Page 18 - Cultural Studies of Science Education

Author Biographies xvii

within the context of place-based education, ecojustice, and indigenous science.
His most recent curriculum project was designed to connect indigenous farmers
with primary school teachers using mobile phone technology.
As a science teacher at Kawananakoa Middle School David D. Maika’i Hana‘ike
has coordinated more than 50 field trips designed to incorporate indigenous Hawaiian
culture into place-based instruction. His work with colleagues supports greater under-
standing of culturally diverse and “at-risk” students from Pacific Rim countries.
David has tracked his family’s DNA to the Amis tribe of Taiwan where he has worked
with educators on instruction relevant to Taiwan’s aboriginal people.
Denise K. Henning is the president and vice-chancellor of the University
College of the North and a committed educator who has become a leader in admin-
istration in higher education. A Cherokee/Choctaw originating from Creek County
in Oklahoma, she has a deep passion for equity and inclusion in higher education.
Her research includes Aboriginal graduate student persistence and completion,
Aboriginal women’s issues, and reducing the disparity of mathematics, science, and
literacy attainment of Aboriginal students.
Sheliza Ibrahim is a doctoral candidate in science education at York University,
Toronto. Her academic interests include community and youth activism, citizen
science, critical place-based education, and visual imagery. Her current research
focuses on the uses of visual imagery to connect science with community among
urban youth.
Paige P. Jackins is a doctoral candidate in environmental studies at Antioch,
New England where her work is focused on environmental literacy, multicultural
education, and critical pedagogy of place. A former secondary environmental sci-
ence teacher and mentor, she is currently a member of the education faculty at the
University of Phoenix, where she teaches pre- and inservice teachers with an inter-
est in English language learning.
Douglas D. Karrow is an assistant professor at Brock University, faculty of edu-
cation, Ontario. He teaches preservice and graduate courses in the Department of
Teacher Education and the graduate/undergraduate department. His teaching
responsibilities span the broadly construed fields of elementary science, environ-
mental education, and research methodology. His research interests include the
relationship between place, metaphysics and technology, citizen science, care and
environmental awareness, masculinity and ecological identity.
Miyoun Lim is an assistant professor in science education at Georgia State
University. Her research focuses on issues of equity and social justice in education,
place-based education with an emphasis on the urban context, and connected
science education. Drawing on ethnographic and participatory methodologies, she
works collaboratively with urban students, educators, and schools to promote
connected science teaching and learning and environmental sustainability.
Kurt A. Love is an assistant professor of education at Central Connecticut State
University. He focuses on ecojustice, feminist, queer, and critical pedagogies in
science education and education in general. His research includes examining hege-
monic pressures that prevent new teachers and student teachers from implementing
transformative and emancipatory pedagogies.