuate his research foci, include
- Conceptions of Islamic education: Pedagogical framings (New York: Peter Lang, 2011);
- (co-author) Citizenship, education and violence: On disrupted potentialities and becoming (Rotterdam/Boston/Taipei: Sense Publishers, 2013);
- African philosophy of education reconsidered: On being human (London: Routledge, 2014);
- Pedagogy out of bounds: Untamed variations of democratic education (Rotterdam/Boston/Taipei: Sense Publishers, 2014);
- (co-editor with Chapman, J., McNamara, S. & Reiss, M.) International handbook for learning, teaching and leadership in faith-based schools (Dortrecht: Springer Press, 2014); and
- Dancing with doctoral encounters: Democratic education in motion (Stellenbosch: Sun Press, 2015).
He has acted as sectional editor for philosophy of education in the volume edited by Bridges, D., Burbules, N., Griffiths, M. & Smeyers, P. International handbook on interpretation in educational research (Philosophy of Education Genre) (Dortrecht: Springer, 2014, In Press). In 2011 he was honoured with the prestigious National Research Foundation (NRF) Special Recognition Award: ‘Champion of Research Capacity Development at Higher Education Institutions in South Africa’ in recognition of his influence and significant contribution towards the transformation of the social science community in South Africa; and in 2013 he received an award in recognition of the ‘outstanding work in inspiring, sustaining and enhancing research among people who would not have otherwise had that opportunity’ (Sustainable Learning Environments Community in South Africa). He is also a Member of the Task Team of the Council on Higher Education (CHE): Reviewing the State of HE in SA over Twenty Years (2013-2014) as a further vindication of his national scholarly acclaim.
Calestous Juma is an internationally recognized authority on the role of science, technology, engineering and innovation in sustainable development. He is Professor of the Practice of International Development (on leave) and Director of the Science, Technology, and Globalization Project at Harvard Kennedy School (HKS). He is Faculty Chair of the School’s Innovation for Economic Development Executive Program and the Mason Fellows Program. Juma also directs HKS’s Agricultural Innovation Policy in Africa Project funded by the Bill and Melinda Gates Foundation. He has been elected to several scientific and engineering academies including the Royal Society of London, the US National Academy of Sciences, the World Academy of Sciences (TWAS), the UK Royal Academy of Engineering and the African Academy of Sciences. He co-chaired the African Union’s High-Level Panel on Science, Technology and Innovation and is on the board of the Aga Khan University. His previous positions include: founding Executive Director of the African Centre for Technology Studies in Nairobi; Executive Secretary of the UN Convention on Biological Diversity; and Chancellor of the University of Guyana. He is on the judging panel of the Queen Elizabeth Prize for Engineering and the Africa Prize for Engineering Innovation. Juma holds a DPhil in science and technology policy studies from the University of Sussex (UK) and has received numerous international awards and honorary degrees for his work on sustainable development. His latest book, The New Harvest: Agricultural Innovation in Africa, was published in 2011 by Oxford University Press. He is currently completing two books: Pushback: Tensions between Technological Innovation and Incumbency and Schumpeter’s Revenge: Innovation, Entrepreneurship and Development. Juma is currently on leave and serving as Martin Luther King Jr. Visiting Professor (2014-15) in the Department of Urban Studies and Planning at the Massachusetts Institute of Technology Twitter @calestous
Dr. Gretchen Ritter ’83 joined Cornell University’s College of Arts and Sciences as the Harold Tanner Dean in August 2013. A third-generation Cornellian, she is the College’s first female dean. She previously served as vice provost and professor of government at the University of Texas at Austin. She has also taught at MIT, Princeton, and Harvard.
Dean Ritter received her B.A. in government from Cornell and a Ph.D. in political science from MIT. She has written numerous articles and essays, authored "The Constitution as Social Design: Gender and Civic Membership in the American Constitutional Order" and "Goldbugs and Greenbacks: The Antimonopoly Tradition and the Politics of Finance in America, 1865–1896," and co-edited "Democratization in America: A Comparative and Historical Perspective."
