"Bring something incomprehensible into the world."
- Gilles Deleuze
Overview
My research interests extend beyond a piece of paper and infiltrate my daily life. I strive to examine the possibilities and limitations of socially constructed assumptions related to what it means to know, be, and become. More specifically, I work to deterritorialize the ways beginning (science) teachers are named, 'known', and (re)produced in the context of American schooling and educational research.
While my background and content-specific interests are in science education, my interests are also situated in broader cultural and theoretical conversations on teacher education. The bulleted list below misrepresents the dynamic in which my research interests intersect. Each demarcated area of interest is innately entangled in the whole, with each interest influencing the re-conceptualization of the other.
While my background and content-specific interests are in science education, my interests are also situated in broader cultural and theoretical conversations on teacher education. The bulleted list below misrepresents the dynamic in which my research interests intersect. Each demarcated area of interest is innately entangled in the whole, with each interest influencing the re-conceptualization of the other.
- Science Teachers Teacher Education and Induction
- Construction of Teacher Subjectivities
- Feminist Poststructuralist Perspectives
- Critical Posthuman Perspectives
- New Materialist Perspectives
- Curriculum Studies
- Ontology in Qualitative Inquiry
- Ethicopolitical Entanglements within Science Education
- Sociopolitical Issues in Science & STEM Education