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, to develop an awareness for the radical potential of 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.