My work consists of both theoretical and pedagogical approaches to expanding the epistemological boundaries of science to promote greater integration of social justice perspectives within the sciences.

Specifically, my current theoretical research applies feminist and critical race theories to the critique and revision of molecular biology and genetics, as applied to both human identity and understanding, and agricultural knowledge and practices. In my current book project, I explore both the promise and peril of epigenetics and postgenomic science for an expanded intersectional understanding of the sociomaterial interface.  In my second project, based on fieldwork with women farmers resisting genetically modified seeds, I am documenting and delineating how such resistance represents an alternative agricultural epistemology that takes into account lived experience and expands the boundaries of human vs. non-human agency.

Pedagogically, I have developed the model of Deliberative Pedagogy to reshape student learning in undergraduate science courses around feminist and inclusive principles that integrate science with civic engagement in an interdisciplinary active learning context. I currently teach courses in the areas of introductory biology for non-majors; feminist theory; race, gender & food justice; genes & society, and nanotechnology, society and sustainability.