Notes on Contributors
Ramsey Affifi
is a Lecturer in Science (Biology) and Philosophy Education at Moray House School of Education and Sport, The University of Edinburgh. He is the founder of the organisation Sustainable Laos Education Initiatives and the Sai Nyai Eco-school. His writing and teaching are devoted to fostering flourishing in this great time of need.
Sofie Areljung
is Senior Lecturer in Educational Work at Umeå University, Sweden, where she is engaged with questions regarding science education in preschool and primary school. Her research interests lie within the interface of science education, early childhood education, and the arts. In that interface, epistemology becomes critical (what are valid ways of knowing, according to teachers), casting light on how time, matter, and power matters to science teaching. Sofie is particularly interested in developing science pedagogy and challenging epistemological traditions in collaboration with practitioners. Her research involves early years’ transitions, documentation practices, children’s relations with the material world, and teachers’ professional development in relation to science education. More recently, her research interest has turned towards exploring visual arts as means of expressing and exploring science concepts in the early years, being open to children’s non-canonical ways of representing natural phenomena.
Christopher Brownell
(BA, MA, PhD) (Associate Professor, Mathematics and STEM Education, Program Director, Mathematics Education, Fresno Pacific University, USA) is a secondary school mathematics instructor (for 14 years), turned university mathematics education researcher now with 30+ years combined experience in the teaching and learning fields. His primary focus has been on the Mathematical Knowledge for Teaching framework narrowing in on the specialized content knowledge teachers require to be highly effective in their role as instigators of learning. A focus on the human story that is mathematics, and how that story serves to connect students to continued study in the subject has lead him to broaden his focus to the artistic and aesthetic nature of mathematical thought. He is a co-author of the upcoming book, Math Recess: Playful Learning for the Age of Disruption.
Pamela Burnard
is Professor of Arts, Creativities and Educations at the Faculty of Education, University of Cambridge. She is Chair of the Faculty Board and the Arts and Creativities Research Group (https://www.educ.cam.ac.uk/research/groups/artsandcreativities/). She has published widely with 20 books and over 100 articles which advance and expand the conceptualization and plural expression of diverse creativities across early years, primary and secondary school settings, through to higher education, doctoral research practices, and creative and cultural industry sectors. She is co-editor of the journal Thinking Skills and Creativity. She publishes widely on future-making STEAM education.
Kerry Chappell
is a Senior Lecturer in Education at the University of Exeter. Her research is focused on the contribution creativity in arts education can make to debates about educational futures; the interdisciplinary study of creativity; and methodologies for participatory research. Her work as a dance-artist with a Devon-based dance lab collective informs her research practice
Laura Colucci-Gray
is a Senior Lecturer in Science and Sustainability Education at Moray House School of Education and Sport, University of Edinburgh. Formerly a Biology teacher, Laura holds a degree in Natural Sciences from the University of Turin (Italy) and a PhD in Science Education from the Open University (UK). Her research focuses on participatory methodologies – from discussion and role plays to arts based methodologies – to deal with complex and contested issues in science and society. Laura has published extensively in the field of science education, environmental education and sustainability education. She is a founding member of the Interuniversity Research Institute for Research on Sustainability (www.iris.unito.it) in Turin, and has held teaching and research appointments at the Universities of Turin, Aosta Valley, Strathclyde and Aberdeen.
Carolyn Cooke
is currently completing a PhD exploring music student teachers’ experiences of improvisation as a radical apparatus for troubling enlightenment epistemology at the University of Edinburgh’s Moray House School of Education and Sport. Having worked as a music teacher in secondary schools, and more recently as a lecturer across primary, secondary, music and generic education course, she has developed interests in student teacher learning and arts-based pedagogies, as well as writing on musical learning behaviours, music curricula issues, and inclusion.
Kristóf Fenyvesi
(PhD) is a researcher of STEAM Trans- and Multidisciplinary Learning at the Finnish Institute for Educational Research, University of Jyväskylä. He is the Vice-President of the world largest mathematics, arts and education community, the Bridges Organization. In 2008 he started Experience Workshop – Global STEAM Network (www.experienceworkshop.org). Fenyvesi’s articles have appeared in several prestigious peer-reviewed journals and he has edited numerous math-art-education handbooks, including Aesthetics of Interdisciplinarity: Art and Mathematics (Springer-Birkhauser, 2017). He has been very active in organizing international scientific events, education programs, exhibitions and STEAM workshops and festivals all around the globe.
