- PhD, Curriculum & Instruction, University of Colorado, Boulder
- M.Ed, Learning & Teaching, Harvard University
- BS, Biology, Indiana University
- BA, Fine Art, Indiana University
Dr. Ian Parker Renga has over twenty years of professional experience in classrooms and other educational settings. He started his career as a paraeducator in special education classrooms before teaching secondary science, math, and fine art. He views education in vocational terms—as a calling—and works with teachers to answer urgent calls for justice and a cleaner, greener world through inspired learning experiences. Dr. Renga has been a teacher educator since 2009 and teaches courses on instructional methods, educational foundations, and action research, among other topics. He supports students to dig deeply, push boundaries, and imagine new possibilities. He and his partner, Katie, are both avid naturalists who love exploring the wilds with their two elementary-aged children, Thomas and Caroline.
Areas of Expertise
- Teacher learning and identity in community
- STEM education
- Eros in education
- Teacher renewal
- Teachers in media and culture
- Social practice theory
Renga, I.P. (in press). Situated learning within practice, culture, and community: Jean Lave’s political project. In B.A. Geier (Ed.) The Palgrave Handbook of Educational Thinkers. Palgrave-Macmillan.
Renga, I.P. (2022). Desire, liturgy, and the joint construction of narrative in a teacher preparation program. Narrative Inquiry 32(2), 389-419. DOI: 10.1075/ni.19077.ren
Renga, I.P., Peck, F.A., Wu, K., & Erickson, D. (December 2020/January 2021). Fueling teachers’ passion and purpose. Educational Leadership, 78(4), 68-71.
Peck, F., Renga, I.P., Wu, K., & Erickson, D. (2021). The durability and invisibility of practice fields: Insights from math teachers doing math. Cognition and Instruction. DOI: 10.1080/07370008.2021.1983577
Renga, I.P., Peck, F., Feliciano-Semidei, R., Erickson, D., & Wu, K. (2020). Doing math and talking school: Professional talk as producing hybridity in teacher identity and community. Linguistics and Education, 55. DOI: 10.1016/j.linged.2019.100766
Renga, I.P. (2021). Excel! Achieve! Win!: Exploring the dissonance between sports values and social justice values. In session, “The Intersection of Literacy, Sport, Culture, and Society”. National Council of Teachers of English (NCTE) 2021 virtual convention.
Renga, I.P., Cervantes, M., & Mollendor, C. (2021). Narrative practice as embodying desire and a feel for “good” teaching. Narrative and Research SIG. American Educational Research Association (AERA) 2021 virtual conference.
Peck, F.A., Renga, I.P., Wu, K., & Erickson, D. (2021). Emancipatory learning possibilities in a salon-like model of teacher community. Learning Sciences SIG. American Educational Research Association (AERA) 2021 virtual conference.
Renga, I.P., Kamberelis, G., Woytek, C., & Powders-Forrest, C. (2021). Leveraging disciplinary expertise to develop specials candidates’ content knowledge for teaching. Association of Teacher Educators (ATE) 2021 Online Annual Meeting.
American Educational Research Association (AERA)
Association of Teacher Educators (ATE)
National Council of Teachers of English (NCTE)
National Council of Teachers of Mathematics (NCTM)