2025 Global Respectful Disruption Summit
JEDI LABS (Pre-Summit) | April 23, 2025
APRIL 23, 2025 | 9:00AM - 10:30AM ET
JEDI LAB
Decolonizing the Curriculum and Disrupting Knowledge Production
Colonialism and coloniality, though linked, are not synonymous. While colonialism refers to the forceful occupation and domination of territories, coloniality persists as the ongoing imposition of Eurocentric cultural norms and knowledge systems. Even in a post-colonial world, white European and U.S. American frameworks have been institutionalized globally, positioning themselves as the benchmarks of modernity. This has allowed capitalist, Eurocentric knowledge systems to be accepted as superior, perpetuating epistemicide—the systematic discrediting and silencing of non-Western knowledge through racial hierarchies. Our JEDI Lab will explore how coloniality and white supremacy have shaped global education and discuss practical ways to decolonize knowledge production.
Our session will be divided into three parts, fostering an immersive workshop format. First, we will establish a shared language by unpacking key concepts: coloniality, white supremacy, and systems of oppression as they relate to education and knowledge. Participants will engage in a guided discussion on the urgency of a decolonial approach, identifying how colonial narratives privilege Western epistemologies while marginalizing other ways of knowing. We will emphasize the importance of questioning the binaries that elevate certain discourses and delegitimize others. This process aims to illuminate power dynamics embedded in global knowledge systems.
In the second part, participants will engage in a hands-on activity to deconstruct hegemonic structures in academic syllabi. Using a resource tool, they will critically evaluate educational content, identifying biases and potential areas for incorporating diverse epistemologies. This practical exercise highlights how curricula can perpetuate—or disrupt—systems of knowledge rooted in coloniality.
The final part of the session will focus on challenging traditional research practices that uphold objectivity and distance as the hallmarks of academic validity. We will explore alternative, decolonial methodologies like autoethnography, which value emotion as a legitimate source of knowledge and emphasize the researcher’s role in knowledge production. Participants will discuss ways to reclaim marginalized practices, advancing more inclusive and just approaches to scholarship.
Through this JEDI Lab, we aim to empower participants to recognize and dismantle white supremacy and coloniality in education while embracing decolonial practices that promote justice, equity, diversity, and inclusion.
Lore Espinoza is a passionate advocate for inclusion, diversity, equity, accessibility, and social justice, using education as a powerful tool for transformative change. A diasporic Colombo-Venezuelan and queer, fat, womyn of color with an invisible disability, Lore’s life has spanned four continents and nine countries, fostering a nuanced understanding of how intersecting identities are shaped by sociocultural contexts.
Lore’s academic journey includes a B.A. in International Studies and Political Science from Middlebury College (USA), where their experiences as a queer international student ignited their commitment to creating inclusive spaces and programs for multicultural student populations. Building on this foundation, Lore earned a Graduate Certificate in LGBT Health, Policy, and Practice from the George Washington University (USA) in 2015. Their capstone project explored healthcare access barriers faced by transgender homeless women in Bogotá and provided cost-free workshops for the city’s LGBTQ community.
In 2020, Lore completed an Erasmus Mundus Joint Master’s Degree in Women and Gender Studies through Central European University (Hungary) and Universidad de Granada (Spain), graduating with Distinction. Their master’s thesis employed a queer, decolonial, autoethnographic approach to challenge traditional narratives of fatness, investigating how race, class, and religion shape those narratives, while connecting their work to their own transnational experiences as a fat womyn.
Professionally, Lore excels in designing and delivering culturally sensitive workshops on gender, sexuality, and anti-racist practices, grounded in multicultural and transnational contexts. They are adept at fostering safe and brave learning environments and advancing socially just practices within academic institutions and organizations.
When not working, Lore can often be found in their kitchen crafting delicious treats, indulging in historical fiction or fantasy novels, or joyfully spoiling their niece.
Desi Carson’s journey into Inclusion, Diversity, Equity, Access, and Social Justice (‘IDEAS’) work formally began in middle school when volunteerism in numerous community programs became a central part of their life. From local food drives to teaching soccer to students with disabilities, they consistently saw the need for more hope, compassion, kindness, and love in the world.
An athlete themselves, Desi found sports and recreational activities to be a powerful way to bring people together. Throughout her career running campus recreation programs at the University of Virginia and Valdosta State, as well as overseeing larger adult leagues and children’s programs through AmeriCorps, Desi found creative and meaningful ways to infuse IDEAS principles into every facet of their work. This passion naturally dovetailed into other pursuits to bring people together and support those in need, including creating large-scale community events, holding queer-friendly talk spaces on college campuses, operating anonymous mental health hotlines, speaking at conferences and on panels examining the role of intersectionality in advancing IDEAS, and directing multiple sports at the Special Olympics.
Always determined to bring his varied interests together, Desi now holds the position of Director of Programs and Partnerships at IDEAS Generation. At IDEAS Generation, Desi leads the design and implementation of the organizations’ leadership and community development programs designed to connect, support, and elevate the next generation of IDEAS leaders. She also spearheads the organization’s efforts to forge mutually beneficial partnerships with other IDEAS-minded leaders and organizations to scale collective impact.