In recent years, her research has taken two tracks. She continues her work on the history of women’s Constitutional rights as well as studies on contemporary issues concerning democracy and citizenship in American politics. In the context of her administrative roles at UT Austin and Cornell, Dean Ritter has contributed to research on efforts to reduce college achievement gaps that include intervention strategies and the exploration of new learning models in higher education.
At Cornell, Dean Ritter has emphasized a renewed commitment to undergraduate education that embraces engaged learning models and incorporates emerging technologies and experiential learning. Large-scale course redesign efforts are already underway in physics and biology. She has also prioritized efforts to improve both external and internal communications, and she has overseen the most successful annual fund in the history of the College of Arts and Sciences.
She is the recipient of several fellowships and awards, including a National Endowment for Humanities Fellowship, the Radcliffe Research Partnership Award, a Liberal Arts Fellowship at Harvard Law School, and an Outstanding Administrators Award from the Academic Counselors Association.
Risa L. Lieberwitz
Risa L. Lieberwitz is a Professor of Labor and Employment Law in the Cornell University School of Industrial and Labor Relations (ILR) and an Associate of the Worker Institute at Cornell. She has long been active in faculty governance at Cornell University. Professor Lieberwitz currently holds an appointment as General Counsel of the American Association of University Professors (AAUP). She has also served as a member of AAUP Committee A on Academic Freedom and Tenure. Much of Professor Lieberwitz’s research has focused on the "corporatization" of colleges and universities and the impact of these developments on academic freedom and the role of higher education in a democratic society. Her current research includes a study of collective bargaining to protect academic freedom and faculty governance in higher education. Her research projects also include a comparative study of "research assessment" and academic freedom in the U.S. and U.K.
Andreas M. Kazamias - An Intellectual Profile
I — Andreas M. Kazamias likes to think of himself as a scholar- intellectual with a multiple identity: A Greek Cypriot (born in Cyprus); A European (nurtured in the Western European liberal arts and humanistic educational tradition — the European Humanistic Paideia /Culture; An American citizen who received a Doctorate from Harvard in the Humanistic Foundations of Education; A longtime (56 years) Researcher and University Professor of Comparative Education, History of Education/ Paideia and History of Educational Thought in the USA, Greece and Cyprus; A periodic Lecturer in England, Germany, Denmark, Italy, Spain, Brazil, People’s Republic of China, Turkey, Israel, Lebanon, Malta and the Soviet Union; At one time, Director of and Actor in Shakespearian plays and ancient Greek tragedies; An author of scholarly books, monographs and articles — in English and Greek — in Comparative Education and the History of Education, some of which have been translated into Italian, Spanish, German, Turkish, Chinese and Portuguese; an organizer of and/or speaker at international conferences in the USA, Europe, the Eastern Mediterranean (Cyprus, Israel, Lebanon and Turkey), in the People’s Republic of China, Mexico, North Korea and the Soviet Union; as former Editor of scholarly periodicals (e.g. Harvard Educational Review, Comparative Education Review, the Greek Comparative and International Education Review and the Greek Pedagogical Review); as former President of professional associations (e.g., the USA- based Comparative and International Education Society (CIES) and the Greek Hellenic Society of Comparative Education; A pioneer in the development of Comparative Education as a “modernist episteme”; A comparative humanist historian of education and paideia; a leftist critical intellectual; and a Socratic “gadfly”/ critical humanist.
For his scholarly work in the fields of Comparative Education and the History of Education, Kazamias received the following honors/awards: Honorary Doctor of Letters (D.Litt) from the University of Bristol (UK); Honorary Doctorates (Ph.Ds) from the Universities of Ioannina and Crete (Greece); Aristeion (Excellence Award) from the Government of Cyprus; Associate Member of the prestigious Academy of Athens; Honorary Fellow of the Comparative and International Society (CIES); and Honorary Member of the Comparative Education Society of Europe (CESE)
II — Eulogies/Encomia/ about Andreas M. Kazamias
1. Professor Patricia Broadfoot, Dean , Faculty of Social Science, University of Bristol, England, on the occasion of the award of Honorary Degree of D.Litt (Doctor of Letters), on July 12, 2000. Please also note that Professor Broadfoot is herself a distinguished comparative education scholar.
