- School of Literature, Media, and Communication
- Writing and Communication Program
Dr. Kent Linthicum is Marion L. Brittain Postdoctoral Fellow at the Georgia Institute of Technology. His research focuses on energy & environmental humanities in the eighteenth and nineteenth centuries. Dr. Linthicum's current book project, tentatively titled "Crowning Coal: Slavery, Fossil Fuels, and Literature 1755–1865," examines the relationship between chattel slavery and coal-powered industrialization to show how these two violent energy regimes were reinforced through media. His peer-reviewed articles have appeared in the Studies in English Literature, European Romantic Review, and Nineteenth Century-Contexts. Public essays by Dr. Linthicum have been published in The Atlantic and Slate. He is the lead editor of TECHStyle and guest edited The 18th Century Common's “Anthropocene Cultures” collection. A more complete list of his works and presentations is available at Academia.edu. At Georgia Tech he teaches classes that study environmental justice, energy humanities, multimodal communication, and literature.
- PhD in English, Arizona State University
- Digital Media
- Literary and Cultural Studies
- Media Studies
- Science and Technology Studies
- Inequality and Social Justice
- Aesthetics and Technology
- Digital Communication
- Digital Humanities
- Literary Theory
- Science and Technology
- ENGL-1101: English Composition I
- ENGL-1102: English Composition II
- LMC-6215: Issues in Media Studies
- 7 Brittain Fellows Reflect on Antiracist Pedagogy
Date: December 2020
In response to the protests for racial justice during the summer of 2020, we here at TECHStyle discussed steps we could take to promote antiracism and antiracist pedagogy in higher education. As we noted in our call for submissions from August, “Black people have experienced systemic racism for as long as America has been an idea. Higher education has—despite efforts by some scholars—perpetuated the discrimination and dehumanization of Black people.” These six reflections on antiracist pedagogy, then, serve as examples of the work Brittain Fellows are undertaking to make higher education a more equitable and inclusive space. We share their insights here, hoping that they can inspire others.
- "Thoughts and Strategies for Teaching Outside during COVID-19 Pandemic"
Date: November 2020
I’ve always wanted to teach outside, and the COVID-19 pandemic practically forced me into it. As an environmental humanist who teaches courses on settler-colonialism and the Anthropocene, being outside seemed like an opportunity to engage with nature and have students be able to relate our work to a more immediate world. For numerous reasons, both mundane (the weather) and complex (accessibility for students and my own job market precarity) I had been reluctant. As reports began to show that being outside and distant were the safest ways to gather during this continuing pandemic and after I was informed that I had to teach some in-person classes, I turned outside. Teaching outside can be effective when teachers and students have the tools and the spaces they need. Lessons can approach or even exceed what they are inside. Not every school has made appropriate preparations for teaching outside though, which means instructors have to figure it out on their own. What I found, building my outside pedagogy from the ground up, was that teaching outside can help draw tangible connections among environmental course materials. Teaching outside, though, requires more preparation and different kinds of preparation that consider the challenges of being in the open air, like noise, weather, and technology.
- “Course Delivery and Contingency during COVID-19.”
Date: September 2020
We wrote this article before the fall 2020 semester to show the disparity between non-tenure-track faculty and tenure-track faculty in our school at Georgia Tech. In addition, we hoped the method we outline below would be one other faculty could use to see how their schools allocate risk. Despite the timeliness of the article, multiple enquiries to publishers received no or delayed responses. Nevertheless, we believe the article still is relevant to teaching during this pandemic, as well as the coming winter/spring. The version we present here—which should have been published around August 1st—is unchanged in order to show what we were worried about then and how these concerns remain un-addressed.
In the COVID-19 era, who gets to teach safely at a distance?