Their specialties lie in writing, speaking, coaching, and program development centered around intersectionality, mental health advocacy, human-centered compassion, and a commitment to radically redefining professionalism.
APRIL 23, 2025 | 11:00AM - 12:30PM ET
JEDI LAB
Co-Creating Systemic Kindness in Global Education: Inclusive Disruption 4 the Future
Higher Education is not, by and large, a kind place. The systems that created Global Education are rooted in ableism, elitism, competition, individualism, power-hoarding, sexism and racism both covert and overt. They all too often look at students, as well as any worker not holding a doctorate from a deficit/correctional mindset. In her brilliant 2024 book, A Pedagogy of Kindness (U of Oklahoma Press), Dr. Cate Denial lays out a manifesto of radical care for equity-focused, student-centered praxis in the classroom. More recently, a consortium of 33 U.S. higher ed researchers, including Dr. Cate, has co-created a guidebook which serves as a call-to-action for centering an ethos of care in academic research. Intentionally preferencing interwovenness & intersectionality over individualism, multiplicity over the binary, and generosity instead of “progress,” these caring scholars offer both short-term and long-term ways to center care, transparency and joy in what they do.
Many practitioner of global education do, already, center care of students and of communities in their ethos and in their daily professional practice. We often also, however, unwittingly or under duress, recapitulate inequity because our systems (and our egos) compel us to do so.
In this JEDI workshop,we will joyfully challenge and support one another in thinking about the places and the spaces where we can bake more intentional caring into our international education profession. We will commit to co-creating an ethos of care call-to-action document similar to that of these academic researchers and to teaching our students and our institutions to decenter transactional self-interest as their guiding principle.
You do not need to have read the “Pedagogy of Kindness” book to become a part of this community project, but if you wish, you might review the blog reflection that grew into it at: https://hybridpedagogy.org/pedagogy-of-kindness/. You can also read the researchers’ call-to-action document here: https://www.aag.org/wp-content/uploads/2024/11/Centering-Care-in-the-Academic-Research-Enterprise.pdf
Katherine Yngve, the Maestra of Intercultural MeasurementTM, knows over 100 ways to measure the so-called “soft” skills of intercultural competence and inclusion. In a long and rewarding career, she has served (in order) as a study abroad advisor, a NAFSA Knowledge Community leader, the founding senior international officer for a top tier research university in the Middle East and an institutional researcher (specializing in measuring inclusion and belonging). She’s is an accomplished leadership mentor and instructional designer, a recognized equity action-maker, and an oft-published author on organizational transformation. She has served as co-creator of the Intercultural Learning Hub since its inception in 2018, and was a founding content provider for the original Global Respectful Disruption Summit in 2022. In her so-called spare time, she engages in political activism that advances social justice.
APRIL 23, 2025 | 1:00PM - 2:30PM ET
JEDI LAB
Our Liberation is Interconnected: Leveraging Whiteness as an Invitation for Reflection and Disruption
How do we find the freedom in ourselves in order to fight for freedom for all? Through a facilitated discussion, panelists will share their experiences unpacking their relationships to privilege and power through a candid conversation about whiteness, positionality, and leveraging our identities as a means to disrupt and dismantle white supremacist culture in ourselves and in International Education. Our shared moral and professional responsibility to commit unconditionally to addressing past and present harm, pursuing decolonization, and participating in respectful disruption regardless of identity and lived experience is imperative. This panel is an invitation to acknowledge our inner worlds, reflect on how systems of oppression can be internalized, and take accountability to push through our personal discomforts for the purpose of becoming better accomplices in work that centers equity and inclusion. Attendees will gain skills, challenge their comfort, and learn from examples of how we can integrate individual and collective changes in our practice to advance liberation and justice in International Education and beyond.
Nick is responsible for many things at the UMass Amherst Office of Global Affairs including event planning, student success initiatives, alumni engagement, and curriculum integration. He holds a B.A. in History and is currently pursuing an M.Ed. in Higher Education Administration and Leadership at UMass Amherst. He is a member of the 2024-2025 NAFSA RISE Fellowship cohort, was the recipient of the NAFSA Region XI 2024 Rising Professional Award, and has presented at multiple conferences on topics related to equity and inclusion.
Nick is a firm proponent of international experiences and the benefits they offer as a human being and as a professional and strongly believes that everyone should have the opportunity and access to study, live, or work in another country for an extended period of time.
