About Feminist Teacher Editors

Monica Barron, Truman State University

Monica Barron is presently the Book Review editor for Feminist Teacher as well as a General Editor. For Truman State University she teaches writing, American Literature, Women's and Gender Studies, and Environmental Studies. She has published poems in, among other places, ArtWord Quarterly, Briar Cliff Review, and Times of Sorrow, Times of Grace, a Backwaters Press anthology. Her prose appeared in Exposures, an anthology of Missouri women writers.

Gail Cohee, Brown University

Gail Cohee is the Director of the Sarah Doyle Women's Center at Brown University and is an adjunct faculty member for the Pembroke Center for Teaching and Research on Women, also at Brown. She previously was a faculty member in English at Emporia State University (Kansas) and at Siena College (Loudonville, NY), and has taught courses at the College of Saint Rose (Albany, NY) and at Skidmore College. Her teaching and research fields include early modern British literature, women writers, and women's studies. She has published in Spenser Studies, reviewed books for Renaissance Quarterly and Feminist Teacher, and contributed to Brown University's online Women Writers’ Project, providing the introductory materials for Mary Fage and Jane Anger (http://www.wwp.brown.edu/index.html). She has served as a member of the Governing Council of the National Women's Studies Association. She oversees the Feminist Teacher editorial office.

Wendy Gunther-Canada, University of Alabama at Birmingham

Wendy Gunther-Canada is Professor of Government at the University of Alabama at Birmingham. She teaches courses in political philosophy, feminist theory, and women and politics and is a recipient of the President's Award for Excellence in Teaching. Gunther-Canada is the author of essays and books on gender politics including Rebel Writer: Mary Wollstonecraft and Enlightenment Politics and co-author of Women, Politics, and American Society Third and Fourth editions. She is a Co-Principle Investigator of the UAB ADVANCE Institutional Transformation Award sponsored by the National Science Foundation.

Theresa D. Kemp, University of Wisconsin–Eau Claire

Theresa D. Kemp is a professor and Director of Undergraduate Studies in English at the University of Wisconsin–Eau Claire. In addition to courses on writing and research methods, she teaches Shakespeare (early modern and post-colonial revisions), medieval and early modern British literature, contemporary women's literature, and British/US representations of witchcraft. She has published essays about teaching post-colonial theory and Shakespeare's The Tempest to undergraduates (Shakespeare and the Classroom, vol. 11) and teaching Elizabeth Cary's The Tragedy of Mariam, Faire Queene of Jewry and Shakespeare's Othello (Shakespeare Quarterly, vol. 47). Her scholarly research on medieval and early modern women has appeared in Clio, Renaissance Quarterly, New Medieval Literatures, and Philological Quarterly. She also contributed to Brown University's online Women's Project, providing the introductory materials for Elizabeth Grymeston's Miscelanea, Meditations, and Memoratives and for M.R.'s A Mothers Counsell (http://www.wwp.brown.edu/index.html), and she wrote the British entries, 1500–1600, for The Bloomsbury International Guide to Women's Writing (1992).

Sandy Runzo, Denison University

Sandra Runzo, an associate professor of English and women's studies at Denison University in Granville, Ohio, is one of the founding members Feminist Teacher. She teaches courses on women writers, nineteenth- and twentieth-century American literature, and modern and contemporary poetry. Co-editor of the Feminist Teacher Anthology, her articles on women writers have appeared in American Literature, The Emily Dickinson Journal, Genders, and Women's Studies.

Heather Laine Talley, Vanderbilt University

Heather Laine Talley is a senior lecturer in sociology at Vanderbilt University. She teaches courses related to science and medicine, gender and sexuality, and the body. Her recently completed dissertation explores the cultural, ethical, and scientific significance of worked aimed at repairing human faces defined as "disfigured" through an analysis of cutting edge technology face transplantation, facial feminization surgery aimed at male-to-female transsexuals, philanthropic organization Operation Smile, and reality television show Extreme Makeover. She is the 2007 recipient of the Outstanding Teaching Award by a Graduate Teaching Assistant and the 2006 recipient of the Sociology Graduate Teaching Award at Vanderbilt University.