my pedagogy at its core, holds the belief that learning is not enabled through instruction, but a set of conditions. some of these conditions that permeate through my courses are safety, community, trust, well-being, justice, and most importantly, joy. i consider a classroom the ground upon which we introduce and nurture these conditions. i address the work that happens in my classrooms as being done by us, because i cannot teach without students, and the conditions we nurture in the classroom are only as rich as we make them. i do not instruct in my courses. rather, learning occurs. my pedagogy at its core, is a co-creation of conditions that makes learning inevitable.

as a queer and trans, brown, immigrant femme, i live, and teach, from the margins, and center those in margins similar and dissimilar to me. my syllabi begin with a ‘social location acknowledgement’ that acknowledges these subject-positions, and models the importance of self-awareness. we begin from this place that values justice and acknowledges injustice, to co-create a safer space that is simultaneously free and accountable. diversity and inclusion aren’t mapped onto my pedagogy; they are weaved through its very structure and praxis. 

as an artist and writer, i have always believed that my practice is a lived one, inseparable from my politics and values. as an educator, i rely on this archive of lived experience to meet students where they are and co-create spaces of learning that are creative, critical, honest, joyful, and always, always, always, a little bit silly.

read more about two of my courses in articles published here and here
don’t hesitate to reach out for access to any of my syllabi/reading lists, etc.