Academic Freedom; Critical Pedagogy; Cultural History; Digital Media; Digital Literacy and Curriculum (DLC); Digital Learning and Curriculum (DLC); Design Studies; Design & Technology; Educational Media & Technology; Environmental Studies; History & Philosophy of Research; History of Medicine and Science; Learning; Learning Sciences; Learning Technologies; Media Studies; Psyences; Science & Technology Studies (STS); Social Sciences; STEM
Stephen Petrina specializes in Media and Technology Studies (MTS), Science and Technology Studies (STS), Science, Technology, Engineering, and Mathematics education (STEM), and of course Curriculum Studies (esp. Sociology of Curriculum and Pedagogy). He is a cultural historian with current interests in the philosophy of research, as opposed to methodology. Critical Educator and Professor (Media & Technology Studies), he is in the Department of Curriculum and Pedagogy at the University of British Columbia.
With extensive expertise in critical university studies, Stephen is actively researching academic freedom. He is co-founder and co-Director, with Sandra Mathison and E. Wayne Ross, of the Institute for Critical Education Studies and co-Edits the Institute’s flagship journals Critical Education andWorkplace: A Journal for Academic Labor, one of the premiere journals in critical university studies. With Sandra and Wayne, he is an academic and citizen journalist posting and reporting at the ICES and Workplaceblogs, tweet streams, and timelines, and other media outlets. As media and technology specialist, he practices and teaches the democratic value of descriptive and evaluative opinion.
In addition to the metaphysics of research, he is exploring the interconnections between digital media and learning within a how we learn media & technology (across the lifespan) framework. The emphasis is on design and engineering cognition. Other projects include books titled Technology, Religion, Spirituality and the Sacred, Techontologies: The Critical Ontology of Media and Technology, Twentieth Century Learning, andEducation, Medicine, and the Psy-ences. This fourth book includes a major article titled “Medical Liberty” published in the December 2008 issue of the Journal of Medical Humanities. Recent major articles or chapters include an analysis of the critique of critique (a la Latour and Ranciere) in The New Critiquette and Old Scholactivism: A Petit Critique of Academic Manners, Managers, Matters, and Freedom and an entirely new paradigm for new media and technologies in “Postliterate Machineries.” This latest chapter basically spells the end of new literacies. Stephen has also published a popular textbook titled Advanced Teaching Methods for the Technology Classroom (2007) and a collection of essays on the critical theory of design and technology education. Recent articles appear in the History of Education Quarterly (e.g., “Preschools for Science,” award winning article with Penney Clark and Mona Gleason), History of Psychology, Technology and Culture and the International Journal of Technology and Design Education.
NOTE: Links to articles and chapters are for UBC course packets.
Petrina, S. (2013). “Scientific Ammunition to Fire at Congress:” Intelligence, reparations and the US Army Air Forces, 1944-1947.Vulcan:International Journal of theSocial History of Military Technology, 1(2).
Petrina, S. (2013). Postliterate machineries. In J. Dakers (Ed.), Defining technological literacy. New York: Palgrave Macmillan.
Clark, P., Gleason, M. & Petrina, S. (2012). Preschools for science: The Child Study Centre at the University of British Columbia, 1960-1997. History of Education Quarterly, 52(1): 29-61. *Awarded the Canadian History of Education Association’s 2012 Founders’ Prize
Petrina, S. (2010). Design and engineering cognition. In P. A. Reed & J. LaPorte (Eds.), Research in technology education. Reston, VA: Council on Technology Teacher Education.
Petrina, S. & Rusnak, P. (2010). Technology. In C. Kridel (Ed.), Encyclopedia of curriculum studies (pp. 876-878). Thousand Oaks, CA: Sage.
Park, H., Khan, S. & Petrina, S. (2009). ICT in science education: A quasi-experimental study of achievement, attitudes toward science, and career aspirations of Korean middle school students. International Journal of Science Education, 31(8), 993-1012.
Petrina, S., Feng, F., Gutica, M., Rusnak, PJ, Teja, F. & Wang, Y. (under review, 2010). Designerly ways of being, knowing, doing and learning. Special issue of International Journal of Technology and Design Education.
Petrina, S. & Feng, F. (under review, 2010). Making meaning and meaning making in technology. International Journal of Technology and Design Education, 1-24.
Teja, F. & Petrina, S. (under review, 2010). Youth learning to design, build and program robots: A study of distributed cognition. International Journal of Technology and Design Education, 1-28.
Rusnak, PJ, Petrina, S., Feng, F. & Wang, Y. (under review, 2010). Being@play. International Journal of Technology and Design Education, 1-22.
Gutica, M. & Petrina, S. (under review, 2010). Emotional design: Perspectives of IT designers. International Journal of Technology and Design Education, 1-29.
Wang, Y. & Petrina, S. (under review, 2010). Designing Chatbot Technologies: A Virtual Agent for Stimulating Adults’ Oral English Practices. International Journal of Technology and Design Education, 1-18.