As an oral historian, artist, and teacher, I dedicate my practice to creating meaningful collaborations and interventions between individuals, communities, and students with history and historiography. Above all, I don’t see the work I do as an historian, or artist, or teacher as existing in separate spheres. In turn, I encourage my students to also approach history in a creative and self-reflexive way.

​

I prioritize respect, responsibility, trust, and transparency so that students can take on an active role in the classroom and their education, in general. I believe that it is part of my responsibility, as a college teacher, to help students figure out the methods that work best for them in managing their time and organizing their schedules. With a focus on mental health and accessibility, my classroom - both online and in person - is a flexible space where I hope to help students build confidence in and respect themselves.

​

I am always learning more about anti-capitalist, anti-oppressive, and anti-racist pedagogy and am inspired by the work of the many academics, teachers, and thinkers who have been approaching / decolonizing their classrooms and teaching in radical, open, and collaborative ways, such as Dr. Max Liboiron, Samantha Cutrara, Suzanne Snider, bell hooks, as well as many of my colleagues.

​

As empathetic and active participants in their learning, students approach history critically, ready to ask meaningful questions and have deep discussions, and knowing that:

​

• History is also about the future

• History isn't objective

• History is imaginative

• History is always histories

• As historians, students, people living in the present, we must strive to do no harm with our work, make positive change, challenge oppression and colonial narratives, question assumptions, think and act intersectionally and critically

• As historians, we must be humble, self-reflective, and vulnerable

• Our work must be transparent, rigorous, and ethical