Portrait
Annelies Kamp is Associate Professor in Leadership and former Head of School, Educational Studies and Leadership at Te Whare Wānanga o Waitaha | the University of Canterbury. Her academic career has been undertaken in Aotearoa New Zealand, Australia and the Republic of Ireland. Her books include Rethinking Learning Networks: Collaborative Possibilities for a Deleuzian Century (Peter Lang 2013); A Critical Youth Studies for the 21st Century (2015), Re/Assembling the Pregnant and Parenting Teenager: Narratives from the Field(s) (Peter Lang 2017); Education Studies in Aotearoa: Key Disciplines and New Directions (2019); and Leading Educational Networks; Theory, Policy and Practice (2022). She has worked in higher education in South Africa, Australia, and now Aotearoa New Zealand. Her research focuses on how inequality influences university students’ digital experience and, consequently, their digital identities. She is currently exploring the role technology plays in students’ learning and in the development of their digital literacy practices, particularly in resource-constrained contexts. Trish McMenamin is a Senior Lecturer in the Faculty of Education at the Te Whare Wānanga of Waitaha | University of Canterbury. Her primary research interests are inclusive education, disability studies, diversity, philosophy of education and education policy. She is the author of Special Schools, Inclusion, and Justice (2018) and co-editor of Belonging: Rethinking Inclusive Practices to Support Well-being and Identity (2018). Veronica O’Toole is a Senior Lecturer in the Faculty of Education at Te Whare Wānanga of Waitaha | The University of Canterbury. Her primary research interests are emotions, emotional intelligence (EI), emotion regulation and social emotional wellbeing of teachers and students. Recent publications include the co- authored article «Emotional Wellbeing as Perceived and Understood Through the Lenses of SEL and PYD: A Qualitative Commentary and Suggestions for Future Research in Aotearoa New Zealand», in New Zealand Journal of Psychology (2019).
