Texas Tech University

Heather Greenhalgh-Spencer, Ph.D.

Associate Professor
Curriculum & Instruction

Email: heather.greenhalgh-spencer@ttu.edu

Phone: 806-834-5132

Office: Education 361

Heather Greenhalgh-Spencer, PhD, is an associate professor in the Department of Curriculum and Instruction at Texas Tech University. Her research emerges at the intersection of Educational Technology, Pedagogical Innovation, Diversity and Equity Issues, and Global Studies. She is particularly interested in the ways that embodiment, materiality, and glocal forces shape the ways we think about, use, and learn with digital technologies. Greenhalgh-Spencer explores practices of using technology and pedagogical innovation to create engaged learning in both formal and informal learning spaces. She explores diversity and equity issues in the STEM pipeline, and also researches embodied and transdisciplinary learning practices that increase engagement for underrepresented populations in STEM courses, such as Transdisciplinary Engineering. Greenhalgh-Spencer also researches blended / personalized learning (BL/PL) and the ways that BL/PL can create diverse pathways and increased opportunities for all students. Dr. Greenhalgh-Spencer has published in multiple international journals of education. She teaches courses on e-learning, blended/personalized learning pedagogies, diversity ideologies and policies, and educational philosophy.

Heather Greenhalgh-Spencer, Ph.D.

Education

  • PhD from the University of Illinois at Urbana-Champaign. Dissertation Topic: Creating Embodied Engagement in Online Learning Spaces. 
  • PhD Minor (Certification) in Gender and Women's Studies

Areas of Expertise

  • Educational Technology
  • Digital Divides
  • Identity making with Technology
  • Digital Ethics
  • Philosophy of Education
  • Philosophy of Technology
  • Gender Studies
  • Global Studies in Education
  • Blended and Personalized Learning

Selected Publications

Book:

McCarthy, C., Greenhalgh-Spencer, H. and Mejia, R. (2011).  New Times: Making Sense of Critical / Cultural Theory in a Digital Age. New York: Peter Lang.

Selected Publications:

Greenhalgh-Spencer, H. (2020). “A Touch in the Present: Reactions and Rhizomes.” Philosophy of Education. 76, (In Press.)

Greenhalgh-Spencer, H. (Online, June 2020). “Gender and Technology in Education”. Oxford Research in Education. DOI: 10.1093/acrefore/9780190264093.013.1250

Greenhalgh-Spencer, H. (2020). “Teaching within Regimes of Computational Truth”. Philosophy of Education. 75(1). 686-699.

Greenhalgh-Spencer, H. and Taylor, A. (2019). “Gendered Harassment as Concept and Experience in Educational Spaces.” Educational Theory. 69(1). Pp. 5-15.

Greenhalgh-Spencer (2019). “The “Discourse of Invasive Species”: Another Consideration for the Rebel Teacher” Philosophy of Education. Vol.74 (1). pp. 598-602

Greenhalgh-Spencer, H. (2019). “Cyber Safe Curricula and Online Harassment”. Educational Theory. 69(1). 73-89.

Greenhalgh-Spencer, H. and Zaliwska, Z. (2019). “Storying Ruptures as Educational Practice”. Studies in Philosophy of Education. 38(1). Pp.1-6.

Greenhalgh-Spencer. H. (2019). “Teaching with Stories: Ecology, Haraway, and Pedagogical Practice”. Studies in Philosophy of Education. 38(1). Pp 43-56.

Greenhalgh-Spencer, H. (2018). New Practices of Personalized Learning: Privacy and Autonomy. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1394-1403). Association for the Advancement of Computing in Education (AACE). (10) 2018.

 Greenhalgh-Spencer, H. (2018). The Ruts and Open Spaces of Online Forums. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1404-1410). Association for the Advancement of Computing in Education (AACE). (10) 2018.

Greenhalgh-Spencer H. (2018) Social Media, Digital Technology, and Education: Personalized Learning and Questions of Autonomy, Authority, and Public/Community. In: Smeyers P. (eds) International Handbook of Philosophy of Education. Springer International Handbooks of Education. Springer, pp. 1307-1320.

Greenhalgh-Spencer, H. (2017). “A Walking Education: Taking It Further” Philosophy of Education,73(1). Pp. 74-76.

