Critical Pedagogies in STEM Education
Ideas and Experiences from Brazil and the UK
Meet the authors of the Critical Pedagogies e-book: Arthur Galamba (KCL), Haira Gandolfi (Cambridge University), Bruno Monteiro (UFRJ), Cristiano B. Moura (Simon Fraser University), Anna Canavarro Benite (UFG), Clarissa Trajecto (UFG), Gustavo Faustino (UFG), Regina Nobre Vargas (UFG), Morgana Abranches Bastos (UFG), Thatianny Alves de Lima Silva (UFG), Spela Godec (UCL), Meghna Nag Chowdhuri (UCL), Ralph Levinson (UCL), Stephen Price (UCL), Paul Davies (UCL), Kostas Korfiatis (University of Cyprus), Olga Markoulides (UCL), Edgar Miranda (UFRJ), Rita Vilanova (UFRJ), Vanessa Drago (UFRJ), Isabel Martins (UFRJ), Marcos Correa (UFRJ), Marcelo Borges Rocha (UFRJ), Bruna Karl (UFRJ), Marcia Garcia (UFRJ), Yasmin Lanatte (UFRJ).
Building partnerships is one of the main aims of the STEM Education Hub. Our latest publication, “Critical Pedagogies in STEM Education, ideas and experiences from Brazil and the UK” brings together 28 collaborators from various institutions in Brazil and the UK, including Cambridge University, UFRJ, UCL, and UFG. Below, you will find more information about the partners involved in this project.o learn more about the authors
Click on the boxes below to learn more about the authors
Arthur Galamba
Chapter: What is Critical Pedagogy?
Arthur Galamba taught physics in secondary schools in Brazil for over 12 years and gained a master’s degree in Cognitive Psychology before moving to the UK to gain his QTS and a PhD. He is Lecturer in Science Education and Director of the PGCE Science at the School of Education Communication & Society at King’s College London. He is also the founder and director of the STEM Education Hub.
Haira Gandolfi
Chapters: What is Critical Pedagogy? &
Paulo Freire and Decolonial Perspectives
Haira E. Gandolfi is a University Lecturer at the Faculty of Education, University of Cambridge, UK. She has a PhD in Education, an MSc in Science Education, and a BSc in Chemistry Teaching. She has experience in Chemistry teaching at secondary and postsecondary levels in Brazil, and her research interests are Decolonial Curricula and Pedagogies, Radical and Critical Education, Teacher Education, Science Education, and History, Philosophy, and Sociology of Science.
Bruno Monteiro
Chapter:The Convergence of Science Education and Decolonial Thinking
Bruno Monteiro has been working in higher education in the training of chemistry, biology and physics teachers and also as a supervisor of master’s and doctoral theses in the area of science education. Nowadays he is a member of the Research Group: Languages in Science Education (LINEC) and collaborates with the International Network for Decolonial Studies in Science and Technology Education (RIEDECT). Research interests are in discursive and cultural practices related to decolonial studies, teacher training, environmental education and non-formal educational spaces.
Cristiano B. Moura
Chapter: Acting in the “cracks” of curricular nomativity
Cristiano Moura has a PhD in Science Education focusing on the (Cultural) History of Science in Science Education. He taught high school, graduate and undergrad levels at CEFET-RJ (Brazil), until recently, when he moved to Simon Fraser University (Canada), where he is an assistant professor at the Faculty of Education nowadays.
Anna Canavarro Benite
Chapter: Trajectories of black women scientists in the exact sciences: a study on representativeness in scientific contexts from Investiga Menina!
Anita Canavarro Benite is a researcher in chemistry education, with a focus on affirmative actions regarding racial issues. She holds a master’s and doctoral degree in Sciences and serves as the coordinator of the Laboratory for Research in Chemistry Education and Inclusion – LPEQI at UFG. She founded the CIATA Collective and is an activist in the Mulheres Negras Dandara group in the Cerrado.
Clarissa Alves Carneiro Bernardes Trajecto
Chapter: Trajectories of black women scientists in the exact sciences: a study on representativeness in scientific contexts from Investiga Menina!
Institution: UFG
Gustavo Augusto Assis Faustino
Chapter: Trajectories of black women scientists in the exact sciences: a study on representativeness in scientific contexts from Investiga Menina!
Institution: UFG
Regina Nobre Vargas
Chapter: Trajectories of black women scientists in the exact sciences: a study on representativeness in scientific contexts from Investiga Menina!
