Shanee Prasad

Educational Theory and Practice: Curriculum and Pedagogy Stream | doctoral degree | Faculty of Education

Tell us a little about yourself, including what inspires you to learn and continue in your chosen field

I am a second-year doctoral student at SFU, where my research examines how anti-oppressive pedagogy shapes public education. Alongside my studies, I am a practicing secondary school teacher and currently serve as a Department Head of Inclusive Education. My ultimate inspiration comes from my students; they remind me of the joy in learning and teaching every single day. This daily connection fuels my commitment to being a lifelong learner and drives my passion to work alongside communities to dismantle the structural barriers that inhibit accessible education for all students.

Why did you choose to come to SFU?

SFU has been a part of my learning journey since my undergraduate degree, making it the natural choice for my doctoral studies. I chose to return because the supportive, attentive faculty and staff create an exceptional environment for advanced research. Furthermore, SFU’s Faculty of Education is renowned for its progressive research and leadership in the educational sector. I am incredibly excited to continue my journey here and advance my research in anti-oppressive pedagogy within such a forward-thinking community.

How would you describe your research or your program to a family member?

My research looks at how invisible power structures in public schools affect both teachers and students. I’m studying how we can dismantle outdated, exclusionary practices in education and replace them with strategies that truly empower students. Ultimately, I want to help schools move away from rigid, top-down teaching and move toward environments where every single learner feels seen, heard, and supported.

What three (3) keywords would you use to describe your research?

Anti Oppressive, joyful, and inclusive

How have your courses, RA-ships, TA-ships, or non-academic school experiences contributed to your academic and/or professional development?

My TA-ships and active involvement in teacher-led organizations, such as the Anti-Oppression Educators' Collective (AOEC), have been foundational to my professional development. These experiences have allowed me to build advanced skills in workshop facilitation and to actively support progressive teaching and learning practices across both K–12 public education and higher education. Furthermore, this involvement has significantly expanded my professional network, allowing me to cultivate meaningful, reciprocal relationships with university scholars, public school educators, grassroots community organizers, and students.

Have you been the recipient of any major or donor-funded awards? If so, please tell us which ones and a little about how the awards have impacted your studies and/or research

I have not received any major or donor funded-awards yet.

What have been the most valuable lessons you've learned along your graduate student journey (or in becoming a graduate student)?

The biggest lesson I've learned is that mistakes and rejections are actually just data points for deeper learning. Graduate school is highly self-directed, so it's easy to feel isolated when a project doesn't go as planned. I quickly realized that success requires building a strong academic community. Navigating this journey alongside my peers has created a wonderful reciprocal environment of camaraderie and compassion. We support each other through the tough milestones, and that shared resilience has been the most valuable takeaway of all.

How do you approach networking and building connections in and outside of your academic community?

For me, networking is about building genuine community. At SFU, that means stepping out of my academic silo to connect with peers over coffee or organize cross-departmental student events. This mindset is central to my role as Co-Lead for student support and advocacy in the Faculty of Graduate Studies, where I directly support graduate students with accessibility needs. Approaching people with real curiosity about their lived experiences and research makes building these professional and personal connections feel entirely natural and incredibly rewarding.

What are some tips for balancing your academic and personal life?

Balancing graduate school and personal life requires treating personal time with the same respect as academic deadlines. Because research can easily expand to fill every hour, I protect my well-being by setting hard daily 'shut-down' times and scheduling personal commitments as non-negotiable calendar events. I also focus on high-impact tasks rather than perfection, and maintain a vibrant community outside my department. Ultimately, I view rest and boundaries not as rewards for hard work, but as the very foundation required to sustain academic success.

Contact Shanee: sdp1@sfu.ca