Maisha T. Winn is the Associate Dean and Chancellor’s Leadership Professor in the School of Education at the University of California, Davis where she co-founded and co-directs (with Dr. Lawrence “Torry” Winn) the Transformative Justice in Education (TJE) Center. Much of Professor Winn’s early scholarship examines how young people create literate identities through performing literacy and how teachers who are “practitioners of the craft” serve as “soul models” to emerging writers. Most recently, she has examined how restorative justice theory can be leveraged to teach across disciplines using a Transformative Justice Teacher Education Framework. Professor Winn was named an American Educational Research Association Fellow (Spring 2016). In 2014 she received the William T. Grant Foundation Distinguished Fellowship and was named the American Educational Research Association Early Career Award recipient in 2012. Professor Winn served as the Jeannette K. Watson Distinguished Visiting Professor in the Humanities at Syracuse University for the 2019/2020 academic year. She is the author of several books including Writing in Rhythm: Spoken word poetry in urban schools (published under maiden name “Fisher”); Black literate lives: Historical and Contemporary Perspectives (published under maiden name “Fisher”); Girl Time: Literacy, Justice, and the School-to-Prison Pipeline; and co-editor of Humanizing Research: Decolonizing Qualitative Research (with Django Paris). She has two new books, Justice on Both Sides: Transforming Education through Restorative Justice (Harvard Education Press) and Restorative Justice in the English Language Arts Classroom (with Hannah Graham and Rita Alfred on National Council of Teachers of English Principles in Practice Series). She is also the author of numerous articles in peer-reviewed journals including Review of Research in Education; Anthropology and Education Quarterly; International Journal of Qualitative Studies in Education; Race, Ethnicity and Education; Research in the Teaching of English; Race and Social Problems; and Harvard Educational Review.