Dr Emilia Nhalevilo, Mozambican, teaches at Universidade Pedagogica where she is also a Director of the Center for Mozambican Studies and Ethnoscience. Emilia started her teaching career as a science teacher in high school from 1987 to 1994. 1n 1995 she moved to teach at Universidade Pedagogica. She is the President of the African Association for the Study of Indigenous Knowledge System (AASIKS). Emilia holds a PhD in Science Education from Curtin University of Technology, Australia. Her main research interests lays in two main fields: Science Education and Indigenous Knowledge System.
Nhalevilo, E. (2017): Cultural Issues in Teacher Education: From Multicultural Context to Inter/Cultural Journeys. In Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives. Jean-Luc Gilles (Ed). Peter Lang. Bruxelles. ISBN: 9783034329798
Nhalevilo, E. Ogunniyi, M. (2014). Research as praxis: perspectives on interpreting data from a science and indigenous knowledge systems project. AJRMSTE. DOI:10.1080/10288457.2014.929248. Vol 18, issue 2. Pp 210-218.
Nhalevilo Afonso, E. (2013): Rethinking the history of inclusion of IKS in school curricula: endeavoring to legitimate the subject. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-012-9382-8. Volume 11, Issue 1 (2013), Page 23-42
Nhalevilo, E. A. (2013): Curriculo local: Uma oportunidade de emanciapacao. Revista e-curriculum. Vol 11 (1)
Nhalevilo, E. A. & Ogunniyi, M. (2014): Reflections on The Science and Indigenous Knowledge Project: Voices from the participants. South African Journal of High Education. Vol 28. Issue 1. Pp 221-235.
Anna Robinson-Pant is Professor of Education at the University of East Anglia in the UK and holds the UNESCO Chair in Adult Literacy and Learning for Social Transformation. She has worked in Nepal since the 1980s as a teacher trainer, educational planner and researcher. Her ethnographic research in Nepal – Why eat green cucumber at the time of dying? Exploring the link between women’s literacy and development – received the UNESCO International Award for Literacy Research in 2001. She is committed to raising the profile of participatory and ethnographic research approaches in the international development policy arena. As Editor of Compare: a journal of comparative and international education, she became interested in the geopolitics of academic writing and intercultural perspectives within research methodology. She has been actively involved in developing the internationalisation agenda within UK higher education, and received the BMW Group Award for Intercultural Learning (Theory Category) 2007 for her contribution to theoretical understanding in this field.
Acharya, S. and A. Robinson-Pant (2017) Women, literacy and health: comparing health and education sectoral approaches in Nepal, Compare, http://www.tandfonline.com/doi/full/10.1080/03057925.2017.1393622
Robinson-Pant, A. (2017) Academic literacies: ethnographic perspectives, in Callan, H. (ed) International Encyclopedia of Anthropology (IEA), New York: Wiley
Robinson-Pant, A. and A. Wolf (2016) Researching Across Languages and Cultures: A guide to doing research interculturally, London: Routledge
Robinson-Pant, A. (2016) Learning Knowledge and Skills for Agriculture to Improve Rural Livelihoods, IFAD-UNESCO, Paris. Available at: http://unesdoc.unesco.org/images/0024/002457/245765E.pdf
Robinson-Pant, A. (2016) Promoting health and literacy for women’s empowerment, Hamburg: UNESCO Institute for Lifelong Learning. Available at: http://unesdoc.unesco.org/images/0024/002456/245698e.pdf
Robinson-Pant, A. (2016) Exploring the concept of insider-outsider in comparative and international research: essentialising culture or culturally essential? In Crossley, M., Arthur, L. and E. McNess (eds) Revisiting Insider-Outsider research in Comparative and International Education, Oxford: Symposium Books
Robinson-Pant, A. and N. Singal (2016) Researching ethically across cultures: Issues of knowledge, power and voice, London: Routledge
Robinson-Pant, A. (2016) Beyond the classroom: from education for rural transformation to learning within rural transformation, Journal of Education and Research, August 2015, Vol. 5, No. 2, pp. 6-21
Peter Charles Taylor (PhD, MEd, BSc, DipEd) is Adjunct Professor of Transformative Education at Murdoch University, Australia. His vision for education integrates the Arts and Sciences to develop higher-order abilities such as creativity, critical reflection, ethical astuteness and connectedness, which are essential capabilities for living and working sustainably in the complex, diverse and contested world of the 21st century. He coordinates the International Transformative Educational Research Network (ITERN) for transformative professional development of teachers in universities and schools throughout Asia, Africa, Middle East, Philippines, USA.
