World Congress Keynote Speakers

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Hassana Alidou
Her Excellency (H. E.) Professor Hassana Alidou, Ambassador of the Republic of Niger to the United States, a post she has held since 2015, to serve as one of ALARA 2018 World Congress Keynote Speakers. In addition to serving as the Republic of Niger’s Ambassador to the United States and Canada, Dr. Hassana Alidou also brings her experience as a professor, a scholar of sociolinguistics and education, and a policymaker for UNICEF, UNESCO, and other influential organizations around the globe.

She has worked extensively in well over 30 countries in Africa with the language of instruction policies in order to provide technical guidance to national governments and international organizations (i.e., UNESCO, World Bank, ACALAN, and ADEA). Outside of Dr. Alidou's professional life, she spends significant amounts of time supporting community-based organizations in San Diego and various organizations within Africa.

Dr. Alidou holds a Master and a Ph.D. degree in socio-linguistics from the University of Illinois and a Bachelor’s degree from Universite de Niamey, Niger. Dr. Alidou has taught at Texas A&M University prior to teaching as a full professor of Education and Cross-cultural Studies at the Graduate School of Education at Alliant International University located in San Diego, California. Dr. Alidou has written, and published books and several articles and frequently speaks at conferences and lectures around the world from England to Burkina Faso.
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Hilary Bradbury
Hilary Bradbury, Ph.D., is a scholar-practitioner whose work focuses on the human and organizational dimensions of creating collaborative learning communities. Hilary’s own research is on personal integration as a key for advancing human capacity for collaborative organizing. She obtained her undergraduate degree in German/Theology at Trinity College Dublin, Ireland and continued at graduate level at Harvard and University of Chicago’s Divinity Schools. Starting her professional academic career at Case Western Reserve University’s department of Organization Behavior, she became Professor of Management in Oregon’s Health Sciences University (OHSU) in 2012. Hilary is also Visiting Professor of Action Research for the Business School of Lausanne in Switzerland, Research Associate with the Taos Institute and with IDS at Suffolk University, UK. Hilary’s work with action research originally took off in collaboration with Peter Reason. She has since edited three volumes of the Handbook of Action Research and serves the peer reviewed journal Action Research as Editor-in-Chief. Today in support of practitioners and educators, Hilary convenes AR+, a virtual community for participatory action researchers to nurture global interactivity and working partnerships between scholars and practitioners: Hilary’s journal articles on the action research response to systemic collaborative challenges of our time, such as collaboration for sustainability, healthcare and education have appeared in Organization Science, Leadership Quarterly, Journal of Applied Behavioral Science, Academy of Management Learning and Education, Sloan Management Review, among others. Hilary's most recent book is Eros/Power: Love in the Spirit of Inquiry. Transforming How Women and Men Relate, is co-authored with Bill Torbert and published by Integral Publishers, 2016. Hilary practices collaborative living with her family and is involved various cooperative communities in her adopted home of Portland, Oregon. Hilary is a senior practitioner in the Soto Zen tradition and happily offers mindfulness instruction.
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Mary Brydon-Miller
Mary Brydon-Miller, Ph.D. directs the University of Cincinnati’s Action Research Center and is Professor of Educational Studies in the College of Education, Criminal Justice, and Human Services. She is a participatory action researcher who conducts work in both school and community settings. Her recent scholarship focuses on the development of new frameworks for understanding research ethics in community settings including chapters in the Handbook of Social Research Ethics and the Handbook of Action Research. She is currently co-editing the SAGE Encyclopedia of Action Research and has co-edited three earlier volumes related to action research and Special Issues of the journal Action Research on ethics and action research and arts-based action research. Other publications include work on participatory action research methods, feminist theory and action research, refugee resettlement, elder advocacy, disability rights, and academic writing in the social sciences. She is a member of the Responsible Conduct of Research Education Committee of the Association for Practical and Professional Ethics and a faculty member of the Poynter Center’s Teaching Research Ethics workshop. Dr. Brydon-Miller is also a University of California Alumna; she received her undergarduate degree from UC Santa Cruz in Psychology.
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Ernie T. Stringer
Dr. Stringer has spent the last 50 years as a teacher, practitioner, professor, and action researcher; he has an extensive background in education, including ten years as a primary teacher, and ten years in teacher education at Curtin University. Over that time, Dr. Stringer has engaged with others to think generatively and to develop a new vision for humanity. It is through this effort that he hopes to better equip people to locate new solutions and possibilities for themselves and the communities of which they are a part. Through teaching—from the primary to the Ph.D. level—Ernie’s experiences have covered a broad spectrum, and he attributes this diverse history to who he is. Dr. Stringer has also made significant contributions by authoring numerous influential texts on Action Research, including Action Research in Education (2008), Action Research in Health (with Genat, 2003), Action Research in Human Services (with Dwyer, 2004), and Integrating Teaching, Learning, and Action Research (with Christensen, & Baldwin, 2009).

At the Centre for Aboriginal Studies at Curtin University (1986–2003) he engaged in action research projects and consultancies in schools, Aboriginal communities, government departments, non-government organizations and business corporations. In 1988, he assisted in the development of an Australian National Aboriginal Education Policy. He was contracted by UNICEF (2002–2005) to direct a highly successful community engagement project for the East Timor Department of Education, Culture, Youth, and Sports. Through visiting appointments at universities in Illinois, New Mexico, Texas and New York, he has maintained continuing connection with an international network of scholars in education, anthropology, and sociology. He is the author of numerous action texts and past President of the Action Learning, Action Research Association. For most of the past decade, he was an Associate Editor of the Action Research journal, while engaging in action research activities with local Aboriginal people in the Ngaanyatjarra school system in Western Australia.
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Jack Whitehead
Professor Jack Whitehead, a Living Educational Theorist,based in the UK. Previously at the University of Bath, he is now a Visiting Professor at the University of Cumbria, UK and Ningxia Teachers University in Ningxia, China. He obtained his Bachelor of Science degree at the University of Durham and continued at the graduatelevel for the Master of Arts degree at the University of London. After that, he pursued his Ph.D. Degree at the University of Bath, The Department of Education at the University of Bath has been distinguishedwith the award of a fivegrading in the three national research assessment exercises before the 2008 grading. The number of Doctoral research programmes in the livingtheory section of that have been completedwith his supervision over the past ten years isthe highest for any member of staff in the Department. His research supervisions can be viewedfrom the menu page of They include over 30 doctoral supervisions to successful completion between 1995-2012Over several years he has examined Ph.D. Theses at the Universities of Exeter, London, Plymouth, Bath, Glamorgan, Worcester, and Sussex in the UK, at Curtin and Edith Cowan Universities in Australia, at the University of Limerick in Ireland, at Durban University of Technology, the University of KwaZulu Natal and Nelson Mandela Metropolitan University in South Africa.He originated the idea that individuals could create their ownexplanations of their educational influences in their ownlearning, in the learning of others and in the learning of the social formations in which their inquiries are located, as their living-educational-theories. He pioneered the use of digital, multi-media narratives for clarifying and evolving the meanings of the expression of embodied values in explanations of educational influence, in research degrees. The resources on his website are an international resource for action researchers who are generating their ownliving-theories with values that carry hope for the flourishing of humanity. These theories are generatedfrom inquiries of the kind, “How do I improve what I am doing? In which ‘I’ exists as a living contradiction.”