Page 22 - Cultural Studies of Science Education

Author Biographies xxi

Peter Charles Taylor is associate professor of transformative education at the
Science and Mathematics Education Centre, Curtin University of Technology. His
research focuses on the contextualization of science and mathematics education
with/in postcolonial societies, especially culture-sensitive ways of harnessing
global forces of modernization. He is particularly interested in auto/ethnography,
literary genres of narrative, fictive and impressionistic writing, nondual logics such
as dialectics and poetics, and agentic standards of critical reflexivity and pedagogi-
cal thoughtfulness.
Norman Thomson is an associate professor in the Department of Mathematics and
Science Education at the University of Georgia. His sojourn in Africa began in the
Peace Corps in 1969 where he taught ‘O’ and ‘A’ level biology and chemistry. He
spent 4 years in Uganda and 7 in Kenya where he developed biology syllabi, curricu-
lum, and served as Chief Examiner for Biology. He has trained Peace Corps science
teachers and codirects a Kenya study abroad program. His research is centered on
developing hominid evolution curriculum for middle- and high-school students.
Deborah J. Tippins is a professor in the Department of Mathematics and Science
Education at the University of Georgia. Her research draws on anthropological and
sociocultural methods to invesigate questions of relevance and justice in elementary
science teaching and learning and community contexts.
Michiel van Eijck is assistant professor of science education in the Eindhoven
School of Education at the Eindhoven University of Technology. His research
focuses on diversity and authenticity in science education. Driven by design
research on harvesting the potential of diversity in science classrooms, he examines
how the practices collectively shaped in science education relate to the practices of
natural scientists. His latest book is Authentic Science Revisited: In Praise of
Diversity, Heterogeneity, Hybridity, which he coauthored with Wolff-Michael Roth,
Giuliano Reis, and Pei-Ling Hsu.
Peter D. Veronesi is an associate professor of science education at The College
at Brockport in New York where he teaches courses on inclusive science education.
He is particularly interested in sustainable and renewable energy use. He teaches
courses on the construction of wind turbines for the Evergreen Institute: Center for
Renewable Energy and Green Building.
Nicolas Walker has studied law at the University of Melbourne. He has a par-
ticular interest in Indigenous law and has worked with the Arabunna Aboriginal
clans near Lake Eyre in Central Australia. He is fluent in several languages and is
currently pursuing further law studies at the Université Panthéon-Assas Paris II.
Lauren Waukau-Villagomez is an education professor at D’Youville College in
Buffalo, New York. She teaches classes in theories of learning and children’s litera-
ture. Her research interests include multicultural/ Native American literature, the
oral tradition and storytelling, hot cognition and learning, and Native American
history. Her work with teachers emphasizes the use of subjugated knowledges in
promoting learning for Native American children.
Hilary Louise Whitehouse teaches science education and environmental educa-
tion and coordinates honors research in the School of Education, James Cook
University in Cairns, Queensland, Australia. Her research interests include culturally