Current Projects
Doing Reflexivity (two-volume edited collection)
With E. M. Pope. Doing Reflexivity: Practical, Relational, and Methodological Guidance from Qualitative Researchers. Vol. 1: Learning, Enacting, and Extending Reflexive Practice; Vol. 2: Following Reflexivity through the Lifecycle of Inquiry. Routledge, forthcoming.
This two-volume collection approaches reflexivity as an ongoing, relational practice woven through the entire research process, rather than a one-time statement of positionality. Chapters take up reflexivity across methodological, pedagogical, technological, textual, and theoretical dimensions, including how it is taught and how it shifts with generative AI and other emerging technologies. The volumes are designed as a practical resource for graduate students, emerging scholars, and researchers seeking to deepen their reflexive practice.
Language Teacher Educators at a Crossroads (edited collection)
With J. Song and B. Yazan. Language Teacher Educators at a Crossroads: Exploring the Intersections of Identities, Emotions, and Agency. Routledge, forthcoming.
Language teacher educators play a central role in preparing pre-service and in-service teachers, yet their work has received limited attention in applied linguistics and language education research. This volume brings together studies of how teacher educators’ identities, emotions, and agency intersect as they navigate institutional constraints, policy, and shifting professional roles across their careers.
Beyond One Language: Rethinking Research in Multilingual Contexts
Principal investigator. Funded by a Vanderbilt University Global Engagement Research Seed Grant (2025).
This project builds an international research collaboration to examine how institutional and technological infrastructures, from ethics review and translation to digital workflows and AI tools, support or constrain qualitative research conducted across languages. The team is piloting research process recall, a new method in which multilingual researchers reflect on artifacts from key moments in their own studies, as groundwork for a larger, externally funded program of research on multilingual equity in social science.
Double special issue: Centering multilingualism in critical qualitative research
Guest co-editor with P. Zhao. International Journal of Qualitative Studies in Education (in preparation).
This double special issue advances critically oriented multilingual qualitative methodologies, treating multilingualism not as a complication to be managed but as a constitutive condition of contemporary research and a resource for knowledge production. Contributions examine how language practices reproduce or disrupt power across the research process, with attention to reflexivity, translation and translanguaging, ethics, digital technologies, and linguistic justice.
Special issue: Critical perspectives on literacy and generative artificial intelligence
Guest co-editor with N. A. Ward, S. K. Burriss, S. Yang, and R. R. Moran. The Reading Teacher (in preparation).
This special collection brings a critical literacy orientation to generative AI in literacy education for children up to age 12. Moving beyond both enthusiasm for innovation and concern about misuse, it examines the values, assumptions, infrastructures, and power relations built into these technologies, and how AI-mediated literacy practices shift agency, reinforce or challenge inequities, and shape what young learners are able to know, express, and imagine.