Page 19 - Cultural Studies of Science Education

xviii Author Biographies

Johnny Lupinacci is a high-school mathematics and science teacher in Dearborn,
Michigan, and an instructor of social foundations of education at Eastern Michigan
University. He is a founder and production editor of The EcoJustice Review and
codirector of the Center for EcoJustice Education. He is committed to educational
reform that uses ecojustice theory and pedagogy.
Bal Chandra Luitel is a doctoral student at the Science and Mathematics
Education Centre (SMEC), Curtin University of Technology, Australia. He has
been working in Nepal as a teacher educator for about a decade. Guided by multiple
paradigms of postmodernism, integralism, and criticalism, Bal’s research aims at
developing a transformative philosophy of mathematics education in Nepal.
Curry Malott is a professor of education at D’Youville College in Buffalo, New
York. He has served as an educational consultant for Menominee Tribal School and
Menominee High School on the Menominee Indian Reservation in Wisconsin. His
most recent books include Teaching Native America Across the Curriculum: A
Critical Inquiry with Chairwoman Lisa Waukau and Lauren Waukau-Villagomez;
Policy and Research in Education: A Critical Pedagogy for Educational Leadership;
Critical Pedagogy in the 21st Century: A New Generation of Scholars coedited with
Bradley Porfilio; and Critical Pedagogy and Cognition: An Introduction to
Postformal Psychology.
Sonya Martin is assistant professor of science education in the Goodwin College
of Professional Studies at Drexel University. Her research focuses on urban science
teacher education and teacher preparation. In particular, she examines cogenerative
dialogues and video analysis as tools for engaging classroom science teachers and
their students in research to improve science teaching and learning in urban
classrooms.
Rebecca Martusewicz has been a teacher educator at Eastern Michigan
University for 21 years. She is director of the Southeast Michigan Stewardship
Coalition, developing community-based-learning framed by the theory and practice
of ecojustice with regional schools. She is coauthor of EcoJustice Education:
Teaching for Diversity, Democracy, and Sustainability with Jeff Edmundson and
Johnny Lupinacci.
Maria S. Rivera Maulucci is an assistant professor of education at Barnard
College, Columbia University. Her research focuses on how teachers learn to teach
for social justice and explores identity, agency|passivity, emotions, and the social
context of teacher learning. Her work explores how teachers strategically activate
material, cultural, social, and symbolic resources to resist the marginalization of
science and emotions preservice teachers navigate as they engage in the process of
becoming social justice educators.
Teddie Phillipson Mower is the director of the Center for Environmental
Education and program coordinator for environmental education at the University
of Louisville. Her research interests include intellectual and ethical development as
it relates to navigating controversial issues, multiple worldviews, and the natural
world. Her work with formal and nonformal teachers and teacher candidates
emphasizes critical thinking skills, science for all learners, local relevancy, and
issues of justice.