This is my abridged Teaching Philosophy

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My teaching philosophy is grounded in critically compassionate intellectualism (Bartolomé, 2008) and the belief that all students are capable of growth when education is both rigorous and relational. I see teaching as a moral and transformative act that nurtures intellect, empathy, and agency. In my classrooms, democratic dialogue invites multiple and marginalized voices to shape the learning process, positioning students as co-creators of knowledge rather than passive recipients.

 

I embrace pedagogies of discomfort (Boler, 1999) as tools for growth—challenging learners to confront bias, wrestle with complexity, and connect personal experience to broader cultural and ecological realities. My approach draws from culturally relevant and reality pedagogy (Ladson-Billings, 1995; Emdin, 2016), fostering equity and authenticity by centering students’ lived experiences.

 

Rooted in reconceptualist curriculum theory (Pinar, 2012), my teaching also integrates ecocentric and place-based approaches inspired by Morton’s (2010) dark ecology, linking social justice to environmental consciousness. Ultimately, I strive to create learning spaces that are inclusive, dialogical, and emancipatory—preparing students not only for academic success, but to imagine and build more just, compassionate, and sustainable futures.