Researcher Statement
Research is central to both my pedagogical and artistic practice. I approach it as a process of active inquiry—investigative, reflective, and integrative—driven by a sustained curiosity to uncover meaning and make sense of complexity. In my individual art practice, research informs concept, material, and method, allowing me to situate personal expression within broader cultural and theoretical frameworks. In my role as an educator, it underpins a reflective, student-centred approach grounded in equity, relevance, and relational learning. Across contexts, I make considered connections between theory and practice, drawing on interdisciplinary perspectives to create work—and learning environments—that are thoughtful, responsive, and critically engaged. Most recently, my PME research project explored the question: To what extent can an autonomy-supportive art curriculum foster student motivation and engagement in a classroom where students are at risk of educational disadvantage, considering the challenges of relatedness, competence, and choice overwhelm? This inquiry reflected my commitment to inclusive, meaningful learning experiences, particularly in contexts marked by systemic barriers. Grounded in Self-Determination Theory, the project was shaped by my experience as an artist—where experimentation, reflection, and personal relevance are essential. By integrating these values into my pedagogical research, I continue to develop an educational practice that is deeply informed by artistic sensibilities and sustained by critical, relational inquiry.
My research report inquiry reflects my commitment to inclusive, meaningful learning experiences, particularly in contexts marked by systemic barriers. Grounded in Self-Determination Theory, the project was shaped by my experience as an artist—where experimentation, reflection, and personal relevance are essential. By integrating these values into my pedagogical research, I continue to develop an educational practice that is deeply informed by artistic sensibilities and sustained by critical, relational inquiry.
Research Report
Education is one of the most significant and effective lenses through which we examine how society operates. How an individual society operates, assesses and shapes the way it educates its people is a powerful reflection of its own values and mores. Underpinned by principles and concepts of equality and social justice, I employed sociological perspectives to interrogate key concepts, ideas, values and discourses which continue to influence contemporary education.
Schools and Society
This section explores how national education policy shapes classroom realities, particularly in areas of educational disadvantage and student behaviour. Through critical policy analysis and reflective positioning, these projects consider the evolving and significant role of the teacher in implementing compassionate, inclusive, and equity-driven practices as key stake holders in the policy-making cycle.
Policy in Education
Analysing and understanding artwork within its broader historical, social, cultural, and theoretical frameworks. This approach goes beyond simply appreciating a work's aesthetic qualities to delve into its meaning, purpose, and influence. It encourages students to examine the context in which art is created, how it reflects and shapes society, and how it relates to other disciplines.