My academic work is focused on developing pedagogies that confront the carceral nature of the educational space. Centering the practices of Black rhetors and literacy workers in the mid-20th century is important to the development of this work as well, as these teachers made significant contributions to what we understand now to be critical pedagogy. My research necessarily informs my teaching practice and vice-versa. The synergy of this dynamic inspires me to continue thoughtfully contributing to both endeavors and serves as a reminder that we can, as scholars, truly merge both theory and practice.
Photo by Debby Hudson. Free image via Unsplash.
Lateral pedagogy.
In my research, I explore how we as instructors, scholars, and educators can acknowledge the contributions of Black rhetors and teachers by continuing to develop supportive pedagogies that allow students to contribute to the life of the classroom in expansive ways. My future research specifically aims to examine how the literacy work of organizers and educators inform social justice pedagogies that are relevant to the academy and beyond. One of my short-term research goals is to develop a monograph on how Ella Baker’s theory of organizing can inspire political and scholastic pedagogies rooted in care and rhizomatic leadership.
Recent Writing
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A Moving Practice: How the Writing Workshop Can Mobilize Black Rhetorical Devices
My work seeks to recover the pedagogical practices of Black literacy teachers who worked in citizenship and freedom schools. I contend that the work of these teachers has influenced contemporary “student-centered” pedagogical models and critical pedagogy work in the field of Writing Studies—however, this work has not been centered in mainstream conversations about liberatory pedagogies in the field. Read more.
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Restorative Evaluation: A Reparative Approach to Assessing Student Work
Figuring out how to assess a student’s understanding of work done in a course can be difficult. We all know people learn and interpret things in different ways, but because educational institutions often tend to measure student understanding (or, rather, retention—understanding is more subjective) in narrow ways—via letter or numeric grading, we (instructors) may feel that exploring the ways in which students contribute to knowledge-building cannot be recognized via a grade. I would like to invite us to consider that certain kinds of grading practices are rooted in much larger, more punitive systems of oppression. Read more.
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How Ritual Can Inspire Connection in the Classroom
It is easy to understand why instructors and teachers might value cultivating connection with their students. For one, fostering feelings of community might build a sense of safety among students, who may or may not have access to other social spaces that engender feelings of security. Feeling secure is a core part of any person’s wellbeing. One of the ways we can help to build community in our classrooms is by creating a ritual toolkit for use in that space. Read more.