My research uses postfoundational theory to examine power and inequity in music education. I analyze the ways sociohistorical modes of thought construct difference and governance in classrooms and translate these analyses into frameworks for rethinking curriculum and pedagogy.
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, Journal of Historical Research in Music Education, Music Educators Journal, Rethinking Schools, and Critical Education. 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.
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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