My teaching practices are inspired and shaped by feminist and social justice pedagogies including the groundbreaking work of bell hooks, Gloria Anzaldúa, and Paulo Freire.

I believe (fiercely) in hooks’ vision of the “classroom as community”, allowing us to reimagine ways of knowing and learning in an effort to create new visions of the future. This reimagining in and of teaching, I believe, enables necessary transgressions that can make education truly transformational.

In my Undergraduate and Postgraduate level teaching, I draw heavily on Meyer and Land’s (2005) “threshold concept” to allow for “troublesomeness”, creating space for students to challenge, question, & contend with new (forms of) knowledge. Anzaldúa’s assertion that to achieve “conocimientos” (understanding and transformation) one needs to grapple with discomfort, also forms a key element of my pedagogy.

Practically, this means that I attend to where power resides and how it manifests in the classroom, and how “knowledge” is conceptualised. This attention to power is a key element of building a community in the classroom, one of collaboration and care. I use creative- technological and analogue- tools to spark imaginations and critical insights, and develop multiple ways of coming to and interacting with multiple forms and sources of knowledge(s). I believe in creating brave spaces to un/learn, and developing critical reading and listening skills to enable more robust debate and genuine dialogue.

I am a Fellow of the UK Higher Education Academy.