Latika Raisinghani

• Doctor of Philosophy (2018). Curriculum Studies (Science and Mathematics Education). Teachers' Perspectives on Culturally Diverse Classrooms and Responsive Science and Mathematics Teaching. University of British Columbia, Vancouver, British Columbia, Canada. 
• Certificate for Integration of Research, Teaching and Learning (2017). Center for Integration of Research, Teaching and Learning, University of British Columbia, Vancouver, British Columbia, Canada. 
• Certificate in Advanced Teaching and Learning in Higher Education (2016). Center for Teaching, Learning and Technology, University of British Columbia, Vancouver, British Columbia, Canada.
• Professional Certificate of Qualification for K-12 Teaching in British Columbia, Saskatchewan, and Prince Edward Island, Canada. 
• National Accredited Certificate for University/College Lectureship (1997). Science Teaching and Learning in Higher Education Contexts. Rajasthan Public Service Commission, Ajmer. Accredited by the University Grants Commission, New Delhi, India. 
• Bachelor of Education (1995). Science Education (Biology and Chemistry), MDS University, Ajmer, Rajasthan, India.
• Master of Philosophy (1994). Botany (Plant Physiology and Biochemistry). Effect of Plant Growth Regulators on Secondary Metabolites Production in Plant Cell Cultures of Lycium barbarum Linn. MDS University, Ajmer, Rajasthan, India. 
• Master of Science (1993). Botany (Plant Physiology and Biochemistry). MDS University, Ajmer, Rajasthan, India. 
• Bachelor of Science (1991). Science (Biology, Chemistry and Physics). MDS University, Ajmer, Rajasthan, India. 

Dr. Latika Raisinghani has comprehensive experience of supporting diverse students' learning, and of leading professional development of teachers, school leaders and faculty in Canada and internationally. Her interdisciplinary teaching and research focus on understanding nature of science, critical analysis of curriculum, instructional and assessment strategies, and engaging with multiple cultural ways of knowing to explore socially and ecologically-just, responsive pedagogies that may help invite (trans-multi) culturally responsive education as one way to respond to various dimensions of student diversity. Her recent research involves a knowledge mobilization study on culturally responsive school leadership, and education for decarbonized clean energy futures, and inclusivity.   

• Critical Multicultural Science Education 
• Diversity, Students' Learning and Culturally Responsive Teaching 
• Science, Mathematics and Environmental Teacher Education: Elementary, Middle and Secondary Years
• Community Engaged Learning and Assessments 
• Qualitative Research Methodologies: Case Study, Narrative Inquiry, Autoethnography, Participatory Action Research and Indigenous Methodologies

• Responsiveness in Science, Environmental and Mathematics Education 
• Community Engaged Learning 
• Indigenous Ways of Knowing 
• Decolonization, Equity, Diversity, Inclusion, and Education for Social and Ecological Justice 
• Teacher Education, and Professional Development of Teachers and School Leaders