INTERNATIONAL INVITED PRESENTATIONS

Scantlebury, K. (November, 2023). Mattering and gender.  Presentation in Contemporary Perspectives on Gender and STEM Summit Rethinking issues that refuse to resolve.  Deakin University, Melbourne, Australia. 

Gannon, S. & Scantlebury, K. (October, 2022). The entanglements of feminist ethics and academic publishing. Seminar presented as part of Gender & Education Association, Seminar Series. Royal Melbourne Institute of Technology (RMIT), Melbourne, AUS.

Taylor, C. Osgood, J., Gannon, S. & Scantlebury, K. (October, 2021). Un/doing the academicpublishingmachine through entangled feminist activism. Presentation in PhEminar Series (virtual). London, UK.

Scantlebury, K. & Milne, C. ( June 2021). Slow science/Slow education, Seminar presented at Sandra K. Abell Institute for Doctoral Students, National Association for Research in Science Teaching (virtual meeting).

Taylor, C. Osgood, J., Gannon, S. & Scantlebury, K. (May, 2021). The entanglements of feminist ethics and academic publishing. Seminar presented as part of Gender & Education Association, Seminar Series.

Taylor, C. Osgood, J., Gannon, S.  & Scantlebury, K. (March, 2021). Un/doing the AcademicPublishingMachine through entangled feminist activism. Presentation in PhEM Speakers Series, University of Cardiff, UK.

Scantlebury, K. & Osgood, J. (February, 2021). A feminist ethical troubling of academic publishing. Seminar presented atGender & Education Association, Seminar Series.

Scantlebury, K. (August 2018). Pursuing entanglements: Implications of (new) material feminism for STEM education. Keynote Presentation at 4th Network Gender & STEM Network Conference, Eugene, OR.

Scantlebury, K. (June 2018). Entangling matter and gender in the teaching and learning of chemistry. Center for Gender Research, Uppsala University, Uppsala, Sweden.

Scantlebury, K. (August 2017). Equity and inclusivity in STEM preservice teacher education. School of Education, Royal Melbourne Institute of Technology (RMIT), Melbourne, Australia, August 2017.

Scantlebury, K. (November 2016). Disseminating research in science education: Publishing strategies. Invited presentation, UmSER (Umea Science Education Research), Umea University, Umea, Sweden.

Scantlebury, K. (June 2016). Staying with the troubleand pursuing entanglements. Invited presentation, UmSER (Umea Science Education Research), Umea University, Umea, Sweden.

Scantlebury, K. (August 2017). Coteaching as a model for student teaching. School of Education, Royal Melbourne Institute of Technology (RMIT), Melbourne, Australia, August 2017.

Scantlebury, K. (February 2016). Coteaching, Coplanning, Huddles and Interruptions: Strategies for developing teachers’ adaptive teaching skills. Invited presentation, Department of Science and Mathematics Education, Umea University, Umea, Sweden.

Scantlebury, K. (November 2015). NGSS and Common Core Standards: Developing students’ science understanding and practices. Invited presentation, Department of Science and Mathematics Education, Umea University, Umea, Sweden.

Scantlebury, K. (October 2015). Teaching elementary science in the USA: NGSS (Next Generation Science Standards) and the Common Core. Nanjing Xiaozhuang University, Nanjing, China.

Scantlebury, K. (October 2015). Science education, standards and equity in the USA. Nanjing Xiaozhuang University, Nanjing, China.

Scantlebury, K. (October 2015). Pedagogical practices in undergraduate science education. Nanjing Xiaozhuang University, Nanjing, China.

Scantlebury, K. (January 2015). Reclaiming feminist and gender perspectives in science education research. Invited presentation, Department of Science and Mathematics Education, Umea University, Umea, Sweden.

Scantlebury, K. (January 2015). Coteaching and cogenerative dialogues in science teacher preparation & professional development. Invited presentation, Department of Science and Mathematics Education, Umea University, Umea, Sweden.

Scantlebury, K. (December 2014). Cogenerative dialogues: A use of interstitial space to examine African American and Latina Girls’ science identities. Invited lecture, InterGender course on Gender and science education. Uppsala University, Uppsala, Sweden.

Scantlebury, K. (June 2014). Using material feminism to reframe representation and voice in the research process, Workshop participant, Innovation and collaboration in cultural studies of science education: Towards an international research agenda, University of Luxembourg, Luxembourg.

Scantlebury, K. (May, 2013). Transgressive identities in science education. Presentation for Investigating identities in academia: An international interdisciplinary workshop, University of Tartu, Tartu, Estonia.

Scantlebury, K. (March, 2012). NSTA’s response to Next Generation Science Standards (NGSS.) Part of symposium “Framing standards: Researching the development & implementation of the Next Generation Science Standards” at National Association for Research in Science Teaching Annual Meeting, Indianapolis, IN.

Scantlebury, K. (July, 2008). Future directions for PER. Panel discussant, Physics Education Research Conference (PERC), Edmonton, Canada.

Scantlebury, K. (July, 2008). Impact of chemistry teachers’ knowledge and practices on student achievement. Physics Education Research Conference (PERC), Edmonton, Canada.