She teaches courses in foundations of education and multicultural education. Her research looks at how teachers make meaning of their practice through the lenses of teacher knowledge scholarship and reader response theory, with a particular focus on developing and sustaining critical conversations about issues of social justice in teaching and learning. Her interests in pragmatic semiotics, feminist post structuralism and critical theory seed her current research. She has published articles in Educational Theory, Qualitative Inquiry, Educational Studies, and the Journal of Educational Research.