Theme
Small repeated structures doing enormous invisible work.
Journal entries
Sep 5, 2026 · EDOC 7120 · Slides 35–36, closing reflection
The prompt I gave the room at the end of the presentation, and the norms question I want every adult in a school to sit with.
Aug 28, 2026 · EDOC 7120 · Week 6, decolonizing neurodiversity
Two constructs at odds: a Global North paradigm that medicalized difference as defect, and Global South paradigms that had already integrated it.
Feb 18, 2026 · Group Work & Belonging
We keep asking why students disengage in the hall between classes. But the hallway is where the real sorting happens — and we've never once designed it.
Open questions
Research ideas
developing
A framework treating belonging as the product of maintained structures — schedule, ritual, space, interruption rights — rather than of individual warmth.
Projects
Field Experience Seminar · Winter 2026
Five days of structured observation of passing periods, coded for interruption rights, greeting patterns, and route choice.
Reading & influences
Article · Marium Akhund, PhD, licensed psychotherapist
Reframed demand avoidance as intuitive dissent and clock-based time as an erasure of neurodivergent pacing. It made me look at my building's bell schedule as a cultural artifact rather than a neutral container.
Book · Philip W. Jackson
Where the 'hidden curriculum' comes from — the lessons school teaches that are never in the syllabus: waiting, compliance, being evaluated. Racialized rigor is a hidden curriculum finding, which is why this old book is still on my desk.
Article · Shirley Mthethwa-Sommers & Obed Kisiara
Documents how school culture itself — the rituals, the expectations, the unspoken rules — lands on African immigrant students. Reminds me that 'school culture' is the thing I am actually studying, and that it is legible to the people it excludes.