Meira Levinson is a normative political philosopher who writes about civic education, multiculturalism, youth empowerment, and educational ethics. In doing so, she draws upon scholarship from multiple disciplines as well as her eight years of experience teaching in the Atlanta and Boston Public Schools.Levinson has been awarded a 2014 Guggenheim Fellowship to support her newest project, on "Justice in Schools." In this work, she combines philosophical analysis and school-based case studies to illuminate the complex dimensions of evaluating, achieving, and teaching justice in schools. The project is intended to give educators tools for making just decisions in their own practice, and also to push political theorists to develop theories of justice that are robust enough to address complex school-based dilemmas

Janie Victoria Ward is Associate Professor of Education and Human Services and Chair of Simmons's Africana Studies department. In addition to teaching, she works with youth counselors, secondary school educators, and other practitioners in a variety of settings. Her research focuses on adolescent development, particularly the racial identity and moral development of African American girls and boys. Ward has written and edited numerous books, chapters, and articles, and has made many media guest appearances. She is author of *The Skin We're In: Teaching our Children to be Emotionally Strong, Socially Smart and Spiritually Connected* (2000) and *Gender and Teaching*, with Francis Maher (2001). With her thesis advisor, Carol Gilligan, she co-edited *Mapping the Moral Domain: A Contribution of Women's Thinking to Psychological Theory and Education*. She also edited *Souls Looking Back: Life Stories of Growing Up Black*, a compilation of autobiographical statements written by African American, Caribbean, and black Canadian college students. Ward is a research associate at the Harvard Graduate School of Education where she co-directs with Wendy Luttrell, Project ASSERT (Accessing Strengths and Supporting Effective Resistance in Teaching), a five-year, school-based research study and curriculum development project designed to guide and support urban teachers around gender, race, and class dynamics that impact their work with youth. Currently Ward is the site coordinator for the Boston Girls Sports and Physical Activity Project, funded by the Women's Sports Foundation, and she is a member of the project's evaluation and research team.