Select Publications
Sengupta-Irving, T., & Schiffrin-Sands, L. (2023). Principals, Paradigms, and Possibilities: STEAM Education Reform and the Centering of Black Life. Urban Education, 0(0). https://doi.org/10.1177/00420859231170636
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Sengupta-Irving, T., Vogelstein, L., Brady, C., & Phillips-Galloway, E. (2022). Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning. Journal of the Learning Sciences, 1-39.
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Sengupta-Irving, T. (2021). Positioning and positioned apart: Mathematics learning as becoming undesirable. Anthropology & Education Quarterly, 52(2), 187-208.
McKinney de Royston, M., Sengupta-Irving, T., Cosby, M. (2021). Radical Reimagining: Problematizing studies of mathematical identit(ies) among racially minoritized youth. In J. Langer-Osuna & N. Shah (Eds.), Journal for Research in Mathematics Education Monograph Series, pp. 59-82.
Sengupta-Irving, T., Tunney, J. & Macias, M. (2021). Stories of garlic, butter and ceviche: Racial-ideological micro-contestation and microaggressions in secondary STEM professional development. Cognition and Instruction, 39(1), 65-84.
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Sengupta-Irving, T., & de Royston, M. M. (Eds.). (2020). STEM and the social good: Forwarding political and ethical perspectives in the learning sciences. Routledge.
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Sengupta-Irving, T. & Vossoughi, S. (2019). Not in their name: Re-interpreting discourses of STEM learning through the subjective experiences of minoritized girls. Race Ethnicity and Education, 22(4), 479-501.
McKinney de Royston, M. & Sengupta-Irving, T. (2019). Another step forward: Engaging the political in learning, Cognition and Instruction, 37(3), 277-284.
Agarwal, P. & Sengupta-Irving, T. (2019). Integrating power to advance the study of Connective and Productive Disciplinary Engagement in mathematics and science. Cognition and Instruction, 37(3), 349-366.
Sengupta-Irving, T. & Agarwal, P. (2017). Conceptualizing perseverance in problem solving as collective enterprise. Mathematical Thinking and Learning, 19(2), 115-138.
Sengupta-Irving, T. (2016). Doing things: Organizing for agency in mathematical learning. The Journal of Mathematical Behavior, 41, 210-218.
Sengupta-Irving, T. & Enyedy, N. (2015). Why engaging in mathematical practices may explain stronger outcomes in affect and engagement: Comparing student-driven with highly-guided inquiry. Journal of the Learning Sciences, 24(4), 550-592.
Sengupta-Irving, T., Redman, E., & Enyedy, N. (2013). Re-storying practice: Using stories about students to advance mathematics education reform. Teaching and Teacher Education, 31, 1-12.