Academic Interests

My research explores how learning unfolds as an embodied, relational, and performatic process—across classrooms and beyond them, in the informal and often overlooked spaces where knowledge is actively constructed, expressed, and transformed.

At the center of my work is a cognitive question: how do people bring together external information, personal and cultural values, and embodied meaning-making processes to construct knowledge that is durable, meaningful to them personally, and consequential in the world around them? Drawing from constructivist, post-constructivist, and sociocultural traditions, I investigate how cognitive processes such as attention, memory, metacognition, and multimodal representation shape learning as an active, situated process.

I am especially interested in:

• Performatic Learning — a framework I developed that positions learning as becoming, emerging through the interaction of epistemic agency, embodied experience, cultural mediation, and multimodal representation.

• Cognition in Context — examining how attention, memory, and metacognitive processes operate in real-world learning environments, including classrooms, museums, and informal spaces.

• Informal Learning Spaces — museums, community settings, and cultural sites as environments where cognition unfolds through exploration, interpretation, and self-directed engagement.

• Zine-Making as Cognitive & Epistemic Practice — advancing zines as multimodal tools for reflection, memory, emotional regulation, self-transformation, authorship, and knowledge construction.

• Creative and Multimodal Cognition — examining how visual, material, and narrative forms of expression shape attention, memory, emotional regulation, and meaning-making.

• Mixed Methods & Constructive Grounded Theory — integrative approaches for studying learning as it unfolds across cognitive, experiential, and interpretive dimensions.

My academic work is guided by a commitment to relational accountability: approaching research as situated, transparent, and responsive to the voices and epistemic agency of learners, while contributing to a deeper understanding of how cognition operates in real-world contexts of human learning and growth.