"Reading, writing, and arithmetic are important only if they serve to make our children more human." – Haim G. Ginott, Teacher and Child: A Book for Parents and Teachers
My teaching philosophy is grounded in a deep, ongoing commitment to working for social justice, which drives my pedagogical choices and provides necessary bridges between course content and students' lives. It is my obligation to acknowledge, respect, and affirm the knowledge and experiences students bring with them to my classes. This is particularly important when working with college students, as their diverse views, opinions, and backgrounds can profoundly impact not only their own learning and growth, but also that of their classmates. I firmly believe in student-centered learning that allows and encourages students to construct their own knowledge and to develop and support their own opinions.
My research is driven by the same commitment to social justice as my teaching. I focus on teaching and learning in public school history classrooms around global historical events with which students have heritage connections. As public school classrooms in the United States grow more diverse, it becomes incumbent on the research community to investigate how historically marginalized students are connecting to and making sense of history in their classrooms. My research, which is grounded in the qualitative paradigm and relies on the tenets of sociocultural theory, responds to this need by interrogating the complicated and complex intersections between students' historical understanding and their lived experiences outside the classroom.
2000, B.A., History, Clark University, cum laude
2001, M.A., History, Clark University
2012, Ph.D., Curriculum & Instruction: Social Studies Education, University of Minnesota
EDUC 105: Teaching in a Diverse Society
EDUC 215: Issues in Multicultural and English Language Learner Education
EDUC 325: Managing and Motivating Classrooms
EDUC 406: Instructional Strategies for the Secondary Classroom
EDUC 408: Student Teaching Reflective Seminar
EDUC 410: Student Teaching Supervision
SC 101: Childhood’s Lost: An Exploration of Resiliency in Youth