Lecturer on Education
Degree: Ed.D., Harvard University, (2015)
Office: Larsen 409
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. 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 Visiting Scholar and Post-doctoral Fellow at the American Academy of Arts and Sciences and a lecturer in the Math and Science department of Lesley University. 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 teacher training workshops in various countries and contexts for refugee and marginalized communities.
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)