Dr. David Wick worked for over 24 years at four U.S. universities and a youth exchange organization to support international education. Now, as Associate Professor and Chair of International Education Management and French at the Middlebury Institute, he teaches graduate courses on educational equity and social justice, student learning and development, program design and assessment, and other topics. He researches and publishes on equity and inclusion in international education. Wick has held elected and appointed leadership roles with NAFSA, Diversity Abroad, and the Forum on Education Abroad. He has delivered over 100 equity, diversity, inclusion, and belonging sessions and workshops at conferences on sub-topics ranging from internationalization strategy or partnership development to student advising or funding education abroad. He received the 2023 Excellence in Diversity & Inclusion in International Education Award from Diversity Abroad for Inclusive Excellence in Teaching. His current leadership activities include service as facilitator for the Diversity Abroad International Education Diversity & Inclusion Certificate Program, Associate Editor for Frontiers: The Interdisciplinary Journal of Study Abroad, and editorial board member for Diversity Abroad Global Impact Exchange, and as course designer and teacher for the Nobel Future Laureates Scholarship Program. For additional information please visit: https://www.middlebury.edu/institute/people/david-wick
hannah sorila (she/they) is committed to learning and living through the praxis of abolition feminism, decoloniality, queer expansiveness, disability justice, and mad liberation. Influenced by her experiences studying abroad, hannah continued to be shaped through learning from people like Mohammed El-Kurd, Paulo Freire, Angela Davis, adrienne maree brown, and James Baldwin. They are involved in community organizing and mutual aid efforts in their beloved community, and can be found shelving books at their local bookstore in so-called Vermont. hannah continues to engage in global education through advocating for paradigm shifts arced towards decolonial futures.
Angela Luedke, she/her/hers, is an Education Abroad Advisor at the University of North Carolina. She studied and worked in both France and Morocco, then received her M.A. in International Education Management from the Middlebury Institute of International Studies. Luedke has worked in the field for six years.
APRIL 23, 2025 | 3:00PM - 4:30PM ET
NEW! DISRUPTIVE GLOBAL LAB (FEATURED LAB)
Study Abroad in Conflict Zones: Assessing Risk, Policy, Equity, and Impact
This session explores the historical and current role of study abroad in regions commonly viewed or perceived as conflict zones, assessing the complexities of international exchange programs in these contexts. Drawing on diverse case studies, it examines the challenges of navigating safety, equity, and ethical considerations in study abroad policies, while addressing broader implications for host communities and participants. The presentation, based on the experiences of global educators working directly in health safety, offers critical insights into how education abroad programs can balance risk and opportunity, adapt policies for equitable engagement, and promote meaningful global learning experiences in complex environments. Participants will reflect on their institution’s values, policies, and liability frameworks related to study abroad programs in complex environments. They will explore ways to align policies with institutional values or thoughtfully challenge practices that may unintentionally contribute to inequities, while prioritizing participant safety and fostering meaningful engagement with host communities.
Elisabet Raquel García was a first-gen, low-income student turned 4x scholar abroad, now Global Education DEI Specialist. She founded her company, Access Equitable Education, to help equip the fields of higher education and international education better serve historically underserved students. Elisabet has worked with different international education programs every year since 2016 and is a strong believer that DEI and health and safety go hand-in-hand. Since her time beginning her career as a 2x study abroad intern at UC Santa Cruz, she has worked with both the U.S. Department of State and the Mexican Secretary of Foreign Relations to further promote and develop their international exchange programming. Elisabet and her work have been featured by UC Santa Cruz Global Learning, Terra Dotta, Go Overseas, NAFSA, Diversity Abroad, and so much more. These days, you can find Elisabet working on-site of international education programs, presenting and speaking on international panels, and writing remotely in the great company of her cats, from her home located on the outskirts East Los Angeles.
Allegra has managed study abroad programs in the Middle East and North Africa for over a decade. Her interests include support for diverse students and staff, sustainability, career integration, and intensive language. She holds a BA in Middle East Studies from UC Santa Barbara (2008) and completed Arabic language fellowships at Damascus University (2010) the American University of Cairo (2012).
Ximena is an advocate of transformative, equitable and mindful global education, with a diverse background and experience with social change organizations and higher education institutions. She is a firm believer that through restorative justice, innovation, compassion, and collaboration, our world can take progressive steps to heal and strengthen our global community.
A.J. Leeds grew up in on the Oregon coast. He was heavily influenced by his grandfather Willard Leeds who worked in International Education for over 20 years. This relationship led him into the field of international relations and into study of civil unrest, protests and coups. After earning his degrees from the University of Portland and University of Denver he has focused on safety and security working in first Emergency Management and then Travel Security.
APRIL 23, 2025 | 4:30PM - 5:00PM ET
Pre-Summit Reflection
Global Respectful Disruption Summit | April 25, 2025
April 25, 2025 | 9:00AM - 9:20AM ET
WELCOME + SUMMIT OPENING
Dr. Christina “Chris” Thompson (she/her/hers) is an award-winning international educator and justice-centered advocate. She serves as Founder and Managing Director of COMPEAR Global Education Network and an IDEA and Intercultural Consultant with Be Equitable Inc. Chris consults with partners around the globe to implement strategic diversity and intercultural interventions. With nearly two decades of experience in higher education, she has led international education, diversity, equity, and inclusion initiatives at public and private institutions. Her expertise includes instructing courses on intercultural preparation for education abroad and reflection courses in London, Spain, China, Cyprus, the Gambia, and New Orleans. As an EAKC NAFSA leader and chair of the EAKC Diversity, Equity, and Inclusion Subcommittee, Christina is also a member of FORUM and CAINE’s Climate Justice Working groups, a NAFSA mentor, and a frequently invited speaker for WISE, NAFSA, Diversity Abroad, and FORUM on Education Abroad. Christina holds a MA in Liberal Arts from the University of North Carolina at Greensboro with a concentration and research in Global Literary Studies at Mannheim University in Germany. She is currently a Doctoral student studying Disruptive Leadership Practices in Global Spaces for Positive Change, also known as ‘Respectful Disruption.’
