Research Statement

To better understand excellent teaching, we must consider what motivates educators. How do inspirational teachers navigate their personal identities and biases through inclusive teaching practices for diverse students? We must also explore how formal and informal networks in education either help or hinder teachers on their journey to excellence. Additionally, we need to understand the methods and benefits of teaching and learning in inclusive spaces that reject disciplinary, national, and cultural boundaries. My research focuses on these questions through art and visual culture in education, aiming to improve teacher recruitment, retention, and professional development. By highlighting the social, cultural, political, and economic impacts of inclusive and scrupulous teaching of art and visual culture, I hope to emphasize its value in society. I use frameworks like rhizome and assemblage, intersectional feminism, and decolonization to guide my research and ensure equitable representation in artistic and cultural production.

References

Anzaldúa, G. (2007). Borderlands/La Frontera: The New Mestiza (3rd edition). Aunt Lute Books.
Deleuze, G., & Guattari, F. (1987). A Thousand Plateaus: Capitalism and Schizophrenia (B. Massumi, Trans.; 1st ed.). University of Minnesota Press.
Mignolo, W. D., & Walsh, C. E. (2018). On Decoloniality: Concepts, Analytics, Praxis. Duke University Press Books.
Mohanty, C. T. (2003). Feminism without Borders: Decolonizing Theory, Practicing Solidarity. Duke University Press Books.
Spivak, G. C. (1988). Can the Subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the Interpretation of Culture.
Spivak, G. C. (2013). An Aesthetic Education in the Era of Globalization (Reprint edition). Harvard University Press.
Tuck, E., & Yang, K. W. (2018). Indigenous and Decolonizing Studies in Education (L. T. Smith, Ed.; 1 edition). Routledge.