Interdisciplinary Teacher-Scholar

Stephanie L. Hudson (Ph.D., University of North Carolina, Greensboro) is an interdisciplinary teacher-scholar specializing in the feminist study of the relationship between cultures of technoscience and institutions such as education and medicine. She explores a feminist theoretical analysis of the institutional practices and power relations of medicine and the lived realities of people entangled in these assemblages, and she engages in feminist praxis focused on embodied epistemologies, critical body pedagogies, and curriculum theorizing at the intersection of feminism and technoscience.

Her writing has been published in Catalyst: Feminism, Theory, Technoscience; Dósis: Medical Humanities + Social Justice; Duke Talent Identification Program Teachers Workshop; Feminist Pedagogy; The SAGE Handbook of Critical Pedagogies; and Women’s Rights: Reflections in Popular Culture. She has served as a peer reviewer for Feminist Pedagogy, Gender and Education, and the Journal of Curriculum Theorizing, and she was an Assistant Editor for a special issue of the International Journal of Critical Pedagogy.

At the postsecondary level, she has taught courses across disciplines in biology, cultural foundations of education, and feminist studies.