RESEARCH
Practice Theory in Media Sociology
At the core of my work lies a theory project that aims to bridge communication and media perspectives with practice theory. This integration allows for a more grounded understanding of how media is embedded in the routines, values, and contexts of everyday life. By bringing these strands together, I contribute to the field of media sociology with a framework that emphasizes the situated, relational, and performative dimensions of media in datafied societies. This endeavor links to any of my research interests.
Privacy
My research explores privacy not as a static right but as a dynamic, practice-based phenomenon shaped by everyday routines and social situations. In the context of datafied societies and pervasive dataveillance, I focus on how individuals navigate privacy through situational, often improvised strategies—what I call "situational privacy." This approach emphasizes the pragmatic, relational, and contextual aspects of privacy, highlighting how people maintain “good enough” privacy in the face of ongoing technological and social transformations.
Deconstructing the mainstream
I investigate how the idea of "the mainstream" functions within radical political communication. Rather than taking the mainstream for granted as a neutral or democratic center, I critically examine how it is constructed and used—especially in relation to so-called radical actors. My work highlights the normative biases embedded in how scholars and media define the mainstream, often positioning it in opposition to extremism. Using Boltanski and Thévenot’s framework of orders of worth, I explore how the mainstream is co-constructed in social sciences and public debate. Ultimately, this research sheds light on how the imagined boundary between mainstream and radical complicates political discourse and contributes to polarization.
Media Literacy
My approach to media literacy is shaped by a critical understanding of media practices and their societal implications. I see media literacy as a collaborative, value-driven learning process. In datafied societies where technologies and their uses evolve rapidly, both teachers and students of media literacy must learn together. My work crosses teaching and research, it grounds media literacy in shared, value-oriented questions—such as how technology can support or undermine democratic life. I aim to foster an environment where learners critically engage with the media systems they are part of.
