Page 17 - Cultural Studies of Science Education

xvi Author Biographies

Jamie Calkin is an adjunct professor who teaches science education courses for
elementary teachers at the University of Georgia. He is also an accomplished artist.
Formerly a high-school science teacher, Jamie began his art career while in gradu-
ate school; his dissertation was an arts-based narrative inquiry into co-teaching
science using the visual arts.
Lyn Carter currently lectures in science and technology education to undergradu-
ate primary and secondary teacher education students at the Australian Catholic
University in Melbourne. She also lectures in postgraduate education particularly in
the areas of research methodologies and contemporary issues in curriculum. Her cur-
rent research focuses on the broader influences on science education, and the use of
cultural theory as a way of expanding research within science education. She has
published extensively in prominent international science education journals.
Philemon Chigeza is a science and mathematics educator. He has worked with
indigenous students for many years teaching high-school science and mathematics
on two continents. His dissertation research investigated the development of frame-
works and strategies for mobilizing Australian indigenous students’ cultural
resources in ways which support learning science. His work explores the notion of
agency and indigenous students’ negotiation of language and culture in science and
mathematics classrooms.
Pauline W.U. Chinn is a professor of science education at the University of
Hawaii at Manoa. Her work is grounded in her experiences in place and culture-
based science education, both as a secondary science teacher and teacher educator.
Her cross-cultural, transdisciplinary research focuses on understanding the ways
educating teachers in community-based, inquiry- and issues-oriented communities
of practice supports the development of social networks, environmental ethics,
place-based expertise, and teacher agency.
Amy Cox-Petersen is professor in the Department of Elementary and Bilingual
Education at California State University, Fullerton. She teaches classes in science
education and educational partnerships. Her expertise is in science teacher educa-
tion and learning science outside the formal classroom. Her research interests
include culturally relevant science teaching and learning in museum, field, and
service-learning settings.
Xavier Fazio is an assistant professor at Brock University in St. Catharines,
Ontario, where he teaches in the Department of Teacher Education. His current
research interests include secondary school science teaching and learning, environ-
mental education, citizen science, complexity theory, and literacy in science.
June George is a senior research fellow in science education at the School of
Education at the University of the West Indies (UWI), Trinidad campus. Formally
a high-school science teacher, she maintains a keen research interest in the interface
between students’ cultural backgrounds and school science, and has published sev-
eral articles on this topic.
George Glasson is a professor of science education and coordinates the second-
ary science education program at Virginia Polytechnic Institute and State University
in Blacksburg, Virginia. He has conducted research and developed curriculum on
ecological sustainability and culture in Malawi since 2003. His research is framed