Institution: UFG
Morgana Abranches Bastos
Chapter: Trajectories of black women scientists in the exact sciences: a study on representativeness in scientific contexts from Investiga Menina!
Institution: UFG
Thatianny Alves de Lima Silva
Chapter: Trajectories of black women scientists in the exact sciences: a study on representativeness in scientific contexts from Investiga Menina!
Institution: UFG
Spela Godec
Chapter: The Equity Compass and the Science Capital Teaching Approach: Teacher tools to support critical pedagogy
Dr Spela Godec is a Senior Research Fellow at IOE, UCL’s Faculty of Education and Society (University College London), focusing on the issues of social justice in formal and informal STEM education. She is passionate about research-practice collaborations and research making a difference and has worked in participatory ways with teachers and informal STEM learning practitioners to develop equitable practice.
Meghna Nag Chowdhuri
Chapter: The Equity Compass and the Science Capital Teaching Approach: Teacher tools to support critical pedagogy
Dr Meghna Nag Chowdhuri is a Research Fellow at IOE, UCL’s Faculty of Education and Society (University College London). Her research explores issues of social injustice in STEM education and participation. She is particularly interested in working in cross-cultural and international contexts alongside practitioners and academics to explore ways of addressing these issues.
Ralph Levinson
Chapter: How do 16-17 year old school students
engage with scientific research?
Ralph Levinson is a Reader in Education at the UCL’s Institute of Education. He is programme director of the MA in Science Education, and teach on the MA and PGCE programmes, as well as CPD courses. Ralph’s main research interests are in socio-scientific issues and scientific literacy, science and social justice, science education and creativity, chemistry education and pedagogy in science. He has led research projects for leading organisations such as The World Bank, The Wellcome Trust and the British Academy.
Paul Davies
Chapter: How do 16-17 year old school students
engage with scientific research?
Paul is Assistant Head in charge of Teaching and Learning at Queen’s College, London where he also teaches Science. Before returning to the classroom, Paul worked at UCL Institute of Education and led courses for pre- and in-service teachers, as well as supervised doctoral students. His research interest includes teacher understanding of evolutionary biology and how students make sense of scientific research.
Stephen Price
Chapter: How do 16-17 year old school students
engage with scientific research?
Stephen Price is a Professor of Developmental Neurobiology at UCL. In recent years, he has developed an interest in education research, particularly related to widening participation in higher education and the ways that school pupils engage with current Biology research.
Kostas Korfiatis
Chapter: How do 16-17 year old school students
engage with scientific research?
Institution: University of Cyprus
Olga Markoulides
Chapter: How do 16-17 year old school students
engage with scientific research?
Institution: UCL
Ruth Wheeldon
Chapter: How do 16-17 year old school students
engage with scientific research?
Institution: UCL
Edgar Miranda
Chapter: Socio-scientific issues in science education
Doctor of Education in Sciences and Health (UFRJ). Coordinator of the Professional Master’s in Basic Education Practices – MPPEB at Colégio Pedro II.
Rita Vilanova
Chapter: Socio-scientific issues in science education
Reader in curriculum and science teacher’s education – Universidade Federal do Rio de Janeiro, Brasil.
Vanessa Drago
Chapter: Socio-scientific issues in science education
Primary school teacher at Colégio Pedro II.
Master’s degree in Basic Education Practices from Colégio Pedro II.
Bachelor’s degree in Pedagogy – Full Teaching License from UFRJ.
Isabel Martins
Chapter: Building educational resources for the curricular approach to socio-scientific issues
Isabel Martins holds a degree in Physics from the Federal University of Rio de Janeiro (1985) and a PhD in Education from the University of London (1992). She has a vast academic career, including teaching, research, and editorial roles. Her research interests focus on language and science education, particularly the discursive processes in educational and scientific communication spaces. She has published extensively and has been involved in various national and international research projects and events. She currently holds positions at the University of Rio de Janeiro and research funding institutions.
Marcos Correa
Chapter: Building educational resources for the curricular approach to socio-scientific issues
Institution: UFRJ
Marcelo Borges Rocha
Chapter: Building educational resources for the curricular approach to socio-scientific issues
Institution: UFRJ
Bruna Karl
Chapter: Building educational resources for the curricular approach to socio-scientific issues
Institution: UFRJ
Marcia Garcia
Chapter: Building educational resources for the curricular approach to socio-scientific issues
Institution: UFRJ
Yasmin Lanatte
Chapter: Building educational resources for the curricular approach to socio-scientific issues
Institution: UFRJ
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