My educational and professional history has seen me play the role of student, researcher, teaching assistant, guest lecturer and course convenor. At the centre of my teaching philosophy, as well the measure of my own research effectiveness, is leading my students to a place where they are excited about utilizing new analytical lenses, engaging one another and those around them in intelligent discussion, and critically thinking about the social systems and policies that shape the world in which we live. In my teaching I seek to empower students to challenge taken-for-granted assumptions—not only in course materials, but also in their daily lives and in the world—and to act boldly as agents for change by making meaningful contributions to society locally and globally. A focus on cultivating critical thinking, teamwork, and oral and written communication skills through practice-based learning are central to my teaching approach.
I am committed to working towards decolonisation within the classroom and believe that diversity and learning about and across difference is integral in teaching. Awareness through reflexivity acknowledges that I cannot be representation for many of the minority students in my classroom, but I can work proactively to create the space for students to move from the margins to the centre of their own education. In my current post I have focused attentively on including an Indigenous perspective in my classes, which has included building relationships with guest speakers/contributors from Mohawk, Attawandaron (Neutral), Haudenosaunee, and Anishanaabe communities – experiences that have taught me a great deal about pedagogy and positionality.