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Khalil Gibran Muhammad, Ph.D., (he/him) is the Ford Foundation Professor of History, Race and Public Policy at Harvard Kennedy School and faculty director of the Institutional Antiracism and Accountability Project (IARA). His scholarship examines the intersections of racism, economic inequality, criminal justice and democracy in U.S. history.

Shelton is a first-grade teacher and author of Child of the Civil Rights Movement. She lives in Washington, D.C. with her husband and three sons. She is dedicated to spreading the truth about our American history.

Ijeoma Njaka is a writer and education professional committed to social justice. As an undergraduate student, she spent summers teaching art, mathematics, and Swedish classes to bright, urban middle schoolers at LearningWorks at Blake: A Breakthrough Program in Minneapolis, Minn. She graduated from Brown University with a bachelor’s degree in Public Policy and American Institutions. She created U.S. history curriculum with a people’s history approach at Teaching for Change in Washington, D.C. Most recently, she worked at a Boston nonprofit to mentor first-generation college-bound, low-income

Elizabeth is a former high school English teacher and a Ph.D. candidate in curriculum, teaching and teacher education at the University of Florida. She currently supervises pre-service teachers and teaches courses on practitioner inquiry and the history of education.

Seth is a graduate student pursuing an EdS degree in school psychology at the University of Wisconsin-Eau Claire. He has taught a variety of courses under the social studies umbrella, which include AP US history, World History, and Human Geography. He believes in evidenced-based practices, public schools and their teachers, and the value of social studies education in a time of civic apathy.

Gabriel Smith serves as a Policy Fellow with the Congressional Black Caucus and the Capitol Hill office of New York Congressman Ritchie Torres. Previously, Smith worked as the Senior Associate for Learning and Dissemination with National Community Action Partnership (NCAP). In this role, he managed several learning cohorts of anti-poverty professionals from across the country as they explored the causes of poverty unique to their respective communities. Prior to his time at NCAP, Smith worked with Learning for Justice as the Program Associate responsible for curating LFJ’s text library and

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.

Cara Liebowitz is a college student, activist, and writer with multiple disabilities. She aims to change the way educators view disability by bringing disability culture, history, and pride into the classroom. She will graduate in Fall 2013 from Kutztown University of Pennsylvania with a bachelor’s degree in special education.