I work with entanglements. Pedagogy, philosophy, making, and theory are not separate ways or forms of inquiry, but intra-active praxis- each shaping the other in motion. My work lives with feminist, new materialist, and post-qualitative traditions, where knowledge is not extracted or contained, but co-created, embodied, and in motion.

I understand pedagogy as poietic: relational, emplaced, affective, and unfinished. It is not a neutral delivery mechanism, but- as bell hooks teaches- a union of mind, body, and spirit, a way of living and acting in and with the world. I follow hooks, and those like them- Audre Lorde, Gloria Anzaldúa, Maria Puig de la Bellacasa, Sara Ahmed, Lisa Baraitser, Erin Manning, Alexis Pauline Gumbs- not only as theorists, but as method-makers, as radical kin, as reminders that making, resisting, and caring are never separate acts.

With practice-led research, I work with materials, people, communities, places, sounds, and tools. These are not metaphors- they are method. They help me ask: how do we come to know with the hand, the ear, the shared moment of making? How do we make place for the unspoken, the broken, the unfinished?

This is not work that seeks resolution. It is a praxis of refusal and relation- of cutting, carrying, soft violence, and care. Drawing on Barad’s intra-action, Braidotti’s becoming, and Bolt’s material thinking, I hold a pedagogy that does not observe, but participates- bodily, ethically, politically- in the making of meaning.

I work in collaboration—with students, colleagues, communities, and kin. And with all the acts of learning, listening, and making, I ask not only what is this work doing? but what world does it enable us to live toward- together?