“Kazamias’ ideas have been influenced by the classical Greek and the European humanistic spirit and tradition. His thesis is, that above the economic accomplishments of modernity there should stand the human being and the cultivation of the civic virtues of the democratic citizen. In his pioneering work he argues that Comparative Education should be interdisciplinary drawing from history and the social sciences and aiming at interpretation and explanation, rather than at prediction and planning…Professor Kazamias’ writings are characterized by the robust use of language and his style acquires a particular liveliness through the adoption of symbols and metaphors taken from Greek mythology. Thus he has depicted the recurrent agonies and failures in educational reform in Greece as a ‘Sisyphian task’, after the eternal trials and tribulations of Sisyphus, King of Corinth. He has used the legend of Proteus, who served Poseidon the Sea God and could change his appearance at will, as a symbol to illustrate the multi-faceted aspects of ‘modernisation’ in the various historical periods and countries of the world. His most recent use of the Myth of Agamemnon—the ‘Agamemnon Syndrome’ —was to make a critical examination of the contemporary educational reforms being adopted in response to the challenges of globalisation. . . . Today, in seeking to participate more efficiently in the global economic system, countries are forced to adopt policies which sacrifice the liberal humanistic aspects of education in order to pursue the utilitarian and submit to the mores of instrumental rationality…According to Kazamias, his use of symbols/ metaphors and a mythical way of thinking provide an added dimension to the critical interpretation of educational phenomena. His work demonstrates a joie de vivre and a sense of the dramatic; his skill as a raconteur and actor, serving to invigorate and strengthen his presentations without, in any way, diminishing their academic rigour”. (Patricia Broadfoot, 2000).
2. Professor Cheng-Xu Wang of Hangzhou University, China. In a text “A Personal Note of Appreciation”, included in a “Festschrift in Honour of Andreas M. Kazamias entitled Historical-Comparative Perspectives (Athens: Gutenberg, 2000)”, Professor Wang wrote:
“With the downfall of the ‘Gang of Four’ counterrevolutionary clique, China enters into a new era of reform and opening to the outside world under the great banner of Deng Xiao-ping. A strategy of four modernizations of agriculture, industry, national defence, science and technology was adopted and education was considered to be one of the strategic priorities of economic reconstruction. Universities entrance examination was restored and Comparative Education was restored as a subject in the Teaching program of the Department of Education.. Under the guidance of the Ministry of Education, a group of academics was organized to compile a textbook on Comparative Education. As China had lost contact with the West for a few decades, it was decided that the best western texts on Comparative Education should be introduced. To begin with, New Era in Education by I. L. Kandel and Tradition and Change in Education: A Comparative Study by Andreas M. Kazamias were chosen. The Chinese version of Professor Kazamias’ book was published in 1982. It has been of benefit not only to the university teachers and students, but also to the educational administrators and the wider public. It was of great importance to the restorations flowering of the cultural contact between China and the West.” (p. 591).
3. Professor Pella Kaloyiannaki, Chairperson, Department of Education, University of Crete, and a distinguished Greek scholar of Comparative Education, on the occasion of the award of Honorary Doctor of Philosophy by the University of Crete in 2012:
“Andreas Kazamias has been recognized as one of the pioneers in the development of Comparative Education as a modernist episteme (science). He is known as the Greek Comparativist, not only because of his Greek background but also because of the Hellenic Humanism that pervades his research and writings, as well as the skillful use of ancient Greek myths in the critical analysis of contemporary educational problems and issues, as demonstrated in such studies as The Turkish Sisyphus: Ataturk, Islam and the Quest for European Modernity (2006) and “Agamemnon Contra Prometheus: Globalisation, Knowledge/ Learning Societies and Paideia in the New Cosmopolis, in Robert Cowen and Andreas M. Kazamias (Eds.). International Handbook of Comparative Education. (2009, Chapter 68, pp. 1079-1111.
