Biography

My scholarship examines the reproduction of societal inequalities in K-12, teacher education, and higher education settings through a decolonial orientation and analysis, and is directed towards collaboratively repairing and renewing relations in educational settings and Canadian society. I am particularly interested in addressing educational concerns in urban, culturally-enriched neighbourhoods subject to economic and political exclusions. Drawing on my significant experience teaching in urban K-12 classrooms, my theorizing and research projects centre the complications and complicities in educational activities, and attempt to learn from Indigenous knowledge holders and collaboratively engage with community. My lens on education is through decolonial analysis and curriculum theory - broadly looking at curriculum as the documents and policies produced by educational authorities emerging through historical events and complex negotiations of power, and the ways they become lived in pedagogical relations. My research and teaching engage a decolonial approach through disrupting the centring of Euro-Western approaches and knowledges in the broader interest of supporting vibrant epistemic ecologies and promoting systemic change.

I am currently accepting students that engage a decolonial focus in curriculum design and analysis of formal and informal learning settings engaging the political context of settler-colonialism.