To build community requires vigilant awareness of the work we must continually do to undermine all the socialization that leads us to behave in ways that perpetuate domination.
~ bell hooks
~ bell hooks
Teaching
My pedagogical practices are informed by relationships and mentorships with teachers, colleagues, families, and community members in the United States (Alaska, Arizona, Kansas, Michigan, Minnesota, and Oregon) and in Liberia and Namibia. Moreover, I have learned extensively from the students I work with and continue to. Because of these influences, my teaching practices focus on emancipatory learning processes and knowledge co-construction through dialogic consciousness raising and care (Paris & Winn, 2014). Moreover, I am constantly revisiting and amending my approaches through praxis (Freire, 1973; hooks, 1994).
A fusion of constructivist and critical learning theories inform my teaching. Critical sociocultural theory (Lewis, Enciso, & Moje, 2007) and cultural historical activity theory (CHAT; Cole, 1995; Engeström, 1987) assert that language and learning are contextual, co-constructed, and dynamic. I believe meaningful learning is the result of experience and inquiry grounded in local cultural patterns and practices (Adams & Markus, 2004; Shweder, 1990) and the funds of knowledge of students, families, and communities (Moll, Amanti, Neff, & Gonzalez, 1992). As knowledge generators (Delgado Bernal, 2002) our personal and collective experiences are influential in constructing novel ideas and reflecting across space and time.
That said, I know I hold power as a teacher educator. As such, I see myself as a facilitator of liberatory and transformative learning communities. Yet, my beliefs and values pivot me to see, hear, and feel in unique, sometimes conflicting ways compared to the students. My strong social justice stance may not be shared by all current and future educators whose paths intersect with mine. I also understand how complex learning and growing as a teacher can be. Therefore, I must adapt to the students’ strengths and needs while challenging inequities and biases to dismantle oppressive ideologies and exclusionary schooling mechanisms.
A fusion of constructivist and critical learning theories inform my teaching. Critical sociocultural theory (Lewis, Enciso, & Moje, 2007) and cultural historical activity theory (CHAT; Cole, 1995; Engeström, 1987) assert that language and learning are contextual, co-constructed, and dynamic. I believe meaningful learning is the result of experience and inquiry grounded in local cultural patterns and practices (Adams & Markus, 2004; Shweder, 1990) and the funds of knowledge of students, families, and communities (Moll, Amanti, Neff, & Gonzalez, 1992). As knowledge generators (Delgado Bernal, 2002) our personal and collective experiences are influential in constructing novel ideas and reflecting across space and time.
That said, I know I hold power as a teacher educator. As such, I see myself as a facilitator of liberatory and transformative learning communities. Yet, my beliefs and values pivot me to see, hear, and feel in unique, sometimes conflicting ways compared to the students. My strong social justice stance may not be shared by all current and future educators whose paths intersect with mine. I also understand how complex learning and growing as a teacher can be. Therefore, I must adapt to the students’ strengths and needs while challenging inequities and biases to dismantle oppressive ideologies and exclusionary schooling mechanisms.
Wayne State University, College of Education, Teacher Education Division
Winter 2023 (Instructor)
SUNY Cortland, School of Education, Foundations and Social Advocacy Department Fall 2019 (Instructor)
University of Kansas, School of Education, Department of Special Education 2017 – 2019 (Practicum Supervisor)
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Feedback from Winter 2023 course evaluations (Wayne State University):
Feedback from Spring 2020 course evaluations (SUNY Cortland):
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