International

Scantlebury, K. Milne, C. & Hussenius, A. (2023). Making a fuss and taking it slow: Re-working science education research theory, method and practices. Paper presented at Australian Association for Research in Education Annual Conference, Melbourne, Australia.

Milne, C. & Scantlebury, K. (August 2023). Practice and representation in worldling: exploring non-correspondence methods for constructing truth. Paper presented as part of symposium. Beyond the modern: The ethical need to make matter matter for diversity in educational research at European Education Research Conference, Glasgow, Scotland.

Milne, C., Scantlebury, K., & Hussenius, A. (August 2023). Making a fuss and taking it slow: re-working science education theory, method and practices. Paper presented as part of symposium. Methodological challenges in exploring materiality and subjectification in education practices at European Education Research Conference, Glasgow, Scotland.

Scantlebury, K., Taylor, C., Gannon, S., & Osgood, J. (August 2023). A workshop on writing, reviewing and publishing in peer reviewed journals. Workshop presented at European Education Research Conference, Glasgow, Scotland.

Milne, C. & Scantlebury, K. (April 2023). Rethinking NGSS’s underlying principles from ethical and post human perspectives. as part of the Symposium Rethinking NGSS’s underlying principles from ethical and post human perspectives. Presented at National Association for Research in Science Teaching (NARST) Annual Meeting, Chicago, IL.

Milne, C. & Scantlebury, K. (April 2023). Symposium Beyond the Modern: The Ethical Need to Make Matter Matter for Truth in Science Education. Presented at American Education Research Association (AERA) Annual Meeting, Chicago, IL.

Scantlebury, K. Milne, C. & Hussenius, A. (2022). Making a fuss and taking it slow: re-working science education research theory, method and practices. Paper accepted at Australian Association for Research in Education Annual Conference, Adelaide, Australia.

Gannon, S., Taylor, C., Osgood, J., & Scantlebury, K., (2022). A workshop on writing, reviewing and publishing in peer reviewed journals. Workshop presented at Australian Association for Research in Education Annual Conference, Adelaide, Australia.

Aghasaleh, R., Tolbert, S. & Scantlebury, K. (2022). Phronetic Science:  Reflections on the first virtual SKAIDS in a social-natural crisis. Poster session presented at the annual meeting of National Association for Research in Science Teaching (NARST) Annual Meeting, Vancouver, CA.

Scantlebury, K. & Milne, C.  (November 2021).  Building a better science learning experience: Fostering creativity, communication, collaboration and more-than-human mindset through slow education. Paper presented at Australian Association for Research in Education Annual Conference, Melbourne, Australia. (Virtual Conference).

Gannon, S., Taylor, C., Osgood, J., & Scantlebury, K., (November 2021). A workshop on writing, reviewing and publishing in peer reviewed journals. Workshop presented at Australian Association for Research in Education Annual Conference, Melbourne, Australia. (Virtual Conference).

Scantlebury, K., & Taylor, C. (September 2021). A workshop on writing, reviewing and publishing in peer reviewed journals. Workshop presented at European Education Research Conference, Geneva, Switzerland. (Virtual Conference).

Scantlebury, K. & Milne, C. (September 2021). Elements of change: How fire and water can disrupt science education research. Paper proposed as part of symposium. Transdisciplinary Feminism: Re-thinking Educational Research on Gender at European Education Research Conference, Geneva, Switzerland. (Virtual Conference).

Milne, C. & Scantlebury, K. (September 2021). Entangling with a Baradian perspective for a post human ethics for science education. Paper at European Education Research Conference, Geneva, Switzerland. (Virtual Conference).

 Milne, C., Scantlebury, K. & Siry, C. (2021). Beyond categories: patterns, trends and directions in socio-cultural science education research. Paper accepted European Science Education Research Association Braga, Portugal (Virtual Conference).

