EDUCATOR

Teaching Philosophy

“Progressive, holistic education, ‘engaged pedagogy’ is more demanding than conventional critical or feminist pedagogy. For, unlike these two teaching practices, it emphasizes wellbeing. That means that teachers must be actively committed to a process of self-actualization that promotes their own wellbeing if they are to teach in a manner that empowers students.” 

– bell hooks, Teaching to Transgress

Teaching is about removing our mask of educational distinction to allow the semi-permeability exchange process of idea transaction. As an educator, I see myself as a guide to the treasure map of the uncharted territories of educational exploration, self-efficacy, and authentic holistic transformation. This includes supporting learners in seeing how their learning goals could translate to other academic, social, political, and communal spaces. I see learners as co-creators in the classroom, and I champion their success beyond our time together. I carefully try to cultivate learning communities that see the wholeness of each person. Teaching for me extends beyond any classroom; it is about taking into consideration the totality of a learner’s lived experience and education journey. This notion of personhood concern extends beyond the students in the classroom. Our environment is undergirded in the reality that life happens, and life will continue to happen. And our learning community is a space for students to learn the necessary skills and competencies of our curriculum while navigating the nuances of social concerns and justice. Our work must live beyond any classroom. It must matter. And for my learning communities, we do just that. Idealistically, I see our learning environments as places to forecast visions of a better tomorrow while interrogating the reality of today.