Hugh McLean joined the Education Support Program in Budapest in 1999 and was associated with the Open Society Foundations’ education work in various capacities, working mostly on evaluations and research but also in Russia and then in Pakistan. After moving to the United Kingdom in 2006, McLean assisted with refining a new mission focus for the Education Support Program and began directing it in that same year. He has shepherded a new General Education Sub-Board and led the program to become widely recognized and highly regarded in international education circles.
McLean studied music at university and completed a postgraduate teaching diploma in music and English language teaching. After university, in order to avoid conscription in the white armed forces, he lived and taught in a remote rural village in one of South Africa’s independent homelands for a number of years. There, he started a bridging program for village youth who wanted to study further after finishing school. This was closed by the authorities and McLean was deported. Back in Johannesburg, he worked in adult literacy and trade union education for the rest of the 1980s.
In 1990, signs of change emerged in South Africa and McLean joined one of the several large corporations that started funding education and development in the country. The company he worked for was a key player in early childhood development, business education, community development, youth skills training, HIV/AIDS prevention and care, and distance learning. McLean completed a part-time MBA and has developed his interest in research and evaluation.
Mĩcere Gĩthae Mũgo
Kenyan-born Mĩcere Gĩthae Mũgo is a poet, playwright, literary critic, orature scholar and full professor in the Department of African American Studies at Syracuse University. From 1982 to 1993, she and her two daughters, Mũmbi and the late Njeri, whom she has described as “comrades” and “best friends” had lived in exile in Zimbabwe and the US, having been forced to leave Kenya under the Daniel arap Moi dictatorship.
Mĩcere has been in the teaching profession since 1967 and has served in such distinguished positions as: high school headmistress; university department/unit head; first woman faculty dean at the University of Nairobi; East African Examinations Council’s first African Chief Examiner of English and Literature, etc. She joined the Department of African American Studies in 1993 and has served as Director of Graduate Studies, Director of the SU-wide Africa Initiative and as Chair of the Department. In the late 1990s she served as the Director of SU DIPA’s Summer Traveling Seminar to Southern Africa, while across SU she has served on the University Senate, the Chancellor’s Citation Awards Committee, the College Faculty Council, the Honors Program’s Board, the DIPA Program Committee, the Humanities Council and others.
Since joining Syracuse University, Mĩcere has received no less than 12 awards for teaching, advising and academic excellence – most of them from students’ organizations. In 2012, she was named and inaugurated as Distinguished Mwalimu Julius Nyerere Scholar at the University of Dar es Salaam, Tanzania. The year before (2011), she received the College of Arts and Science Award for Excellence in Master Level Teaching. In 2008 she was given the CNY Women of Distinction Award and in 2007, the academic Distinguished Africanist Award by the New York Association of African Studies, while in 2004 she was named Laura J. and L. Douglas Meredith Professor for Teaching Excellence. In Kenya, The East African Standard Century publication of November 2002 cited her among “The Top 100: They Influenced Kenya Most” during the 20th Century list. Mũgo’s publications include 6 books, 1 co-authored play, 8 co-edited supplementary readers for Zimbabwean schools and an edited journal, Third World in Perspective. She has many chapters in various books, three monographs, a lot of internationally anthologized poems, numerous reviews, interviews and citations.
During her stay in Syracuse, Mĩcere has been involved in a lot of community activism, internationally, nationally and locally, serving as: volunteer in Central New York prisons; Board member of the African International Refugee Foundation (Washington, D.C. based); Inter-Faith Works of CNY; the “Free Mumia” campaign; anti-war campaigns; debt cancellation mobilization against the World Bank and IMF; Amnesty International work and numerous human rights projects. Mĩcere was a founder of the Pan African Community of Central New York and one of its first presidents. She is also the founder of the Syracuse community-based United Women of Africa Organization and its former President. At SU she was instrumental to the designing of the M.A. in Pan African Studies Program in the Department of African American Studies.