Scantlebury, K. & Milne, C. (2019). Dichotomies/binaries: 21st century post humanities ethics for science education using a Baradian perspective. In symposium, New materialism in science education. Paper presented at European Science Education Research Association, Bologna, Italy.

Scantlebury, K., Milne, C. & Hussenius, A. (2019). Do they know what they are missing? Chemistry education’s failure to engage with materialism feminism. Paper presented at European Science Education Research Association, Bologna, Italy.

Scantlebury, K., (2019). Material feminism and value free science education: bringing “outsiders” into science. Paper part of the symposium Critically revisiting the concept of the hidden curriculum from feminist, intersectional and postcolonial perspectives at European Education Research Conference, Hamburg, Germany.

Scantlebury, K., Taylor, C., Gannon, S & Osgood, J. (2019). A workshop on writing, reviewing and publishing in peer reviewed journals. Workshop accepted at European Education Research Conference, Hamburg, Germany.

Scantlebury, K., Milne, C. & Hussenius, A. (2019).  Do they know what they are missing? Chemistry education’s failure to engage with material feminism. Paper presented at Gender & Education Conference, Portsmouth, UK.

Scantlebury, K., Taylor, C., Gannon, S & Osgood, J. (2019). Toxic times for feminist academic freedom. Workshop presented at Gender & Education Conference, Portsmouth, UK.

Scantlebury, K., Taylor, C., Gannon, S & Osgood, J. (2019). A workshop on writing, reviewing and publishing in peer reviewed journals. Workshop presented at Gender & Education Conference, Portsmouth, UK.

Scantlebury, K., Milne, C. & Hussenius, A. (2019). Ignoring “sleeping police”: chemistry education’s failure to engage with new materialism. In K. Kirchglaser (Chair), From sleeping police to socio-material entanglement: rethinking the racialization and gendering of STEM education practices. Symposium at the annual meeting of National Association for Research in Science Teaching (NARST) Annual Meeting, Baltimore, MD.

Scantlebury, K., Milne, C. & Hussenius, A. (2018). Transitional states: feminist chemistry educators engaging with and being challenged by matter, materiality and what may come to be. In Symposium, New materialism in Science Education Paper presented at European Education Research Conference, Bolzano, Italy.

Scantlebury, K., Milne, C. & Hussenius, A. (2018). Entangling matter and gender in the teaching and learning of chemistry part of Symposium Working across disciplines and differences for gender justice: Methodological, Theoretical and Practical Challenges for Feminist Educators Paper presented at European Education Research Conference, Bolzano, Italy.

Scantlebury, K., Taylor, C. & Gannon, S. (2017). A workshop on writing, reviewing and publishing in peer reviewed journals. Workshop presented for European Education Research Conference, Copenhagen, Denmark.

Tolbert, S., Kayumova, S., & Scantlebury, K. (2016). Decolonizing material-discursive “realities” in science education. In panel discussion Maddening science: Decolonizing technoscientific spaces, places, and communities. National Women’s Studies Association Meeting, Montreal, CA

Hussénius, A. Scantlebury, K. Andersson, K. & Gullberg, A. (2016). Transgressing disciplinary borders: position-status-power as feminist within science/scientists within gender studies. Paper presented as part of the symposium, Feminist ways of being, knowing and teaching in the academy: International perspectives on feminist-inspired pedagogies at European Education Research Conference, Dublin, Ireland

Hussénius, A. Gullberg, A. Elmgren, M. Engström, S., Blomqvist, M., Scantlebury, K., & Hasse, C. (2016). Science faculty as teacher educators – A feminist perspective. Paper presented as part of the symposium, Feminist ways of being, knowing and teaching in the academy: International perspectives on feminist-inspired pedagogies at European Education Research Conference, Dublin, Ireland.

Scantlebury, K. Tolbert, S. & Kayumova, S. (2016) Re-turning feminist science education research to matter. Paper presented as part of the symposium, Feminist Ways of Being, Knowing and Teaching in the Academy 2: International Perspectives on Feminist-Inspired Pedagogies at European Education Research Conference, Dublin, Ireland.