Kory M. Saunders (she,her,hers) is a lifelong learner of culture and has a keen interest in the connection we as people share between each other and the cultures in which we live. Kory is a proud graduate of Hampton University, an HBCU (Historically Black College or University), where she earned a B.S. in Marketing and a B.A. in Spanish and also earned an M.B.A from the University of North Carolina, Wilmington, and an M.A in International Business with an International Marketing concentration from la Universitat de Valencia, Spain. Kory specializes in the areas of diversity, equity, inclusion, culture and belonging as well as programming. Kory has worked in both corporate and university settings. Kory is a sought after skilled presenter and workshop facilitator. She has presented at both in person and virtual conferences. Kory was the 2020 finalist for the Diversity Abroad, Excellence in Diversity & Inclusion in International Education Rising Star Award. Kory was the recipient of the NAFSA Region VII 2020 Diversity, Equity & Inclusion in International Education Award. She was also the recipient of the NC State African American Culture Center’s Ebony Harlem 2021 Nkonsonkonson Staff “Sticks in a Bundle Award“. Kory is the creator of Kultural Kurators, a platform to amplify and uplift BIPOC folxs who have had global experiences. She is currently the Director of Cultural Engagement at AIFS Abroad.
APRIL 25, 2025 | 9:30AM - 10:20AM ET
SESSION
Stars, Stories, and Social Change: Making Time for Playtime in Global Education
In the ever-changing and often demanding field of global education, prioritizing joy, play, and creativity has become a powerful act of respectful disruption. “Stars, Stories, and Social Change” challenges traditional norms that separate education, equity, and advocacy from joy and playfulness, arguing instead that these elements are essential for sustained and transformative impact. This session explores astrology as a reflective tool for global educators and change-makers, guiding participants to reconnect with their inner child and personal joy. Through engaging with birth charts, attendees will discover unique sources of creativity and playfulness that can be authentically integrated into their professional and advocacy efforts, thereby enhancing their capacity for meaningful engagement and resilience. By embracing a culture of joyful disruption, global educators will learn to foster inclusive communities, prevent burnout, and sustain their passion for systemic change and equity. Come prepared to play, disrupt, and inspire change!
Adriana Smith, a Global Educator and Astrologer, has devoted her career to disrupting inequitable systems and championing diversity, equity, and inclusion. She is the author of “Studying Abroad for Black Women,” a pivotal guide empowering Black women to access and succeed in international education, while advocating for genuine equity within global learning spaces.
Currently, she serves as the Institutional Relations and Inclusion Manager at the School for Field Studies. She has held key leadership roles including Regional Director at AIFS Abroad and Assistant Director of International Programs at Presbyterian College, where she collaborated with universities to develop inclusive policies, amplify marginalized voices, and implement meaningful DEI initiatives. For more than 10 years, she has co-led workshops and sessions on conscious language, combating Global Anti-Blackness, and rethinking diversity frameworks to center underserved populations.
Adriana’s impact extends beyond institutional settings. In her Astrology Practice, Adriana integrates and connects personal well-being with broader social change to empower individuals and communities to reimagine education, advocate boldly, and build equitable futures.
APRIL 25, 2025 | 10:30AM - 11:20AM ET
SESSION
International Education at the Crossroads of Climate and Social Justice
This session addresses the intersectionality between internationalization, climate and social justice. It explores why justice emerges as an important concern for higher education internationalization, particularly in the context of sustainability. It provides insights from different institutions and regions, and highlights the important role internationalization can play in generating a more conscious global higher education community.
Antonio has ample experience as an activist, volunteer, and traveler in the global south which has helped him develop a strong lens for privilege and decolonizing practices. As leader of Celei Regenerative Education, he believes that disruptive notions and practices are critical for true systemic changes in his organization. Antonio is also part of the Global Board and chair of the Climate Justice Working Group of the Climate Action Network of International Educators (CANIE).
Dr. Samia Chasi is a practitioner, scholar and facilitator in higher education internationalisation with 25 years of experience in this field. Her current research interests lie in Global South perspectives on higher education internationalisation, with a particular focus on critical perspectives and decolonial approaches.
