Papers by Heather Greenhalgh-spencer
Science Scope, Apr 30, 2022
This article defines and analyses multiple theoretical frameworks which have been developed in or... more This article defines and analyses multiple theoretical frameworks which have been developed in order to explain the interactions of gender and digital technology in schooling. Specifically, this article addresses: science and technology studies (STS) and education, technofeminism and education, post-humanism and education, and liberal rights framings of gender and technology. These frameworks offer a key backdrop to the sites of several educational policy and pedagogical conflicts that have recently arisen around gender, technology, and education. These frameworks are explained in ways that foregrounds there connections to schooling debates around: cyberbullying, speech rights, activism, embodiment, queer pedagogies, and digital divides.
Philosophy of Education, 2020
Deleuze and Guattari present to their readers the figure of a rhizome. 1 The rhizome is a plant t... more Deleuze and Guattari present to their readers the figure of a rhizome. 1 The rhizome is a plant that can both extend out and turn in: "The rhizome itself assumes diverse forms, from ramified surface extension in all directions to concretion into bulbs and tubers." 2 "[A]ny point of a rhizome can be connected to anything other, and must be." 3 I find this image of the rhizome to be an
Philosophy of Education, 2017
man Being in Revolt," Blenkinsop et al. consider the importance of discourses and pedagogical sta... more man Being in Revolt," Blenkinsop et al. consider the importance of discourses and pedagogical stances that allow teachers to de-center the human and the individual in favor of a posthumanist and eco-centric vision of a flourishing
Philosophy of Education, Mar 1, 2021
Shortly before this fourth issue of Volume 76 of Philosophy of Education went to press, the Polar... more Shortly before this fourth issue of Volume 76 of Philosophy of Education went to press, the Polar Vortex 1 moved farther south than it has in a generation. It brough snow and ice and plummeting temperatures to where I live in Texas in a way that caught us all off guard. Texas (as Texas often does) has its own power grid. As the temperatures dropped, people turned up their
Policy Futures in Education, Apr 1, 2017
When we, as authors, first started writing the papers in this special issue, the competing and co... more When we, as authors, first started writing the papers in this special issue, the competing and colluding forces of nationalism, misogyny, Islamophobia, Western elitism, inequality, and discourses of ethnic purity had not reached the force that they have as this issue goes to print. These papers were originally thought of as a way to give voice to counter-narratives that push against Western colonial norms and expectations around gender and education; they were meant to inform a conversation about women and education at American Educational Research Association. These themes still exist in the papers as the issue goes to print, but now the papers have taken on increased force and meaning as the authors have worked and reworked the papers within a context of a rising turn toward ethnic nationalism and misogyny. The papers argue for an understanding of policy and ideology that is based in a local context. The papers push against the idea that there is a ''global context'' for policy and ideology because-most often-''global policy'' is a shorthand way of saying Westernized policy and expectations. Thus, the papers challenge the Western-centrism of a ''global'' lens. However, the authors also see their work as part of a conversation-a conversation that needs to be truly global. The polarities of global conversation and attention to local contexts have shaped the articles in this special issue.
Educational Theory, Feb 1, 2019
Educational Theory, Dec 1, 2022
Journal of Communication, Aug 19, 2010
Educational Theory, Jul 11, 2014
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015
IGI Global eBooks, 2021
In this chapter, the authors make the argument that online doctoral students need opportunities t... more In this chapter, the authors make the argument that online doctoral students need opportunities to develop scholarly dispositions, particularly dispositions associated with collegiality and professionalism. They make that argument by first defining what they mean by dispositions, then by making an argument for a dispositional standpoint of care and analysis, then by describing dispositions of collegiality and professionalism. They then articulate an understanding of how to support the accrual of these dispositions in online doctoral programs. They do this by attending to the hidden curriculum of graduate school, and then by arguing for making parts of that hidden curriculum more visible and explicit.
Policy Futures in Education, Apr 1, 2017
This paper argues for a more complex literature around gender and math performance. In order to a... more This paper argues for a more complex literature around gender and math performance. In order to argue for this complexity, we present a small portion of data from a case study examining the performance of Kuwaiti students on the Trends in International Mathematics and Science Study and on Kuwait national math tests. Westernized discourses suggest that girls have a harder time in math classes; these discourses frame and are reified by prominent literature and practices within the field of math education research that suggest that women and girls need help in order to reach their potential in math. These Westernized discourses stand in contrast to the discourses in Kuwait that normalize women and girls as outperforming boys in all subjects – including all science, technology, engineering and mathematics subjects. As our study shows, the reality is more complex. And, while the reality is more complex, we yet lack the discourses to understand this complexity.
Philosophy of Education, 2015
Philosophy of Education, 2022
Henry Lara-Steidel does an excellent job of making the case for more oversight and regulation of ... more Henry Lara-Steidel does an excellent job of making the case for more oversight and regulation of social media sites (SMS). Lara-Steidel invokes Frances Haugen's testimony before congress, as a whistleblower, as well as a Deweyan appeal to public values and the public good, to justify the need for governmental intervention and the creation of a regulating body that would police SMS to cut down on misinformation and posts that affect the public in a negative way. Lara-Steidel does not map out how this regulation or policing would occur, or even the grounds on which the regulation would be predicated, but Frances Haugen makes the case that, for SMS to be regulated, a regulating body would need to have access to and governance over the algorithms that are used by SMS to suggest, rank, and even censure content. Haugen testified: "I encourage reforming Section 230 decisions about algorithms. Modifying 230 around content-it gets very complicated because user-generated content
Educational Theory, Dec 1, 2022
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Papers by Heather Greenhalgh-spencer