OUR EDITORS

Tanja Burkhard

Feminist Encounters: A Journal of Critical Studies in Culture and Politics

Dr. Tanja Burkhard
Dr. Burkhard is an Assistant Professor of Qualitative Research Methodology in the Department of Educational Policy Studies at Georgia State University and an Affiliate Faculty Member in Women’s, Gender, and Sexuality Studies. Her work foregrounds feminist methodologies at the intersections of racialization, gender, and (im)migration, and she is the author of Transnational Black Feminism and Qualitative Research (2021). Her recent publications include articles on Black German women’s narratives and the ethics and politics of transnational feminist translation, and she is a past recipient of the Norman K. Denzin Qualitative Research Award. Dr. Burkhard also brings extensive experience as an associate editor and as a collaborator with feminist and womanist organizations in the United States and internationally.
We are confident that Dr. Burkhard’s intellectual leadership, commitment to critical feminist inquiry, and deep engagement with transnational and decolonial perspectives will guide the journal into its next chapter, expanding our conversations across disciplines, geographies, and movements for social justice.
Professor Sally R. Munt
As Director of the Sussex Centre for Cultural Studies and Professor of Gender and Cultural Studies at the University of Sussex, Professor Munt has been a pioneering feminist scholar, activist, and editor. Through her extensive body of work on queer attachments, spiritual and cultural spaces, and the intersections of race, sexuality, gender, and religion, she has shaped critical debates in gender and cultural studies. Her vision, energy, and care have been instrumental in establishing Feminist Encounters as a respected international venue for rigorous, politically engaged scholarship.
On behalf of the editorial team and our wider community of authors, reviewers, and readers, we warmly welcome Dr. Tanja Burkhard to her new role and extend our heartfelt thanks to Professor Sally R. Munt for a decade of outstanding service and leadership. We look forward to building on Sally’s remarkable legacy as the journal continues to provide a vibrant space for critical feminist dialogues in culture and politics.
Lectito Publisher

Hanno van Keulen

European Journal of STEM Education

Hanno currently is professor of Leadership in Education at Delft University of Technology in Delft, the Netherlands. He holds a PhD in Chemistry from Utrecht University (1995). While teaching laboratory courses to Science undergraduates at Utrecht, he developed an interest in inquiry based teaching and learning. Hanno also worked at Delft University of Technology, where he focused on design based education. Hanno is a Board Member of 'Technasium', a group of 92 Dutch schools for secondary education that put heavy emphasis on inquiry and design based learning. Since 2007 Hanno has been involved in developing and investigating STEM education for the primary level and pre-Kindergarten, where the concept of Learning through Play is a focus of research. In 2013, he received the Practitioner Prize from the Dutch Educational Research Society for his research on talent development with science and technology in primary schools. Hanno served as a member of the editorial boards of the Journal of Research in Science Teaching and the International Journal of STEM Education. He wrote several books in Dutch on science and technology education that are used in teacher training programs and professional development courses throughout the Netherlands.

Maria Lobytsyna

European Journal of Education & Language Review

Achilleas Kostoulas

European Journal of Education & Language Review

Achilleas Kostoulas is an applied linguist and language teacher at the University of Thessaly, in Greece. His academic qualifications include a PhD and an MA in Teaching English to Speakers of Other Languages (both from The University of Manchester, UK) and a BA in English Studies from the National & Kapodistrian University of Athens, Greece. His research spans a wide range of subjects in language (teacher) education, including issues of language contact and language policy, language education psychology, and critical applied linguistics, often using complex dynamics systems theory as an interpretative lens to seek theoretical connections among them. His current work focuses on developing frameworks for enhancing teachers’ research literacy and for integrating artificial intelligence responsibly into language education. He is the author of several research articles and book-length publications, including the research monograph The Intentional Dynamics of TESOL (2021, with Juup Stelma; Routledge) and the edited collection Doctoral Study and Getting Published (2025, with Richard Fay; Emerald). Additional information about his scholarly work can be found in his website www.achilleaskostoulas.com.

Miron Bhowmik

Asia Pacific Journal of Education and Society

Dr Miron Bhowmik is an Assistant Professor at the Department of Education Policy and Leadership, The Education University of Hong Kong (EdUHK). He also serves as the Diversity, Equity and Inclusion Specialist in the Faculty of Education and Human Development. Prior to joining EdUHK, he was a Programme Officer at the UNESCO Asia and Pacific Regional Bureau for Education in Bangkok, Thailand. He had also held positions at the British Council and several universities in Bangladesh. Dr Bhowmik’s research interests include education and well-being of minoritised groups and related policies and leadership practices, “out of school”/school failure issues, multicultural and intercultural education, racism and anti-racist education, inclusive leadership, acculturative stress and coping behavior, information and communications technology (ICT) in education, and critical studies in education. His work has appeared in several reputed journals, among others, Race Ethnicity and Education, Cambridge Journal of Education, Asian Ethnicity, Multicultural Education Review, Journal of Counseling Psychology, American Journal of Orthopsychiatry, International Journal of Intercultural Relations, Curriculum Perspectives, and Journal of Ethnic and Cultural Studies. He has also co-authored a book, ‘Out of school’ ethnic minority young people in Hong Kong (published by Springer in 2016), co-edited Identities, Practices and Education of Evolving Multicultural Families in Asia-Pacific (published by Routledge in 2022), and Decoding Multicultural Education in Asia: Prospects and Challenges for School Development (published by Springer in 2026), and authored several book chapters. He is the recipient of a general research fund (GRF) from the Hong Kong Research Grants Council and a public policy research (PPR) fund from the Government of the Hong Kong Special Administrative Region.

