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Petra Mikulan is a South Slav settler social theorist and educator who currently teaches educational foundations, curriculum theory and ethics in the Department of Educational Studies at the University of British Columbia. Her research work addresses transdisciplinary intersections between critical time studies, feminist race studies, environmental and energy humanities, post-digital and post-qualitative reading. She is the co-author (with Nathalie Sinclair) of Time and Education: Time Pedagogy against Oppression (Bloomsbury Academic) and co-editor (with Michalinos Zembylas) of Working with Theories of Refusal and Decolonization in Higher Education (Routledge).

Nathalie Sinclair is Distinguished University Professor at Simon Fraser University, which is on unceded Coast Salish Territories (Lhuḵw’lhuḵw’áyten). Her most recently funded research project is The Colonial Legacy of European mathematics in the Americas (with Elizabeth de Freitas). She is co-author of Time and Education: Time Pedagogy Against Oppression (with Petra Mikulan). Her research in mathematics education involves both the design and study of new tools (her gestural software for mathematics learning [TouchCounts and TouchTimes, with Nicholas Jackiw] is used around the world, with over 500,000 downloads) as well as the philosophical and historical study of the aesthetics of mathematical practice.

David S. Moore is Emeritus Professor of Psychology at Pitzer College and Claremont Graduate University. He received his M.A. and Ph.D. in developmental and biological psychology from Harvard University. A developmental cognitive neuroscientist with expertise in infant cognition, David’s empirical research has produced numerous publications on the development of mental rotation in infancy, on the electrophysiological measurement of covert attention in infants, on the emergence of infants’ nascent ‘mathematical’ competence, and on the value of developmental science for improving artificial intelligence. His theoretical writings have explored the contributions of genetic, environmental and epigenetic factors to human development. David’s book The Dependent Gene has been widely adopted for use in undergraduate education and was nominated for the Cognitive Development Society’s Best Authored Volume award. His book The Developing Genome won both the William James Book Award and the Eleanor Maccoby Book Award from the American Psychological Association, recognizing a book expected to have a profound effect on developmental psychology. David has served on the consulting editorial board for Child Development Perspectives and has been the editor of special issues of New Ideas in Psychology, Infancy, Developmental Psychobiology, and Infant Behavior and Development. From 2016 to 2018, he served as Director of the U.S. National Science Foundation’s Developmental Sciences Program, and he was elected a Fellow of the American Psychological Association in 2021. In addition, he served as a science consultant on the DARPA-funded Machine Common Sense program from 2018 to 2024 and was a Fellow at Stanford University’s Center for Advanced Study in the Behavioral Sciences in 2023–4. David was selected to be a Fulbright U.S. Scholar at the University of Groningen in the Netherlands in 2025.

Ayush Mukherjee is a doctoral student in Faculty of Education at Simon Fraser University. He is interested in the nature of aesthetic experience within mathematics classrooms, and how the kind of questions we ask in education research matters for issues of democracy and marginality. Outside academia, he is also a speculative fiction writer and editor for State of Matter, a speculative fiction magazine.

Kelly Paton teaches mathematics and education, mostly at the University of British Columbia where she is Education Specialist in the Department of Mathematics. As a doctoral student in Mathematics Education at Simon Fraser University, her writing and thinking are inspired by how our mathematics teaching and learning could be different when thought relationally, particularly through the lens of post-humanist care and the structures of the relational mathematics of category theory. Recent publications include ‘Rethinking Equality in Mathematics Education with Category Theory’ (TME 2025) and ‘An Ethico-Onto-Epistemology for Mathematics Education’ (Springer 2024).

Scott F. Gilbert is the Howard A. Schneiderman Professor of Biology (emeritus) at Swarthmore College, where he has taught embryology and the history and critiques of biology. He is also Finland Distinguished Professor (emeritus) at the University of Helsinki. He received his B.A. in both biology and religion from Wesleyan University, and he earned his MA in the history of science and his PhD in biology from Johns Hopkins University. Scott’s biological research concerns how changes in embryonic development can generate evolutionary novelties, focusing on how changes in gene expression create the shell of the turtle and how microbes generate the rumen of cattle. Scott is the author or co-author of the textbooks Developmental Biology and Ecological Developmental Biology, as well as Fear, Wonder, and Science in the Age of Reproductive Biotechnology, a trade-book concerning both the scientific and emotional aspects of reproductive biotechnology. His most recent book, Evolution Evolving, studies the developmental origins of biodiversity and adaptation. Scott has received several awards for his work in evolutionary developmental biology, including a John Simon Guggenheim grant, the Kowalevsky Prize in Evolutionary Developmental Biology, and the Biannual Award from the European Society for Evolutionary Developmental Biology. He has been awarded honorary degrees from the University of Helsinki and the University of Tartu.

Adam Rudder, Assistant Professor in the School of the Humanities at Fairleigh Dickinson University. I am an interdisciplinary scholar with a PhD in Cultural Anthropology from the University of Ljubljana, where I specialized in decolonial/postcolonial theory, racialized living and diaspora studies. My interdisciplinary research seeks to apply theoretical frameworks to real-world experiences and events, focusing on Afro-diasporic communities and the ways in which they defy erasure through community building and everyday acts of living. This focus drives my involvement with minoritized communities who challenge and resist white supremacy and the neoliberal reordering of time and space. My recent publications include: ‘Dancing with Social Death: The Necropolitics of Performing Afro-Slovene(Ness)’ (Filozofski Vestnik, 2023); ‘Populating the Savage Slot: Decolonizing Autoethnographic Refusals in Higher Education’ (Routledge, 2023); and, ‘Posthumanist Perspectives on Racialized Life and Human Difference Pedagogy’ (Educational Theory, 2019).

Daniel Gallardo is a non-binary Mestizx from Mexico whose doctoral research explores the ideological leverage of settler colonialism and its impacts on sexuality and gender in education. For the past decade, Daniel has worked in educational leadership and curriculum committed to decolonization, eco-justice and Indigenous resurgence. Their research focus contributes to the emerging field of Indigenous-informed identity, gender, and sexuality scholarship as it proposes to interrogate and dismantle patriarchal and colonial assumptions of heterosexism and binaries performed within the normative culture and context of so-called North America. Through decolonial SOGI education and drag pedagogy, their work supports educators in recognizing the relationships between sexuality, gender, racialization and settler colonialism. Daniel also collaborates with community organizations to develop, test and inform curricular practices that positively affect the well-being of those who regularly experience gender-based violence, especially 2SQT BIPOC folks.