Feminist Praxis
Hudson, S. L. (forthcoming, December 2026). A feminist science pedagogy of situated knowledges. Feminist Pedagogy.
Hudson, S. L. (2026). Teaching feminist technoscience. Feminist Pedagogy, 7(1), 1-3.
Despite the underrepresentation of feminist perspectives in science education research, this critical commentary suggests that the encounter between feminism and science can transform education. Though, while not a new or novel endeavor, but rather one that draws from feminist critiques of science and technology beginning in the 1970s, this essay is particularly interested in an education that is not limited to science but inclusive of technoscience, with the use of the term “technoscience” being grounded in a challenge to the constructed binary of science and its technological applications (Åsberg & Lykke, 2010). Ultimately, this critical commentary puts forward an argument that feminist technoscience education is needed and that feminist praxis offers four important insights for navigating the current crises in which we find ourselves—theorizing nature and culture as inextricably interconnected, rethinking objectivity and acknowledging the complexity of knowledge production, engaging in critique with world-making potential, and positioning students as critical producers of knowledge about the world in which they live and learn.
Hudson, S. L. “Viruses, viral cyborgs, and virtual technologies.” Georgia Southern University Curriculum Studies Summer Collaborative Conference. Savannah, GA, June 9, 2022.
This presentation has roots in cyborg feminism of Donna Haraway’s “Manifesto for Cyborgs” (1985), which theorized bodies as biological and technological hybrids and blurred the boundaries between human and non/human. The presentation explores how the COVID-19 pandemic has revealed the ways in which technoscience produces, what Schneider (2012) describes as, viral cyborgs out of us all. This presentation is concerned with exploring the relationship between virtual and material bodies, given that our interconnections with technology, as a tool for combating the viral spread of disease while simultaneously spreading viral dis/information, have been central to our embodied experience in the pandemic. The curricular intervention offered is grounded in feminist technoscience and new materialist approaches that call for engaging with scientific knowledge about the biological effects of viruses while simultaneously exploring the material consequences of virtual technologies as a way to critically read a technoscientific world.
Hudson, S. L. (2022). Viral: Curriculum Theorizing in Feminist Technoscience. Digital Greensboro.
This dissertation takes a case-study approach to bring diverse feminist theories to bear on a critical analysis of technoscience and its productions of viral embodiment through a study of three viruses—Ebola virus, human papillomavirus (HPV), and severe acute respiratory syndrome virus 2 (SARS-CoV-2). These case studies show both the human and the more-than-human as entangled in neo-colonialist systems of the biotechnological age, the pharmaceutical nexus of vaccinations, and cybernetic information networks of virtual technologies. As a transdisciplinary project, this dissertation argues for a curriculum theory that goes by the way of the virus, crossing boundaries between and revealing the porosity of disciplinary borders, as vital for living with viruses in a technosaturated world. The curricular intervention offered is grounded in feminist technoscience and new materialist approaches that call for engaging with the viral world as situated in its inextricably interconnected natural and cultural contexts, expanding what it means to know in the feminist classroom. This work was supported by the Luther Winborne Self Fellowship.
Hudson, S. L. (2020). Critical body pedagogies in technoscience. In S. Steinberg & B. Down (Eds.), The SAGE handbook of critical pedagogies (pp. 1455-1463). SAGE Publications. *Winner of American Educational Studies Association Critics’ Choice Book Award
This chapter explores our bodily relationship with technology in teaching and learning about and through bodies. This chapter reflects on teaching praxis aimed at reconceptualizing spaces for bodies in education, specifically in putting forward critical, feminist pedagogies in, across, and between biosciences and feminist studies. It explores feminist critiques of traditional, scientific epistemological positions, with interests in the possibilities of bringing together feminist theories and science, as embodied feminist epistemologies may serve to disrupt science as a disembodied way of knowing. This chapter explores how feminist epistemologies inform the development of feminist pedagogies, specifically in online teaching and learning, especially in what different approaches make possible as knowing bodies, in creating knowledge about bodies, and in questioning bodies of knowledge. The aim of this work is to bring together diverse textual materials and cultural forms to make space for students to contemplate complexities and multiplicities of bodies and embodiment.