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Maria Wallace

Dr. Maria Wallace

Assistant Professor


Maria F. G. Wallace is an Assistant Professor of Science Education and Women & Gender Studies Program Faculty Affiliate at the University of Southern Mississippi. Earning a Ph.D. in Curriculum and Instruction with specializations in Curriculum Theory, Science Education, and a graduate minor in Women’s & Gender Studies from Louisiana State University, Dr. Wallace's research and teaching aim to deterritorialize beginning science teachers’ subjectivities and practice. Drawing on conventional qualitative research methods and post-qualitative modes of inquiry, Dr, Wallace's research (re)imagines ways beginning science teachers are ‘known,’ named, and re/produced.

  • Curriculum Theory & Science Education (PHD) - Louisiana State University and Agricultural & Mechanical College (2017)
  • MA - Trinity University (2010)
  • BS - Millsaps College (2009)

SME 791: Research in Science Education
SME 792: Teaching & Learning STEM in Higher Education
SME 700: Science Curriculum in Public Schools
SME 655: Theory & Research in STEM Education
SME 789: Seminar in STEM Education
SME 492: Informal STEM Education
SME 432: Science Methods of Elementary Teachers - Service Learning

HON 300: Honors Thesis Development I
HON 301: Honors Thesis Development II
HON 303: Honors Seminar - Feminist Science Studies

CIE 302: Classroom Management
CIE 382: Senior Block Practicum

  • ‘It’s all there.’: Entanglements of teacher preparation and induction, Non-Linear Perspectives on Teacher Development: Complexity in Professional Learning and Practice, 2023
  • Reimagining Science Education in the Anthropocene - Volume 1, 2022
  • A Story of Bodying in Science Education, Cultural Studies of Science Education, 2021, 10.1007/s11422-021-10054-8
  • Showtime: The biopolitical performance of ‘effective beginning science teacher.’, Cultural Studies of Science Education, 2019, 10.1007/s11422-018-9885-x
  • Staying with the trouble in science education: Towards thinking with nature., Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, 2019
  • Disrupting and displacing methodologies in STEM education: From engineering to tinkering with theory for eco-social justice., Canadian Journal of Science, Mathematics, and Technology Education, 2018,
  • The paradox of un/making science people: Practicing ethico-political hesitations in science education. , Cultural Studies of Science Education, 2018, 10.1007/s11422-017-9831-3
  • Thinking with nature: Following minor concepts for ethico-political response-ability in science education. , Canadian Journal of Science, Mathematics, and Technology Education, 2018,
  • Perturbing possibilities in the post qualitative turn: Lessons from taoism (道) and ubuntu., International Journal of Qualitative Studies in Education, 2018, 10.1080/09518398.2017.1422289
  • In the midst of a shift: Undergraduate STEM education and “PBL” enactment., Journal of College Science Teaching, 2016
  • American Education Research Association (AERA)
  • Association of Science Teacher Education Member (ASTE)
  • National Association of Research on Science Teaching (NARST)
  • English

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Areas of Expertise

transdisciplinary studies of STEM education, feminist science studies, sociocultural studies of science education, teacher education & induction