Teaching Philosophy

​I recognize the classroom as a space of flux and, thus, requiring flexible and adaptable pedagogical practices. As such, I continue to revise my practices to respond to the needs of students, the conversations in my field, and the available material resources. I believe that, by accounting for these factors, I can create a stabilizing space for students in the inherently unstable space of the classroom. Through my pedagogy, I strive to  foster:

• Accessibility and Inclusivity. I believe  that students can only recognize themselves as sites of knowledge when they have both equitable entry into and possibilities for participation within the space of the classroom.

• Opportunities for Safe Risks. I recognize that learning happens when students feel safe to experiment with new conceptual frames and engage with new platforms and practices.

• Relational Learning. I understand that the classroom is not an isolated space, but one that is both composed of and in relation to other spaces and contexts. I aim to support students in meaningfully connecting their learning to happenings beyond the classroom. 

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