Erik Fooladi
holds a doctorate in organometallic chemistry from University of Oslo, and is presently associate professor in science education and home economics at Volda University College, Norway. He has an extensive production of teaching resources and popular scientific material in the interface between science and food, most recently as co-author of the popular science book “A Pinch of Culinary Science: Boiling an Egg Inside Out and Other Kitchen Tales”. His research interests are education and communication in the intersection between food, science and sense/ory experiences, particularly on inquiry, argumentation, context-based education and epistemic perspectives in transdisciplinary contexts. He is also a musician (percussionist), and collaborates with both researchers, artists and other practitioners to produce multisensory performances and research, including not only what can be heard and seen, but also that can be smelled and tasted.
Catherine Francis
is a doctoral candidate and Lecturer at the University of Aberdeen’s School of Education. Previously she was a Chartered Teacher working in the north east of Scotland for almost twenty years and a primary teacher for ten years in England and Germany. Whilst at school, she championed Learning for Sustainability and Global and International Education. During this time, she worked in partnership with many schools from across Europe and in Pakistan. As a teacher and teacher educator, she enjoys learning and teaching in a variety of indoor and outdoor contexts. A love of Nature guided this work and Nature’s work is to be found at the heart of her research today. Her research specifically explores the dynamics of children’s ecological identities provoked by experiential, embodied learning in Science and LfS outdoors through Art making. In particular, she is intrigued by the nature of knowing and noticing. Through engaging with arts-based methods she hopes to draw out the learning which, perhaps hitherto, has gone unknown, un-noticed and almost certainly undervalued.
Lindsay Hetherington
is a Senior Lecturer in Education at the University of Exeter. Believing that science is fundamentally about questioning and experimentation with the natural world, her research is focused on exploring how learners intra-act with the natural world and how transdisciplinary creative pedagogies can foster young people’s understanding of science as creative. She uses new materialist and emergent theoretical and methodological perspectives to engage with the inherent messiness and uncertainty of real-world research.
Anna Hickey-Moody
is a Professor of Media and Communications at RMIT University and an Australian Research Council Future Fellow 2017–2021. Between 2013 and 2016 Anna was the Director of the Centre for Arts and Learning at Goldsmiths College, London and Head of the PhD in Arts and Learning. Anna has also held teaching and research positions at The University of Sydney, Monash and UniSA. Anna is known for her theoretical and empirical work with socially marginalized figures, especially young people with disabilities, young refugees and migrants, those who are economically and socially disadvantaged, and men at the margins of society. She is also known for her methodological expertise with arts practice, or practice research, ethnography and methodological invention. She has published 9 books and many articles and chapters.
Christine Horn
has worked in the field of social research, art, design and digital media for several years. She has taught digital and analog art and design including photography, print, typography and illustration. Besides her work with the Interfaith Childhoods projects at RMIT University she has an interest in the cultural approaches to Aboriginal and Torres Straits Islander health. Her previous research aimed to establish the impact and specific use of digital technologies among Indigenous communities in Sarawak, Malaysia. Christine was awarded her PhD from Swinburne University in 2015.
Tim Ingold
is Professor Emeritus of Social Anthropology at the University of Aberdeen. He has carried out fieldwork among Saami and Finnish people in Lapland, and has written on environment, technology and social organisation in the circumpolar North, on animals in human society, and on human ecology and evolutionary theory. His more recent work explores environmental perception and skilled practice. Ingold’s current interests lie on the interface between anthropology, archaeology, art and architecture. His recent books include The Perception of the Environment (Routledge, 2000), Lines (Routledge, 2007), Being Alive (Routledge, 2011), Making (Routledge, 2013), The Life of Lines (Routledge, 2015), Anthropology and/as Education (Routledge, 2018) and Anthropology: Why it Matters (Polity, 2018).
