(Re)considering STEM Education: Interrupting an Omnipresent Discourse

  • Mark Wolfmeyer Kutztown University of Pennsylvania
  • John Lupinacci Washington State University
Keywords: Education, STEM, Critical Theory, Social Foundations of Education

Abstract

Guest editoral introduction for the (Re)Considering STEM Education series first batch of articles. This introduction reviews the impetus for the series and overviews the papers in this first grouping of accepted manuscripts.

Author Biographies

Mark Wolfmeyer, Kutztown University of Pennsylvania

Dr. Mark Wolfmeyer 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 his most recent book Mathematics Education: A Critical Introduction (Routledge, 2017).

John Lupinacci, Washington State University

Dr. John Lupinacci is an Assistant Professor at Washington State University in the College of Education. His work as a former high school math teacher, and experience with adult learning and ecocritical education, contribute to his work to examine environmental justice, eco-racism, and sustainability through an interdisciplinary approach to cultural studies and social thought in education.

Published
2017-10-30
Section
(Re)Considering STEM Education