Ertas, A.; Greenhalgh-Spencer, H.; Gulbulak, U.; Baturalp, T.B.; Frias, K. (2017). “Transdisciplinary Collaborative Research Exploration for Undergraduate Engineering Students.” In International Journal of Engineering Education. Vol. 33 (4). 1242-1256.

Greenhalgh-Spencer, H. and Aiston, S. (2017). Western Colonial Expectations and Counter-narratives of Women and Education: Editorial.” In Policy Futures in Education. Vol. 15 (3). 241-245.

Greenhalgh-Spencer, H. (2017). “Western Colonial Expectations and Counter-narratives of Women and Education: Introduction to the Special Issue.” In Policy Futures in Education. Vol. 15 (3). 246-251.

Ahmad, F. and Greenhalgh-Spencer, H. (2017). “TIMSS and Gendered Math Teaching in Kuwait.” In Policy Futures in Education.  Vol. 15 (3). 327-340.

Greenhalgh-Spencer, H. and Jerbi, M. (2017). “Technography and Design-Actuality Gap-Analysis of ICT-Assisted Education: Western Expectations and Global Education” in Policy Futures in Education. Vol. 15 (3). 275-294.

Greenhalgh-Spencer, H., Frias, K., and Ertas, A. (2017.) “Transdisciplinary Content Pedagogy in Undergraduate Engineering Education: Being Pulled Up Short”. Transdisciplinary Higher Education: A Theoretical Basis Revealed in Practice, Ed. Gibbs, P. Springer.

Greenhalgh-Spencer, H. (2016). “Online Education, God, and the Stance of the Non-Believer,” Philosophy of Education. Vol 72 (1). Pp. 321-324.

Greenhalgh-Spencer, H. (2016.) “Reproducing the Motherboard: The Invisible Labor of Discourses that Gender Digital Fields”. Studies in Philosophy of Education. Vol. 36(1). Pp. 33-48.

Greenhalgh-Spencer, H. (2016). Critical Gender Studies as a Lens on Education and Schooling. Educational Philosophy and Theory: Encyclopedia Special Issue on Gender Studies. Fall, 2016.

Greenhalgh-Spencer, H. (2016). A Technofeminist Lens on Schooling in the Digital Age. Educational Philosophy and Theory: Encyclopedia Special Issue on Cultural Studies. Winter, 2016.

Greenhalgh-Spencer, H. (2016). “Ethics for Online Courses: Capabilities and Hospitality”. Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 841-848.

Greenhalgh-Spencer, H. (2016). "The Capabilities Approach to Assistive Technology and E-Learning". Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 849-853.

McCarthy, C., Goel, K., Sanya, B., Greenhalgh-Spencer, H., Lin, C. (2016). Digitizing Tradition: Staging Postcolonial Elite School Identities in the Online Environment. Educating for 21st Century Global Capacities. Springer.

Greenhalgh-Spencer, H. (2015). Guattari's Ecosophy and Implications for Pedagogy. Philosopher's Index.  Vol. 5 (2) 2015.

Greenhalgh-Spencer, H., Castro, M., Bulut, E., Goel, K. Lin, C. and McCarthy, C. (2015). “Social Class as Flow and Mutability: The Barbados Case” in The British Journal of Sociology of Education. January, 2015. Vol. 36 (1). 156-173.

Greenhalgh-Spencer, H. (2015). “An Argument for Ecosophy: An Attention to Things and Place in Online Educational Spaces” in Philosophy of Education. Vol. 71 (1). 57-65.

Greenhalgh-Spencer, H. (2015). “Attention to Place in Online Education”. Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 1015-1019.

Greenhalgh-Spencer, H. (2015). “A Pedagogy of the Glocal in Online Education”. Proceedings; Association for the Advancement of Computing in Education (AACE) Global Conference on E-Learning. AACE Press. 1008-1014.

 Ertas, A., Frias, K., Greenhalgh-Spencer, H. and Back, S. (2015). “A Transdisciplinary Research Approach to EngineeringEducation”.Proceedings of the 2015 ASEE Gulf-Southwest Annual Conference. Copyright © 2015, American Society for Engineering Education Greenhalgh-Spencer, H. (2015). “Social Media, Digital Technology, and Education:

Greenhalgh-Spencer, H. (2015), “Critical Interdisciplinarity as a Research Methodology,” in Springer International Handbook of Research Methods (2015). Springer International.

