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Teaching Philosophy

Critical feminist pedagogy is the foundation of my passion for education which informs my treatment of all learners as dynamically complex and wholly embodied selves (Anzaldua, 1987; hooks, 1994). As an educator and pedagogue, I view teaching and learning as the practice of freedom through which students and the instructor can co-create and reimagine futures through critical dialogue. This practice relies on a pedagogy of love that humanizes both the teacher and the student as they commit to each other’s liberation. Furthermore, as part of my holistic teaching style, I recognize the arts as critical in achieving knowledge by honoring the embodied and powerful ways we connect with others via art (Leavy, 2015). I draw from an array of theoretically robust interdisciplinary teaching methods that grapple with complex intersections of race, class, gender, language, immigration, etcetera.

Higher Edu

The Educational Experiences of Latinx Students
San Francisco State University                          (Spring 2024)
  • Graduate-level course in the Masters in Equity and Social Justice Education Program. Examines Latinx students' educational experiences at the intersections of race, class, language, immigration status, gender, and sexual orientation.

  • Using an intersectional lens, the course offers students a survey of key historical events and educational policies that have directly impacted the quality of Latinx students' education in the U.S.

  • Students offer culturally responsive strategies for working effectively with Latinx students and their families through Creative Community Engagement Projects.

Foundations of Social Justice Education
San Francisco State University                                 (Fall 2023)
  • Graduate-level course in the Masters in Equity and Social Justice Education Program. Examines social justice issues, theories, and perspectives across the U.S. educational system with a focus on higher education.

  • Using an intersectional lens, the course offers students a critical foundation for identifying and discussing existing social structures and their impact on students' schooling experiences.

  • Students are supported to develop capacities to productively work towards advancing social justice education.

Latinx in Education: Critical Issues and Perspectives
UC Berkeley                                                  (Fall 2016-Fall 2020)
  • In-person class, except for the last term, was virtual

  • The course engages themes central to understanding Latinx’s academic achievement and attainment in K-12 and higher education. Examines key issues in the history of education in the U.S. that have influenced the education of Latinx today.

  • Students were encouraged to apply the theories/concepts learned in class to their past experiences and how these help them better understand their experiences with schooling and education in general.

  • Outcomes included voice memos, short videos, posts created through Flipgrid and Padlet, and traditional research papers.

Academic Advisor
Laney College, TRIO SSS                                          (2012-2013)
  • Co-designed and delivered instructional support for first-generation, low-income, and students with disabilities to increase the transfer rate to four-year universities

  • Created academic writing and research content for distribution to over 1,000 students resulting in more students passing their ESL courses

  • Advised the Program Director on best practices related to student engagement, academic needs, and emotional support, increasing community-building events

College Advisor
College Track, Dreamer Academy                        (2012-2013)
  • Spearheaded college access curriculum for undocumented students for the inaugural Dreamer Academy

  • Supervised over six tutors and volunteers working directly with the students focused on maintaining sensitivity and respect for students’ immigration status

  • Managed a portfolio of 25+ students resulting in students maintaining good academic standing and viewing attending college as a viable option regardless of their immigration status

Writing Mentor
Chapter 510                                                                 (Spring 2023)
  • Coach 2-3 middle school Long-term English Language Learner students to develop and revise two pieces of writing, one of which will be published in the final class anthology

  • Foster students’ writing creativity and self-expression through varied formats, including poetry, memoir, and fantasy 

  • Support students in passing the English Language Proficiency Assessment (ELPAC) of CA by strengthening their reading and writing skills

Curriculum Developer
Tennyson High School                                              (2019-2020)
  • Co-designed social justice curriculum for a class of 30 newcomer immigrant students using a participatory research method (Photovoice), resulting in students’ augmented understanding of how world history connects to their communities and themselves

  • Trained teacher on using Photovoice as a pedagogical tool and on designing a unit using image analysis and research questions to develop students’ critical, analytical, and literacy skills resulting in students viewing themselves as knowledge producers and potential catalysts for change

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