Current Project
Hudson’s current work puts forward an argument that feminist technoscience education is needed and that feminist praxis offers important insights for navigating the current crises in which we find ourselves. She argues for bringing science into conversation with feminist theory as she believes our understanding of the world will be incomplete without this encounter, and she advocates for both feminist students and scholars as well as science students and researchers to understand the insights that each brings to the educational encounter. She argues that all students need and deserve an education that brings awareness of the technoscientific society in which they presently live and prepares them for the ways in which they are responsible for our shared future.
Viral
Hudson’s dissertation, “Viral: Curriculum Theorizing in Feminist Technoscience,” 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). Through these case studies, she shows 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, she 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 she offers 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. Her work was supported by the Luther Winborne Self Fellowship.
Critical Body Pedagogies
Hudson’s previous work includes the chapter “Critical Body Pedagogies in Technoscience” in The SAGE Handbook of Critical Pedagogies, which was a winner of the 2022 American Educational Studies Association Critics’ Choice Book Award. In this chapter, she explores our bodily relationship with technology in teaching and learning about and through bodies. Given that much of her teaching has taken place online, she is interested in understanding how bodies materialize and what becomes of embodiment in virtual spaces, questions that are taken up at the intersections of bodies, technologies, and pedagogies. She reflects on her 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. She 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. She is interested in 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. Her aim is to bring together diverse textual materials and cultural forms to make space for students to contemplate complexities and multiplicities of bodies and embodiment.