Taylor, P.C. (2018). Enriching STEM with the arts to better prepare 21st century citizens. Proceedings of the 5th International Conference for Science Educators and Teachers (ISET) 2017 (pp. 020002-1-020002-5), Phuket, Thailand. Melville, NY: AIP Publishing.
Taylor, E. (L)., & Taylor, P. C. (2017). Breaking down enlightenment silos: From STEM to ST2EAM education, and beyond. In L. Bryan & K. Tobin (Eds.), 13 Questions: Reframing education’s conversation: Science (pp. 455-472). New York, NY: Peter Lang.
Rahmawati, Y., & Taylor, P. C. (2017). The fish becomes aware of the water in which it swims: Revealing the power of culture in shaping teaching identity. Cultural Studies of Science Education. DOI 10.1007/s11422-016-9801-1 http://link.springer.com/journal/11422
Taylor, E. (L.), Taylor, P. C., Aly, A., Karnovsky, S., & Taylor, N. (2017). Beyond Bali: A transformative education approach for developing community resilience to violent extremism. Asia Pacific Journal of Education, 37(2), 193-204. http://www.tandfonline.com/doi/full/10.1080/02188791.2016.1240661
Taylor, P. C. (2015). Transformative science education. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 1079-1082). Dordrecht, The Netherlands: Springer.
Taylor, P. C. (2014). Contemporary qualitative research: Toward an integral research perspective. In N. G. Lederman & S. K. Abell (Eds.). Handbook of research on science education: Volume II (pp. 38-54). New York, NY: Routledge.
Taylor, P. C., Taylor, E., & Luitel, B. C. (2012). Multi-paradigmatic transformative research as/for teacher education: An integral perspective. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 373-387). Dordrecht, The Netherlands: Springer.
In 1964, Kenneth Tobin began teaching high school science and mathematics in rural Western Australia. He continued as teacher and curriculum developer for a decade, after which he became a teacher educator at Graylands Teachers College, later to become part of Edith Cowan University. In Australia, Tobin has had faculty appointments at the Western Australian Institute of Technology (now Curtin University) and has been an adjunct professor at Queensland University of Technology, and Murdoch University. Tobin came to the United States in 1987 and was a tenured professor at Florida State University (10 years), University of Pennsylvania (6 years), and the Graduate Center of the City University of New York (15 years), where he is presently Presidential Professor of Urban Education.
Since 1973, Tobin has been involved in research on teaching, learning, and learning to teach science. His present research focus is on mindfulness, emotion, wellness, and sustainability. His emphasis is on educating the public, birth through death, emphasizing literacy for sustainable and happy/healthy lifestyles. Specifically, his ongoing research focuses on breathing while talking.
Since 1973, when Tobin published his first journal article, he has published 210 refereed journal articles, 29 books, and 140 book chapters. Tobin’s Google Scholar Citations lists 16,634 citations and an h-index of 67. A breakdown of the citations reveals 50 sources that have been cited 100 or more times, the highest being a coauthored chapter on instructional strategies for teaching science (915 citations since 1994). Tobin’s 2017/18 publications include five co-edited books, one with Stephen Ritchie (Eventful learning: Learning emotions); two with Lynn Bryan on critical issues for science education and reframing research in science education; and two with Malgorzata Powietrzynska, both concerning mindfulness and wellness. In similar vein, Tobin was guest editor of a special issue of Learning: Research and Practice on Mindfulness in education. He has also published 3 journal articles and 6 book chapters in 2017/18.