Back, S., Frias, K., Greenhalgh-Spencer, H. (2015). The application of transdisciplinary theory and practice to STEM education. Handbook of research on computational tools for real-world skill development.

Greenhalgh-Spencer, H. (2015) “Ecosophic Teaching Using a Pedagogy of the Glocal,” in Ed. Mary Frances Rice, Innovations in Teaching and Teacher Education. Emerald Publishing.

Greenhalgh-Spencer, H. (2014). “Guattari's Ecosophy and Implications for Pedagogy” in Griffiths, Morwenna, Hoveid, Marit, Todd, Sharon and Winter, Chris (eds.) Re-imagining Relationships in Education: Ethics, Politics and Practices, Wiley Blackwell 2014.  pp. 160-178.

Greenhalgh-Spencer, H. (2014). “The One World Schoolhouse: Education Reimagined / Reviewin Educational Theory. Vol. 64 (4). 418-424.

Greenhalgh-Spencer, H. (2014). “Guattari's Ecosophy and Implications for Pedagogy”. Journal of Philosophy of Education. Vol. 48 (2). 323-338.

Greenhalgh-Spencer, H. (2014). “What Technology Reveals: Countering Binaries and Moving Toward the In-Between.” Philosophy of Education. Vol.  70 (1). 315-323.

McCarthy, C., Bulut, E., Castro, M., Goel. K., and Greenhalgh-Spencer, H. (2014). “The Argonauts of Postcolonial Modernity: Elite Schools in Barbados.” Globalisation, Societies, and Education. Vol. 12(2). 211-227.

McCarthy, C., Greenhalgh-Spencer, H., Goel, K., Lin, C., Castro, M., Brenda Sanya, B., Bulut, E.  (2014). The Visual Field of the Barbadian Elite Schooling: Toward a Postcolonial Social Aesthetic. In, J. Fahey, H. Prosser, M. Shaw (Eds) In the Realm of the Senses: the Social Aesthetic and the Sensory Dynamics of Privilege, Johannah Fahey, Howard Prosser and Matthew Shaw (eds) Springer: Singapore: 104-142.

Greenhalgh-Spencer, H. (2014). “Vocabularies of Embodiment in Online Educational Spaces: Dislodging Binaries,” in Mobilized Identities. C. McCarthy et al. Ed. Champaign, IL: Common Ground Publishing.

McCarthy, C., Bulut, E., Castro, M. Goel, K. and Greenhalgh-Spencer, H. (2014). “The Argonauts of Post-colonial Barbados,” in Mobilized Identities. C. McCarthy et al. Ed. Champaign, IL: Common Ground Publishing.

Greenhalgh-Spencer, H. (2013). “Re-thinking Bodies in the Traditional Classroom,” Philosophy of Education. Vol. 69 (1). 246-253.

Greenhalgh-Spencer, H. (2012). “In Defense of Multiple Learning Spaces,” Philosophy of Education.68 (1).

Greenhalgh-Spencer, H. (2011). “Body/Flesh of the Teacher in the Digital Age,” in New Times: Making Sense of Critical / Cultural Theory in a Digital Age. C. McCarthy, H. Greenhalgh-Spencer, and R. Mejia Eds. New York: Peter Lang.

McCarthy, C., Greenhalgh-Spencer, H. and Mejia, R. (2011). “Introduction: Mapping the New Terrain,” in  New Times: Making Sense of Critical / Cultural Theory in a Digital Age. C. McCarthy, H. Greenhalgh-Spencer, and R. Mejia Eds. New York: Peter Lang

Greenhalgh-Spencer, H. (2010). “Spam (and Other Anomalies) as a Line of Flight,” Journal of Communication. Vol. 60 (3). 20-22.

Greenhalgh-Spencer, H. and Bartlett, B. (2010). “Ethical Breach and Schizophrenic Process: Theorizing the Judge and the Teacher,” Journal of Educational Controversy. Vol. 5 (2). 1-15

Greenhalgh-Spencer, H. (2008). “Audience and Author: The Reading of the White Expert,” Borderlands. Vol, 7 (3). 1-17.

Greenhalgh-Spencer, H. (2006). “Book Review of Performance Theories in Education: Power, Pedagogy, and the Politics of Identity,” Educational Studies. Vol. 40 (2). 180-185.