Dana Burton is a current graduate student of Anthropology at George Washington University, Washington, DC. She received a bachelor’s degree in Political Science and Spanish from Tufts University. She is interested in education, specifically the practice of learning as it pertains to crafting policy. Dana’s interest in education practices stretches across the US to Central and South America. Most recently, she traveled to Lake Atitlán, Guatemala, where she conducted research within an indigenous community on the representation and experience of the traditional within a musical framework, as well as, the various ways in which music is learned and taught. Dana has always loved the intricacies of theory within linguistic, practice and power discourses. She recently acquired an interest in the function of the audit and the ways standardization positions people within the educational and community space. Upon graduation this spring, Dana is eager to promote an open dialogue of effective and accessible education policies in the world today, and hopes to one day receive a Ph.D to teach.

Kristen Vogt

Kristen Vogt is a doctoral student in Curriculum and Instruction at University of Illinois at Chicago. She has also obtained a Master’s in Public Administration from Southern Illinois University and a Bachelor’s in Medieval Studies (Hons) from University of Oregon. Her research focuses on informal STEM Education, museums, curriculum studies, and urban anthropology. Currently, she is authoring STEM curriculum for the Boy Scouts of America and teaching STEM education for K-12 students at iFLY. Within museums, she has previously worked as an evaluator, educator, and manager, and her dissertation topic is on the effects of programming on inner-city youth at the Adler Planetarium.