APRIL 25, 2025 | 11:30 AM - 11:50 AM ET
VIRTUAL LOUNGE REFLECTION/NETWORKING
"PASSPORT READY: WHAT TO KNOW BEFORE YOU GO"
Facilitated by Dr. Raquel Dailey
Curious about what it really takes to move abroad as working professional? In this virtual lounge, join Dr. Raquel Dailey, host of Best Life Abroad: Not Your Average Travel Podcast, as she shares key considerations before making the leap. Whether you’re exploring the idea or ready for action, this lounge is your launchpad.
APRIL 25, 2025 | 12:00PM - 1:00PM ET
DISRUPTIVE MASTER CLASS (FEATURED SESSION)
“What’s Tea?” A unFiltered Sister Circle on Global Justice & Social Change
Dr. Raquel Dailey is an accomplished international education professional, executive coach, and world traveler with over two decades of experience in education and leadership development. She earned her Doctorate from Johns Hopkins University and brings a dynamic blend of expertise from her time living, studying, and working across diverse global settings.
As a Gallup Certified Strengths and career coach, Dr. Raquel empowers individuals to embark on transformative global journeys and integrate international experiences into their lives. She is also the founder of Best Life Abroad, where she collaborates with colleges and universities to champion inclusive practices and foster economic mobility for all students. Dr. Raquel’s work bridges international education and career development, guiding institutions to unlock their networks and resources to create innovative global, educational, and career opportunities. A podcast host and advocate for equity and inclusion, Dr. Raquel is passionate about helping others explore the world, embrace diversity, and achieve their full potential.
Sakura Hirata has 15 years of experience in international education, spanning private English schools, K-12, and postsecondary institutions. She is currently the Associate Director of International Education at Okanagan College, where she leads initiatives in student recruitment, exchange programs, and international student services.
Sakura holds a degree in International Relations and is a Regulated Canadian Immigration Consultant, having earned a certificate in Immigration Laws, Policies, and Procedures. She is also pursuing a Master’s degree in Social Justice Education, with research focused on internationalization, mobility, and the integration of equity, diversity, inclusion, and cultural competency training. A strong advocate for mental health awareness, Sakura is dedicated to integrating this focus into her work to support students effectively. She has presented at several conferences and platforms, including the BC Council for International Education, the Canadian Bureau for International Education, and the NAFSA Bi-Regional Conference.
Ymani Hawkins (she/her) is the Director of Culture and Employee Belonging at Dartmouth College. In this role, she leads efforts to create a culture of belonging and inclusion for over 700 employees across 18 departments in the Campus Services division. She implements strategies that promote diversity, equity, and inclusion (DEI), fosters collaboration through interactional dialogue, and addresses workplace grievances and conflicts. Her work emphasizes psychological safety, creative abrasion, and transformational conversations that drive meaningful change. Hawkins also designs and executes programming focused on employee engagement, recognition, and well-being to support a thriving, inclusive work environment. By night, Ymani is a trained diversity and mental wellness coach who integrates mental health techniques, psychological principles, and evidence-based modalities with DEI best practices. As founder of DEEP-ish, Hawkins addresses racial trauma, inclusive leadership, Trauma-Informed Care, and psychological safety through self-care awareness, emotional intelligence strategies, and mindfulness techniques. She delivers talks, training, workshops, and coaching to businesses, arts and media sectors, religious institutions, nonprofits, educational systems, and environmental agencies. Hawkins holds a Master of Social Work (MSW) from the Silver School of Social Work at New York University (NYU) and a Bachelor of Arts (BA) in Interpersonal Communication Studies from Kean University. She has performed ethnographic research in Siargao, Philippines, and studied communications in Athens, Greece. Hawkins is certified in the Intercultural Development Inventory (IDI) and holds certifications in cultural awareness, suicide prevention, crisis response, applied suicide intervention, mental health first aid, and PsychoHairapy.
CJ Tremblay is the founder of Alethea Global Cooperative, a climate justice training and decarbonization consultancy for Global Education. She was a founding member of the CANIE where she served as the inaugural VP of the board. CJ holds a Global Executive MBA from Georgetown University and several climate certifications.
Kory M. Saunders (she,her,hers) is a lifelong learner of culture and has a keen interest in the connection we as people share between each other and the cultures in which we live. Kory is a proud graduate of Hampton University, an HBCU (Historically Black College or University), where she earned a B.S. in Marketing and a B.A. in Spanish and also earned an M.B.A from the University of North Carolina, Wilmington, and an M.A in International Business with an International Marketing concentration from la Universitat de Valencia, Spain. Kory specializes in the areas of diversity, equity, inclusion, culture and belonging as well as programming. Kory has worked in both corporate and university settings. Kory is a sought after skilled presenter and workshop facilitator. She has presented at both in person and virtual conferences. Kory was the 2020 finalist for the Diversity Abroad, Excellence in Diversity & Inclusion in International Education Rising Star Award. Kory was the recipient of the NAFSA Region VII 2020 Diversity, Equity & Inclusion in International Education Award. She was also the recipient of the NC State African American Culture Center’s Ebony Harlem 2021 Nkonsonkonson Staff “Sticks in a Bundle Award“. Kory is the creator of Kultural Kurators, a platform to amplify and uplift BIPOC folxs who have had global experiences. She is currently the Director of Cultural Engagement at AIFS Abroad.
