Interdisciplinary Scholar.

Feminist Educator.

Stephanie L. Hudson specializes 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; The SAGE Handbook of Critical Pedagogies; and Women’s Rights: Reflections in Popular Culture. She earned a Ph.D. in Educational Studies with a concentration in Cultural Studies and a Post-Baccalaureate Certificate in Women’s and Gender Studies from the University of North Carolina at Greensboro, an M.Ed. in Biology from Averett University, and a B.S. in Biology from Salem College.

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.

Hudson has more than 20 years of experience across K-12 and higher education. She coordinated curriculum across Guilford College’s liberal arts program and served as the Coordinator for the Integrative Studies major. At the University of North Carolina at Greensboro, she worked as a Research Assistant on a project funded by the National Science Foundation to create a self-efficacy intervention to improve student success in STEM courses. As Director of Advanced Learning at the Institute for Advanced Learning and Research, she provided vision and leadership for STEM education and outreach programs, working with businesses, colleges, government and nonprofit agencies, and K-12 schools. At Carlisle School, an International Baccalaureate World School, she served as Science Department Chair for grades K-12. She has a broad range of secondary science teaching experience in public and private schools. At the postsecondary level, she has taught courses in women’s, gender, and sexuality studies; biology; cultural foundations of education; science education methods; and integrative studies.