Postdoctoral Research Associate

The anticipated start date for this position is September 1, 2027. To be considered, please submit your application by January 10, 2027.

ABOUT US

The Stanford Graduate School of Education (GSE) is dedicated to solving education's greatest challenges. Through rigorous research, model training programs and partnerships with educators worldwide, we're pursuing equitable, accessible and effective learning for all. The GSE is a top-ranked school of education, known for its prestigious faculty, rigorous graduate degree programs, and its impact on the quality of education across the world. The GSE is committed to developing leaders in education research, practice and policy. Our community includes over 60 faculty, 400 students, 230 staff, 14,000 alumni and countless individuals from the local and global communities that we work with and impact.

POSITION SUMMARY

Reporting to Anne H. Charity Hudley, Ph.D., Principal Investigator of the Black Academic Development Lab at the Stanford University Graduate School of Education, the Academic Staff Researcher will lead the design and development of a culturally grounded, standards-aligned 5th Grade English Language Arts curriculum rooted in Afrocentric education and Black liberation pedagogy. This work directly advances Stanford GSE's mission to produce groundbreaking research and model programs that achieve equitable, accessible, and effective learning for all. Working in deep partnership with an independent Afrocentric PreK–8 school in Oakland dedicated to centering Black history, culture, and liberation in every aspect of student learning, this role centers community co-design as a core value — embedding the researcher within the school community as an active, invested collaborator rather than an outside observer, spending at least two days per week on‑site alongside teachers, administrators, and school leadership. The curriculum developed in this role is intended not only to serve current students but to function as a replicable model for Afrocentric and Black-centered elementary schools nationwide, making this a position of both local impact and national significance. The researcher will also contribute at least two days per week to Stanford-based projects focused on Black Language and Culture practice and pedagogy, working at the intersection of rigorous academic scholarship and transformative, community-driven educational practice. Additional Notes Will need to spend at least two days a week developing curriculum alongside teachers and leadership at the partnered middle school Will need to spend at least two days at Stanford to work on secondary projects related to Black Language and Culture practice and pedagogy Will demonstrate full engagement and immersion at the middle school site, contributing as an active member of the school community rather than approaching the role as an outside observer The candidate will work closely with educators, administrators, and staff at the Oakland partner school, conducting in‑person visits to gather input on curriculum structure, content priorities, and community vision. This community‑centered, co‑design approach is central to the position The candidate would work two days a week in Oakland, CA at the school site and at least two days a week on site at Stanford.

PRIMARY DELIVERABLES

A full, standards-aligned 5th Grade ELA supplemental curriculum aligned with the current curriculum, grounded in Afrocentric and Black liberation frameworks, including detailed unit plans, lesson plans, and a comprehensive teaching guide. Draft materials suitable for piloting in the 5th‑grade classroom during the 2027–2028 school year. A curriculum designed to serve as a replicable model that can be shared with and adapted by other Afrocentric and Black‑centered elementary schools across the country. Documentation of the collaborative process, including feedback and recommendations gathered from educators, administrators, and staff at an Oakland-based independent school, to help inform future grade‑level curriculum development.

CORE DUTIES

Work to develop full, standards-aligned 5th Grade ELA supplemental curriculum aligned with the current curriculum, grounded in Afrocentric and Black liberation frameworks, including detailed unit plans, lesson plans, and a comprehensive teaching guide. Draft materials suitable for piloting in the 5th‑grade classroom during the 2027–2028 school year. Documentation of the collaborative process, including feedback and recommendations gathered from educators, administrators, and staff at an Oakland-based independent school, to help inform future grade‑level curriculum development. Spend at least two days at Stanford to work on secondary projects related to the curriculum work particularly concerning Black Language and Culture. Spend at least two days a week developing curriculum alongside teachers and leadership at the partnered middle school in Oakland CA.

MINIMUM REQUIREMENTS

A Ph.D. or Ed.D in education or a related area is required by the time of appointment. Related areas that will be considered include, but are not limited to: African American Studies / Africana Studies African and African Diaspora Studies Elementary English / English Language Arts Education Curriculum and Instruction Elementary Literacy Education

DESIRED QUALIFICATIONS

The Ideal candidate will have experience/expertise in a number of areas, including: Deep expertise in Afrocentric education, Black liberation pedagogy, and African diaspora studies Experience in curriculum design and development, particularly in ELA or literacy education at the elementary level Knowledge of and engagement with Black literature, including children’s and young adult literature by and about Black communities Demonstrated experience teaching in K–12 settings, with elementary school experience preferred Commitment to community‑engaged research and the ability to collaborate effectively with school‑based educators and administrators Strong writing and communication skills, including the ability to develop teacher‑facing materials such as lesson plans, teaching guides, and instructional frameworks Familiarity with culturally sustaining pedagogies and anti‑racist curriculum frameworks Ability to work independently and manage a substantial long‑form project (curriculum + textbook draft) over the course of an academic year Location in or willingness to relocate to the San Francisco Bay Area; the candidate must be available for regular in‑person visits to the partner school in Oakland Candidates must have demonstrated excellence in teaching and scholarship. PLEASE NOTE: We are not able to provide sponsorship or relocation for this position. Successful candidates will be required to complete a background check prior to working at Stanford University. Candidates must be eligible to work in the US. Visa sponsorship is not available for this position.

PHYSICAL REQUIREMENTS

Constantly perform desk‑based computer tasks. Frequent sitting. Occasionally stand/walk, reach/work above shoulders, grasp lightly/fine manipulation, grasp forcefully, use a telephone, sort/file paperwork or parts, lift/carry/push/pull objects that weigh up to 10 pounds. Rarely twist/bend/stoop/squat, kneel/crawl. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

WORK STANDARDS

Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations. Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors based on training and lessons learned. Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University's Administrative Guide, #J-18808-Ljbffr Stanford University