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<p>This commentary celebrates two distinguished colleagues whose careers have profoundly shaped science, mathematics, and technology education in Canada: Dr. Erminia Pedretti and Dr. Douglas McDougall. Their retirement from the Ontario Institute for Studies in Education (OISE) in 2025 coincides with the 25th anniversary of the <i>Canadian Journal of Science, Mathematics and Technology Education</i> (CJSMTE), a journal to which they have both contributed as authors, reviewers, editors, mentors, and ambassadors. Drawing on their published works and on reflections they shared during their June 2025 retirement presentations, this commentary pays tribute to their intertwined scholarly and pedagogical legacies. Erminia Pedretti’s vision of science education as a socially situated, ethical, and affective practice complements Douglas McDougall’s lifelong commitment to relational mathematics education and holistic STEM learning. Together, their work embodies a pedagogy of care, critique, and connection—an approach that integrates theory and practice, scholarship and mentorship, and local commitments and global conversations. Their combined influence continues to shape the ethos of OISE’s Centre for Science, Mathematics and Technology Education, and the broader CJSMTE community, as the journal and the Centre look ahead to their next quarter-century.</p>

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Legacies of Inquiry: Erminia Pedretti and Douglas McDougall at OISE and CJSMTE

  • 期刊论文

  • 发表日期：

    2025年12月6日

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  • Alexandre Cavalcante

摘要

This commentary celebrates two distinguished colleagues whose careers have profoundly shaped science, mathematics, and technology education in Canada: Dr. Erminia Pedretti and Dr. Douglas McDougall. Their retirement from the Ontario Institute for Studies in Education (OISE) in 2025 coincides with the 25th anniversary of the Canadian Journal of Science, Mathematics and Technology Education (CJSMTE), a journal to which they have both contributed as authors, reviewers, editors, mentors, and ambassadors. Drawing on their published works and on reflections they shared during their June 2025 retirement presentations, this commentary pays tribute to their intertwined scholarly and pedagogical legacies. Erminia Pedretti’s vision of science education as a socially situated, ethical, and affective practice complements Douglas McDougall’s lifelong commitment to relational mathematics education and holistic STEM learning. Together, their work embodies a pedagogy of care, critique, and connection—an approach that integrates theory and practice, scholarship and mentorship, and local commitments and global conversations. Their combined influence continues to shape the ethos of OISE’s Centre for Science, Mathematics and Technology Education, and the broader CJSMTE community, as the journal and the Centre look ahead to their next quarter-century.