Resumé

Dr. J. Lawrence Bencze, Associate Professor Emeritus, Dept. CTL, OISE, U. Toronto

Welcome to my online CV! Although I no longer teach courses (like these), I do some university service work (e.g., for FOE; SMT). Mostly, though, I focus on my STEPWISE-based research & publication programme – often working with graduate students and teachers using action research to learn about students’ research-informed & negotiated sociopolitical actions to overcome STSE Harms. Some publications from this (and earlier) research are highlighted on this page. Refer also to my ORCID record, my UofT profile and a PDF copy of my most recent full curriculum vitae linked below.

My Research Trajectory
Selected Publications
Editorial Work
My Background
Full CV
Write to Me

MY RESEARCH TRAJECTORY

Goals for my research & publication have – as seen in my CV – evolved since I began in about 1991. Likely because I had completed primary research for my MSc (1977), my early work (starting with my PhD thesis) studied promotion of students’ SD/OE primary research – a focus that largely deals with ‘Intra-STEM Phenomena,’ as shown here. As I learned more about the Nature of Science (NoS), my studies of primary research also came to prioritize Naturalist-Antirealist NoS perspectives. Although I had many ‘successes’ with these foci, there seemed to be an ‘invisible hand’ blocking broad adoption of SD/OE research. But, in reading books like The Cancer Stage of Capitalism, Real Science & Science in the Private Interest, it seemed there is a virtual capitalist ‘Borg’ limiting student self-determination via primary research. This led me to shift my research towards ‘STEM-Society-Environment Relationships‘ and, especially, promotion of RiNA projects to address STSE Harms.

My scholarly career also is discussed in the above video of an interview by Dr. Pamela Brittain of the SMT Centre at OISE regarding my writings in the Canadian Journal of Science, Mathematics & Technology Education (and beyond).

SELECTED PUBLICATIONS
(From Full Curriculum Vitae)

Refereed Publications

Books (all)

Chapters in Edited Books (recent)

  • Bencze, J.L. (in development). Encouraging secondary students’ visions of and actions promoting material-semiotic networks prioritizing climate vitality. In A.S. Barrie & S. Tolbert (Eds.), Handbook of climate change education research, policy, and practice (pp. xx-xx). Dordrecht: Springer.
  • Bencze, L., Carter, L., & Martins, I. (in development). Post-pandemic science & technology education: Disaster-precipitated ecojustice activism. In C.B. Moura (Ed.), Science education for post-pandemic worlds: Towards a socio-political turn. Dordrecht: Springer.
  • Bencze, L., El Halwany, S., & Zouda, M. (in review). Science students dreaming of future ecojust material-semiotic assemblages: Drawing from critical & altruistic ‘food for thought.’ In J.D. Adams & C. Siry (Eds.), Wondering science: Creativity, imagination and future thinking in science education (pp. xx-xx). Dordrecht: Springer.
  • Zouda, M., El Halwany, S., & Bencze, L. (2023). Science and technology studies informing STEM education: Possibilities and dilemmas. In G.P. Thomas & H. Boon (Eds.), Challenges in science education: Global perspectives for the future (pp. 201-227). London: Palgrave Macmillan.
  • Bencze, L. (2022). To be debated: Teachers should mobilize science students to help replace capitalism. In J. Dillon & M. Watts (Eds.), Debates in science education (2nd ed.) (pp. 27-41). London: Routledge.
  • Bencze, J.L. (2022). Dreaming of global ecosocialist futures: Possible contributions from science & technology education. In A. Sharma, M. Schmeichel & B. Wurzburg (Eds.), Progressive neoliberalism in education: Critical perspectives on manifestations and resistance (pp. 311-45). New York: Routledge.
  • Bencze, J.L. (2022). Politicized socioscientific issues education promoting ecojustice. In Hsu, Y.-S., Tytler, R., & White, P.J. (Eds.), Innovative approaches to socioscientific issues and sustainability education: Linking research to practice (pp. 351-365). Dordrecht: Springer.
  • Bencze, L. (2018). Student-led learning for ‘altruistic’ socio-political actions. In B. Shapiro (Ed.), Actions of their own to learn: Studies in knowing, acting and being (pp. 177-198). Rotterdam: Sense. [in open access book]

Journal Articles (recent)

  • El Halwany, S., Bencze, L., Hassan, N., Schaffer, K., Milanovic, M. & Zouda, M. (2021). Becoming alive within science education (research): Thinking with life history(ies), bodies and stickiness. Cultural Studies of Science Education, 16(1), 85–107.
  • El Halwany, S., Zouda, M., & Bencze, L. (2021). Stepping into STS literature: Some implications for promoting socioecological justice through science education. Cultural Studies of Science Education, 16(4), 1083-1096. [invited]
  • Bencze, J.L. (2020). Re-visioning ideological assemblages through de-punctualizing and activist science, mathematics & technology education. Canadian Journal of Science, Mathematics & Technology Education, 20(4), 736–749. [invited]
  • Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: Defending and extending ‘Science-in-Context’. Cultural Studies of Science Education, 15(3), 825–851.

