Page 16 - Cultural Studies of Science Education

Author Biographies

Jennifer D. Adams is an assistant professor of science education at Brooklyn
College. Her research draws on sociocultural frameworks to illuminate science
teaching and learning in informal contexts. In particular, she studies teacher educa-
tion in partnership with museums and community-based/contextualized science
learning interactions.
Jennifer Lance Atkinson is a secondary science teacher at Washington-Wilkes
Comprehensive High School, where she teachers biology, human anatomy, and
physiology. She is also a doctoral candidate in the Department of Mathematics and
Science Education at the University of Georgia. Her research interests include mul-
ticultural education, cultural relevant pedagogy, sociocultural science education,
rural education, and ecojustice education.
Michael L. Bentley is retired from the science education faculty of the University
of Tennessee. He has taught at the elementary, middle-school, and high-school
levels and has also worked in science museum education, school administration,
and state-level curriculum supervision. He is a founder of the Community High
School in Roanoke, Virginia. His latest book is Teaching Constructivist Science,
K–8: Nurturing Natural Investigators in the Standards-Based Classroom.
Elizabeth A. Brandt is a professor of anthropology and linguistics at Arizona State
University. Her research includes indigenous knowledge systems and the social con-
straints on knowledge structure and dissemination, traditional ecological knowledge,
patterns of land use, land claims, and gender. She does collaborative community-
based research on issues of traditional cultural properties and protection of culturally
significant places. She also works on issues of culture, language, and education.
Stacey Britton is a doctoral candidate in the Department of Mathematics and
Science Education at the University of Georgia. Her experiences teaching science
in village Alaska helped to foster a passion for indigenous science education and
culturally relevant pedagogy. Her dissertation work focuses on the use of citizen
science as a framework in secondary science teacher preparation.
Cory Buxton is an associate professor in the middle grades education program
at the University of Georgia. His research explores the teaching and learning of
science in multilingual and multicultural contexts. His current work focuses on how
to create discursive spaces for students, parents, and teachers to learn together in
ways that support both academic rigor and cultural accommodation.

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