My work is driven both by the college students in front of me and by the young students they will someday reach or teach. I view teaching as an immersive experience where learning is co-constructed with students. In my classroom, we work together to build a environment where voices are heard, where we delve deeply into topics that matter, and where we honor the ways in which ideas on the page impact real students in real classrooms.
Teaching Introduction to Educational Studies was a powerful way to enter that conversation at Swarthmore. Having taught at many local colleges and universities prior to coming to Swarthmore, I appreciate that students here begin their work in education with such a diverse and critically examined canon.
Outside of my teaching, I work with 2nd through 6th grade students in Camden under a partnership with the Penn Literacy Network out of the University of Pennsylvania. This partnership is a continuation of over two decades of my work supporting early literacy development for teachers and students in urban classrooms.
Over the summer, I presented to early teachers from across China on creating quality early childhood environments. This opportunity allowed for rich cultural conversations and the opportunity to gather data that I plan to use for research examining teacher beliefs in both China and the United States.
Both inside and outside of schools, I work to advocate for change, equity, and racial justice. As the co-founder of the Philly Children’s March, I’ve collaborated with families across the city to discover what we can learn, question, change, and interrupt in support of the #BlackLivesMatter movement.
Looking ahead, I plan to connect myself and my students with educational activism in and around Philadelphia and to research the ways in which teachers of young children organize themselves and teach towards social and racial justice.