Dr. Christina “Chris” Thompson (she/her/hers) is an award-winning international educator and justice-centered advocate. She serves as Founder and Managing Director of COMPEAR Global Education Network and an IDEA and Intercultural Consultant with Be Equitable Inc. Chris consults with partners around the globe to implement strategic diversity and intercultural interventions. With nearly two decades of experience in higher education, she has led international education, diversity, equity, and inclusion initiatives at public and private institutions. Her expertise includes instructing courses on intercultural preparation for education abroad and reflection courses in London, Spain, China, Cyprus, the Gambia, and New Orleans. As an EAKC NAFSA leader and chair of the EAKC Diversity, Equity, and Inclusion Subcommittee, Christina is also a member of FORUM and CAINE’s Climate Justice Working groups, a NAFSA mentor, and a frequently invited speaker for WISE, NAFSA, Diversity Abroad, and FORUM on Education Abroad. Christina holds a MA in Liberal Arts from the University of North Carolina at Greensboro with a concentration and research in Global Literary Studies at Mannheim University in Germany. She is currently a Doctoral student studying Disruptive Leadership Practices in Global Spaces for Positive Change, also known as ‘Respectful Disruption.’
APRIL 25, 2025 | 1:10PM - 2:00PM ET
SESSION
Fatness Takes Flight: Supporting Body Diversity on International Programs
Body diversity is a vital (and often overlooked) topic in DEI efforts for study abroad. Anti-fatness and size discrimination create inequitable experiences for plus-size students. This session explores the impact of systemic anti-fatness on study abroad and offers strategies to make programs more inclusive and accessible to diverse body types.
Although fat folks experience high levels of discrimination in the workplace and society at large (UConn Rudd Center for Food Policy and Health, 2023), fatness and body diversity is often an overlooked aspect of Justice, Equity, Diversity, and Inclusion (JEDI) efforts in study abroad. The pathologization of fat bodies can result in lack of access to public spaces, clothing, and even medical care (van Amsterdam, 2013). This lack of access can make study abroad an inequitable experience for fat and plus-size students. As international educators working towards more inclusive practices, it is critical to consider ways in which systemic anti-fatness and size discrimination impacts students going abroad, as well as our workspaces. In this session, we will explore terminology surrounding body diversity, the ways in which anti-fatness intersects with other forms of systemic oppression, how fatness impacts the study abroad experience, and what practices your department can employ to make study abroad more accessible to fat bodies.
Kate has over a decade of experience in international education, including roles as a study abroad student, EFL teacher, financial aid admin, and study abroad office staff. Their advocacy focuses on financial literacy, resources for low-income students, and student veterans using the GI Bill. Kate served as NAFSA’s EARP Regulatory Practice Committee chair and has led initiatives with NAFSA and other groups, including building eLearning courses, conference sessions and resources for the field. A passionate advocate for inclusive education, they emphasize the need for equitable access to study abroad and received NAFSA’s EAKC Lily von Klemperer Award in 2023. Kate was the first in their family to complete a Bachelor’s, Master’s and Doctorate degree.
Sarah Warren has worked for WorldStrides since 2017, during which time she has served previously as the Program Advisor Lead and currently serves as a Director of Campus Partnerships, working with partners in Kentucky and the surrounding areas. She has also served as a previous Co-Chair of the WorldStrides Higher Education Diversity, Equity, and Inclusion Committee for a 2-year term, and she continues to serve as the Accessibility Lead to support students with disabilities as they plan to go abroad. Sarah is looking forward to this session and hearing the panelists’ takeaways on the topic of fatness abroad!
Katie Wiggins-Gawlik is the Assistant Director of Member Relations for US Exchanges at ISEP Study Abroad. She also volunteers as the Spain Country Coordinator on NAFSA’s EARP Consular Affairs Liaison Subcommittee, liaising to the Spanish Consulate in Chicago and the Italian Consulate in Detroit. Katie holds a master’s degree in counseling for student development administration and a bachelor’s degree in Spanish for secondary education. She is particularly interested in the effect of education abroad on the intersectionality of student identities and the role of intercultural education in transformative social justice. Prior to her role at ISEP, Katie held advising roles at the University of Michigan’s Ross School of Business and Ramapo College of New Jersey, and she lived and worked in Sevilla, Spain. In her free time, Katie enjoys cooking, gardening, and spending time with her family and three energetic dogs.
Ally Layton-Bennett is a Global Opportunities Manager for the University of York. Ally holds a master’s degree in Global and International Citizenship Education from the University of York, a PGCert in International Student Advice and Support from the University of Nottingham (in partnership with UKCISA), and undergraduate degrees in German and Global Studies (minor in Mandarin) from Missouri State University. She is particularly interested in the potential transformational impact of global education and experiences on identity, aspirations and outcomes. Before her role at the University of York, Ally served in international higher education roles at Northumbria University, York St John University and the University of Leeds. Originally from Missouri in the US, Ally has lived, studied and/or worked in Germany, China, the Netherlands and the UK where she is currently based. Outside of her professional life, Ally enjoys playing board games, singing in a local choir, swimming, interior styling and spending time with her husband, family, friends and many godchildren.
