Maria F G Wallace
Biographic Data
| ID | 4489583 |
|---|---|
| NAME | Maria F G Wallace |
| GIVEN NAMES | Maria F G |
| FAMILY NAME | Wallace |
| SIGNATURE | WALLACE M F G |
| AFFILIATIONS | Millsaps College |
| ORCID | 0000-0003-4581-1926 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Reimagining Science Education in the Anthropocene, Volume 2
This open access volume suceeds Reimagining Science Education in the Anthropocene. It reimagines science education in the era of the Anthropocene.
Soar into STEMed: Examining the Impact of a Service-Learning Internship on a Pre-Service Teacher’s Conceptions of Culturally Responsive Teaching
Teachers’ self-efficacy and beliefs about culturally responsive teaching are intricately intertwined with their practice and influence the ways they interact with children and families in and outside the classroom. To understand how participation in a service-learning internship (i.e., Soar into STEMed) focused on promoting science and mathematics content knowledge, self-efficacy, and conceptions about culturally responsive pedagogies, we examine…
Reimagining Science Education in the Anthropocene
This Open Access edited volume invites transdisciplinary scholars to revision science education in the era of the Anthropocene
Reimagining Science Education in the Anthropocene
Staying with the Trouble in Science Education: Towards Thinking with Nature—A Manifesto
Perturber et déloger les méthodologies en enseignement des STEM: De l’ingénierie au bricolage théorique pour une justice éco-sociale
Disrupting and Displacing Methodologies in STEM Education: From Engineering to Tinkering with Theory for Eco-Social Justice
Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu
Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa – progenitors of the west-termed postqualitative regime and seek to privilege the onto–epistemologies from which these concepts were culturally (mis)appropriated. More spe…
The paradox of un/making science people: Practicing Ethico-Political Hesitations in Science Education
Dreaming and immanence: Rejecting the Dogmatic Image of Thought in Science Education
Thinking with Nature: Following the Contour of Minor Concepts for Ethico-Political Response-Ability in Science Education
Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu
Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa – progenitors of the west-termed postqualitative regime and seek to privilege the onto–epistemologies from which these concepts were culturally (mis)appropriated. More spe…
The paradox of un/making science people: Practicing Ethico-Political Hesitations in Science Education
Dreaming and immanence: Rejecting the Dogmatic Image of Thought in Science Education
Thinking with Nature: Following the Contour of Minor Concepts for Ethico-Political Response-Ability in Science Education
Perturber et déloger les méthodologies en enseignement des STEM: De l’ingénierie au bricolage théorique pour une justice éco-sociale
Disrupting and Displacing Methodologies in STEM Education: From Engineering to Tinkering with Theory for Eco-Social Justice
Perturbing possibilities in the postqualitative turn: Lessons from Taoism (道) and Ubuntu
Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa – progenitors of the west-termed postqualitative regime and seek to privilege the onto–epistemologies from which these concepts were culturally (mis)appropriated. More spe…
The paradox of un/making science people: Practicing Ethico-Political Hesitations in Science Education
Dreaming and immanence: Rejecting the Dogmatic Image of Thought in Science Education
Thinking with Nature: Following the Contour of Minor Concepts for Ethico-Political Response-Ability in Science Education
Staying with the Trouble in Science Education: Towards Thinking with Nature—A Manifesto
Reimagining Science Education in the Anthropocene
Reimagining Science Education in the Anthropocene
This Open Access edited volume invites transdisciplinary scholars to revision science education in the era of the Anthropocene
Soar into STEMed: Examining the Impact of a Service-Learning Internship on a Pre-Service Teacher’s Conceptions of Culturally Responsive Teaching
Teachers’ self-efficacy and beliefs about culturally responsive teaching are intricately intertwined with their practice and influence the ways they interact with children and families in and outside the classroom. To understand how participation in a service-learning internship (i.e., Soar into STEMed) focused on promoting science and mathematics content knowledge, self-efficacy, and conceptions about culturally responsive pedagogies, we examine…
Reimagining Science Education in the Anthropocene, Volume 2
This open access volume suceeds Reimagining Science Education in the Anthropocene. It reimagines science education in the era of the Anthropocene.
Sociology (9 works) · Philosophy (6 works) · Philosophy (6 works) · Epistemology (5 works) · Pedagogy (5 works) · Political science (5 works) · Environmental ethics (4 works) · Posthumanist Ethics and Activism (4 works) · Science education (4 works) · Climate Change Communication and Perception (3 works)