When thinking about how we walk through the world, the things we spend our time and energy on, you can frame this as your "work" in the world. Each of us has to decide what our work is, how we want to be part of the fabric of the world, and how we seek to change the patterns we see around us. 

My work in the world is to foster science informed, justice-centered leadership, specifically in climate mitigation, adaptation and resilience efforts foster sustainable futures. I do this primarily through collaboratively designing and facilitating learning activities that support systemic change to enable climate action.

Below are a few of the principles from a small portion of the research that guide my efforts:

• 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 (https://www.ipcc.ch/). 

• Colonialism, and its' legacies, still operate in the world, causing injustices, and thus all action should actively be de-colonial (Tuck & Yang, 2016).

• 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).

• Love and care should be a consistent part of how we engage in the world with humanity and all life (anything written by bell hooks; and every Indigenous author I have yet read).

My work, informed by the guiding principles outlined above, occurs through activity in four overlapping fields: Justice, Climate, Learning, and Leadership. Justice is the foundation and underpins all other areas of my work. 

Generalization, often referred to as scaling, can be problematic when it comes to the intersections of learning, science, and justice efforts that guide particular climate action efforts. Instead of scaling efforts that have been successful in one location, I encourage us to think of spreading ideas, principles, and lessons learned from one area to another with local contextualization for place, culture, and context. The sharing of values, ideas, and principles through visions of practice in particular contexts allows for meaningful learning across diverse spaces. As a result of this stance, I find myself working across many different scales and taking a relational approach to learning prevalent in many traditions of community-grounded research and practice.