APRIL 25, 2025 | 2:00PM - 2:20PM ET
VIRTUAL LOUNGE REFLECTION/NETWORKING
THE PAUSE ROOM: REIGNITE YOUR WORK. RECLAIM YOUR WHY. YOUR FUTURE REIMAINGED.
Facilitated by Professor LaTonya Robinson
This is more than a pause — it’s a portal!
Through conscious breathwork, soul-aligned visioning, and energetic principle alignment, you’ll summon your inner truth, and anchor into a future only you can lead.
Come as you are. Leave reawakened, realigned, and ready to disrupt the norm with purpose and power.
APRIL 25, 2025 | 2:30PM - 3:20PM ET
SESSION
Disrupting Ableism & Co-Creating Disability Empowerment in Global Education
Education abroad often overlooks how ableism impacts students with disabilities, limiting their ability to fully participate and thrive. Both U.S. students with disabilities studying abroad and international students with disabilities in the U.S. face significant barriers. International educators and administrators can reduce these obstacles by addressing ableism in their services, ensuring students not only receive accommodations but also experience disability pride and community.
In this session, led by professionals from diverse backgrounds, participants will learn how to recognize and disrupt ableism in global education. Presenters will discuss disability as a lived experience, not a problem to be solved, as well as explore how ableism intersects with other systems of power and privilege, like capitalism and racism. Through case studies, attendees will examine examples of barriers in attitudinal, outreach, and organizational structures.
Participants will gain practical tools to increase access and better support students with disabilities—both those preparing for international experiences and those coming to the U.S. for study or research. By reframing global education through the lens of disability justice, attendees will be encouraged to reflect on their respective organization practices and identify one area for transformation to create more inclusive, empowering spaces for all students.
Irene Scott joined Texas A&M Education Abroad in 2007 after earning her MA in College Student Personnel from Bowling Green State University. With a strong commitment to equity and inclusion, she has developed new resources in collaboration with colleagues across campus, refined internal processes, served on committees addressing best practices for supporting students in global education, as well as presented on a wide range of topics for Mobility International USA, NAFSA: Association of International Educators, and the Association on Higher Education and Disability. She desires to see all students participate in transformational, high-impact international experiences.
Aubrianna Wilson (she/her/hers) has professionally worked to to increase the participation and leadership of disabled people in international exchange. As a 2023 Thomas J. Watson Fellow, Aubrianna was awarded a one-year international travel grant to explore disability community-building and empowerment across eight countries. Aubrianna worked to advance health justice with Be A Hero, a disability-led non-profit, as part of a summer internship with the American Association of People with Disabilities. She earned her Bachelor’s degree in Neuroscience with a focus on Global Health and Disability Studies. During her time at Middlebury College, Aubrianna served as a crisis hotline advocate for survivors of sexual violence and a representative on an Advisory Group on Disability, Access, and Inclusion. She centers global disability justice in her work towards a future where no one is left behind.
Lindsey Pamlanye earned her dual BA in Secondary Education and English at Manhattan College in the Bronx, New York and an MSc in Equality Studies at University College Dublin in Dublin, Ireland. Her activism and advocacy work is driven by her personal experience and professional expertise studying, working, and living as a Disabled person. She has found momentum in destigmatizing her own life and evolving from a chronically ill person with a desire to travel but believing it impossible, to choosing a graduate degree programme abroad, and ultimately immigrating. Lindsey has a range of experience including classroom teaching, university level international exchange, and nonprofit work. Currently she is an Advocacy Project Worker at Inclusion Ireland where she is especially interested in accessible language and communication practices, and storytelling for social change.
APRIL 25, 2025 | 3:30PM - 4:20PM ET
SESSION
Journeying Together: Navigating Indigenizing International Education as Non-Indigenous People
This session will delve deeply into critical elements of decolonization and indigenization in the context of education abroad. We will begin by establishing a foundational understanding of key concepts and historical contexts that shape these efforts. Participants will be introduced to a discussion on power dynamics, historical injustices, and the significance of cultural reclamation; a discussion on the role of allies, with practical guidance on how non-Indigenous faculty, staff and practitioners can effectively support these efforts; and real-world examples from institutions that are trying to navigate the complexities of these initiatives.
Case studies will highlight both successes and challenges, offering practical insights on strategies they’ve used that can be adapted to different settings. Engagement activities will help participants solidify their understanding and themselves contribute to this complex conversation.
This session is original in its approach to navigating a difficult but important endeavour, with humility and an openness to learning and to authentic conversations. Including a contextual conversation, real-world case studies and an opportunity to apply their learning will make this session particularly valuable to those seeking to make a tangible impact.
It is significant in its focus on allies; by specifically inviting non-Indigenous faculty, staff, and practitioners into this tricky conversation, the session fills a crucial gap in professional development, equipping allies with the tools and confidence to advocate for and lead these initiatives, making this session a significant contribution to ongoing dialogue and practice in education abroad.
