Teaching Portfolio
This page documents my nascent teaching portfolio, including my teaching philosophy and teaching experience. I approach teaching as a praxis of freedom guided by five tenets (Radical Accessibility; Interdisciplinarity/Intersectionality; Diversification of the Curriculum; Collective Work Ethic; Critical Thinking) and the practice of Ungrading.
Teaching Philosophy Statement (draft)
Teaching Experience
Instruction
WSDB 398 – Feminism and Disability: Intersections and Critical Encounters
300-Level reserve course designed and sole-taught, The Simone de Beauvoir Institute (SdBI), Concordia University (Winter 2024)
Course Description: This course explores how feminist theory has informed and transformed disability theory as well as how disability theory challenges and enhances feminist thought. We will track the contribution of feminist insights to the development of disability theory beginning with early interventions (Wendell, Crow, Thomas) to contemporary queer and trans feminisms (Kafer, Clare, Baril, Belinsky), post-structural Foucauldian, Deleuzian and Butlerian contributions (Tremain, Shildrick, Campbell), and intersectional feminist approaches which culminate in the recent Disability Justice paradigm (Erevelles, Puar, Schalk, Piepzna-Samarasinha, Sins Invalid Collective, Mingus).
Feminism and Disability Course Syllabus (pdf):
Feminism and Disability syllabus is featured in American Philosophical Association’s Diversity and Inclusiveness Syllabus Collection which is a great resource for those interested in decolonizing their teaching in philosophy. If you want to contribute a syllabus to the collection, you can fill out the Syllabus Submission form.
The Living Syllabus
In addition to the official syllabus for administrative and departmental purposes, WSDB 398 also has an “annotated,” or what I call “living” syllabus, open for student feedback and annotations from the first day of class till the end of semester. As Remi Kalir, the originator of the annotated syllabus idea, eloquently states “annotating a syllabus conveys a message–from day one–that course documents are not static artifacts, that something authored by an instructor is not unwelcoming of feedback, and that student voice is both appreciated and necessary for a shared endeavor.” The Living Syllabus for WSDB 398 is still available on Google docs where you can trace student suggestions and the actions taken to accommodate them.
Teaching Assistantships
A list of my other teaching and mentoring experience, mostly teaching assistantships in various areas of philosophy.
Teaching Assistant. Philosophy 275 – From Modern to Postmodern: Philosophical Thought and Cultural Critique. Department of Philosophy, Concordia University, Montréal, January-April 2023. (Instructor: Dr. Natalie Helberg)
Teaching Assistant. Philosophy 210 – Critical Thinking. Department of Philosophy, Concordia University, Montréal, September-December 2022. (Instructor: Dr. Olivia Sultanescu)
Teaching Assistant. Philosophy 235 – Biomedical Ethics. Department of Philosophy, Concordia University, Montréal, January-April 2022. (Instructor: Dr. Jing Iris Hu)
Teaching Assistant. Philosophy 235 – Biomedical Ethics. Department of Philosophy, Concordia University, Montréal, September-December 2021. (Instructor: Dr. Jing Iris Hu)
Teaching Assistant. Introductory Course in LGBT Studies, University of California, Los Angeles, CA, September-December 2003.
Student Coordinator. Undergraduate course in Arts Practice and Community Service, CEESL (Center for Experiential Education and Service Learning),University of California, Los Angeles, CA, September-March 2002-2003.