His ecocritical work in education is interdisciplinary and draws from heavily from critical social theory through anarchist philosophy, critical animal studies, post-structuralism, and queer-ecofeminist philoshophy. His experiences teaching as a high school teacher, an outdoor environmental educator, and a community activist all contribute to his research, teaching, and organizing direct actions aimed at examining the relationships between schools and the reproduction of the cultural roots of social suffering and environmental degradation.