Bio
Francisco A. Medina, PhD, is an interdisciplinary scholar and educator working across education, human development, psychology, and science studies. His work explores how education (in the broadest sense) shapes who we become and how we understand ourselves, others, and the world. Central to this work is a view of teaching and learning as sites of knowledge co-creation and stewardship, where people actively participate in making, carrying, and remaking knowledge together.
His current research examines how pedagogical encounters can create spaces to confront the histories of harm embedded in the knowledge and practices of the fields people are entering, sit with the discomfort that surfaces, and consider what they might reproduce, interrupt, or transform. Centering reparative pedagogies, this work asks how people might imagine and build more ethical, accountable futures and ways of practicing within those fields.
His work spans scholarship, teaching, and educational practice. He has worked in higher education teaching and learning centers and as an educational consultant, with experience in curriculum development, pedagogical workshops, and assessment. He has received several fellowships and awards, including the Mellon Humanities Alliance Fellowship, the Carnegie Educational Technology Fellowship, and graduate student awards from the American Educational Research Association.