Philip’s research focuses on how teachers make sense of power and hierarchy in classrooms, schools, and society. He is interested in how teachers act on their sense of agency as they navigate and ultimately transform classrooms and institutions toward more equitable, just, and democratic practices and outcomes. His most recent scholarship explores the possibilities and tensions that emerge with the use of digital learning technologies in the classroom, particularly discourses about the promises of these tools with respect to the significance or dispensability of teacher pedagogy.
Philip’s research has been recognized by the Spencer Midcareer Grant; the National Academy of Education/Spencer Postdoctoral Fellowship; the AERA Division G (Social Context of Education) Early Career Award; the AERA Division C (Learning & Instruction) Jan Hawkins Award for Early Career Contributions to Humanistic Research and Scholarship in Learning Technologies; and the National Association for Multicultural Education’s Research Award. His scholarship has been published in journals such as Harvard Educational Review; Cognition and Instruction; Journal of Teacher Education; and Teaching and Teacher Education.