Dr. Cherise McBride

Dr. Cherise McBride (she/her) joins the Writing Data Stories (WDS) project as a George Lucas Educational Foundation Postdoc, where she studies Equity-Centered Learning Environments in partnership with scholars from several universities including NYU, CU Boulder, and Northwestern University. She earned her PhD in Education from UC Berkeley Graduate School of Education in 2020. Dr. McBride’s work with WDS focuses on teacher sensemaking as revealed in computing education–how do teachers leverage students’ cultural and linguistic repertoires in teaching data literacy? How do teachers’ pedagogical moves reveal humanizing approaches to STEM learning?

These lines of inquiry connect with Dr. McBride’s larger research agenda focused on humanizing digital pedagogies and critical digital literacies. Alongside her work with WDS she also does research with YR Media–a national youth development organization that trains youth journalists, and the Bay Area Writing project–a 50-year old teacher professional development organization to study intergenerational collaborations and curriculum development between teachers and youth to further her concept of justice-oriented media literacies.

Dr. McBride previously worked with the Every Learner Everywhere Network in collaboration with the International Society of Technology in Education (ISTE) as an expert consultant to higher education faculty around issues of digital equity and teaching BIPOC, low-income, and first generation college students. Her research on teachers’ critical connected learning and humanizing approaches to literacy development has been featured in numerous national and international publications and presentations including with the International Society of the Learning Sciences, the American Educational Research Association, and Pedagogies: An International Journal, and English Leadership Quarterly. Her work with the Marginal Syllabus project was awarded the 2020 ELATE National Technology Leadership Initiative (NTLI) Award and she is also a 2023 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research.