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partner of the Corporation for Positive Change. She is widely respected for designing and facilitating creative processes to engage diverse stakeholders in collaborative decision-making on everything from community visioning to water resources planning to priority setting. In 2000, experiencing first-hand the authentic connections, joyful experience and shared commitment produced by Appreciative Inquiry (AI), she made AI the primary model of her work. She is co-editor of The Promise of Appreciative Cities: Compelling the Whole to Act, an edition of the Appreciative Inquiry Practitioner. Her work has been recognized with multiple awards – most recently the Greater Good Award from the International Association for Public Participation (IAP2) for her contributions to the field.Rolla E. Lewisis Professor Emeritus in Educational Psychology at California State University, East Bay (CSUEB). His current research and scholarly interests include public education advocacy, participatory leadership, and using lifescaping action research practices and participatory inquiry process (PIP) in ways that enhance school communities, student learning power, wellness, and connectedness to the living environment. He was School Counseling Coordinator at Portland State University (PSU), 1995–2006, and at CSUEB, 2006–2014. He is an active Associate of the Taos Institute. Dr Lewis has published numerous chapters, articles and poems in books, peer-reviewed journals and other publications, such as R. E. Lewis and P. Winkelman, Lifescaping Practices in School Communities: Implementing Action Research and Appreciative Inquiry (Routledge, 2017). He is the recipient of the Oregon Counseling Association's Leona Tyler Award for outstanding contributions to professional counselling. He may be reached at [email protected] Lugois a psychologist, with a Masters degree in Public Health, and a PhD in Social Sciences (Tilburg University). She is currently on faculty at the Universidad de Caldas in Manizales, Colombia, the director of the Master program in Social Justice and Peace Building and the editor of “Eleuthera”, an international journal about human and social development. Her research interests focus on social constructionist ideas applied to conflict transformation and restoration with survivors from armed conflict. Her doctoral dissertation was titled ‘Disarmed Warriors: Narratives with Youth ex-Combatants in Colombia’. During 2019, she was the national director of the study ‘Creating Political Abilities for Transitions in Local Territories’, a Participatory Action Research project located in six municipalities affected by armed conflict in Colombia.Gro Emmertsen Lundis an independent consultant and researcher and part of NOISE; Network of Independent Scholars in Education. She holds a PhD from Twente University, an MA in Evaluation from the University of Southern Denmark and a BA degree in Educational Science from University College of Southern Denmark. Her research on social exclusionary processes in schools has played a pivotal role in school development and practices of responding to interactive troubles. As a keynote speaker in Denmark, Norway, Estonia, The Faroe Islands and the United States, she shares her research as well as exploring implications for praxis. As a Taos Associate she has arranged international conferences in the Nordic countries. She is a published author and serves as a co-serial editor for the series Relational Pedagogy at the Danish Psychological Publisher. As an organizational consultant Gro works with organizational learning and improvement, leadership, organizational membership and cultural change processes.Ingebjørg Mælandholds a Social Science and Masters degree in Educational Leadership. She has been working for over 40 years with young people in Norway. She started as a social worker in the criminal justice system, moved on to child and adolescent psychiatric services, and then to outreaching services for drug users. She was consulting for the County Office of Education on special needs education before she became the head of YouthInvest 1998, a post she still holds. Ingebjørg has conducted a lot of seminars and workshops at universities and conferences. She has cooperated with the University College of Southeast Norway 2012–2016 and developed a session-based University programme based on Appreciative Inquiry and other strength-based approaches. This study programme is now connected to Norwegian Technology University (NTNU) where Ingebjørg lectures occasionally. She has been a politician for eight years in a local Municipality and was also leader of the Board of Education and Social Challenges. She has been a board member in a bank (Sparebanken Øst) and in the board of public transport.Robert J. Marshakis Distinguished Scholar in Residence Emeritus, School of Public Affairs, American University and has consulted with managers and executives