I believe that writing is not merely a technical skill to be acquired — it is a practice of witness, a form of presence, and a way of insisting that one's life, community, and story matter. My classrooms are built around this conviction.

My pedagogy is rooted in anti-racist praxis, centering the experiences and literary traditions of communities that have been historically excluded from the canon. I draw heavily from POC and LGBTQ+ writers — not as supplementary voices, but as the primary architects of the curriculum.

I teach through hybrid and cross-medium forms — letter-writing, nature journaling, documentary analysis, creative-critical hybrid essays — because I believe form is never neutral. The structure of an assignment is itself a pedagogical statement about whose knowledge counts and how.

Ultimately, I seek to build classrooms where students feel equipped to move through landscapes of memory — personal, historical, ecological — with curiosity, rigor, and care.