gale [dot] seiler [at] mcgill [dot] ca (E-mail)
Room 357, Education Building
Areas of interest
- Science education
- Urban education
- Sociocultural theory & cultural sociology
- Social construction of identity
- Teacher education
Description of research/teaching activities
My current research is focused on the relationship between identity and learning to “do science.” I am interested in the role of student-emergent curricula, cultural resonance, and other approaches to support the learning and engagement of students who are traditionally marginalized from and underrepresented in science. I combine traditional ethnographic methods with micro-analysis of video recordings to examine verbal and nonverbal interactions around science. Through these studies I have identified culturally specific ways in which students participate in school science and how curricula and classrooms can be restructured to build on extant cultural practices and dispositions.
Jackson, P. & Seiler, G. (Accepted). Science identity trajectories of latecomers to science in college. Journal of Research in Science Teaching.
Seiler, G. (In press). New metaphors about culture: Implications for research in science teacher preparation. Journal of Research in Science Teaching.
Seiler, G. (In press). Reconstructing curriculum through student voice and choice. Education and Urban Society.
Gonsalves, A. and Seiler, G. (2012). Recognizing “Smart super-physicists”: Gendering competence in doctoral physics. In Varelas, M. (Ed.), Identity construction and science education research: Learning, teaching, and being in multiple contexts. Rotterdam: Sense Publishers.
Seiler, G. (2011). Teaching for democratic reconstruction: A science classroom in rural South Africa. In Basu, S.J., Calabrese Barton, A., & Tan, E. (Eds.), Democratic science teaching: Building expertise to empower low-income minority youth in science. Rotterdam: Sense Publishers.
Seiler, G. (2011). Becoming a science teacher: Moving toward creolized science and an ethic of cosmopolitanism. Cultural Studies of Science Education 6, 13-32.
Seiler, G. & Gonsalves, A. (2010). Student-powered science: Science education for and by African American students. Equity and Excellence in Education 43, 88-104.
Metallic, J. & Seiler, G. (2009). Animating Indigenous knowledges in science education. Canadian Journal of Native Education 32, 115-128.
Seiler, G. (2008). The P-O-W-E-R of Children’s Defense Fund Freedom Schools. In Payne, C. & Strickland, C. (Eds.), Teach freedom: The African American tradition of education for liberation. New York: Teachers College Press.
Elmesky, R. & Seiler, G. (2007). Movement expressiveness, solidarity and the (re)shaping of African American students’ scientific identities. Cultural Studies of Science Education 2 (1), 73-103.
Seiler, G. & Elmesky, R. (2007). The role of communal practices in the generation of capital and emotional energy among urban African American students in science classrooms. Teachers College Record 109 (2), 391-419.
Tobin, K., Elmesky, R. & Seiler, G. (Eds.) (2005). Improving urban science education: New roles for teachers, students and researchers. Boulder, CO: Rowman and Littlefield.
Seiler, G. (2001). Reversing the "standard" direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching 38, 1000-1014.
Invited talk on teaching and learning science in marginalized communities. Annual meeting of the American Physical Society, Baltimore, MD, March 2013.
Invited panelist on science literacy. Third Annual Science and Policy Exchange, McGill University, Montreal, QC, September 2012.
Invited participant. Colloquy on minority males in science, technology, engineering, and mathematics, sponsored by National Science Foundation. Baltimore, MD, August 2010.
Recipient of 2011 McGill University, Faculty of Education, Distinguished Teaching Award.