Teaching Philosophy
I am a literary activist and filmmaker. My scholarly work focuses on the intersections of gender, race, class, and sexuality. I illustrate how these distinct characteristics, these legacies of struggle, which binds people of color in the United States, are evident in Literature, Film, Social and Political Thought. My students love being able to “read” texts, understanding the social-political movements that gave birth to those while situating them in historical or societal context. I teach not only specific movements in history but also stress the importance of social justice work, decoding and recoding films and narratives. I teach students about writers and directors who use their art as a medium to combat negative stereotypes. Ultimately, they are being trained to become conscious, well rounded, 21st century leaders who are equipped with the tools they need to succeed in a vast, ever changing digital economy.
I have been teaching film and literature for over 15 years. My scholarship) is influenced by feminist theory, psychoanalytic criticism, poetry, literature, and scholarship. My students, having grown and flourished under my wings, have published with local newspapers and magazines. They have participated in Alternative Spring Break Programs, local community activist programs, assisted with voter registration campaigns, raised funding for and helped to re-build New Orleans in the wake of Hurricane Katrina. Their social justice documentaries have also worked to validate the work and culture of the oppressed, disenfranchised, marginalized, or the poor. I encourage all of my students to appreciate our rich diversity as well as our agency for creating positive change. In turn, my students are inspired to be the change that they want to see in the world, to continue to effect change, and to share the wisdom they have learned with their colleagues, peers, and family.
I believe that every student, given the proper resources, training, and access to advancements in technology, can achieve to the very best of their ability. Because I am an artist, a screenwriter and director, I view teaching as an art. The ability to unpack ideas, decipher images, subtext and symbolism, to convey meaning, or help students to think critically about a host of social justice issues, is both enlightening and empowering.
In addition to training, I think teachers are endowed with special gifts. It takes a particular technique, a particular ear, and particular method of influence to impact a young mind. Teaching requires that the teacher remain a student of life as well; a student of literature and a student of the world. Studying other films, reading about other literatures and cultures, staying abreast of contemporary world events, as well as remaining interested in the personal and professional lives of my students, has, undoubtedly, made me a better teacher, and my students benefited because of it.
I subscribe to both constructivism and socio cultural theory. I tend to fuse both my liberal arts and research background into my student centered classrooms, drawing upon student’s prior knowledge to enhance their positive learning environment and our rigorous, meaningful curriculum. As a student of W.E.B. DuBois, Sonia Sanchez, Hurston, Micheaux, Baldwin, Robert McKee, Linda Seger, and John Reiss (to name a few), I am most inspired helping my students to “think outside of the box” and to understand the world of the story (its storyline, imagery, themes, and dialogue). I believe that teaching requires a healthy exchange between the student and the professor, so I encourage constructive feedback and collaborative research. I believe students learn best by doing – by being provided with hands-on activities and by delivering multimodal, scaffolded assignments. Placing film cameras in my students hands and encouraging them to get out in the field to locate source material, interview subjects, or film scenes inspires the student to conquer illusory fears. They learn to become engaged with marginalized, oppressed, or disenfranchised communities. They explore worlds they never knew existed before and this evolution within the student is witnessed at the very end of the quarter when they share their final film projects, submit critical response journals, or present their findings in front of their peers.
I am tech savvy and use a lot of media in the classroom. In addition, I use a wide variety of assessments. I like to keep my students engaged. I am most comfortable working in smart rooms. I love using Cavas, Angel, and Blackboard online because it allows me to upload reading materials, Critical Response Sheets, Creative Writing Exercises, links to films, and other helpful websites. Perhaps, most importantly, I love situating my courses in historical context and showing my students the evolution of cinema. I believe that it is important that students understand mainstream popular culture (and cinema) as they do other cultures and the story of independents. I often use Power Point for lectures and require my students to deliver Power Point Presentations mid-quarter to showcase their images, shots, beats, loglines, or research findings.
I have a wealth of experience mentoring students and coordinating student related activities. As a published author and journalist, I have served on countless panels and mentored hundreds of students, encouraging them to follow their dreams. Usually, after my classes, students are inspired to either major or minor in the field; get involved in community service work; or start writing their own books, poetry, and novels. In my classes, I stress the importance of collaborative work, as well as the importance of both formal and informal knowledge. I am most inspired witnessing my student’s metacognitive growth.
I remain balanced and centered, practicing yoga and meditation. Because I am in tune with my innate spirituality, I strive to help my students reach higher levels of consciousness. They are the future and they should be encouraged to lead; to speak and to be heard while serving our diverse community.