Sarah Riggs Stapleton
Biographic Data
| ID | 4145013 |
|---|---|
| NAME | Sarah Riggs Stapleton |
| GIVEN NAMES | Sarah Riggs |
| FAMILY NAME | Stapleton |
| SIGNATURE | STAPLETON S R |
| AFFILIATIONS | University of Oregon |
| ORCID | 0000-0002-7168-5989 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Osa, wildfires, and me
This paper demonstrates the complexity, emotions, anxiety, and stress sparked by caring for a horse as a companion species exposed to climate impacts increasingly felt in the US Pacific Northwest. I use multi-species autoethnography to describe my experiences as a horse owner in Oregon facing repeated climate events from 2020 to 2022 in the form of wildfires, smoke, and unprecedented heat waves. In doing so, I explore how entanglements between ho…
Science education for and as resiliency through indoor agriculture
The COVID‐19 pandemic has highlighted the need to adapt to and rebound from unexpected change and uncertainty. The increasing climate chaos of the Anthropocene additionally underscores the necessity of resilient societies and individuals. Individuals able to problem‐solve in emergent situations are integral to a resilient society, and science education can develop these competencies both individually and collectively. We use the concept of resili…
Teaching outside as third space
In this article, we consider the narrative reflections of elementary teacher and study co-author, Khahlela, as she recounts her difficult transition from a childhood and primary schooling filled with rich experiences in the natural world into high school and university science courses which left her feeling marginalized and lacking science expertise. Using a method we term participatory narrative to unpack Khahlela’s story, we reflect on the impl…
Fostering relationships between elementary students and the more-than-human world using movement and stillness
We join scholars who criticize the Western separation of humans and the more-than-human (MtH) and believe that an emphasis on the MtH within students’ local community is supported by repeated exposure. We take an ethnographic approach to study a collaborative program between a university, a local nonprofit, and a US public elementary school that organizes field trips to a local arboretum three times per year, over students’ elementary career. We …
Bringing teachers to the table
We cannot underestimate the importance of food in schools, yet in the education sector, we have. Despite increasing societal focus, broad attention to food in schools remains largely missing from mainstream education research, and teacher education more specifically. This paper is a contribution in emerging scholarship that critically considers food in education research by arguing that food in schools is a crucial area generally overlooked by th…
Nevertheless, they persisted
The feeding of children has long been a gendered project and women have historically led the charge in most US school food activism. I center the pivotal role of women volunteers in the initiation, equitable distribution, and quality monitoring of school food, showing how this work continues today through a case study of women school food activists. This paper is based on an ethnographic case study of a small and dedicated group of mothers who la…
Toward critical environmental education
In this article, I advocate for critical environmental education that is responsive to power inequities and use standpoint theory to help explain why environmental education has been slow to become race-conscious/responsive. Standpoint theory provides theoretical support for the multiplicity of stories and views surrounding the environment and environmental issues with respect to continuing racial divisions within the US. I argue that environment…
Parent activists versus the corporation
A case for climate justice education
In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerational climate justice, and argue that this frame can influence youth in industrialized, wealthy nations to become mobilized, climate-engaged individuals. To do so, I apply critical qualitative analysis to narratives from American youth who participated …
Data analysis in participatory action research
This paper recommends the arts-based method of poetic inquiry for data analysis within PAR projects. Poems can express emotion, protect participant identities, and provide a generative medium through which to share results with broader audiences. I describe the methodology in depth, explaining how and why I used poetic inquiry within a participatory action research project with teachers in low-income, urban schools. I describe the process of gene…
Teacher participatory action research (TPAR)
These are dire times for teachers, particularly those who work with marginalized youth. There is a pressing need to further the political reach of teacher research so that teachers can be heard and seen as knowledgeable professionals. Participatory action research seeks to emancipate marginalized groups through engagement in action research. This paper explores a new approach to participatory action research conducted with teachers (Teacher Parti…
A case for climate justice education
In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerational climate justice, and argue that this frame can influence youth in industrialized, wealthy nations to become mobilized, climate-engaged individuals. To do so, I apply critical qualitative analysis to narratives from American youth who participated …
Toward critical environmental education
In this article, I advocate for critical environmental education that is responsive to power inequities and use standpoint theory to help explain why environmental education has been slow to become race-conscious/responsive. Standpoint theory provides theoretical support for the multiplicity of stories and views surrounding the environment and environmental issues with respect to continuing racial divisions within the US. I argue that environment…
Teacher participatory action research (TPAR)
These are dire times for teachers, particularly those who work with marginalized youth. There is a pressing need to further the political reach of teacher research so that teachers can be heard and seen as knowledgeable professionals. Participatory action research seeks to emancipate marginalized groups through engagement in action research. This paper explores a new approach to participatory action research conducted with teachers (Teacher Parti…
Nevertheless, they persisted
The feeding of children has long been a gendered project and women have historically led the charge in most US school food activism. I center the pivotal role of women volunteers in the initiation, equitable distribution, and quality monitoring of school food, showing how this work continues today through a case study of women school food activists. This paper is based on an ethnographic case study of a small and dedicated group of mothers who la…