Mũgo has served on the board of directors of many international organizations and on equally many editorial boards. A committed community activist, Mĩcere is a passionate advocate for human rights especially as they have historically been denied to Blacks, women, children, the masses and other marginalized groups.
Patricia Fae Ho
Educator and advocate, Patricia has served in significant leadership positions with nonprofit organizations, addressing issues of equity and access to education for women and girls.
She is currently National AAUW Board President and has served as Board Vice President and Director, Conference of State Leaders Chair, New England Regional Director, Massachusetts state and branch president.
Professionally, she was Director of a Teacher Resource Center and a gifted education specialist, implementing a schoolwide enrichment model in New York schools. As a speaker, she has addressed topics of enrichment learning, creative and critical thinking skills. While living in England, she received certification in Further and Higher Education, teaching on faculty at Highbury College, Portsmouth UK.
Her education background includes University of California, Berkeley B.A., Oregon State University post graduate courses, International Teaching and Training Centre RSA Cambridge certification UK.
Nonprofit board leadership has included the United Way, YWCA, League of Women Voters, Head Start, Healing Abuse Working for Change Domestic Violence. She is past chair of the County Commission on the Status of Women MA, past president of Health Quarters Inc, and Trustee at Peabody Essex Museum, Salem MA
Raised in Hawaii, Patricia lives near Boston MA, has traveled extensively and has led AAUW women in leadership delegations to Israel, Cuba and Poland. She believes that equity for women is a global human rights issue and that access to education and health care are prerequisite for women’s leadership and economic self-sufficiency.
Sam Kelley is Distinguished Service Professor at the State University of New York (SUNY) College at Cortland. He is also a playwright and performer.
Kelley first came to the attention of the theatre community with the production of his critically acclaimed Pill Hill, a drama about black steel mill workers in Chicago in the 1970s and 1980s. Pill Hill premiered at the Yale Repertory Theatre while Kelley was a playwriting student at the Yale School of Drama. It has since been produced in theatres around the country, including the Hartford Stage, the Philadelphia Theatre Company, and Penumbra Theatre Company, St. Paul, Minnesota. Kelley is also the recipient of the Penumbra Theatre Company’s Cornerstone Competition in playwriting and the Yale School of Drama Molly Kuhn Award for PILL HILL.
In addition to Pill Hill, Kelley is the author of Thruway Diaries, White Chocolate, Faith Hope and Charity: The Story of Mary McLeod Bethune, Habeas Corpus, Driving While Black, and Ain’t Got Time To Die, and The Beautiful Game.
Centre Intermondes, La Rochelle France, recently awarded Kelley a twelve week artist residency, October1-December 20, 2015, to write and develop a play on African American soldiers in World War I France. Kelley’s current play is God Is My Witness, based on the 1919 Elaine, Arkansas, Race Riot.
Past artist residences include the James Thurber Playwright-In-Residence at the Thurber House in Columbus, Ohio, which also entailed serving as playwright-in-residence at Ohio State University; Blue Mountain Center in Blue Mountain Lakes, New York, the Virginia Center for the Creative Arts in Mt. San Angelo, Virginia, Byrdcliffe Arts Colony in Woodstock, New York, Mary Anderson Center for the Arts in Mt. St. Francis, Indiana, and Yaddo in Saratoga Springs, New York.
In addition to his work as a playwright, Kelley has given presentations and performances to schools, colleges, churches, and community groups for most of his life. He has performed the works of James Weldon Johnson and Martin Luther King, Jr. for more than thirty-five years. Kelley’s creative activities and service have earned him numerous honors, including promotion to State University of New York (SUNY) Distinguished Service Professor and the SUNY Chancellor’s Award for Excellence in Research and Creative Activities.
