The Berkeley Review of Education (BRE), an open-access, peer-reviewed journal, is published biannually online,  edited by students from the Graduate School of Education at the University of California, Berkeley. The BRE encourages senior and emerging scholars, practitioners, and policy-makers to submit articles that address issues of educational diversity and equity from various intra/interdisciplinary perspectives. BRE is an open-access journal hosted by the eScholarship initiative of the California Digital Library and published yearly, with special issues on occasion.

All of our board members are currently doctoral students at the University of California’s Graduate School of Education.

Corrine Aramburo, Senior Copyeditor, is a third-year student in the Joint Doctoral Program in Special Education. Her research interests include special education teacher preparation; administrative leadership and educational policy. She completed her BA in English and History Education at Brigham Young University and an MA in Moderate/Severe Special Education from San Francisco State University.

Bryce Becker, Board Consultant, is a fifth-year doctoral student in Language, Literacy and Culture. Bryce’s research interests concern the intersection of white hegemonic ideologies in early literacy assessment, and the U.S. cultural political economy and white/settler-colonial project. Before coming to Berkeley, she worked as a research coordinator for the Gaab Lab at Boston Children’s Hospital. She completed her BA in Linguistics and German at UC Berkeley, and her EdM in Language and Literacy at Harvard Graduate School of Education.

Diana Casanova, Junior copyeditor, is a master student in the Graduate School of Education. Diana’s research interests include social emotional learning and equitable parent-school collaboration. Before coming to Berkeley, she worked in nonprofit development at Civicorps, fundraising to support a charter school for 18 to 26 year old youth earning their high school diploma and gaining job training, and Children Now, a nonpartisan, research, policy development and advocacy organization dedicated to promoting children’s health, education, and well-being in California. Diana earned a B.S. in Journalism at California Polytechnic State University, San Luis Obispo.



Rebecca Cruz, editor, is a doctoral student in the Joint Doctoral program. Her research interests include equity and inclusion, as well as intersectionality between disability, cultural and linguistic diversity, and behavior management in schools. She is also interested in public education policy. She earned a B.A. in elementary and special education from the University of Idaho. She worked in middle and high school settings with students in co-teaching and inclusion models, and worked to support students in intervention settings. Rebecca went on to earn her M.A. in special education from San Francisco State University.

Joy Esboldt, editoris a second year doctoral student in Critical Studies of Race, Class, and Gender in Education. Joy’s research focuses on Whiteness and teacher experience as they intersect with gender and cultural politics. Prior to Berkeley, Joy worked for several years as a public high school Spanish teacher and later as a teacher leader focused on racial equity. She earned a Masters in Diversity and Equity in Education from The University of Illinois-Urbana Champaign and a BA in Spanish Language and Literature with a concentration in Latin American Studies from Carleton College.



Allison Firestone, Co-Chief Editor for Editorial Support and Training, is a fourth-year doctoral student in special education. Allison’s research focuses on developing evidence-based practices for improving teacher preparation, with a specific emphasis on the use of high-leverage practices to impact preservice teachers’ competence and efficacy in mental-health-responsive teaching. Prior to entering the doctoral program, Allison worked as a kindergarten teacher, a special education teacher, and a research assistant on early academic intervention grants at the University of Oregon. Allison has a master’s in special education from the University of Oregon, a master’s in journalism from UC Berkeley, and an undergraduate degree in literature from UC San Diego.



Danièle Fogel, Internal Review Coordinator and editor, is a third-year doctoral student in Critical Studies of Race, Class, and Gender. Danièle is studying global education, and is interested in how critical global literacy can support the unlearning of dominant narratives, specifically about countries and peoples of the global South. Danièle is also interested in how global education intersects with civic engagement in students’ “local,” particularly for high school students. Before starting her PhD, Danièle taught ESL, literature, and literacy for eight years at the secondary level in France, Cameroon, New York City, and Oakland; she was also an instructional coach for teachers. She received her Masters in Secondary English Education from New York University and her Bachelors of Arts from Oberlin College.

Darius Gordon, editor, is a second year doctoral student in Critical Studies of Race, Class, and Gender in Education. Darius’s research interests include critical theory, social movements, and alternatives to schooling as they pertain to global (anti-)Blackness. Most recently, they have considered these topics in Brazil, Guyana, and the U.S. These days they are thinking through notions of fugitivity and marronage as frameworks for reimagining educational possibilities outside the state in order to envision a new relationship between education and society, specifically the ways in which education can contribute to the project of Black liberation. Darius earned a Master in Internatioanl Comparative Educaiton from Stanford University and a BA in Educational Studies from Washingon Universty in St. Louis.

