My teaching at the intersections of the history of science, critical psy-ences, and Black Studies foregrounds, wherever possible, contemplative pedagogy—an approach that deliberately incorporates the learner’s interior, embodied experience and relationship to place as vital repositories of knowledge. I engage these scholarly arenas and pedagogical modes to facilitate learning experiences that enrich students' understandings of the nature of science and knowledge, and to inspire them to claim their roles as producers of knowledge.

My central objective is to help learners cultivate the critical, intrapersonal, and interoceptive skills necessary to be open to experience, grapple with paradox, and put their knowledge into meaningful action in the world. I am also committed to exploring creative modes of differentiated instruction that engage multiple neurotypes and intelligences that may be represented in a given classroom.