Teaching Philosophy
I approach the classroom as a gateway toward driving social progress. To me, each lesson plan offers an opportunity to reach and connect with another human being, one who is at a critical stage in shaping their future. My goal in teaching is for my students to recognize the status quo, question its implications, and emerge as critical agents with the drive to change it. To facilitate their learning, I strive to create a teaching environment that challenges the marginalization of individuals, recognizes potential spaces for critical conversations and, above all, celebrates our differences in identity. Reflecting back on my time as a student at both the undergraduate and graduate levels, I distinctly remember how the most impactful classes were the ones that afforded me an opportunity to come out of my shell and connect with those around me. They challenged me to question the ubiquity of dominant ideologies and their stronghold in our everyday surroundings, while still providing a safe space to express myself. This is the type of teaching environment that I strive to create for my own students on a daily basis.
Central to the development of this learning environment is encouraging a diversity of opinions and stressing the need for civil discourse. In Teaching to Transgress, bell hooks writes that "To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin" (hooks 1994, 13). From this, I do my best to ensure that my classroom provides a safe and stimulating environment, where diversity, inclusivity, and a passion to learn are encouraged—with key course concepts and the topics at hand framing such dynamics. I want each student to know that their contributions are truly valued. To aid in this, in classes of 60 or fewer students I learn the name of every student, and in my 200-person lectures, I learn the name of each student who raises their hand. I find that calling students by their names each time they participate helps to solidify our bond and facilitate classroom discussion. It is also important that my students feel comfortable reaching out to me, even after our class together ends. Many students contact me, even years after they have graduated, sometimes asking for advice but sometimes simply to share good news on their current endeavors. In fact, just recently a student that I had almost four years ago at my first institution contacted me to let me know that she quit her job, which she had no passion for, and is now pursuing her dream of helping others. In teaching, my overall aim is to imbue my students with an intense desire to learn, which leads to a more informed and engaged citizenship that stems from my classroom and extends into their lives.
Within the classroom, I have developed my lesson plans toward students’ perception, examination, and critique of media representations. My emphasis on media and popular culture stems from an understanding of their widespread societal influence and implications. “Reel Women” and “Representational Issues in Film” are two of my courses that students say resonate very well with them. Both of these courses use film as a vessel to draw students in; however, rather than utilizing mainstream imagery, which too often furthers the oppression of marginalized groups, independent film is strategically used to showcase a multitude of perspectives. “Reel Women” uses film as a platform to discuss women’s issues locally, nationally, and internationally. I purposely choose films that showcase feminist activism, either on or off-screen, as a way to both educate and inspire. For example, we examine Ousmane Sembène’s Moolaadé (2004), a powerful film on the horrors of female genital mutilation, as well as Haifaa al-Monsour’s Wadjda (2012), both the first feature-length film shot entirely on location in Saudi Arabia and the first Saudi film directed by a woman. Some other areas covered in class include sexual assault and rape culture, reproductive rights, and workplace discrimination. One moment in particular that reflects the essence of the course occurred in my lesson on intersectionality. For this topic, I screen Dee Rees’ Pariah (2011), as the film is very accessible to students while humanizing the target of oppression based on one’s intersectional identity. In our post-filmic discussion, one of my students was a shining example of practicing self-reflexivity, something that I try to instill in them. She shared how the film made her seriously question her own upbringing and belief that “homosexuality is a sin.” Taking part in our class discussion and seeing perspectives outside of her own made her realize the potential (negative) impact that her beliefs could have on others. The moment was truly powerful as it both took courage on her part to share her experience and showed the capability of a safe, learning environment to open new avenues for critical thought and dialogue.
