(with Kimeona Kāne & Dr. Ronald David Glass) How might we (re)design learning environments that answer to place and young people's dreams, fears, hopes? What might learning look like that services Native places and peoples instead of the U.S. nation?  These projects aim to extend recent scholarship on "out-of-school" spaces o teaching and learning. We are interested in redesigning learning (rather than reforming schooling) through careful, sustained inquiry in spaces of learning perpetuated since time immemorial.  For an example of one write-up in this thread, see here.

How do racially dominant groups work to insulate existing educational and social advantages? This project explores the tireless work of white parent activists to roll back progressive gains in formal school settings. As one example, I consider how neo-conservative and neo-liberal opponents and white liberal allies worked to undermine Ethnic Studies.  One write-up of this project can be found here. 

(with Dr. Jason Cummins) How do educational leaders advance Native ways of knowing and being within settler school systems? These projects investigate how settler-colonialism is imbued in education policy and practice as well as the routinized roles, practices, and structures of U.S. public schooling.  We explore what anti-colonial leadership looks like amid these constrained contexts and how leaders might push the boundaries of settler-defined notions of "safety." You can visit our latest paper here.