What I Do


The goal of all my work is to foster science informed, justice-centered leadership, specifically in climate mitigation, adaptation and resilience efforts.


To understand how the various activity I have engaged in supports this central goal of my work, I outline some guiding principles, a description of the fields in which I engage in activity, and the different foci I have taken to this task.

Guiding Principles

  • All work is done with an inquiry stance (Cochran-Smith, 2010) building knowledge through cycles of carefully documented activity informed by theory (Praxis; Freire, 1970); such work is best done from a humble stance as learner.
  • Action should be informed by knowledge and when knowledge is gained there is a responsibility to take action (Praxis; Freire, 1970).
  • Justice is central and the focus of a given action is informed by specific positionalities, contexts, and collaborations (Tuck & Yang, 2016).
  • Climate change is the scientific, economic, political, and justice issue of our time.
  • White supremacy lives in the world, as do other forms of intersectional oppression, and thus all action should actively work against racism (Tuck & Yang, 2016).
  • Colonialism, and its' legacies, still operate in the world, causing injustices, and thus all action should actively work to decolonialize (Tuck & Yang, 2016).

Fields of Activity

I engage in this work, informed by the guiding principles outlined above, through activity in three overlapping fields: Science, ECOS (Education, Communication, and Outreach), and Leadership. Each of these fields, and their subsequent overlapping areas of activity (Science ECOS, Science Leadership, ECOS Leadership, and Science ECOS Leadership), are described briefly below and illustrated with examples of work I have done and other resources of interest.

Focus of Activity

There are multiple ways that I have focused on activity (Collins, 2002):

  • Structural (laws and institutional organization)
  • Disciplinary (organizational practices)
  • Interpersonal (everyday social interactions)
  • Hegemonic (ideology and culture)

To explore how each of these foci have manifested in my work I have provided a navigation table below into the multiple strands of activity in which I have been or am currently involved.



Cochran-Smith, M. (2010). Toward a theory of teacher education for social justice. In Second international handbook of educational change (pp. 445-467). Springer, Dordrecht.

Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.

Freire, P. (1970/1996). Pedagogy of the oppressed (revised). New York: Continuum.

Tuck, E., & Yang, K. W. (2016). What justice wants. Critical Ethnic Studies, 2(2), 1-15.