Sandras Barnes is a Ph.D. candidate at Lesley College. She has been an
Associate Dean of Student Development at Roxbury Community College and has taught
a college seminar for pre-nursing students as well as provided
advising/counseling services for nursing students.
Patricia Jerabek was on the faculty of the Lesley College School of
Management 1987-1995 and is now a senior consultant with the Ibis Consulting
Group, Inc., residing in New Mexico. Her work as consultant, trainer, writer and
educator involves organizational change to create positive diverse
environments.
Solange de Azambuja Lira is associate professor in the School of Education
and Director of the Learning Center at Lesley College. Her most recent
publications are The Subject in Brazilian Portuguese (1996) and The Other
Before Me: A bicultural Dialogue in Reflections of Multiculturalism (1997).
Peggy McIntosh is Associate Director of the Wellesley College Center for
Research on Women. She is Founder and Co-Director of the National S.E.E.D.
Project on Inclusive Curriculum (Seeking Educational Equity and Diversity). She
is also a consulting editor to Sage: A Scholarly Journal on Black Women.
Sebastian Lockwood is Assistant Professor at the School of Undergraduate
Studies, Lesley College, Cambridge, Massachusetts. He is the author of a
collection of poetry: Night Blind (1996).
Caetano Valadão Serpa is an educator and the author of A gente dos
Açores - selected by the US Library of Congress for translation into
Braille. He is a bilingual adjustment counselor/ mediation specialist in the
Cambridge School Department.
Maria de Lourdes B. Serpa is associate professor and Director of the
Graduate Special Needs Teacher Education Programs Lesley College in the School of
Education.
William Stokes is associate professor and Director of the Hood Children's
Literacy Project at Lesley College. He is co-editor of Mentoring the Mentor: A
critical Dialogue with Paulo Freire (1997).
Walter Stone, Jr. is an instructor of mathematics in the Women's College,
School of Undergraduate Studies at Lesley College, Cambridge, Massachusetts. His
teaching and research interests lie in the professional development of elementary
and middle school mathematics teachers.
Emily Style is an adjunct instructor at Cornell University and New York
University. She is Co-Director of the National S.E.E.D. Project on Inclusive
Curriculum (Seeking Educational Equity and Diversity).
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