Munchuree Kaosayapandhu, a doctoral candidate in the School of Teaching and Learning Ed.D. program, presented her research study “Tensions and Possibilities: A Study of International Graduate Students’ Encounters with Critical Pedagogy in the United States” at the 2025 American Educational Research Association (AERA) Annual Meeting in Denver, Colorado.

During the Research-in-Progress Roundtable session, Kaosayapandhu explored how international graduate students—especially those coming from academic systems rooted in hierarchy, structure, and deference to authority—experience critical pedagogy (CP) in the U.S. CP, with its emphasis on open dialogue, critique, and the co-construction of knowledge, can feel like a breath of fresh air but also pretty disorienting for students used to more traditional models. Through interviews and shared experiences, the research looks at how these students navigate this shift—and how they imagine weaving critical pedagogy into their own future classrooms.

“What meant the most to me during the roundtable wasn’t just how much these ideas resonated with others—it was the spirit of collaboration in the room. Graduate students and faculty didn’t just listen; they shared their own struggles, offered thoughtful feedback, and suggested ways to push the work even further,” Kaosayapandhu said.

In addition to presenting at AERA, Kaosayapandhu attended several inspiring sessions, such as “Critical Pedagogy in the Age of AI: Education, Power, and the Politics of New Technologies” which broadened her thinking and opened up exciting new possibilities.

Kaosayapandhu explained that the conference helped her “see how critical pedagogy can evolve alongside emerging technologies—blending timeless educational values with the realities of our rapidly changing world. I left feeling energized and hopeful about how we, as educators and researchers, can adapt, innovate, and lead in this new era.”

Kaosayapandhu encourages graduate students to seek opportunities to attend conferences, such as AERA. She stated, “Whether you’re ready to present or simply there to soak it all in, these experiences will stretch you in the best possible ways. And maybe most importantly, they remind you that your voice—wherever you’re from, whatever stage you’re at—truly matters.”

Support for this conference was provided in part by a graduate travel grant from the School of Teaching and Learning.