around the world for more than 40 years. Marshak's contributions to the field of organization development have been recognized by numerous awards, including the Organization Development Network's Lifetime Achievement Award and the Distinguished Educator Award from the Organization Development and Change Division of the Academy of Management. He is the co-editor of Dialogic Organization Development: The Theory and Practice of Transformational Change (2015). His latest book is Dialogic Process Consultation: Generative Meaning Making in Action (2020). A chapter about him and his work is included in The Palgrave Handbook of Organizational Change Thinkers (2017).Natalie B. Mayis Associate Professor of Research in the University of Virginia School of Medicine and the UVA School of Nursing. She has co-authored several books and chapters on appreciative inquiry in healthcare, including Appreciative Inquiry in Healthcare: Positive Questions to Bring Out Your Best and Choosing Wisdom. She is a founding faculty member in the UVA Center for Appreciative Practice.M. L. Papusa Molinaholds a PhD in Educational Leadership – with an emphasis on Women's Studies, Public Administration and Chicano Studies – and an MA in Education and Development, the University of Iowa. She is the Executive Director and Professor of Inquiry at Kanankil Institute; Guest Professor at the Houston Galveston Institute; and Associate and member of the Relational Research Network of the Taos Institute. Previously she was the Coordinator for Academic Development at Universidad de Oriente; General Director of the National Institute in Mexico; James Watson Irwin Distinguished Chair in Women's Studies at Hamilton College; Professor in the Feminism and Spirituality MA Program at the San Francisco Institute for Integral Studies; and co-founder of Women Against Racism. Her early publications and research focused on the intersections of gender, race, class and sexuality; recently she has been engaged with issues of inquiry from a collaborative-dialogic perspective.Gerald Monkis Professor in the Department of Counseling and School Psychology at San Diego State University. Gerald is a practising Marriage and Family Therapist and mediator in private practice in San Diego, California. Gerald has a strong interest in the theory and practice of narrative therapy and narrative mediation. Currently, he works with couples and families utilizing a social constructionist orientation and the theoretical developments connected to the affective-discursive turn. His latest co-authored book is Intercultural Counseling: Bridging the Us and Them Divide (Cognella Publishing, 2020).Haesun Moonis a leading expert and educator on coaching and the use of language in transforming workplace dialogues leading to social change. Her academic and professional research in coaching dialogues and pedagogy from the University of Toronto introduced a simple heuristics of interactions, the Dialogic Orientation Quadrant (DOQ), that has transformed the way people coach and learn coaching worldwide. Haesun teaches Brief Coaching at the University of Toronto and serves as Executive Director at the Canadian Centre for Brief Coaching. She resides in Toronto with her family and her beloved dog, Kito.Edgardo Morales-Arandesis a Taos Associate and Professor in the Graduate Psychology Program at the University of Puerto Rico. In his practice as a therapist and consultant, he has explored the uses of performance, imagination, dialogue, and presence as relational resources that can serve to promote generative change in individuals, couples, families, and organizations. As a researcher, he is currently examining the ways through which autoethnography can help students generate meaningful and imaginative personal narratives that can subvert dominant accounts of marginalization, oppression, and enforced silence while highlighting the transformative possibilities of evocative storytelling. Along with his professional, academic, and personal pursuits, Edgardo has been accompanied by a practice of mindfulness meditation which he began more than 45 years ago, and which still continues to be a vital presence in his life. He is also Academic Co-Director of the Diploma on the Generative Perspective and Practice co-sponsored by Fundación Interfas in Argentina and the Taos Institute.Murilo S. Moschetais a licensed psychologist and Professor of Psychology, Gender and Sexuality at the Estate University of Maringá (Brazil). For many years, he has worked in a variety of institutional contexts on the development of relational resources for inclusive healthcare practices with respect to the LGBT population in Brazil. As a researcher, he has worked and published on narrative counselling, dialogue facilitation and healthcare workers’ training in gender and sexuality. He is the founder of DeVERSO, a research and intervention group on sexuality, health and policy, and is associate editor of the Brazilian
