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1. Based on your research topic, what are your investments in the partnership work you are doing (or seeking to do)?

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1. Based on your research topic, what are your investments in the partnership work you are doing (or seeking to do)?

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2. What role do affect and emotion play in your research?

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2. What role do affect and emotion play in your research?

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3. What research methods will guide your inquiries? How do these methods intersect with philosophical groundings of CBRE? 

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3. What research methods will guide your inquiries? How do these methods intersect with philosophical groundings of CBRE? 

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Epistemic pluralism - especially given the affect/posthumanist framework of my research, I am invested in the multiple ways of knowing that my participants/school context will bring to the work that I may not be aware of.

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In partnering with my students to explore how we can write radical speculative fiction, I am invested in...

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In partnering with my students to explore how we can write radical speculative fiction, I am invested in...

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their joy

their healing

creating the world we envision

fostering opportunities for self-expression

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My work centers children (possibly children of immigrant parents/immigrant children) and their subjectivities/identities in the classroom, specifically in regards to the power dynamics between teacher-student. I am particularly interested in the ways that children's identities are often blurred by adult perceptions, and being critically empathetic in that work.

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Based on my research topic, I think I am aiming to gain critical empathy to understand teachers and their experiences with the curriculum and how that could provide a deeper understanding of how they (re)negotiate with difficult knowledge and define it for themselves. I am not sure where it will go for now; I'm just exploring it with the interview.

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A lot of what drives my research is the love and care that I have for my students and young people. I have always wanted to be the educator that I wish I had (because of experiences I had that harmed me--my wounds), so what can I do as an educator-researcher to facilitate joy and healing in others?

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My research is deeply deeply influenced by affect & emotion - affect theory has shaped the way I see the world, the way I conceive of research, and how I plan to approach interactions with my participants, in everything from my research questions to methods to theoretical framing.

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When thinking about who/what I wanted to research, I thought back/reflected on what surfaced strong emotions (specifically anger) during my teaching practice. And it was always when assumptions were being made of children by adults or adults perceptions of children/childhood impeded on children's identities in classroom spaces. Those emotions and my love for youth still empower my practice and passion and will continue to!

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I do believe I have a hugely ethical role in representing the emotions, concerns, and values of the teachers I work with. If I ask them to dig into something that makes them vulnerable, express that vulnerability, and discuss how that shapes their interactions with the curriculum and teaching, it's a huge responsibility to honor and showcase that ethically.

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Emotions are always present in research, and it is our responsibility to maintain reflexive practices throughout our study. hooks work on love is really insightful, she frames that love is NEEDED because in the effort to be objective and ignore love we are creating distance between ourselves and other.

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I sense some frustration among teachers generated by the transferred critical studies in my country. Probably, it is due to the complexity of translations and recontextualizations. I am leaning toward listening to the frustrations that might be generated by not enough critical studies in East Asia.

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One method that I'm using is a/r/tography - collaborative creation of art and writing as a method of co-constructing inquiry. Though my research isn't collaborative exactly, this method is an opportunity for co-creation and to allow affects to pull me & participants together in whatever directions we're drawn to.

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lends itself to centering peoples' experiences, which then guides how we engage in all of the inquiry. I want to make sure that the kids and I are able to tell our stories in whatever ways we want, rooted in what the needs of the group are in doing so

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Walking methodologies to share power when walking through a space.

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In thinking about children and their identities in classroom spaces, I would love to take on multimodal methods as children are often so divergent in their thinking. Perhaps storytelling (narrative inq.), art, etc. Not very sure yet though.

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Flexibility and balancing stood out for me as a way to approach research and a community. These are necessary attitudes to constantly engage with not only inside but also outside of a community. If the academic society is a community, I believe we are working on a collective and collaborative knowledge-producing.

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A Critical Race Chicana Feminist methodological approach is guiding my inquiry. I am studying exclusion at the institutional level, such as, school policies and dominant discourses within the school community, as well as honoring the lived experiences of those engaging in the researching process, bridging ideas and approaches make for an appropriately holistically transformative research process.

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I have only explored interviewing for my research methods, but I would love to explore more methods. I think many of the CBRE philosophies are highly applicable here.

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My research uses narrative inquiry, multimodal storytelling in particular, which I hope can be a way to recognize and honor the stories people and communities hold and the literacies they choose to draw upon to tell them. It is also a curricular inquiry, which I hope can be a meaningful experience for students and an opportunity for co-constructing knowledge. My project also involves the creation of a story archive that can live beyond the dissertation and be added to by others over time.