Megha Sanyal

Megha is a PhD candidate at the Werklund School of Education, University of Calgary. Her doctoral research work looks at how STEM Educational learning spaces can be dis/oriented through stories of migrations, friendships, resistances of immigrant and refugee youth of color in Canada. She has worked closely with youth of color migrating from Pakistan, India, Ivory Coast, Angola, Mexico and co-designed computational models and simulations that center the youths' and their communities' affective, embodied, and ethical engagements. 

Megha is also interested in expanding this work to amplify the youths' experiences and mobilities in various institutional and public spaces through modeling to understand how they experience tracking (academic or otherwise) into what Cottom (2017) has called "lower-ed".

Important theoretical and methodological anchors for Megha's work are southern phenomenological and feminist theories (Banerjee and Connell, 2018; Guru, 2009; Paik, 2009), visa regimes in North America (Banerjee, 2022), proleptic boundary play (Sengupta et al., 2022), and social design research methods (Gutiérrez and Jurow, 2018).

Megha's previous degrees are in Cognitive Science and Philosophy.