Saran Stewart

Saran Stewart is an Associate Professor at the University of Connecticut, where she advances critical scholarship at the intersection of race, gender, and coloniality in higher education. Her work centers Black feminist thought and Caribbean decolonial frameworks to challenge systemic inequities across academic institutions globally.

Stewart's research program critically examines plantation pedagogies, anti-blackness, and the politics of erasure in educational policy, with particular focus on Black women's hypervisibility and hyperinvisibility. She innovates methodologically through photovoice, oral history, and Caribbean practices like 'liming' and 'ole talk' to center marginalized voices, especially among Jamaican adult learners, Muslim immigrant-origin doctoral students, and Black women faculty. Her scholarship consistently advocates for transformative pedagogies that dismantle colonial structures while amplifying community knowledge systems.

Analysis of her 15 most recent publications reveals a cohesive trajectory toward Black liberation research methodology, with recurring themes of intersectional identity formation, decolonial resistance, and the impact of anti-CRT legislation on educational equity. Her work bridges critical race theory, postcolonial studies, and adult education to develop contextually responsive frameworks for social change.

No specific scientific awards were documented in the source materials, though her prolific publication record in high-impact journals indicates significant scholarly recognition within critical education circles.

Stewart mentors graduate students in critical qualitative research and social justice education, though specific advisee names and grant details are not provided. Her research agenda suggests active engagement with funding opportunities focused on decolonizing educational practices and amplifying diasporic knowledge systems.

She participates in transnational academic collectives dedicated to decolonizing research methodologies, collaborating with Caribbean and diaspora scholars to develop pedagogical approaches rooted in community-grounded epistemologies rather than Western academic traditions.