Project Contributors

Complex flower array with red, blue, white, pink, purple, and yellow flowers.


From its inception, Undisciplining the Victorian Classroom has been built through a collaborative process. One of our primary goals with this site is to create a robust community where we can engage with and learn from one another in the effort to transform our field and our classroom practices. The founding developers are grateful to the many people who have given their time and energy in developing content for the site and are happy to acknowledge their labor and vital contributions here.


  • Sarah Copsey Alsader (University of Kent)
  • Katherine Judith Anderson (Western Washington University)
  • Zarena Aslami (Michigan State University)
  • Barbara Barrow (Lund University)
  • Carolyn Betensky (University of Rhode Island)
  • Ava Bindas (University of California Davis)
  • Kira Braham (Louisiana School for Math, Science, and the Arts)
  • Michelle Prain Brice (Universidad Adolfo Ibañez; Pontificia Universidad Católica de Valparaíso)
  • Lindsey N. Chappell (Georgia Southern University)
  • Sanjana Chowdhury (Texas Christian University)
  • Laura Clarke (University of Sussex)
  • Jesse Cordes Selbin (Gettysburg College)
  • Kimberly Cox (Chadron State College)
  • Jenée Crayne (Notre Dame de Namur University)
  • Riya Das (Prairie View A&M University)
  • Meg Dobbins (Eastern Michigan Universit)
  • Anne Feuerstein (University of Hawai'i-Mānoa)
  • Renée Fox (University of California Santa Cruz)
  • Melissa Free (Arizona State University)
  • Elaine Freedgood (New York University)
  • Menglu Gao (University of Denver)
  • Lenora Hanson (New York University)
  • Jennifer Hayward (College of Wooster)
  • Amy Kahrmann Huseby (Florida International University)
  • Priyanka Anne Jacob (Loyola University Chicago)
  • Alyssa Quinn Johnson (Texas Christian University)
  • Heidi Kaufman (University of Oregon)
  • Cherrie Kwok (University of Virginia)
  • Sebastian Lecourt (University of Houston)
  • Ji Eun Lee (Sungkyunkwan University)
  • Margaret Linley (Simon Fraser University)
  • Waiyee Loh (Kanagawa University)
  • Tricia Lootens (University of Georgia)
  • Shantanu Majee (Techno India University)
  • Diana Rose Newby (Princeton University)
  • Indu Ohri (University of Virginia)
  • Hyungji Park (Yonsei University)
  • Matt Poland (University of Washington)
  • Padma Rangarajan (University of California, Riverside)
  • Jessie Reeder (Binghamton University)
  • Jacob Romanow (Bryn Mawr College)
  • Jason Rudy (University of Maryland, College Park)
  • Mohammad Sakhnini (Khalif University of Science and Technology)
  • Anne Schwan (Edinburgh Napier University)
  • Dana Aicha Shaaban (Texas Christian University)
  • Breanna Simpson (York University)
  • Emma Soberano (University of Michigan)
  • Jessica R. Valdez (University of East Anglia)
  • Alisha Walters (Penn State Abington)
  • Winter Jade Werner (Wheaton College)
  • Adah Wisnicki (Prairie Hill Learning Center)
  • Rae X. Yan (University of Florida)

Tile/Header Image Caption

Owen Jones. “Indian No. 4.” The Grammar of Ornament, Day and Son, Lithographers to the Queen, 1856, Plate LII. Public domain. The founding developers of Undisciplining the Victorian Classroom have selected this image and the others that illustrate the pages of the About section because the images convey two dynamics. First, the images show the ways that the British in the Victorian period were engaged in the process of collecting and taxonomizing materials from other parts of the world. Second, the images themselves also illustrate how the graphic designs from these non-British and, often, non-Western cultures stand as striking aesthetic achievements in their own right.

Page Citation (MLA)

“Contributors.” Undisciplining the Victorian Classroom, 2021,