Sarah Stapleton

Sarah Stapleton profile picture

Biography

Sarah Stapleton is an Assistant Professor in the UO Education Studies department and an affiliate faculty member with UO Environmental Studies and UO Food Studies. Before earning her doctorate, she taught middle and high school environmental science, physical science, chemistry, and general science at public schools in California and as a Peace Corps volunteer in the Gambia, West Africa. Sarah is credentialed by the state of California to teach chemical and biological sciences.
 
At the UO, Sarah works with undergraduates in the Education Foundations program, pre-service teachers in the UO Teach masters program, and doctoral students in the Critical and Sociocultural Studies in Education program. She also advises graduate students in the UO Environmental Studies program.
 
Sarah strives for community-based scholarship and service. She currently serves on the Board of Directors of Food for Lane County, the food bank serving our community. She also serves on the Board of Directors for School Garden Project, a science and garden education non-profit working with over 20 local K-12 public schools. 

Education

Ph.D., 2015, Michigan State University
Curriculum, Instruction, & Teacher Education
 
Ed.M., 2005, Harvard Graduate School of Education
International Education Policy
 
B.A., 2001, Sweet Briar College
Major: Chemistry, Minor: Biology

Honors and Awards

2019 Sustainability Excellence in Teaching Award. University of Oregon Teaching Engagement Program and Office of the Provost.

Publications

Stapleton, S.R. (2019) Towards critical environmental education: a standpoint analysis of race within the American environmental context. Environmental Education Research.  https://www.tandfonline.com/doi/abs/10.1080/13504622.2019.1648768

Stapleton, S.R. (2019) Parent activists versus the Corporation: a fight for ‘school food sovereignty’. Agriculture and Human Values. https://doi.org/10.1007/s10460-019-09955-w

Stapleton, S.R. (2019) Boundaries, gatekeeping, and oppression within science education research. In J. Bazzul & C. Siry (Eds.), Critical voices in science education: narratives of hope and struggle. Springer. https://link.springer.com/chapter/10.1007/978-3-319-99990-6_2

Stapleton, S.R. (2018). Data analysis in participatory action research: using poetic inquiry to describe urban teacher marginalization. Action Research. https://doi.org/10.1177/1476750318811920

Stapleton, S.R. (2018). A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh. Environmental Education Researchhttps://doi.org/10.1080/13504622.2018.1472220

Stapleton, S.R. (2018). Teacher participatory action research (TPAR): A methodological framework for political teacher research. Action Researchhttp://journals.sagepub.com/doi/abs/10.1177/1476750317751033

Stapleton, S.R. & Cole, P. (2018). School lunch and student food insecurity: A teacher’s observations and reflections. In S. Rice & A.G. Rud (Eds.) Educational Dimensions of School lunch: Critical Perspectives. Springer. https://link.springer.com/chapter/10.1007/978-3-319-72517-8_9

Stapleton, S.R., Cole, P., Washburn, M., Jason, M., & Alvarado, T. (2017). Views from the Classroom: Teachers on Food in a Low-Income Urban School District. In I. Werkheiser and Z. Piso (Eds.), Food Justice in US and Global Contexts: Bringing Theory and Practice Together. Springer. https://link.springer.com/chapter/10.1007/978-3-319-57174-4_11

Stapleton, S.R. (2017). Oral traditions, changing rural landscapes, and science education. Cultural Studies of Science Education. 12(1). 189-98. https://link.springer.com/article/10.1007/s11422-016-9749-1

Stapleton, S.R. (2015). Food, identity, and environmental education. Canadian Journal of Environmental Education. 20. https://cjee.lakeheadu.ca/article/view/1346

Stapleton, S.R. (2015). Environmental identity development through social interactions, action, and recognition. Journal of Environmental Education. 46(2). http://www.tandfonline.com/doi/abs/10.1080/00958964.2014.1000813

Stapleton, S.R. (2015). Supporting teachers for race-/class-/gender-responsive science teaching. Cultural Studies of Science Education. 10(2). https://link.springer.com/article/10.1007/s11422-014-9655-3

Research

Sarah's research uses critical and participatory methodologies to explore social contexts around science and environmental education. Sarah is particularly interested in the many ways food intersects with schools and how these, in turn, impact student health, well-being, and the environment. Sarah is deeply concerned with social and environmental inequities, and sees research as a form of activism to address them. She also prioritizes her local place and participatory relationships through her research. Her current projects are based in her community and result from participatory collaborations.