Accepted Conference Presentations

AERA 2023 (April 13-16, Chicago).

  • Ibrahim, S., Del Gobbo, D., El Halwany, S., Guerrero, G., Kofman, N.,, Zouda, M., & Bencze, L. (accepted). Aesthetics to social justice: Current uses and future visions of the arts in STEAM education (Proposal).

CSSE (Can) 2023 (May 27 – June 1, Toronto, ON).

  • Ibrahim, S., Del Gobbo, D., El Halwany, S., Zouda, M., Kofman, N., Yeung, J., Guerrero, G., Peixoto, M. & Bencze, L. (accepted). Creativity & beauty vs STEAM education for ecojustice & equity (Proposal).

Latest Conference Presentations

4S 2022 (7-10Dec., Cholula, México).

Upcoming Conferences of Interest

  • ESERA 2023. [Aug 29 – Sept. 2, Cappadocia, Turkey]
  • 4S 2023. [Nov. 8-12, Honolulu, Hawaii]

Invited Academic Talks

  • Bencze, L. (2023). Climate wars: Pro-ecojustice educators vs. pro-capitalist networks. A presentation at the symposium, Education in/for the Risk Society: Dealing with uncertainties in times of climate change. Faculty of Education, University of Ottawa, March 31, 2023.
  • Bencze, J.L. (2022). Critical & proactive civic engagement in/through science & technology education. A presentation to graduate students, College of Education, University of South Florida (Instructor: Dana Zeidler), Nov. 3, 2022.
  • Bencze, J.L. (2021). Social media: Growing a pro-capitalist ‘Borg.’ A panel presentation & discussion to faculty & students of the Faculty of Education, University of Ottawa, March 23, 2021, regarding the video documentary, The Social Dilemma. [Presentation]
  • Bencze, L. (2021). Resisting ‘The Borg’: Striving for ecojustice? A keynote presentation at the Curriculum Reform Conference, Lebanese American University, Beirut, Lebanon, 29-30Jan & 5Feb, 2021. [Presentation]
  • Bencze, L., Carter, L. (2021). Capitalism, nature of science and science education. A presentation as part of an IHPST-hosted webinar, Towards a Research Agenda in Nature of Science for Social Justice, regarding the book, Nature of science for social justice, April 13, 2021. [Slides]

Non-refereed Publications

Books – Recent Publications

Graphic Novel: Ban the Dust!

Pedagogy; Video Advert.

Journal Articles (recent)

  • Bencze, J.L. (2022). Expanding pro-ecojust dispositifs in/through science & technology education. Journal for Activist Science & Technology Education, 12(1), i-xi.
  • Bencze, L., Del Gobbo, D., El Halwany, S., Milanovic, M., Qureshi, N., Padamsi, Z., & Zouda, M. (2022). Science students’ ecojust engineering designs: Teacher and student bricoleurs. Journal for Activist Science & Technology Education, 12(1), 1-11.
  • Bencze, L., Del Gobbo, D., El Halwany, S., Mohammad, N.H., Milanovic, M., Yeung, J., & Zouda, M. (2022). School science students envisaging (a)biotic alliances prioritizing their informed values. Journal for Activist Science & Technology Education, 12(1), 12-23.
  • El Halwany, S., & Bencze, L. (2022). Excessive pedagogies: Emotional contours of STEPWISE in a college science lab. Journal for Activist Science & Technology Education, 12(1), 24-32.
  • Ibrahim, S., Del Gobbo, D., Halwany, S., Zouda, M., Milanovic, M., Hassan, N., Krstovic, M., Kofman, N., & Bencze, L. (2022). STEAM not STEaM: Revisioned pedagogies prioritizing social justice and ecological sustainability in STEAM education. Journal for Activist Science & Technology Education, 12(1), 33-52.
  • Kofman, N., Zouda, M., El Halwany, S., Del Gobbo, D., Ibrahim Khan, S., Guerrero, G., & Bencze, L. (2022). Meeting them ‘where they’re at’: Critical secondary school NoS resource development. Journal for Activist Science & Technology Education, 12(1), 85-95.
  • Zouda, M., Tsoubaris, D., El Halwany, S., Milanovic, M., Padamsi, Z., Qureshi, N., & Bencze, L. (2022). Conceptions on STSE issues and relationships: Toward activism in science education. Journal for Activist Science & Technology Education, 12(1), 53-64.

