Truth De/Construction
Educational research, as it has been traditionally articulated, is heavily tied to the process of seeking out fixed truths, which translate into knowledge. However, there are many truths. By taking a deep look at the ontological and/or epistemological foundations of research practices we can see how certain truths have been and are being privileged. Consequently, educational research as it is currently "known" often (re)produces specific ways of "knowing" and being (il)legitimate. I strive to open-up new entry points for thinking about what it means to do research and be researched.
An Ethical Engagement
The process of doing research, being researcher/ed, and/or to study phenomena are deeply complex. As "authors of experience," I approach these forms of being and knowing as a deeply ethical engagement with the implicated phenomena "under study". Whether it is human participants, physical spaces, objects, theoretical concepts, the natural world, and even the researcher-self I strive to (co)construct meaning and non-meaning with great care.