简介

My research, teaching, and service are intentionally linked as I study, teach, and lead efforts designed to critically examine some of the broad social and philosophical concerns that take concrete (lived) shape in the curriculum and pedagogies of elementary education—a field that I envision as a fluid intellectual space in which the more particularized fields of early childhood education (Birth-8 years) and middle grades education (10-14 years) can be put in dynamic dialogue with one another; developmental stage discourses can be considered and troubled; and commitments to multidisciplinary curricula and pedagogies can be continually re-imagined. To this end, I use phenomenological research methods to empirically examine some of the ongoing, dynamic tensions between social/philosophical concerns and technical aspects of how curriculum is enacted in classroom teaching; theorize these tensions using phenomenological and critically-oriented philosophies and theories; and engage my students in the never-ending process of interrogating their (our) assumptions given these tensions.