Welcome to the Pedagogy Reflections section of my website! To me, pedagogy reflections are thoughtful, critical writings that explore and revisit the practice of teaching — how I teach, why I teach, and what happens in the spaces where learning unfolds.
Through these reflections, I often evaluate classroom dynamics, curriculum design, student engagement, and the comprehensive cultural or institutional contexts that not only shape my pedagogical experiences, but the work I try to do in the classroom and the discourse I co-create with students.
For me, as a scholar/educator who specifically works at the intersections of community literacy, writing studies, queer studies, and addiction recovery rhetoric, pedagogy reflections become more than just teaching notes — to me, they are acts of inquiry, resistance, and activism. I believe they make the emotional, political, and intellectual labor of teaching (not to mention research) more visible.
I invite you to think with me: How do we build classrooms that are inclusive, liberatory, and alive to the communities our students carry with (and within) them?
I won’t pretend to always know how to hold space for students. Pedagogy reflections aren’t about perfection. They are a call to action — to rethink, revise, and reimagine the work of rhetoric and writing studies as an opportunity to rewrite, to reconsider, to renew. Each of our voices should insist on being heard with a full range of compositional opportunity.