The Films of Spike Lee and Human Communication are two of Kelley’s popular courses. He is a member of the Dramatists Guild of America, Black Theatre Network, New York Africana Studies Association, United University Professions, and Phi Kappa Phi National Honor Society.
Kelley received his PhD in Speech, with a concentration in Radio-TV-Film, from the University Michigan and his MFA in playwriting from the Yale School of Drama. He earned his MA in Speech from Arkansas at Fayetteville and his BA in Speech and Drama from Arkansas at Pine Bluff. A graduate of M. M. Tate High School in Marvell, Kelley claims Turkey Scratch, Arkansas as home. His family, which includes nine siblings, celebrated its fiftieth reunion in Memphis, TN in July 2014.
Karen Mundy is a Professor of International and Comparative Education at the University of Toronto (on leave) and the Chief Technical Officer and Director of Strategy, Policy and Performance for the Global Partnership for Education (2014-2017), a multi-stakeholder partnership whose mission is to ensure good quality education to children in the developing world. Dr. Mundy began her professional career as a teacher in rural Zimbabwe, and became an assistant professor, international and comparative education at Stanford University prior to joining OISE. Dr. Mundy was also the founder and past Co-Chair of the Canadian Global Campaign for Education, an organization that brought together NGOs, teachers’ unions, and university partners committed to advancing education for all. She is currently the President of the Comparative and International Education Society. Her published research has focused on the global politics of “education for all” programs and policies; educational policy and reform in Sub-Saharan Africa; and the role of civil society organizations in educational change. Dr. Mundy is a two-time winner of the CIES George Bereday Award for most outstanding article in the Comparative Education Review, and has published four books and more than 50 articles and chapters.
Yi Hu is a young pianist of the Miao origin — a major Chinese minority group. She graduated from the Piano Department of the famous Wuhan Conservatory of Music in Central China, and is currently a national-level foreign instrument performer as well as a senior lecturer and core faculty in the Department of Music at the Professional Arts Institute of Hubei, China. Since she has been very active in promoting and participating in public welfare and benefit activities, she has been praised by the Chinese news media as the “Angel of Loving Care” and “Ambassador of Love.”
Yi Hu studied under Professor and Dean Wan Chen, Founding Chair of the Piano Department at Wuhan Conservatory of Music. In 2005, she played the first piano in the Chinese debut of "The Blue Danube Quartet." In May 2006, she successfully held her first personal piano solo concert. She was the winner of the Second Prize in “Piano Duo” in the "Asian Piano Competition". She also played piano accompaniment for Tielin Jin, President of China Conservatory of Music and a famous singer in China. In 2009, she was invited to serve as a judge for the "Charming China Talent Show” piano performances, and in 2010 she served as a judge for the “Sound of Piano” program sponsored by the Chinese National Ministry of Culture. She is a frequent judge for Hubei Provincial Arts Festivals and Comprehensive Exams in Music.
Yi Hu is the author of many textbooks and research papers in the areas of music education, music performance, and vocational arts programs. She has served as Associate Editor for the textbook series on "Piano Accompaniment”, which is a part of the Chinese National Plan for Vocational Education Development, "Facing Reality and Challenge — Curriculum and Instruction for China’s Vocational Colleges."
胡 艺 中国青年钢琴家、苗族、毕业于武汉音乐学院钢琴系、国家级外国乐器二级演奏员、 高级讲师 ，现任职于中国武汉市湖北艺术职业学院音乐系骨干教师 ，因常年热衷于公益活动被媒体称为爱心天使、爱心大使等头衔。
著作：国家十二五”职业教育规划教材《钢琴即兴伴奏教程》副主编、《Facing Reality and Challenge – Curriculum and Instruction for China’s Vocational Colleges》
Proposed Chinese Piano Works for 2015 CIES Annual Meeting Performances:
For the Opening Ceremony – “Celebrating humankind’s struggle for freedom, equality and a humanist society 纪念人类与旧传统博斗的精神 - 争取自由，平等和理想中的人文社会”
1. 第二首《兰花花的故事》变奏曲 陕北民歌 作曲:叶露生
“The Story of Lan Hua Hua*” by Lusheng Ye - 10 minutes
变奏一 兰花花（慢板，优美的）I. Lan Hua Hua
变奏二 山歌 II. Folk song of the mountain
变奏三 说媒（焦急的）III. Match-making
变奏四 迫婚（沉痛地）IV. Forced marriage
变奏五 秃坟（周老猴子) V. Bald tomb
变奏六 反抗 VI. Resistance
变奏七 自由 VII. Freedom
*Lan Hua Hua is the name of the heroine in the story.
