Jennifer A. Sandlin, Ph.D., is a Professor in the Justice and Social Inquiry department in the School of Social Transformation at Arizona State University, where she teaches courses focused on consumption and education, popular culture and justice, and social and cultural pedagogy. Her research focuses on the intersections of education, learning, and consumption, as well as on understanding and theorizing public pedagogy, including how we learn through our engagements with popular culture. Her work has been published in Review of Educational Research, Cultural Studies <=> Critical Methodologies, Adult Education Quarterly, International Journal of Lifelong Education, Qualitative Inquiry, International Journal of Qualitative Studies in Education, Curriculum Inquiry, Journal of Consumer Culture, and Teachers College Record. She recently published Paranoid Pedagogies (Palgrave MacMillan, 2018, with Jason Wallin) and The New Henry Giroux Reader (Myers Education Press, 2019, with Jake Burdick), and was awarded ASU’s College of Liberals Arts Zebulon Pearce Teaching Award in Spring 2018. Her latest edited volume addresses how to teach for social justice in the midst of the COVID19 pandemic: Teaching to Survive: Social Justice Responses to the COVID-19 Pandemic (DIO Press, 2020, with Mako Fitts Ward, Chris Holman, and Michelle McGibbney Vlahoulis). She was co-editor of Journal of Curriculum and Pedagogy (2010-2019) and currently serves on the editorial boards of several adult education and curriculum studies journals. Jennifer received a B.A. in English Literature from Millsaps College, an M.A. in Anthropology from the University of New Mexico, and a Ph.D. in Adult Education from The University of Georgia.