Download: Webinar Chat and Resources Discussed
Date Recorded: January 12th at 6:30pm ET
Description: This month's theme and discussion intend to merge published literature which addresses social justice in the classroom with specific, documented ways in which teachers can incorporate social justice ideas into their science classes. Our goal is to provide a wide range of ideas designed to culminate in engaging students in critical thinking about these issues and ultimately in helping those students construct a better society.
Kirstin Milks (she/they) creates innovative, collaborative, science- and justice-oriented learning experiences for children and adults. Kirstin is a National Board Certified Teacher, a Presidential Awardee for Excellence in Math and Science Teaching, and a Senior Fellow at the Knowles Teacher Initiative, where she has served as an editor-in-chief of the journal Kaleidoscope: Educator Voices and Perspectives. A graduate of Stanford University’s Schools of Medicine (PhD) and Education (MA), Kirstin generates wisdom and co-designs curriculum with high schoolers in Bloomington, Indiana and collaborates with educators across the country on efforts to engineer world-changing learning opportunities for students and teachers.
David Upegui (he/him), a Latino immigrant who found his way out of poverty through science, currently serves as a science teacher at his alma mater (Central Falls High School in Rhode Island) and as an adjunct professor of education. Upegui's personal philosophy and inclusive approach to science education have enabled students to become problem-solvers and innovative thinkers. He has a keen ability to engage students in learning, exploring, and contributing to science. Upegui started, and runs, his school's Science Olympiad team and has contributed to several publications on science education and appropriate pedagogy. He recently completed his doctoral degree in education at the University of Rhode Island, focusing on science education and social justice.
Salina Gray received her doctorate from Stanford University in Curriculum and Instruction in Science Education. Her work focuses on social justice in science education. Salina currently teaches 7th and 8th grade science in the Moreno Valley Unified School District and serves as a member of the California Teachers Association’s Human Rights Cadre.
Sam Long (he/him) is a Chinese-American-Canadian transgender man and high school science teacher. He is a cofounder of GenderInclusiveBiology.com and the Colorado Transgender Educators Network. Sam teaches at Denver South High School in Denver, Colorado.