I received my PhD in 2009 from the Department of Development Sociology at Cornell University in New York State (USA). Prior to joining the University of Alberta, I taught for 5 years at Queen's University, Kingston, in various fields, including Development Studies, Cultural Studies, and Sociology. I held a SSHRC Postdoctoral Fellowship in the Department of Social Justice Education Department at the Ontario Institute for Studies in Education (OISE) at the University of Toronto. My program specialization in Educational Policy Studies is in Social Justice and International Studies in Education (SJI).
Whiteness and multiple colonialisms
Racism, colonialism, schooling, and education in Brazil and Canada
Anti-racist activism, social justice pedagogies, and learning in Education
I am interested in supervising students who would like to focus on the ways in which race, ethnicity, gender, class, disability, sexuality, and their intersections shape issues of racialization, white supremacy, and privilege in educational, government, and community institutions and/or social movement activism. I especially encourage those interested in research on anti-racist and/or multicultural related reforms in primary, secondary, and tertiary education as well as social justice, anti- or de-colonizing struggles and perspectives in general to make an inquiry.
My areas of supervision include race, ethnicity, and racism; anti-racisms and multiculturalisms within education policy; the politics of global development; critical approaches to development and international education; intersections between culture, race, and political-economic processes; coloniality and decolonization in theory and practice; contemporary social and cultural theory. (If you have doubts about whether your interests fit, please contact me).
My key countries/regions of interest include (but are not limited to): Brazil, Canada, the United States, South America
2014 Reimagining Black Difference and Politics in Brazil: From Racial Democracy to Multiculturalism. London and New York: Palgrave Macmillan.
Special Issues of Scholarly Journals (Guest Editor)
2019 (co-edited with Dia Da Costa and Meaghan Frauts) Cultural production under multiple colonialisms, Cultural Studies, 33(3). (e-link)
2016 Post-Racial Ideology and Politics in the Americas. Critical Sociology. 42(4-5). (e-link)
Refereed Journal Articles
2019 . (co-authored with Dia Da Costa). "Introduction: Cultural production under multiple colonialisms," Cultural Studies, 33:3, 343-369 (e-link)
2018 “The Decolonial in Practice, Quilombismo, and Black Brazilian Politics in ‘Postneoliberal’ Times,” Journal of Ethnic and Cultural Studies, 5(1): 27-40. (e-link, open access)
2017 “Da miscigenação ao pluriculturalismo: questões em torno da ideologia pós-racial e a política da diferença no Brasil [From miscegenation to pluriculturalism: questions about post-racial ideology and the politics of difference in Brazil],” Hendu: Revista Latino-Americana de Direitos Humanos. 2015 6(2): 40-54. (e-link)
2016a “Introduction: Thinking ‘Post-Racial’ Ideology Transnationally: The Contemporary Politics of Race and Indigeneity in the Americas,” Critical Sociology. 42(4-5): 475-490. Published online before print July 3, 2015. (e-link)
2016b “Training educators in anti-racism and pluriculturalismo: recent experiences from Brazil” Race Ethnicity and Education 19(1): 23-45. Published online before print September 15, 2014. (e-link)
2016c “The (Un)Happy Objects of Affective Community: Mixture, Conviviality, and Racial Democracy in Brazil.” Cultural Studies 30(1): 24-46. Published online before print March 25, 2014. (e-link)
2016d “The significance of post-racial ideology, black political struggle, and racial literacy for Brazilian anti-racist education policy,” Policy Futures in Education 14(3): 345-359. (e-link)
2016e “Confounding Anti-racism: Mixture, Racial Democracy, and Post-racial Politics in Brazil.” Critical Sociology 42(4-5): 495-513. Published online before print on January 31, 2014. (e-link)
2010a “Afro-Brazilian Ancestralidade: Critical Perspectives on Knowledge and Development.” Third World Quarterly 31 (4), pp. 655-674. [Part of special issue, “Relocating Culture in Development and Development in Culture”] (e-link)
2010b “Anti-Racism in Movement: Afro-Brazilian Afoxé and Contemporary Black Brazilian Struggles for Equality.” Journal of Historical Sociology. 23 (3), pp. 372-397. (e-link)
Refereed Book Chapters
2010 “Decolonizing Knowledge: Education, Inclusion, and the Afro-Brazilian Anti-racist Struggle.” Pp. 199-214 in Contesting Development: Critical Struggles for Justice and Social Change, Philip McMichael (ed.). New York: Routledge.
EDPS 501-X04. Knowledge and Decoloniality in the Americas
EDPS 591. Foundations of Education: Perspectives on International Issues
EDPS 523. Education and Development Theory
EDPS 526. Race, Racialization, and Education
EDPS 563. Sociological Perspectives on Social Justice Education
EDPS 580. Contemporary Issues in Education: Perspectives on Policy and Practice
EDPS 401. Multicultural and Anti-Racism Education
EDPS 360. Society and Education
EDU 100/300: Contexts of Education
The changing function and structures of education, with special reference to contemporary Canadian society.Winter Term 2021
Prerequisite: consent of Department.Fall Term 2020
Focuses on a critical examination of Canadian educational issues from philosophical, historical, sociological and cultural perspectives. Themes may include multiculturalism, educational reform and governance, the global economy and new technologies, changing nature of educational goals, and transformations in teaching.Fall Term 2020
This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education]Winter Term 2021