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Growing up with a racially conscious mother, Katherine Watkins has been educated on Native American and African American literature and continues to enrich her knowledge as an avid reader. With African-American, Cherokee, Apache, Choctaw, Comanche and Irish ancestry, she is extremely interested in improving race relations, as can be seen in her classroom and activism work. Watkins is a veteran teacher of 20 years and is working on her second memoir and a novella.

Gillian teaches English at SAR High School in the Bronx. Previously, she was a tenured associate professor of English and director of writing at Yeshiva College in New York City. She has published books on Thomas Hardy and Philip Larkin, as well as articles on poetry, short fiction, composition and literature pedagogy, and issues of labor equity in higher education, among other topics. She serves as forum director for The Thomas Hardy Association.

Daniel Osborn, Ed.D. is a history instructor at Dean College. He is a Returned Peace Corps volunteer who served in Jordan. His scholarly background is in Middle Eastern and Jewish History and his research explores the relationship between historical narrative construction, collective identity formation, and the portrayal of subaltern communities in social studies textbooks and classroom discourse. He is the author of Representing the Middle East and Africa in Social Studies Education: Teacher Discourse and Otherness.

Selena A. Carrión is an ELA teacher, library media specialist, activist and writer currently working in the New York City Public Schools. Her work focuses on the advancement of anti-racist teaching practices, historically responsive literacy instruction, multimodal approaches to learning using media for social change, the mobilization of parents of color and the equitable transformation of our schools. She is a current parent and former student of the NYC Public Schools. As a literacy teacher, she is passionate about teaching through an anti-racist lens, working to help build and grow the