Seminars (recent)

  • Bencze, L. (2023). Critical & altruistic student engagement in/through science and technology education. An interactive presentation at the first conference of the Tikkun project of the Leo Baeck Day School, Toronto, March 9, 2023. [slideshow]

EDITORIAL WORK

Editorial Board Memberships

  • Cultural Studies of Science Education. This journal’s priorities highly align with my socio-political views. Supported by Springer publishers, they also host the annual CSSE Forum – a small conference featuring longer, small-group, discussions. As a Board member, I also serve as Lead Editor for submitted manuscripts – which involves initial overall review and coordination of expert reviews of each manuscript to which I have been assigned.
  • Contemporary Trends and Issues in Science Education. This series of books published by Springer also aligns with my political views and is edited by Dana Zeidler – a prominent scholar regarding socioscientific issues education. I am asked to review proposals for academic books for this series.

Journal Manuscript Reviewer

International Journal of Science Education; Science Education; Canadian Journal of Science, Mathematics & Technology Education.

Conference Proposal Reviewer

AERA; ASERA; CSSE (SERG); ESERA; IOSTE; NARST.

Journal Guest Editor

  • CSSE 12.4 (2017): Biopolitics & Science Education;
  • CJSMTE 10.3 (2010): Activism through SMT Education;
  • Orbit 31.3 (2000): Science, Math. & Technology (Education) for All.

Journal Co-founder/Editor

Journal for Activist Science & Technology Education

In 2009, Dr. Steve Alsop (York University, Toronto) and I co-founded/edit JASTE – a community-reviewed & open-access journal that focuses on knowledge about STSE Harms and rectifying civic actions. Rather than possibly restricting authors’ creativity through peer review, we hope readers will provide authors with feedback they might use to further develop their scholarship. Our latest issue is: JASTE 12.1, which features academic articles discussing ways activists might expand (and deepen) pro-ecojustice dispositifs. Dr. Jesse Bazzul (U Regina) served as co-editor (2014-19), leading some critical issues and helping us convert to using the OJS hosting service. Please consider helping us advertise JASTE issues: tinyurl.com/tcmjxry.

School-based JASTE Issues

As a result of collaborative action research involving high school teachers of science, three issues of JASTE – linked to the graphics at right/below – have been produced. These feature some academic articles, articles written by teachers and reports of RiNA projects written by students. For the third issue, we also have developed a video for advertising it. Please help us share these JASTE issues with educators and others who may find them helpful.

EDUCATIONAL & WORK BACKGROUND

Education

  • PhD, Education (U. Toronto [OISE]), 1992-1995); Thesis: Bencze, J.L. (1995). Towards a more authentic and feasible science curriculum for secondary schools. Unpublished PhD Thesis. Toronto: Ontario Institute for Studies in Education, University of Toronto.
  • BEd, Biology/Chemistry (Queen’s U., Kingston, ON, 1976-77).
  • MSc, Biology (Queen’s U., Kingston, ON, 1974-77); Thesis: Bencze, J.L. (1977). Cytogenetic and fine structural analysis of polytene chromosomes from Drosophila melanogaster. Unpublished MSc Thesis. Kingston, ON: Queen’s University.
  • BSc, Biology (Queen’s U., Kingston, ON, 1970-74).
  • Secondary School Diploma (academic studies), PCVS (1968-70), Peterborough, ON.
  • Secondary School Diploma (technology studies), PCVS (1964-66); ASCVI (1966-68), Peterborough, ON.
  • Elementary School Diploma, St. Peter’s Elementary School (1956-64), Peterborough, ON.

Work Experience

  • Associate Professor Emeritus, Science Education, OISE/UT, since July 1, 2018.
  • Assistant-Associate Professor, Science Education, OISE/UT, 1998-2018 (tenure, 2003; major courses).
  • Assistant Professor of Education, College of Education, U. Saskatchewan, 1997-98 (1-year position).
  • Independent Science Consultant, 1995-97.
  • Consultant, Intermediate & Senior Science, York CDSB, Ontario, 1988-92.
  • Science Teacher, Elementary & Secondary Private & Public Schools, Ontario, 1977-88.

Personal Note

After ‘retirement’ on July 1, 2018, from teaching and most university service work, I moved to Kingston, ON. I often am, however, in Toronto for meetings for 1-2 days per week. To meet up, in-person or online, write to me at: larry.bencze@utoronto.ca.