Riikka Kosola
is a professional ‘mover’. She works with several bodily languages, dance being her core. As a choreographer, dancer and pedagogue, she is interested in space and its complex structure in the world, linking this to the dynamic structure of the human body. Riikka has a master degree from CNSDM of Lyon in France in Contemporary Dance and degree in Cultural Anthropology and Performance Art from Lyon 2 University, while currently starting her studies in Mathematics and in Art History in Helsinki University in Finland. She has a dance company – Kustavi Korps – studying kinaesthetic intelligence through dance works, and offering workshops to multiple audiences. Riikka is a part of Maths-in-Motion team through Experience Workshop STEAM Network.
Zsolt Lavicza
(BA, BA, MS, MA, MPhil, PhD) is Professor in STEM Education Research Methods at Johannes Kepler University’s (JKU) Linz School of Education. After receiving his degrees in mathematics and physics in Hungary, Zsolt began his postgraduate studies in applied mathematics at the University of Cincinnati. While teaching mathematics in Cincinnati he became interested in researching issues in the teaching and learning mathematics. In particular, he focused on investigating issues in relation to the use of technology in undergraduate mathematics education. Afterwards, both at the Universities of Michigan and Cambridge, he has worked on several research projects examining technology and mathematics teaching in a variety of classroom environments. In addition, Zsolt has greatly contributed to the development of the GeoGebra community and participated in developing research projects on GeoGebra and related technologies worldwide. While at JKU he is working on numerous research projects worldwide related to technology integration into schools; leading the doctoral programme in STEM Education at JKU; teaching educational research methods worldwide; and coordinates research projects within the International GeoGebra Institute.
Elsa Lee
is an educationalist with a longstanding interest in environmental issues and connections to place. She started her working life as a secondary school science teacher, teaching in the UK and Mexico; this experience continues to inspire and guide her academic work. Elsa has previously undertaken academic research seeking to understand how children perceive and articulate their connections to place, particularly significance of climate change within this. She now researches community-based waterway rehabilitation projects, as well as exploring how art, artists and children’s connections to nature intersect. Elsa has a Bye-Fellowship at Homerton College, Cambridge.
Saara Lehto
(Science Education Coordinator at LUMA Centre Finland; PhD Student in Mathematics Education, University of Helsinki; dancer and dance teacher) works as a Science Education Coordinator at LUMA Centre Finland at the University of Helsinki (UH). She is currently a PhD Student in Mathematics Education at UH and her research falls in the field of embodied mathematics education. Lehto has a Licentiate’s degree in Mathematics from UH where she has worked as a researcher, research assistant and a part time teacher during the years 2000–2010. She has a long experience in non-formal mathematics education and she is a co-author (with Björklund et al.) of a book about fun and creative ways to teach mathematics in primary education, entitled Sukkia ja muuta matematiikkaa (MFKA-kustannus, 2002). Lehto has a heavy background in dance and has worked as a professional dancer and dance teacher in Helsinki during the years 2010–2017. Her amateur dance group Saara Lehto Equation currently explores connections between mathematics and dance.
Danielle Lloyd
is a third year undergraduate student on the BA (Hons) Primary Education Studies course at Anglia Ruskin University, Cambridge. She has participated in a number of research studies across her degree course, in particular working as a student research intern for a four-week project, the work for which formed the basis of this chapter. Danielle has a range of experience working with children in a variety of settings and hopes to go on to complete a PGCE and become a primary school teacher.
James MacAllister
is Senior Lecturer in Philosophy of Education at Moray House School of Education and Sport, the University of Edinburgh. His recent publications include the book Reclaiming Discipline for Education: Knowledge, relationships and the birth of community (Routledge, 2017) as well as various papers on what Scottish philosophers have written about education. He has a PhD from the University of Edinburgh and has taught in Edinburgh primary schools.
Tessa McGavock
is Director of Western Sydney University Early Learning Centre, Penrith, at Western Sydney University. She is currently undertaking research to explore the integration of Indigenous ways of knowing and being into early learning. In her capacity as director, Tessa led and supported the development and implementation of pedagogical responses to the deep hanging out researcher observations in “Naming the World”. As the Centre Director Tessa initiated a connection with the Villentarha Preschool in Oulu Finland. This was developed and implemented as “The Finland Project” exploring Finnish and Australian nature in the Goodher Room with children from 4–5 years. She also supported the ongoing evolution of “What can we see outside?”, the very exciting and creative project that emerged with educators and very young children from 0–2 years in the Boori Room, and its extension into the 3–4 year old group. This latter project is the focus of our jointly authored chapter.
