Teaching Pilosophy
“To foster belonging and dialogue in an attempt to move toward reform”
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To promote critical and self-reflexivity in the classroom and engage students to find solutions to real-world issues
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To allow for the possibility for students to claim a sense of ownership in the classroom through the use of decolonizing methodologies as a pedagogical tool
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To co-facilitate dialogue as a means of co-creating knowledge(s) by being reflexive and consistently re-evaluating my own position
Evolution of Teaching Philosophy
The evolution of my teaching philosophy is represented through the visuals below. I moved from transferring knowledge "to students" to experiencing ruptures in how knowledge is transferred and the dominant institutional standards I grew up with. The dynamic shifted to a process of co-creation between me and students and being taught by them., in a simultaneous and dynamic process of dialogue and co-creation,.
In short, my teaching philosophy went through various phases. My teaching philosophy followed the Method of Currere. This method includes four phases through which educators reflect, namely regression (past), progression (future), analytic (present) and synthesis (present within the entire context).
Below is a short summary of each phase.
Regression: A Reflexive Narrative
During my reflection, I characterized each phase of my education career with a specific level of reform. As I progressed through the roles I occupied, I realized how I achieved growth in each.
Progression: Room For Growth
This section looked towards the future, specifically ways of moving towards reform, through dialogue and decolonizing methodologies and acknowledging the importance of teaching as healing.
Analytic: Between Past and Future
This part focuses on how my present research focus contributes to new ways of moving towards reform by acknowledging the influence of belonging and the importance of ownership.
Synthesis: Present in Context
The last section focuses on the question "Why Do You Teach". Reflecting on this question led me to my reason for teaching:
"To gain insights through a reflection on dialogue alongside a critical understanding of why dialogue had not been possible"
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