Page 20 - Cultural Studies of Science Education

Author Biographies xix

Michael P. Mueller is an environmental philosopher and science education profes-
sor at the University of Georgia. His philosophy focuses on how privileged cultural
thinking patterns frame our relations with others including nonhuman species and
physical environments. His research includes ecosociocultural theory, ecojustice, citi-
zen science, nature schools, teacher preparation, and youth activism.
Tina Williams Pagan is a doctoral candidate in the Department of Mathematics
and Science Education at the University of Georgia. Her interest in nature and local
environmental issues prompted her studies, research, and outreach educational
efforts in the field of water resources. Her dissertation research focuses on how
science organizations can draw on local knowledges in addressing contemporary
environmental issues.
Jennifer Ponder is an assistant professor in the Department of Elementary and
Bilingual Education at California State University, Fullerton. She teaches social stud-
ies and science methods courses in the credential and graduate teacher education
program. Her research interests include service learning, youth activism, democracy
and education, ecojustice, and the infusion of fine arts into the curriculum. She is
particularly interested in working with teachers and their students to examine social
and environmental issues, and take action in their communities and beyond.
Eugene F. Provenzo, Jr. is a professor in social and cultural foundations at the
University of Miami. The author of a wide range of books in cultural studies, lit-
eracy, technology, and educational history, he is particularly interested in the his-
tory of science and the development of scientific and historical thinking in children.
With Cory Buxton, he has coauthored Science Education for Elementary and
Middle School Teachers: A Cognitive and Cultural Approach, and has also recently
completed with Buxton, Place-Based Science Education.
Wolff-Michael Roth is Lansdowne professor of applied cognitive science at the
University of Victoria. His general interests include the study of knowing and learn-
ing across the entire life span, especially in the domains of science and mathemat-
ics. He engages in low carbon generating practices, grows all of his vegetables and
many fruit and berries year-round, and has reduced garbage to one can per year. His
recent publications include the edited volume Science Education from People for
People: Taking a Stand(Point) and Dialogism: A Bakhtinian Perspective on Science
and Learning.
Bradley D. Rowe is a doctoral student in the school of educational policy and
leadership at Ohio State University. His areas of scholarship are in philosophy of
education, environmental ethics, and educational policy.
Gary Schnakenberg has been a public high-school teacher for 23 years in south-
ern New Hampshire. He teaches interdisciplinary courses, AP human geography,
and has worked as an instructor in the geography department at Keene State
College. He is currently pursuing a Ph.D. in geography at Michigan State University
in the “nature and society” program, examining interactions between smallholder
agriculture and economic globalization in Jamaica.
Steven Semken is an ethnogeologist and geoscience education professor at
Arizona State University. His research centers on the significance of place, culture,
and affect in Earth science teaching and learning, and is situated in the diverse