Research
Everything here serves two questions — what is it to teach, and what is it to learn? The particular studies are occasions for asking them, not subjects in their own right. Two kinds of work hold the inquiry: field work tests the ground, and the conceptual ground holds the field. Neither is the warm-up for the other.
Field Work
The empirical program — studies with sites, participants, observation, and data. Concluded studies move their outputs to Publications.
Phenomenological observations of teachers encountering AI tools, often for the first time — prompting patterns, reactions, and the lived experience of meeting a technology that raises the question of what teaching is.
How does a pedagogical identity transform when it encounters artificial intelligence in practice?
Multi-site observations of emplaced and embodied learners across ecological settings, testing whether entangled learning is ontological transformation rather than knowledge acquisition.
What is it to learn, entangled with the more-than-human world?
How teachers use their own firsthand experiences as a teaching resource — building a picture of the ontological impact teachers have on students by sharing their own stories.
What is it like to create secondhand experiences for students based on our own firsthand experiences?
Deep-rootedness in place brings about ontological development, often impacting students particularly in designed places like museums, art galleries, or national parks.
What is it like to learn in place, sedimented with meaning and explored through narrative exhibits?
Ground Work
The conceptual program — theorizing and framework-building. Equal in weight to Field Work; the ground the fieldwork is answerable to.
A framework building on Heidegger's concept of dwelling — education re-embedded in place, attentive to the rhythms of time, open to the emergence of meaning, and built on trust and finitude.
A qualitative research technique under development that collects phenomenological data and codes it as visual maps — letting temporal, spatial, and ontological inferences emerge about how a phenomenon was experienced.
How does an academic scholar share their work with the public? What happens to the scholar's identity when the metrics transition from citations to follows and conferences to podcasts?
Publications
The track record — publications, invited essays, and conference presentations, in reverse-chronological order.