Who we are
Shawn Michael Bullock is an assistant professor of science education in the Faculty of Education, Simon Fraser University, British Columbia, Canada and a certified professional physicist (P.Phys.) with the Canadian Association of Physicists. He earned graduate degrees in the history and philosophy of science and technology and in science education after an initial undergraduate education in physics. Shawn is the author of Inside Teacher Education (Sense Publishers, 2011), which analyzed and interpreted the experiences of five future physics teachers during their teacher education program and the co-editor of Self-studies of science teacher education practices (Springer, 2012), which explored the intersection of science education, science teacher education, and self-study methodology. A former secondary school physics teacher, Shawn’s scholarship and practice have particularly focused on the pre-service and continuing education of science teachers. He is a passionate advocate of increasing the public understanding of and engagement with science; one current project is the development and implementation of a non-technical science course entitled Contemplating Modern Physics: Dark Matter, Superstrings, and Other Strange Things for SFU’s continuing studies program.
Judy Dabideen-Sonachansingh has been a teacher for more than half her life – 30 years and counting. She has taught Chemistry, Integrated Science, Computer Literacy, Mathematics, Special Education and most recently Earth Science. She has taught over 6,000 young people, some of whom are now in their late 40’s! Early in her career, she used to say that she would pay to get to do this job and some governments have taken her seriously. Nevertheless, she continues to teach with incredible joy and continues to learn alongside her pupils.
Kieran Egan is a professor in the Faculty of Education, Simon Fraser University, British Columbia, Canada. He is a director of the Imaginative Education Research Group. His work has focused on a new theory of education and its practical implications for everyday teaching and learning. He is a Fellow of the AERA, a member of the National Academy of Education, a Canada Research Chair, and a winner of the Grawemeyer Award in Education—all of which have kept him off the streets so far.
Yannis Hadzigeorgiou is a professor of education in the School of Education at the University of the Aegean, in Rhodes, Greece. He teaches curriculum theory, and science methods and activities. He holds a bachelor’s degree in physics from the Aristotelian University in Greece (1981), a master’s degree in biomechanics/physical education (1986) and a master’s degree in education/applied didactics (1987) from Leeds University, and a doctorate in curriculum and instruction (1994) from the University of Northern Iowa, USA. His research interests as well as his published work are in the area of science concept development, curriculum reform, imaginative learning and ecological education. He is author of 6 books, in the area of curriculum and instruction, one of which has been a standard textbook for undergraduate courses on curriculum at several universities in Greece. In 2003 he developed a theoretical framework for a holistic/ecological curriculum, while in 2005, as a Fulbright scholar, he did work on Inclusive Practices in Science Education. Since that time he has been involved, as a collaborator, in a major project on Inclusive Practices, at the university of N. Iowa. He has been also actively involved in empirical research in the context of imaginative education, and as member of the IERG.
Anthony Jay completed his M.Ed in the Imaginative Education Curriculum and Instruction cohort and found that it greatly influenced his teaching practice. He is constantly trying to apply Imaginative and Vygotiskian concepts in his classroom to develop deep scientific and ecological understandings in his students. He has been involved in science education for fifteen years and has been teaching in a district choice program focussed on leadership and community service for seven years.
Gillian Judson is a Lecturer in the Faculty of Education at Simon Fraser University, and is also one of the Directors of the Imaginative Education Research Group. She is particularly interested in sustainability and how an ecologically sensitive approach to education can both increase students’ engagement with, and understanding of, the usual content of the curriculum and can show it in a light that can lead to a sophisticated ecological consciousness. Her most recent book is A New Approach to Ecological Education (New York: Lang Publishing, 2010). Gillian is also the author of the lengthy Appendix section of Teaching Literacy: Engaging the imagination of new readers and writers (Thousand Oaks, CA: Corwin Press.)
Bratislav Mladenovic, M.Ed. is the Manager of Undergraduate Programs and Senior Academic Advisor at the Faculty of Health Sciences, Simon Fraser University (SFU). After years of working in live theatres around the small world of Europe as a stage director, Bratislav came to Canada and terminally disconnected himself from Sophocles, Shakespeare, Beckett, and the like. His separation from theatre seemed as the absolute end of the world. Then, he completed his M.Ed. in Imaginative Education at SFU and realized that there still is a hope for creativity and engagement in Canada and in Canadian post-secondary education. Bratislav is completing his Ed.D. in Educational Leadership at SFU.
Ivona Mladenovic is a Senior Lecturer in the Department of Biological Sciences, Faculty of Science, Simon Fraser University (SFU). Ivona is the first SFU instructor to teach first year biology courses, BISC 101 and BISC 102, at the newly established Surrey campus in 2005 and at the same time a pioneer in utilizing WebCT (in 2005), Canvas (in 2013) and iClickers (in 2008) in Surrey. She was instrumental in establishing the first biology teaching lab in Surrey that started its operations in the Fall, 2011. Ivona obtained a Ph.D. in Medicine, and she is currently pursuing a Ph.D. in Curriculum Theory & Implementation at SFU.
Roland M. Schulz is a researcher with the Imaginative Education Research Group (IERG) and a sessional instructor in science teacher education at Simon Fraser University in Vancouver. He holds a PhD in curriculum theory focusing on philosophy of education, philosophy of science and science education. His undergraduate degrees are in physics and in physical science education. He has been active as a secondary science teacher, having taught physics and chemistry for many years in Canada, and physics in
Istanbul, Turkey. He is particularly interested in incorporating history and philosophy of science through use of narrative, controversies and model-based reasoning for improving curriculum and instruction. His focus in science teacher education is on enabling teachers to develop critical philosophical perspectives on the curriculum and their professional identity. Previous publications have appeared in the international journals Science & Education and Educational Philosophy and Theory.
He is also active with the International History, Philosophy and Science Teaching Group (IHPST), serving as Assistant Book Review Editor for their journal Science & Education. This international science educational organization brings together scientists, philosophers, sociologists and historians of the different sciences with the educational community of science teachers, researchers and curriculum specialists in order to improve science education at primary, secondary and tertiary levels. This scholarly community is unique in so far as it remains one of the few that seeks to bridge dialogue and research across diverse scientific and academic disciplines with ties to over 30 countries.
Recent book publication: Re-thinking Science Education: Philosophical Perspectives (2014). Charlotte, NC: Information Age Publishing (IAP).
Jean Warburton is an adjunct professor in the Faculty of Education at Simon Fraser University with a particular focus on developing and implementing educational programs in diverse settings. She is an avid traveler interested in different cultures and educational systems, and she most recently visited Chile to give workshops and support to teachers and administrators in Santiago as they planned implementation of the Learning in Depth program to grades 1-6. She played a leadership role in developing and establishing a new teacher education program at Okanagan University College, British Columbia, Canada in partnership with the University of Victoria, and is particularly interested in applying the principles of Imaginative Education in the preparation of science teachers. Her doctorate is from Simon Fraser University, British Columbia, Canada.