Graduate School of Education
Showing 21-36 of 36 Results
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Lucydania Robles
Master of Arts Student in Education, admitted Summer 2022
BioSTEP English Candidate
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Maayan Roichman
Visiting Scholar, GSE Dean's Office
BioDr Maayan Roichman is a sociocultural anthropologist who studies cultural production and its intersections with politics, ethics, and subjectivity. Her research focuses on the subjective processes involved in creating cultural artefacts, such as media and technology. She is currently a Visiting Scholar at Stanford’s Graduate School of Education and an Azrieli Postdoctoral Fellow in the Department of Sociology and Anthropology at Tel Aviv University. Dr Roichman completed her doctoral degree at the University of Oxford in 2022 as a Rhodes Scholar. Her thesis was an ethnography of a new artistic genre of ‘personal cinema’ in Israel, examining the professional development of young Israeli filmmakers and their relationships with the social systems and institutions in which they operate.
Her new research project investigates how culture shapes the development of conversational AI, with a particular focus on the perspectives of those involved in its creation. Her research sheds light on the views of developers regarding language, authenticity, and the future, and how these views are influenced by cultural contexts. By doing so, her work seeks to contribute to a deeper understanding of the social settings in which algorithmic outputs are constructed and the ways in which cultural values and practices impact technological development. -
Jonathan Rosa
Associate Professor of Education and, by courtesy, of Linguistics, of Anthropology and of Comparative Literature
Current Research and Scholarly InterestsDr. Rosa’s book, Looking like a Language, Sounding like a Race: Raciolingusitic Ideologies and the Learning of Latinidad (2019, Oxford University Press), presents an ethnographic analysis of how administrators in a Chicago public high school whose student body is more than 90% Mexican and Puerto Rican seek to transform “at risk” Latinx youth into “young Latino professionals.” This intersectional mobility project paradoxically positions Latinx identity as the cause of and solution to educational underachievement. As a result, students must learn to be – and sound – “Latino” in highly studied ways. Students respond to anxieties surrounding their ascribed identities by symbolically remapping borders between nations, languages, ethnoracial categories, and institutional contexts. This reimagining of political, linguistic, cultural, and educational borders reflects the complex interplay between racialization and socialization for Latinx youth. The manuscript argues that this local scene is a key site in which to track broader structures of educational inequity by denaturalizing categories, differences, and modes of recognition through which raciolinguistic exclusion is systematically reproduced across contexts.
