As an educator, I am committed to the idea that the classroom exists as a collaborative space. Though my first responsibility will always be guiding students in the acquisition of new knowledge and skills, I also recognize that students are themselves experts in their own identities, histories, and experiences — all of which are assets for their own learning and the learning of their classmates.

teaching philosophy

When teaching feminist and gender studies in particular, I always tell students that learning is as much a process of unlearning as it is one of learning, given our collective relationship to (and unexamined investments in) gender, sexuality, race, ability, and other identity categories. One of my biggest wishes for my students is that they are able to move past anxieties about making the “right” point or exploring an idea using the “correct” language, and instead become comfortable sitting with the messiness of uncomfortable ideas and in-process thoughts. I enjoy modelling enthusiasm for this process of unlearning and critical engagement using a range of real-world examples, and focus on creating teaching materials that are well-organized, accessible, and relatable while maintaining theoretical rigour.

I thrive in making myself available to students in a variety of ways, as well as finding new ways to meet them wherever they may be in their educational journeys. I endeavour to create many different opportunities for students to demonstrate their grasp of course material and share the connections they are building outside of class, and draw on mixed methodologies like informal discussion, collaborative activities, and individual correspondence to establish trust and a shared enthusiasm for course material. I have also always made space in my various classrooms for anonymous feedback — if something is not landing for students or effectively inviting them into the theory, I want to know about it! In learning from my students, I maintain a constant practice of self- reflection on my teaching, keeping records of student feedback and notes on what worked and what might be adjusted for next time, ensuring that I am always practicing thoughtful pedagogy and recalibrating when necessary.

During my time at StFX, I have built upon my existing experience with a diverse range of students and classroom experiences. Having previously served primarily on the teaching teams of large (200+ student) undergraduate courses, I have appreciated the opportunity to develop my own syllabi and assignments that are closely linked to the pedagogical goals of each course as well as my own commitment to care for and connect with students. I pride myself on this range, having had experience in delivering lectures to large first-year classes as well as facilitating more intimate, seminar-style discussions — with the hope that I am always able to integrate the strengths of the latter into the former. Prior to coming to StFX, I developed and facilitated an award-winning critical pedagogies seminar series, partnering with the York University Queer Student Caucus to provide peer-to-peer pedagogies training and workshops to graduate students and early career faculty. This same interest in critical pedagogy led to an ongoing collaboration with a colleague formerly of the University of Toronto, Margeaux Feldman, with whom I organized a low-barrier teaching and learning symposium that centered graduate and undergraduate student voices, as well as those forms of teaching that take place beyond the classroom. I have been delighted to bring this conviction regarding the importance of undergraduate voices, organizing, and research to a primarily undergraduate-focused institution like StFX, and even more delighted to see this conviction mirrored in the resources and strategies of my WMGS colleagues.

As I continue to expand my own scope of teaching, learning, and pedagogy, I remain committed to challenging the hegemony of the syllabi and texts used to teach feminist media and cultural studies, highlighting the expertise of communities beyond academia, actively seeking public-facing research dissemination, and spotlighting those stories and lived experiences of folks who are too often left out of these discussions. I strive to push back against those exclusionary frameworks and rigid modes of delivery that continue to prevent many students from engaging with academic theory and facilitate spaces grounded in principles of accessibility. I am interested in co-creating classrooms that integrate theory with practice, trouble academic norms, and embrace non-mastery on the way to developing students’ critical thinking and curiosity both inside and outside the classroom. My strong background in teaching and pedagogy informs my approach with each new group of students I encounter. It is a great affirmation to me that students consistently acknowledge my enthusiasm for course material, and that many of the comments I receive are not only kind, but continue to reflect my key goals and values as an educator. By applying the feminist principles and practices outlined above in my classrooms, I believe that I am an effective, engaging, and passionate educator committed to offering multiple modes of engagement, ongoing and transparent feedback, and valuing students as collaborators in learning.