Kim Savelson holds a Ph.D. in English and American Literature, and an M.A. in both English and Women's Studies. Her first book "Where the World is Not: Cultural Authority and Democratic Desire in 20th Century American Literature and Thought" (Ohio State University Press, 2009) is at the cross-roads of intellectual history, science and technology studies, and literary criticism.
"Where the World is Not" presents American literature as a staging ground for disputes over the social significance of advances in science and technology. Savelson traces the late 19th century Pure Science movement into debates around Pragmatist thought and emergent 'democratic desire,' posing fundamental questions about the social authority of "education" and "culture" in the modern United States. The book shows how mindsets around science and technology were fraught with questions about the aesthetics of the "pure" vs. the "applied," making the case that the early and mid-20th century debates on these questions offer deep insight into how democratic imaginations have developed in connection with our ideas about science, technology and art.
Dr. Savelson has been a full time member of the faculty in the Stanford Program in Writing and Rhetoric since 2005. She teaches PWR 1 & PWR 2 courses, as well as an advanced PWR course called "Design Thinking & Science Communication," which offers students a firm grasp of both the history of science communication and current science communication theory, before guiding students through a research and design process that brings about students' own science communications.
Other courses she has taught at Stanford recently are "Design Thinking for Writing & Research," "Imagining Others: Cosmopolitanism Today," and "The Measure of Happiness," all of which have a strong emphasis on social innovation, ethics and the public good. Before coming to Stanford, she taught at Harvard University, Brandeis University and UCLA.
Savelson is now at work on a new interdisciplinary project, which investigates 21st Century literacies in the context of education history and innovation.