Teaching & Community Work
Teaching Philosophy
My teaching philosophy is firmly rooted in critical pedagogy, emphasizing the transformative potential of education to foster both individual and collective liberation. I come from a body of work that professes the importance of education as a dialogical, interactive process where students are not merely passive recipients but active co-creators of knowledge. In my view, education is not simply about transmitting information; it is about equipping students with the tools to critically engage with the world around them, and to understand and challenge the inequities embedded within societal structures, particularly those based on race, class, gender, and nationality.
Central to my approach is the belief that education should be contextualized within the socio-political realities that shape students’ lives. I challenge my students to apply critical frameworks to analyze educational systems, policies, and practices that perpetuate inequality. Through active learning methods such as case studies, collaborative projects, and experiential activities, students are not only encouraged to think critically about theory but also to connect that knowledge to real-world issues. I aim to create a learning environment where students feel empowered to challenge the status quo and envision alternative futures that are more just and equitable.
Ultimately, my goal as an educator is to inspire students to become active agents in the pursuit of social justice. Whether in the classroom, community, or broader society, I hope to equip my students with the intellectual tools, critical perspectives, and ethical commitments needed to challenge injustice and work toward a more equitable world. I see education as a dynamic, ever-evolving process—one that is never neutral but always has the potential to transform lives and systems. Through this philosophy, I strive to cultivate a space that nurtures critical thinkers, compassionate activists, and leaders who are dedicated to advocating for justice and equity in all aspects of life.
Courses Taught and/or Assisted
Courses Assisted
In the classes I assist, I support a diverse group of students—typically ranging from 20 to 30 students—in exploring complex educational theories, frameworks, and practical applications. My role in these sessions is multifaceted, involving not only lecture support (e.g., attendance, chat/question management, etc.) and group facilitation but also individualized attention to students’ academic growth. I actively participate in discussions, helping students connect theoretical concepts to real-world issues, particularly those related to race, identity, and educational inequities. I foster an inclusive environment where students feel encouraged to voice their thoughts and critique the material, promoting a space of mutual learning.
In addition to facilitating class discussions, I am responsible for grading essays and assignments, offering feedback that challenges students to deepen their understanding of course content. I aim to provide constructive feedback that not only addresses academic strengths and weaknesses but also encourages students to think critically about the social implications of their academic work. By creating opportunities for reflection and engagement, I encourage students to examine how the material applies to their personal lives and future careers. Through these efforts, I hope to cultivate an environment where students develop both intellectual rigor and a commitment to addressing social injustices within the education system.
HSED-UE 1005 Introduction to US Education (New York University - Undergraduate)
In Person: Spring 2025
Remote: Fall 2023; Fall 2024; Fall 2025
EDST-UE 1321 Political Economy of Education: Why Does College Cost So Much?
Remote: Spring 2025
Course Development
As a future course leader and curriculum designer, I aim to create learning environments that promote critical inquiry, self-reflection, and the application of theory to real-world educational contexts. My teaching emphasizes inclusive, research-informed approaches that prepare students to engage with diverse perspectives, analyze complex systems, and design responsive, equity-minded educational practices.
Equity and Inclusion in Educational Policy and Practice. Examines how educational policies and institutional practices influence access, engagement, and outcomes for diverse student populations.
Culturally Responsive Curriculum Design. Explores strategies for creating inclusive curricula and teaching approaches that reflect varied cultural and historical perspectives.
Identity, Culture, and Learning. Investigates how students’ cultural and social identities shape their educational experiences and interactions.
Pedagogies of the African Diaspora. Studies teaching practices, knowledge traditions, and cultural frameworks rooted in Afro-Caribbean and African American communities.
Historical Foundations of Education in the Caribbean. Analyzes the evolution of Caribbean education systems, with attention to historical influences, policy shifts, and social impact.
Urban Education and Community Partnerships. Reviews the dynamics between schools, community organizations, and local policy in urban educational contexts.
Global Perspectives on Education Systems. Compares education models across countries, considering policy reforms, cultural contexts, and shared challenges.