In “Representational Issues in Film,” we examine the origins of stereotypes in cinema. A sample of the topics covered are sexual orientation, mental (dis)ability, physical (dis)ability, and race and ethnicity. Each lesson (and accompanying film) connects inequities seen onscreen to injustices in everyday society. For example, in my segment on gender identity, I teach my students about the four most common roles given to trans characters and how it is exceedingly rare for a film to not force a trans character into one of these roles. We also go over the proper terminology (e.g., preferred pronouns) to combat the non-inclusive and/or derogatory language picked up from the mainstream media and elsewhere. I often connect each lesson to current events both nationally and locally. For example, in a recent offering of this course, we discussed the public backlash against a local civil rights ordinance that banned discrimination against members of the trans community in matters of housing and employment. Before our discussion, many of my students were unaware of the actual protections granted by the ordinance—instead they had only heard the misinformation being put forth by local anti-trans groups. This lesson showed my students the significance of pursuing knowledge, rather than taking things at face value. Whether it’s the language used in national media, the ordinances put forward by local groups, or discrimination based solely on one part of a person’s identity, I am always trying to dispel misconceptions and misinformation in order to make students aware of the ways that exclusions and prejudice work on a more intimate, less abstract level.
I encourage my students to take the lessons learned in my courses and extend them beyond the confines of a classroom. I stress the importance of informed citizenship and practicing activism in the areas about which they are most passionate. I find that, if this crucial bridge between theory and praxis is formed while pursuing their education, it often extends later into their lives and careers. I am incredibly proud of the endeavors of my students, both during and after our time together, and I am humbled that in some cases they credit my courses as part of their motivation. Many of my students strive to make a difference in the lives of women, girls, and members of the LGBTQIA community. Their initiatives range from starting a local chapter (which I was asked to co-advise) of a nonprofit organization that funds girls’ education in developing countries, to creating an afterschool sports program for girls in India, and to becoming a motivational speaker reflecting on their own experiences with coming out and battling extended health issues. Another former student is an aspiring filmmaker, who focuses on gender and sexual orientation-based oppression. One of her projects, which I was invited on as a film consultant, centered on spreading awareness around sexual assault on college campuses. It garnered national attention and even prompted the filmmakers of the Academy Award-nominated documentary, The Invisible War, to invite her on to an upcoming project on the same topic. In addition to these former students, there are many more who are currently pursuing graduate degrees in various areas that aim to better the lives of marginalized groups. While our time together in the classroom may be short, my commitment to my students extends as long as they would like it to. I strive to make a positive impact on their lives, in the hope that they will go on to make positive impacts on the lives of many more.
As a teacher, the most important measures for my success are that my students are pursuing their passions, are happy in what they are doing, and are trying to promote social progress while helping others. This progress involves all of us as teachers and students; we learn from each other, pass on our knowledge, and hope that our students reach others in turn. My ambition in the classroom is for each one of my students to realize their great potential—that they have the power to truly make a difference.
hooks, bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
Central to the development of this learning environment is encouraging a diversity of opinions and stressing the need for civil discourse. In Teaching to Transgress, bell hooks writes that "To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin" (hooks 1994, 13). From this, I do my best to ensure that my classroom provides a safe and stimulating environment, where diversity, inclusivity, and a passion to learn are encouraged—with key course concepts and the topics at hand framing such dynamics. I want each student to know that their contributions are truly valued. To aid in this, in classes of 60 or fewer students I learn the name of every student, and in my 200-person lectures, I learn the name of each student who raises their hand. I find that calling students by their names each time they participate helps to solidify our bond and facilitate classroom discussion. It is also important that my students feel comfortable reaching out to me, even after our class together ends. Many students contact me, even years after they have graduated, sometimes asking for advice but sometimes simply to share good news on their current endeavors. In fact, just recently a student that I had almost four years ago at my first institution contacted me to let me know that she quit her job, which she had no passion for, and is now pursuing her dream of helping others. In teaching, my overall aim is to imbue my students with an intense desire to learn, which leads to a more informed and engaged citizenship that stems from my classroom and extends into their lives.