Dimitar Angelov

Journal of Interdisciplinary Research in Artificial Intelligence and Society

Dr Dimitar Angelov is an Assistant Professor at Coventry University’s Research Centre for Global Learning (GLEA). His research explores the transformative impacts of artificial intelligence (AI) on higher education, academic writing, and knowledge production, focusing on ethical, pedagogical, and integrity-related challenges, as well as on equity and inclusivity. He also investigates the ethics and politics of transnational research collaborations between the Global North and Global South, examining how structural inequalities and cultural differences shape knowledge production.

Prior to joining GLEA, Dr Angelov managed a team of academic writing tutors and developers at Coventry University’s Centre for Academic Writing (CAW) and across the university’s subsidiaries. In his role at CAW, he oversaw the growth and diversification of the institution’s student- and staff-support provision, and served as Course Director for Europe’s first master’s degree in academic writing.

Dr Angelov holds a PhD in literary studies from the University of Warwick.

Luca Morini

Journal of Interdisciplinary Research in Artificial Intelligence and Society

Dr Luca Morini is Associate Professor at the Centre for Global Learning (GLEA) of Coventry University. Formerly a youth worker, Luca achieved his Doctorate in Education and Communication by researching the social, cultural and pedagogical dynamics which occur when people co-create playful experiences.

He has a track record of teaching, research and publications in the areas of global learning, education technology, community co-creation, critical pedagogy, doctoral education and education for sustainable development.

He has experience in qualitative research methodologies, particularly in co-creative and participatory research and ethnography, seamlessly traversing online and offline spaces, and working in partnership with both global networks and local communities, often with a playful twist. As the Lead of GLEA's postgraduate programmes, he is also closely involved in supporting the development of inclusive, pluralistic and accessible postgraduate communities.

Sevki Cesmeci

Journal of Engineering and Philosophy

Sevki Cesmeci, Ph.D. is an Associate Professor of Mechanical Engineering at Georgia Southern University, where his research and teaching focus on the foundations of engineering practice, thermal-fluid sciences, smart materials and structures, and advanced technological systems. His work integrates fundamental engineering science with design, modeling, and innovation, with particular interest in the role of engineering in addressing complex societal and technological challenges.

Dr. Cesmeci has an extensive record of externally funded research as a Principal Investigator, securing approximately $1.93 million in sole-PI funding from major sponsors including the U.S. Department of Energy, U.S. Department of Defense, Breakthrough T1D, and Sandia National Laboratories. His research spans energy systems, advanced sealing technologies, fluid mechanics, and smart material-based devices, and has contributed to interdisciplinary efforts linking engineering science with practical and societal applications.

He received a Fulbright Scholarship to pursue his Ph.D. in Mechanical Engineering in the United States. His academic achievements have been recognized through numerous honors, including the Georgia Southern University Award of Excellence for Academic Excellence (2024–2025), the Georgia Southern University Award of Excellence for Discovery and Innovation (2023–2024), the Georgia Southern University Award of Excellence for Student Success (2022–2023), the College of Engineering and Computing Faculty Award for Teaching (2023–2024), the College of Engineering and Computing Faculty Award for Scholarship (2022–2023), the Outstanding Recent Graduate Award from the University of Nevada, Reno (2024), and selection as a 2025–2026 Governor’s Teaching Fellow.

Dr. Cesmeci is also recognized for his commitment to student mentorship and engineering education. Under his guidance, student teams have received national awards, including 1st Place in the 2025 U.S. Department of Energy EnergyTech University Prize, the Office of Nuclear Energy Bonus Prize, participation in the 2026 U.S. Department of Energy Marine Energy Collegiate Competition cohort, and multiple ASME, NCUR, and university-level research and design awards. His work emphasizes the integration of research, education, ethics, and innovation in the formation of future engineers.

He has authored numerous peer-reviewed publications and has contributed to engineering education through textbook translation and academic service. His translation work was recognized by The Turkish Academy of Sciences Translated Engineering Textbook Awards (TUBA) twice. He is a member of professional organizations including ASME, STLE, SPIE, and ASEE, and serves as a reviewer and organizer for several international journals and conferences.

Dr. Cesmeci’s academic interests include the philosophical and methodological foundations of engineering, the relationship between engineering, science, and society, and the ethical responsibilities of technological development. His work reflects a commitment to advancing engineering not only as a technical discipline, but also as a human and social endeavor that shapes the future of modern civilization.