We are a collective of educators committed to social justice in our work with students, colleagues, partners, and community members. We are privileged to learn, teach, and conduct our research on the ancestral, traditional, and unceded territory of the hən̓q̓əmin̓əm̓-speaking xʷməθkʷəy̓əm (Musqueam) people.
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Our commitment is enacted through the interrelated areas of interest and expertise:
Our commitment is enacted through the interrelated areas of interest and expertise:
Language and literacy learning and teaching in multilingual, multicultural, and multimodal contexts
Critical and anti-oppressive approaches to literacy and language education
Indigenous Language & Literacy Education
Arts-based, literary, and embodied learning in language and literacy education
Recent Publications
Exploring the transformative potential of duoethnography for critical language teaching. Critical Inquiry in Language Studies, 1–27. https://doi.org/10.1080/15427587.2025.2612469
Culture and communication in digital worlds. A scoping review of literature from the Third Age of internet studies. The University of British Columbia. https://doi.org/10.14288/r5xm-qn87
Les réalités multilingues dans l’enseignement du français au Canada: Une conversation compliquée. Journal of Linguistics and Language Teaching, 16(2), 135–153.
Doing ‘Nothing’ as Ecological Practice. The Arrow: Journal of Wakeful Society, Culture, & Politics 12(2). https://arrow-journal.org/doing-nothing-as-ecological-practice/
Romance, erotics, and intimacy in a work of Nancy Drew fanfiction: Cross-reading personal pedagogies and literacies. Journal of Popular Romance Studies, 14, https://doi.org/10.70138/ORZE9956
Initial teacher education and the emotional geography of languages: A conceptual intervention. TESOL in Context, 33(2). https://doi.org/10.21153/tesol2025vol33no2art2096
A place to call home: Stories of a young refugee-background child navigating classroom, marginal, and neighbourhood places. Multicultural Perspectives, 27(3), 141–150. https://doi.org/10.1080/15210960.2025.2575736
“Tribalizing Linguistic Inquiry”, Living Languages 4(1), 47-84. doi: https://doi.org/10.7275/livinglanguages.2238
The ‘hesitant multilingual’: why do some students who use multiple languages not identify as multilingual? International Journal of Multilingualism, 1–20. https://doi.org/10.1080/14790718.2025.2505916
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Job Postings
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