M.Ed., Harvard University, Learning & Teaching, 2005,
B.A., Indiana University, Fine Art, 2001
B.S., Indiana University, Biology, 2001
Dr. Renga is a committed educator with over two decades of experience in classrooms and other educational settings. He started as a substitute and special education paraeducator, then taught middle school science, math and fine art. He currently teaches courses on educational foundations, school culture and teacher action research.
Dr. Renga views teaching as a calling and shares Dewey’s belief that formal education is vital for cultivating the kinds of people—informed, inspired and civil—required for a thriving democracy. He is driven to realize a just and sustainable world through education, and he works to inspire a commitment to service. To this end, Dr. Renga seeks to balance the necessity of training (How to teach? How to learn? How to improve?) with the imperatives of liberal education (Why teach? Why learn? To what ends?).
His areas of specialization include teacher identity and community, eros in education, narrative methods, and representations of teachers in media and culture. He has published several books and has articles in a range of venues, including Science Education, Linguistics and Education, and Narrative Inquiry.
Renga, I.P. (2020). Desire, liturgy, and the joint construction of narrative in a teacher preparation program. Narrative Inquiry. DOI: 10.1075/ni.19077.ren
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., & Lewis, M.A. (2018). Wisdom, mystery, and dangerous knowledge: Exploring depictions of the archetypal sage in young adult literature. Study and Scrutiny: Research on Young Adult Literature, 3(1), 25-50. DOI: 10.15763/issn.2376-5275.2018.3.1.25-50
Renga, I.P. (2017). Unpacking a liturgical framing of desire for the purposes of educational research. Educational Studies, 53(3), 263-284. DOI: 10.1080/00131946.2017.1303495