BiographyLissa's present scholarship benefits from having dedicated 15 years to working with prospective and practicing teachers and, before that, 25 years in a variety of everyday contexts teaching from pre-kindergarten through Grade 12.
Troubled by dire worldly circumstances – of societies increasingly divided, diminishing planetory resources, and rising levels of anxiety and depression in learners – her scholarship focuses on how we might better understand teaching and learning in ways to promote human wellness and collective wisdom.
Areas of Research / Professional Expertise
• Implications of relational psychoanalysis (with attachment theory, affective neuroscience, and research in early childhood development) for schooling practice and teacher development
• Theories of learning (individual and collective) and of not-learning (anxiety, trust, & denialism)
• Variation theory
• Inclusive pedagogies
• Teacher identity and school culture
• Mathematics education and concept development
• Belief and the Nature of Science