Lecturer on Education
Degree: Ed.D., Harvard University, (2015)
Office: Gutman 465
Faculty Assistant: Jeffrey Brisbin
Houman Harouni's work addresses the problem of purpose in education through a multidisciplinary lens that involves history, philosophy, psychology and knowledge of specific content areas, particularly mathematics. His work unites these disciplines by exposing them to a wider concern: the potential of education and institutions for maintaining or changing social relations. The implications of these research form the basis of his practice in developing leaders in education. In his dissertation, he proposes and puts into practice a new critical theory of mathematics education that traces the links between math, labor, culture, and politics. In addition to his work at Harvard, Harouni is a Spencer Fellow at the National Academy of Education and was a Post-doctoral Fellow at the American Academy of Arts and Sciences. He is an advisor to the Ministry of Science and Technology in Ecuador, a consultant with the Ministry of Education in China, and a long-time organizer and contributor to the training of teachers working with refugee populations in the Middle East.
His academic articles have appeared in the Harvard Educational Review, Berkeley Review of Education, and Teaching and Curriculum Dialogue, among other publications. He was a Presidential Fellow of Harvard University and recipient of the American Association of Teaching and Curriculum's Francis Hunkins Distinguished Article Award. As a cultural critic and author, he is a contributor to The Guardian, Salon and The American Reader, as well as other popular publications. He is a former elementary and high school teacher and runs intensive leadership development and teacher training workshops in various countries and contexts.
Click here to see a full list of Houman Harouni's courses.
Toward a political economy of mathematics education. Harvard Educational Review,85(1), 50-74.,(2015)
The sound of TED: A case for distaste. American Reader.,(2014)
Lived-in room: Classroom space as teacher. Berkeley Review of Education, 4(2), 187- 204.,(2014)
A question of silence: Why we don't read or write about education. American Reader, 1(8), 48-58.,(2013)
The risking of observations in the classroom: Teacher as cultural critic. Teaching and Curriculum Dialogue, 15(1).,(2013)
The horror of philosophy. The White Review.,(2013)
Youd have to be Russian: The structure of political jokes. PBS Frontlines TehranBureau.,(2012)
A king alone: Art and the politics of personality. PBS Frontlines Tehran Bureau.,(2012)
High school research and critical literacy: Teaching humanities with and despite Wikipedia. Harvard Educational Review. 79(3), 473-493.,(2009)