I define my pedagogy as an anti-discriminatory praxis framed around Paulo Freire’s critical pedagogy, which I implement in socially and culturally situated problem-solving. As a humanist educator, I give utmost priority to creating an anti-discriminative ecology for my students to feel safe and confident in their differences while they show respect to the diversity of the other members of our classrooms and programs. As a facilitator, I create the content of my classes with boundaries that are fluid and permeable, wherein students contribute to the growth of the critical conversations they participate in as they bring their contexts, histories, and needs to our programs. This frame, in my experience, enriches the study of academic, professional, technical writing, composition, and communication, or other course emphases by giving students a critical understanding and knowledge for approaching socially and culturally situated problem-solving.
I have teaching and administrative experiences in different educational settings with diverse and unique student demographics. I designed and developed courses, workshops, and programs that center cultural and linguistic diversity in first-year composition, academic writing, visual-digital communication, and professional and technical communication. These experiences range from contributing to developing writing courses and workshops for non-native English speakers, mentoring writing consultants, designing and leading writing program development, and participating in campus-wide writing support initiatives at Texas A&M University-Corpus Christi (TAMUCC), Clemson University, and the University of Texas at El Paso (UTEP).