My approach to teaching reflects the ways in which I understand knowledge as a living, agitating concept that, in order to thrive, requires special care and deliberate attention. As Paulo Freire argues in Pedagogy of the Oppressed, “[k]nowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.” As a teacher, I view literature as an energizing site of struggle through which we can develop, question, and enrich how we interact with our shared world. In order to do so, I nurture recurring questions across all of my courses: Where do we find the literary? How do we define it? How might we recognize the literary in our day-to-day experiences? What kinds of tools do we need to excavate the site of language to pursue the world with each other? Whether examining a canonical poem or an animated film, I aim to demonstrate to my students the various ways we might use critical thinking to crack open tired ways of seeing, of being, in order to develop a deep appreciation for the literary that exists both on and beyond the printed page.
Previous Courses Taught:
Nonfictional Hybrid Forms in Poetry; Introduction to the Micro Form; Writing Place, Writing Against Complacency; Contemporary Poetry and Pop Music; Writing 101: Love with Comics; Advanced Rhetoric and Research Methods: Media and Mediated Selves
Full Teaching Dossier with syllabi and student evaluations available by request.