Writing ourselves into the future is life-sustaining, keeping our ancestors and stories alive.
I have never really considered myself a writer. This feeling stemmed from my histories and relationships with writing, primarily shaped by my experiences with formal schooling. However, I did experience a seismic shift a few years ago when my dear mentor, Shirin Vossoughi, introduced me to writing as a transformative act grounded in critical historicity and creative possibility. Ever since, I have been learning to practice writing as a form of sacred connection and a way to rekindle our ancestral, ecological, and spiritual relationships. I invite you to explore some of my work below. You will find an ever-growing collection of articles, book contributions, essays, publications, and zines.
Articles and Essays
Featured Publications
I contributed a chapter “So you want to decolonise trauma?” as part of this collection that explores designing content in trauma-informed and trauma-responsive ways. This work interrogates how colonial legacies continue to shape our understandings of harm and healing, offering pathways toward relational approaches that center cultural reclamation and embodied truth.
This field guide weaves together contributions from over 30 academics, designers, and professionals engaged in foresight and futures work. My contribution “What if the future is not only ours to create?” is an urgent provocation to uproot human supremacy and create possibilities for multi-species worldmaking.
This paper, co-authored with Christine Flanagan, explores how service design can be leveraged as a catalyst for relational change, in service of transforming higher education by addressing the equity gap and shifting conventional power dynamics. This work hopes to inspire emergent service design practices that purposefully seek to build connections and reciprocal relationships.
This collaborative paper explores the possibilities of feminist abolitionist pedagogies in a youth makerspace. Our data sources (extensive field notes, audio–video recordings, photographs, and student interviews) are drawn from Hubspace, a 6-week summer program serving Black, Latine/x, and South Asian middle school youth in the Midwestern United States. This work illustrates how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships, while generating alternate forms of thinking, living, and relating, or the making of new stories and worlds.
coming soon