My master's research, titled "Walking into a Sea of Whiteness," offers a personal narrative into my experience as a teacher candidate of colour, having to navigate race and racism in the program.
My doctoral research takes up transformative justice, as a practice of antiracist education, in facilitating and navigating racial conflict, harm, and tensions that occur in Teacher Education classrooms. The framework of transformative justice that I employ and integrate into my curricular attunements and pedagogical choices are informed by feminist thinkers and scholars, who insist on generative and harm reductive ways to approach conflicted situations. More specifically, I pay attention to calling in versus calling out, and I ask what potential the latter might afford and open up when taking up "difficult" and "hard" conversations as a teacher educator working with a future generation of teachers.
My doctoral research takes up transformative justice, as a practice of antiracist education, in facilitating and navigating racial conflict, harm, and tensions that occur in Teacher Education classrooms. The framework of transformative justice that I employ and integrate into my curricular attunements and pedagogical choices are informed by feminist thinkers and scholars, who insist on generative and harm reductive ways to approach conflicted situations. More specifically, I pay attention to calling in versus calling out, and I ask what potential the latter might afford and open up when taking up "difficult" and "hard" conversations as a teacher educator working with a future generation of teachers.