Karin Murris
is Professor of Pedagogy and Philosophy at the School of Education, University of Cape Town. She is a teacher educator and grounded in academic philosophy, her main research interests are: child studies, school ethics and postqualitative research methods. She is principal investigator of various funded research projects and her books include: The Posthuman Child (Routledge, 2016), and (with Joanna Haynes) Literacies, Literature and Learning (Routledge, 2018), Picturebooks, Pedagogy and Philosophy (Routledge, 2012). She is co-editor of the Routledge International Handbook of Philosophy for Children (Routledge, 2017) and Chief Editor of a new Routledge series on Postqualitative, New Materialist and Critical Posthumanist Research.
Lena Nasiakou
is Learning and Development specialist, Founder of Lena’s Moves, Olde Vechte Foundation, and believes that working with body offers a space for a deeper understanding and makes learning a joyful process. This is the reason for applying mostly embodied methodologies when she is training teachers, students, youth and adults. She is a Learning and Development Specialist with MSc in Lifelong Learning & BSc in Educational Studies with extensive experience in designing & delivering international educational projects. The topics Lena makes the greatest difference in, is mathematics, coaching and trainer education through the projects she is involved in.
Edvin Østergaard
is a composer and Professor in Art and Science in Education at the Norwegian University of Life Sciences. His research focuses on the interplay between art and science, with emphasis on educational aspects, and history and philosophy of science, with emphasis on aesthetics and the diversity of forms of knowing. In 2008–2009 he held a position as visiting scholar at Harvard University, Boston and 2016–2017 as visiting professor at Humboldt University, Berlin.
Anne Pirrie
is Reader in Education at the University of the West of Scotland. Her recent book Virtue and the Quiet Art of Scholarship: Reclaiming the University (Routledge, 2019) offers a fresh and unorthodox perspective on what it means to be a ‘good knower’ in a social and educational environment dominated by the market order. In an era characterised by deep and enduring social and cultural divisions, the book offers a timely, accessible and critical perspective on the perils of retreating behind disciplinary boundaries. These issues have a bearing on the ultimate success of the movement from STEM to STEAM.
Hermione Ruck Keene
is an Associate Lecturer in Music Education at the University of Exeter and was previously a Graduate Research Assistant on the Creations Project.
Ruth Sapsed
is the Director of arts and well-being charity Cambridge Curiosity and Imagination (CCI). The charity was founded in 2007 by a group of artists, educators, parents and researchers with a shared passion for how the arts can transform lives. Ruth is particularly interested in how young children’s ideas can lead others, their families, friends, neighbours and educators, and their role as crucial community navigators and connectors. Co-creation and collaboration is central to everything she does. www.cambridgecandi.org.uk
Diana Scherer
is a visual artist living and working in Amsterdam. Her work explores the relationship of man versus his natural environment and his desire to control nature. Encompassing photography, material research, plant root-weaving and sculpture, she develops her ideas by working in collaboration with biologists, engineers and designers. Currently, her material research is focussed on the development of a new sustainable material woven from plant roots. More information about her work is available at: http://dianascherer.nl/
Pallawi Sinha
joined the Faculty of Education, University of Cambridge as a postdoctoral research associate in February 2018. She is currently working on a qualitative study jointly funded by the British Academy and Department for International Development under Dr. Aarthi Sriprakash. The study is examining the contexts, practices and costs of early childhood care and education in India to address culturally responsive models.
Margaret Somerville
is Professor of Education in the School of Education and member of the Institute for Culture and Society at Western Sydney University. She is interested in exploring alternative and creative methods of research for planetary wellbeing. Her background is long term engagement and collaborative research with Australian Aboriginal communities, exploring alternative knowledge systems and ways of being and knowing. More recently she has been involved in researching with teachers and schools in relation to experiential sustainability learning. Her current project Naming the World: Enhancing early years literacy and sustainability learning addresses the ontological and epistemological problem of the separation of culture (as language) from nature (as world) in early years learning. Drawing on the latest new materialist methods, with a parallel study site in Finland, this project asks: “How can we integrate literacy and sustainability to produce powerful new learning for young children of the 21st century?”
