Tesha Sengupta‐irving
Biographic Data
| ID | 146475 |
|---|---|
| NAME | Tesha Sengupta‐irving |
| GIVEN NAMES | Tesha |
| FAMILY NAME | Sengupta‐irving |
| SIGNATURE | IRVING T S |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0001-6488-5846 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Attending to Hyperrationality as Unraveling Coloniality in Science Education
This response to Davis and Philip, as part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, takes seriously the idea that a core responsibility of science educators and researchers is to think carefully and critically about students’ socioscientific sensemaking and its relationship to coloniality. This response engages three dimensions of their writing, in particular. First, that emotions do thing…
Principals, Paradigms, and Possibilities
This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals’ retrospective and prospective accounts, conveyed in interviews ( n = 9), are dominated by neoliberal paradigms and seldom reflect Black families’ everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exerci…
Prolepsis & telos
Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive.Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makersp…
Positioning and Positioned Apart
Neoliberal logics, a form of racial capitalism, adjudicate children as smart, able, and desirable (or not) in schools. I explore the social processes and structural arrangements by which such logics position a Latina mathematics student as "undesirable" in her class. Drawing on data collected over a year, the analysis lays bare how undesirability is both a requirement of neoliberalism and an emergent position that she, her low-track class, and he…
Not in their name
This paper problematizes the enduring conscription of STEM learning in discourses of U.S. global ascendancy, neoliberalism and militarism. Drawing on ethnographic data, we explore how girls of color make meaning of their everyday experiences in two settings: a racially tracked mathematics class in a suburban high school and a STEAM based after-school program in a working class urban community. The stories of these girls – separated by time, place…
Culturally sustaining pedagogy within monolingual language policy
Re-storying practice
Not in their name
This paper problematizes the enduring conscription of STEM learning in discourses of U.S. global ascendancy, neoliberalism and militarism. Drawing on ethnographic data, we explore how girls of color make meaning of their everyday experiences in two settings: a racially tracked mathematics class in a suburban high school and a STEAM based after-school program in a working class urban community. The stories of these girls – separated by time, place…
Culturally sustaining pedagogy within monolingual language policy
Positioning and Positioned Apart
Neoliberal logics, a form of racial capitalism, adjudicate children as smart, able, and desirable (or not) in schools. I explore the social processes and structural arrangements by which such logics position a Latina mathematics student as "undesirable" in her class. Drawing on data collected over a year, the analysis lays bare how undesirability is both a requirement of neoliberalism and an emergent position that she, her low-track class, and he…
Re-storying practice
Re-storying practice
Culturally sustaining pedagogy within monolingual language policy
Not in their name
This paper problematizes the enduring conscription of STEM learning in discourses of U.S. global ascendancy, neoliberalism and militarism. Drawing on ethnographic data, we explore how girls of color make meaning of their everyday experiences in two settings: a racially tracked mathematics class in a suburban high school and a STEAM based after-school program in a working class urban community. The stories of these girls – separated by time, place…
Positioning and Positioned Apart
Neoliberal logics, a form of racial capitalism, adjudicate children as smart, able, and desirable (or not) in schools. I explore the social processes and structural arrangements by which such logics position a Latina mathematics student as "undesirable" in her class. Drawing on data collected over a year, the analysis lays bare how undesirability is both a requirement of neoliberalism and an emergent position that she, her low-track class, and he…
Prolepsis & telos
Background Makerspaces are proliferating U.S. public schools and libraries. Few studies, however, take an in situ view on the pedagogical moves of mentors, and fewer still engage with ideologies of race and class therein. Without this, principles of pedagogy or design that build toward expansive learning for racially minoritized youth will remain elusive.Methods Semi-structured interviews and fieldnotes of mentors in a U.S. public library makersp…
Principals, Paradigms, and Possibilities
This analysis explores how middle school principals in the southern U.S. made sense of a multiyear STEAM education reform. Principals’ retrospective and prospective accounts, conveyed in interviews ( n = 9), are dominated by neoliberal paradigms and seldom reflect Black families’ everyday cultural life as a resource for learning. We conclude that without redirection, the reform stands to continue divesting from Black life in schools. In an exerci…
Attending to Hyperrationality as Unraveling Coloniality in Science Education
This response to Davis and Philip, as part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, takes seriously the idea that a core responsibility of science educators and researchers is to think carefully and critically about students’ socioscientific sensemaking and its relationship to coloniality. This response engages three dimensions of their writing, in particular. First, that emotions do thing…
Sociology (7 works) · Pedagogy (6 works) · Epistemology (5 works) · Political science (5 works) · Critical Race Theory in Education (4 works) · Mathematics education (4 works) · Teacher Education and Leadership Studies (4 works) · Law (3 works) · Psychology (3 works) · Social science (3 works)