My Teaching Philosophy

I am a feminist doing interdisciplinary work in ethics and sociology in undergraduate and graduate education, as well as community and congregational settings.

My objective is to provide public, pastoral and collaborative teaching that ultimately promotes the health and wholeness of communities and vulnerable populations.

I guide students in responding to womanist/Black feminist challenges to traditional or well-represented scholarship and using intersectional methods to address real-world ethical and social problems. #blacklivesmatter

I am inspired by my personal experiences, relationships and observations, which keep me grounded and hold me accountable to anti-racist, feminist methodologies, pedagogies, and community organizing.

I bring an enthusiasm about the relationships between congregational life, ministry-activism and academic scholarship to my teaching ministry.

Pedogogical Framework

I value structure and freedom equally in my approach to course design and classroom management: providing safe containers for critical engagement with scholarship, and the opportunity to cultivate knowledge that spills out onto the streets.

I value rigorous academic work and inviting joy in the research and writing process.

I believe the classroom (on-line or residential) is an opportunity for mutual appreciation, serious inquiry, and application of theoretical and substantive material to professional and ministerial contexts.

I encourage further academic study to reward one’s passions and develop engaged scholarship that contributes to emerging and ongoing dialogues about important moral and societal issues.

My courses invite:

  • Praxis – rigorous reflection and action that takes place within the classroom as well as in coalition building among students and groups/individuals outside of the academy walls;
  • Co-learning and Peer support – built-in opportunities for collaborative work among students and an environment of collegial support for writing, research and leadership;
  • Marginalized voices – including voices other than those of the instructors, seeking out sources that are excluded from and challenge traditional/overly represented scholarship;
  • Historical consciousness – teaching and learning takes place in a socio-historical context, in which courses are building blocks toward lifelong learning goals, resting on shoulders of other teachers, ancestors and traditions;
  • Rigorous, counter-oppressive research – intellectual work that is accessible, anti-racist, anti-oppressive and liberatory is necessary to create/sustain just communities.

Beyond Interdisciplinary – Interstitial

I often teach through an interstitial lens, exploring the “negative” and “unexplored” space among disciplines and areas of academic and professional interests.  I recognize the need for education to violate traditional norms in order to find the place where students might come together to produce knowledge that adequately responds to issues of justice and care.

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