My teaching philosophy
My philosophy as an educator is rooted in the premise that higher education is responsible for forming socially responsible citizens who respond and are accountable to their communities. Socially responsible citizens are autonomous, reflexive, creative, collaborative, and committed to equity. My approach to teaching reflects this intellectual premise.
Autonomy and reflexivity. As an educator, I aim to provide students with the tools, strategies, and space to develop their capacity for self-directed and reflexive learning so they can adapt and thrive in different environments beyond the classroom.
Creativity and collaboration. Higher education is not an individual venture; universities and students belong to communities with concerns and needs. Thus, my courses make the education process a collective and creative endeavour in which students work together to achieve common goals that impact their community.
Commitment to equity. As a woman of colour from a low-income background, who comes to the Global North from the world’s geopolitical margins, I recognize the importance of making our classrooms spaces where students learn from and engage with the work of people who have been historically erased from university spaces. Thus, I strive to make my syllabi as diverse as possible by centring the work of scholars from historically marginalized groups, including different sources of knowledge (podcasts, magazines, documentaries, manifestos, interviews, etc.), designing assignments that allow students to show different learning abilities, and bringing in the work that communities and organizations are doing.
Autonomy and reflexivity. As an educator, I aim to provide students with the tools, strategies, and space to develop their capacity for self-directed and reflexive learning so they can adapt and thrive in different environments beyond the classroom.
Creativity and collaboration. Higher education is not an individual venture; universities and students belong to communities with concerns and needs. Thus, my courses make the education process a collective and creative endeavour in which students work together to achieve common goals that impact their community.
Commitment to equity. As a woman of colour from a low-income background, who comes to the Global North from the world’s geopolitical margins, I recognize the importance of making our classrooms spaces where students learn from and engage with the work of people who have been historically erased from university spaces. Thus, I strive to make my syllabi as diverse as possible by centring the work of scholars from historically marginalized groups, including different sources of knowledge (podcasts, magazines, documentaries, manifestos, interviews, etc.), designing assignments that allow students to show different learning abilities, and bringing in the work that communities and organizations are doing.