Steven Khan

Biography

My professional interests in education are broad and interdisciplinary in nature. I situate ongoing interests at the intersection of mathematical, aesthetic and ethical literacies and practices in educational settings. The themes and concerns of my earlier work on children’s consumer culture and complexity thinking (2006), communication and discourses in mathematics classrooms (2006), ethnomathematics (2008), mathematics art and ethics (2010), continue to be elaborated in my more recent work, which has grown to include emphases on ethics in academic publishing (2011), disability studies (2012), mythopoetic curriculum (2012), communication and discourses in other media, most notably pedagogic film (2012), and developing expertise, equity, and excellence in mathematics teacher education through the use of video (postdoctoral), spatial reasoning, computational thinking across cultures and attending to the relationship between teacher vulnerability and teacher preparation. Across my work I examine issues of communication, discourse, identity, representation, ethics, equity, vulnerability, and responsibility as they relate to excellence in education most generally, and mathematics education in particular.

Research Interest

Mathematics Education – Aesthetic and affective dimensions of mathematics education; Beliefs, conceptions and values; Communication and Discourse; Computational Thinking; Embodied and Enactivist theories of learning/doing/being; Ethnomathematics; Ethics; Equity; Gender; Mathematical Knowledge for Teaching (M4T); Popularizations of Mathematics; Poverty alleviation; Social Justice; Spatial Reasoning; Pre-service teacher education. Curriculum Studies: Complexity thinking; Decolonizing education; Mythopoetic Curriculum; Popular Culture; Post-colonial Curriculum; Vulnerability Studies; Youth Culture. Research Methods: Autobiography; Case Study; Decolonizing Methodologies; Discourse Analysis; Ethnography/Mesography; Interviewing; Video/Film/Image/Text Analysis.