Jiyun Lee, Junior External Review Coordinator, is a doctoral student in the School Psychology program. Her current research interests include academic achievement in elementary school, self-regulated learning, and family-school collaboration. Before coming to Berkeley, Jiyun received her B.S. in Psychology and Education (Phi Beta Kappa) from Trinity College, where she completed an honors thesis on metacognitive interventions for students with special needs.


Enrique Lopez, Communications Coordinator, is a student in the Policy, Politics and Leadership cluster at the Graduate School of Education. Before coming to Berkeley, Enrique worked for Mexico’s National Institute for Educational Evaluation and Assessment (INEE) in both the Policy and Indicators area. More recently, he has been a volunteer Research Assistant for UNDP China. Enrique’s interests focus on culturally pertinent education, equity policies, educational trajectories and teacher initial and continuous training. He holds a Master’s in Social Policy from KU Leuven in Belgium and a B.A. from College of the Atlantic.


Sarah Manchanda, External Review Coordinator, is a doctoral student in the Joint Doctoral program. She is interested in inclusive education, specifically adolescents’ moral reasoning about the inclusion of peers with disabilities in both social and academic contexts, the role of families and communities in promoting positive outcomes, and critical pedagogy as these practices relate to students diagnosed with Emotional and Behavioral Disorders. She earned a B.A. in Communication from the University of Southern California. She went on to join Teach for America and teach Special Education in the District of Columbia. During her three years in the classroom, Sarah taught grades PK-5 and became increasingly interested in mental health and methods of promoting positive social-emotional outcomes for all students. She then made her way to rural South India and joined the Rishi Valley Institute for Educational Resources (RIVER) as an American India Foundation Clinton Fellow. She developed curricular materials to meet the needs of students from diverse backgrounds (including students with special needs and students from migrant communities).

Renee Starowicz, Co-Chief Editor of Operations and BudgetSenior Communications Coordinator, is a doctoral candidate in the Joint Doctoral Program in Special Education. Renee’s research interests include Augmentative and Alternative Communication, Disability Studies and silence in communication. Her work will continue to examine multimodal communication methods with a Bay Area Adult Transition program. Before coming to Berkeley, she worked as a support staff to individuals with complex communication needs in a variety of settings. She has M.S. in Cultural Foundations of Education with a focus in Disability Studies from Syracuse University.

Sofia Tancredi, editor, is a second-year doctoral student in the joint doctoral program in Special Education. Sofia’s research interests include embodied design and individual differences in sensorimotor experience. Before coming to Berkeley, Sofia led curriculum design and professional development as VP of education at Axiom Learning, a startup focused on education customization. She earned a B.A. in Literature with a secondary in Mind, Brain, Behavior at Harvard University.




Laura Tobben, Board Consultant, is a fifth-year doctoral student in Policy, Politics, and Leadership. Laura’s research focuses on recent school finance reform in California and its impacts on equity and decision-making processes. Her dissertation will examine principals’ perceptions of the reform and it’s influence on school-based supports for traditionally underserved students. Before coming to Berkeley, Laura was a 6th grade Math and Science teacher in Richmond, CA. She also taught English in Germany and Japan, and worked with youth in a rural juvenile detention center. Laura earned her teaching credential at Sierra Nevada College and her BA in Psychology and German from Washington University in St. Louis.

Rachel Williams, Call for Conversations Coordinator, is a fourth year doctoral student in the Policy, Organizations, Methods, and Evaluation (POME) program. Rachel’s research focuses the linkages between political economic changes, market-based educational policy reforms, and the lived experiences of Black communities navigating school choice systems in the U.S. South. Prior to Berkeley, Rachel worked in the public policy and advocacy department at Illinois Action for Children. Rachel earned a MPP from Vanderbilt University and a BA in Psychology from Dillard University.



Elizabeth Zumpe, editor, is a doctoral candidate in Policy, Organizations, Measurement, and Evaluation. Elizabeth’s research focuses on design-based research-practice partnerships that seek to understand, develop, and implement processes of school improvement that lead to deep, relevant and empowering learning for under-served students. Her dissertation uses design-based and action research to study the social psychological dynamics of teacher defensivneess in schools that operate in adverse contexts, and the change drivers that can reduce defensiveness and generate teacher engagement in processes of continuous improvement. Before coming to Berkeley, Elizabeth was an elementary and middle public school teacher for over a decade in Miami, FL; Santa Fe, NM; Galway, Ireland; San Francisco, CA; and Berkeley, CA. She holds National Board Certification in Teaching for English Language Arts for Early Adolescence. She completed her BA in English at Oberlin College and her MA in Education at UC Berkeley.

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