My research focuses on Joan of Arc in public memory in the francophone world in the second half of the 20th century and early years of the 21st. Specifically, I examine why public dialogue about Joannic artifacts and identifications with her myth functions to bear witness to transnational traumas related to the practices of colonialism, imperialism, and globalization. I also look at when, alternately, identifications with Joan of Arc intwine with white supremacy and xenophobia to erase the humanity and nation building contributions of colonial populations, framing them instead as intruders upon a pure French national body for which the virgin Joan serves as proxy.

I am a fourth-generation teacher who is committed to the classroom as a site of liberation. For me, teaching is about curating conditions and content that empower learners to delve deep into themselves, grapple with challenging material in community, and collaboratively come to new understandings. On a practical level, three principal aims guide my teaching practices: (1) care: creating a classroom atmosphere that provides a supportive space for intellectual inquiry, (2) curiosity: engaging students with meaningful questions, and (3) connection: extending our experiences to other communities and realms of knowledge.