I am centrally concerned with science and education as essential parts of a collective effort toward a just, caring, & sustainable world.
My research is focused on broadening participation in the sciences, technology, and engineering as well as supporting youth and teachers to engage justice and sustainability issues in science teaching and learning. I have worked on several research intervention projects to prepare teachers to better serve minoritised youth in science and education, including students who are speakers of languages other than English and Indigenous students. I also draw on feminist and Indigenous studies, critical pedagogy, and science-technology-studies (STS) to re-imagine possibilities for radical equality and social and ecojustice in/through science and education.
- Tolbert S., Gray S., Rivera M. and Schindel A. (2021) Teaching science to transgress: Portraits of feminist praxis of/for science education. Journal of Research in Science Teaching.
- Williams J. and Tolbert S. (2021) “They have a lot more freedom than they know”: science education as a space for radical openness. Cultural Studies of Science Education 16(1): 71-84. http://dx.doi.org/10.1007/s11422-020-10016-6.
- Tolbert S. and Bazzul J. (2020) Aesthetics, string figures, and the politics of the visible in science education. Journal of Curriculum and Pedagogy 17(1): 82-98. http://dx.doi.org/10.1080/15505170.2019.1689539.
- Tolbert S., Mackey G., Manning R., Carter H. and Hayward B. (2020) Social Agency and Ecoliteracy: Seeds of Change for Teacher Education in Uncertain Climate Futures. Set: Research Information for Teachers Online First.
- Bazzul J. and Tolbert S. (2019) Love, politics and science education on a damaged planet. Cultural Studies of Science Education 14(2): 303-308. http://dx.doi.org/10.1007/s11422-019-09913-2.