I am an educator with research interests in relational ethics and pedagogy, virtue epistemology, liberal and democratic education, K-12 and higher education, moral education, global and decolonial epistemology, teacher education, African philosophy, and epistemic justice. My present work brings classical and African intellectual traditions into sustained conversation, particularly Aristotelian virtue ethics and the Yoruba concept of Omoluabi, to rethink the ethical and epistemic foundations of education. I am especially interested in how African and Black epistemologies can reshape curriculum, pedagogy, and educational policy, centring indigeneity as a lived, relational, and embodied connection to land, community, and knowledge. My research spans philosophy of education, adult education, international and comparative education, and critical pedagogy, with a consistent focus on re-centring marginalized knowledges in educational spaces.

In my doctoral dissertation, From Aristotle to Omoluabi: Rethinking Intellectual and Moral Virtues in Contemporary University Education, I reconstruct virtue epistemology through African philosophy and critical pedagogy to advance a global ethics of education. Alongside this work, I have developed a sustained research agenda on education in contexts of conflict, trauma, and resistance, including collaborative work on youth identity formation during the war and genocide in Tigray, Ethiopia. My next project will further investigate African epistemologies as foundations for theorizing transnational educational justice, relational ethics, and the moral purposes of the university in a global age.

My articles have appeared and are forthcoming in the Oxford Review of Education, Journal of Critical Race Inquiry, the Journal of Contemporary Issues in Education, Philosophy of Education, and a range of international journals across education, philosophy, and social theory. I have published several peer-reviewed articles, in addition to book chapters, conference proceedings, and interdisciplinary work on topics including decolonization, liberal education, AI and higher education, and African educational philosophy. My co-authored article, “Human Rights Are Not for Black Peoples” (2025), reflects my sustained engagement with global justice and African epistemologies in contexts of war and displacement. I have also authored a monograph, Drive Well Your Ambition (2024), and contributed to edited volumes with publishers including Cambridge Scholars and Michigan State University Press. My public-facing scholarship includes open educational publications and community-engaged writing on global education and injustice.

I have played a significant leadership role in academic publishing and knowledge production. I served as lead copyeditor for the four-volume Bloomsbury Handbooks of Transformative Leadership in Higher Education (2024), coordinating and refining contributions from over 100 international scholars and senior academic leaders. I have also served as Founding Editor-in-Chief of the Queen’s Journal of Education, as well as Associate and Managing Editor of Research in a Nutshell. My editorial and peer-review work spans multiple journals and international conferences, reflecting a broader commitment to shaping equitable and inclusive scholarly ecosystems.

I am an incoming Assistant Professor of Education at Canadian Mennonite University, where I will begin in June 2026. I recently completed my PhD in Philosophy of Education at Queen’s University in May 2026 under the supervision of Dr. David Bakhurst. I previously completed a Master of Education in Philosophy of Education and a Bachelor of Education in Adult Education and Political Science at the University of Ibadan, where my work engaged existentialism, community education, and the philosophical foundations of educational practice.

I have been the recipient of numerous competitive awards and fellowships, including the Walter F. Light Graduate Fellowship, the Queen’s University Graduate Award, the Frank Wyatt McLean/Education Graduate Expansion Award, and grants from the Philosophy of Education Society of Great Britain. My research has also been supported through SSHRC- and MasterCard Foundation-funded projects addressing education, disability inclusion, conflict, and social justice. These recognitions reflect both academic excellence and sustained contributions to interdisciplinary and international research.

I am an active contributor to academic communities and professional organizations across education, philosophy, and social justice. I hold memberships in several scholarly associations, including the Canadian Philosophy of Education Society, the Philosophy of Education Society of Great Britain, the Canadian Society for the Study of Education, and the North American Association for Philosophy and Education. I also serve as a peer reviewer for multiple journals and conferences, contributing to the evaluation and development of emerging scholarship in the field.

I have presented my work at several international conferences across North America, Europe, and Africa, including the Philosophy of Education Society, the Canadian Society for the Study of Education, the Canadian Association of African Studies, and the British Association for International and Comparative Education. My presentations address themes such as virtue ethics, virtue epistemology, decolonial education, neoliberalism and the university, and Indigenous knowledge systems in global contexts.

I have extensive teaching experience across higher education and secondary education contexts. At Queen’s University, I have served as Graduate Teaching Fellow (Instructor) for courses in the history and philosophy of education, where I independently designed and delivered curriculum, assessed student learning, and engaged with Indigenous educational perspectives. I have also held numerous teaching assistantships across undergraduate and graduate courses in philosophy, teacher education, and educational foundations. Prior to my doctoral studies, I taught English, literature, government, and civic education in secondary schools in Nigeria, where I also held leadership roles including Head of Department. My teaching is grounded in relational pedagogy, critical inquiry, and culturally responsive approaches to learning.

In addition to my research and teaching, I am deeply engaged in academic leadership, labour advocacy, and community service. I served as President of PSAC 901 at Queen’s University, representing over 2,000 graduate student workers and postdoctoral fellows, where I led collective bargaining, policy advocacy, and equity initiatives. I served in multiple institutional governance roles, including the Joint Union-Management Committee and the President’s Advisory Committee at the Society for Graduate and Professional Students. My community engagement extends beyond the university, including mentorship through the Black Youth Mentorship and Leadership Program and advisory work with the Correctional Service of Canada’s Regional Ethnocultural Advisory Committee.

My work is further informed by extensive professional training in leadership, anti-racism, mental health, and workplace safety, as well as global certifications from institutions including the WHO, University of Alberta, and Public Service Alliance of Canada. I have also led and contributed to community-based initiatives, including educational funding programs, technology access projects, and international knowledge-sharing platforms supporting students and educators in Nigeria and Canada.

Across my research, teaching, and service, I remain committed to advancing decolonial, relational, and justice-oriented approaches to education that bridge philosophical inquiry with lived realities and global challenges.