I am a white settler scholar whose research asks how education (particularly higher education) can prepare people to respond to ‘wicked’ social and ecological problems in relevant, responsible, and reparative ways. I am committed to developing frames of inquiry and pedagogical practices that can support people to unlearn harmful and unsustainable habits of knowing and being, and learn to cultivate deeper forms of self-reflexivity and relational rigour. This entails efforts to rethink common modes of problem-solving and problem-posing, especially those that reproduce paternalistic and extractive relationships between systemically dominant and marginalized communities, simplistic solutions to complex challenges, and ethnocentric imaginaries of justice, responsibility, and change. My current research projects are focused on examining the complexities of efforts to confront colonialism in different fields of study and practice, and rethinking climate education to prioritize the development of individual and collective capacities for coordination and resilience.

I also work beyond institutionalized educational contexts and conceptualize education in a broader sense as the practice of encountering and being taught by the world in its full depth, complexity, and contradiction. I do this collaboratively with others, including through my work with the Gesturing Towards Decolonial Futures collective, the Critically Engaged Climate Education Hub, the Critical Internationalization Studies Network, the Teia de 5 Curas Network of Indigenous communities in Brazil, and as a Visiting Professor with the Chair for Critical Studies in Higher Education Transformation at Nelson Mandela University in South Africa.