Sarah El Halwany
University of Toronto
Canada

Sarah El Halwany is a PhD candidate at the Ontario Institute for Studies in Education (OISE), University of Toronto. Her research looks at how science education is affectively enacted and embodied. She is also interested in pedagogical approaches that connect Science, Technology, Societies and Environments (STSE).

Majd Zouda
University of Toronto

Majd Zouda is a Ph.D. candidate in Science Education at the Ontario Institute for Studies in Education, University of Toronto. Her doctoral dissertation focuses on STEM programs in elite schools in Canada, and she has received the SSHRC doctoral fellowship for her doctoral research. Majd has been involved in publications regarding socioscientific issues, STEM education and student activism.

Minja Milanovic
University of Toronto

Minja Milanovic is currently a Science Lab Technician, Teaching Assistant & Research Internship Co-ordinator at The Bishop Strachan School. As a member of the STEPWISE team she has participated in creating teaching and learning resources, organizing teacher PD workshops, action research projects and publications in science education.

Nurul Hassan
University of Toronto

Nurul Hassan is a PhD student in the Department of Curriculum and Pedagogy at OISE, University of Toronto. His doctoral dissertation focuses on identity construction through STEM education in the postsecondary context. Nurul is also a sessional professor at a college in Toronto and is involved in Action Research Projects to implements various pedagogical approaches.

Sadia Rahman
University of Toronto

Sadia Rahman is an M.Ed Student in the Department of Leadership, Higher and Adult Education at OISE, University of Toronto. She is currently involved in an Action Research Project with a community group in Toronto on the problem of food wastage. She is doing her collaborative specialization in Environmental Studies and Environment and Health from the School of Environment, University of Toronto.

Larry Bencze
University of Toronto

Dr. Larry Bencze is an Emeritus Associate Professor in Science Education at the University of Toronto. His research emphasizes critical analyses of science and technology, explicit teaching about problematic power relations and student-led, research-informed, sociopolitical actions to overcome social and environmental harms associated with fields of science and technology.