Teaching Philosophy
Teaching is a collaborative, justice-oriented practice that bridges theory, research, and lived experience. Across my courses, whether focused on research methods, the historical and political foundations of art education, or writing for publication, I strive to create intellectually rigorous and inclusive environments that center critical inquiry, reflective practice, and cultural responsiveness. My pedagogy is grounded in the belief that art and education are powerful tools for social change and that classrooms can be spaces for transformation, not just transmission.
I cultivate dynamic, peer-oriented learning communities that value dialogue, creativity, and diverse perspectives. Through mentorship and practitioner research, I support students in becoming researchers, writers, educators, and thought leaders who are attuned to the complexities of their local and global contexts. Whether students are preparing to conduct qualitative, quantitative, or mixed-methods research, engage with historical narratives, or submit their work to peer-reviewed journals, I aim to guide them with care, clarity, and a commitment to equity in education.
Asynchronous Online Courses (Boston University)
Art Education Leadership Through a Social Justice Lens
This course equips in-service art teachers with leadership and organizational skills through a social justice lens. It explores networks, communities of practice, and culturally relevant pedagogy, emphasizing the role of educators as agents of change. Grounded in both theory and practice, the course emphasizes collaborative virtual assignments and real-world insights from practitioners working in schools, museums, and community settings.
Master’s Research Project: Becoming a Practitioner-Researcher
This course introduces in-service art teachers to practitioner research as a means of addressing real-world issues in art classrooms, museums, and community spaces. We explore qualitative, quantitative, and teacher-led approaches, with an emphasis on culturally responsive teaching and equity-focused inquiry. Students are supported in developing research questions and conducting projects grounded in their practice, with a focus on reflexivity and critical inquiry to inform and improve their teaching.
In-Person Courses (Teachers College, Columbia University)
Histories of Art Education
This course invites graduate students to examine the local and global histories of art education through a critical lens. We ask whose stories have been told, whose have been left out, and how we might reimagine these histories by centering marginalized voices and lived experiences. Through research, reading, discussion, and writing, we explore questions of race, colonialism, pedagogy, and the purpose of art education. Students consider how art educators can move beyond received histories to include diverse perspectives from BIPOC, Latinx, and LGBTQ+ communities.
Research Methods in Art Education
This course supports graduate students in developing the skills to conduct meaningful research in art education. We explore how research can help us better understand and respond to the challenges and opportunities present in classrooms and communities. Students learn how to frame strong research questions, choose appropriate methods, and analyze data in ways that are ethical, grounded, and relevant to their teaching practice.
Writing for Publication (In Person and Online)
This course guides graduate students through the process of turning a course paper or dissertation chapter into a journal article. Using Wendy Laura Belcher’s Writing Your Journal Article in Twelve Weeks, we work on voice, revision, and the publication process in a collaborative, peer-supported environment.
