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Gorski is an associate professor of Integrative Studies and a Research Fellow in the Center for the Advancement of Well-Being at George Mason University, where he teaches courses such as Social Justice Education; Poverty, Wealth and Inequality in the US; S ocial Justice Consciousness and Personal Transformation; School through Students’ Eyes; and Animal Rights and Human Education. His recent books include Reaching and Teaching Students in Poverty; The Big Lies of School Reform (with Kristien Zenkov); Case Studies on Diversity and Social Justice Education (with Seema Pothini), and T he Poverty

Since 2011, Jill Davidson has worked as the Director of Publications and Communications at Educators for Social Responsibility, which collaborates with middle and high schools to provide professional development and resources grounded in the values of equity, community, and democracy. Before ESR, she worked for over a decade in a variety of roles at the Coalition of Essential Schools. Jill lives in Providence, RI. As the mother of three sons in public schools, she advocates for family-school involvement to support school success for all young people.

Sandra Wozniak recently retired from teaching after 33 years at the Mt. Olive Middle School in New Jersey. There, she developed and implemented coursework integrating critical thinking and technology. Sandra currently works with schools throughout the United States helping students learn how to think, not what to think. In 2010, she was honored as NJ Middle Level Educator of the Year.

Maren Aukerman is an assistant professor at Stanford University's School of Education. She is currently on the review board for Language Arts as well as for the Handbook of Research on Children’s and Young Adults’ Literature (Routledge, 2009). Her research focuses on the relationship between classroom discourse and reading comprehension, with emphasis on children’s talk surrounding literature and their talk about nonfiction texts.

Lauren has been an educator since 2000 and has served as a diversity coordinator and a grade-level team leader. She consults with teachers and administrators on designing curriculum and professional development. Porosoff is the lead author of Curriculum at Your Core: Meaningful Teaching in the Age of Standards, EMPOWER Your Students: ​Tools to Inspire a Meaningful School Experience, and Two-for-One Teaching: Connecting Instruction to Student Values.

Christopher Greenslate is a humanities teacher at High Tech High School in San Diego, California. Known for both his work as a Social Justice and Journalism educator, he has advised over 200 student activist projects over the last few years and is the co-author of "On a Dollar a Day: One Couple's Unlikely Adventures in Eating in America" which focuses on issues of food justice. His writing has been published by Green Teacher magazine and The New York Times, and he is currently serving on the Board of Advisors at the Institute for Humane Education.

Hannah Sachs is a theater director, activist and educator. This summer, she is teaching and directing at Theatre Lab in Washington, D.C., prior to moving to the Czech Republic as a Fulbright English Teaching Assistant. She recently graduated from Smith College, where she studied theater directing with a minor in religion and a concentration in community engagement and social change. Hannah has previously taught third grade at East African Community Services in Seattle, Washington, and facilitated theater workshops at Kensington International School in Springfield, Massachusetts. In addition to

Campbell is a high school French teacher in Minnesota.

Ricket is a high school English teacher in Ohio.