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Peer-reviewed Journal Articles

  1. Stapleton, S.R. (2019) Towards critical environmental education: a standpoint analysis of race within the American environmental context. Environmental Education Research.  Link
  2. Stapleton, S.R. (2019). Parent activists versus the corporation: a fight for school food sovereignty. Agriculture and Human Values. Link
  3. Stapleton, S.R. (2018). Data analysis in participatory action research: using poetic inquiry to describe urban teacher marginalization. Action Research. Link
  4. Stapleton, S.R. (2018). A case for climate justice education: American youth connecting to intragenerational climate injustice in Bangladesh. Environmental Education Research. Link
  5. Stapleton, S.R. (2018). Teacher participatory action research (TPAR): a methodological framework for political teacher research. Action Research. Link
  6. Stapleton, S.R. (2015). Food, identity, and environmental education. Canadian Journal of Environmental Education. 20. 12-24. Link
  7. Stapleton, S.R. (2015). Environmental identity development through social interactions, action, and recognition. Journal of Environmental Education. 46(2). 94-113. Link

Book Chapters

  1. Stapleton, S.R. (2019). Boundaries, gatekeeping, and oppression within science education research. In J. Bazzul & C. Siry (Eds.), Critical voices in science education: narratives of hope and struggle. Springer. Link
  2. Stapleton, S.R., & Cole, P. (2018). School lunch and student food insecurity: A teacher’s observations and reflections. In S. Rice & A.G. Rud (Eds.), School lunch: critical educational perspectives. Palgrave Macmillan. 157-171. Link
  3. Stapleton, S.R., Cole, P., Washburn, M., Jason, M., & Alvarado, T. (2017). Views from the Classroom: Teachers on Food in a Low-Income Urban School District. In I. Werkheiser and Z. Piso (Eds.), Food Justice in US and Global Contexts: Bringing Theory and Practice Together. Springer. 129-140. Link

Invited Commentary

  1. Stapleton, S.R. (2017). Oral traditions, changing rural landscapes, and science education. Cultural Studies of Science Education. 12(1). 189-98. Link
  2. Stapleton, S.R. (2015). Supporting teachers for race-/class-/gender-responsive science teaching. Cultural Studies of Science Education. 10(2). 411-418. Link