As an education scientist, educator, and audiologist, I aim to produce social scientific accounts of what health professionals do in the face of "indeterminate zones of practice." When there is no known 'best' solution, how do professionals create knowledge in practice? And, how do they create and deploy this knowledge in practice, while facing systemic and structural constraints? Ultimately, explicating the tacit aspects of innovative health care practice will contribute to better health professions education.
I enjoy facilitating workshops, engaging in collaborative research, and presenting on a range of scholarly topics related to health professions education and practice, including: critical pedagogy, reflective practice, constructions and forms of knowledge, professional issues in audiology, written communication in educational audiology, everyday ethics, professional socialization.
My programmatic research focuses on epistemologies of practice (reflective practice and critical theories of practice) in the contexts of: compassionate and ethical care, and integrated care for children with disabilities. I employ primarly qualitative research approaches, particularly constructivist grounded theory, institutional ethnography, and critical social inquiry. I formerly practiced as an educational audiologist and maintain my professional licensure as a registered audiologist through teaching and service work.