Data analysis in participatory action research
This paper recommends the arts-based method of poetic inquiry for data analysis within PAR projects. Poems can express emotion, protect participant identities, and provide a generative medium through which to share results with broader audiences. I describe the methodology in depth, explaining how and why I used poetic inquiry within a participatory action research project with teachers in low-income, urban schools. I describe the process of gene…
Parent activists versus the corporation
Bringing teachers to the table
We cannot underestimate the importance of food in schools, yet in the education sector, we have. Despite increasing societal focus, broad attention to food in schools remains largely missing from mainstream education research, and teacher education more specifically. This paper is a contribution in emerging scholarship that critically considers food in education research by arguing that food in schools is a crucial area generally overlooked by th…
Teaching outside as third space
In this article, we consider the narrative reflections of elementary teacher and study co-author, Khahlela, as she recounts her difficult transition from a childhood and primary schooling filled with rich experiences in the natural world into high school and university science courses which left her feeling marginalized and lacking science expertise. Using a method we term participatory narrative to unpack Khahlela’s story, we reflect on the impl…
A case for climate justice education
In this paper, I present evidence for framing climate change education around social justice. More specifically, I provide empirical support for framing climate change education around intragenerational climate justice, and argue that this frame can influence youth in industrialized, wealthy nations to become mobilized, climate-engaged individuals. To do so, I apply critical qualitative analysis to narratives from American youth who participated …
Data analysis in participatory action research
This paper recommends the arts-based method of poetic inquiry for data analysis within PAR projects. Poems can express emotion, protect participant identities, and provide a generative medium through which to share results with broader audiences. I describe the methodology in depth, explaining how and why I used poetic inquiry within a participatory action research project with teachers in low-income, urban schools. I describe the process of gene…
Teacher participatory action research (TPAR)
These are dire times for teachers, particularly those who work with marginalized youth. There is a pressing need to further the political reach of teacher research so that teachers can be heard and seen as knowledgeable professionals. Participatory action research seeks to emancipate marginalized groups through engagement in action research. This paper explores a new approach to participatory action research conducted with teachers (Teacher Parti…
Toward critical environmental education
In this article, I advocate for critical environmental education that is responsive to power inequities and use standpoint theory to help explain why environmental education has been slow to become race-conscious/responsive. Standpoint theory provides theoretical support for the multiplicity of stories and views surrounding the environment and environmental issues with respect to continuing racial divisions within the US. I argue that environment…
Parent activists versus the corporation
Nevertheless, they persisted
The feeding of children has long been a gendered project and women have historically led the charge in most US school food activism. I center the pivotal role of women volunteers in the initiation, equitable distribution, and quality monitoring of school food, showing how this work continues today through a case study of women school food activists. This paper is based on an ethnographic case study of a small and dedicated group of mothers who la…
Fostering relationships between elementary students and the more-than-human world using movement and stillness
We join scholars who criticize the Western separation of humans and the more-than-human (MtH) and believe that an emphasis on the MtH within students’ local community is supported by repeated exposure. We take an ethnographic approach to study a collaborative program between a university, a local nonprofit, and a US public elementary school that organizes field trips to a local arboretum three times per year, over students’ elementary career. We …
Bringing teachers to the table
We cannot underestimate the importance of food in schools, yet in the education sector, we have. Despite increasing societal focus, broad attention to food in schools remains largely missing from mainstream education research, and teacher education more specifically. This paper is a contribution in emerging scholarship that critically considers food in education research by arguing that food in schools is a crucial area generally overlooked by th…
Science education for and as resiliency through indoor agriculture
The COVID‐19 pandemic has highlighted the need to adapt to and rebound from unexpected change and uncertainty. The increasing climate chaos of the Anthropocene additionally underscores the necessity of resilient societies and individuals. Individuals able to problem‐solve in emergent situations are integral to a resilient society, and science education can develop these competencies both individually and collectively. We use the concept of resili…
Teaching outside as third space
In this article, we consider the narrative reflections of elementary teacher and study co-author, Khahlela, as she recounts her difficult transition from a childhood and primary schooling filled with rich experiences in the natural world into high school and university science courses which left her feeling marginalized and lacking science expertise. Using a method we term participatory narrative to unpack Khahlela’s story, we reflect on the impl…
Osa, wildfires, and me
This paper demonstrates the complexity, emotions, anxiety, and stress sparked by caring for a horse as a companion species exposed to climate impacts increasingly felt in the US Pacific Northwest. I use multi-species autoethnography to describe my experiences as a horse owner in Oregon facing repeated climate events from 2020 to 2022 in the form of wildfires, smoke, and unprecedented heat waves. In doing so, I explore how entanglements between ho…
Sociology (10 works) · Pedagogy (7 works) · Political science (7 works) · Law (5 works) · Law (5 works) · Environmental Education and Sustainability (4 works) · Geography (4 works) · Mathematics education (4 works) · Psychology (4 works) · Environmental ethics (3 works)