Tesha Sengupta-Irving
Berkeley School of Education

My research explores the sociocultural, disciplinary, and political dimensions of children’s learning and identity work. Broadly, my work asks a deceptively simple question: What, in addition to mathematics, do children learn when they learn mathematics? I seek to advance design principles and pedagogical approaches that promote racially minoritized children's fluency in disciplinary ideas and practices, while also safeguarding their sense of joy, agency, and collectivity. Through a mix of prolonged ethnographic study, teaching experiments, and microanalyses of children’s interactions, my work with teachers and students generates new knowledge for disciplinary teaching and learning that centers who racially minoritized youth are and are becoming.

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I hold a B.S. in Electrical Engineering from the University of Illinois at Urbana-Champaign, and a PhD in Curriculum and Teacher Education from Stanford University. I have been awarded a Morgridge Family Fellowship, Spencer Research Training Grant, Spencer Dissertation Fellowship, and Hellman Fellowship.

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I currently serve on the Board of the Jean Piaget Society, and the Institute for New Global Politics.