The focus of AATA is to provide a safe and welcoming space to discuss and think critically, creativity, and responsibly about our experiences, identities, and positionalities in ways that embody equity and anti-racist teaching as we think about our future classrooms. AATA centers issues revolving Asian/Asian American teachers and welcomes attendees to ask questions, provide resources, and support one another through monthly meetings centered around a specific theme. Sample themes include: anti-racist teaching, immigrant & non-immigrant experiences, mental health, parents, STEM vs. humanities elitism, and the model minority myth. AATA hopes to pair dinner and academic articles to guide productive conversations surrounding Asian/Asian American/Ally issues.
Critical Math Teacher Collaborative, going into its third year, provides a space for educators to meet monthly to explore the intersection of theory and practice when it comes to critical pedagogy and social justice in mathematics learning. At each meeting the group begins by discussing a chosen reading that speaks to this intersection, and then moves into a workshop style discussion of a lesson plan or idea contributed by one of the participants, in an attempt to immediately apply the theory from the readings to the practice of planning and teaching in our own classrooms. This group sits at the intersection of theory and practice in that participants will engage with readings that are at times deeply theoretical and then attempt to bring those ideas to life in their own lesson plans with the support of their peers.
The Education in Emergencies Interest Group focuses on aspects of education in crisis situations wherein the larger society undergoes a striking structural displacement. UNICEF estimates that one in three children or adolescents are out of school due to armed conflict and natural disasters. What are the implications for the role of education in preventing and mitigating the effects of such crises? The Education in Emergencies Interest Group seeks to shed light on this question.
EPIC, now in its third year, stands for Education Practitioners and Innovators of China. We came up with the idea because we hope to connect the innovation and resources between China and Silicon Valley and create a cross-border platform for the next generation of education changemakers in China. EPIC China Education Forum is dedicated to helping Stanford GSE students and scholars who are passionate about Chinese education to understand and reflect on Chinese educational problems critically and explore solutions creatively and collaboratively through the day-long forum. The forum will consist of discussion panels, colloquial, blended learning workshops, and comparative education fireside chat. It aims to provide a space to bring Stanford students, educators, professionals to meet and critically discuss the educational challenges and opportunities faced by this large developing country.
The Humanistic Inquiry & Research in Education (HIRE) Group is designed to convene students who are broadly interested in how the humanities disciplines interact with and contribute to educational research. HIRE creates a novel space to explore disciplinary questions, such as: What are the unique affordances that humanities’ theories and methodologies lend to the study of education? What questions can we ask of education using these methods, and where might they fall short? In practicing philosophical argumentation, close reading, and analysis familiar to humanities disciplines, we aim to broaden our skill-sets of critical reading, writing, and analysis in educational research. We will hold bi-monthly meetings for discussion, and we will provide writing workshops for interested students. We also look forward to hosting a speaker in the spring to reflect on the role of the humanities in education.
The Literacy Collective’s mission is to provide a forum for GSE graduate students currently conducting literacy-related research to engage with each other, faculty members, and the extant community on issues related to literacy. This forum will establish a network of seasoned and emerging scholars drawn together by shared interests to present and receive feedback on current literacy-related research projects during two Saturday Retreats aimed at workshopping current research; learn about and discuss research in the literacy field through quarterly Literature Forums aimed to grow knowledge of the landscape of noteworthy literacy scholarship; and, to meet and explore the scholarship of literacy experts both in and beyond Stanford in monthly Scholar Panels aimed to foster knowledge of current areas and opportunities for literacy research.
Interested students will get a crash course in communicating scholarly work to a larger audience by producing and hosting an interview. This will be an applied, project-based approach to gaining valuable experience with public speaking through radio. Each interested student will conceive of a topic or topics to explore, find a guest, research and plan the interview, then execute their plan, live. Students can do group interviews with their classmates, or research groups, bring in one or multiple guests, and share either finished or in progress scholarship.
The purpose of the Race, Religion, and Ethnicity Group (RREG) is to foster multidisciplinary conversation and collaboration within the Graduate School of Education (GSE) community over research on race, religion, ethnicity, and communities belonging to minority and marginalized groups. We sponsor workshops, practice job talks, and exploratory presentations on graduate students' and faculty's work, as well as bring speakers within and outside of Stanford to share their research.
Resilient 1st Gen (R1G) is an intentional community-building effort to connect all self-identified first-generation graduate students, staff, faculty and allies within the Graduate School of Education and with other first-generation communities across Stanford. Our group defines first-gen students as the embodiment of intergenerational dreams. Our main goals are to foster a strong sense of belonging for the first-gen community in the GSE, to promote academic collaboration efforts and scholarship that celebrate our unique challenges with a compassionate conscious awareness, and to lay the foundational resources for the first-gen students that will come after us.
Traditionally, the Student Workshops in Methods and Strategies (SWIMS) series has provided students with a much-needed space to learn about research methods and strategies from one another for which there may not be another space on campus. For example, there are currently limited opportunities within the Graduate School of Education to learn about logistic regression, neural networks, and text-as-data research methods, all topics from last year’s workshops. These sessions have been extremely successful, attracting regular attendees and bolstering methodological expertise across the GSE.
The Women of Color Collective (WoCC) is a student-led initiative that brings awareness to the important intersectionality of gender and race/ethnicity in academia and promotes visibility for female scholars of color. WoCC is a space where culturally and linguistically diverse female scholars can collectively discuss milestones and develop best practices to enter academia as faculty who value research, teaching, equity, and service.