Michelle Fine, PhD, is a Distinguished Professor of Critical Psychology, Women's Studies, American Studies and Urban Education at the Graduate Center of the City University of New York (CUNY). Her primary research interest is the study of social injustice: when injustice appears as fair or deserved, when it is resisted, and how it is negotiated by those who pay the most serious price for social inequities. She studies these issues in public high schools, prisons, and with youth in urban communities, using both qualitative and quantitative methods. Dr. Fine is a founding faculty member of the Public Science Project, which produces critical scholarship for use in social policy debates and organizing movements for educational equity and human rights. Dr. Fine has been a visiting scholar at the University of New Zealand in Auckland and a Fulbright scholar at the Institute for Arab Studies at Haifa University. She and her colleagues have provided expert testimony in more than a dozen groundbreaking legal victories focused on gender, race, and class equity in education. Among other awards, Dr. Fine has received the 2 3 American Psychological Association Award for Distinguished Contributions to Research in Public Policy, the 2 2 Henry A. Murray Award from the Society for Personality and Social Psychology, Division 8 of the American Psychological Association, the 2 Social Justice and Higher Education Award from the College and Community Fellowship for her work in prison, and the 2 Elizabeth Hurlock Beckman Award for her mentoring legacy over the past 25 years.
Mar amp iacute a Elena Torre, PhD, is the founding director of The Public Science Project. For the last 5 years, she has been engaged in critical participatory action research projects nationally and internationally with schools, prisons, and community-based organizations seeking to further social justice. Her work introduced the concept of 'participatory contact zones' to collaborative research, and she continues to be interested in how democratic methodologies, radical inclusion, and notions of solidarity impact scientific inquiry. Before becoming director of The Public Science Project, Dr. Torre was Chair of Education Studies at Eugene Lang College, The New School for Liberal Arts. She is a coauthor of Echoes of Brown: Youth Documenting and Performing the Legacy of Brown v. Board of Education and Changing Minds: The Impact of College on a Maximum Security Prison. Her writing can also be found in volumes such as the Handbook of Qualitative Research in Psychology (American Psychological Association), Participatory Action Research Approaches and Methods: Connecting People, Participation, and Place (Routledge), the Handbook of Action Research (SAGE), and in journals such as Feminism and Psychology, the Journal of Social Issues, Qualitative Inquiry, and the Journal of Critical Psychology. Dr. Torre was a recipient of the American Psychological Association Division 35 Adolescent Girls Task Force Emerging Scientist and the National Academy of Education/Spencer Foundation Fellowship in Social Justice amp amp Social Development in Educational Studies, and is on the national board of the National Latino/a Education Research and Policy Project and What Kids Can Do.
