Angela Calabrese Barton is a professor in science and teacher education at Michigan State University in East Lansing, Michigan, United States. Her research focuses on the intersections of teaching and learning science with a particular emphasis on issues of equity and social justice. She has investigated youth learning and identity work across setting and over time, as young people move through the middle grades and into high school. She also works closely with teachers to design/adapt curriculum/pedagogy towards incorporating youths’ cultural knowledge and experiences as a part of science practice and discourse in learning environments. She has also designed and taught after school and community-based science and engineering programs for over two decades in homeless shelters and community organizations in different cities in the US. Such work has led to design approaches for integrating deep engagement in STEM knowledge and practice with youth agency in science and community. She takes a participatory design approach to all of her work, bringing in youth participants, parents, teachers and community staff in both research and development. She is a Fellow of the American Education Research Association, and also the former co-Editor of the Journal of Research in Science Teaching.
Emily’s work focuses on how people engage with and learn about science, with an emphasis on equity and social justice. My current research explores how to disrupt rather than reproduce social disadvantages in relation to science education, engagement and communication. Over the past 12 years I have carried out research on science learning and engagement in a variety of settings including science centres, museums, scientific societies, schools, community settings and zoos.