Teaching philosophy
UNLEARN TO LEARN AGAIN
My pedagogical approach is grounded in the pursuit of (un)learning and (re)learning what is considered knowledge in search of a more holistic learning experience. To learn again reconsiders what is foundational, whose insights are included and excluded, and how this informs our practices.
PROMOTING A RESPECTFUL, SAFE, AND DIALOGIC LEARNING ENVIRONMENT
It is imperative to create a learning space where students discover who they are as relational and critically creative members of society. Students should see themselves in the content while also critically reflecting on how their practices impact others. This is possible in safe, engaging, and respectful dialogic learning environments where students actively contribute to course objectives.
CONNECTING THEORY TO PRACTICE
Although a challenge, theory should be effectively and actively translated to praxis. I have addressed fashion-related concepts and topics of power, inequity, inclusivity, and justice through case study methodology and critical reflection in learning activities. For example, when educating students on injustices in cultural appropriation design practices, students were taught using contemporary case studies, engaged in dialogue and critique, and were given practices to implement into the apparel design process to alleviate these injustices.
EXPLORATION AND RESPECT FOR IDENTITY
Regardless of the course, my goal is to develop and challenge students’ knowledge and bridge a connection to their career objectives and responsibilities as professionals in their desired industry. I want to create learning environments that allow students to explore the constructions of identity and assess their cultural competence while connecting critical theories and methods to dialogue and action. When students are invited to see themselves, colleagues, and populations of differing identities in course topics and processes, this encourages more engagement and interest in the content. Importantly, students have the opportunity to challenge what is considered knowledge and (re)learn and (re)inform their chosen social and professional practices.
My pedagogical approach is grounded in the pursuit of (un)learning and (re)learning what is considered knowledge in search of a more holistic learning experience. To learn again reconsiders what is foundational, whose insights are included and excluded, and how this informs our practices.
PROMOTING A RESPECTFUL, SAFE, AND DIALOGIC LEARNING ENVIRONMENT
It is imperative to create a learning space where students discover who they are as relational and critically creative members of society. Students should see themselves in the content while also critically reflecting on how their practices impact others. This is possible in safe, engaging, and respectful dialogic learning environments where students actively contribute to course objectives.
CONNECTING THEORY TO PRACTICE
Although a challenge, theory should be effectively and actively translated to praxis. I have addressed fashion-related concepts and topics of power, inequity, inclusivity, and justice through case study methodology and critical reflection in learning activities. For example, when educating students on injustices in cultural appropriation design practices, students were taught using contemporary case studies, engaged in dialogue and critique, and were given practices to implement into the apparel design process to alleviate these injustices.
EXPLORATION AND RESPECT FOR IDENTITY
Regardless of the course, my goal is to develop and challenge students’ knowledge and bridge a connection to their career objectives and responsibilities as professionals in their desired industry. I want to create learning environments that allow students to explore the constructions of identity and assess their cultural competence while connecting critical theories and methods to dialogue and action. When students are invited to see themselves, colleagues, and populations of differing identities in course topics and processes, this encourages more engagement and interest in the content. Importantly, students have the opportunity to challenge what is considered knowledge and (re)learn and (re)inform their chosen social and professional practices.