Interrupting patterns. Making space for change.
How do minoritised students encounter university life? Tracing systems, spaces, and relationships reveals where blockages form and where possibilities for belonging and change begin.
What changes when classrooms are understood as active, entangled worlds? I offer a new lens for noticing enduring patterns and opening possibilities for ethical transformation.
Colour theory can be an ethical alternative to pseudonyms; I propose a relational and affective approach to representing children in Early Childhood research practice.
My doctoral thesis develops New-Hermetic Materialism, examining how space, Matter and relational entanglement shape children’s gender expression in Early Years environments and practice.