Within the classroom, I have developed my lesson plans toward students’ perception, examination, and critique of media representations. My emphasis on media and popular culture stems from an understanding of their widespread societal influence and implications. “Reel Women” and “Representational Issues in Film” are two of my courses that students say resonate very well with them. Both of these courses use film as a vessel to draw students in; however, rather than utilizing mainstream imagery, which too often furthers the oppression of marginalized groups, independent film is strategically used to showcase a multitude of perspectives. “Reel Women” uses film as a platform to discuss women’s issues locally, nationally, and internationally. I purposely choose films that showcase feminist activism, either on or off-screen, as a way to both educate and inspire. For example, we examine Ousmane Sembène’s Moolaadé (2004), a powerful film on the horrors of female genital mutilation, as well as Haifaa al-Monsour’s Wadjda (2012), both the first feature-length film shot entirely on location in Saudi Arabia and the first Saudi film directed by a woman. Some other areas covered in class include sexual assault and rape culture, reproductive rights, and workplace discrimination. One moment in particular that reflects the essence of the course occurred in my lesson on intersectionality. For this topic, I screen Dee Rees’ Pariah (2011), as the film is very accessible to students while humanizing the target of oppression based on one’s intersectional identity. In our post-filmic discussion, one of my students was a shining example of practicing self-reflexivity, something that I try to instill in them. She shared how the film made her seriously question her own upbringing and belief that “homosexuality is a sin.” Taking part in our class discussion and seeing perspectives outside of her own made her realize the potential (negative) impact that her beliefs could have on others. The moment was truly powerful as it both took courage on her part to share her experience and showed the capability of a safe, learning environment to open new avenues for critical thought and dialogue.
In “Representational Issues in Film,” we examine the origins of stereotypes in cinema. A sample of the topics covered are sexual orientation, mental (dis)ability, physical (dis)ability, and race and ethnicity. Each lesson (and accompanying film) connects inequities seen onscreen to injustices in everyday society. For example, in my segment on gender identity, I teach my students about the four most common roles given to trans characters and how it is exceedingly rare for a film to not force a trans character into one of these roles. We also go over the proper terminology (e.g., preferred pronouns) to combat the non-inclusive and/or derogatory language picked up from the mainstream media and elsewhere. I often connect each lesson to current events both nationally and locally. For example, in a recent offering of this course, we discussed the public backlash against a local civil rights ordinance that banned discrimination against members of the trans community in matters of housing and employment. Before our discussion, many of my students were unaware of the actual protections granted by the ordinance—instead they had only heard the misinformation being put forth by local anti-trans groups. This lesson showed my students the significance of pursuing knowledge, rather than taking things at face value. Whether it’s the language used in national media, the ordinances put forward by local groups, or discrimination based solely on one part of a person’s identity, I am always trying to dispel misconceptions and misinformation in order to make students aware of the ways that exclusions and prejudice work on a more intimate, less abstract level.
I encourage my students to take the lessons learned in my courses and extend them beyond the confines of a classroom. I stress the importance of informed citizenship and practicing activism in the areas about which they are most passionate. I find that, if this crucial bridge between theory and praxis is formed while pursuing their education, it often extends later into their lives and careers. I am incredibly proud of the endeavors of my students, both during and after our time together, and I am humbled that in some cases they credit my courses as part of their motivation. Many of my students strive to make a difference in the lives of women, girls, and members of the LGBTQIA community. Their initiatives range from starting a local chapter (which I was asked to co-advise) of a nonprofit organization that funds girls’ education in developing countries, to creating an afterschool sports program for girls in India, and to becoming a motivational speaker reflecting on their own experiences with coming out and battling extended health issues. Another former student is an aspiring filmmaker, who focuses on gender and sexual orientation-based oppression. One of her projects, which I was invited on as a film consultant, centered on spreading awareness around sexual assault on college campuses. It garnered national attention and even prompted the filmmakers of the Academy Award-nominated documentary, The Invisible War, to invite her on to an upcoming project on the same topic. In addition to these former students, there are many more who are currently pursuing graduate degrees in various areas that aim to better the lives of marginalized groups. While our time together in the classroom may be short, my commitment to my students extends as long as they would like it to. I strive to make a positive impact on their lives, in the hope that they will go on to make positive impacts on the lives of many more.
As a teacher, the most important measures for my success are that my students are pursuing their passions, are happy in what they are doing, and are trying to promote social progress while helping others. This progress involves all of us as teachers and students; we learn from each other, pass on our knowledge, and hope that our students reach others in turn. My ambition in the classroom is for each one of my students to realize their great potential—that they have the power to truly make a difference.
hooks, bell. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.