Keiren Stephenson
is a creative early childhood practitioner who engages very young children from 0–3 years. She has conducted a range of innovative projects such as ‘the hands project’ in which the children learned bodies, representational practices, and naming by creating a mural of their hand prints in bright colours. They learnt to recognise each child’s hand prints when the child placed their hand on their print and said their name. The project “What Can We See Outside”, described in this chapter, similarly begins with very young children’s curiosities, engagements and sensory pleasures to extend their learning in creative ways.
Carine Steyn
is the project leader for the Govan Mbeki Mathematics Development Centre (GMMDC) National Math Art Competition for Secondary Schools in South Africa and the project leader for the Technology, Pedagogy and Content Knowledge (TPACK) professional development project for Mathematics teachers in the Eastern Cape. She taught mathematics at secondary school level for 24 years before she returned to studying and joined the GMMDC which is an engagement entity under the Science Faculty at the Nelson Mandela University in Port Elizabeth. Carine has a passion for teaching mathematics and exciting learners about learning. She loves finding creative ways in which to encourage teachers and learners to see Mathematics in real life.
Jan van Boeckel
is a visual artist, art educator, researcher and film-maker. His main field of interest is in arts-based environmental education. Currently, he is senior lecturer in visual art education at the Academy of Design and Crafts in Gothenburg, which he combines with working with the Centre for Environment and Development Studies and Climate Change Leadership node in Uppsala. Van Boeckel was professor in art pedagogy at the Estonian Academy of Arts in Tallinn (2015–2018) and has been program director in design theory at the Iceland University of the Arts in Reykjavik (2014–2015). In 2013, he defended his doctoral thesis entitled At the Heart of Art and Earth at Aalto University in Helsinki. From 2007 onward, Jan is active member of the international Eco-Art Network. Jan co-produced a series of documentaries on the world-views and environmental philosophies of indigenous peoples. He also made films on the sociologist Jacques Ellul and eco-philosopher Arne Naess.
www.janvanboeckel.wordpress.com
Nicola Walshe
is a Principal Lecturer at Anglia Ruskin University in Cambridge. She gained a PhD in glaciology and taught and worked as Head of Geography in three secondary schools in the UK before going on to teach and lead the Geography PGCE course at Cambridge University. She is now Deputy Head of the School of Education and Social Care and Course Leader of the BA Primary Education Studies programme at Anglia Ruskin University. Nicola’s research interests include students’ understandings of sustainability, environmental and sustainability education, and pedagogies at the intersection of the arts, nature and wellbeing, particularly with reference to children.
Olivier Werner
is the founder and director of the Govan Mbeki Mathematics Development Centre (GMMDC) at the Nelson Mandela University (NMU), Port Elizabeth, South Africa. He held a National Chair in Mathematics Education over the period 2011–2015. His extensive academic background as research mathematician and experience of teaching mathematics from secondary school to PhD level stretches back to 1990. His passion and experience in STEM education is centred in the development, implementation and testing of large scale customized teaching and learning models that integrate technology, pedagogy and curriculum content. His work also includes a strong focus on professional skills development of in-service teachers, promoting the use of GeoGebra and STEAM education to meet some of the challenges posed by 4IR.
Marissa Willcox
is a digital ethnographer currently conducting PhD research in the Digital Ethnography Research Centre at RMIT University in Melbourne, Australia. Her research looks at feminist artists representations of gender and sexuality in digital art on Instagram. Willcox has worked in PR and media-based roles in industry focused jobs, and after shifting to academia, now aims to change the way we teach gender and sexuality in media studies for future generations. She is known for her work with LGBTQIA+ and feminist activist art communities online. As a Research Associate on the ARC funded Interfaith Childhoods project, Marissa works with Chief Investigator Anna Hickey-Moody to leverage creative research methods in art practice, digital technologies, the sociology of religion and gender and sexuality studies to bring a new perspective to ways we understand identity, community and belonging.
Heather Wren
is a PhD student in creative education at the University of Exeter and was previously a Graduate Research Assistant on the Creations Project.