Rishi Krishnamoorthy

Dr. Rishi Krishnamoorthy is an Assistant Professor in the Department of Curriculum, Teaching and Learning at the University of Toronto's Ontario Institute for Studies in Education. Their academic trajectory includes previous positions as Assistant Professor at Pennsylvania State University and postdoctoral work at Rutgers University. They hold leadership roles including Co-President of the Network of the Learning Sciences in Canada and committee memberships in several international education organizations.

Their research program examines sociopolitical dimensions of science education through three interconnected strands:

• Co-designing justice-oriented science curricula with youth and teachers
• Desettling colonial methodologies in educational research
• Examining how Hindu supremacy shapes diasporic South Asian youth identities

This work integrates critical race, feminist, queer, and decolonial frameworks to transform science education.

Analyses of their scholarly publications reveal consistent themes:

• Decolonizing science curricula and research methods
• Examining power dynamics in learning environments
• Developing critical approaches to data and science practices
• Centering relational ontologies in educational research
• Addressing sociopolitical dimensions of STEM education

Their work consistently challenges Eurocentric knowledge systems while advancing justice-oriented pedagogies.

Notable scientific recognition includes:

• Best Poster Award, International Conference of the Learning Sciences (2021)
• Best Paper Award, Canadian Science Education Research Group (2020)

Their research has secured substantial grant support from organizations including:

• Canadian Institutes of Health Research (Community-engaged health equity projects)
• National Science Foundation (Science learning in community-relevant contexts)
• NYU Steinhardt Global Research Incubator (International participatory design)

They teach graduate courses in critical research methodology and science education, mentoring students in justice-oriented scholarship.