(Re)Considering STEM Education

Sustaining critiques and new directions

Authors

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

DOI:

https://doi.org/10.14288/ce.v13i1.186733

Keywords:

STEM Education

Abstract

Introduction to the third and final intallment of the Crtical Education article series (Re)Considering STEM Education.

Author Biographies

Mark Wolfmeyer, Kutztown University of Pennsylvania

Mark Wolfmeyer is chair of Secondary Education at Kutztown University of Pennsylvania. He taught mathematics in secondary public schools before receiving his PhD in Urban Education from the Graduate Center, City University of New York. As a teacher educator at Kutztown University of Pennsylvania, he prepares future mathematics teachers and teaches educational foundations. Dr. Wolfmeyer is the author of several publications including Mathematics Education: A Critical Introduction (Routledge, 2017). He regularly presents papers at international conferences including Mathematics Education and Society, American Educational Research Association and American Educational Studies Association.

John Lupinacci, Washington State University

John Lupinacci is an Associate Professor of Cultural Studies and Social Thought in Education at Washington State University. His work as an ecocritical scholar in teacher education, environmental education, and curriculum studies contributes to his research on teaching to address the conditions of the Anthropocene in K-12 schools and higher education. He is the co-author of the book EcoJustice Education: Toward Diverse, Democratic, and Sustainable Communities (Routledge, 2021) and co-host of the weekly national radio show Bust-Ed Pencils.

Critical Education Volume 13 Number 1 2022

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Published

2022-02-25

Issue

Vol. 13 No. 1 (2022)

Section

(Re)Considering STEM Education

License

Copyright (c) 2022 Mark Wolfmeyer, John Lupinacci

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