My teaching philosophy
My philosophy as an educator is to provide students with the tools and space they need to learn how to learn. Whatever students’ backgrounds and abilities are and wherever they want to go next, having the ability to learn gives them the tools to adapt to different circumstances. It opens an opportunity for them to explore questions, places, and fields that they thought were not available for them. Learning how to learn is an emergent, active process that liberates (brown 2017). It is a process that emphasizes critical connections and relationality over individualism and criticism; cultivates care for the body, mind, and spirit rather than productivity; promotes compassion and accountability rather than competition; centers emotions rather than detachment and objectivity; and nourishes action over passive learning. Without making sure all these skills are present in the classroom, learning is not guaranteed.
I understand that the classroom is an extension of the world. As such, I do not expect students, particularly those who come from historically oppressed communities, to learn from ideas, experiences, and methods that do not represent or connect with them. Thus, as a low-class person of colour who comes from the world’s geopolitical margins, I bring into my classroom my background and experiences. These inform how I design and teach my classes and how I approach learning. I see my role as a guide who supports students in their self-actualization process, challenging them to question what they think they know about the world compassionately and creating a student-centred space.
I have taught classes in Peru and Canada and I am constantly looking for opportunities to learn about pedagogy and equity in the classroom. I welcome you to reach out to me if you want to take any of my classes or you want advice on how to structure a class.
I understand that the classroom is an extension of the world. As such, I do not expect students, particularly those who come from historically oppressed communities, to learn from ideas, experiences, and methods that do not represent or connect with them. Thus, as a low-class person of colour who comes from the world’s geopolitical margins, I bring into my classroom my background and experiences. These inform how I design and teach my classes and how I approach learning. I see my role as a guide who supports students in their self-actualization process, challenging them to question what they think they know about the world compassionately and creating a student-centred space.
I have taught classes in Peru and Canada and I am constantly looking for opportunities to learn about pedagogy and equity in the classroom. I welcome you to reach out to me if you want to take any of my classes or you want advice on how to structure a class.