(Re)Considering STEM Education: Continuing the Critical Opposition and Proposition

Authors

  • John Lupinacci Washington State University
  • Mark Wolfmeyer Kutztown University of Pennsylvania

DOI:

https://doi.org/10.14288/ce.v9i16.186455

Keywords:

STEM Education, Discourse, Social Justice

Abstract

Introduction for Volume 6 Number 16

Author Biographies

John Lupinacci, Washington State University

Dr. John Lupinacci (john.lupinacci@wsu.edu) is an Assistant Professor at Washington State University. He teaches pre- service teachers and graduate students in the Cultural Studies and Social Thought in Education (CSSTE) program using an approach that advocates for the development of scholar-activist educators. His experiences teaching as a high school math and science teacher, an outdoor environmental educator, and a community activist all contribute to examining the relationships between schools and the reproduction of the cultural roots of social suffering and environmental degradation.

Mark Wolfmeyer, Kutztown University of Pennsylvania

Dr. Mark Wolfmeyer taught mathematics in secondary public schools for 10 years on both the east and west coasts and is now a professor of teacher education at Kutztown University of Pennsylvania. He is the author of Mathematics Education: A Critical Introduction (Routledge 2017), Philosophy of STEM Education: A Critical Investigation (Palgrave Macmillan 2015), and Math Education for America? Policy Networks, Big Business, and Pedagogy Wars (Routledge, 2014). He has also published in national and international journals and regularly gives paper presentations at the American Educational Research Association and American Educational Studies Association.

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Published

2018-10-15

Issue

Vol. 9 No. 16 (2018)

Section

(Re)Considering STEM Education

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