Kirstin J. Milks
Research Interests
Kirstin J. Milks has a total of 2 co-authors. Here are the top co-authors by number of shared publications:
- Daniel Morales-Doyle
Department of Curriculum & Instruction University of Illinois Chicago Chicago Illinois USA
1 shared publication - David Upegui
Brown University, USA
1 shared publication
Latest Publications
- 2 July 2025
- Published by IGI Global Scientific Publishing
- p. 331-360
To Be Seen in That Room
Based on their lived and professional experiences, these authors call for a reimagining of science education through the lens of Culturally Sustaining Pedagogy (CSP). Here, we examine model classrooms and real-world examples of CSP in action, while also addressing the challenges of teacher preparation and professional development in adopting these practices. By building classrooms in which students leverage authentic science practice while acknowledging systemic inequities in science and actively incorporating diverse perspectives, educators facilitate students achieving their potential. This inclusive approach enhances critical scientific literacy by cultivating social consciousness and supporting individuals who are prepared to contribute meaningfully to a more equitable and just world. Through the exploration of different contexts and theoretical insights, this manuscript provides a roadmap for creating transformative science classrooms that nurture the future stewards of our world.
- 2 July 2025
- Published by IGI Global Scientific Publishing
- p. 331-360
To Be Seen in That Room
Based on their lived and professional experiences, these authors call for a reimagining of science education through the lens of Culturally Sustaining Pedagogy (CSP). Here, we examine model classrooms and real-world examples of CSP in action, while also addressing the challenges of teacher preparation and professional development in adopting these practices. By building classrooms in which students leverage authentic science practice while acknowledging systemic inequities in science and actively incorporating diverse perspectives, educators facilitate students achieving their potential. This inclusive approach enhances critical scientific literacy by cultivating social consciousness and supporting individuals who are prepared to contribute meaningfully to a more equitable and just world. Through the exploration of different contexts and theoretical insights, this manuscript provides a roadmap for creating transformative science classrooms that nurture the future stewards of our world.