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NCBDS Conference |
Jim Sullivan
Matthew Dunn
Hillary Procknow |
Doctoral Candidate
Department Education Theory, College of Education
For the past two years, Hillary Procknow has been a Doctoral candidate in the Department of Educational Theory, Policy, & Practice in the College of Education, where she has been studying the broader philosophical, cultural, and theoretical conditions surrounding the notions of schooling and education. Prior to the pursuit of this degree, she obtained her Master of Science in Architectural Studies degree from the University of Texas in 2002. This degree culminated in her thesis titled, Towards an Ethics of the Self: Considering Scientific Rationalism, Critical Theory, Architecture and Education. The latter part of the thesis dealt specifically with the education of architects and the role that studio culture plays in that education.
Her current research involves investigating the roles of caring and silence as pedagogical and epistemological means. While the topic of caring has enjoyed a stronger place in Curriculum Theory literature over the past 20 years, silence has only been studied in more utilitarian ways, and as yet is barely recognized in pedagogical circles. The larger goal of these studies is to contribute to an education and the production of knowledge that is meaningful to the students as individuals.
Selected Presentations
Michel Serres and Silence: The Role of Language in the Classroom: Under Review for the American Educational Research Association (AERA) 2007 National Conference.
Diversity in the Classroom: Exploring Questions of Value. Louisiana Resource Center for Teachers. Baton Rouge, LA. June 2006.
Nietzsche and Education: Giving Birth as a Condition of Teaching. Women and Gender Studies Conference. LSU. March 2006.
Nietzsche, Women, and Education. ESGA Mardi Gras Conference. LSU. February 2006 |
