My classroom practice integrates problem-posing pedagogy, case-based learning, and primary source analysis with structured content delivery. I design lectures around inquiry and application: posing problems or questions for students to grapple with, introducing theoretical frameworks that address those questions, then guiding students to apply concepts to new cases or historical data. I use think-pair-share and small group discussion to punctuate lectures, ensuring students actively process material and identify points of confusion in real time. This approach works across contexts—I'm equally comfortable facilitating discussion in a fifteen-person seminar and delivering content to a two-hundred-person lecture hall.

I move beyond passive knowledge transmission—what Paulo Freire called the "banking model"—toward pedagogy that cultivates critical thinking, research abilities, and communicative skills students can apply throughout their lives, including academic writing, study strategies, and resource literacy. I design learning experiences that recognize diverse learning styles: pairing academic texts with oral histories, documentary film, and cultural production, and creating opportunities for visual, verbal, and collaborative modes of engagement. I design syllabi that center diverse voices and perspectives, particularly scholarship from the Global South, and I build in opportunities for student input—inviting them to shape course content and contribute to our collective learning.

Assignments often center on public-facing work—zines, podcasts, digital storytelling, or collaborative research—encouraging students to connect academic learning with real-world issues and communities. I have experience adapting my teaching across institutional contexts, including research universities and art schools, and I work to create inclusive spaces where all students can engage meaningfully with course material.

I approach teaching as an ongoing practice of learning and refinement, continually experimenting with methods that help students engage with material beyond grade incentives. As a first-generation college student who began at community college, I've experienced firsthand how traditional pedagogies can fail to reach students from working-class backgrounds, students of color, queer students, and others who don't see themselves reflected in academic spaces. This shapes my commitment to creating classrooms where all students can see the relevance of course material to their lives and communities, where intellectual rigor doesn't require performing a particular class background or cultural fluency, and where critical inquiry is accessible rather than gatekept behind hidden curriculums.