Stanford University
Showing 11-20 of 26 Results
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Elizabeth Finlayson Harris
Ph.D. Student in Education, admitted Autumn 2023
BioElizabeth Finlayson Harris is a PhD student in Curriculum and Teacher Education at Stanford University, specializing in science, engineering, and technology education with a minor in Feminist, Gender, and Sexuality Studies. Her research examines epistemology, affect, and feminist perspectives in science education, with particular attention to pre-service teacher learning. She has published in Science Education, Emotion, Space and Society, and Studying Teacher Education, and her current projects explore humor, laughter, and epistemic affect in science classrooms. A former high school physics teacher and instructional designer, Liz brings a commitment to equity, joy, and critical inquiry in both her teaching and scholarship.
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Derric I. Heck
Ph.D. Student in Education, admitted Autumn 2019
Current Research and Scholarly InterestsMy research focuses on educational equity, emphasizing the lived experiences of educators, identity development, and culturally sustaining pedagogy. I employ narrative and qualitative methodologies to explore how race and education intersect, centering marginalized youth and communities. My work also examines the interplay between school-community partnerships, teacher agency, and disciplinary practices, contributing to a broader understanding of belonging, wellness, and justice in education.
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Alexandrea Henry
Ph.D. Student in Education, admitted Autumn 2023
Graduate Program Assistant, GSE Dean's OfficeBioAlexandrea Henry is a Ph.D. student in the Graduate School of Education in the Race, Inequality, and Language in Education and Curriculum Studies and Teacher Education programs. They earned a bachelor’s degree in Sociology and a minor in education from the University of California, Berkeley, and a master’s degree in Education from the University of Pennsylvania. Alexandrea’s research draws on Black studies, Critical Pedagogy, and studies of Carceral Logics in education to consider how young people make sense of power through discipline. Moreover, she is interested in centering the experiences and expertise of K-2 students in the fight for liberatory learning spaces. While at Stanford, Alexandrea has worked on the Accessible Ethnic Studies project, the Newberry Institute project, and the Juvenile Justice and Alternative Education project, taught in San Bruno Jail, and served as a Systems Navigator with the Santa Clara Public Defender's Office. Previously, they were a public school teacher and union organizer in North Philadelphia, a preschool teacher in Oakland, and has worked on district-level projects related to equity and professional development.
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Christina Hewko
Postdoctoral Scholar, Education
BioChristina Hewko is a postdoctoral fellow in the Stanford Accelerator for Learning’s Equity in Learning Initiative and Dr. Maisha T. Winn’s Futuring for Equity Lab. In addition, she is a Stanford PRISM Baker Fellow. As an interdisciplinary education researcher, she draws on justice-oriented frameworks, the learning sciences, and teacher education to explore co-designed learning environments. She is especially interested in the joint activity and processes that support teachers’ and community members’ learning, well-being, and development of justice-oriented teaching practices. While at Stanford she is exploring possibilities for land-based pedagogies and teacher learning about restorative and Ethnic Studies teaching practices.
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Michael Hines
Assistant Professor of Education and, by courtesy, of History
On Leave from 10/01/2025 To 06/30/2026BioMichael Hines is a historian of American education whose work concentrates on the educational activism of Black teachers, students, and communities during the Progressive Era (1890s-1940s). He is an Assistant Professor of Education, and an affiliated faculty member with the Center for the Comparative Study of Race and Ethnicity and the Bill Lane Center for the American West. He is the author of A Worthy Piece of Work (Beacon Press, 2022) which details how African Americans educator activists in the early twentieth century created new curricular discourses around race and historical representation. Dr. Hines has published six peer reviewed articles and book chapters in outlets including the Journal of African American History, History of Education Quarterly, Review of Educational Research, and the Journal of the History Childhood and Youth. He has also written for popular outlets including the Washington Post, Time magazine, and Chalkbeat. He teaches courses including History of Education in the U.S., and Education for Liberation: A History of African American Education, 1800-The Present.