CJ Tremblay is the founder of Alethea Global Cooperative, a climate justice training and decarbonization consultancy for Global Education. She was a founding member of the CANIE where she served as the inaugural VP of the board. CJ holds a Global Executive MBA from Georgetown University and several climate certifications.
Sara Child, an Indigenous educator for well over 30 years, is passionate about Truth and Reconciliation, Decolonial approaches and the vital role Indigenous languages must play achieving the Calls to Action, implementation of UNDRIP and inclusion of Indigenous languages and ways of being in holistic, sustainable, equitable ways.
Romana Pasca, PhD – Manager, International Projects, Partnerships, and Global Education at North Island College, has been a driving force in advancing internationalization initiatives across diverse educational landscapes. With over two decades of experience in higher education, her expertise spans a wide range of critical areas, including education abroad, Indigenizing international education, institutional capacity building, international student engagement and retention, Collaborative Online Indigenous International Learning (CO[I]IL), intercultural competency, and the development of international partnerships.
A passionate advocate for both international and Indigenous education, Romana is dedicated to building bridges between cultures and ensuring that educational opportunities are accessible and meaningful to students from all backgrounds. Her work actively challenges the status quo and shapes the future of higher education by weaving Indigenous knowledge into the core of internationalization efforts.
Danielle Harder is the Global Learning Facilitator at Durham College where she creates and supports opportunities to promote cross-cultural understanding and global competencies. She was previously program coordinator of the Journalism – Mass Media program where she led several international student projects with a focus on Indigenous rights and the United Nations’ Sustainable Development Goals. In her previous career, Danielle told stories with Indigenous communities as a producer at CBC Radio. Outside of Durham College, Danielle volunteers with the Canadian non-profit Honouring Indigenous Peoples. She holds a B.A. in Journalism and Communications from the University of Regina and a M.A. in Communications and Technology from the University of Alberta.
April 25, 2025 | 4:30PM - 4:45PM ET
THANK YOU + SUMMIT CLOSING
Dr. Christina “Chris” Thompson (she/her/hers) is an award-winning international educator and justice-centered advocate. She serves as Founder and Managing Director of COMPEAR Global Education Network and an IDEA and Intercultural Consultant with Be Equitable Inc. Chris consults with partners around the globe to implement strategic diversity and intercultural interventions. With nearly two decades of experience in higher education, she has led international education, diversity, equity, and inclusion initiatives at public and private institutions. Her expertise includes instructing courses on intercultural preparation for education abroad and reflection courses in London, Spain, China, Cyprus, the Gambia, and New Orleans. As an EAKC NAFSA leader and chair of the EAKC Diversity, Equity, and Inclusion Subcommittee, Christina is also a member of FORUM and CAINE’s Climate Justice Working groups, a NAFSA mentor, and a frequently invited speaker for WISE, NAFSA, Diversity Abroad, and FORUM on Education Abroad. Christina holds a MA in Liberal Arts from the University of North Carolina at Greensboro with a concentration and research in Global Literary Studies at Mannheim University in Germany. She is currently a Doctoral student studying Disruptive Leadership Practices in Global Spaces for Positive Change, also known as ‘Respectful Disruption.’
Kory M. Saunders (she,her,hers) is a lifelong learner of culture and has a keen interest in the connection we as people share between each other and the cultures in which we live. Kory is a proud graduate of Hampton University, an HBCU (Historically Black College or University), where she earned a B.S. in Marketing and a B.A. in Spanish and also earned an M.B.A from the University of North Carolina, Wilmington, and an M.A in International Business with an International Marketing concentration from la Universitat de Valencia, Spain. Kory specializes in the areas of diversity, equity, inclusion, culture and belonging as well as programming. Kory has worked in both corporate and university settings. Kory is a sought after skilled presenter and workshop facilitator. She has presented at both in person and virtual conferences. Kory was the 2020 finalist for the Diversity Abroad, Excellence in Diversity & Inclusion in International Education Rising Star Award. Kory was the recipient of the NAFSA Region VII 2020 Diversity, Equity & Inclusion in International Education Award. She was also the recipient of the NC State African American Culture Center’s Ebony Harlem 2021 Nkonsonkonson Staff “Sticks in a Bundle Award“. Kory is the creator of Kultural Kurators, a platform to amplify and uplift BIPOC folxs who have had global experiences. She is currently the Director of Cultural Engagement at AIFS Abroad.
Dr. Neal J. McKinney is a multifaceted educator, scholar, and practitioner with over 10 years of higher education expertise across education abroad, career development, and college-level equity, diversity, and inclusion. Neal has become a thought leader in the study abroad field using critical theories (e.g., critical race theory, intersectionality, critical whiteness studies) to disrupt systems of inequity in international education that disproportionately impact the success of U.S. domestic and international students of historically marginalized backgrounds. Neal is currently the Director of Study Abroad and Internship Operations for AIFS Abroad.