Scantlebury, K. Gleason, S. Soslau, E. & Gallo Fox, J. (2016). Huddle up: The in situ evaluation of coteaching through the development of coteachers’ adaptive practices. Paper presented as part of the symposium, Coteaching in teacher education: New Developments at European Education Research Conference, Dublin, Ireland.

Scantlebury, K. Gleason, S. Soslau, E. & Gallo Fox, J. (2016). Problematizing coevaluation in coteaching: Shifting emphases and re-structuring stakeholder roles. Paper presented at European Education Research Conference, Dublin, Ireland.

Hussénius, A. Gullberg, A. Elmgren, M. Engström, S., Blomqvist, M., Scantlebury, K., & Hasse, C. (2016). Borderland between academic disciplines and school science – feminist perspectives on science teacher education. Paper presented at Gender and Education Association Biennial Interim Conference, Linkoping, Sweden.

Scantlebury, K. (2015). Making the material matter in feminist science education research. Paper presented at 2015 International Conference of the East-Asian Association for Science Education, Beijing, China.

Scantlebury, K. (2015). Missed opportunities and huddles: Coteaching in science. Paper presented at 2015 International Conference of the East-Asian Association for Science Education, Beijing, China.

Scantlebury, K. & Soslau, E. (2015). Transitioning professional development within classes through coteaching. Paper presented at European Education Research Conference, Budapest, Hungary.

Scantlebury, K. (2015). Perhaps we need a tsunami? Including the material into feminist praxis, theory and research. Paper presented as part of research workshop on Wondering about waves: Putting material feminist pedagogies in motion at European Education Research Conference, Budapest, Hungary.

Scantlebury, K. (2015). Gender matters: Building on the past, recognizing the present, and using material feminism to frame future science education research. Paper presented at 10th Biennial Conference of the Gender and Education Association, University of Roehampton, London, England.

.Alrwaythi, E., Almazroa, H. Alahmad, N. Scantlebury, K. & Alshaya F. (2014). Exploring curriculum implementation: Focus on science teaching. Paper presented at 2nd IHPST Asian Regional Conference, Taipei, Taiwan.

Soslau, E. Gallo-Fox, J., Scantlebury, K., & Gleason, S. (2014). Coteaching and coevaluation in student teaching: Understanding new roles for university supervisors. Paper presented at British Education Research Association (BERA) Annual Meeting, London, England.

Scantlebury, K., Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A. (2014). Engaging science education with material feminism. Paper presented at European Education Research Conference, Porto, Portugal.

Andersson, K., Hussenius, A., Scantlebury, K., Gullberg, A., & Danielesson, A. (2014). Critiquing science, thinking gender in science teacher education. Paper presented at Gender & STEM Network Conference Gender and STEM: What schools, families, and workplaces can do? Berlin, Germany.

Scantlebury, K. Wassell, B. & Braden, S. Encouraging Latino/a students in science: student attitudes and supportive teaching practices. Paper presented at Gender & STEM Network Conference Gender and STEM: What schools, families, and workplaces can do? Berlin, Germany.

Scantlebury, K., Hussenius, A., Andersson, K., Gullberg, A. & Danielsson, A. Making matter matter to make feminism and gender matter in science education. (2014). Paper presented at Nordic Research Symposium on Science Education (NFSUN), Helsinki, Finland.

Hussenius, A., Andersson, K., Scantlebury, K. & Gullberg, A. Interstitial spaces – a model for challenge and change. (2014). Paper presented at Nordic Research Symposium on Science Education (NFSUN), Helsinki, Finland.

Scantlebury, K., Wassell, B., & Martin, S. (2013). Enhancing girls’ (re) voice: Cogenerative dialogues as feminist pedagogy|research for Latin@ and Asian girls’ science learning. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.

