Education, equity, and leadership is the mantra that drives my passion to promote equitable and inclusive strategies in Ontario’s K-12 education system. As a racialized woman pursuing professorship in academia, my identity and purpose for developing research in educational leadership are centered on the emancipation of marginalized voices— honouring those who came before me and those who are yet to come.

The inclusion of my intersectional identity markers in studies exploring the complexities of educational leadership and administration practices, has historically been placed at the margins of discourse in the field. The process of problematizing this reality and advocating for Black, Indigenous, and Peoples of Colour inclusion is an endeavour that has informed my academic journey. My approach to teaching as a post-secondary educator is governed by my commitment to student-centered learning and my drive to foster community relationships and facilitate experiential learning.

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Skilled in critical thinking and qualitative research methods, my doctoral research explores how Black women principals construct their professional identities in Ontario schools given the lack of tailored theoretical and practical supports, mentorship opportunities, and scholarship on how their identity informs their principalship. Focusing on equity, diversity, and inclusion related legislation and trends, I address how select leadership frameworks used in the field highlight the racial and gender blindness that challenge and create barriers for the career advancement of existing and aspiring Black administrators.

What excites me each day is the ability to expand my learning experiences outside of the confinements of a classroom, while challenging myself to push past the boundaries that define success.