Haira E Gandolfi
Biographic Data
| ID | 4636490 |
|---|---|
| NAME | Haira E Gandolfi |
| GIVEN NAMES | Haira E |
| FAMILY NAME | Gandolfi |
| SIGNATURE | GANDOLFI H E |
| AFFILIATIONS | University of Cambridge |
| ORCID | 0000-0002-5789-0169 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Relationships between companies and schools within environmental education
Going against the grain’
This study is positioned within debates in the Science Education field about its role in local–global social justice science issues (SJSIs), such as the COVID‐19 pandemic and unequal distributions of health‐related support and outcomes, climate degradation, and the return of scientific racism. With a growing number of scholars advocating a socio‐political and social justice‐informed turn in science education to address such SJSIs (emphasising cri…
(Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices
Throughout the past decades, challenges of socio-scientific nature such as the COVID-19 pandemic, climate degradation and scientific racism have brought many relevant and pressing questions to the fore of the science education field, prompting science educators into (re)thinking the purposes and roles of science education within a landscape where the links between science and socio-political challenges, injustices, citizenship and democracy have …
Exploring England’s Secondary Educational Policy Discourses from the Perspective of a Social Justice and Sociopolitical Turn in Science Education
For the past years, science educators both in Global North and South contexts have been reflecting on the need for a sociopolitical and social justice–informed turn in science education in the face of growing local–global social justice science issues (SJSIs), confronting science’s political, economic, ethical, and epistemological entanglements. In this article, I will examine how discourses about these sociopolitical and social justice dimension…
(Re)considering ‘radical’ for the teaching profession
It Looks as if They Threw the Entire Periodic Table Into the River
In this article I explore the case of the Mariana dam disaster in 2015 in Brazil seeking to contribute to reflections about the role of chemistry and chemistry education in environmental injustices. Drawing on stories about this disaster shared in the Dead River Podcast (2024), on wider literature and on other cases of environmental injustices associated with mining complexes around the world, I explore the historical and contemporary connections…
Teaching in the age of environmental emergencies
This paper explores, grounded on life history interviews, the work of a set of fifteen teachers in England who self-identify as actively engaging with environmental issues and action at different school levels and across a wide range of subjects. One of the core aims of this paper was to construct, based on these teachers’ voices and experiences, a different vision for the future of environmental education in this age of environmental emergencies…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
Teachers for social justice
Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas’ Utopia as method, this article examines these teachers’ perspectives on and practices around social justice in education, such as aiming to eradicate exclusion policies and processes, and organising with like-mind…
“It's a lot of people in different places working on many ideas”
This article describes a teaching experience at an year 8 classroom (students aged 12–13) in a state secondary school in London, UK that aimed at widening learning about nature of science (NOS) with the input from the field of Global History of Science (HOS), which looks at science as a product of material and cognitive exchanges, appropriations and collaborations. Teaching and learning plans (TLPs) informed by this historical framework were deve…
It Looks as if They Threw the Entire Periodic Table Into the River
In this article I explore the case of the Mariana dam disaster in 2015 in Brazil seeking to contribute to reflections about the role of chemistry and chemistry education in environmental injustices. Drawing on stories about this disaster shared in the Dead River Podcast (2024), on wider literature and on other cases of environmental injustices associated with mining complexes around the world, I explore the historical and contemporary connections…
(Re)considering ‘radical’ for the teaching profession
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
“It's a lot of people in different places working on many ideas”
This article describes a teaching experience at an year 8 classroom (students aged 12–13) in a state secondary school in London, UK that aimed at widening learning about nature of science (NOS) with the input from the field of Global History of Science (HOS), which looks at science as a product of material and cognitive exchanges, appropriations and collaborations. Teaching and learning plans (TLPs) informed by this historical framework were deve…
Teachers for social justice
Drawing on life history interviews, this paper seeks to explore the lives of a group of eight teachers, all with working experience in England, who self-identify as committed to a more socially just education system. Drawing on Levitas’ Utopia as method, this article examines these teachers’ perspectives on and practices around social justice in education, such as aiming to eradicate exclusion policies and processes, and organising with like-mind…
Teaching in the age of environmental emergencies
This paper explores, grounded on life history interviews, the work of a set of fifteen teachers in England who self-identify as actively engaging with environmental issues and action at different school levels and across a wide range of subjects. One of the core aims of this paper was to construct, based on these teachers’ voices and experiences, a different vision for the future of environmental education in this age of environmental emergencies…
Developing environments for research engagement in English schools
This paper examines teachers' research engagement and its relationship to teacher professionalism in the English context, drawing on qualitative semi-structured interviews with early career and experienced teachers, and with middle and senior leaders in three comparative case study sites: a school with designated teacher-researcher positions; a school sponsored by a university; and a loose network of schools where research engagement is coordinat…
(Re)considering Nature of Science Education in the Face of Socio-scientific Challenges and Injustices
Throughout the past decades, challenges of socio-scientific nature such as the COVID-19 pandemic, climate degradation and scientific racism have brought many relevant and pressing questions to the fore of the science education field, prompting science educators into (re)thinking the purposes and roles of science education within a landscape where the links between science and socio-political challenges, injustices, citizenship and democracy have …
Exploring England’s Secondary Educational Policy Discourses from the Perspective of a Social Justice and Sociopolitical Turn in Science Education
For the past years, science educators both in Global North and South contexts have been reflecting on the need for a sociopolitical and social justice–informed turn in science education in the face of growing local–global social justice science issues (SJSIs), confronting science’s political, economic, ethical, and epistemological entanglements. In this article, I will examine how discourses about these sociopolitical and social justice dimension…
(Re)considering ‘radical’ for the teaching profession
It Looks as if They Threw the Entire Periodic Table Into the River
In this article I explore the case of the Mariana dam disaster in 2015 in Brazil seeking to contribute to reflections about the role of chemistry and chemistry education in environmental injustices. Drawing on stories about this disaster shared in the Dead River Podcast (2024), on wider literature and on other cases of environmental injustices associated with mining complexes around the world, I explore the historical and contemporary connections…
Relationships between companies and schools within environmental education
Going against the grain’
This study is positioned within debates in the Science Education field about its role in local–global social justice science issues (SJSIs), such as the COVID‐19 pandemic and unequal distributions of health‐related support and outcomes, climate degradation, and the return of scientific racism. With a growing number of scholars advocating a socio‐political and social justice‐informed turn in science education to address such SJSIs (emphasising cri…
Pedagogy (7 works) · Sociology (7 works) · Psychology (5 works) · Mathematics education (4 works) · Science education (4 works) · Science Education and Pedagogy (4 works) · Environmental education (3 works) · Environmental Education and Sustainability (3 works) · Teacher Education and Leadership Studies (3 works) · Economic Justice (2 works)