I am a writer, scholar, teacher, and critical maker. My work is premised on the idea that knowing, making, and acting are entangled endeavors. Together, they can be tools for conjuring justice.
I am author of Building Access: Universal Design and the Politics of Disability (University of Minnesota Press, 2017) and articles in American Quarterly, Design and Culture, Disability Studies Quarterly, Foucault Studies, Hypatia: journal of feminist philosophy, philoSOPHIA, Age Culture Humanities, The Politics of Place and Space: Exclusions, Resistance, Alternatives, and Disability Space Architecture.
I earned my PhD from the Department of Women’s, Gender, & Sexuality Studies at Emory University, where I trained in historical and ethnographic methods of empirical research; feminist theories of disability, technoscience, environment, architecture, and geography; and architectural design methods. My current work continues use of these frameworks, as well as additional training in urban ethnographic approaches to Science & Technology Studies and permaculture design.
My research focuses on the relationships between bodies and built environments. Broadly, I am interested in the application of critical disability studies and crip theory to designed environments. My work contributes the ideas of crip technoscience and epistemic activism to Science and Technology Studies. It builds critical methods for cartographic research. It contributes to critical histories and ethnographies of design processes.
My critical making practice spans disability access and disability justice organizing, participatory cartography, fashion, pedagogy, tactical urbanism, and earth repair. I am a certified permaculture designer with particular interest in social, anti-racist, and disability justice-centered permaculture.
As an educator, I am also committed to embedding accessibility principles in my teaching. This interest comes from my research and from over ten years of experience with coaching and participating in competitive debate. In 2007, I was on the first team of two non-male debaters to win the National Debate Tournament at the collegiate level. In the classroom, I use debate as a critical pedagogical tool to foster literacy and critical thinking skills in young adults.