I teach classes on medicine, healing, the body, postcolonial science, and Africa at both the undergraduate and graduate levels. My classes invite students to produce scholarship that goes beyond filling in knowledge gaps—to engage in reading, research and analysis in the hopes of writing the stories we need to envision more just futures.
This work encourages students to broaden their horizons, learn more about the world around them, and reflect on their own positionality.
Building a community of learners
I strive to cultivate learning environments that move beyond simply acknowledging diversity toward actively engaging across differences. In my classes, students collaboratively craft questions, deepen their thinking, and shape their research through dialogue, shared inquiry, and collective reflection
Learning as Transformation
My assignments treat learning as a process of transformation rather than just knowledge acquisition. Students examine histories of embodiment in science and medicine while reflecting on their own embodied and social experiences as learners, leaving the class not only knowing more but also thinking and orienting themselves differently.
Epistemic Curiosity and Ontological Humility
Colonial and postcolonial power struggles shape what counts as knowledge and who is authorized to produce it. I encourage students to approach scientific and medical knowledge with humility about its limits while cultivating curiosity about marginalized and alternative ways of understanding health, illness, and care.
Stacey Langwick 