This piece is based on a folk song from the northern part of Shaanxi Province, China. It tells the story of a Chinese girl who fought against the feudal traditions in China and had to sacrifice her life in the end. Her spirit lives on and her struggle for freedom and happiness represents the desires of the Chinese women for freedom, equality, and a humanist society.
“Butterfly Lovers” by Zhanhao He, arranged by Richard Clayderman - 4 minutes
《梁祝》是个古老而优美动人的民间传说: 祝员外之女祝英台,冲破封建传统的束缚,女扮男装去杭州求学.她与善良纯朴而贫寒的青年书生梁出伯建立了深挚的友情.当两人分别时,祝用各种美妙的比喻向梁吐露内心蕴藏已久的爱情,诚笃的梁山伯却没有领悟.一年后,梁得知祝是个女子,便立即向祝求婚.可是祝已被许配给一个豪门子弟--马太守之子马文才.由于得到不自由婚姻,梁不久即悲愤死去.祝英台得到这个不幸的消息,来到梁的坟墓前,向苍天发出对封建礼教的血泪控诉.梁的坟墓突然裂开,祝毅然投入墓中.遂化成一对彩蝶,在花丛中飞舞, 形影不离。
“Butterfly lovers” is based on a classical Chinese story of Romeo and Juliet. In Old China, women were not allowed to attend school. Zhu, a girl from a rich family with strong desires for education, disguised herself as a boy to attend school in Hangzhou, where she met and fell in love with classmate Liang, a diligent boy from a poor family. They became best friends but Liang was not aware of Zhu’s real gender identity. Once he learned that Zhu was a girl, he immediately fell in love and asked her for marriage. However, Zhu’s family had already arranged marriage for Zhu with another rich family. Liang was so heart-broken that he passed away with grief. Upon learning the sad news, Zhu ran to Liang’s tomb and cried to heaven for help. Liang’s tomb suddenly opened and Zhu jumped in without hesitation. They turned into a pair of butterflies, enjoying their freedom and love together among the beautiful flowers in nature. The story expresses Chinese young people’s desires for freedom of love and equal opportunities in education for both men and women in a humanist society.
For the President’s Award Ceremony – “Celebrating humankind’s peaceful and harmonious existence with beautiful nature 欢庆人类与美丽的大自然和谐相处”
1. 第一首《巴蜀之画》钢琴组曲 作曲：黄虎威（1932~ )
”Picture of Ba Shu*” by Huwei Huang – 10 minutes
第一幕《晨歌》 I. Morning Song
第二幕《空谷回声》II. Echo in Empty Valley
第三幕《抒情小曲》III. Melody of Love
第四幕《弦子舞》IV. Dance of Xuanzi
第五幕《蓉城春郊》V. Spring Suburb at Rong City
第六幕《阿坝夜会》VI. Evening Party at A-Ba
*Ba Shu refers to the vast region in Sichuan Province, Southwest China. This piece depicts the beautiful sceneries in southwest China，and showcase the joy of Chinese people living in peace and harmony with nature.
2. 第二首《彩云追月》”Colorful Clouds Chasing the Moon” by Jianzhong Wang - 4 minutes
A classical Chinese music piece depicting a beautiful moon night with colorful clouds – representing humankind’s love and pursuit for beauty and harmony in nature.