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Sarah Riggs Stapleton

Sarah Riggs Stapleton's picture

Contact Info

Office Location: 
130C Lokey Education
Phone: 
541-346-5834
Faculty
Assistant Professor
Department(s): 
Education: 
PhD, Curriculum, Instruction, & Teacher Education, Michigan State University, 2015
EdM, International Education Policy, Harvard Graduate School of Education, 2005
BA, Chemistry, Magna Cum Laude, Phi Beta Kappa, Sweet Briar College, 2001

Sarah Stapleton is an Assistant Professor of Science Education 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 currently works with pre-service teachers in the UO Teach masters program and doctoral students in the Critical and Sociocultural Studies in Education program. She also advises and mentors masters students in the UO Environmental Studies program. 

Publications: 

Stapleton, S.R. & Cole, P. (Forthcoming). School lunch and student food insecurity: A teacher’s observations and reflections. In S. Rice & A.G. Rud (Eds.) School lunch: critical educational perspectives. Palgrave Macmillan.

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

Ferkany, M., Freed, A., and Stapleton, S.R. (2014). Book review of Thomas A. Heberlein, Navigating Environmental Attitudes. Journal of Environmental Education. 45(2).

 

Research: 

Sarah's research uses critical and participatory methodologies to explore social contexts around science and environmental education. In her work, Sarah focuses primarily on social and environmental inequities. She is particularly interested in food and agriculture as learning contexts for science and environmental education. Sarah currently partners with several Lane County community organizations working to increase the use of school gardens in the formal curriculum and to improve school food. Sarah’s dissertation work used participatory action research with four veteran teachers to explore food issues in a low-income urban school district. In this work, the teachers explored food insecurity in schools, school gardens as a path for STEM learning, and food as an integrating curricular topic for culture, identity, and justice. 

Having lived in ten US states and four countries, Sarah is attentive to place and its impact on her research contexts. Her work spans both urban and rural places and considers the impacts of global education on environmental learning.