Examines online storytelling as a teaching approach with older immigrant learners, exploring how narrative work mediates language learning, identity, and belonging in later life.

Explores creative feminist and queer methodologies in adult learning contexts with migrants, centering embodied knowledge and collective meaning-making.

Makes the case for creativity as a pedagogical principle in adult language education, drawing on community-based program research with older learners.

Investigates how arts-based educational activities — drama, storytelling, creative writing — strengthen language learning and restore a sense of agency among older immigrant adults.

Documents an ethnodrama program for older immigrant adults, examining how playfulness and dramatic engagement reshape language learning and community belonging.

An early study of biographical storytelling in older adult language classrooms, exploring how life writing supports language acquisition and learner identity.

Critiques essentialist approaches to intercultural communication in language teaching, proposing a justice-oriented framework that foregrounds power and structural inequality.

Analyzes how Canadian policy discourse constructs — and renders invisible — older adults as literacy learners, and what this means for educational equity and program design.

Documents a participatory curriculum co-design process with older immigrant learners, examining what happens when learners are treated as co-researchers and curriculum makers.

Examines how older immigrant adults navigated overlapping crises — COVID-19, misinformation, and digital exclusion — and what community-based digital literacy support made possible.

Reflects on the process of co-developing digital research tools with older adult participants, challenging assumptions about who can contribute to research design.

Explores how the PhoneMe digital poetry platform generates relational learning and interpretive agency across diverse community contexts and modalities.

Introduces the PhoneMe project as a community literacy initiative, examining how digital poetry creation maps and activates community belonging in urban spaces.

A creative research output presenting ideas about digital literacy, older adults, and information access through the form of a comic panel.

Proposes a critical realist framework for understanding learning in later life, examining the structural conditions that enable or constrain educational participation among older adults.

Compares community-based learning initiatives in Canada and the UK through the lens of the UN Decade of Healthy Ageing, examining what policy frameworks make visible and what they miss.

Analyses how older immigrants narrate their own aging and language learning, examining the discursive strategies they use to navigate ageist and linguicist assumptions.

Draws on a cross-sector capacity-building project to examine how professional development can strengthen communities of practice in justice and education contexts.

Examines the experiences of volunteer language facilitators in a peer-led community program, highlighting how peer learning structures redistribute educational power and knowledge.

Documents a mobile poetry writing program with older immigrants, exploring how creative expression in later life supports adaptation, resilience, and community connection.

A full methodological framework for arts-based, collaborative, and transdisciplinary research in the social sciences. Developed through years of community-based research practice across Canada and internationally.

Introduces Collaborative Creative Inquiry as a distinct research methodology, drawing on the work of the ARTEM Research Collective to articulate its principles, practices, and applications.

Revisits Vygotsky's theoretical contributions in light of contemporary psychology and educational research, tracing their relevance for understanding learning as a social and cultural process.

Examines how cultural clubs in Canadian universities function as informal intercultural learning spaces, with attention to the tensions between inclusion and homogeneity in membership.