Academic Interests

My research explores how learning unfolds as an embodied, relational, and performatic process — not only in classrooms, but in the informal and overlooked spaces where knowledge is authored, claimed, and expressed. Drawing from constructivist, post-constructivist, and post-humanist traditions, I investigate how agency, culture, and multimodality shape educational experience.

I am especially interested in:

• Performatic Learning — a framework I developed that positions learning as becoming, visible in acts of presence, authorship, and cultural mediation.

• Informal Learning Spaces — museums, community settings, and cultural sites as generative contexts for agency, reflection, and transformation.

• Zine-Making as Epistemic Practice — advancing zines as reflective, cultural, and performatic tools for learner voice, multimodal authorship, and epistemic claiming.

• Mixed Methods & Constructive Grounded Theory — integrative methodologies for studying learning across multimodal, interpretive, and empirical traces.

• Philosophical Foundations of Learning — existentialist, phenomenological, and sociomaterial perspectives (Sartre, Merleau-Ponty, Varela, Barad) as lenses for rethinking education.

My academic work is guided by a commitment to relational accountability: making research transparent, situated, and responsive to the voices and epistemic agency of learners.