Scantlebury, K., & Wassell, B. (2013). “In the eyes of the beholder”: ELL students’ and researchers differing perspectives on ‘good science teaching” in an urban, charter middle school. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.

Gullberg, A. Andersson, K. Hussenius, A., Danielesson, A. & Scantlebury, K. (2013). Chafing borderlands – Student teachers’ meeting with feminist critique in science courses. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.

Danielesson, A., Andersson, K., Gullberg, A., Hussenius, A., & Scantlebury, K. (2013). Science = nature? An exploration of the places primary school student teachers associate with science. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.

Andersson, K., Gullberg, A. Hussenius, A., Danielesson, A. & Scantlebury, K. (2013). How gender awareness affects pre-service teachers’ teaching knowledge in science and technology. Paper presented at European Science Education Research (ESERA) Annual Meeting, Nicosia, Cyprus.

Scantlebury, K., (2013). Promoting girls’ voices: Using cogens in science. Paper presented at World Conference on New Trends in Science Education, Cracow, Poland.

Scantlebury, K., (2013). Cognerative dialogues: A feminist pedagogy|research (re)structuring of science to enhance girls’ (re)voicing of their learning needs. Paper presented at ATGender Conference, Gothenberg, Sweden.

Hussénius, A., Scantlebury, K., Andersson, K. & Gullberg, A. (2013). Talking science-talking gender. Paper presented at ATGender Conference, Gothenberg, Sweden.

Hussenius, A., Andersson, K, , A. & Scantlebury, K. (2011). Gender awareness in constructing knowledge of science and science teaching. Paper presented at European Science Education Research (ESERA) Annual Meeting, Lyon, France.

Kahle, J. B., Scantlebury, K &. Li, Y. (2011). Building upon success: Teacher change and student learning. Paper presented at European Science Education Research (ESERA) Annual Meeting, Lyon, France.

Scantlebury, K. Martin, S., & Wassell, B. (2011). Globalization and science education: issues impacting English language learners in US urban schools. Paper presented at European Science Education Research (ESERA) Annual Meeting, Lyon, France.

Kahle, J.B., Scantlebury, K. & Li, Y. (September, 2009). Professional development programs in science that sustain changes in teacher practice? Paper presented at European Science Education Research (ESERA) Annual Meeting, Istanbul, Turkey.

Scantlebury, K. (2009). Eyes on the prize: Urban African-American girls’ participation in high school science. Paper presented in ESERA symposium Social difference as a resource for producing success in science in culturally diverse fields. Paper presented at European Science Education Research (ESERA) Annual Meeting, Istanbul, Turkey.

Scantlebury, K. (2007). Using cogenerative dialogues to develop urban African American girls’ hybrid science identities. Paper presented at Australasian Science Education Research Meeting, Perth, Western Australia.

Scantlebury, K. (July, 1997). Cooperating teachers: Catalysts in improving student teachers’ equitable teaching practices. 28^th Australasian Science Educators Research Association Conference, University of South Australia, Adelaide, SA, Australia.

Scantlebury, K. (December, 1997). Science teachers’ perceptions of gender and science teaching. Paper presented at the Australasian Joint Regional Conference of Gender and Science and Technology (GASAT)-International Organisation of Science and Technology (IOSTE), Perth, Australia.

Scantlebury, K. (July, 1996). Making chemistry learning equitable and gender friendly. Symposium Organizer. 14^th International Conference on Chemical Education, Brisbane, Australia.

Scantlebury, K. (July, 1996). Student teaching: The key to beginning the cycle of equitable teaching. 14^th International Conference on Chemical Education, Brisbane, Australia.

Scantlebury, K. (July, 1996). Value, care and status: Understanding science teachers’ gender-related contradictions. 27^th Australasian Science Educators Research Association Conference, University of Canberra, Canberra, ACT, Australia.

Scantlebury, K., & Kahle, J. B. (July, 1991). Assessing the equitable science classroom. Sixth International Gender and Science and Technology (GASAT) Conference, Melbourne, Australia.