I believe that writing is a practice of witness, a form of presence, of empathy, and a way of insisting that a writer's life, community, and stories matter in every context. My classrooms are built around this conviction.

My pedagogy is rooted in anti-racist praxis, where I center the experiences and literary traditions of communities that have been historically marginalized and excluded from the canon. I draw heavily from POC and LGBTQ+ writers as the primary architects of my curriculum, drawing out stories that traditional writing classes may skip over in favor of more conventional stories.

I teach through hybrid and cross-medium forms: letter-writing, nature journaling, documentary analysis, and creative-critical hybrid essays, all because I believe form is never neutral and that experimenting in different mediums can prove incredibly helpful to the writing process.

Ultimately, I want to build classrooms where students of all backgrounds can feel equipped to move through their own landscapes of memory: personal, historical, ecological, communal, however they may take form, with curiosity, rigor, and care.