Nina Hike is an educator, researcher, curriculum developer, writer, and founder of Pushing Praxis. Her work connects scientific literacy, interdisciplinary curriculum, culturally relevant teaching, educational research, and community engagement.
My Work
- Teaching & Curriculum
- Writing & Public Scholarship
- Media & Interviews
- 2021 Illinois PAEMST National Awardee
- Pushing Praxis Podcast
Biography
Nina Hike has more than 30 years of education experience, teaching biology, chemistry, environmental science, earth science, and Advanced Placement and International Baccalaureate courses, including AP Capstone. Her work extends beyond the classroom through interdisciplinary curriculum development, scientific research, educational scholarship, and university teaching.
Her teaching emphasizes inquiry, scientific literacy, culturally relevant pedagogy, and opportunities for students to connect disciplinary knowledge with their identities, experiences, and communities. She has developed curriculum and facilitated professional learning through collaborations with schools, universities, scientists, and community organizations.
Nina contributes to Chemical Education Xchange (ChemEdX) and serves as a Teacher Leader with Northwestern University’s Baxter Center for Science Education. Her publications include articles in The Science Teacher and Journal of Chemical Education, along with book chapters addressing interdisciplinary education, community experiences, and research partnerships.
She is a PhD candidate in Curriculum and Instruction (Mathematics and Science Education) at the University of Illinois Chicago and a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST).
The Thinking Behind Pushing Praxis
Pushing Praxis draws on Paulo Freire’s understanding of praxis as reflection and action toward transformation. His ideas about dialogue, critical consciousness, and learning from lived experiences inform the work shared here.
Gloria Ladson-Billings’ culturally relevant pedagogy emphasizes academic success, cultural competence, and critical consciousness. Daniel Morales-Doyle’s justice-centered science pedagogy builds on these traditions by connecting rigorous science learning with social justice issues affecting communities.
Together, these scholars inform my approach to teaching, curriculum development, and educational change.
