My research uses postfoundational curriculum theory to examine power and inequity in education. Music education serves as a primary site for this work, through which I investigate how sociohistorical modes of thought produce and govern difference in classrooms.
I also draw upon my background in education activism to examine how teachers respond to systemic injustice through activism and pedagogy.
My work has been published in journals such as Philosophy of Music Education Review, Action, Criticism, and Theory for Music Education, Critical Education, Journal of Historical Research in Music Education, and Rethinking Schools. I have also contributed chapters to edited volumes including Purposes and Places of Popular Music Education, The HipHopEd Compilation, and Teacher Unions and Social Justice, and regularly present at national and international conferences. I also serve in advisory and editorial board roles for education journals and conferences.
My recent publications include:
The Manhattanville Music Curriculum Program and the Fabrication of the Other
Modernity and Music Education: Constructing the Child, the Future, and Orff-Schulwerk
The Rationality of Protest: A Foucauldian Analytics of Teacher Activism
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