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Teaching

Scholarly/teaching interests:

Theories/practices of inquiry in research & pedagogy ~ Qualitative & interpretive methodologies ~ Feminist technoscience ~ Technology studies in education ~ Technology & society ~ Transdisciplinarity ~ Social imaginaries &  individual creativity in the context of teaching/learning/technology ~ Literacies, learning, & imagining ~ New media practices & aesthetics ~ Undergraduate research & processes/practices of inquiry

Creativity and interdisciplinarity are some of the latest buzzwords in education, but I am more intrigued by how intersectional & transdisciplinary dispositions to inquiry, along with an appreciation for fundamental skills (e.g. linguistic, mathematical, visual, aural, aesthetic, ethical), are necessary for an enduring creativity.

Here I will periodically update some ideas for courses

Learning new media, & education:

  1. Inquiry into the affordances and challenges present when technology is engaged as a learning and/or creative partner
  2. Examining and designing creative and critical learning environments (broadly defined, rather than specifically educational technology designs). This course would revolve around investigating the ways in which existing technologies (e.g. blogging, computer games, web design, and so on) may be harnessed for learning, critical analyses of the intersection of these technologies with theories/experiences of learning and teaching, and ideas for assessing the value of these kinds of technologies.
  3. Literacies in a technological world, which would consider the ways in which visual, verbal, spatial, critical, technological, social, and/or aesthetic-ethical literacies are promoted and/or challenged in past, current, or speculated future implementations of technology in education.
  4. A cultural studies emphasis on the relationship between education and technology that would examine some of the premises of the school reform movement and the role technology plays in this reform agenda, the ways in which particular ideas about education are reflected in various types of technology implementations, digital divide issues, and the idea that technologies themselves are political.   

Qualitative/interpretive methods & methodologies:

A central concern of an introductory course in qualitative inquiry (QI) is how to scaffold students’ capacities for understanding and navigating the epistemological, philosophical, and political ideas within which QI is described, practiced, and evaluated. I view teaching qualitative inquiry as a kind of phronetic practice that brings several aims together. One is to foster students’ awareness and competencies in understanding the complex landscape of QI in order to be able to situate themselves and their work intellectually and ethically, to be able to articulate and justify methodological choices specific to a particular study, and to situate these in the theoretical and ethical landscape of social science research more broadly.  

Gender & women's studies, feminist theory, and feminist technoscience        

  1. I am prepared to teach introductory courses in feminist theory at the undergraduate and graduate level
  2. Feminist technoscience, with a particular emphasis on digital technologies. This course would offer readings in women’s histories with technology, in depth examination of the issues at the center of gender/technology concerns, and would foster discussion on emerging, new directions in feminist technoscience studies.
  3. I am also interested in teaching a course focused on unfolding the history and development of feminism/feminist theory through the lens of feminist and other social/educational/political responses to technological progress, a course tentatively described as conversations between feminist theory and technological progress.

Sample teaching materials from courses previously taught

  • Syllabi & course projects
  • Student work (out of respect for the students who created these projects, posted here are only select bits; for more information, please contact me directly, all works copyrighted to the student authors)

teaching philosophy available on request: lvigdor@paraspace.com