As part of my PhD dissertation I used curriculum studies, specifically affect theory, queer theory, and critical race theory to examine youth cultural productions, literacy practices, and pedagogy inside and surrounding schools.

One project conducted with high school English students in Cardiff, UK explored emergent publics and emergent pedagogies through movement and writing.

As part of the 4-month study students conducted dĂ©rives, generated sensory maps, poetic critiques, and speculative writings about their affective experiences walking through school and in public spaces. Some of the students’ writings were then ‘published’ on poles throughout the city.